Academic Performance
\nSession
\nOutline
\nAcademic Performance
\n\u2022 15 Minutes
\n\u2022 Announcement
\n\u2022 Recap from last week\u2019s session
\n\u2022 Questions from last week\u2019s session
\n\u2022 45 Minutes
\n\u2022 Focus of this week: Improving Your Writing Competencies
\n\u2022 15 Minutes
\n\u2022 Class activity
\n\u2022 15 Short Break
\n\u2022 Check your phones, take a walk!
\n\u2022 60 Minutes
\n\u2022 Seminar activity
\n\u2022 30 Minutes
\n\u2022 Q&As
\n\u2022 One to One inquiries
\n\u2022 Take home exercise
\nAcademic Performance
\nDHICT
\nThree component of
\nreading
\n\u2022 Decoding
\n\u2022 Comprehension
\n\u2022 Retention:
\nWhy reading is
\nimportant?
\n\u2022 Is a vital skill in
\nfinding a good job
\n\u2022 Develops creativity
\n\u2022 Develops the mind
\nsome of the reading
\nproblems
\n\u2022 Cultural, linguistic,
\neducational
\nexperience
\n\u2022 Reading deficiency
\nWriting Styles
\nImproving Your Writing Competencies
\nDHICT
\nWriting Style
\nAcademic Performance
\nWhat is writing style?
\n\u2022 A students particular way of writing
\n\u2022 The type of writing needed for a particular piece
\nof work
\n\u2022 Writing well
\nImproving your writing style
\n\u2022 Writing structure
\n\u2022 Writing syntax
\n\u2022 Writing texture
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\nWriting structure
\nThe organisation of your content
\n\u2022 Paragraphing
\n\u2022 Punctuations
\n\u2022 Vocabularies
\n\u2022 Keywords and key terminologies
\nWriting syntax
\nThe appropriate development of your content
\n\u2022 Transition words \/ linking words \/ smart words
\n\u2022 Sentence length
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\nWriting texture
\nThe appropriate construction of your sentences
\n\u2022 Grammar
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\n\u2022 Accurate punctuation will make your work easier
\nto read
\n\u2022 Appropriate paragraphing will make the structure
\nof your work easier to follow.
\n\u2022 The appropriate use of key terminologies and
\nvocabularies will provide clear understanding of
\nthe different contexts embedded in your work
\nand the sentences functions will be invaluable.
\nImproving Your Writing
\nCompetencies
\nPunctuation
\nDHICT
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations
\n\u2022 Full Stops are used to separate one statement (and
\nany closely related qualifications of it) from the next.
\n\u2022 Commas are used solely to make your meaning clear
\nand guide necessary pause\u2019s.
\n\u2022 Commas are used to separate parts of a list:
\nFor example
\nI went shopping and bought pencils, notebooks,
\nmarkers, and English text books.
\n\u2022 Commas are used to separate descriptive words
\nFor example;
\nFranca stared at the long, tiring queue.
\nA loud, banging, windy sound was heard at the stream.
\nDHICT
\nAdd commas, where necessary, to the following sentences:
\n1. Marian has travelled in France Spain Australia India and the USA.
\n2. We were watched by a lean ageing kangaroo.
\n3. After two weeks on buses and trains it was a relief to smell sea
\nair
\n4. Jason our guide walked fast and spoke little.
\n5. Air disasters it is well known are fewer than accidents on the
\nroads.
\n6. Taking a foreign holiday despite problems with accommodation
\ncurrency and language can be a liberating experience.
\n7. Day after day the grey rocks dotted here and there with small
\nplants formed a backdrop for our trek.
\n8. Taking a foreign holiday can be a liberating experience.
\n1
\nDHICT
\nAdd commas, where necessary, to the following sentences:
\n1. Marian has travelled in France, Spain, Australia, India and the
\nUSA.
\n2. We were watched by a lean, ageing kangaroo.
\n3. After two weeks on buses and trains, it was a relief to smell sea
\nair
\n4. Jason, our guide, walked fast and spoke little.
\n5. Air disasters, it is well known, are fewer than accidents on the
\nroads.
\n6. Taking a foreign holiday, despite problems with accommodation,
\ncurrency, and language, can be a liberating experience.
\n7. Day after day, the grey rocks, dotted here and there with small
\nplants formed a backdrop for our trek.
