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Example research essay topic: Microsoft Word Makes Sense - 2,018 words

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The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children (Adams, 1990; Goodman, 1984). However, a familiar complaint of primary teachers is that children often arrive in kindergarten or first grade showing little experience with books. In an age of video games, television, and computers, connecting children with the pleasure of books and reading is a major concern. Many children do not seem to look forward to reading and they do not seem to know how books work, nor the pleasure they can bring.

Why is there an alarming increase in these types of behaviors? Some say it is the increase of families living in poverty. The National Institute for Literacy (1999) reported that 43 % of people with the lowest literacy skills live in poverty, 17 % receive food stamps, 70 % have no job or a part time job. Many of these people never graduated from high school and may not value the educational process, perhaps because they feel it failed them.

In the workplace these people earn a mean monthly income of $ 432 as compared to $ 1829 for those with a Bachelors degree (National Institute for Literacy, 1999). Needless to say, living conditions may or may not meet what we would consider minimum standards. Unsafe neighborhoods result in families leaving their homes only for necessities going to work, getting food. They certainly done have the time or desire for venturing out for recreational trips to the library (Gottschal, 1995). Unlike many middle-class families, these families have had few opportunities to enjoy and experience high-quality books. Children who learn to read naturally before entering school usually have extensive story-reading experiences.

Similarly, research has found that experience with books during the preschool years is related to successful literacy development during the elementary school years (Adams, 1990). One might ask how soon could you begin reading to children? Some believe it is never to early to read to children (Kupetz & Green, 1997). Research clearly illustrates the benefits derived from reading to very young children.

The benefits of early book experiences includes helping infants eyes to focus and recognize objects, building sensory awareness; reinforcing basic concepts; stimulating imagination; extending experiences; providing a reading model; as well as promoting language development (Anderson, Kiebert, Scott, & Wilkinson, 1985). As children first become acquainted with books as preschoolers, they learn 1) how books work, 2) print should make sense, 3) print and speech are related in a special way, 4) book language is different from spoken language, and 5) books are enjoyable (Schickedanz, 1986). Part of knowing how to read involves knowing some basic conventions about books and print. For example, books begin and end in certain places and they are scanned in a certain direction. Books printed in English are read from front to back, left to right, and top to bottom. While this knowledge seems relatively simple and straightforward, those concepts about print are difficult to understand without numerous and varied experiences with books (Clay, 1991).

A sense of comfort develops with familiarity. This should not be overlooked as unimportant. We all feel more comfortable when we are certain we know what to do with an object and have figured out how it works, especially when we are in an environment where that object (in this case books) is all important. It can really be a struggle, both physically and emotionally, to get the hang of something new (Clay, 1991). Children who literally grow up with books never face this struggle in learning to read.

One of the fundamental insights one needs to learn to read is tht print makes sense (Goodman, 1986). Words are not strung together randomly to form nonsense phrases. They are placed together in a meaningful way. Although good readers rarely think about it, we constantly monitor whether the text makes sense (Goodman, 1986). How do children acquire this sense that print should make sense? Surely one source must be early experience with storybooks.

In hearing stories, the first and most abiding focus is on the meaning. When children have a broad knowledge about the world; when they have a variety of experiences with people, places, and things, the chances are greater the text will be meaningful because the ideas and concepts are familiar to them (Clay, 1991). Experiences with books and life experiences in general, help ensure words make sense to young children. Another contribution of storybook reading experiences is the see pleasure it can bring (Schickedanz, 1986).

Hearing stories can be a very interesting experience for children. Stories tell of other children, animals, funny situations, and of frightening events that typically turn out alright. Being able to enter into the world of stories on their own is something many children want to do, once they have experienced the joy stories can bring. Thus, experiences with stories can bring a positive attitude toward reading and can develop a strong desire to learn to read (Schickedanz, 1986). Childrens storybook behavior changes over the course of the preschool years if children are provided with frequent experiences with books. A childs behavior with books depends on the childs experiences with books in general, the childs current understanding of the functions of rint, print conventions, and characteristics of the orthography and the structure of the book (Clay, 1991).

Young preschoolers seem to think that a reader looks at pictures to know what a book says (Schickedanz, 1986). But as children gain more experience they begin to realize that its the print, not the pictures, that a reader reads. Once children begin to match parts of the books specific utterances, a new developmental era has begun. It is a lengthy era, however, the understanding of accurate matching is quite difficult.

Here is the first paragraph of my thesis. As you can see, this is an indented paragraph, as dictated by the APA style guidelines. If you have the Formatting Toolbar displayed in Microsoft Word, you will also notice that the style box on the left side of the toolbar shows that this paragraph is tagged with the style named Indented Paragraph. Styles, the Formatting Toolbar, and the style box are all described in the Format Ease users manual that accompanies your disk. Most of the paragraphs in your thesis are indented paragraphs like these two. From time to time, you will need to add a heading.

