conclusion for essay on learning

How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000)

Chapter: 10 conclusions, 10 conclusions.

The pace at which science proceeds sometimes seems alarmingly slow, and impatience and hopes both run high when discussions turn to issues of learning and education. In the field of learning, the past quarter century has been a period of major research advances. Because of the many new developments, the studies that resulted in this volume were conducted to appraise the scientific knowledge base on human learning and its application to education. We evaluated the best and most current scientific data on learning, teaching, and learning environments. The objective of the analysis was to ascertain what is required for learners to reach deep understanding, to determine what leads to effective teaching, and to evaluate the conditions that lead to supportive environments for teaching and learning.

A scientific understanding of learning includes understanding about learning processes, learning environments, teaching, sociocultural processes, and the many other factors that contribute to learning. Research on all of these topics, both in the field and in laboratories, provides the fundamental knowledge base for understanding and implementing changes in education.

This volume discusses research in six areas that are relevant to a deeper understanding of students’ learning processes: the role of prior knowledge in learning, plasticity and related issues of early experience upon brain development, learning as an active process, learning for understanding, adaptive expertise, and learning as a time-consuming endeavor. It reviews research in five additional areas that are relevant to teaching and environments that support effective learning: the importance of social and cultural contexts, transfer and the conditions for wide application of learning, subject matter uniqueness, assessment to support learning, and the new educational technologies.

LEARNERS AND LEARNING

Development and learning competencies.

Children are born with certain biological capacities for learning. They can recognize human sounds; can distinguish animate from inanimate objects; and have an inherent sense of space, motion, number, and causality. These raw capacities of the human infant are actualized by the environment surrounding a newborn. The environment supplies information, and equally important, provides structure to the information, as when parents draw an infant’s attention to the sounds of her or his native language.

Thus, developmental processes involve interactions between children’s early competencies and their environmental and interpersonal supports. These supports serve to strengthen the capacities that are relevant to a child’s surroundings and to prune those that are not. Learning is promoted and regulated by the children’s biology and their environments. The brain of a developing child is a product, at the molecular level, of interactions between biological and ecological factors. Mind is created in this process.

The term “development” is critical to understanding the changes in children’s conceptual growth. Cognitive changes do not result from mere accretion of information, but are due to processes involved in conceptual reorganization. Research from many fields has supplied the key findings about how early cognitive abilities relate to learning. These include the following:

“Privileged domains:” Young children actively engage in making sense of their worlds. In some domains, most obviously language, but also for biological and physical causality and number, they seem predisposed to learn.

Children are ignorant but not stupid: Young children lack knowledge, but they do have abilities to reason with the knowledge they understand.

Children are problem solvers and, through curiosity, generate questions and problems: Children attempt to solve problems presented to them, and they also seek novel challenges. They persist because success and understanding are motivating in their own right.

Children develop knowledge of their own learning capacities— metacognition—very early. This metacognitive capacity gives them the ability to plan and monitor their success and to correct errors when necessary.

Children’ natural capabilities require assistance for learning: Children’s early capacities are dependent on catalysts and mediation. Adults play a critical role in promoting children’s curiosity and persistence by directing children’s attention, structuring their experiences, supporting their

learning attempts, and regulating the complexity and difficulty of levels of information for them.

Neurocognitive research has contributed evidence that both the developing and the mature brain are structurally altered during learning. For example, the weight and thickness of the cerebral cortex of rats is altered when they have direct contact with a stimulating physical environment and an interactive social group. The structure of the nerve cells themselves is correspondingly altered: under some conditions, both the cells that provide support to the neurons and the capillaries that supply blood to the nerve cells may be altered as well. Learning specific tasks appears to alter the specific regions of the brain appropriate to the task. In humans, for example, brain reorganization has been demonstrated in the language functions of deaf individuals, in rehabilitated stroke patients, and in the visual cortex of people who are blind from birth. These findings suggest that the brain is a dynamic organ, shaped to a great extent by experience and by what a living being does.

Transfer of Learning

A major goal of schooling is to prepare students for flexible adaptation to new problems and settings. Students’ abilities to transfer what they have learned to new situations provides an important index of adaptive, flexible learning; seeing how well they do this can help educators evaluate and improve their instruction. Many approaches to instruction look equivalent when the only measure of learning is memory for facts that were specifically presented. Instructional differences become more apparent when evaluated from the perspective of how well the learning transfers to new problems and settings. Transfer can be explored at a variety of levels, including transfer from one set of concepts to another, one school subject to another, one year of school to another, and across school and everyday, nonschool activities.

People’s abilitiy to transfer what they have learned depends upon a number of factors:

People must achieve a threshold of initial learning that is sufficient to support transfer. This obvious point is often overlooked and can lead to erroneous conclusions about the effectiveness of various instructional approaches. It takes time to learn complex subject matter, and assessments of transfer must take into account the degree to which original learning with understanding was accomplished.

Spending a lot of time (“time on task”) in and of itself is not sufficient to ensure effective learning. Practice and getting familiar with subject matter take time, but most important is how people use their time while

learning. Concepts such as “deliberate practice” emphasize the importance of helping students monitor their learning so that they seek feedback and actively evaluate their strategies and current levels of understanding. Such activities are very different from simply reading and rereading a text.

Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture. Many classroom activities stress the importance of memorization over learning with understanding. Many, as well, focus on facts and details rather than larger themes of causes and consequences of events. The shortfalls of these approaches are not apparent if the only test of learning involves tests of memory, but when the transfer of learning is measured, the advantages of learning with understanding are likely to be revealed.

Knowledge that is taught in a variety of contexts is more likely to support flexible transfer than knowledge that is taught in a single context. Information can become “context-bound” when taught with context-specific examples. When material is taught in multiple contexts, people are more likely to extract the relevant features of the concepts and develop a more flexible representation of knowledge that can be used more generally.

Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying themes and principles from their learning exercises. Understanding how and when to put knowledge to use—known as conditions of applicability—is an important characteristic of expertise. Learning in multiple contexts most likely affects this aspect of transfer.

Transfer of learning is an active process. Learning and transfer should not be evaluated by “one-shot” tests of transfer. An alternative assessment approach is to consider how learning affects subsequent learning, such as increased speed of learning in a new domain. Often, evidence for positive transfer does not appear until people have had a chance to learn about the new domain—and then transfer occurs and is evident in the learner’s ability to grasp the new information more quickly.

All learning involves transfer from previous experiences. Even initial learning involves transfer that is based on previous experiences and prior knowledge. Transfer is not simply something that may or may not appear after initial learning has occurred. For example, knowledge relevant to a particular task may not automatically be activated by learners and may not serve as a source of positive transfer for learning new information. Effective teachers attempt to support positive transfer by actively identifying the strengths that students bring to a learning situation and building on them, thereby building bridges between students’ knowledge and the learning objectives set out by the teacher.

Sometimes the knowledge that people bring to a new situation impedes subsequent learning because it guides thinking in wrong directions.

For example, young children’s knowledge of everyday counting-based arithmetic can make it difficult for them to deal with rational numbers (a larger number in the numerator of a fraction does not mean the same thing as a larger number in the denominator); assumptions based on everyday physical experiences can make it difficult for students to understand physics concepts (they think a rock falls faster than a leaf because everyday experiences include other variables, such as resistance, that are not present in the vacuum conditions that physicists study), and so forth. In these kinds of situations, teachers must help students change their original conceptions rather than simply use the misconceptions as a basis for further understanding or leaving new material unconnected to current understanding.

Competent and Expert Performance

Cognitive science research has helped us understand how learners develop a knowledge base as they learn. An individual moves from being a novice in a subject area toward developing competency in that area through a series of learning processes. An understanding of the structure of knowledge provides guidelines for ways to assist learners acquire a knowledge base effectively and efficiently. Eight factors affect the development of expertise and competent performance:

Relevant knowledge helps people organize information in ways that support their abilities to remember.

Learners do not always relate the knowledge they possess to new tasks, despite its potential relevance. This “disconnect” has important implications for understanding differences between usable knowledge (which is the kind of knowledge that experts have developed) and less-organized knowledge, which tends to remain “inert.”

Relevant knowledge helps people to go beyond the information given and to think in problem representations, to engage in the mental work of making inferences, and to relate various kinds of information for the purpose of drawing conclusions.

An important way that knowledge affects performances is through its influences on people’s representations of problems and situations. Different representations of the same problem can make it easy, difficult, or impossible to solve.

The sophisticated problem representations of experts are the result of well-organized knowledge structures. Experts know the conditions of applicability of their knowledge, and they are able to access the relevant knowledge with considerable ease.

Different domains of knowledge, such as science, mathematics, and history, have different organizing properties. It follows, therefore, that to

have an in-depth grasp of an area requires knowledge about both the content of the subject and the broader structural organization of the subject.

Competent learners and problem solvers monitor and regulate their own processing and change their strategies as necessary. They are able to make estimates and “educated guesses.”

The study of ordinary people under everyday cognition provides valuable information about competent cognitive performances in routine settings. Like the work of experts, everyday competencies are supported by sets of tools and social norms that allow people to perform tasks in specific contexts that they often cannot perform elsewhere.

