PCSG Form 6 Communication Studies: All About Academic Writing

0:00 like i said this is communication studies and this is our third chapter i'm at any point and you have any questions and you want to stop me you can go right ahead i do not mind um so diving straight into it as i said this is writing for academic purposes so this is very much going to talk about expository writing and i would have covered that in chapter 2. anyways um the first thing i want to talk about is gathering information so before doing any type of academic writing one needs to first conduct research and this is usually going to be seen in let's say um when you're doing essays for school and you have topics like um whenever you hear topics about

0:45 something in the caribbean causing effects of this and that usually at this stage you're required now to do some academic and not just normal research but academic research um before you write so you're required to actually state facts rather than your opinions and there are two ways um when you're gathering information there are primary sources and they're secondary sources usually the one that you're going to use most often will be secondary sources but primary sources are those that are for kind of cults are objects that were created during the period under investigation and what that means initially is let's say you were writing about um

1:32 violence in the community or something like that and then you actually decided that you're well you were going to do a survey to see how your peers perceive violence in their communities so you would let's say do a survey of about 20 people at your school and you interview them and ask questions and they would give you their idea about or how prominent they take that violence is in their community that would be a prim resource because you got it directly um or it was created as a firsthand account for this um investigation or this gap your way of gathering information to write this piece about violence uh on the other hand now secondary sources this is writings either

2:17 sorry this is either writing is about the primary source already writing some research that was already done so when you get research that goes back to the same example with these surveys then you get research from your participants already peers your peers and then you write about that research that writing that you've done on that research is actually no secondary data because it no longer comes from the primary source which if you were a scientist would be the experiment or what have you um and also another and the most common way to get secondary information is to look towards writing or research that was already done so if you're doing a question on violence in barbados or the caribbean then you would go online and search for information from a credible source and you're going to be credibility reliability and

3:04 validity and all that later on but you will go and make sure that it's from a credible source or a reliable source and also valid have to use all three words again but you're gonna get it from i made sure that this person who did it uh they didn't do it under any bias we'll also cover that later on in this chapter but you make sure that it is solid research that was done and it answers um the question that you're trying to write on the uh against the example avoiding um you would get that information and then use that in your writing i also wondering a third one in the chapter they actually teach you about citing work from um these persons but you'll get to that eventually i suppose i'm not that many slaves ahead

3:50 so i can't say for sure so um evaluation this is after use for example you found your secondary source on the internet on the web what have you uh whether it be a journey called a journal article a website um experiment that was done that you want to make reference to it could even be a video from youtube but when you found your source your secondary source more than likely is going to be a second score so when you fund it you have to then evaluate it so when evaluating sources in requirements to note these six things um the authority i'm gonna talk about what that is in a second the reliability the validity whether there's a bias or not and you're also going to have to make sure that it's not on opinion but rather it's

4:35 factual how you'll get into what all of these things mean and even how to apply it to your own academic writing so we first deal with authority and this refers to whether the author of the research you have found can be considered an expert in the area you are trying to write on for example if i were writing about psychological effects of violence and i used violence all the time because it's a topic i've recently had a lot of dealings with um so it's just in the forefront of my brain right now but let's say you were doing about the psychological impact of violence and then you find some research um about the psychological impact but it's not done by a psychologist then you can't use that as academic

5:22 research because that person is not i don't want to authorize but they don't have necessary authority or they're not an expert in the area that you're trying to write on you're writing on psychological impact and yet this person is not a psychology so i would um i would say that that might not be as reliable or as valid as if it was from authoritative source so has the person conducted extensive research let's say this person is a psychologist but they just wrote an article um that maybe might be their hypothesis for later research so it's their opinion they haven't conducted any research on it so they don't know the psychological impact they're just saying from their experience and even though they are an authority figure or an expert in the area they are still writing based on

6:08 their opinion so you have to make sure this person has first conducted research so they referring it to either secondary sources as well or maybe they did their own primary research i have um straight information from the prime resource lastly considering authoritative research for your research when writing okay oh sorry that's very arbitrary but what i was basically saying there is that what i've said already which is make sure that when you um are researching to write something for your academic pieces um that you make sure it's from authoritative search or authoritative or the person has the authority to write on it and then you would be here by writing it would make it um valid uh had a point i wanted to make but i think it just slipped my mind um

