Ford Case Assignment Example | Topics and Well Written Essays - 250 words

Ford Case - Assignment Example Demographic circumstances The overall economy was sluggish in 1961 with many consumers having a delay in purchasing in the models that were developed in 1961 and 1962. Social circumstances There was a change in the preferences of customers and in the period, the makers were struggling to find the perfect satisfaction for the consumers. Economic circumstances There was increase in the disposable income to about 5 percent. This was in 1962. There was severe price overlap in the period. Political circumstances There was change in management of the organization with Lee Iacocca becoming Division manager in 1960. There was election of Kennedy as the president. Competitors of the target market The competitors of the target market include Chevrolets, Fords, and Plymouths. There were also bringing out of Pontiacs, Buicks, and Dodges. Needs from the competitors The needs that were figured out from the competitors were the target market that needed the cars. The growth of two-car families was an optimistic factor that was also realized. Development of products Features: the car was compact. The car also had a six-cylinder engine and transmission to the power. Brand name: Mustang Design: sports car Quality level: developed from the existing model Setting of price The price of the car was set at 2368 dollars. There price was set through inviting 52 couples to view the model and quote a price. Keeping the price low The development was kept low through using the models that had been earlier developed.

Nonmaleficence & Healthcare cost Essay Example | Topics and Well Written Essays - 2500 words

Nonmaleficence & Healthcare cost - Essay Example The principle of beneficence is basically about acting for the benefit of the patient – that all actions are geared towards ensuring one’s actions would be for the good of the patient. This principle is very much related to that of nonmaleficence which basically mandates that no harm must not intentionally or non-intentionally be visited upon the patient by the health professional’s actions. Finally, the principle of justice is about giving a person his due and what he is entitled to. These principles form the foundation of all health care decisions. For health professionals making decisions about a patient’s care, these principles help guide the healthcare practice towards morally and ethically prudent decisions. In the current era of economic recession which is also causing multiple budget cuts, the imposed health budget cuts seem to be coming under scrutiny for their negative implications to the delivery of health services. The principle of nonmaleficen ce is being considered as a primary consideration in scrutinizing the imposition of health care budget cuts. In effect, the application of health budget cuts contradicts the principle of non-maleficence. This paper shall consider such thesis, discussing both sides of the statement in the hope of eventually establishing a scholarly and comprehensive understanding and resolution of the issue. Discussion Since the beginning of the economic recession period, government spending in almost all sectors of social service has taken on budget cut considerations. These budget cuts have reduced funding for some health care services, and in some areas of health service, have led to total elimination of monetary support. Forms of rationing and rationalization in health care spending have also been implemented. These forms of budget cuts and limitations however have resulted to sacrifices in health care spending – some of these sacrifices have impacted on the quality and quantity of care ma de available to the general population. In considering the principle of nonmaleficence and its application to the reduction of health care spending, two sides of this issue are apparent. In one side, nonmaleficence clearly portrays how budget cuts cause both direct and indirect harm to patients. On the other side, it may be argued that these budget cuts do not cause the patient much harm; instead they make the redistribution of limited resources possible. The discussion below shall review both sides of this issue. Budget cuts cause direct and indirect harm to patients Budget cuts cause both direct and indirect harm to patients. Health care leaders point out that health budget cuts potentially endanger patients (Grant, 2011). With higher health premiums, higher co-pays, as well as deductibles, more people seem to be doing away with preventive care. Patients entering hospitals seem to sicker and harder to care for because they often wait for the last possible moment to seek medical ca re. By the time they seek medical care, their illness has already progressed into less manageable stages of care (Grant, 2011). Imposing budget cuts in the health care practice have also come to mean less nurses hired to care for patients. In effect, fewer nurses are available to care for patients who are hardly reduced in number (Grant, 2011). In considering budgets, numbers are always involved. For those who control the budget, numbers often rule their mind and their decisions. In

Santa Ana Winds Essay Example for Free