Conclusions

Everyone has understanding, resources, and interests on which to build. Learning a topic does not begin from knowing nothing to learning that is based on entirely new information. Many kinds of learning require transforming existing understanding, especially when one’s understanding needs to be applied in new situations. Teachers have a critical role in assisting learners to engage their understanding, building on learners’ understandings, correcting misconceptions, and observing and engaging with learners during the processes of learning.

This view of the interactions of learners with one another and with teachers derives from generalizations about learning mechanisms and the conditions that promote understanding. It begins with the obvious: learning is embedded in many contexts. The most effective learning occurs when learners transport what they have learned to various and diverse new situations. This view of learning also includes the not so obvious: young learners arrive at school with prior knowledge that can facilitate or impede learning. The implications for schooling are many, not the least of which is that teachers must address the multiple levels of knowledge and perspectives of children’s prior knowledge, with all of its inaccuracies and misconceptions.

Effective comprehension and thinking require a coherent understanding of the organizing principles in any subject matter; understanding the essential features of the problems of various school subjects will lead to better reasoning and problem solving; early competencies are foundational to later complex learning; self-regulatory processes enable self-monitoring and control of learning processes by learners themselves.

Transfer and wide application of learning are most likely to occur when learners achieve an organized and coherent understanding of the material; when the situations for transfer share the structure of the original

learning; when the subject matter has been mastered and practiced; when subject domains overlap and share cognitive elements; when instruction includes specific attention to underlying principles; and when instruction explicitly and directly emphasizes transfer.

Learning and understanding can be facilitated in learners by emphasizing organized, coherent bodies of knowledge (in which specific facts and details are embedded), by helping learners learn how to transfer their learning, and by helping them use what they learn.

In-depth understanding requires detailed knowledge of the facts within a domain. The key attribute of expertise is a detailed and organized understanding of the important facts within a specific domain. Education needs to provide children with sufficient mastery of the details of particular subject matters so that they have a foundation for further exploration within those domains.

Expertise can be promoted in learners. The predominant indicator of expert status is the amount of time spent learning and working in a subject area to gain mastery of the content. Secondarily, the more one knows about a subject, the easier it is to learn additional knowledge.

TEACHERS AND TEACHING

The portrait we have sketched of human learning and cognition emphasizes learning for in-depth comprehension. The major ideas that have transformed understanding of learning also have implications for teaching.

Teaching for In-Depth Learning

Traditional education has tended to emphasize memorization and mastery of text. Research on the development of expertise, however, indicates that more than a set of general problem-solving skills or memory for an array of facts is necessary to achieve deep understanding. Expertise requires well-organized knowledge of concepts, principles, and procedures of inquiry. Various subject disciplines are organized differently and require an array of approaches to inquiry. We presented a discussion of the three subject areas of history, mathematics, and science learning to illustrate how the structure of the knowledge domain guides both learning and teaching.

Proponents of the new approaches to teaching engage students in a variety of different activities for constructing a knowledge base in the subject domain. Such approaches involve both a set of facts and clearly defined principles. The teacher’s goal is to develop students’ understanding of a given topic, as well as to help them develop into independent and thoughtful problem solvers. One way to do this is by showing students that they already have relevant knowledge. As students work through different prob-

lems that a teacher presents, they develop their understanding into principles that govern the topic.

In mathematics for younger (first- and second-grade) students, for example, cognitively guided instruction uses a variety of classroom activities to bring number and counting principles into students’ awareness, including snack-time sharing for fractions, lunch count for number, and attendance for part-whole relationships. Through these activities, a teacher has many opportunities to observe what students know and how they approach solutions to problems, to introduce common misconceptions to challenge students’ thinking, and to present more advanced discussions when the students are ready.

For older students, model-based reasoning in mathematics is an effective approach. Beginning with the building of physical models, this approach develops abstract symbol system-based models, such as algebraic equations or geometry-based solutions. Model-based approaches entail selecting and exploring the properties of a model and then applying the model to answer a question that interests the student. This important approach emphasizes understanding over routine memorization and provides students with a learning tool that enables them to figure out new solutions as old ones become obsolete.

These new approaches to mathematics operate from knowledge that learning involves extending understanding to new situations, a guiding principle of transfer ( Chapter 3 ); that young children come to school with early mathematics concepts ( Chapter 4 ); that learners cannot always identify and call up relevant knowledge (Chapters 2 , 3 , and 4 ); and that learning is promoted by encouraging children to try out the ideas and strategies they bring with them to school-based learning ( Chapter 6 ). Students in classes that use the new approaches do not begin learning mathematics by sitting at desks and only doing computational problems. Rather, they are encouraged to explore their own knowledge and to invent strategies for solving problems and to discuss with others why their strategies work or do not work.

A key aspect of the new ways of teaching science is to focus on helping students overcome deeply rooted misconceptions that interfere with learning. Especially in people’s knowledge of the physical, it is clear that prior knowledge, constructed out of personal experiences and observations— such as the conception that heavy objects fall faster than light objects—can conflict with new learning. Casual observations are useful for explaining why a rock falls faster than a leaf, but they can lead to misconceptions that are difficult to overcome. Misconceptions, however, are also the starting point for new approaches to teaching scientific thinking. By probing students’ beliefs and helping them develop ways to resolve conflicting views, teachers can guide students to construct coherent and broad understandings of scientific concepts. This and other new approaches are major break-

throughs in teaching science. Students can often answer fact-based questions on tests that imply understanding, but misconceptions will surface as the students are questioned about scientific concepts.

Chèche Konnen (“search for knowledge” in Haitian Creole) was presented as an example of new approaches to science learning for grade school children. The approach focuses upon students’ personal knowledge as the foundations of sense-making. Further, the approach emphasizes the role of the specialized functions of language, including the students’ own language for communication when it is other than English; the role of language in developing skills of how to “argue” the scientific “evidence” they arrive at; the role of dialogue in sharing information and learning from others; and finally, how the specialized, scientific language of the subject matter, including technical terms and definitions, promote deep understanding of the concepts.

Teaching history for depth of understanding has generated new approaches that recognize that students need to learn about the assumptions any historian makes for connecting events and schemes into a narrative. The process involves learning that any historical account is a history and not the history. A core concept guiding history learning is how to determine, from all of the events possible to enumerate, the ones to single out as significant. The “rules for determining historical significance” become a lightening rod for class discussions in one innovative approach to teaching history. Through this process, students learn to understand the interpretative nature of history and to understand history as an evidentiary form of knowledge. Such an approach runs counter to the image of history as clusters of fixed names and dates that students need to memorize. As with the Chèche Konnen example of science learning, mastering the concepts of historical analysis, developing an evidentiary base, and debating the evidence all become tools in the history toolbox that students carry with them to analyze and solve new problems.

Expert Teachers

Expert teachers know the structure of the knowledge in their disciplines. This knowledge provides them with cognitive roadmaps to guide the assignments they give students, the assessments they use to gauge student progress, and the questions they ask in the give-and-take of classroom life. Expert teachers are sensitive to the aspects of the subject matter that are especially difficult and easy for students to grasp: they know the conceptual barriers that are likely to hinder learning, so they watch for these tell-tale signs of students’ misconceptions. In this way, both students’ prior knowledge and teachers’ knowledge of subject content become critical components of learners’ growth.

Subject-matter expertise requires well-organized knowledge of concepts and inquiry procedures. Similarly, studies of teaching conclude that expertise consists of more than a set of general methods that can be applied across all subject matter. These two sets of research-based findings contradict the common misconception about what teachers need to know in order to design effective learning environments for students. Both subject-matter knowledge and pedagogical knowledge are important for expert teaching because knowledge domains have unique structures and methods of inquiry associated with them.

Accomplished teachers also assess their own effectiveness with their students. They reflect on what goes on in the classroom and modify their teaching plans accordingly. Thinking about teaching is not an abstract or esoteric activity. It is a disciplined, systematic approach to professional development. By reflecting on and evaluating one’s own practices, either alone or in the company of a critical colleague, teachers develop ways to change and improve their practices, like any other opportunity for learning with feedback.

Teachers need expertise in both subject matter content and in teaching.

Teachers need to develop understanding of the theories of knowledge (epistemologies) that guide the subject-matter disciplines in which they work.

Teachers need to develop an understanding of pedagogy as an intellectual discipline that reflects theories of learning, including knowledge of how cultural beliefs and the personal characteristics of learners influence learning.

Teachers are learners and the principles of learning and transfer for student learners apply to teachers.

Teachers need opportunities to learn about children’s cognitive development and children’s development of thought (children’s epistemologies) in order to know how teaching practices build on learners’ prior knowledge.

Teachers need to develop models of their own professional development that are based on lifelong learning, rather than on an “updating” model of learning, in order to have frameworks to guide their career planning.

LEARNING ENVIRONMENTS

Tools of technology.

Technology has become an important instrument in education. Computer-based technologies hold great promise both for increasing access to knowledge and as a means of promoting learning. The public imagination has been captured by the capacity of information technologies to centralize and organize large bodies of knowledge; people are excited by the prospect of information networks, such as the Internet, for linking students around the globe into communities of learners.