6:56 yeah it definitely did i'll continue it may come back so the next thing we have to do with here is the reliability now the reliability of your work is not only research to carry out sorry the reliability of your work you not only research but carry out yourself i really have to work better on my place anyways it's very important cut that um it's very important and your liberty research must always be tested so the great ways i have three great questions to answer in your testing reliability of your research um what language was used um are there too many emotive words and this relates this definitely reminds me of the point i wanted to make before usually when it comes to academic writing one thing you want to stay away

7:43 from is a lot of narrative writing in it or the other modes of writing and if you want to learn more what is the most writing i ask that you um go and watch the recording on chapter two because they talk all about the different modes of writing and how they're used and when they should be used and stuff like that excuse me sir in regards to where to go to get the recordings is it um you're gonna have to give me a second to get back to you um what i'll do is i'll ask because i usually just send them in but i'm not exactly sure i know they go to a youtube page but i don't know the name maybe you do but it goes to the youtube page um i'll have to find and give you that later okay so if you come back next week or i actually put it in the chat when i post these like i'll say um you can find the recording for two

8:29 here here and you will see the information in the chat all right so right just be careful the language you use making sure that there's not too many emotive words in an academic piece you really try to shy away from um words that appeal to the person's emotion and i can't think of any examples off right but i know i was writing something today and i had the urge to write a fancy word it's a little big word because i know this word and this suits very well here but then i thought about it and i was like no this is an academic piece i'm putting in that word it is more persuasive writing and it will more appeal to these um readers emotions but i am right academic peace which is more based on facts and just saying things as they are without your bias or your opinion all right

9:14 your opinion can be put in there too but it has to be very obvious that yes i'm writing my opinion in this part but i'm relating it to facts all right but not just writing it somewhere along where you're writing it back to try to bring the reader's attention more to that part academic ratings is very true um the next thing you can do or next question you can ask is what is the purpose of the research is it to inform or to persuade okay so sometimes you will go and you will find that academic peace i'm not acting at peace but you will find some research whether again whether it be from authoritative uh even if it's from an authoritative um i want this source but i don't know if it's actually dramatically correct to say that but whether it's from a foreign

9:59 store then you have to find out again is this the person trying to persuade me of something or is this to inform have they done the valid research necessary to speak on this topic so this is again about the reliability of it all right sometimes uh a lot of times like blogs especially is not a good idea to get your information from blogs for academic pieces because blogs are usually used for that even though it's an authoritative person they have a doctorate or what have you they're um qualified to speak on the topic but on their in their blog they usually would use more persuasive speech because they're trying to get you to like kind of um come to their site believe it from their point of view so you'll be more interested to continue reading their work so there is a sense of persuasion

10:47 in it all right so asking yourself whether it's to inform or just persuade is another really good way of um identifying whether it's reliable or not and question three has the author use facts and evidence to come to the conclusion i would have alluded to this before and all it means is seeing um you can check the references page a lot of times on a source and if they have references from other you know text books and stuff like that then you know hey they are writing based on evidence all right there's um a morally experimental piece where they had a hypothesis and then they sure they proved it saying that you know i did these surveys or after the research this

11:33 is why the case is then you know hey okay good this is reliable all right because it's based on facts and evidence so moving on along folks we've got that um in terms of reliability i think they move to validity next yes i do so validity now is understanding understanding the validity sorry of an argument is also important i remember i'm looking at this from two ways and looking at this not only when writing your own word but seeing it in others work and knowing if you can use it as part of yours all right so let us look at a valid and an invalid argument so this one is more towards the way you write it um as opposed to seeing it in other writing as well although it can be seen there too but here goes

12:19 this with this is an example of value a valid hypothesis a valid premise and then a valid conclusion so my first premise is in order to win the race i must train hard all right in order for me to raise i must train hard my second premise or my minor premise have you um is that i won't be racist okay so then my conclusion is i must have trained hard and i really need to get this because there's a slight difference between whether it's valid or it's going to be invalid so again check the order in which they come my first premise is in order to win the race i must train hard so if i've won the race it means i must have trained heart that is a valid um premise into conclusion and valid now

