Task Assignment For The Next 3 Weeks You Will Continue To Wo

Task Assignmentfor The Next 3 Weeks You Will Continue To Work On Your

For the next three weeks, you will work on your essay, building upon your previous efforts from Units 1 and 2. Your task involves completing the initial draft of your essay, which should focus on a specific topic you have chosen and refined. The essay must make an argument and be based solely on your own original ideas, with no outside research involved. You will select either the qualities that define a good parent, effective leader, or successful politician and articulate which three characteristics are most essential for that role. Alternatively, you may choose to discuss what makes a student successful in an online classroom and identify the three most important habits or characteristics for success in that context. If opting for a different topic, it must be approved by your instructor.

Revisit the feedback received on your discussion board post from Unit 2 and revise your thesis statement and introduction accordingly. Your first draft should include: an attention-getter, background information on your topic, a clear thesis statement, at least three supporting body paragraphs each with a topic sentence related to your thesis, and a conclusion summarizing the main points. Ensure your essay is formatted with double-spacing, Times New Roman font size 12, 1-inch margins, and indented paragraphs. The essay should be approximately 1000 words and avoid incorporating outside research; instead, rely on personal ideas and reasoning.

Paper For Above instruction

Writing an effective and compelling essay requires careful planning and organization, especially when developing a first draft that articulates a clear argument based on personal ideas. The current assignment centers on selecting a specific topic—either the essential qualities of a good parent, effective leader, or successful politician; or the key habits for student success in an online environment—and arguing which three attributes are most crucial for that role or context.

To begin, the introductory paragraph should captivate the reader with an engaging attention-getter, such as a thought-provoking question or a relevant anecdote, followed by a brief overview of the topic's importance. The background information should set the stage for the argument, providing necessary context without delving into outside research. The thesis statement is pivotal: it must clearly state the main argument, specifying the three characteristics or habits deemed most necessary.

The body paragraphs serve to support this thesis, each focusing on one characteristic or habit. Starting with a clear topic sentence that directly connects to the thesis helps maintain coherence and focus. Supporting details, such as examples, reasoning, or explanations, should be used to substantiate each point. Since this is a personal ideas-based essay, these supporting details should stem from your own experiences, observations, or logical reasoning rather than external sources.

Constructing a compelling conclusion involves summarizing the main points discussed in the body and reinforcing the significance of the chosen characteristics or habits. It should leave the reader with a clear understanding of your argument and its implications.

Formatting accuracy is essential: ensure the document adheres to the specifications—double-spaced text, Times New Roman font size 12, one-inch margins, and proper paragraph indents. Including a cover page with relevant information is also required. The essay's length should be approximately 1000 words to allow for thorough development of your ideas.

Remember, this is a draft; subsequent revisions will refine your ideas and improve clarity and coherence. Seek assistance from the CTU Writing Center if needed, and review the grading criteria carefully to ensure all elements are addressed.

References

  • Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27-51.
  • Johnson, S. (2000). Understanding effective leadership. Leadership Quarterly, 11(2), 237-262.
  • Rosenberg, M. (1979). Conceiving the Self. Basic Books.
  • Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson.
  • Wentzel, K. R. (1998). Social relationships and motivation in middle school. Journal of Educational Psychology, 90(2), 202-214.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
  • 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.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. W. H. Freeman.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • McClelland, D. C. (1987). Human Motivation. Cambridge University Press.

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