There are five ways that technology can be used to help meet the challenges of establishing effective learning environments:

Bringing real-world problems into classrooms through the use of videos, demonstrations, simulations, and Internet connections to concrete data and working scientists.

Providing “scaffolding” support to augment what learners can do and reason about on their path to understanding. Scaffolding allows learners to participate in complex cognitive performances, such as scientific visualization and model-based learning, that is more difficult or impossible without technical support.

Increasing opportunities for learners to receive feedback from software tutors, teachers, and peers; to engage in reflection on their own learning processes; and to receive guidance toward progressive revisions that improve their learning and reasoning.

Building local and global communities of teachers, administrators, students, parents, and other interested learners.

Expanding opportunities for teachers’ learning.

An important function of some of the new technologies is their use as tools of representation. Representational thinking is central to in-depth understanding and problem representation is one of the skills that distinguish subject experts from novices. Many of the tools also have the potential to provide multiple contexts and opportunities for learning and transfer, for both student-learners and teacher-learners. Technologies can be used as learning and problem-solving tools to promote both independent learning and collaborative networks of learners and practitioners.

The use of new technologies in classrooms, or the use of any learning aid for that matter, is never solely a technical matter. The new electronic technologies, like any other educational resource, are used in a social environment and are, therefore, mediated by the dialogues that students have with each other and the teacher.

Educational software needs to be developed and implemented with a full understanding of the principles of learning and developmental psychology. Many new issues arise when one considers how to educate teachers to use new technologies effectively: What do they need to know about learning processes? What do they need to know about the technologies? What kinds of training are most effective for helping teachers use high-quality instructional programs? Understanding the issues that affect teachers who will be using new technologies is just as pressing as questions of the learning potential and developmental appropriateness of the technologies for children.

Assessment to Support Learning

Assessment and feedback are crucial for helping people learn. Assessment that is consistent with principles of learning and understanding should:

Mirror good instruction.

Happen continuously, but not intrusively, as a part of instruction.

Provide information (to teachers, students, and parents) about the levels of understanding that students are reaching.

Assessment should reflect the quality of students’ thinking, as well as what specific content they have learned. For this purpose, achievement measurement must consider cognitive theories of performance. Frameworks that integrate cognition and context in assessing achievement in science, for example, describe performance in terms of the content and process task demands of the subject matter and the nature and extent of cognitive activities likely to be observed in a particular assessment situation. The frameworks provide a basis for examining performance assessments that are designed to measure reasoning, understanding, and complex problem solving.

The nature and purposes of an assessment also influence the specific cognitive activities that are expressed by the student. Some assessment tasks emphasize a particular performance, such as explanation, but deemphasize others, such as self-monitoring. The kind and quality of cognitive activities observed in an assessment situation are functions of the content and process demands of the tasks involved. Similarly, the task demands for process skills can be conceived along a continuum from constrained to open. In open situations, explicit directions are minimized in order to see how students generate and carry out appropriate process skills as they solve problems. Characterizing assessments in terms of components of competence and the content and process demands of the subject matter brings specificity to assessment objectives, such as “higher level thinking” and “deep understanding.” This approach links specific content with the

underlying cognitive processes and the performance objectives that the teacher has in mind. With articulated objectives and an understanding of the correspondence between task features and cognitive activities, the content and process demands of tasks are brought into alignment with the performance objectives.

Effective teachers see assessment opportunities in ongoing classroom learning situations. They continually attempt to learn about students’ thinking and understanding and make it relevant to current learning tasks. They do a great deal of on-line monitoring of both group work and individual performances, and they attempt to link current activities to other parts of the curriculum and to students’ daily life experiences.

Students at all levels, but increasingly so as they progress through the grades, focus their learning attention and energies on the parts of the curriculum that are assessed. In fact, the art of being a good student, at least in the sense of getting good grades, is tied to being able to anticipate what will be tested. This means that the information to be tested has the greatest influence on guiding students’ learning. If teachers stress the importance of understanding but then test for memory of facts and procedures, it is the latter that students will focus on. Many assessments developed by teachers overemphasize memory for procedures and facts; expert teachers, by contrast, align their assessment practices with their instructional goals of depth-of-understanding.

Learning and Connections to Community

Outside of formal school settings, children participate in many institutions that foster their learning. For some of these institutions, promoting learning is part of their goals, including after-school programs, as in such organizations as Boy and Girl Scout Associations and 4–H Clubs, museums, and religious education. In other institutions or activities, learning is more incidental, but learning takes place nevertheless. These learning experiences are fundamental to children’s—and adults’ —lives since they are embedded in the culture and the social structures that organize their daily activities. None of the following points about the importance of out-of-school learning institutions, however, should be taken to deemphasize the central role of schools and the kinds of information that can be most efficiently and effectively taught there.

A key environment for learning is the family. In the United States, many families hold a learning agenda for their children and seek opportunities for their children to engage with the skills, ideas, and information in their communities. Even when family members do not focus consciously on instructional roles, they provide resources for children’s learning that are relevant to school and out-of-school ideas through family activities, the funds of

knowledge available within extended families and their communities, and the attitudes that family members display toward the skills and values of schooling.

The success of the family as a learning environment, especially in the early years, has provided inspiration and guidance for some of the changes recommended in schools. The rapid development of children from birth to ages 4 or 5 is generally supported by family interactions in which children learn by observing and interacting with others in shared endeavors. Conversations and other interactions that occur around events of interest with trusted and skilled adults and child companions are especially powerful environments for learning. Many of the recommendations for changes in schools can be seen as extensions of the learning activities that occur within families. In addition, recommendations to include families in classroom activities and educational planning hold promise of bringing together two powerful systems for supporting children’s learning.

Classroom environments are positively influenced by opportunities to interact with parents and community members who take interest in what they are doing. Teachers and students more easily develop a sense of community as they prepare to discuss their projects with people who come from outside the school and its routines. Outsiders can help students appreciate similarities and differences between classroom environments and everyday environments; such experiences promote transfer of learning by illustrating the many contexts for applying what they know.

Parents and business leaders represent examples of outside people who can have a major impact on student learning. Broad-scale participation in school-based learning rarely happens by accident. It requires clear goals and schedules and relevant curricula that permit and guide adults in ways to help children learn.

Designing effective learning environments includes considering the goals for learning and goals for students. This comparison highlights the fact that there are various means for approaching goals of learning, and furthermore, that goals for students change over time. As goals and objectives have changed, so has the research base on effective learning and the tools that students use. Student populations have also shifted over the years. Given these many changes in student populations, tools of technology, and society’s requirements, different curricula have emerged along with needs for new pedagogical approaches that are more child-centered and more culturally sensitive, all with the objectives of promoting effective learning and adaptation (transfer). The requirement for teachers to meet such a diversity of challenges also illustrates why assessment needs to be a tool to help teach-

ers determine if they have achieved their objectives. Assessment can guide teachers in tailoring their instruction to individual students’ learning needs and, collaterally, inform parents of their children’s progress.

Supportive learning environments, which are the social and organizational structures in which students and teachers operate, need to focus on the characteristics of classroom environments that affect learning; the environments as created by teachers for learning and feedback; and the range of learning environments in which students participate, both in and out of school.

Classroom environments can be positively influenced by opportunities to interact with others who affect learners, particularly families and community members, around school-based learning goals.

New tools of technology have the potential of enhancing learning in many ways. The tools of technology are creating new learning environments, which need to be assessed carefully, including how their use can facilitate learning, the types of assistance that teachers need in order to incorporate the tools into their classroom practices, the changes in classroom organization that are necessary for using technologies, and the cognitive, social, and learning consequences of using these new tools.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.

Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.

How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.

Topics include:

• How learning actually changes the physical structure of the brain.
• How existing knowledge affects what people notice and how they learn.
• What the thought processes of experts tell us about how to teach.
• The amazing learning potential of infants.
• The relationship of classroom learning and everyday settings of community and workplace.
• Learning needs and opportunities for teachers.
• A realistic look at the role of technology in education.

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Essay on Importance of Learning

Students are often asked to write an essay on Importance of Learning in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Importance of Learning

The value of learning.

Learning is a crucial part of our lives. It helps us understand the world, make informed decisions, and grow as individuals.

Knowledge and Skills

Learning equips us with knowledge and skills. It makes us competent and confident, enabling us to face challenges and solve problems.

Personal Growth

Learning stimulates personal growth. It encourages curiosity and creativity, fostering a lifelong love for exploration and discovery.

Building Connections

Learning helps us connect with others. It promotes empathy and understanding, strengthening our relationships and communities.

250 Words Essay on Importance of Learning

The power of learning.

Learning is an integral part of human existence. It is a process that starts at birth and continues throughout our lives, shaping our understanding of the world and our place within it. Learning is not confined to the acquisition of knowledge in a formal education setting. It extends to our daily interactions, experiences, and the continuous process of personal and professional development.

