Guide To Follow Paper 1 Outline: Introduction And Attention ✓ Solved

Guide To Followpaper 1 Outlinei Introductiona Attention Getter A

Guide to follow Paper # 1 outline: I. Introduction A. Attention-getter: A quote, a short story, a question, a fact. For example: Twenty five students enrolled in an English 1301 class for May minimester. When they enrolled, they probably had a goal to pass this class. However, according to the statistics and data, on average 33% of students do not finish their first year of college. B. Background Why? What happened? Did those students who fail or drop out end up with a bad instructor? No – they all had the same instructor. Did the 33% of the unsuccessful students get deathly ill? Hopefully not. Another question is: why other students did just fine? Why were they successful? Did they have something that put them ahead? This is a typical scenario not only for college, but for any job and even any life situation. Some people are more successful than others. And it is not always their superior intellect or family money. Then what? Is possible that successful students exhibit certain traits that set them apart from less successful peers? C. Thesis/Claim. Use the three-part formula: Self-motivation, self-discipline, time management, and utilization of resources are the four important characteristics of a successful student. II. Body paragraphs A. Body paragraph: 1. Topic sentence – YOUR OWN words The first critical characteristic for success in college is self-motivation. 2. Explain the topic, provide a little bit more information on the issue for this paragraph, details in the second sentence explain what self-motivation means. 3. Present support, example, illustration 4. Explain the meaning of the support, give your interpretation, explanation, insights, reflections. 5. Present support /example/illustration 2 6. Explain the meaning of the support, give your interpretation, explanation, insights, reflections 7. Close your paragraph by reflecting back on the topic sentence or the thesis of the paper. Provide final insights, overall reflection. YOUR OWN words Sample paper 1 following the Sample outline Twenty five students enrolled in an English 1301 class for May minimester. When they enrolled, they probably had a goal to pass this class. However, according to the statistics and data, on average 33% of students do not finish their first year of college. Why? What happened? Did those students who fail or drop out end up with a bad instructor? No – they all had the same instructor. Did the 33% of the unsuccessful students get deathly ill? Hopefully not. Another question is: why other students did just fine? Why were they successful? Did they have something that put them ahead? This is a typical scenario not only for college, but for any job and even any life situation. Some people are more successful than others. And it is not always their superior intellect or family money. Then what? Is possible that successful students exhibit certain traits that set them apart from less successful peers? Self-motivation, self-discipline, time management, and utilization of resources are the four important characteristics of a successful student. Twenty five students enrolled in an English 1301 class for May minimester. When they enrolled, they probably had a goal to pass this class. However, according to the statistics and data, on average 33% of students do not finish their first year of college. Why? What happened? Did those students who fail or drop out end up with a bad instructor? No – they all had the same instructor. Did the 33% of the unsuccessful students get deathly ill? Hopefully not. Another question is: why other students did just fine? Why were they successful? Did they have something that put them ahead? This is a typical scenario not only for college, but for any job and even any life situation. Some people are more successful than others. And it is not always their superior intellect or family money. Then what? Is possible that successful students exhibit certain traits that set them apart from less successful peers? Self-motivation, self-discipline, time management, and utilization of resources are the four important characteristics of a successful student. You will start your first body paragraph with a specific topic sentence. It will announce the first major idea you will be developing. If you look at my thesis above, you will see that the first major characteristic is self-motivation. So your entire first body paragraph will be about self-motivation. Your topic sentence, for example, could be something like this: The first extremely important quality of successful college students is self-motivation. Then you will develop this idea with some examples and illustrations. When you are done with this paragraph, make sure you close it with a nice final statement, closing comment. You are now ready to move to the second body paragraph and develop the second characteristic. Start your second body paragraph with a new topic sentence. Make sure you clearly state the quality you will be discussing here. Self-discipline is another very important trait of successful people. Now provide some examples, explanations, illustrations of this quality, how it works, how it can be developed. You might even use a negation or a negative example. Describe an individual who is lacking self-discipline and create a scenario of what might happen to that student. Continue developing your ideas until you are finished with every one of them. Now it is time to write your conclusion.

Sample Paper For Above instruction

Success in college and beyond often hinges on specific personal characteristics that distinguish highly effective students from their less successful counterparts. Among these traits, self-motivation plays a crucial role in enabling students to persist through challenges and maintain focus on their academic goals. This paper explores the significance of self-motivation, self-discipline, time management, and resource utilization as vital elements of student success, illustrated by real-life examples and research findings.

Self-motivation is the foundational trait that propels students forward despite obstacles. It refers to an intrinsic drive to achieve academic objectives without reliance solely on external incentives. For instance, a student who recognizes the importance of earning a degree may voluntarily dedicate extra hours to studying, even when assignments pile up or motivation wanes. This internal motivation sustains effort and fosters resilience. According to Deci and Ryan (2000), intrinsic motivation enhances learning outcomes and perseverance, emphasizing its critical role in academic success. Further, motivated students actively seek resources like tutoring, study groups, or online materials, demonstrating initiative that supports their educational journey.

Self-discipline complements motivation by providing consistent effort over time. It is about controlling impulses and adhering to study schedules, even when distractions arise. For example, a student who resists the temptation to socialize during exam week to focus on revision exemplifies self-discipline. Conversely, a lack of discipline often leads to procrastination and poor performance. Mischel's (2014) research on delayed gratification highlights how self-control correlates positively with academic achievement. Effective self-discipline involves creating routines, setting priorities, and avoiding procrastination, which cumulatively lead to better grades and deeper understanding of course material.

Time management is another critical trait that enables students to balance academic responsibilities with personal life. Proper planning helps avoid last-minute cramming and reduces stress. For example, using planners or digital calendars to allocate specific times for studying, coursework, and breaks allows students to stay organized and meet deadlines. A study by Britton and Tesser (1991) found that students who practice effective time management tend to perform better academically. Without such skills, students may underperform or become overwhelmed, jeopardizing their retention and success in college programs.

Resource utilization involves actively engaging with available tools, support systems, and academic resources. Successful students recognize that leveraging libraries, mentoring programs, and online databases enhances learning. For instance, a student who attends tutoring sessions for challenging subjects or uses online tutorials to supplement classroom learning demonstrates proactive resource use. According to Tinto (2012), engagement with campus resources significantly correlates with persistence and retention in college. Conversely, students who neglect available support may struggle unnecessarily and risk dropout.

In conclusion, traits such as self-motivation, self-discipline, effective time management, and resource utilization are critical determinants of student success. These qualities foster resilience, organization, and initiative, enabling students to overcome barriers and achieve their academic goals. Cultivating these characteristics can transform less successful students into high achievers, proving that success is often rooted in personal effort and strategic utilization of resources.

References

• Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. The Journal of Educational Psychology, 83(3), 405–410.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Mischel, W. (2014). The Marshmallow Test: Mastering Self-Control. Little, Brown and Company.
• Tinto, V. (2012). Completing College: Rethinking Institutional Efforts and Student Persistence. University of Chicago Press.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning. Contemporary Educational Psychology, 60, 101804.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
• Schunk, D. H. (2012). Motivation and Self-Regulated Learning: Theory, Research, and Practice. Routledge.
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning. Contemporary Educational Psychology, 60, 101804.