Fast Track to Five Stars Textbroker University

Fast Track to Five Stars: Textbroker University Here at Textbroker, when you succeed, we also succeed, so we take serious interest in providing our authors with high-quality learning materials. By reviewing these lessons, taking them to heart and practicing what you learn, you will increase your odds of reaching that elusive fifth star tremendously. classroomCarlene PalmManager, Client Author ServicesAre you a 4-star writer with the heart of a 5-star author? Have you noticed you’re getting strong ratings evaluations, with only one or two errors highlighted? Maybe there’s a missing hyphen, a set of nonessential clause commas or an occasional typo that’s keeping you from otherwise perfect articles. If you’re ready for the next level, Textbroker wants to help you reach 5-star status quickly with TBU.What is TBU?Textbroker University is a set of tutorials and quizzes designed to help you brush up on those couple of grammar skills that might be holding you back from perfection. Our editors have put together the most common errors that we find are keeping our 4-star authors from reaching five stars and put them in a handy pdf that you can download and keep by your side while you’re writing. Plus, you’ll find an AP Style cheat sheet, and we give you tips for identifying common grammar obstacles so that you can add them to your proofreading arsenal. Whats Covered by TBU?Below are a few of the sections covered by TBU. After you go through each section online, you’ll find a link to a quiz and, ultimately, have a chance at a Final Evaluation test that puts you on the fast track to an expedited 5-star review. In the meantime, make sure your assigned writing reflects what you’ve learned so that it can be accurately evaluated. Adverbial Clauses. One of the toughest grammar rules is the adverbial clause. Subordinating conjunctions begin adverbial clauses and tell you how, when or why, adding complexity to a sentence. Common examples of subordinating conjunctions are because, when, if, since and although. When you sign up for TBU, you’ll learn a clever trick to identify whether you have an adverbial clause and where and when to place the commas. Hyphens. It’s easy enough to say that hyphens connect compound adjectives, but it can be tricky to identify them. Plus, hyphens turn two words into one, and sometimes, you are this close to hitting that minimum word count. Ultimately, though, they’re another essential part of making a sentence clear. You can check out our hyphen blog to help with preparing for the TBU hyphen quiz. Nonessential Clauses. Comma placement stumps even the best writers. And while you might be a pro when it comes to placing a comma before a coordinating conjunction that links two independent clauses, knowing whether a phrase within a sentence is essential or not can be more complicated.The ProcessIf you’re a 4-star author looking to improve your writing and boost your income, sign up for Textbroker U niversity. Step 1. Read the TBU packet and take the practice quizzes. Step 2. Take the Final Evaluation test. If you don’t pass, you can retake it once a month. Step 3. Take the 5-star advancement test. You might have already taken Textbroker’s proofreading test. If you passed it or if you already took the new 5-star advancement test, you won’t have to repeat this step. Step 4. Now that you’re armed with new tips and tricks, complete some new orders so that we can see you demonstrate your improved writing capabilities. Step 5. Contact Textbroker Author Services at [emailprotected], and request the 5-star expedited rating. Step 6. If your expedited rating contains no errors, you will automatically be promoted to 5 stars. If errors are found, you are still eligible for 5 stars once you achieve the standard two flawless evaluations.Reach For The StarsHere at Textbroker, when you succeed, we also succeed, so we take serious interest in providing our authors w ith high-quality learning materials. By reviewing these lessons, taking them to heart and practicing what you learn, you will increase your odds of reaching that elusive fifth star tremendously. Good luck, authors!