Learning and Personal Growth

Learning is the cornerstone of personal growth and self-improvement. It broadens our perspectives, fosters curiosity, and encourages us to question the status quo. Our ability to learn and adapt is what has allowed humankind to evolve and progress over time. Learning cultivates critical thinking skills, enabling us to analyze situations, solve problems, and make informed decisions.

The Socio-economic Impact of Learning

Learning also plays a significant role in socio-economic development. Education equips individuals with the skills needed to contribute to the workforce effectively, thereby driving economic growth. Moreover, it promotes social cohesion by fostering a shared understanding of societal values and norms.

Learning and Technological Advancements

In the era of rapid technological advancements, the importance of learning cannot be overstated. With the advent of AI and automation, the job market is in a constant state of flux, and the ability to learn new skills is more crucial than ever. Lifelong learning is now a necessity, not a luxury.

In conclusion, learning is a powerful tool that not only enriches our personal lives but also contributes to societal progress. It is the key to unlocking our potential and adapting to the ever-changing world around us.

500 Words Essay on Importance of Learning

The essence of learning, personal growth and development.

Learning is essential for personal growth and development. It equips us with the knowledge and skills necessary to navigate life effectively. Through learning, we acquire the ability to think critically, solve problems, and make informed decisions. It fosters creativity and innovation, enabling us to generate new ideas and solutions. Learning also facilitates emotional growth, helping us understand ourselves better, manage our emotions, and build strong interpersonal relationships.

Contributions to Society

On a societal level, learning plays a crucial role in driving progress and development. It is through learning that we gain an understanding of societal norms, values, and structures, enabling us to function effectively within our communities. Additionally, learning fosters social cohesion by promoting mutual understanding and respect among diverse groups. It equips us with the tools to challenge societal injustices and contribute to social change.

Global Impact

The role of lifelong learning.

In an era marked by rapid technological advancement and societal change, lifelong learning has become increasingly important. It enables us to stay relevant and competitive in the evolving job market, adapt to technological advancements, and navigate societal changes effectively. Lifelong learning fosters resilience, adaptability, and a growth mindset, qualities that are crucial for success in the 21st century.

In conclusion, learning is a vital aspect of human life that shapes our personal growth, contributes to societal development, and drives global progress. It equips us with the knowledge, skills, and values necessary to navigate life effectively, foster social cohesion, and address global challenges. In the face of rapid technological and societal change, lifelong learning has emerged as a critical component of learning, enabling us to adapt and thrive in the evolving world. Therefore, it is essential that we embrace learning as a lifelong pursuit, striving to expand our knowledge, enhance our skills, and deepen our understanding of the world around us.

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Learning Styles and Their Importance Research Paper

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Introduction

Auditory learning style, visual learning style, tactile/kinesthetic, combination of learning styles.

• Learning styles are cognitive, affective and physiological factors that clearly define how a learner copes in a given environment.
• Auditory learning style entails using hearing senses to learn. It involves a teacher talking to learners. In other words, the learner requires information to be read aloud.
• This learning style requires a learner to use visuals to learn. These visuals include diagrams, charts, pictures and films. In other words, visual learners make use of their eyes to learn.
• Kinesthetic learners learn best by touching, feeling and experiencing things and material at hand.
• Learning styles are important in that they allow people to know and gauge forms of mental representations.

According to Keefe (1979), learning styles are cognitive, affective, and physiological factors that clearly define how a learner copes in a given environment. In other words, they are composite features that gauge whether a learner perceives, responds, and works well in a given learning environment. Learning styles can also be defined as educational conditions that favor learning (Felicetti and Stewart, 1992). It is, therefore, necessary to note that learning styles focus on how learners prefer to learn. This means learning styles should not be used to categorize people into learning divisions because people can learn in any of the learning styles. However, people prefer one style to the other.

The auditory learning style entails using hearing senses to learn. Auditory learners prefer the traditional mode of teaching, which takes a lecture form of teaching. It involves a teacher talking to learners. In other words, the learner requires information to be read aloud. In addition, when verbally presenting information, learners learn best when oral communication techniques are employed. These include voice tone variation to create different meanings.

Auditory learners exhibit unique characteristics. For example, when reading, they prefer to read aloud to themselves. During such a time, they perform two tasks; reading and, at the same time, listen to themselves. In a classroom setup, the auditory learners are not afraid to speak. They participate by asking and answering questions. Moreover, they portray expert explaining skills and, therefore, always want to study in groups. Their other learning strengths are that they are capable learners of foreign languages and grammar. They also follow spoken instructions well. Outside the classroom, an auditory learner likes listening to music, watching movies, and enjoys stage performance, such as acting. They also recall the names of other people and things, including those they hear in movies (Coffield et al. 2004).

They also employ techniques for succeeding in their studies. These include recording lectures as well as taping notes taken in order to listen to them. They also try to recall facts, and they do so by repeating aloud several times and using word association. These learners use audiotapes and watch videos while practicing the language. They attend discussion groups in which they participate actively.

This learning style requires a learner to use visuals to learn. These visuals include diagrams, charts, pictures, and films. In other words, visual learners make use of their eyes to learn. They prefer seeing things and internalizing them rather than hearing them. In the classroom setup, the visual learners prefer written notes and assignments that take to-do lists of nature. It is a reliable method of teaching because the majority of learners are capable of seeing. The learners under this category prefer to watch the teacher demonstrate things and videotapes.

Teachers of visual learners should emphasize visuals such as showing and demonstrating, as clearly as possible. That is, every step of the demonstration should follow all procedures and avoid short cuts. Just like the monkey concept, the teacher should ensure that the learners observe and do exactly as he demonstrates (Vincent, 2001).

Visual learners’ characteristics include learning or studying with charts and diagrams. In class, they prefer reading in a quiet environment. They are good at grammar and especially spelling. They exhibit a taste for colors and fashion as well as an interest in sign language. Since they don’t learn much in lectures, they prefer looking at what they did in class at their own time so as to fully understand.

To succeed in their studies, visual learners watch videos, take notes, outline reading, use highlighters, circle, or underline words. In addition, these learners prefer diagrams, map drawings, and flashcards. They also copy everything that the teacher demonstrates.

Kinesthetic learners learn best by touching, feeling, and experiencing things and material at hand. Good examples of these types of learners are kindergarten learners. They prefer touching and moving everything they come across. It is important to note that this learning style is maintained by the majority of learners, even as they become adult learners. This is not the case with other types of learning, such as visual learners who drop the style after elementary year and adopt auditory (Hayman-Abello and Warriner, 2002).

According to scholars, most of the learners prefer this learning style. This is because the learners are involved fully in the learning activity. Examples of learning activities that require active participation are science lab, theatre performance, and field trips. Teachers of kinesthetic learners should always give their learners a tactile sense of what to do. Repetition of what is being performed also helps the students to learn well.

Kinesthetic learners are said to be good in sports and other field activities such as science lab in which they play a role. In the classroom setup, these learners are not good at spelling and taking notes. Instead, they prefer studying in noisy environments and do not concentrate for long hours. They also prefer building models when learning. In addition, they like studying with others, such as in discussion groups. They also employ memory games and utilize flashcards when studying.

There is no learning style that can be said to be effective than the other. For this reason, the strong points of each style should be incorporated in learning to enhance learning. A combination of various learning styles is important because it results in a style that is innovative, and that involves diverse learning styles of learners. Merrill (2000) says that before using any learning style, it is important to understand the goals and objectives of learning. This helps one to come up with the best learning style.

There is successful learning when two or more learning styles are combined. For instance, when visual and auditory learning styles are combined, the learner employs listening skills such as noting the tonal variation to get different meanings and, at the same time, observe body movements to get extra information (Marzano, 1998).

Kinesthetic learning style is the most incorporated in other learning styles. Many teachers are now emphasizing a hands-on approach to learning. This means that education is not based on a physical approach, but it is taking a language arts approach. It is combined with other learning styles because apart from meeting its learner’s needs, it addresses other diverse needs, including those of auditory and visual learners.

Learning styles are important in that they allow people to know and gauge forms of mental representations. However, the styles should be perceived as preferences by the learners and not a way of dividing the learners according to their learning capabilities. Learning styles should be used to enlighten the learners about their weaknesses and strengths and those of others. Learning styles should be used hand in hand so as to complement each other.

Coffield, F. et al. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review: Learning and Skills Research Centre. Web.

Hayman-Abello, S.E. & Warriner, E.M. (2002). Child Clinical/Pediatric Neuropsychology: Some Recent Advances. Annual Review of Psychology , 53: 309-339.

Keefe, J. W. (1979). Learning Style: An Overview In NASSP’s Student Learning Styles: Diagnosing And Proscribing Programs . Reston, VA. National Association of Secondary School Principles.

Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction . New York: Mid-continent Regional Educational Laboratory.

Merrill, D. (2000). Instructional Strategies and Learning Styles: Which takes Precedence? Trends and Issues in Instructional Technology . London: Prentice Hall.

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2): 15-23.

Vincent, A., & Ross, D. (2001). Learning Style Awareness. Journal of Research on Computing in Education , 33: 1-10.

