Chemistry (gas) essay - how to extend the fact...?
818276
After this sentence, start a sentence with "Moreover,"\n\nThat should do the trick!\n\nHope that helps!
939126
I agree with the poster above, try to come up with an interesting fact about TJ, then weave that into your intro while at the same time introducing what's to come.  Try to pick a fact that you could use at the end to close and summarize in the same way.
813436
tips on essay writing\nhttp://www.aucegypt.edu/academic/writers/\n\ntips on answering questions\nhttp://www.schoolhistory.co.uk/studentforum/index.php?showtopic=2731\nthe web addy here is a forum where you can view other questions like yours here.\n\nTop tips on answering source-based questions on paper 1\n\n\nWhat do the examiners mean by some of the terms they use in their instructions to candidates? Here is a quick guide to some of the terms you often see in the exam rubric.\n\n\n(a) “What does the source tell us / what you can learn from the source?”\nThese are very often ‘penny points’ style questions. Put simply if there are 3 marks available if you make 3 sensible and accurate deductions on the basis of the information in the source you will get maximum marks.\n \n(b) “Why was a source (often a poster) distributed / published ?”\nExplain what the source tells us or shows. Think about the author, for example it might be a propaganda poster and the artists has used different techniques and details to get his message across. You’ll also need to consider who the intended audience was. It might be a poster encouraging women to help with the war effort and so is targeted at a female audience and shows the sort of work they do very positively. Finally, you will probably be expected to use your own knowledge to support your judgements. Make sure you provide plenty of detailed examples of similar campaigns or sources.\n\n(c) “How useful is the source?”\nDiscuss what the source can tell us about a past event, individual or issue but also consider its limitations. For example if it is a photo, discuss what it shows, but also what it doesn’t show and why the photographer might have edited the image or chosen a particular scene. If it is a cartoon, how might the artist have changed his depiction of the event to suit his audience? When does the source date from? Does the author have a particular motive for describing events in a particular way? All these things can make a source more or less useful to historians, but just because it is from a piece of popular culture e.g. a novel, cartoon strip etc it does not necessarily mean it is useless. Once again you will probably we expected to draw on your own knowledge, to see if that supports the ideas in the source or not. Students who do not use detailed factual knowledge cannot access the highest levels!\n\n(d) “How far to you agree with an interpretation”\nRead the captions accompanying this and all the sources very carefully. They provide vital clues that the examiner has deliberately chosen for you. An interpretation is basically someone’s view. You need to discuss who produced the source, their motive for doing so and who they were producing it for. For example, it might be an internal report that was not intended to be published or it could be a history book written by a British author for school children. When you have established the viewpoint, you must once again draw on your own knowledge to decide how accurate the interpretation might be.\nhttp://www.educationuk.org/pls/hot_school/sn_revision.page_pls_revision_detail?x=939025924301&p_rev_id=49\nuse the above link then click the down arrow to view page 1,2,3, and so on.\nGood luck I hope this helps
78964
more specifically..in ur intro, u should state ur thesis statement, then state ur three topic sentences that will give ur reader an insight of what u will be talking abt in order to prove ur thesis statement.end ur intro with a conclusion that restates ur thesis statement but mind u-use other words..dont repeat words..\nthen coming to ur first topic sentence (1st paragraph)..give as much proof as possible to show ur thesis statement is right..while giving the evidence, keep relating back to the thesis statement..end the paragraph with a conclusion..use connectives like in addition, altogether etc. so that ur essay seems to be 'flowing'. do the same to ur third paragraph and fourth for ur second and third topic statements...\nnow coming to ur main conclusion..restate the thesis in a another way now..but dont distort what u r intending to say...\nand oh yes, dont forget to write the works u cited to get the proof..\n\nHope I have proved helpful to u!! :)
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Master the standard format for "the five paragraph essay."  Know it backwards and forwards and stick to the formula.  Clearly expressed thoughts, coherently presented and purposeful  is more important than tossing in hastily acquired vocabulary.  When given a topic choice, go for the one with which you are most familiar.  Check this link and good luck.  And, read, read, read. If you can enlist help, ask somebody to read your practice essays who can be critical and honest.  \n\nhttp://www.geocities.com/SoHo/Atrium/1437/index.html
51728
Try the following link.  In fact, do all your essays and what-not from this that particular website. Chock-full of info.
613770
Just find a good way to summarize your essay. You could try several things, but my main strategy would be to stress the importance of the thesis statement of the essay in the first line, and then elaborate on it with all possible points summarized.. each of which should have been stated in the body of the essay.
872447
That's depend dont they have like a guideline about their essay?? some school simply dont mind as long and you make your point, some other like it short...Do some research and if you cant find more info make sure your essay is not more than 4 pages (doubled space) erase any "extra" words and be concise... good luck!!!!!!