\n8. Taking a foreign holiday can be a liberating experience.
\nANSWERS
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations
\nSemicolons indicates a slightly shorter pause than that
\ngiven by a full stop.
\n\u2022 Semicolons when applied, shows whatever you write on
\neach side of it must function as separate sentences.
\nFor example
\nMany Intercontinental dishes like Afro-Caribbean food;
\nIndian restaurants and Chinese take aways, for example,
\nhave opened in most part of Brentford.
\nThe working verb in the first sentence is like and its
\nsubject is many Intercontinental dishes. In the second
\nstatement, the working verb is have opened and its
\nsubject is Indian restaurants and Chinese takeaways.
\nDHICT
\nIn the following paragraph, it would be possible to replace two of
\nthe full stops with semicolons. Which two? Why?
\nMany people have strong opinions on the use of the private car.
\nSome feel that it has liberated the individual and brought with it
\na new level of personal freedom. Others feel that the threat to
\nthe environment posed by fuel emissions must be curtailed.
\nGovernments can find themselves caught between these
\nmutually exclusive standpoints. They don\u2019t want to be seen as
\nautocratic and reactionary. At the same time, they are aware, of
\nglobal warming and of the fact that they are likely to be held
\n2 responsible for environmental decline.
\nDHICT
\nIn the following paragraph, it would be possible to replace two of
\nthe full stops with semicolons. Which two? Why?
\nMany people have strong opinions on the use of the private car.
\nSome feel that it has liberated the individual and brought with it
\na new level of personal freedom; others feel that the threat to
\nthe environment posed by fuel emissions must be curtailed.
\nGovernments can find themselves caught between these
\nmutually exclusive standpoints. They don\u2019t want to be seen as
\nautocratic and reactionary; at the same time, they are aware, of
\nglobal warming and of the fact that they are likely to be held
\nANSWERS responsible for environmental decline.
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations<\/p>\n
A colon\tUsed to introduce a list, an explanation, a quotation, or
\nsome instructions. Demonstrate balance between two
\nstatements
\nBrackets\tUse to incorporate extra information
\nDashes\tUsed to incorporate extra information: in the middle of a
\nsentence (two dashes) or at the end of a sentence
\nA hyphen\tUsed to split a word at the end of a line. Show the separate
\nparts of certain words.. Join words to make a new word
\nAn exclamation
\nmark\tUsed to demonstrate passion in speech
\nA question mark\tUsed to indicate a question
\nAn apostrophe\tUsed to show contraction ( a letter or letters missing) or
\npossession
\nIts\tUsed to show possession
\nIt\u2019s\tUsed to stand instead of it is or it has
\nAssignmentTutorOnline<\/p>\n
Writing Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nParagraphing
\n\u2022 Splits up a piece of writing into separate topic (sample nursing essay examples by the best nursing assignment writing service)
\nsections.
\n\u2022 Make reading easy.
\n\u2022 Helps clarify what to include
\nCommon Issues With Paragraphing
\n\u2022 Paragraph too long
\n\u2022 Reader gets too bored
\n\u2022 Paragraph too short
\n\u2022 Reader needs more context
\n\u2022 Indicate writer know less of the topic (sample nursing essay examples by the best nursing assignment writing service)
\nPossible solution to common issues with paragraphing
\n\u2022 Use linking words
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nSentence Construction
\nSimple rules for a good sentence
\n\u2022 A sentence must
\n\u2022 Make sense
\n\u2022 Contain a working verb
\n\u2022 Contain a subject for the verb
\nCommon Issues With Sentence Construction
\n\u2022 Sentence fragment
\nFor example:
\nWith all his writing materials.
\nFelix went to uni with all his writing materials
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\n\u2022 A first quick read
\n\u2022 Note-making
\n\u2022 Writing a first draft
\n\u2022 Checking your word-count and editing
\n\u2022 Writing your final draft
\nNew to reading and academic at university level?
\n\u2022 Aim to try novels, travels writing, histories,
\nbiographies, broadsheet newspapers and
\nacademic journals.
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nChecklist for simplicity
\n\u2022 Use a short word rather than a long one
\n\u2022 Be yourself: don\u2019t copy style from another writer
\n\u2022 Write the truth as you see it
\n\u2022 Check your logic: have you said what you mean,
\nand does your writing make sense?
