What every student should write in university?
In their studies, a university student faces a large number of different texts. How then do we socialize with these texts? How is everything learned taught as writing? Most often, the student reports, analyzes, interprets and compares their learning.
Making a report means describing the text you have heard or read. The most important aspects of the text to be referenced are selected in the report, and a new, meaningful whole is built without losing the original meaning.
The report is a description of the text you have heard or read. The purpose of the report is also to shorten the original text to be explained, so making a report is also a matter of choosing the essentials of the text.
The most important thing in making a report is to keep the key meanings of the text to be referenced. Relevance refers to time relationships, influential factors, contexts, the relationship between the concept of the concept, the consequences, and the solutions. Thus, for example, the cause-and-effect relationship in the reference text should remain unchanged in the report.
The retention of the key meanings in the report shows that the author has understood the text to be referenced. It is for this reason that writing a report is such a common task type. In order to preserve meaning relations, the report should contain a sufficient number of so-called. reference points, for example, time and place adverbs that direct the reader to interpret the sentence correctly.
The most common mistake in the reports is the violation of the meaning relationships, which means, for example, changing concepts or consequences. In this case, the things to be referenced change substantially in the report, which of course is not intended.
A typical mistake is also the confusion and inaccuracy of the purposes, whereby the reader of the report does not understand what is meant by a term in the report. Goals are likely to interfere if the rapporteur does not move from the idea of the text to its formal structure. The reference cannot be compiled without understanding the text, and therefore there is no shortcut to the report.
The meaning of the report should be preserved, but a good referent of chronological order often fails. The report is like news about the text to be referenced: the referrer must bring up important and interesting things. Thus, the author of the report selects the essential elements of the text and arranges them as a new, meaningful presentation without suffering the original meaning.
Both drafting and reading the report are facilitated by the so-called a meta-text that refers to that part of the text that explains and organizes other text, for example: “Next we will refer to the reference” or: “The previous chapter dealt with the reference and the following will be familiarized with the essay.”
The meta-text can also present the author’s statement to something, for example, “It is obvious that the report is written in this way,” or express the source of the information, for example, “The author of the research shows that the report should be drafted like this.” Specifically, the latter, the meta-text that expresses the source of knowledge, helps in drafting the report, as it is likely to remind the author of the narrative function of the report.
Before writing a report it is advisable to look at the text to be cited externally, ie to find out who is the author of the text, where and when the text has been published and what is its purpose. All of this affects the way you refer text. We treat the text differently, for example, according to whether it appeared in the 1920s or the 1990s. Likewise, the interpretation of the text increases as the distance goes beyond the text.
The writer’s note list
- Does the report preserve the key meanings of the text?
- Are the key concepts the same as in the source text?
- Does the text focus on the material?
Does the introduction, development, and summary form a coherent whole?
Is the transition from one paragraph to another meaningful?
Style and spelling
- Are the sentence structures clear and unambiguous?
- Is the text look neat?
- Does the required length exceed or fall below? Is there spelling, for example, in punctuation?
Writing an essay is the most common way to find out how the student has understood the lesson, along with the answer to the exam. An essay is a broad script (length determined by the interrogator on a case-by-case basis), which is written on the basis of the given source works, and must deal with the subject matter sufficiently broadly within the title. Thus, the essay writer must combine the requirements of the title, the reference of the source works and their own ideas for original argumentation.
The essay writer should describe, analyze and evaluate the theory, concepts and opinions of the source works. The requirements for the author of the essay are often also the comparison and interpretation of the source material.
It is important to learn the practices of scientific writing right from the start of university studies. These include, for example, the source list and source references.
The listener expects, above all, that the essay writer focuses on the essential and remains on the subject. He assumes that the essay is based on a thorough and critical reading of the source works and that the essay is consistently argued and presented smoothly and clearly.
Since the essay writer is required to have his own thoughts and arguments, the source material of the essay must be read critically and critically. Not all of the source books are necessarily relevant to the essay and not everything printed in the book is necessarily true and correct.
The essay writer is not always given a ready-made title that guides the passage of the script. If the call to “Read these works and write an essay based on them” seems to be difficult to implement, it is advisable to start with a review of the material you are reading. Using the reference, you can start evaluating your reading. Reflect on the key concepts and their definition, the objectives of the work, the theoretical basis, the world of values, the main statements and their justifications.
The essence must be clear and consistent in structure. It is worthwhile to build it in three parts, the first being the introductory period, then the development period, and finally the conclusion, ie the summary period.
The introduction should have a reader-inspiring start and an indication of the topic and the order of the proceedings. The development part is where the subject of the title is actually dealt with: described, analyzed, compared, evaluated.
If the title is such that it requires either yes or no, the question will be examined dialectically from both a positive and a negative point of view, so that the second option could reasonably be ruled out. The arguments are supported by arguments and illustrative examples. If the essay is titled, the summary section presents a reasoned answer that has been developed in the middle section.
A good way to evaluate the essence and structure of the essay itself is to read it through the paragraph at a time and ask yourself for each song, which is the main thing in the song. You can test the song by trying to summarize it in one sentence. That’s how you find out what you’ve actually written. It may surprisingly differ from what you intended to write.
The exam answer is usually a shorter essay, the result of a systematic review of course material. The success of the exam depends directly on how well the student is able to write clear and well-grounded essays. Thus, all that was presented on the previous page about writing an essay is also valid for writing an exam answer.
The titles of the exam questions are similar to those of the essays, although they do not require the same extensive and careful treatment as the essays, due to the limited writing time. For exam questions, for example, the student is encouraged to list, describe, analyze, compare, define, explain, evaluate, criticize or deduce. An essential part of the exam answer consists of an insightful and evaluative referencing of examinations.
In order to be successful in the exam, the student will also have a so-called. metacognitive skills, ie the ability to understand your own data processing process. As an essay, preparing for an exam, and writing an exam, you always need to be able to evaluate your own way of working and the results of your work. You can learn from each exam situation something useful for the next. You can ask yourself the following questions:
- How Effectively did I read exam books?
- How Effective Did I Make Notes?
- How much time did I use to analyze the exam question and design the exam answer?
- How much time did I use to write an exam answer?
- Thus, passing the exam is a multi-step process that should be evaluated after the exam as a whole and in parts. Only then can you figure out if something should be done next time.
- An essay and a checklist of the author of the exam answer
- Have you answered the question in the title? (Have you answered the whole question? Have you answered any question other than that?)
- Have you clarified the different concepts accurately? Are the referrals in good condition, ie does each of the pronomies you use (eg, this, bring, it, these, those, those) clearly correlate with something?
- Is the structure of the article logical, ie are the songs naturally related to each other?
- Is the introduction and the conclusion clear and effective? Have you kept in mind their function?
- Is the exam answer fluent and impeccable in its language, style, and spelling? For example, rudimentary spelling errors (“right spelling error”) do not give the author a very convincing picture.