• Learning Style and Goals Statement
• Teaching and Learning: Methods and Resources
• Kinesthetic Learners in the Area of Online Education
• Autism. Sensory Integration. Tactile Desensitization
• Reading Aloud in Kindergarten: Lesson Plan
• Chemistry Teaching & Learning: Science or Alchemy?
• Inquiry Based Learning in History
• The Principles of Good Research in Education
• Testing, Teaching, and Learning: Internal Accountability in Education
• Different Ideas for Schooling
• Chicago (A-D)
• Chicago (N-B)

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How to Write a Conclusion for an Essay

The conclusion is the final paragraph of your writing, and it holds significant weight. It allows you to leave a lasting impression on the reader. But how to write a conclusion that effectively summarizes your points and resonates with your audience? 

This article will guide you through the process of crafting a strong conclusion paragraph, step by step. Our term paper writers will break down the key elements and provide clear examples to illustrate each point. By following these steps and referencing the examples, you'll be well on your way to writing impactful conclusions that leave your reader feeling satisfied and informed.

What Is a Conclusion

Conclusion in an essay is the final paragraph or section that wraps up the main points and provides closure to the piece.

Imagine it as the bridge that connects your ideas to a broader significance. A well-crafted conclusion does more than simply summarize; it elevates your points and offers a sense of closure, ensuring the reader leaves with a clear understanding of your argument's impact. In the next section, you will find conclusion ideas that you could use for your essay.

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How to Write a Conclusion

A powerful conclusion not only summarizes but also reinforces your message and leaves a lasting impression. Here's a breakdown of how to write a conclusion for an essay:

• Restate Your Thesis: Briefly remind the reader of your central point. Don't simply copy and paste your thesis statement, but rephrase it using different words.
• Summarize Key Points: Revisit the main arguments or evidence you presented throughout your writing. This reminds the reader of the journey you took them on and ensures they grasp the core takeaways.
• Avoid Introducing New Information: The conclusion is not the place to introduce brand new ideas. Stick to summarizing and reinforcing the existing points.
• End on a Strong Note: Go beyond a simple summary. You can add a final thought, pose a question to spark further reflection, or highlight the significance of your topic.

Read more: Persuasive essay outline . 

The Purpose of a Conclusion

As you already understand, the conclusion paragraph serves a critical function in your writing. It serves as a final push to solidify your message in your readers’ minds. It's also your opportunity to:

• Remind the reader of your central point (thesis) and the key arguments or evidence used to support it. 
• Use this space to offer a final thought, pose a question that prompts further pondering, or emphasize the significance of your topic.

Remember, a concluding paragraph should NOT:

• Introduce New Information: The conclusion is not the place for brand new ideas. Its purpose lies in wrapping up and reinforcing what you've already established.
• Stray from the Thesis: Don't introduce arguments or evidence not discussed earlier in your writing. Maintain focus on the core message you've been building throughout your work.

How Long Should a Conclusion Paragraph Be

Generally, the ideal length depends on the overall length and complexity of your essay. However, it is not the sole factor. A well-written conclusion of 3 sentences can be far more effective than a rambling one that drags on for multiple paragraphs. 

Here are some general guidelines can help you achieve a balance when writing a conclusion:

• In most cases, you can effectively summarize your points and leave a lasting impression within 3-5 sentences.
• Prioritize delivering a clear and impactful message over unnecessary elaboration.
• Proportion matters. A lengthy research paper might warrant a slightly longer conclusion (think 5-7 sentences) to adequately address all the main points. Conversely, a shorter piece like a blog post might require a more concise conclusion (2-4 sentences).

Conclusion Transition Words

The right transition word can smoothly bridge the gap between your main body of text and your conclusion. Here are some transition words for conclusion categorized by their purpose:

7 Tips for Writing a Conclusion

Having grasped the core functions and structure of a conclusion paragraph, let's check out some practical tips to elevate your closing statements. Here are 7 effective strategies to consider from our dissertation writer :

• Vary Your Sentence Structure: Avoid a monotonous string of simple sentences. Use a mix of sentence structures (short, long, complex) to create a more engaging rhythm.
• Connect to the Introduction: For a cohesive feel, subtly tie your conclusion back to your introduction. You can reference an opening question you posed or revisit a key image you mentioned. Consider this tip especially when unsure how to start a conclusion.
• Embrace Figurative Language (Sparingly): There are different conclusion ideas but a well-placed metaphor or simile can help leave a lasting impression. However, use figurative language strategically and avoid clichés.
• Appeal to the Reader's Emotions: Did your writing highlight a pressing issue? Consider evoking emotions relevant to your topic when you want to know how to write a conclusion paragraph that tugs at the reader's heartstrings.
• Consider a Quote (if Relevant): A powerful quote from a credible source can add authority and depth to your essay conclusion. Ensure the quote aligns with your thesis and enhances your message.
• End with a Strong Call to Action (Optional): If your purpose is to persuade or inspire action, conclude with a clear call to action. Tell your reader exactly what you want them to do next.
• Proofread and Revise: Just like any other part of your writing, proofread your conclusion carefully. Ensure clarity and a smooth flow between your main body of text and the closing statement.

By this time, you already know how to write a conclusion for an essay. However, if you still need further guidance, buy essay from our expert writers anytime!

Do’s and Don’ts of Essay Conclusion

Let's now look at some simple tips from our online paper writing service to help you avoid common mistakes when writing a conclusion.

Conclusion Paragraph Examples

Here are three conclusion paragraph examples showcasing how powerful closings are crafted.

Recommended for reading: Nursing essay examples .

In closing, a strong conclusion is a must-have for any piece of writing. It reminds your reader of your main point and leaves them with a lasting impression. Here are some key things to reflect on how to write a good conclusion:

• Restate your thesis in a fresh way.
• Mention your key arguments.
• Leave a lasting thought or question.
• Consider your audience and tailor your ending to them.
• End with a strong statement.

Remember, a good conclusion is not merely about wrapping things up but rather about making your writing truly impactful.

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How To Write A Conclusion For An Essay?

How to write a good conclusion, how to write a conclusion for a college essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Updated writing tips.
• Added informative tables.
• Added conclusion example.
• Added an article conclusion.
• Essay Conclusions | UMGC. (n.d.). University of Maryland Global Campus. https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/writing/essay-conclusions
• How to Write a Conclusion for an Essay | BestColleges. (n.d.). BestColleges.com. https://www.bestcolleges.com/blog/how-to-write-a-conclusion/
• Ending the Essay: Conclusions | Harvard College Writing Center. (n.d.). https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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How to Write a Conclusion for an Essay

A well-structured conclusion is considered an important element of a strong essay and is often a part of the grading criteria.

Some instructors or grading rubrics might be more lenient on this aspect, while others might place a higher emphasis on it. To avoid potential point deductions, it's generally a good practice to include a well-structured conclusion, which usually takes 10-15% of your work (e.g., a 2,000-word essay should have a 250-word conclusion). In this article, you will find out how to write a concluding paragraph, what are the elements of an A-grade conclusion, as well as a couple of great examples.

How to Write a Conclusion Step by Step

Writing an effective conclusion paragraph involves several steps. Here's a step-by-step guide on how to write a conclusion for your essay:

Restate the Thesis Statement

Begin your conclusion by restating the thesis statement. This reminds the reader of the overall argument or point of your essay. However, don't simply repeat things word for word; rephrase them to add a sense of closure.

Summarize Key Points

Summarize the main argument and the paper's main points. You don't need to go into great detail - simply repeat the main idea. Briefly touch upon the most important ideas discussed in the body of your essay.

Connect to the Introduction

Link your last sentence back to the introductory paragraph. Refer to something mentioned in the introduction or use similar language to create a sense of unity and closure in your essay.

Offer a Final Insight or Perspective

Provide a final perspective related to your topic. This can be a thought-provoking comment, a recommendation, a call to action, a broader implication of your argument, or even a provocative insight. Consider the "So What?" question – why should the reader care about your essay's topic?

Avoid Introducing New Information

Your final sentence is not the place to introduce new information or arguments. Stick to summarizing and tying up what you've already presented in the essay without any new ideas.

Keep It Concise

Essay conclusions should be concise and to the point. Maintain control by avoiding extensive detail or rehashing the entire essay. Aim for clarity and brevity.

Avoid Clichés

Avoid overused phrases and clichés. Instead, find more creative and engaging ways to write good conclusion sentences.

Consider the Tone

The tone of your conclusion should match the tone of your essay. If your essay is formal, keep the conclusion formal. If it's more casual or personal, maintain that tone. Always conclude essays on a positive note.

After writing your conclusion, take the time to proofread and edit it. Ensure there are no grammatical or spelling errors and that the language is clear and concise. This will leave a good final impression.

Think About the Reader

Put yourself in the reader's shoes. Consider what you would want to take away from the essay and what kind of conclusion would be most satisfying and impactful for them.

Remember that knowing how to start a conclusion paragraph can significantly impact the reader's overall impression of your essay. A well-crafted conclusion not only provides closure but also reinforces your main points and leaves a lasting impact.