13:07 is where i have the same premise in order to win the race i must train hard then i see i train hard and then my conclusions they want to raise that is written in that set this statement is invalid all right why it is is because it said in order to win the race i must train hard right but it doesn't say that if i train hard i will win the race you see the slight difference there and this is a very um subtle example and usually this is the way that it comes so it's hard to identify i get it let me see if i can give you another example but this one obviously is verbal they don't have any more on screen but

13:52 let's say in order for my car to start it must have at least some gasoline so then my premise after that is my car starts which means that my conclusion is my car must have at least some gasoline all right so the car starts which means it had at least some gasoline but i can't switch the wrong i say and say in order for my car to start it must have at least some gas me and then my second friend is to be my car has some gasoline my car will start okay and again it's for the same reason the first premise does not say that if your car has at least some gasoline it will start the same way that in this one on screen it doesn't say

14:38 um if i train hard i will win the rate it just see in order to win the race i must train hard but i assume that other people train hard as well so training hard does not guarantee me winning the race so i can't conclude and say if i train hard i want to race and i hope that is well explained because i tried my best there um so that is in terms of validity i think now we move on to bias yes so by us we must be careful to keep biases out of our writing and research as well as be able to identify it in secondary sources um sometimes bias as well is very subtle and sometimes we miss it anyways to ensure the validity the

15:23 research must guard against voices so not only you as a person who let's say you have a topic to write on again i can fall back on violence but let's say you have to write on the impact of media violence um and let's just say barbados keep it close the impact of media violence saying barbados and you have a very strong feeling about this and you think that oh my gosh um media violence definitely impacts like in barbados like it's because the children playing too much call of duty and you have a very strong opinion on it but you're writing on this topic let's say no you go and you start looking at research and some of the research say that violence in the media does not necessarily guarantee a

16:10 person will be violent and you cannot disregard that information until you find ones that match what you think all right that is a bias and a lot of times we do that um i myself i'd probably consider i didn't have done that before because i wanted my writing to go in a certain direction so i looked for the um research that matched what i was saying right and that is a bias so if biases like that there's a really good example to show us how um how easy buddies can creep into um research or a work that we write or do and lastly biases are inclinations we might have when conducting research and i just basically um explain that are obviously a lot of other biases and a lot of times i remember i was reading a set of research and

16:57 this is a very uh controversial topic but uh i was doing um an essay on i don't know i don't remember exactly what it was but it was something where it was kind of masculinity in the same verses but it was it was between basically making a comparison between males and females and i was doing research for it to write on it i remember reading a piece that was written by a lady no thanks to the feminist over there but i was reading her research and she she was she had the authority um it was also reliable it was also valid everything was good but i remember just reading the research and only part way through it hit me i was like

17:42 what is it why is this research persuading me it's not that i'm just reading facts and saying okay believe this to be true but it was persuading me and then after a bit more research i realized that she was a feminist and uh there was a lot of control there's a lot of controversy between behind the work that she actually does and i was like oh boy i can't use this because she's arguing even though yeah she has the the evidence and stuff on the research you can tell that there's a bias that went into doing the research so even though yeah she has the facts and everything to prove it after doing her research it's still biased because i can imagine that she went out of her way um to get these responses or to get it set up the way that it was right so it doesn't necessarily use it i

18:29 actually did use it but it completely turned red after it was um writing the piece um but that's just some a realistic example they have and also examples that i find are very prominent um but biases are really easy to miss sometimes so just be you know be very careful when you're writing you were at once as a academic piece just stay very factual and keep your own personal feelings out of the work um so now we move on to opinions and i i'm pretty sure you know what opinions and facts are so i won't did it value too long on this part um but not all opinions are bad though um which is something that you may not be aware of in fact an opinion is usually the start of a hypothesis which is the also the start of research so an opinion might have some truth

