Academic dishonesty Essay

Introduction Welcome to Language for Study III. The purpose of this bleed is to enhance students linguistic might and knowledge of academic skills and activities to equip students for success in undergraduate level determine. Course Description The module draws on language from Skills for Study III to arm vocabulary, grammatical competency, and refine pronunciation, prep are students to escort nuances of spoken and scripted communication as sanitary as execute accurate accustom of spoken and written academic work. Learning Outcomes 1.Develop abilities to drug ab usage lexical and grammatical knowledge to critically evaluate discourse presented in academic forms. 2. Understand and evaluate convincing elements in research and discourse. 3. Demonstrate linguistic proficiency to write a critical response to a standpoint or researched position. 4. Produce a meander of lexical, phonological, and grammatical features of language to orally respond to excerpts of spoken and written discourse expressing a standpoint or researched position. Course Outline* Delivery Plan hebdomad 1 Unit 1 An electronic world(Part A)Lesson1 Introduction to the module and syllabus.Lesson 2 Understanding spoken information expose features of fluent speech. Understand how pa utilizations, intonation and line influence listeners. pp. 7-13 week 2 (Part B)Lesson 3 Become familiar with different types of written text refer to authors ideas. advert persuasive language. pp. 14-22(Part C)Lesson 4 Investigating identify grammatical structure of reporting verbs. Identify reporting-verb collocations. pp. 23-30 Week 3 (Part D)Lesson 5 Reporting in speech identify intonation and new information. Identify and example tones for authority and finishing a topic. pp.See more Unemployment problems and solutions essay31-37Practise/mock Exam(Part E)Lesson 6 Reporting in writing identify general-specific structure in introductions. Identify linking words. Write and paraphrase definitions using aca demic nouns. pp. 38-46 Week 4 Unit 2 New frontiers(Part A)Lesson 1 Follow lectures in English recognise and use stressed and unstressed syllables. pp. 48-53(Part B)Lesson 2 Understanding written information identify signposting for written arguments. Identify assumptions. pp. 54-61 Week 5 (Part C)Lesson 3 Investigating identify and use hedging devices. Identify vocabulary used in stating premises.pp. 62-69(Part D)Lesson 4 Reporting in speech refer to graphics and visual data. Refer to sources in a presentation. pp. 70-77 Week 6 (Part E)Lesson 5 Reporting in writing link sentences and paragraphs. pp. 78-85Lesson 6 Review of Unit 2 Week 7 Unit 3 The individual in society(Part A)Lesson 1 Identify the language of speculation. pp. 87-97(Part B)Lesson 2 Understand written information understand the way claims are made and evaluate them in a context. pp. 98-105 Week 8 (Part C)Lesson 3 Investigating reconstruct information from notes.Synthesise information from sources. pp. 106-114(Part D)L esson 4 Reporting in speech summarise signalise aspects of research. Present an oral argument with different viewpoints. pp. 115-124 Week 9 (Part E)Lesson 5 Reporting in writing identify and use substitution and ellipsis. Identify and use different ways of paraphrasing. pp. 125-133Lesson 6 Review of Unit 3 Week 10 Unit 4 Choices (Part A)Lesson 1 listen critically identify and understand repetition. Identify stance markers. pp. 135-144(Part B)Lesson 2 Critically evaluate logic in texts identify emphasis in academic texts.Identify and understand analogy in academic texts. pp. 135-144 Week 11 (Part C)Lesson 3 Develop and independent learner identify common errors in formality levels of academic emails. Identify formal and knowledgeable language in written communication. pp. 157-167(Part D)Lesson 4 Conclude a presentation speculate about research results in conclusions. pp. 168-175 Week 12 (Part E)Lesson 5 Conclude, refreshen and edit an essay develop language for writing conclusion s. refer to various sections of an academic text. Express importance, desirability and necessity. pp.176-185Lesson 6 Unit 4 continued Week 13 Writing Exam Week 14 Overall review of the module. In class reflection and evaluation Week 15 Reading, Listening and speaking Final Exam *(Subject to change due to unforeseen circumstances) Course material McNair, A. and Gooch, F. (2012). Language for Study III. Cambridge Cambridge. Assessment This explains how you lead be marked in this course Module Assessment Time/Number of Words Weight (%) Week Due Relevant Learning Outcome Writing 2 hours 25% 13 All learnedness outcomes Reading 2 hours 25% 15 Listening 1.5 25% 15 Speaking 1. 5 25% 15 * attending you must maintain a minimum attendance rate of 80%. Attendance will also be assessed by your readiness for class, arriving on cadence and your involvement in class interventions. Be sure to bring your class materials, such as pens, textbook, reading materials, extra paper, folder, etc. If you miss one class, you will be marked absent for the class. Students who leave class early without proper excuse will be counted absent. Deducted marks for late arrivals will be reflected in the class attendance grade. Therefore, punctuality is vital.