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GSP160 Writing for Academic Purposes SUSS Assignment Sample Singapore

In this course, you will learn how to adapt your writing for the academic context by developing critical thinking skills. You’ll be able to summarize information from various texts using paraphrasing and quoting techniques as well as synthesizing it so that it’s relevant when working on assignments or tasks at hand–all while following referencing conventions properly! Plus there’s an in-depth look into defending thesis statements effectively through arguments backed up with evidence; I hope these lessons bring some clarity about what goes down behind closed doors

The course teaches students how to write in a professional tone of voice, using the appropriate tools for academia.

We will cover everything from summarizing information correctly all-the way through developing an effective argument and structuring essays so they are cohesive without any errors or mistakes!

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Assignment Brief 1: Cite sources in writing using the proper citation and referencing style

When using sources in your writing, you must always use proper citation and referencing style. There are many different styles, so be sure to check with your professor or instructor which style is required for your assignment. The most common styles are MLA (Modern Language Association), APA (American Psychological Association), and Chicago Manual of Style.

In-text citations must include the author’s last name and the page number where the information is found. For example: (Smith 123) or “Smith” 123. References at the end of your paper should list all of the sources used in alphabetical order by author’s last name.

Plagiarism is the use of somebody else’s words or ideas and passing them off as your own. Plagiarism is a very serious academic offense. It is not allowed in most circumstances and can result in severe disciplinary action by your institution, and may even lead to expulsion.

You must always cite any direct quotations that you use, as well as any paraphrased ideas or facts. If you do not give credit to the author correctly, this is plagiarism.

Doing your own research and properly citing the information you use will help ensure that your work is original and free from plagiarism.

When citing sources, you must include both in-text citations and a reference list. In-text citations are included in parentheses and refer to the full information that is found in the reference list.

There are many different referencing styles, so be sure to check with your professor or teacher which style they want you to use. The most commonly used styles are APA (American Psychological Association) and MLA (Modern Language Association).

When you are citing multiple sources, it is also necessary to use the same typeface, size, and margin for all citations. The following is an example of how this might look on paper: (Goldman 2012; Smith 2013) . This will make it easier for readers who may not have access to all of their required information when they need to complete a research project or paper.

Assignment Brief 2: Evaluate information criticallly from various sources to respond to a task

When it comes to evaluating information critically, it’s important to consider a variety of factors including the sources’ credibility and bias. For example, when assessing whether or not insulin makes you age faster, it’s important to consider scientific studies which have been conducted on the matter rather than opinions from non-experts.

Furthermore, it’s important to be aware of any potential conflicts of interest that may exist among the sources you’re considering. For instance, if one source is funded by a company that sells health supplements, that source may be biased in favor of those supplements. In sum, it’s important to take into account a variety of factors when assessing information critically in order to make an informed decision.

Now that you know how to assess information critically, let’s take a closer look at the claim that insulin makes you age faster. As I mentioned earlier, one source of information which may help to shed some light on this issue is scientific studies. Going by those studies, it appears as though the relationship between insulin and human aging hasn’t been very well researched.

In fact, there don’t seem to be any studies which have been conducted specifically on this subject. So the answer is that the claim that insulin makes you age faster hasn’t really been backed up by science yet. That doesn’t necessarily mean it’s false, but it definitely means we’re lacking evidence for it.

Outside of scientific studies, there are also opinions from non-experts to consider. Unfortunately, those opinions appear to be divided on the subject of insulin and human aging. Some websites seem to say that insulin makes your body age faster while others say it doesn’t make a difference.

There are a number of different sources that can be used when trying to critical-think about a task. The most common and well-known is probably reading textbooks, but there are also other more specialized forms of media that might be helpful for certain tasks. For example, if you’re studying for an exam it would be especially beneficial to watch videos or read articles from credible academic journals.

Another type of source could include presentations from experts in the field who have made themselves available online for everyone’s benefit via webinars and YouTube channels. All these methods have their own strengths and weaknesses so it really depends on what kind of information you need before deciding which ones will work best for you personally.!

Generally speaking, I would say that there isn’t enough evidence to back up the claim that insulin makes your body age faster. There are a number of websites claiming this is the case, but their assertions are based on opinion rather than science. The topic requires urgent further research which is why it’s good news that there are scientists who have expressed an interest in conducting experiments to find out what effect, if any, insulin has on human aging.

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Assignment Brief 3: Synthesise information from various sources in writing in response to a given task

The following is a synthesis of information from various sources in response to the question, “What are some good tips for managing stress?” 

Exercise has been shown to have many positive effects on the body, including increasing endorphin production and reducing cortisol levels. Exercise releases feel-good hormones like dopamine and serotonin which can help you forget about your worries for a little while. It also improves sleep quality by calming down our brain’s activity during deep stages of slumber. And it reduces anxiety because exercise increases self-confidence through building up cognitive skills such as attention span and problem solving abilities; we’re better able to face stressors after exercising because we’re stronger mentally.

Furthermore, research indicates that mindfulness meditation may be as effective as antidepressant medication in treating depression. Meditation changes our brain structure, increasing gray matter volume, which increases control over emotions and the ability to cope with stressors . It can also induce a feeling of relaxation because it reduces activity in the amygdala , which is responsible for fear responses.

The following information is synthesized from a variety of sources. It is important to note that the synthesis is not an exhaustive list and that other sources may contain additional relevant information not included here.