19:15 and is well not me using um what's that language and it's just waiting to be um verified i feel this is something that i'm going to miss so i'd like to just give me a chance to correct it because when i don't want 40 slices okay nice so what what i mean when i say opinions are not bad is um no solid research is ever just based on a fact like a straight-up fact there are only a few things in life that are straight up fast like all humans died that's a straight-up fact there's no need no opinion or anything that needs to first come out of it for that to be proven right we we see this every day you know that

20:01 at a certain age you essentially die once you're human you're dead that's a fact um but not all facts are that like you know like oh they're obvious and things to us so it actually takes opinions on what we believe to be right or wrong um to form a hypothesis hypothesis which we then prove to be either incorrect or correct and sometimes they are so opinions are not always bad right it's just that before you write an opinion or when you're writing an opinion you always let you write the reader know hey this is an opinion that i had and then so it's either you either disclaim it or you use the opinion to then prove further along in your writings that this

20:47 was that started as this being opinion but now you can see how this is in fact because they brought in other evidence to prove my opinion all right so that's what opinions are using academic um writing because people would assume well i can't put my opinion in it then because it's an academic writing but that's not necessarily true all right and moving on lastly to the last thing i think that yeah this is the last thing is a fact so facts that we think are facts aren't always facts so i'm going to very contrary um devil's advocate way here where some facts are just social constructs and i really want to have a good example because they cannot remember um a social construct is a practice or concept that a group shares whether the common values beliefs and customs so for example

21:34 there might be something in barbados that we all believe is barbarians to be true but in other parts of the world it is not so within that group some truths are being individual facts basically what i just said and on the flip side these said truths are not accepted by other groups and i did not have an opinion i knew that when i was sorry i didn't have an example i knew that when i was writing it i couldn't think of one but let me see if i can know so it's basically when a group has an idea or a shared value something that they believe to be a fact but other people will say that group um do not think is true i i can make a really shaky example here and i asked you to bear with me i probably think of a better one um given the

22:22 definition here but we we also whitens is part the best example i can think of is that some groups have ideas about other roots that that root perceives to be a fact but when an actual truth is not a fact and i'm going really loosely on this example here and that is for example people say um like let's say oh gosh this is controversial but let's say um a group of caucasian people think that all black people like fried chicken and watermelon which is not true but in to them there's a fact and i'm going really loosely on that without the only example i get to think of off off or after that so but it is

23:08 things like that that we do believe to be a fact but all right even superstitions for example um the older generation believes that uh if you open a black umbrella in the host on brilliantly host um then you will bring the fees they really do believe that to be a fact in that group for that older generation that's a fact there's no dispute in it but as the younger generation we some of us do but a lot of us don't believe that to be a fact so facts aren't always thoughts i suppose it's what this is trying to say um so sometimes again you have to be wary of this coming up in your work in the sense of you'll be writing something um but you're writing it based on a particular subgroup

23:55 and it's n and you're writing it as a fact but it it isn't um still can't think of a good example but i'll see if i can post one along with the notes i further did so a lot of these like uh now i want to move on so remember i started off because i i had an earphone but remember i started off just with um what did they taste a bit the the i start off with a different type of sources primary and secondary data and then they went into the same uh the six different ways that you can test the data which is the authority the reliability the validity bias and opinion so i'm done with that section i want to move on i'm still talking about academic

24:41 writing but i want to talk about the way that we collect data collecting data is of course the integral part of the research and there are two ways of collecting data and this is for primary sources secondary sources is already done um you don't necessarily have to collect it in this manner but if you were doing primary a perfect collection or looking for permasource then this is the two data collection methods you have quantitative and you have qualitative so the best thing you can do right now is just give you just three heroes on the screen so quantitative is involving numbers um it can be counted or measured

25:28 and are given numerical values so it could be in centimeters or dollars the data that you collect would come in that form so quantitative data can come in that form it could come in um just units centimeters dollars etcetera um you would mainly find that this like service service is a quantitative method of collecting data because you know you get back uh for example let's say you say no is going off let me suppose you right suppose you send out 100 surveys um the first thing that you would do to segment the data or the radar will come back to you if you because usually what you do is you put these in software um