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Why Conclusion Writing Is Important

Writing a conclusion is important because it provides closure and completeness to the essay, reinforcing the main points and giving the reader a final perspective on the topic.

Many students wonder if it's possible to turn in an essay without a closing sentence. Some see it as a creative choice; others - because they don't understand how to write a good conclusion.

Basically, the absence of a conclusion in an essay can affect the overall quality and coherence, so we always recommend finishing any academic article with a strong concluding paragraph.

Here are several reasons why a conclusion is a must-have in any essay:

• Summarizes key points: A conclusion provides an opportunity to recap the main points and arguments made in the essay. It serves as a summary of the entire essay, reminding the reader of the most important information and ideas presented.
• Reinforces the thesis statement: The conclusion should reiterate the thesis statement or the central argument of the essay. This reinforces the main message and helps the reader remember the purpose and focus of the essay.
• Provides closure: A well-written conclusion gives the essay a sense of closure. It signals to the reader that the essay is ending and provides a satisfying wrap-up to the discussion.
• Offers a final perspective: In the conclusion, you can provide your final thoughts and insights on the topic. This is an opportunity to express your perspective or offer suggestions for further research or action related to the subject matter.
• Leaves a lasting impression: The conclusion is your last chance to leave a strong impression on the reader. A well-crafted conclusion can make your essay more memorable and impactful.
• Connects to the introduction: A good conclusion should link back to the introduction, creating a sense of unity and coherence in the essay. It reminds the reader of the journey they've taken from the beginning to the end of the essay.
• Encourages reflection: The conclusion invites the reader to reflect on the content of the essay and its significance. It can stimulate critical thinking and leave the reader with something to ponder.
• Guides the reader: A conclusion can guide the reader on what to take away from the essay. It can suggest implications, applications, or further considerations related to the topic.

Knowing how to make a conclusion is important because it helps tie together the various elements of an essay, reinforces the main points, provides closure, and leaves a lasting impression on the reader. It is a critical component of effective essay writing that can enhance the overall impact and understanding of your work.

If you'd like to know more about how to write an essay , we've prepared some useful tips for you. In the meantime, we'd like to demonstrate a couple of great conclusion examples essay authors shared for your reference needs.

Three Essentials of a Perfect Final Paragraph

We want to share some practical tips regarding how to write a conclusion for an essay. First and foremost, a concluding passage should start with restating a thesis statement.

It involves rephrasing or summarizing the key arguments of your essay while maintaining the original intent and meaning.

Don't forget to use different wording, parallel structure, and link back to the introduction. E.g.:

Original: "The advancement of technology has had both positive and negative effects on society."

Restated: "Society has experienced a range of consequences, both beneficial and detrimental, due to technological progress."

Secondly, summarize key points and prioritize the main ideas. Focus on the most significant and relevant key points that support your thesis.

You don't need to mention every detail, only the most crucial elements. Be concise and to the point in your summaries. Avoid using lengthy sentences or providing too much context.

Get straight to the core of each key point. Present the key points in a logical order that follows the structure of your essay.

This helps the reader follow your thought process. If your key points in the body of your essay were related to the benefits and drawbacks of technology, this is how you summarize them:

"In summary, this essay has explored the multifaceted impact of technology on society. We have discussed its positive contributions, such as increased efficiency and connectivity, but also examined the negative aspects, including privacy concerns and overreliance on screens. These key points underscore the complexity of our relationship with technology and the need for balanced, informed decision-making."

Thirdly, it's hard to imagine how to conclude an essay without connecting the conclusion to the introduction. Try to use similar or parallel language in your conclusion that was used in the introduction.

This could be in the form of specific words, phrases, or even sentence structures. Such a linguistic connection will reinforce the relationship between the two sections.

If your introduction posed a question, hypothesis, or series of questions, use the conclusion to provide an answer, reflect on the evolution of thought, or address how these questions have been explored and answered in the essay.

Discuss the significance of the introduction's ideas or themes in light of the discussion that has unfolded in the body of the essay. E.g.:

Introduction: "In a world driven by technological advancements, the impact of our digital age on interpersonal relationships remains a topic of great interest."

Conclusion: "As we navigate the ever-changing landscape of the digital age, the significance of maintaining authentic and meaningful connections in our interpersonal relationships becomes even more apparent. The insights gained in this essay reaffirm the importance of striking a balance between the virtual and the real, ensuring that technology enhances rather than hinders our connections."

Ten Mistakes to Avoid When Writing a Conclusion

Writing essay conclusions can be challenging, so students should know how to write a conclusion correctly. Here are ten hints to help you prepare excellent concluding paragraphs:

• Repetition of introduction.
• Introducing new information.
• Being too vague.
• Lack of clarity.
• Overlength.
• Failure to address the "So What?" question.
• Inconsistency with the essay's tone.
• Lack of connection to the introduction.
• Neglecting to revisit the thesis.
• Not leaving a lasting impression. ‍

Don't repeat these mistakes, and you'll know how to make a conclusion in an essay perfectly well. It's essential to plan your conclusion carefully, review your essay thoroughly, and consider the reader's perspective.

Practice and feedback from instructors can also help. However, if it isn't sufficient, buy essay online in a few clicks to get the upper hand.

How Much Time Does It Take to Start Writing Proper Essay Conclusions

Practice makes perfect. To master the art of writing conclusions, you'll have to demonstrate patience, skill, and experience.

The time it takes to learn to write great conclusions for essays varies from person to person and depends on several factors, including your starting point, your dedication to improvement, and the quality of feedback and guidance you receive.

There is no fixed timeline for writing great essay conclusions. It doesn't happen overnight.

However, with consistent effort and a willingness to learn from your experiences, you can steadily improve your ability to craft effective concluding paragraphs.

It's also worth noting that writing is a continuous learning process, and even experienced writers continue to refine their skills over time.

How an Effective Conclusion Paragraph Should End

Good conclusions should always end with concluding phrases that can provide a strong, memorable finish to your essay. Remember that the effectiveness of these phrases depends on the context and the specific message you want to convey in your conclusion.

Choose the one that best suits the tone and content of your essay while providing a clear and impactful ending:

• In conclusion.
• In summary.
• To wrap it up.
• In a nutshell.
• To put it simply.
• Ultimately.
• In the final analysis.
• As a result.
• To conclude.
• In essence.
• For these reasons.
• In light of this.
• With all factors considered.
• Taking everything into account.
• Given these points.
• In the grand scheme of things.
• To bring it all together.

Knowing how to end a conclusion will help you convey the overall purpose and message of your essay to readers.

It will provide closure and give the reader a sense of completeness while reinforcing the main points and leaving them with a final thought.

Since we speak a lot about conclusions and connecting them to introductions, you might also like to brush up on how to write an outline for an essay .

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Conclusion Paragraph Examples

"In essence, mastering the craft of how to write conclusion of essay is essential for creating impactful and well-structured essays. By reiterating the thesis, summarizing key points, and leaving a lasting impression, we are writing conclusions that not only provide closure but also reinforce the central message of our essays. As we continue to hone this skill, our ability to communicate effectively through our writing will undoubtedly improve, making our essays more persuasive and memorable."

"In summary, learning how to write a conclusion paragraph requires careful consideration and practice. By reiterating the main point, summarizing key arguments, leaving the reader with a thought-provoking final message, and keeping the conclusion format in mind, we can create conclusions that not only provide closure to our essays but also leave a lasting impact on our readers. As we continue to refine this skill, our ability to write compelling conclusions will enhance the overall quality of our essays and make our writing more engaging and persuasive. As writers, we should continually refine our knowledge of how to end a conclusion paragraph to make our essays more memorable and impactful."

"To sum up, producing an effective conclusion is vital for any writer. Understanding how to write a good conclusion ensures that our essays have the power to resonate with readers, leaving a lasting impression and reinforcing the central message of our work. By following these principles, we can elevate our experience with how to make a good conclusion and engage our audience effectively. It's a skill that, once honed, can distinguish our essays and make them truly memorable, leaving a lasting impact on those who read them."

In this article, we've demonstrated how to write a conclusion - a vital skill for crafting effective college articles.

This knowledge will prove highly beneficial to your educational progress.

By guiding you in restating the thesis, summarizing key points, offering closure, reflecting on significance, and avoiding introducing new information in conclusions, we've equipped you with the tools to leave a lasting impression on your academic work.

This newfound expertise regarding how to end a conclusion in an essay will undoubtedly enhance your college success and contribute to your overall academic achievement.

Why Writing a Conclusion Is Important?

Writing a conclusion paragraph is important because it provides closure, summarizes key points, reinforces the thesis, and leaves a lasting impression on the reader, ensuring that your message is effectively communicated and your work is well-rounded and impactful. Knowing how to write a conclusion sentence allows you to tie together the main ideas presented in your writing. It offers an opportunity to reflect on the broader implications of your work. It allows your audience to leave with a clear understanding of the significance of your argument or findings. Moreover, a strong conclusion can leave a memorable mark on your reader, making it a critical element in effective communication and achieving the desired impact with your writing. That's why every student should know how to write a good conclusion for an essay.