Definition and Examples of Paragraphing in Essays

Definition and Examples of Paragraphing in Essays Paragraphing is the practice of dividing a text into paragraphs. The purpose of  paragraphing is to signal shifts in thinking and give readers a rest.   Paragraphing is a way of making visible to the reader the stages in the writers thinking (J. Ostrom, 1978). Although conventions about the length of paragraphs vary from one form of writing to another, most style guides recommend adapting paragraph length to your medium, subject, and audience. Ultimately, paragraphing should be determined by the rhetorical situation. Examples and Observations Paragraphing is not such a difficult skill, but it is an important one. Dividing up your writing into paragraphs shows that you are organized, and makes an essay easier to read. When we read an essay we want to see how the argument is progressing from one point to the next.Unlike this book, and unlike reports, essays dont use headings. This makes them look less reader-friendly, so it is important to use paragraphs regularly, to break up the mass of words and to signal the making of a new point. . . . An unparagraphed page gives the reader the feeling of hacking away through a thick jungle without a track in sight- not very enjoyable and very hard work. A neat series of paragraphs acts like stepping stones that can be followed pleasurably across the river.(Stephen McLaren, Essay Writing Made Easy, 2nd ed. Pascal Press, 2001) Paragraphing Basics The following principles should guide the way paragraphs are written for undergraduate assignments:​ Every paragraph should contain a single developed idea...The key idea of the paragraph should be stated in the opening sentence of the paragraph...Use a variety of methods to  develop  your  topic sentences...Finally, use  connectives  between and within paragraphs to unify your writing... (Lisa Emerson, Writing Guidelines for Social Science Students, 2nd ed. Thomson/Dunmore Press, 2005) Structuring Paragraphs Long paragraphs are daunting- rather like mountains- and they are easy to get lost in, for both readers and writers. When writers try to do too much in a single paragraph, they often lose the focus and lose contact with the larger purpose or point that got them into the paragraph in the first place. Remember that old high school rule about one idea to a paragraph? Well, its not a bad rule, though it isnt exactly right because sometimes you need more space than a single paragraph can provide to lay out a complicated phase of your overall argument. In that case, just break wherever it seems reasonable to do so in order to keep your paragraphs from becoming ungainly.When you draft, start a new paragraph whenever you feel yourself getting stuck- its the promise of a fresh start. When you revise, use paragraphs as a way of cleaning up your thinking, dividing it into its most logical parts.(David Rosenwasser and Jill Stephen, Writing Analytically, 5th ed. Thomson Wadsworth, 2009) Paragraphing and the Rhetorical Situation The form, length, style, and positioning of paragraphs will vary, depending on the nature and conventions of the medium (print or digital), the interface (size and type of paper, screen resolution, and size), and the genre. For example, paragraphs in a newspaper are quite a bit shorter, typically, than paragraphs in a college essay because of the newspapers narrow columns. On a website, paragraphs on the opening page may consist of more signposts than would be typical in a printed work, allowing readers to select which direction to track via hyperlink. Paragraphs in a work of creative nonfiction will likely include transitional words and sentence structures not often found in lab reports. In short, the rhetorical situation should always guide your use of paragraphing. When you understand paragraph conventions, your audience and purpose, your rhetorical situation, and your writings subject matter, you will be in the best position to decide how to use paragraphs strategically and effectively to teach, delight, or persuade with your writing. (David Blakesley and Jeffrey Hoogeveen, The Thomson Handbook. Thomson Learning, 2008)​ Editing by Ear for Paragraphs We think of paragraphing as an organizational skill and may teach it in conjunction with the prewriting or planning stages of writing. I have found, however, that young writers understand more about paragraphing and cohesive paragraphs when they learn about them in conjunction with editing. When developing writers know the reasons for paragraphing, they more readily apply them in the editing stage than in drafting. Just as students can be trained to hear end punctuation, they can also learn to hear where new paragraphs start and when sentences are off the topic.(Marcia S. Freeman, Building a Writing Community: A Practical Guide, rev. ed. Maupin House, 2003)

Family Law Essay Example | Topics and Well Written Essays - 2500 words

Family Law - Essay Example n his judgment, Lord Nicholls was of the view that: â€Å"Often than not, tribunals and courts in interpreting the requirement threshold outline under section 31 0f the Act have constantly have to decide whether or not an alleged event actually took place. In his wise decision, Lord Nicholls further observed that as a general rule where there is a possibility that a past event might have taken place then that is proof enough to the requisite standard or threshold and the law regards such an incident as definitely having taken place† 2 The legal implication of such a decision by the court is that the determination should be made following the statutory, legal policy or otherwise. Consequently, determination of such an issue is susceptible to change since it is the judiciary and not the legislature that sets the policy and it is still in the hands of the court to reconsider the viability solution for the problem. In the case of Lancashire County Council and Another v. Barlow and Another and One Other Action Lord Nicholls of Birkenhead stated that the court is empowered under section 31(1) of the 1989 Children Act to make an order putting the child under the local authority supervision or placing him or her under the care of local authority, or even under the care of a probate officer. Nevertheless, certain minimum conditions must be met before the court making such an order this conditions are usually referred to as threshold conditions. These threshold conditions are outlined under section 31(2) the 1989 Children Act which reads: A care order or a supervision order may be made by a court if it satisfied ­_ a); that the child in question is suffering, or is likely to suffer, substantial harm; and b). that the harm, or possibility of harm, is actually attributable to the... Courts have held that they are empowered under section 31(1) of the 1989 Children Act to make an order putting the child under the local authority supervision or placing him or her under the care of local authority, or even under the care of a probate officer. Nevertheless, certain minimum conditions must be met before the court making such an order this conditions are usually referred to as threshold conditions. These conditions include: that the child in question is suffering, or is likely to suffer, substantial harm; and that the harm, or possibility of harm, is actually attributable to the care accorded to the child, or the care likely to be given to the child in the event the order was not made, and the care not being what it would be rational to suppose a parent to give the child; or where the child is beyond control of the parent . The court further noted that in the interpretation of section 31 of the Children Act of 1989, particular attention should be paid under section 1(3 ) of the Act which sets out the Childs' welfare checklist. The welfare checklist under the foregoing section includes consideration of any harm that the child is at risk of suffering or any harm that the child concerned has suffered and the capability of each of the child's parent to satisfy the needs of the child. Accordingly, the connection between the casual likelihood need not be that direct, sole, or dominant cause and effect and that a causal connection that is contributory meet the requirements.