\n\u2022 Be as brief as possible without omitting essential
\npoints
\n\u2022 Omit cliches (e.g. \u2018in this day and age\u2019. \u2018the
\nbottom line\u2019)
\n\u2022 Use active verbs rather than passive ones
\n\u2022 Use concrete nouns rather than abstract ones
\nwhenever possible
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nSentence Length
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\n\u2022 Find the right word: expand your vocabulary
\n\u2022 Describe the process: aim to make your
\ndescription clear, accuracy is essential
\n\u2022 Persuasive writing: get the readers on your side,
\nstress your main points.
\n\u2022 Tone: readers react strongly to tone (impatient,
\nupset, friendly, formal, serious, humorous). Tone
\ngives a clue how the writer feels about the
\nsubject.
\n\u2022 Diction: the kind of words used
\n\u2022 Register: adjust your writing language
\nautomatically for the needs of the particular
\nlistener
\n\u2022 Follow writing instructions
\n\u2022 Feedback
\nWriting Types
\nAcademic Performance
\nAs Business Students, you may be asked to write:
\n\u2022 Summaries
\n\u2022 Creative writing
\n\u2022 Articles
\n\u2022 CVs,
\n\u2022 Letters
\n\u2022 Reports
\n\u2022 Essays
\nAcademic Performance
\nAcademic Performance
\nWriting Types:
\nSummaries
\nAcademic Performance
\n5 Steps to writing a good summary
\n1. A first quick read
\n2. Note-making
\n3. Writing a first draft
\n4. Checking your word-count and editing
\n5. Writing your final draft
\n1. A first quick read
\n\u2022 Familiarise with the material and get comfortable with the task
\nahead
\n\u2022 May skim through by reading the first sentence of each
\nparagraph and perhaps the whole of the concluding paragraph
\n\u2022 May skim through by reading the introductory paragraph and
\nthe concluding paragraph
\nWriting Types:
\nSummaries
\nAcademic Performance
\n2. Note-making
\n\u2022 Your note is the basis of your summary
\n\u2022 Copy out technical terms
\n\u2022 Write in your own words
\n3. Writing a first draft
\n\u2022 First version of your answers
\n\u2022 First draft should be written from your notes
\n\u2022 Avoid looking at the original content
\n\u2022 Keep your draft short
\n\u2022 Don\u2019t worry about word-count at this stage
\nWriting Types:
\nSummaries
\nAcademic Performance
\n4. Checking your word-count and editing
\n\u2022 Editing depends on the specific instructions
\n\u2022 For example, word limit
\n\u2022 During editing, focus on secondary texts that, if removed
\nwill not affect the overall understanding
\n5. Writing your final draft
\n\u2022 Do a final check on the word-count
\n\u2022 Go through the key points and ensure they intersect
\n\u2022 Check for writing tone based on the writing type (informal
\nand formal)
\nSeminar Activity
\nSee document on Blackboard | Follow instruction enclosed
\nDHICT
\nAcademic Performance
\nAcademic Performance
\nHow can I help you?
\nAny question concerning the module study guide?
\nAny question concerning the assessment?
\nAcademic Performance
\nWhat is Academic
\nSuccess for Academic
\nPerformance Module?
\n\u2022 Academic Success is the
\nability to \u2018Practicalise\u2019 the
\nconceptual, theoretical and
\nsubject knowledge with a
\nspecific goal.
\nDr Francisca C Umeh
\nAcademic Performance
\nAcademic Performance<\/p>\n
Assignment stat
\nAcademic Performance
\nWriting Style: Improving
\nWriting Competencies
\nWEEK 3
\nAcademic Performance
\nSession
\nOutline
\nAcademic Performance
\n\u2022 15 Minutes
\n\u2022 Announcement
\n\u2022 Recap from last week\u2019s session
\n\u2022 Questions from last week\u2019s session
\n\u2022 45 Minutes
\n\u2022 Focus of this week: Improving Your Writing Competencies
\n\u2022 15 Minutes
\n\u2022 Class activity
\n\u2022 15 Short Break
\n\u2022 Check your phones, take a walk!
\n\u2022 60 Minutes
\n\u2022 Seminar activity
\n\u2022 30 Minutes
\n\u2022 Q&As
\n\u2022 One to One inquiries
\n\u2022 Take home exercise
\nAcademic Performance
\nDHICT
\nThree component of
\nreading
\n\u2022 Decoding
\n\u2022 Comprehension
\n\u2022 Retention:
\nWhy reading is
\nimportant?