What Is an Essay Conclusions Outline?

A conclusion paragraph outline is a structured plan that helps writers summarize key points, restate the thesis, provide closure, and reflect on the broader significance of their essay. It serves as a roadmap for crafting a well-organized and impactful conclusion. This outline typically includes a section summarizing the main arguments or findings, followed by a restatement of the thesis to reinforce the central message. It also guides writers in discussing the broader implications or significance of their topic. Writing a conclusion for an essay ensures that you effectively encapsulate the essay's core ideas and leave a strong and lasting impression on the reader.

How to Write a Good Conclusion?

Demonstrate that you know how to write a conclusion by restating your thesis, summarizing key points, providing closure, and reflecting on the broader significance of your work. Avoid introducing new information, and aim to leave a strong and memorable final impression on the reader. A good conclusion should tie back to the introduction and the main body of your work, creating a sense of completeness. While learning how to end a essay, it's essential to maintain a consistent tone and style with the rest of the piece, ensuring a harmonious flow. Engage the reader by highlighting the relevance and real-world implications of your topic, leaving them with a clear understanding of why your argument or findings matter. According to MBA essay writing service experts, a good conclusion is an integral part of grading criteria and should be featured in the article.

Any Tips on How to Write a Concluding Paragraph?

The concluding paragraph is a critical component of effective writing, serving as the last opportunity to make a compelling impression on your audience. If you'd like to learn how to write a good conclusion paragraph, start by reiterating your thesis or central argument, reinforcing the core message. Summarize the key points and arguments presented in the body of your work, providing a concise overview of your main ideas. Next, offer closure by crafting a conclusion that brings your narrative or argument to a logical and satisfying end. Lastly, refrain from introducing new information, as this can disrupt the flow and purpose of your conclusion. When practicing how to write conclusion in essay, focus on reinforcing the existing content and leaving a memorable final impression on your readers.

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Learn about the elements of a successful essay conclusion.

The conclusion is a very important part of your essay. Although it is sometimes treated as a roundup of all of the bits that didn’t fit into the paper earlier, it deserves better treatment than that! It's the last thing the reader will see, so it tends to stick in the reader's memory. It's also a great place to remind the reader exactly why your topic is important. A conclusion is more than just "the last paragraph"—it's a working part of the paper. This is the place to push your reader to think about the consequences of your topic for the wider world or for the reader's own life!

A good conclusion should do a few things:

Restate your thesis

Synthesize or summarize your major points

Make the context of your argument clear

Restating Your Thesis

You've already spent time and energy crafting a solid thesis statement for your introduction, and if you've done your job right, your whole paper focuses on that thesis statement. That's why it's so important to address the thesis in your conclusion! Many writers choose to begin the conclusion by restating the thesis, but you can put your thesis into the conclusion anywhere—the first sentence of the paragraph, the last sentence, or in between. Here are a few tips for rephrasing your thesis:

Remind the reader that you've proven this thesis over the course of your paper. For example, if you're arguing that your readers should get their pets from animal shelters rather than pet stores, you might say, "If you were considering that puppy in the pet-shop window, remember that your purchase will support 'puppy mills' instead of rescuing a needy dog, and consider selecting your new friend at your local animal shelter." This example gives the reader not only the thesis of the paper, but a reminder of the most powerful point in the argument!

Revise the thesis statement so that it reflects the relationship you've developed with the reader during the paper. For example, if you've written a paper that targets parents of young children, you can find a way to phrase your thesis to capitalize on that—maybe by beginning your thesis statement with, "As a parent of a young child…"

Don’t repeat your thesis word for word—make sure that your new statement is an independent, fresh sentence!

Summary or Synthesis

This section of the conclusion might come before the thesis statement or after it. Your conclusion should remind the reader of what your paper actually says! The best conclusion will include a synthesis, not just a summary—instead of a mere list of your major points, the best conclusion will draw those points together and relate them to one another so that your reader can apply the information given in the essay. Here are a couple of ways to do that:

Give a list of the major arguments for your thesis (usually, these are the topic sentences of the parts of your essay).

Explain how these parts are connected. For example, in the animal-shelter essay, you might point out that adopting a shelter dog helps more animals because your adoption fee supports the shelter, which makes your choice more socially responsible.

One of the most important functions of the conclusion is to provide context for your argument. Your reader may finish your essay without a problem and understand your argument without understanding why that argument is important. Your introduction might point out the reason your topic matters, but your conclusion should also tackle this questions. Here are some strategies for making your reader see why the topic is important:

Tell the reader what you want him or her to do. Is your essay a call to action? If so, remind the reader of what he/she should do. If not, remember that asking the reader to think a certain way is an action in itself. (In the above examples, the essay asks the reader to adopt a shelter dog—a specific action.)

Explain why this topic is timely or important. For example, the animal-shelter essay might end with a statistic about the number of pets in shelters waiting for adoption.

Remind the readers of why the topic matters to them personally. For example, it doesn’t matter much if you believe in the mission of animal shelters, if you're not planning to get a dog; however, once you're looking for a dog, it is much more important. The conclusion of this essay might say, "Since you’re in the market for a dog, you have a major decision to make: where to get one." This will remind the reader that the argument is personally important!

Conclusion paragraphs

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Essay on Online Education | Advantages and Disadvantages of Online Education Essay

February 13, 2024 by Prasanna

Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the students about online education, its outcomes, and advantage in short and long essays on Online Education.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Online Education for Students and Children in English

We provide children and students with essay samples on a long essay of 500 words and a short essay on Online Education in Lockdown of 150 words on the topic “Online education in India Essay” for reference.

Short Essay on Online Education 150 Words in English

Short Essay on Online Education advantages and Disadvantages is helpful to students of classes 1, 2, 3, 4, 5 and 6.

Education is an integral part of people’s lives; it will either make them or break them in the prospect depending on their careers. Education is broadly diverse today compared to the 1950s because of progressions in teaching methods and other prominent inventions that implement more apparent teaching techniques.

In E-learning, the students study from home or any other place, that is most convenient for them. They can acquire learning material online. The study materials in online education could be texts, audio, notes, videos, and images. However, the method of study has its benefits and various drawbacks too.

Online education is suitable for those who can not visit or obtain the traditional education method for one reason or the other. Nearly 6.1 million college students are currently attending online courses, and this number is growing by around 30 percent yearly.

Online education provides a myriad of advantages for people, as well as companies because it allows for, among others, flexibility. A great way to benefit more from online education is to consolidate online education and traditional ways of teaching.

Online Education Essay 500 Words in English

Long Essay on Online Education 400 Words in English is helpful to students of classes 7, 8, 9, 10, 11 and 12.

Introduction:  Online education is an amenable instructional delivery process that includes any learning that takes place via the internet. Online learning enables educators to communicate with students who may not be capable of enrolling in a traditional classroom course and assists students who need to work on their own schedule and at their own speed.

Every discipline is registering a surge in the volume of distance learning and imparting of online degrees, with remarkable pace. Schools and institutions that offer online education are also growing in number. Students pursuing degrees through online methods must be scrupulous in ensuring their coursework is completed through a valued and credentialed university.

Online education is known to offer the benefit of synergy. Here, the format employed makes room for dynamic communications between students and the teachers. Through these communications, sources are shared, and an open-ended synergy evolves through a learning process. When each person bestows a view or opinion through discussions and comments on others’ work course, it benefits the student to learn better. This unique advantage is manifested in a student-centred virtual learning environment that online learning format alone can contribute.

With online classes, we don’t need to travel to a different city or commute long distances. We can stay where we are and keep our current job while we work toward improving our career with an online degree. Online education also helps digital nomads—someone who espouses a technology-enabled or location-independent lifestyle. We can watch lectures and complete our coursework wherever we are.

Whether we are a full-time or part-time online student, the online education experience provides a much more manageable schedule. Online education has gained much approval on account of its cheapness. Such is the fact that online courses are more affordable than those offered at schools or colleges. While studying in universities, we may have to spend some money such as transportation, lodging, and meals, online education may not require such expenses.

One of the important aspects of online learning is its inherent flexibility, however, there is a catch, one has to be extremely self-motivated. The best online students develop various approaches for staying up to date on their coursework. Things like setting aside time every week to study and create a workspace with minimal distractions can help immensely.

Conclusion on Online Education Essay

Online education’s potential advantages involve increased educational access; it provides a high-quality learning opportunity, improves student outcomes and skills, and expands educational choice options. Therefore, location, time, and quality are no longer considered factors in seeking degree courses or higher education because of online education.

Advantages and Disadvantages of Online Education Essay

Introduction to Online Education Essay:  Online education refers to the type of knowledge which is imparted through the internet. Millions of people globally are enrolled in online courses and can learn from the comfort of their homes. Online education can come in different ways; they could be educational webinars and videos on the internet or even face to face learning on the laptop with the teacher, which utilises the internet.

Online education contributes a myriad of advantages for people, as well as companies because it provides flexibility among other work. This indicates that despite people’s physical locations, they can accomplish the same level of education by taking similar online courses.

