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You wont always be able to remove them, but use the search tool to see if you can edit them out. Removing these extra words rarely impacts meaning, flow or structural clarity. Look out for words you use too often and replace them with the help of a Thesaurus. But, be careful not to change the original meaning. Choose a word and check it using dictionary. com to make sure you havent changed the meaning of the sentence. First, second and third person refers to personal pronouns. The first person uses I I believe or I analysed the companys finances. Third person uses he, she or it Richardson supports rational decision making: he believes decisions should be made logically and without bias. Firstly, check your assignment guidance to see if it reveals the tense to be used or ask your tutor. Most academic essays expect the third person.

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Hatcher 19962. Dialogue Journal Students submit loose leaf pages from a dialogue journal bi weekly or otherwise at appropriate intervals for the instructor to read and comment on. While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for students to consider during the semester. Goldsmith, 19953. Highlighted Journal Before students submit the reflective journal, they reread personal entries and, using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class. This makes it easier for the instructor to identify the student to reflect on their experience in light of course content. Gary Hesser, Augsberg College 4. Key Phrase Journal In this type of journal, students are asked to integrate terms and key phrases within their journal entries. The instructor can provide a list of terms at the beginning of the semester or for a certain portion of the text. Students could also create their own list of key phrases to include. Journal entries are written within the framework of the course content and become an observation of how course content is evident in the service experience. Hatcher 19965. Double entry Journal When using a double entry journal, students are asked to write one page entries each week: Students describe their personal thoughts and reactions to the service experience on the left page of the journal, and write about key issues from class discussions or readings on the right page of the journal. Students then draw arrows indicating relationships between their personal experiences and course content. This type of journal is a compilation of personal data and a summary of course content in preparation of a more formal reflection paper at the end of the semester. Angelo and Cross 19936. Critical Incident Journal This type of journal entry focuses the student on analysis of a particular event that occurred during the week. By answering one of the following sets of prompts, students are asked to consider their thoughts and reactions and articulate the action they plan to take in the future: Describe a significant event that occurred as a part of the service learning experience. Why was this significant to you?What underlying issues societal, interpersonal surfaced as a result of this experience?How will this incident influence your future behavior?Another set of questions for a critical incident journal includes the following prompts: Describe an incident or situation that created a dilemma for you in terms of what to say or do. What is the first thing you thought of to say or do?List three other actions you might have taken. Which of the above seems best to you now and why do you think this is the best response?Hatcher 19967. Three part Journal Students are asked to divide each page of their journal into thirds, and write weekly entries during the semester. In the top section, students describe some aspect of the service experience. In the middle of the page, they are asked to analyze how course content relates to the service experience. And finally, an application section prompts students to comment on how the experience and course content can be applied to their personal or professional life. Bringle 19968.

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