Santa Ana Winds Essay Weather can affect people’s behavior, positively and negatively. When the weather is nice and hot, it affects people positively by encouraging them to enjoy the outdoors, however, when the weather is bad, like when a hurricane hits this effects people negatively by worrying. Similarly, in the essay â€Å"Santa Ana Winds†, by Joan Dideon, the winds are so abrasive and obstructive that it engenders people to actually commit suicide. This occurs in Los Angeles. Even though Dideon provides a scientific explanation for the soft winds, she characterise hem as evil by showing their effects on people and on the environment. Dideon characterizes and demonstrates the winds as evil. She explains that the winds have an effect on people, making them act unusual. â€Å"Indians would throw themselves into the sea when the bad wind blew† Dideon is describing how the winds would permit people to actually commit suicide. The winds would create such a violent disturbance that townsmen would not even want to deal with such a thing, they would just kill themselves. The horrifying winds would also create paranoia in people. â€Å"Her husband roamed the place with a machete† This man thought there were trespassers and rattlesnakes roaming his yard. His obvious beliefs were due to scare. Dideon not only demonstrates the wind having an effect on people, but also the environment. Having a harsh effect on the hills and Route 66. A hot wind from the northeast whining down through the Cajon and San Gorgonio Passes, blowing up sandstorms out along route 66, drying the hills† Here, Dideon is explaining how the winds create sandstorms along route 66 and the hills are drying up. This not only affects the hills and highways, but in the long run will effect global warming, and drying out farms and hills will eventually create a drought. This leads to many other effects on the environment. The Santa Ana W inds effect the environment in more than one way. â€Å"For a few days now, we will see smoke back in the canyons†. Dideon is signifying wildfires occurring on the canyons. With this wildfire, not only will this wildfire burn down tree’s, but will also spread around disease. The Santa Ana Winds have many effects on the environment and people, when it is a nice, hot and a sunny day, people become encouraged to get out and spend time with their family. However, when a hurricane blows in, it creates many disturbing things, such as paranoia, droughts and wildfires. It is important to be alert and recognize the warning signs of dreadful things yet to come. Otherwise, anyone can get trapped in the middle of a storm.

Conflict between Freedom and Determinism

Conflict between Freedom and Determinism Freedom, Determinism Responsibility Instructions Demonstrate an understanding of the underlying conflict between freedom and determinism and the various options for resolving that conflict. Demonstrate my own thinking about the problem, must show that I have made a determined effort to grapple with the problem. Essay is written for a cold audience; theyre smart, but they have no prior knowledge of what Im talking about. Try to organize your essay so that each part of it builds up a defence of your position. Introduction The idea that human beings exercise free will seems commonsensical; that is, we understand that when we act, we were capable of acting otherwise than we did. It may come as a surprise to hear that this is actually a hotly contested claim, and it has been subjected to philosophical scrutiny for thousands of years. The position that I will be defending is called hard determinism, a view that up until several months ago, I was blissfully unaware even existed. Hard determinism is the view that humans exist within the causal loop of the universe, that our actions are inextricably bound to the laws of nature. It proposes that human behaviour is caused by an individuals personality, desires and values, but that their personality, desires and values are caused by external antecedent factors over which the individual has no control. These factors can range anywhere from genetic predisposition to their upbringing to the cultural norms of the society they happened to be born in. In short, hard determinism rejects the notion of human agency. The objective of my paper is two-fold: 1) To make the argument that the thesis of determinism does not undermine our every day conceptualization of the will, but simply proposes an explanation for the cause of what we call moral behaviour. 2) To make the argument that the thesis of free will and moral responsibility does not cohere with the thesis of determinism; or in other words, to attack the compatibilist/soft-determinist view. Different interpretations of determinisms truth exist. So I guess here I would outline specifically what the different views of determinism are, just like that dudes paper LOL. I would identify mine and elaborate on the arguments. This definition admits a â€Å"will† or a desire-that-produces-action, but it admits no â€Å"free will† or free desire. Libertarians subscribe to the notion that human actions are uncaused and undetermined. They operate on the premise that humans are capable of originating acts, initiating a sequence of events, self-governing and thus we are independent of natural causal chains. Clearly formulate and explain the position you hold. In order to defend your position of hard determinism, I need to undermine their defence of freedom. Libertarians attack determinism by making a case for the exceptions theyre pointing to. Their only point of attack to make a case of their counter example; I need to prove their counter-example is not true. You can point to the sorts of suppositions that libertarians are making about human beings. Question the plausibility of those suppositions; the idea that were autonomous, the idea that we exist somehow outside of the causal loop. I also argue against the claim of human uniqueness held by Libertarian philosophers, so look at Chisholm and look at Lewis, who kind of touches on that. Libertarians argue that humans are capable of originating acts, initiating a sequence of events, self-governing and thus we are independent of natural causal chains. Libertarians maintain that freedom and moral responsibility are logically incompatible with determinism. They believe that for humans to be free, there must be some instances, fundamentally, human action, which are not the effects of causal antecedents. But if this were true, then the human will must be subject to a special kind of explanation. Libertarians seem to support partial determinism, which suggests a break in the ongoing process of cause and effect. For instance, history is not characterized by a linear progression, whereby one cause produces certain effects and so on ad infinitum. Instead, life can be described as a vast tree with an infinite number of branches, which divide into numerous possible directions. Yet, for human action to transcend causal determinism one of two possibilities must be fulfilled: i) events themselves must be uncaused and therefore random, or ii) particular events must be causi sui (the cause of itself). Refuting the compatibilist/soft-determinist poses more of a challenge, as they share common ground with a hard determinist. Outline the main points and objectives of my paper and establish which of the 3 classical positions I hold. In this case, it is hard determinism. As such, I seek to prove that the thesis of free will does not and cannot cohere with the thesis of determinism. I also argue that the thesis of determinism does not undermine our every day conceptualization of the â€Å"will,† it simply â€Å"proposes the source of what causes us to fall back on moral behaviour.