I’m studying for my English class and don’t understand how to answer this. Can you help me study?
As you read this week’s material (Chapters 12, 13, 14/Goleman) on whether temperament is destiny, listen to this talk by Prajakta Albuquerque at a local TED event.
This talk is about how Emotional Quotient is important in our day to day lives. The talk is about the speaker’s idea that projecting a winning image to create a powerful first impression is the key to success in personal, professional and social life. Someone rightly said: “You will never get a second chance to make a first impression”. And that’s what Ms. Prajakta Albuquerque has been working on for years. She says that: “Projecting a winning image to create a powerful first impression is the key to success in personal, professional and social life”. Image consultancy is more than just a transformation, it is a way of life that most of us are unaware of. Ms. Albuquerque, commenced her journey with a project with the Cambridge University Press, UK and now trains models on their deportment. She has been very passionate about the importance of Emotional Quotient in everyday life. This talk was given at a TEDx event using the TED conference format but independently organized by a local community.part 1- Temperament Destiny
(will send you book info read chapters 12,13,14)
DISCUSSION- After completing our reading for this week, what do you think about whether Emotional Intelligence can be learned? Are we born with certain temperaments that determine our behavior? If so, why practice strategies pertaining to Emotional Intelligence? Can EI be developed or learned, and to what extent?
Be sure to reference your reading within your response(s) for full credit, and engage with multiple people throughout the week. Full credit responses demonstrate thoughtful engagement with the text and our module concepts, and move the discussion forward in one’s responses/inquiry/dialogue with peers.
If an introduction is the first impression you make on readers, a conclusion is the last impression with which you leave them. Your conclusion, then, is the first thing readers remember because it is the last thing they hear.
Imagine going to a party, making a grand entrance, having a great time and making a positive impression on everyone you meet. Then, on the way out, imagine that you trip over the doorframe, fall, and break your nose. When people remember you from the party, what do you suppose is the first thing they remember? Your fall! It might be unfair, but often the last impression you leave others with is how you are later remembered. A conclusion is no different. That means the conclusion must be especially strong!
So how do we write an effective conclusion? Like an introduction, a conclusion generally contains:
- A synthesis of the ideas discussed within the paper. How does each topic sentence fit into the whole? How do they, taken together, prove the thesis?
- A reiteration of the thesis and main points
- ideas that leave the reader thinking. You want the reader to having lingering thoughts about what you’ve said — just like when you read a good book or see a good movie and are thinking about it days later, you want to leave your readers thinking. You might explain to readers how their own lives would be different or affected if they listen to what you are saying (or what would happen if they don’t!). You might offer a call to action — do you want readers to do anything differently after having read your paper? What do you want to happen/how do you want what you’ve said to be applied?
- Answer the question SO WHAT? You know why what you’ve said is important, but make sure you answer this question for readers. In other words, why should they care? Answering this question may overlap with ideas that leave the reader thinking; that’s okay. Just make sure you remind them how what you’ve said shows up in your life and theirs — make it practical and applicable.
Strategies for ending strong:
- Include a brief summary of the paper’s main points.
- Ask a provocative question.
- Use a quotation.
- Evoke a vivid image.
- Call for some sort of action.
- End with a warning.
- Universalize (compare to other situations).
- Suggest results or consequences.
DISCUSSION –Draft your conclusion and offer it for workshop in this discussion. Make sure you are including all the components/steps as outlined in this module.
NOTE: Please choose conclusions that have yet to be reviewed whenever possible.
Respond to at least two classmates, offering suggestions for improvement in their conclusions (review the steps; can you see all parts of the conclusion? Have they answered the “so what?” question for you as the reader? How might they phrase things differently in order to be more clear?)
part 3-Revision Strategies
REVISION means, quite literally, to “see again”. The idea is to see your essay with new or objective eyes after you have finished and in order to make improvements. I always suggest taking a little time in between writing and going back to revise — we get very close to our work and what looks good after sweating over it doesn’t always look the same when we’ve given ourselves a little distance (and thus, objectivity). I also always suggest:
1. HEAR your work a loud. That is, read it aloud or have it read to you in order to experience how your readers will see it/hear it. You will be amazed at how much you will catch in terms of awkward sentences, missing words, ideas, and logic flaws! Often, when I am working with someone in the writing center, and I ask them to read their work aloud to me, they catch almost all their errors on their own.
Resource: Free, online text to speech at Natural Reader (Links to an external site.)
2. Focus on one part of the essay at a time. That is, read/revise with a specific target in mind. If you are looking at the conclusion, just focus on that, or if you are editing for grammar, just focus on that, and each time you go through your paper, focus on something different (and go through your paper several times!)
Some Steps in Revising:
- Put your draft aside. Time away from your essay will allow for more objective self-evaluation.
- Get feedback from others. Remember the tutors in the writing lab!
- Construct a backward-outline of your essay. This is called a reverse outline.
- Rethink your thesis. …
- Now that you know what you’re really arguing, work on the introduction and conclusion. …
One simple and really cool technique you can use to ensure your ideas are, in fact, logical and presented in an organized way is called reverse outlining. Check out this quick guide to REVERSE OUTLINING (Links to an external site.)
DISCUSSION-Draft a reverse outline & offer it for this workshop.
Please note that your reverse outline should be no more than 5-6 sentences. Include your thesis and topic sentences ONLY.
Respond to at least two classmates, offering suggestions for improvement in the organization of their essay. Are their points clear, concise, and supportive of the thesis? Have they avoided redundancy?