26:14 let me see if i can think of one um sp or ppsp something like that but there's a software that you put it in and it would generate like tables and stuff on the data so for example if it's on 100 it would say that 25 of them because you know how it's going to survey you you first ask your gender you bang your age certain demographics whether the age gender and then you will see uh how those two demographics appear with the racist questions on the survey so first of all your survey would say well you sent a hundred twenty-five percent were males 75 were females and then it was you would see how much of the

27:00 females answer yes there's a certain question you'll see how much of the emails answer no to a certain question and that is if you are trying to get your data to come back in a sense of male versus female it could come back in the sense of all the people versus the younger people so then the data will tell you how much of them were between 25 and older how much would 25 younger and then wouldn't see to the different questions you want to survey and then you will get a rough um tables and charts or whatever you want to create for the same software and it comes as i said in a numerical value it could come in just units you can even do it try and manipulate the way that it comes out in money because it could be the research could be about money etc i feel like i'm rambling on so i'll just move to the next

27:45 so for qualitative now um quantitative could also be experiments as well too i just want to download interviews is also qualitative so in these ones it cannot be counted there's no really numerical value coming out of it is more expressly subjective and interpreted qualities of the item or process and by this way me is you actually get data more in-depth data about what that person or specific subgroup that you decide to do the documentary on or the interview on you get really focused data but you can't but the

28:30 drawback of qualitative is that you can um you can't say that oh because of this research i did on these subgroups of people in these set of interviews here that is a um a measure of what everybody else has to say but when you do a more quantitative one which would include a lot more people then you can say that this is the general consensus so that's a draw of disadvantages and advantages between the two of them right there so if you want just more in-depth data from a subgroup then you would do the qualitative so if you want to find out what a general population thinks then you would do quantitative um yeah that's about it for that so i still talking about uh continuation oh i did i did i did

29:17 cover this just now i didn't even know i had this slide in here but basically as i said survey and experiment for qualitative observation oh that's another good way to collect qualitative data you can just observe certain actions it could also be quantitative too because for example um companies um do this a lot like big companies that want to like collect advertising and stuff they might send out somebody to a certain location let's use barbados for example i would send out somebody certain location in barbados just how many cars passed during the day so i would know if that's a good place to put um a billboard to advertise my company because they don't matter my my um my sign or whatever where a lot of cars don't pass so go and get

30:03 somebody to come at this location go to another location i'll call the cars that pass and maybe a third location then see which location the more cars pass and say a week's time and then it will say okay yes it's worth going and spend all this money printing this i'm playing up here because a lot of people can see it all right so observation could become quantitatively because then that person's just counting cards and when you get about even gay and a number which is quantitative the observation can definitely be um qualitative say you're observing how two different children from two different families react to different toys or something like that then that's not qualitative it's just you basically seeing their raw reactions and that would be qualitative so observations and documentaries and then i already gave the advantage and a disadvantage for earlier when i said that quantitative is

30:51 you know you get a broader picture of the um entire population or entire subgroup even and then for qualitative you get a more in-depth idea of how a service sub group feels about whatever it is you're researching all right moving on smartly now we move to the five steps to writing academic pieces so we've talked about everything we need to get or to make sure is in order before we start it now i'm actually going to talk about how to write it all right so so essays are research papers mostly that's what you're going to be doing um your step one is to analyze the question step two is to research we talked a lot about research so i won't

31:37 go through that much step three is the plan set force to write and step five is to edit and i think i'll give you a little review on what each part um all five parts until a bit more in depth so analyzing the question when you analyze any question um there's three things that i have here that you should do look carefully at the topic heading or question which is wherever you're given because a lot of things you get you get into the stage now where you don't just get a topic which is a day at the beach or um being a hurricane you get something where it's almost two sentences long telling you what they want you to write on right so when you look at it carefully first of all identify the directive words by

32:23 directive words that means the words that say basically saying do this or this is what i want you to want to be done and to get a clear understanding of what you must do and then lastly if you need to research the meaning of any words in that do that because you really want to get a full understanding of what it's asking you to do so i have an example here it says compare and contrast the differences and you really communicate in caribbean all right terrible topic by the way but um as you can see i have certain words online and these are the very important words that really convey the meaning of what it is i'm trying to ask you to write on so i first want you to compare and as well contract those are the directive words compare and contrast so