† Then why do we act morally? Because it is evolutionarily useful for us to do so. Ruse says that true morality developed over time evolutionarily. Talk about monkeys nigga lol. Well see how that works out. For both of the following paragraphs, draw specific arguments from the readings, explain those arguments in my own words, critically assess the arguments and make clear why you accept or reject those arguments. Its harder to defend yourself against soft determinism. Give the main argument or arguments in its defence. State as clearly and forcefully as you can the main objections which would be raised by those holding the other positions. So here I can explain libertarianism and soft determinism. Rebut those objections. Libertarians argue that humans are capable of originating acts, initiating a sequence of events, self-governing and thus we are independent of natural causal chains. Libertarians maintain that freedom and moral responsibility are logically incompatible with determinism. They believe that for humans to be free, there must be some instances, fundamentally, human action, which are not the effects of causal antecedents. But if this were true, then the human will must be subject to a special kind of explanation. Libertarians seem to support partial determinism, which suggests a break in the ongoing process of cause and effect. For instance, history is not characterized by a linear progression, whereby one cause produces certain effects and so on ad infinitum. Instead, life can be described as a vast tree with an infinite number of branches, which divide into numerous possible directions. Yet, for human action to transcend causal determinism one of two possibilities must be fulfilled: i) events themselves must be uncaused and therefore random, or ii) particular events must be causi sui (the cause of itself). Human independence in the strong sense for our lives to be meaningful and important. How do you hold people morally responsible in a deterministic world? Focus on the deliberative process; theres no compulsion or constraint, then were freely deliberating and thus can be held morally responsible. Libertarians often worry about â€Å"objective worth.† Look at Kane in Fischer. Its true that all of our behaviour is causally determined. Look at Widerker and how he talks about how youd act if there was an announcement that the universe is deterministic. Would you feel like your life is meaningless? A third argument for incompatibilism was formulated by Carl Ginet in the 1960s and has received much attention in the modern literature. The simplified argument runs along these lines: if determinism is true, then we have no control over the events of the past that determined our present state and no control over the laws of nature. Since we can have no control over these matters, we also can have no control over the consequences of them. Since our present choices and acts, under determinism, are the necessary consequences of the past and the laws of nature, then we have no control over them and, hence, no free will. Opposition to determinism promotes that without belief in uncaused free will, humans will not have reason to behave ethically. Determinism, however, does not negate emotions and reason of a person, but simply proposes the source of what causes us to fall back on moral behavior. Anyone susceptible to immoral actions from the idea of determinism was susceptible before and does not hold strong moral judgment prior to the idea. Determinism implies the moral differences between two people are caused by hereditary predispositions and environmental effects and events. Simply because the cause of a persons morality (depending on the branch of determinism) is not entirely themselves, this does not mean determinists are against punishment of people who commit crimes: independent of moral judgement, punishment can still serve to modify a persons behaviour. Another point of view is that if determinism is true, and free will is not, then morality and ethics are meaningless concepts. Morality and ethics require that a choice can be made in order for these concepts to have any meaning. But if a person has no choice, in the case of a deterministic world with no free will, then it does not make sense to say whether individuals can make more (or less) ethical or moral choices, because there are no options available to them except the one they must deterministically follow. I will use the words determinism and causality interchangeably to mean approximately the same thing, with determinism referring to the more general state of the world and causality referring to more specific causal relationships. On the other hand, Sam has argued that morality can be studied scientifically. This would require operationally defining morality (Harris suggests a definition akin to a behaviors probability of maximizing human wellbeing but the definition itself is not the focus of his argument). Harris goes on to suggest that, given that human brains have certain properties, we could go on to identify objectively superior moral frameworks; that is, multiple optimized ethical systems may emerge that satisfy our definition of moral.