The chapter title is the APA level 5 heading, which you get by applying the style "Heading 1, Level 5 " in the outline. There are four more levels available in APA documents: APA level 1, which is the outline style "Heading 2, Level 1 "; APA level 2, which is the outline style "Heading 3, Level 2 "; APA level 3, which is the outline style "Heading 4, Level 3 "; and APA level 4, which is the outline style "Heading 5, Level 4. " Note that the outline style names are "off by 1 " from the APA levels; this is unfortunate, but is due to the manner in which Microsoft Word generates the automatic Table of Contents for your thesis. Using This Outline (Heading 2, Level 1) Level 1 headings are centered and the initial letter of each word in these headings is capitalized. Headings for levels 5, 1, and 2 are automatically captured in the Table of Contents when you generate it, as described in the Format Ease user manual. To use this template, you replace the text of paragraphs like this one with your own words. The formatting and page layout is automatically handled for you when you apply the appropriate styles to your paragraphs.

You dont need to be concerned with margin settings, heading appearance, page numbering, or line spacing. You also gain the ability to have your Table of Contents automatically generated and formatted for you. Using the Styles (Heading 3, Level 2) Level 2 headings are centered and capitalized like Level 1 headings; they are also underlined to distinguish them from the Level 1 headings. Using the styles that are part of this document is described in the Format Ease user manual that accompanies your disk. Briefly, all you need to do to change the style of a paragraph is make sure that the text cursor (the blinking vertical bar) is somewhere in the paragraph, and then select a new style from the style box in the Formatting Toolbar. The Other Styles (Heading 4, Level 3) Level 3 headings are capitalized and underlined like Level 2 headings; they are left-aligned rather than centered to distinguish them from the Level 2 headings.

Mostly, youll use Level 1 and Level 2 headings, indented paragraphs, block quotes, and block paragraphs. For example, this is an indented paragraph that has a long quote embedded in it and continues with a block paragraph after it. Here is the block quote: This is a long, block quote with the style Block Quote. Use this style for quotations of more than forty words.

You do not need to include quotation marks around a block quote, which is indented from the left to indicate its status as a quotation. After an embedded block quote (one that occurs in the middle of a paragraph rather than at its end), you need a block paragraph style, Block Paragraph like this one rather than an indented paragraph. The only difference is that the first line of a block paragraph is not indented. Another Level 3 Heading You usually have a number of paragraphs between headings. In this case, we have introduced another Level 3 heading and are about to include a Level 4 heading under it.

Level 4 headings are not used very often, but are available if the organization of your topic requires it. This is a level 4 heading. Level 4 headings are indented paragraphs with the heading underlined and separated from the text of the paragraph with a period. To underline in Microsoft Word, you highlight the heading portion of the paragraph and press the underline button (U) on the Formatting Toolbar.

Including Figures in Your Thesis The APA style guidelines present a great deal of information regarding the inclusion of figures in papers. To include an image that is stored in a file on your computer, you create an empty paragraph, use the Insert Picture from File command in Microsoft Word, and select the image file. You then apply the Figure style, and add a caption to the picture. Refer to your Format Ease user manual for additional information about how to include figures in your papers. Figure 1 A sample figure Level 1 Heading An indented paragraph And another Level 2 Heading An indented paragraph And another And yet another Another Level 2 Heading An indented paragraph And another And yet another Appendix Title of this appendix (If there is more than one, name this APPENDIX A) This is the first line of the first paragraph of the appendix, which should be double-spaced, just like everything else in your paper. Use the Indented Paragraph or Block Paragraph styles for typing these in.

References TO SORT YOUR REFERENCE ENTRIES: Select all of the reference entry paragraphs so that they are all highlighted. Choose the Sort Text command from the Tables menu (the Utilities menu in some versions). Entries will be automatically sorted. Author Note Your life story goes here as a series of indented paragraphs.

Footnotes This is a footnote with a 9 -point, superscripted footnote number. Although Word can automatically number and generate footnote entries for you, it cannot generate them in accordance with APA formatting rules. That means that you need to track your footnotes by hand. Use the indented paragraph style for the footnote text, as is used in the paragraphs on this page. You can copy a footnote number on this page to the clipboard (using the Copy command in the Edit menu) and then paste it into your paper. The footnote numbers are formatted with the Format menu, Font dialog box.

Choose 9 -point font, and check the Superscript checkbox, then click OK.


Free research essays on topics related to: young children, makes sense, national institute, make sense, microsoft word

Research essay sample on Microsoft Word Makes Sense

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