33:09 you know this is the comprehensive and then it's not the similarities but it said the differences like the network in the way not in how not in where in the way we communicate not how we drink water or our sick teeth but anyway we communicate in the caribbean not in the world in the caribbean so if you pick out those specific words that i do to you would see the meaning becomes very clear of what it is that it actually do and i would say i didn't think this was going to be so helpful but it was it was very very helpful for me from especially if you have to do caribbean studies later on it's very helpful to understand what the

33:54 question was actually especially the crabbing studies i didn't struggle with it so much with communication but it did for caribbean studies though it would be very helpful in both areas make sure you break down your questions first and understand it let's say for instance you didn't understand what the word comparement then you look at the definition of computer to make sure you understand um and next we have plan the essay which i think was step two so this refers to making the points and sub points for all the paragraphs you are going to write so i hope by now i really don't know by now that you plan an essay before you actually write it so i hope that you say

34:40 this is my topic and this is what i want to write about in the first paragraph this is where i want you the introduction basically then you say this is what i want to do my three main points my three paragraphs in the middle and then you say this is what i want to conclude by saying and you literally write out those as your big mean point and then it would hope that you break it down further you subdivide that specific head topping that you have into smaller groups in ways to you know come finish the paragraph because you're not just going to write my writing about hurricanes in the first paragraph of one word but we win second paragraph i want to win third paragraph i want to write bullies well let's say you introduce and then these are your main points in the middle i don't know what we do win the wind

35:26 daily rain bendy effect that hurricanes have and then it will conclude by saying them dangerous and then just start writing you actually after that no you have to break down the points so any points about the wind and the hurricane you want to say there's um a hurricane when you get to this this um like 100 miles per hour before that is a storm you want to talk about the development so not just the wind but how the the numbers vary in terms of category one that would be two four five whatever hurting then about urine you want to talk about how much rain uh it could drop they could drop from two meters to ten meters in rain and you wanna talk about the fact that most of the rain is found in the about

36:12 half of the hurricane because it's for about the water and you have some points on the just rain you know so that's how you plan a essay all right and it was not that important before to plan your little narratives those short stories and stuff like that um but it is very important in your academic work to plan it because you don't want it to sound choppy because when you're gonna lose the reader the reader sorry and then the information is not going to be clear so i probably covered everything i have on the slide make sure that there is a make sure that they are in a systematic order i just talked about that and that they flow so you do not confuse the reader and also paragraph and it's possible all of that lovely so step three which is to actually write the sdno all right although i think

36:58 research was before hold on his research edit did it do you search oh let's get research because we talked about that before okay so let me just double check yeah so writing the essay you're actually going to write it down so once you have the outline properly thought out you can then begin to write expanding on the points as you go so even the sub points you expand on those okay so even if it's a point though to mention when i talk about a little hurricane example about um category one category two you're saying something about what it means to be categorized say something but what it needs to be category two so you found all those points as you go um remember the first sentence this is very important even i was correcting as is for essay competition recently and people got

37:44 marked on because they did not have topic sentences and that was 1517 right anyways remember the first sentence of every paragraph is a topic sentence i should let the reader know what that paragraph will be about always have a topic sentence so to that main point that you have for every paragraph that i mentioned before that mean mean point that's how you should start your paragraph with that's really what you should starting firebase so we know what's coming so again with the same hurricane example f in my paragraph two it won't talk but he wins with the inheritance i would say well i hate to hear it starting with this but it can't get better right now but i will say the winds of the

38:30 hurricane can range from and then i go on to talk about it further and for the next one i can see the reign of the hurricane they can be disabled point is every time you start a new paragraph i should know from the first sentence what that paragraph is going to be about another thing to note is your introductory paragraph and concluding paragraphs those are two really important paragraphs even yester introductory paragraph will have an [Music] a topic sentence but the topic sentence for your introductory paragraph is not necessarily about what that introductory paragraph is going to be about but the rest of them so like how i say paragraph two is about the wind you would see the top but you win in the first sentence no