Angel/Satan Relationship in Mary Shelleys Frankenstein :: Frankenstein Essays

In modern times we are brought face-to-face with the tangible issue of engineered-creation and the hopes and fears it inspires. It is a common hope that science should be able to mimic the abilities and power of the God that created us. However, with respect to Mary Shelley's famous novel, "Frankenstein," one will find that the desire to play god is met with dire consequences. The theme of creation in "Frankenstein" touches on the notion of how modern science plays God. This is illustrated through the attempt of replicating a human by means of science, using the main character Victor as the god-figure. Unfortunately, Victor Frankenstein did not consider the effect his creation would have on the outside world and, more importantly, his internal self and his creation. From a Christian perspective there is only one creator that can successfully conceive life, and this is God. Obviously if God is not present in this creating process, and science has instigated the responsibility, the failure of the creation is inevitable. Science cannot create balanced emotions, socially imposed morals, or a soul. Thusly, such a creation would have no moral compass from which to gage the appropriateness of its reactions or behaviors. The person responsible for attempting a god-like role in the name of science should bear the responsibility of whatever may result from such a creation. In the book, the Monster is searching for a way to fit in and find acceptance, so, the Monster turns to reading the bible. It gives the Monster a small sense of solace and he interprets many of the passages to help him define who he is what his role in this world might be. The Monster of "Frankenstein" finally admits that he is but a creature of Victor and says, "I ought to be thy Adam but I am rather the fallen angel" (Shelley, 2000). There is a dual allusion present in this quotation. One is referring to in John Milton's classic Paradise Lost, a tale which is often mentioned in Shelley's "Frankenstein." The other is undoubtedly the Creation of Adam and Eve in the Bible itself, not just the allusion given in Paradise Lost. The aforementioned quotation illustrates the very idea that creation through science is a hollow, damning pursuit as the Monster seems himself for what he is perceived to be.

Vimy Ridge :: essays research papers

 Vimy Ridge   Ã‚  Ã‚  Ã‚  Ã‚  This essay will describe the events that took place at Vimy Ridge during World War I. Britain and France both attempted to take control of the Ridge which was currently occupied by the German Army and both failed. It was left to the Canadian Army to take the Ridge. This essay will prove that after many struggles, and careful preparation, Canada was defined as a Nation at Vimy Ridge.   Ã‚  Ã‚  Ã‚  Ã‚  Vimy Ridge was a key to the German defence system. It rose 61 m. above the Douai Plain which favoured the Germans because there was a gradual incline on the West. This meant that the Canadians would have to attack over open ground where they would become prime targets for German artillery, machine guns and rifle fire.   Ã‚  Ã‚  Ã‚  Ã‚  Military mining played a big role in the battle of Vimy Ridge. Engineers built a network of tunnels under no-mans land. They also dug subways totalling more than 5 km. in length, through which assault troops could move to their jumping-off points. The subways provided protection from enemy artillery fire, and permitted the wounded to be brought back from the battlefield. Chambers were cut into the walls of the subway for brigade and battalion headquarters, ammunitions stores, communication centres and dressing stations.   Ã‚  Ã‚  Ã‚  Ã‚  The taking of Vimy Ridge fell to the Canadian Corps under the command of the British General Julian Byng. He appointed the Canadian born Major General Arthur Currie as the Commander of the 1st Canadian Division. Currie believed â€Å"Thorough preparation must lead to success. Neglect nothing.†. He left nothing to chance, every stage of the attack was planned to the very last detail. General Currie had a full scale model of Vimy Ridge built to train his soldiers. They got the locations of every trench, machine gun and other valuable information about the enemy by using aerial photographs taken by the Royal Flying Corps and information from intelligence raids across enemy lines. Over 1,400 Canadians lost their lives retrieving this information. The key positions of the model were marked with flags and coloured tape. Currie had his soldiers practice and rehearse every step they would take on the day of the attack, so when the day came, the troops would be fully informed about their objectives and their routes. Maps were given out to guide even the smallest units. The soldiers were also trained to use the enemy machine guns so when the enemy guns were captured, they would know how to use them.   Ã‚  Ã‚  Ã‚  Ã‚  The German defence system was made up of three defensive lines. They consisted of a maze of trenches, concrete machine gun strong points that had

