Today’s student faces a black widow’s web of serious challenges. In addition to those most of us face (i.e. relationships, finances and health), students often find their time consumed by ever growing academic demands. Should they be trying to work their way through college as well, these demands quickly multiply, conflict with one another, and leave the student drained but still facing the impending doom of term paper and other assignment deadlines. One of the most demanding challenges for students today is the research, preparation and submission of written classroom assignments such as term papers, research reports, essays, theses, articles and a cornucopia of other academic tasks, each with a specific due date racing towards them relentlessly, competing for the student’s limited time resources. Educators feel that students should be able to meet these challenges and turn in timely term papers regardless of other life circumstances or the demands coming from their other classes which are frequently also term papers of one kind or another. All too often this leaves students out of time on one or more term paper assignments and in desperate need of help to address these demands. Additionally, most students are under tight budget constraints, thus needing these services to be inexpensive but still needing the completed term papers to be of high quality. Read the rest of this entry »
Archive for category Copywriting
Custom Term Papers
Oct 29
2.1 Title
Your title should reflect the THESIS or central argument of your essay. Avoid repeating the TOPIC as assigned (or selected).
2.2 Opening Paragraph
Begin with a statement about the general TOPIC and proceed to your particular THESIS and approach to it. This structure will orient your reader. Avoid giving a summary of what is to follow. Summaries are best left to conclusions. Avoid writing about your essay; write only about your subject. (In other words, avoid such statements as: “In this section I shall discuss x.” Simply discuss x.)
2.3 Body
The middle section of the essay should be divided into carefully connected paragraphs, each consisting of four to eight sentences. Avoid overly long or short paragraphs. Each paragraph should contain one major point, and must be related logically and grammatically to the preceding and following ones. Use connecting words (such as: however, therefore, in addition, nevertheless, and so on) to ensure smooth and clear transitions between points and paragraphs. Make sure that the argument progresses in a manner that is both coherent and convincing. Never apologize. Avoid too such statements as “in my opinion,” since the entire essay is assumed to be your opinion — that is, an opinion based upon and supported by material from the texts.
2.4 Conclusion
Since the argument has built up to your strongest point, your conclusion should begin with what your argument proved — your THESIS. Read the rest of this entry »
1.1 Investigate the selected TOPIC, taking careful, accurate notes on “note cards” — on paper or on computer. You may choose to use annotated photocopies of pages from books or journal articles, or computer files with downloaded material. The advantage of these methods is that errors of copying are avoided and you have a copy of the original material for last-minute checking.
1.2 If you use secondary sources, remember that you must have grasped (and be able to express) the overall argument of the work before extracting any one point from it. You are expected to understand and evaluate, not merely copy. See 4, Documentation.
1.3 Find a THESIS. In order to narrow and define your particular subject, assemble your material and review it until you are familiar enough with it to form a judgement or take a position on the TOPIC selected. You should be able to formulate this THESIS in a single sentence or two. Read the rest of this entry »
Lesson Four: Word Choice
Oct 29
Don’t Thesaurusize. The second trap into which many students fall is thinking that big words make good essays. Advanced vocabulary is fine if it comes naturally to you, and when used correctly in an appropriate context. After reading thousands of essays, admissions officers know which students have come up with difficult words by themselves and which have looked them up in a thesaurus.
Show, don’t tell. Too often, an essay with an interesting story will fizzle into a series of statements that “tell” rather than “show” the qualities of the writer. Students wrongfully assume that the reader will not “get it” if they do not beat to death their main arguments. Thus, the essay succumbs to the usual clich?s: “the value of hard work and perseverance” or “learning to make a difference” or “not taking loved ones for granted” or “dreams coming true” or “learning from mistakes.” Such statements are acceptable if used minimally, as in topic sentences, but the best essays do not use them at all. Instead, allow the details of your story to make the statement for you. An example helps elucidate the difference:
In a mediocre essay: “I developed a new compassion for the disabled.”
In a better essay: “Whenever I had the chance to help the disabled, I did so happily.”
In an essay: “The next time Mrs. Cooper asked me to help her across the street, I smiled and immediately took her arm.”
The first example provides no detail, the second example is still only hypothetical, but the final example evokes a vivid image of something that actually happened, thus placing the reader in the experience of the applicant. Read the rest of this entry »
Lesson Four: Style and Tone
Oct 29
Introduction
Over the years, our editors have seen some amazing stories become dreadfully boring and some ridiculously dry topics transform into an exciting read. The culprit (or hero): writing style. Witness the advice of some admissions officers:
Use a conversational style and easy-to-understand language to project a genuine, relaxed image.
Make sure that your essay is readable. Don’t make us work. Give your essay momentum-make sure that the parts work together and move to a point, carrying the reader along.
Don’t bore us. More often it is the monotonous style, and not the subject matter, that makes these essays dull.
A large majority of the corrections made by our editors fall into one of five categories: sentence variety, word choice, verb tense, transitions and essay clich?s. If you weren’t paying attention in English class, here’s a refresher…
Many students think that the longer the sentence they write, the better the sentence. Read the rest of this entry »
Below you will find a sample outline and the essay written from that outline.
OUTLINE
Paragraph 1 (Introduction)
I. Leading sentence: “It took me eighteen years to realize what an extraordinary influence my mother has been on my life.”
II. Summary of main points: “I not only came to love the excitement of learning simply for the sake of knowing something new, but I also came to understand the idea of giving back to the community in exchange for a new sense of life, love, and spirit.”
Paragraph 2 (First Supporting Point)
I. Transition sentence: “My mother’s enthusiasm for learning is most apparent in travel.”
II. Supporting point: Her mother’s enthusiasm for learning.
III. Evidence: Learning through travel by using the example of a trip to Greece.
Paragraph 3 (Second Supporting Point)
I. Transition sentence: “While I treasure the various worlds my mother has opened to me abroad, my life has been equally transformed by what she has shown me just two miles from my house.”
II. Supporting point: Her mother’s dedication to the community.
III. Evidence: Her multiple volunteer activities such as helping at the local soup kitchen.
Paragraph 4 (Conclusion)
I. Transition sentence: “Everything that my mother has ever done has been overshadowed by the thought behind it.”
II. Reiteration of main points: “She has enriched my life with her passion for learning, and changed it with her devotion to humanity.”
III. Taking it one step further: “Next year, I will find a new home miles away. Read the rest of this entry »