\n\u2022 Is a vital skill in
\nfinding a good job
\n\u2022 Develops creativity
\n\u2022 Develops the mind
\nsome of the reading
\nproblems
\n\u2022 Cultural, linguistic,
\neducational
\nexperience
\n\u2022 Reading deficiency
\nWriting Styles
\nImproving Your Writing Competencies
\nDHICT
\nWriting Style
\nAcademic Performance
\nWhat is writing style?
\n\u2022 A students particular way of writing
\n\u2022 The type of writing needed for a particular piece
\nof work
\n\u2022 Writing well
\nImproving your writing style
\n\u2022 Writing structure
\n\u2022 Writing syntax
\n\u2022 Writing texture
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\nWriting structure
\nThe organisation of your content
\n\u2022 Paragraphing
\n\u2022 Punctuations
\n\u2022 Vocabularies
\n\u2022 Keywords and key terminologies
\nWriting syntax
\nThe appropriate development of your content
\n\u2022 Transition words \/ linking words \/ smart words
\n\u2022 Sentence length
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\nWriting texture
\nThe appropriate construction of your sentences
\n\u2022 Grammar
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\n\u2022 Accurate punctuation will make your work easier
\nto read
\n\u2022 Appropriate paragraphing will make the structure
\nof your work easier to follow.
\n\u2022 The appropriate use of key terminologies and
\nvocabularies will provide clear understanding of
\nthe different contexts embedded in your work
\nand the sentences functions will be invaluable.
\nImproving Your Writing
\nCompetencies
\nPunctuation
\nDHICT
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations
\n\u2022 Full Stops are used to separate one statement (and
\nany closely related qualifications of it) from the next.
\n\u2022 Commas are used solely to make your meaning clear
\nand guide necessary pause\u2019s.
\n\u2022 Commas are used to separate parts of a list:
\nFor example
\nI went shopping and bought pencils, notebooks,
\nmarkers, and English text books.
\n\u2022 Commas are used to separate descriptive words
\nFor example;
\nFranca stared at the long, tiring queue.
\nA loud, banging, windy sound was heard at the stream.
\nDHICT
\nAdd commas, where necessary, to the following sentences:
\n1. Marian has travelled in France Spain Australia India and the USA.
\n2. We were watched by a lean ageing kangaroo.
\n3. After two weeks on buses and trains it was a relief to smell sea
\nair
\n4. Jason our guide walked fast and spoke little.
\n5. Air disasters it is well known are fewer than accidents on the
\nroads.
\n6. Taking a foreign holiday despite problems with accommodation
\ncurrency and language can be a liberating experience.
\n7. Day after day the grey rocks dotted here and there with small
\nplants formed a backdrop for our trek.
\n8. Taking a foreign holiday can be a liberating experience.
\n1
\nDHICT
\nAdd commas, where necessary, to the following sentences:
\n1. Marian has travelled in France, Spain, Australia, India and the
\nUSA.
\n2. We were watched by a lean, ageing kangaroo.
\n3. After two weeks on buses and trains, it was a relief to smell sea
\nair
\n4. Jason, our guide, walked fast and spoke little.
\n5. Air disasters, it is well known, are fewer than accidents on the
\nroads.
\n6. Taking a foreign holiday, despite problems with accommodation,
\ncurrency, and language, can be a liberating experience.
\n7. Day after day, the grey rocks, dotted here and there with small
\nplants formed a backdrop for our trek.
\n8. Taking a foreign holiday can be a liberating experience.
\nANSWERS
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations
\nSemicolons indicates a slightly shorter pause than that
\ngiven by a full stop.
\n\u2022 Semicolons when applied, shows whatever you write on
\neach side of it must function as separate sentences.
\nFor example
\nMany Intercontinental dishes like Afro-Caribbean food;
\nIndian restaurants and Chinese take aways, for example,
\nhave opened in most part of Brentford.
\nThe working verb in the first sentence is like and its
\nsubject is many Intercontinental dishes. In the second
\nstatement, the working verb is have opened and its
\nsubject is Indian restaurants and Chinese takeaways.