Writing: Dependent Clause and Topic Sentence

contents entries found. PART A: INTRODUCTION 1. Rationale for choosing the topic: The ongoing process of regional and global integration in Vietnam has resulted in an increasing demand for English language teaching across the country. Learning English is currently not only an interest but also a practical thing for many people. Learning English means learning four related skills: listening, speaking, reading and writing. In teaching and learning English as a foreign language in Vietnam, writing has always received a great deal of attention.This is understandable, English is learnt and taught in non-English environment, therefore writing is not only one of the four language skills that students of English need to acquire but also a means of further study. Carrell (1981) stated that â€Å"For many students, writing is by far the most important of the four skills in a second language, particularly in English as a second or foreign language† (p. 1). Writing in general is one of th e most important skills for English learners, and academic writing in particular plays key role in helping learners to master the language.Learners of English language need to know how to write academically through the way they answer questions, discuss subjects or report research results. However, academic writing is never ever an easy task because it is the combinations of relation among audience, writer, organization and presentation (according to Swale, 1997). It can be understood that learners should keep in their mind to discover typical questions: â€Å"who are they going to write for? †, â€Å"what is the purpose of writing? † (What are the topic, position and argument? , how is the writing going to be organized and presented? It is also quite important to define â€Å"academic writing† to find which is necessary and sufficient. Academic writing normally starts from words, to phrase, clause, sentence, paragraph, and then essay. This assignment concentrat es on theory of academic paragraph writing including the definition and structure of a paragraph, parts of paragraph, mistakes ESL often make in writing paragraph academically. It is tried to find out and to compare typical non-academic and academic words and phrases using in paragraph writing.As teachers of English, we ourselves think that it is essential to do a research on the topic â€Å"Academic paragraph writing†. 2. Aims and objectives: 2. 1 Aims: This assignment concentrates on theory of academic paragraph writing. Findings will be studied to suggest appropriate instructional support to help learners improve their academic writing skill. 2. 2. Objectives: To be more specific, the objectives of this study are: – to investigate the theory towards academic paragraph writing. – to find out the common mistakes in academic writing to suggest ways to reduce the difficulties and help learners improve their writing skill by giving out example academic words and p hrases It is hoped that the findings from this study will be some benefits to teachers and students in universities. 3. Methodology In order to carry out the writing of this paper, we ourselves have based on the following methods. * The combination of diachronic and synchronic approaches * The teacher’s advice * The book reference In short, it is hoped that the paper will provide an introduction to the ways how to write academic paragraph writing.We are grateful to any comments on the paper. PART B: DEVELOPMENT I/ Theory of paragraph: 1. Definition of a paragraph: It is quite easy for learners to find out what is a paragraph. There are many ways to define this basing on different viewpoints. Followings are some of popular paragraph definitions. A paragraph is: – a distinct section of a piece of writing, usually dealing with a single theme and indicated by a new line, indentation, or numbering (Oxford Advanced learner Dictionary) – is a group of related sentences that discuss one main idea.A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. (Writing academic English – Alice Oshima and Alice Hogue – Longman, third edition) – a distinct portion of written or printed matter dealing with a particular idea, usually beginning with an indentation on a new line. It is one of a series of subsections each usually devoted to one idea and each usually marked by the beginning of a new line, indentation, and increases interlinear space. World English dictionary – Collins) It can be shortly understood that a paragraph is one part of a text which express one complete idea. 2. Structure of a paragraph: A paragraph normally includes a topic sentence, supporting sentences and a concluding sentence. The topic sentence states the main idea of the paragraph. It not only names the topic of the para graph, but it also limits the topic to one specific area that can be discussed completely in the space of a single paragraph. Supporting sentences develop the topic sentence.That is, they explain or prove the topic sentence by giving more information about it. The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember. Concluding sentence is customary for stand-alone paragraph. However, paragraphs that are parts of a longer piece of writing usually do not concluding sentences. 