706355
You need to make the first paragraph about what you are going to talk about in the whole essay. Begin with a sample of a problem that happened when there was no supervision. Then list a few examples without telling the whole story. In the next parpgraphs tell the examples and near the end give some examples of ways to prevent this from happening again. In the last paragraph tell what you wrote about in a summary of the problems and solutions and who could be contacted or a group for a committee to make the new rules and how to pay for more staff or technology or whatever you come up with for solutions. My daughter was in the 5th grade and went to the K class to read to the class twice a week. The teacher left her alone with the class and went "home" 1 1/2 blocks from the school,walking! She was very lucky that nothing happened while she was gone. I didn't know about it until it had happened several times. She had not told anyone she was leaving the school either.I got it stopped after I found out! Best wishes and I hope I helped!
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This requires an answer of essay length!\nChallenging misconceptions is fundamental to Science teaching. It is the only way that real understanding is possible - a lecturing style is useless.\n\nAs an example, after a class has completed the usual lesson about photosynthesis, show them a piece of wood and demonstrate its solidity (bang it about a bit). Ask them to write down what they think the plant used to make the wood. You might be surprised.
897944
You might want to try to re-read the questions.  You don't appear to be understanding what is written there.  (I call it a brain fart, but three out of 28 indicates a little lack of understanding)\n\nIf you have re-read the problems, then I offer the below:\n\nYou might want to go over your notes about what a mole is.  It is an amount and a number.  It is a fundamental conceptual building block for the study of chemistry.\n\n  It looks like you expect to be able to plug and chug on these.  Which you can, once you start thinking in terms of atoms and molecules.  Plugging and chugging BEFORE you understand what these little pieces are doing is a recipe for a C.\nIt IS the ATOMIC theory of matter, don't you know.\n\nSo, once you've absorbed that, re-read these three problems.\n\nStill no joy?  Read on, Gunga DIn\n\nFirst H(g) is NOT the element's standard state! I thought everybody learned in grade school about H2 gas - the simplest molecule?  Iodine, I leave to you  (hint a gas???!!! not)\n\nSecond lets see you're making umpteen moles of something and calculate the dS.  that was not the question.  (hint: something about ONE mole)\n\nThird read the problem. your chemical equation is from I don't know where but not from what is in the problem. (hint: products on the LEFT???)
183128
You said research paper, so basically an essay.  Yea, the introduction, body/bulk, conclusion is the general outline but u left something out.  After the introduction, there's the main argument (your point of view), your reasons to support it (the proof), then there's the counter-argument (anything you can think of to argue against your topic), the counter-argument's reasons/proofs, and finally your conclusion (which supports your main argument and defies the counter-argument).
200875
You should write your own essays.  Ask for specific information that you can integrate into your essay.
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Firstly here is a website to help you with construction of a \ninformative essay.\n\nhttp://www.epcc.edu/Student/Tutorial/Writingcenter/Handouts/essaytypes/Handouts/Informative.pdf#search='informative%20essay'\n\nSo far as a topic goes.\n\n'Are there any other life forms on other planets'\n\nor \n\n'Conspiracy Theories'\n\nor\n\n'Mysteries surrounding the Bermuda Triangle'
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This is a five paragraph essay outline, acceptable for most highschool applications\n\nIntroduction\n\n    -Introductory statements, state the problem, idea,etc\n    *Thesis statement (you know what this is right?)\n\nBody\n\n    -First supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n      you are saying\n  \n    -Second supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n     you are saying\n              \n    -Third supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n      you are saying\n               \nConclusion\n\n    -Transition, then a statement that basically reiterates \n     your thesis\n    -Restate the key points (1,2,3 of the body)\n    -Then end with a summary or a conclusion, "to sum the argument..." or "this essay showed..." "You should agree with the argument because..." that sort of thing.
771536
There are some very good facts on this website:http://www.kent.k12.wa.us/staff/PollyRegnart/writing_folder/controversy/michelle.htm.  For you conclusion you can just restate previous points of your essay. BE creative on your cover sheet, make it appealing. If you really cant find what you need online go to the nearest library and ask around for smoking books, you can find almost everything in a library. Just make sure if your persuading keep it strictly on your point. especially in the conclusion.
758258
The other answers were valid and good advice.  I would add that you should critically look at the short paper and see if you could outline it.  If your points follow smoothly you should easily be able to create an outline from what you've written.  If you can't, maybe some re-organization is in order.  As a last thought for you, the adage "tell them what you're going to tell them, then tell them, and then tell them what you told them" will make sure you have a beginning, a middle with your information, and a summary (beginning and summary can just be a short sentence).    Since your essay is short, I've included a link to a short article speaking about seven steps to writing a good essay.  Good luck.  Hope you get an Excellent written in red across the top!