\nDHICT
\nIn the following paragraph, it would be possible to replace two of
\nthe full stops with semicolons. Which two? Why?
\nMany people have strong opinions on the use of the private car.
\nSome feel that it has liberated the individual and brought with it
\na new level of personal freedom. Others feel that the threat to
\nthe environment posed by fuel emissions must be curtailed.
\nGovernments can find themselves caught between these
\nmutually exclusive standpoints. They don\u2019t want to be seen as
\nautocratic and reactionary. At the same time, they are aware, of
\nglobal warming and of the fact that they are likely to be held
\n2 responsible for environmental decline.
\nDHICT
\nIn the following paragraph, it would be possible to replace two of
\nthe full stops with semicolons. Which two? Why?
\nMany people have strong opinions on the use of the private car.
\nSome feel that it has liberated the individual and brought with it
\na new level of personal freedom; others feel that the threat to
\nthe environment posed by fuel emissions must be curtailed.
\nGovernments can find themselves caught between these
\nmutually exclusive standpoints. They don\u2019t want to be seen as
\nautocratic and reactionary; at the same time, they are aware, of
\nglobal warming and of the fact that they are likely to be held
\nANSWERS responsible for environmental decline.
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nThe organisation of your content
\n\u2022 Punctuations<\/p>\n
A colon\tUsed to introduce a list, an explanation, a quotation, or
\nsome instructions. Demonstrate balance between two
\nstatements
\nBrackets\tUse to incorporate extra information
\nDashes\tUsed to incorporate extra information: in the middle of a
\nsentence (two dashes) or at the end of a sentence
\nA hyphen\tUsed to split a word at the end of a line. Show the separate
\nparts of certain words.. Join words to make a new word
\nAn exclamation
\nmark\tUsed to demonstrate passion in speech
\nA question mark\tUsed to indicate a question
\nAn apostrophe\tUsed to show contraction ( a letter or letters missing) or
\npossession
\nIts\tUsed to show possession
\nIt\u2019s\tUsed to stand instead of it is or it has
\nAssignmentTutorOnline<\/p>\n
Writing Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nParagraphing
\n\u2022 Splits up a piece of writing into separate topic (sample nursing essay examples by the best nursing assignment writing service)
\nsections.
\n\u2022 Make reading easy.
\n\u2022 Helps clarify what to include
\nCommon Issues With Paragraphing
\n\u2022 Paragraph too long
\n\u2022 Reader gets too bored
\n\u2022 Paragraph too short
\n\u2022 Reader needs more context
\n\u2022 Indicate writer know less of the topic (sample nursing essay examples by the best nursing assignment writing service)
\nPossible solution to common issues with paragraphing
\n\u2022 Use linking words
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nSentence Construction
\nSimple rules for a good sentence
\n\u2022 A sentence must
\n\u2022 Make sense
\n\u2022 Contain a working verb
\n\u2022 Contain a subject for the verb
\nCommon Issues With Sentence Construction
\n\u2022 Sentence fragment
\nFor example:
\nWith all his writing materials.
\nFelix went to uni with all his writing materials
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nImproving your writing style
\n\u2022 A first quick read
\n\u2022 Note-making
\n\u2022 Writing a first draft
\n\u2022 Checking your word-count and editing
\n\u2022 Writing your final draft
\nNew to reading and academic at university level?
\n\u2022 Aim to try novels, travels writing, histories,
\nbiographies, broadsheet newspapers and
\nacademic journals.
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nChecklist for simplicity
\n\u2022 Use a short word rather than a long one
\n\u2022 Be yourself: don\u2019t copy style from another writer
\n\u2022 Write the truth as you see it
\n\u2022 Check your logic: have you said what you mean,
\nand does your writing make sense?
\n\u2022 Be as brief as possible without omitting essential
\npoints
\n\u2022 Omit cliches (e.g. \u2018in this day and age\u2019. \u2018the
\nbottom line\u2019)
\n\u2022 Use active verbs rather than passive ones
\n\u2022 Use concrete nouns rather than abstract ones
\nwhenever possible
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\nSentence Length
\nWriting Style:
\nImproving
\nyour writing
\nCompetencies
\nAcademic Performance
\n\u2022 Find the right word: expand your vocabulary
\n\u2022 Describe the process: aim to make your
\ndescription clear, accuracy is essential
\n\u2022 Persuasive writing: get the readers on your side,
\nstress your main points.