2. 1. The topic sentence: 2. 1. 1. What is topic sentence? Topic sentence is the most important sentence in a paragraph which clearly states the topic and the controlling idea of a paragraph, and briefly indicates what the paragraph is going to discuss.For this reason, the topic sentence is a helpful guide to both the writer and the reader. The writer can see what information to include. The reader can see what the paragraph is going to be about and is ther efore better prepared to understand it. 2. 1. 2. Position of topic sentences: The topic sentence is usually the first sentence in a paragraph. It can be placed in other locations depending on writers; however, the beginning of the paragraph seems to be the best spot. One of possible location for the topic sentence is at the end. 2. 1. 3. The two parts of a topic sentenceAs mentioned above, topic sentence has two essential parts: the topic and the controlling idea in which the topic names the subject of the paragraph, the controlling idea limits or controls the topic to a specific area to be discuss in the space of a single paragraph. Here is an example: Delicious foods are easy to prepare. TOPICCONTROLLING IDEA Following notices are expected to somehow help learners write good topic sentence: Firstly, the topic sentence should control or guide the whole paragraph. Topic sentence is good if it meet the readers’ need about what they expect to read in the paragraph.Secondly, a g ood topic sentence is not a general fact that everyone accepts as a true thing. An example illustrating this point can be seen through a bad topic like: â€Å"Libraries have books. † The information in this sentence is true; however, it is a general fact and is not a good choice for a topic sentence. Thirdly, a good topic sentence should be specific. For example, â€Å"Coffee is delicious. † is not a good topic sentence because the information in the sentence is too general. The reader does not know what to expect in the paragraph.The sentence can become better when it is written in a specific way, such as: â€Å"Black coffee has many benefits for your mentality. † However, it is important to know that topic sentence should not be too specific. Finally, a good topic sentence has controlling ideas which guide all the supporting sentences and give readers general expectation about what they are going to read about throughout the paragraph. 2. 2. Supporting sentenc es: 2. 2. 1. What is a good supporting sentence? Supporting sentences explain or prove the topic sentence. Good supporting entences are related to the topic sentence and its controlling ideas. They give information that supports and explains the topic of the paragraph. They answer questions – who? what? when? why? and how? – and give details. 2. 2. 2. Kinds of supporting sentences: There are several different kinds of supporting sentences going as follows with suitable examples: – explain: People move from village to big cities for economic reasons. – describe: They live in a nice house surrounded by fields of flowers. – give reasons: Tom finally drops from school because of bad results. give facts: About five percent of the A town’s population is immigrant. – give examples: Sugar cane and banana grow in South Africa. – define: My mother has a samovar, which is a large cooper tea urn. 2. 3. The concluding sentence: 2. 3. 1. Wha t is concluding sentence? Concluding sentence serves two purposes: – It signals the end of the paragraph. – It leaves the reader with the most important ideas to remember. It can do this in two ways: by summarizing the main points of the paragraph, or by repeating the topic sentence in different words.A paragraph does not always need a concluding sentence. For single paragraphs, especially long ones, a concluding sentence is helpful to the reader because it is a reminder of the important points. However, a concluding sentence is not needed for every paragraph in a multi-paragraph essay. 2. 3. 2. What are good concluding sentences? To come up with the idea of a good concluding sentence, it is necessary for writer to think about some questions: – What is a good concluding sentence? – How do the concluding sentences relate to the topic sentence and to the supporting sentences?The concluding sentence’s job is to bring the paragraph to a logical conclus ion. The paragraph can be brought to an end with some formal signals: Finally, In brief, In conclusion, Indeed, In short, To sum up, All in all, Lastly†¦ It can end with some structures: The evidence suggests that†¦, There can be no doubt that†¦, These examples show that†¦, We can see that†¦ 2. 3. 3. Kinds of concluding sentences There are many different types of concluding sentences: restatement, suggestion, opinion, prediction. Restate the main idea is one of the easiest ways to write concluding sentence. Writers restate the main idea or summarize the main point of the paragraph. †¢ Offer a suggestion, give an opinion, or make a prediction are some of ways to write a concluding sentences, sometimes writers can do a combination of these options. 