(See the Access Student Handbook for details regarding absence due to illness) * You need to satisfactorily complete all the assignments set by your instructor. Your instructor will provide you with specific criteria for satisfactory performance on an assignment by assignment basis. Failure to complete assignments will result in academic probation and possible dismissal from the class. Credits and Workload This is a 10 credit course. You have class 2 hours a week, and are expected to study 4 hours a week outside of class. Classroom Etiquette * Mobiles please ensure that your phones are off while you are in class.* Golden Rule get over people the way you would like to be treated. Respect your instructors and colleagues. * For furt her questions and an overview of what port warrant disciplinary measures. See the Code of Conduct in the Student Handbook. Academic Dishonesty UKH policies regarding academic dishonesty apply to all assignments and exams completed in this course. Students should consult the Access Handbook for a detailed comment with examples for this offence. An inability or unwillingness to conform to university standards of academic honesty is grounds for dismissal from UKH.Academic dishonesty EssayYou are expected to demonstrate professionalism end-to-end your graduate education program. Professionalism includes the ways you participate in the university schoolroom and in breeding experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program.Areas of Professional Dispositions Dependability an d Reliability Candidate demonstrates behaviors that are characteristic of the professional teacher such as punctuality, attendance and organization. Lessons are very well-planned and presented. Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in esteem by peers and supervisors. Commitment and Initiative Candidate demonstrates commitment to learning and students creates different learning strategies for students and shares new and unusual professional resources with colleagues. Responsiveness Candidate seeks and values constructive feedback from peers, instructors, and mentors and goes beyond the call of duty to utilized feedback in teaching and planning. Collaboration Candidate creates positives relationships within the university classroom and with stakeholders in the school community as well as suggests tips for sustaining positive relationships.See moreFirst song for You Essay Open-Mindedne ss Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to control both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational issues done personal extensive inquiry and consultation. Knowledgeable Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply subject matter concepts consistently and consecutive in lessons. Communication Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing applicable concepts of the language arts in terms of dominance as indicated by students work and grades. Confidentiality Candidate demonstrates characteristics of the professional teachers such as sharing information about students and specific classroom anecdotes in confidential and honorific ways. Candidate shares information only with those who need to kno w. Academic Honesty Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by producing independent, original work. Appearance Candidate consistently wears appropriate professional attire while teaching. Teaching Effectiveness Candidate demonstrates the ability to plan and to engage students in productive learning events that feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster appropriate student behavior according to individual and situational needs. Fairness Candidate engages in practices that recognize all students, and all students received constructive feedback and encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. Bias Candidate engages in practices that recognize all students and encourage active student participation in activities and discussion that highlight the value of diversity and the richness of students experience. I have read and understood this statement of my professional responsibilities.Student Name (print)_______________________________________ interlocking __________________Revised 7/1/2011 IV. Go to this link http//www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another(prenominal) course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC right Student Signature Form Academic Honor PledgeI promise or affirm that I will not at any(prenominal) time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary effect resulting from violations of academic integrity. I understand that violation of this code will res ult in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) sign each below that is applicable. __________I have read and understand the Academic Honor Pledge above.__________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. discipline each by research type descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and de pendent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and movement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3.The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine conceit of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the descriptive anthropology of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making.8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose o f this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management.12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the revolutionary method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if childrens social adjustment in conformation 1 is enhanced by increased dramatic play in kindergarten.16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and s tudent attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.