\n\u2022 Tone: readers react strongly to tone (impatient,
\nupset, friendly, formal, serious, humorous). Tone
\ngives a clue how the writer feels about the
\nsubject.
\n\u2022 Diction: the kind of words used
\n\u2022 Register: adjust your writing language
\nautomatically for the needs of the particular
\nlistener
\n\u2022 Follow writing instructions
\n\u2022 Feedback
\nWriting Types
\nAcademic Performance
\nAs Business Students, you may be asked to write:
\n\u2022 Summaries
\n\u2022 Creative writing
\n\u2022 Articles
\n\u2022 CVs,
\n\u2022 Letters
\n\u2022 Reports
\n\u2022 Essays
\nAcademic Performance
\nAcademic Performance
\nWriting Types:
\nSummaries
\nAcademic Performance
\n5 Steps to writing a good summary
\n1. A first quick read
\n2. Note-making
\n3. Writing a first draft
\n4. Checking your word-count and editing
\n5. Writing your final draft
\n1. A first quick read
\n\u2022 Familiarise with the material and get comfortable with the task
\nahead
\n\u2022 May skim through by reading the first sentence of each
\nparagraph and perhaps the whole of the concluding paragraph
\n\u2022 May skim through by reading the introductory paragraph and
\nthe concluding paragraph
\nWriting Types:
\nSummaries
\nAcademic Performance
\n2. Note-making
\n\u2022 Your note is the basis of your summary
\n\u2022 Copy out technical terms
\n\u2022 Write in your own words
\n3. Writing a first draft
\n\u2022 First version of your answers
\n\u2022 First draft should be written from your notes
\n\u2022 Avoid looking at the original content
\n\u2022 Keep your draft short
\n\u2022 Don\u2019t worry about word-count at this stage
\nWriting Types:
\nSummaries
\nAcademic Performance
\n4. Checking your word-count and editing
\n\u2022 Editing depends on the specific instructions
\n\u2022 For example, word limit
\n\u2022 During editing, focus on secondary texts that, if removed
\nwill not affect the overall understanding
\n5. Writing your final draft
\n\u2022 Do a final check on the word-count
\n\u2022 Go through the key points and ensure they intersect
\n\u2022 Check for writing tone based on the writing type (informal
\nand formal)
\nSeminar Activity
\nSee document on Blackboard | Follow instruction enclosed
\nDHICT
\nAcademic Performance
\nAcademic Performance
\nHow can I help you?
\nAny question concerning the module study guide?
\nAny question concerning the assessment?
\nAcademic Performance
\nWhat is Academic
\nSuccess for Academic
\nPerformance Module?
\n\u2022 Academic Success is the
\nability to \u2018Practicalise\u2019 the
\nconceptual, theoretical and
\nsubject knowledge with a
\nspecific goal.
\nDr Francisca C Umeh
\nAcademic Performance
\nAcademic Performance<\/p>\n
Assignment stat<\/p>\n","protected":false},"excerpt":{"rendered":"
Academic Performance Session Outline Academic Performance \u2022 15 Minutes \u2022 Announcement \u2022 Recap from last week\u2019s session \u2022 Questions from last week\u2019s session \u2022 45\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7643,7642,7645,7644],"tags":[7678,8989,8988,7387,633,8991,630,8987,8994,8467,15,8990,7656,7571,8993,66,8992],"class_list":["post-103754","post","type-post","status-publish","format-standard","hentry","category-custom-same-day-essays","category-custom-writings-writers","category-do-my-essay-mla-format","category-write-my-paper-hub-writers","tag-best-custom-paper-writing-service","tag-best-online-paper-writing-service","tag-best-paper-writing-service","tag-best-research-paper-writing-services","tag-cheap-research-paper-writing-service","tag-cheapest-paper-writing-service","tag-college-paper-writing-service","tag-free-paper-writing-service","tag-free-term-paper-writing-service","tag-paper-writing-service","tag-paper-writing-service-reddit","tag-professional-paper-writing-service","tag-someone-to-write-my-paper","tag-websites-that-write-papers-for-you","tag-what-is-the-best-paper-writing-service","tag-write-my-paper","tag-write-my-paper-for-me-free"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/103754","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=103754"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/103754\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=103754"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=103754"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=103754"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}