3. How to write a good paragraph academically? Academic paragraph writing needs good unity and coherence. †¢ Unity: â€Å"A paragraph is a group of sentences which relate to the topic and develop the cont rolling idea.If a sentence does not relate to or develop that idea, it is irrelevant of place and should be omitted. A good paragraph must be unified. †; â€Å"A paragraph has unity when all of its sentences, including the topic sentence support, and conclusion, relate to the same main idea. (Cited from â€Å"Let’s write 2† by Dang Ngoc Huong, 2007) It is clear to see that an important element of a good paragraph is unity. Unity means that a paragraph discusses one and only one main idea from beginning to end.The second part of unity is that every supporting sentence must directly explain or prove the main idea. †¢ Coherence: â€Å"A paragraph must have unity: all its ideas must refer to the topic (as above presented), moreover, another element of a good paragraph is coherence; coherence is an important quality of writing: all the ideas are presented logically and smoothly so that it is easy for the reader to follow the writer’s progression of ideas . In other words, a coherent paragraph contains sentences that are logically ordered and that flow smoothly.In order to achieve coherence of a paragraph, writers can use several ways in writing. † (According to Dang Ngoc Huong, Let’s write 2, 2007) For coherence in writing, the sentences must hold together; that is, the movement from one sentence to the next must be logical and smooth. There must be no sudden jumps. Each sentence should flow smoothly into the next one. There are four ways to achieve coherence: 1. Repeat key nouns. 2. Use consistent pronouns. 3. Use transition signals to link ideas. 4. Arrange ideas in logical order.II/ Findings on academic paragraph writing There are many necessary things to form a good academic writing. English learners sometimes find it difficult to write in English, especially in academic style. It is our try to find out the three common mistakes in paragraph writing: run-on sentence, fragment and parallel structure; and academic equ ivalents of words or phrases to be helpful for learners to write academically. 1. Learners’ common mistakes in paragraph writing: As mentioned in the introduction, writing is always a not-easy task with most of English learners.It is due to the need for combining various skills and background knowledge when they do writing. This part is going to show common mistakes that learners often have in academic writing in general, and in paragraph writing in particular. 1. 1. Run-on sentence: A run-on sentence is a sentence in which two or more independent clauses (i. e. , complete sentences) are joined without appropriate punctuation or conjunction. This is one of the most common mistakes appeared in academic writing. Following are suggested approaches to avoid the error: †¢ Use separate sentences.However, this may disconnect related independent clauses and cause some of the meaning to be lost: o It is nearly half past five. We cannot reach town before dark. †¢ Use a semico lon. This maintains the connection between the clauses while ensuring a pause between the two ideas: o It is nearly half past five; we cannot reach town before dark. †¢ Use a coordinating conjunction. o It is nearly half past five, so we cannot reach town before dark. 1. 2. Fragment: Fragment is a sentence which does not contain a subject or a predicate.A sentence fragment fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought. †¢ It may locate something in time and place with a prepositional phrase or a series of such phrases, but it's still lacking a proper subject-verb relationship within an independent clause: †¢ It describes something, but there is no subject-verb relationship: Example: In Japan, during the last war and just before the armistice.This sentence acco mplishes a great deal in terms of placing the reader in time and place, but there is no subject, no verb. Example: Working far into the night in an effort to salvage her little boat. This is a verbal phrase that wants to modify something, the real subject of the sentence (about to come up), probably the she who was working so hard. †¢ It may have most of the makings of a sentence but still be missing an important part of a verb string: Example: Some of the students working in Professor Espinoza's laboratory last semester. It may even have a subject-verb relationship, but it has been subordinated to another idea by a dependent word and so cannot stand by itself: Example: Even though he had the better arguments and was by far the more powerful speaker. This sentence fragment has a subject, he, and two verbs, had and was, but it cannot stand by itself because of the dependent word (subordinating conjunction) even though. We need an independent clause to follow up this dependent cl ause: . . . the more powerful speaker, he lost the case because he didn't understand the jury. 1. 