Information on gender identity: 

  • A person’s sense of their own gender identity develops during childhood and can be different from their birth sex (assigned at birth). For example, someone who was assigned male at birth but feels female might choose to live as a woman for all intents and purposes including dress, name, social status or relationships with others; this person would call themselves transgender or transsexual (sometimes also trans) rather than gay. Someone who was born into a culture where females typically marry males might identify as heterosexual when they come to identify as female.
  • The term transsexual can apply to both transsexual people (people who were assigned one gender at birth but live and identify as another) and transvestites (people who dress in the clothing of the opposite cultural or social role). People with body dysphoria will often seek out medical treatment to align their bodies with their identified sex. People who do not seek medical treatment, whether for personal reasons (e.g., financial status) or because they aren’t aware of the options available to them, may identify as transsexual without actually possessing the desire or ability to change their gender role.
  • The term cisgender usually refers to someone who doesn’t experience body dysphoria and therefore does not feel a desire to change their sex.
  • Some cultures have queer identities analogous to transgender and transsexual, such as the hijra in South Asia, two-spirit people in First Nations, Muxe in Mexico, Fa’afafine in Samoan culture, and waria in Indonesia.
  • The term “transvestite” is sometimes viewed as a pejorative in North America, where it is associated with sex work, but is not inherently negative and may be preferred by the person being described.

Synthesize information from various sources in writing in response to a given topic. 

A synthesis is an organized, comprehensive treatment of a subject that draws on multiple sources. It builds on previous knowledge and ideas by adding new material or presenting them more fully. The goal of a synthesis is not just to provide new data but also an interpretation that integrates these data with other known facts, theories, principles etc., so as to form a complete picture or scenario about some aspect of reality we’re considering.

A good example would be if you wanted to know why global temperatures are increasing; your teacher might assign you readings related to climate change over time periods long enough for them all to read it together.

Assignment Brief 4: Develop a rhetorical structure of an essay

The three parts of a rhetorical structure are the introduction, body and conclusion.

The introduction should provide enough information for readers to understand what you are going to discuss in your essay without giving too much away, while also hooking them into reading further. The body should contain all relevant points that support these arguments with evidence from various credible sources while avoiding repetition or contradiction within this section.

Finally, the conclusion sums up everything that has been discussed throughout the essay as well as providing an overall argument or thesis statement which can be restated at this point if necessary before finally wrapping up with some final thoughts on how things could have been done better or why they were done this way instead.

Some of the most common ways to begin an essay are by talking about a personal experience, introducing the topic you will be discussing, comparing or contrasting something related to your topic, providing background information on your topic or using quotations. These introductions may be written in the first person although they should only be used if your argument is based on personal experience, as there is no need to make an assumption about what you believe if it has not been proven.

The introduction should be written such that it captures readers’ interest and acts as a hook for the rest of the essay; this can be done through the use of statistics, humor or positive criticism.

The body of an essay will typically have multiple paragraphs. Each individual paragraph should have a clear topic sentence which introduces the main idea of the paragraph, as well as its supporting points. Furthermore, each point should consist of at least three supporting pieces of evidence or examples, with some sources being more credible than others depending on their reliability and accuracy.

The main point here is to make sure that there is a clear link between each piece of evidence and the point you are making in order to avoid any confusion. If your essay includes statistical data, it should be presented in such a way that readers can understand what the numbers mean and how they were collected.

Thesis statement – introductory paragraph that states the argument or perspective of the essay. A thesis can be a sentence, phrase, or even just one word .

Body paragraphs with support for your thesis – these are paragraphs that provide evidence to back up your claim in the first paragraph by providing specifics about what you mean when using specific words like “always” and “never” as well as how these things apply to different situations/cases where they may not always apply. The idea here is to show why something should follow from your point without necessarily proving it . 

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Assignment Brief 5: Apply persuasive argumentative writing strategies in response to a given task

The persuasive argumentative writing strategies can be applied when responding to a given task. The student should identify the strategy, state its purpose and how it will be used in their response, provide examples of appropriate applications for that particular strategy and finally offer ways in which they might need to modify or adapt this strategy for use in other contexts. 

For example: “To establish credibility by providing evidence from an expert.” The student would do this by identifying who is arguing what point, giving some background on why that person’s opinion matters (perhaps through explaining where they work or what field they’re involved in), then citing several pieces of evidence from them which support their own position. They could conclude with suggesting ways in which an opposing view might present counter-evidence.

The most effective persuasive argumentative writing strategies are those that allow the student to acknowledge and legitimize an opposing view, but then show why it is not as strong as their own argument. Some commonly used ones include:

Appeals to authority  – The student may cite an expert’s opinion and then explain why that person’s study and experience legitimizes their statements and makes them qualified to speak on the matter.

Appeals to emotion  – The student may utilize language which shows how something might emotionally affect a reader or other party, such as suggesting that because an action would be “devastating” for one group of people it should not be done.

Appeals to consequences  – The student may argue that something is either “beneficial” or “detrimental” (or similar terms) to society as a whole, for different groups or individual people and should therefore be taken into consideration when making decisions about it. Sometimes the student will suggest “logical consequences” to the situation, such as that a certain action would be “harmful” or “beneficial” for people in future generations.

Appeals to fairness  – The student may take an approach which argues for something on the grounds of it being inherently ethical, correct or appropriate. 

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