39:17 what your first paragraph topic sentence is is what the entire essay will be about so you almost write a i don't want to say a summary because the summary is a conclusion but in your introduction you basically give us a good idea about everything that will come so for example again with the same hurricane example after paragraph two i wanted to write about the wind then the rain then the effects in my first paragraph i would say hurricanes are disastrous and the two main features of them are the strong winds and the amount of rain and then it would end by seeing um but not end but i'll also say

40:03 the amount of rain and the effects that these two things two features of the hurricane have on let me see it was hurricane in the caribbean on the caribbean so see i've talked about everything i planned to talk about later on so i told you we're talking about the two main features of the hurricane which is the wind in the rain and the effects they'll have on the effect the rain and the rain will have on the caribbean and that's the three paragraphs remember the rain rain and effects so that's how you write your introductory paragraph is almost a summary but it's not it just gives you an idea of what is to come the concluding paragraph however is a summary of everything that you would have written about

40:49 so it almost starts kind of like the introductory but instead of instead of um listening all the points you see it was the conclusion of the world in itself so for example at the topic of the writing was um hurricanes and their effect on the caribbean then your conclusion would probably say because of the amount the stronghold with her winds and the amount of rain that hurricanes think it causes a huge effect on the caribbean and every year um government has to spend a lot of money replacing infrastructure and water i don't know fixing for because of power outages and water

41:36 outages or whatever and that's how you would end it because you would say what is that effect you can actually question that was in the topic or if it was a compare and contrast you can give your almost opinion anything saying that after complaining contract this is the result so the conclusion is always about the results the ending after you see all of this what does it really mean or will you get from it all right um so i basically say everything in the last point say the thing so the introduction should give the reader full understand about what has come in the rest of the writings and lastly concluding paragraph should sum up everything that was said and bring him your point beautifully put

42:22 um edit the essay i think this was the final step so there's a lot to this step but i just put as many in there that i thought was um most important i guess so this is a simple but comprehensive check to make sure that everything is in order so after reading over you ask yourself questions like and i really know there's just a fixty grammar okay but any mistakes that you'll make but then you want to ask yourself questions like did they develop the argument well and if you could say to yourself yes a star i thought would win and then i conclude yes my argument was well developed are your transitions smooth yes i use words like similarly therefore as a

43:10 result of my paragraph got topic sentences my transition was good it flows when i read it then you ask yourself did do they make sense to transition so for example suppose i was talking about the ring and then when i start talking about irene i say similarly i use that transition word similarity how do you mean similarly he was just talking about the winner you say similarly unless you're saying similarly the ring causes a lot of damage then it makes sense but you can't use the word similarly and talk about two different things so you would have to say however are um as well as or in addition actually that's stuck in a green but however is the best word they just use please use however um but that's what i mean when i say do

43:55 they make sense also check the word limit um you do get peanut butters a little bit but not a little bit of fair forward limit so if you were then it was 400 and you've been told by 25 why would always that places students is to write a asset as under the word limit right that is that they think is having everything it was done well instead of trying to stretch it to make the word limit it usually is a very bad idea to stretch something humidity where limit if you really do think that you having everything it was comprehensive you asked all the questions you developed your point as well it flows everything is good but you not making the word limit i would say by a ball at your stage i would say by about 50 words if you just safety shot i would

44:42 say leave that essay rather than trying to stretch it and then there's a disconnecting the points and stuff that you made and you could tell that it was a little drawn out i preferred that rather than the essay that met you were limited or met the word concern now the word limit usually what people when they're correcting or what they would do is that after this after you pass the word limit they don't read nothing after that so if you got fifty and a hundred words over the word limit and my advice is cut it down at least to twenty five because then that that whole fifty a hundred words that ain't not gonna read more than like that's your entire conclusion and before a conclusion you could as well not have written an essay all right so be very cognizant of the word limit as

45:28 well and also check the vocabulary and began grammar and stuff like that and etc because there are a lot of questions you can ask yourself when looking back but these to me are important and i also like to make note of this too um make sure that the big words that you use don't just sound pretty but they weren't just used to sound good make sure that they actually slow and make sense a lot of times children is say or write an academic piece and it's use all these big words and feel fancy truth is i like to do the same thing too like use big words but just make sure that they make sense all right and we have reached the end of chapter three