3.Parallel structure: This principle of parallel construction requires that expressions of similar content and function should be outwardly similar. The likeness of form enables the reader to recognize more readily the likeness of content and function. Unskillful writers often violate this principle, from a mistaken belief that they should constantly vary the form of their expressions. It is true that in repeating a statement in order to emphasize it writers may need to vary its form. But apart from this, writers should follow carefully the principle of parallel construction. Faulty Parallelism |Corrected Version | |Formerly, science was taught by the textbook method, while now the |Formerly, science was taught by the textbook method; now it is | |laboratory method is employed. |taught by the laboratory method. | The left-hand version gives the impression that the writer is undecided or timid; he seems unable or afraid to choose one form of expression and hold to it. The right-hand version shows that the writer has at least made his choice and abided by it.By this principle, an article or a preposition applying to all the members of a series must either be used only before the first term or else be repeated before each term. |Faulty Parallelism |Corrected Version | |The French, the Italians, Spanish, and Portuguese |The French, the Italians, the Spanish, and the Portuguese | |In spring, summer, or in winter |In spring, summer, or winter (In spring, in summer, or in winter) |Correlative expressions (both, and; not, but; not only, but also; either, or; first, second, third; and the like) should be followed by the same grammatical construction. Many violations of this rule can be corrected by rearranging the sentence. |Faulty Parallelism |Corrected Version | |It was both a long ceremony and very tedious. |The ceremony was both long and tedious. | |A time not for wo rds, but action |A ime not for words, but for action | |Either you must grant his request or incur his ill will. |You must either grant his request or incur his ill will. | |My objections are, first, the injustice of the measure; second, that |My objections are, first, that the measure is unjust; second, that | |it is unconstitutional. |it is unconstitutional. | When making comparisons, the things which are compared should be couched in parallel structures whenever that is possible and appropriate. Faulty Parallelism |Corrected Version | |My income is smaller than my wife. |My income is smaller than my wife's. | 2. Non-academic words and academic equivalents: It is necessary for learners to use academic words in academic paragraph writing. Because of limited space and time, our group just suggests example words and phrases in their simple form and academic equivalents as below. |Meaning |Simple word |Academic word | |Y tu? g / khai ni? m |idea |Concept / notion | |D? |enough |Suffic ient / adequate | |Phuong phap |way |Approach | |Thu du? c |get |obtain | |K? t qu? result |Consequence / outcomes | |Duy tri / gi? |keep |retain | |mua |buy |Purchase | |Duy nh? t |only |Unique / solely | |C? i thi? n |improve |enhance | |B? d? u |start |commence | |D? doan |predict |anticipate | |T? p trung |focus |concentrate | |Cu? i cung |final |Ultimately / eventually | |D? g |Stop / end / finish |Terminate / cease | |Tri hoan |Postpone / delay |Suspend | |R? i b? |Quit / give up |Abandon | |Ph? n |Part |Portion |PART C: CONCLUSION It is of the importance for English learners to discover definition of a paragraph, paragraph structure (topic sentence, supporting sentences, and concluding sentence) in academic style along with the way of writing paragraph academically. Due to limited space, time and the limitation of writers’ knowledge, this assignment concentrates on theory of paragraph and discovers popular mistakes (run-on sentence, fragment, and parallel structure ) which learners normally make in writing paragraph academically.In addition, it is our try to take example and compare words in both non-academic and academic style with the hope that learners have awareness of using correct writing style. REFERENCES 1. Arnaudet, M. L. & Barrett, M. E. (1984). Approaches to Academic Writing. Englewood Cliffs, NJ: Prentice Hall. 2. Brook, A. & Grunby, P. (1990). Writing for study purposes: a teacher’s guide to developing individual writing skills. CUP. 3. Campbell D. Better Sentence-Writing in 30 minutes a Day. Career Press 4. Doff, A. (1988). Teaching: a training course for teachers. Cambridge : CUP 5.Fries, C. (1945). Teaching and learning English as a Foreign Language. Ann Arbor: University of Michigan Press. 6. Hennessy, B. (1994). How to write an essay. Plimbridge House. 7. Henry, J. & Pender, J. (1997). English for academic purposes: writing. Toowoomba, Qld: USQ Press for the Centre for Language Learning and Teaching 8. Huong, D. N (200 7). Let’s write: HOU 9. Murray, R. (2003). How to write a thesis. Maidenhead, Berkshire: Open University Press. 10. White, R. & McGovern, D. (1994). Writing. New York: Prentice Hall. 11. Grammar. ccc. commnet. edu/grammar/parallelism. htm