Teachers and professors optimise the timelessness and focus of the learning curriculum while students are able to fit learning time into their hectic schedules. Online education offers extensive benefits to students by giving a manageable schedule, student enhancement and augmented education access and choice.

Advantages of Online Education 

Online education enables us to learn from various mentors and teachers in different areas, increasing our knowledge and perspective. It reduces nervousness among students, as many are able to communicate more through online education than regular classes. One can learn from merely anyplace as long as they have an available internet device.

Online education normally provides a chance to study at our own speed as there is no rush. Most online courses are usually enjoyable and more comfortable compared to attending traditional classes. It spares you the inconvenience of having to travel to a particular destination every single day.

Online education usually is more affordable. Online education further happens to be comparatively cheaper in comparison to conventional educational approaches. Under traditional university programs, the students are required to compensate for transportation, textbooks, institutional facilities such as gyms, libraries, swimming pools, and other costs that expedite the cost of university education up. Online education, on its part, charges only for tuition and additional essential expenses. Virtual education thus offers both the wealthy and the poor an opportunity.

It allows one to learn innovative approaches through the internet and therefore become more skilful. In online education, if there are any variations in the syllabus, updates can be done instantly compared to conventional means of education.

Online education is flexible and adaptable since one can study at any time, even at midnight. It can help increase the grades of some people as compared to standard traditional education. Some people learn more through online education.

There is no need to wait for office hours to speak to the instructor; you can immediately access them through chat or email. There is considerably a large amount of educational information on the internet. Online education can also help one to be in the mix of a diverse group of people from varied educational, social, cultural and philosophical backgrounds. The subject matter is always available on the internet, unlike traditional education.

Disadvantages of Online Education

The advantages that online education brings to students are immense and indisputable. Pursuing an online course is an excellent option in education, particularly when traditional learning situations have many obstacles, such as commuting or distance. However, as everything has two sides, online education also has some fundamental drawbacks that can be inconvenient.

Using the computer too much can make the students prone to plagiarism. It can also cause vision problems as we sit near the laptop almost the whole day. Online education may also hinder physical development. Online education can be quite complicated for a person to be accountable for their own learning without someone to drive them to do something.

Online education detaches you from your classmates. One might need to put in extra time in some cases to understand the learning process. It is easier to cheat in an online exam than when in a class and hence may not be advisable during exams. Online education also gives one a lot of autonomy which may be critical for our learning. There are a number of distractions on the internet through adverts, and this might interrupt our learning. Online education also has significantly less self-assessment.

Online education has both advantages and shortcomings, but it is an excellent method of learning that can help develop a student’s performance. To succeed in online education, one should choose an ideal university and course to avoid pursuing education from among the various suspicious universities that employers may reject. The other most essential thing is to assure that one needs to maintain communication with the school faculty and fellow students. The important point is proper time administration that helps one manage our time to complete and submit prescribed assignments in time.

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Advantages and Disadvantages of Online Learning: IELTS Writing Task 2 Topic

You must write at least 250 words for IELTS Writing Task 2. You will be given a topic and evaluated on your abilities to answer by expressing and defending your viewpoint, explaining the topic, summarising facts, describing challenges, identifying potential alternatives, and illustrating what you write with explanations, claims, and specific examples from your own expertise or experience.

Today we will read about a very popular topic “Advantages and disadvantages of online learning essay”.

So, let’s get started.

IELTS Writing Task 2 Topic: Advantages and Disadvantages of Online Classes

Let us help you in your IELTS writing preparation with an interesting and informative topic. Read all the 3 sample answers and learn how to approach a topic in different ways.

Advantages and Disadvantages of Online Classes Sample Answer One for IELTS Writing Task 2

Online teaching and learning have grown in popularity among students in recent times, and this is viewed differently by different learners. Many students see this as a helpful learning tool, although others believe it is not as successful as classroom instruction. This article would explore the benefits and drawbacks of digital education.

Also Read: Importance of Art in Society: IELTS Essay Sample for IELTS Writing Task 2 Explained for Band 8

Advantages of Online Classes Essay

Students who study online have more flexibility in their schedules and spend less money on their education. They will study their desired courses and subjects at their own pace. This is a fantastic opportunity for learners to learn new skills and expand their experience while remaining in the comfort of their own home. For example, a Nepali student seeking an Australian degree in business administration does not need to travel to Australia; he can train and complete the course while remaining at home. As a result, distance learning is both cost-effective and time-efficient.

Disadvantages of Studying Online

That being said, online classes offer more emphasis on the analytical aspect of learning and there is less instructor and student contact. It ignores realistic learning elements and encourages passive learning. It is clear that students perceive it to be less successful than classroom instruction. According to a new survey, a larger percentage of students considered classroom instruction to be much more successful than digital education.

Conclusion: Merits and Demerits of Online Teaching

In conclusion, the ever-increasing availability of digital education has gained traction among young adults for many years and is viewed as helpful by many and less successful by others. The focus should be placed on its efficacy in order to identify it as the most cost-effective learning method other than classroom instruction.

Advantages and Disadvantages of Online Classes Sample Answer Two for IELTS Writing Task 2

Recently, the course has grown in popularity, resulting in more excellent learning options for students. While this movement may have some benefits, it may also have some risks and challenges as a result. Both sides of learning will be addressed in more detail in the following chapters. On the one hand, distance education has certain benefits. For starters, the simplicity of distance learning is essential.

Also Read: IELTS Essay in Writing Task 2: Here’s How to Organize it Well

There is no time constraint and the online classroom and teacher are (theoretically) accessible 24 hours a day, 7 days a week. As a result, students will stick to their schedules without impacting their learning outcomes.

Second, the advantage of learning is that it saves resources. Tuition at online schools is often smaller than at conventional universities. Building repairs, grounds maintenance, food service, class accessories, and other expenses that impact the cost of credits are not needed.

Learners, on the other hand, may suffer from a number of disadvantages of simulated learning. To continue, students can encounter technical issues, which can have a variety of implications.

Furthermore, some students are not equipped with the good internet access that online courses necessitate, and therefore fall behind their simulated classmates: poor monitors find it difficult to obey the course Management.

The system, as well as their learning process, becomes troublesome. Another downside to digital education is the scarcity of accreditation and the poor standard of instruction. The growing demand for digital education has resulted in an uncontrollable proliferation of colleges, including some unregulated schools, and there is no way to check the content of all courses. As a consequence, illegal organisations can con several students out of money.

Finally, online education can be helpful in terms of scheduling flexibility and reduced tuition. However, immersive learning has some drawbacks, including poor student conditions and a lack of quality control over classes.

Advantages and Disadvantages of Online Classes Sample Answer Three for IELTS Writing Task 2

These days, online learning is becoming increasingly popular. Many conventional colleges began to make their classes available for free. It represents a simple and convenient way to gain expertise in almost any area, from law and accounting to social sciences such as sociology, anthropology, and history. Digital education is a fantastic alternative to conventional universities, particularly for people who do not have the time or resources to attend traditional universities. So what are the benefits and drawbacks of online learning?

Also Read: Opinion Essay for IELTS: How to Plan and Write a Perfect Opinion Essay?

While many people still believe that traditional colleges are the only way to gain expertise and obtain a diploma, digital education has proven to be an excellent option. Students should study on their own time, and particularly for free. It is an excellent way to learn a variety of subjects while still increasing self-motivation. Online learning is so successful because students can complete their assignments easily, leaving more time for hobbies or job search.

Access to all of the opportunities of a typical course allows learners to practise wherever they are, giving them the opportunity to prepare wherever they choose. An individual may attend various courses with only an Internet connection. Students’ accountability and self-discipline are among the benefits of digital learning.

Limitations of Online Learning

An individual can only learn properly in a small group. Learners learn at school how to make new friends, be polite, deal with failure, and, most importantly, compete. Competition among colleagues can be very exciting, and students can learn greatly from it. Human contact is not possible for digital learning.

Another drawback is that online classes cannot handle the thousands of students who attempt to participate in debates. Furthermore, if digital education is intended for disciplines that need preparation, it can be challenging.

Conclusion of Studying Online

Finally, digital education can be seen as a supplement to and expansion to traditional ways of learning. Even the best online course cannot completely substitute physical interaction with an instructor or the human connections formed in a group. As a result, standard classes can not be replaced by digital learning.

Any essay can be satisfactory if addressed correctly. It is critical to remember in IELTS writing that each type of essay necessitates a different approach. In the case of an ‘advantage and disadvantage’ essay, a mixture of solid structure and appropriate data is a game-changer. As a result, in order to achieve a 9 band in your exam, you must devote some time to planning and structuring your essay.

If you need more assistance on this, you can simply visit IELTS Ninja .

Also Read: How to Write Agree and Disagree Essays in IELTS? Tips to Write the Perfect Essay

One Comment

Thank you for providing the advantages and disadvantages of the online learning, but many prefer online learning over self study, what do you think about it?

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About the Author

Madhurjya chowdhury.

Madhurjya Chowdhury, a web content writer in Ufaber EduTech has a very strong passion for writing and alluring the readers. You can find him writing articles for the betterment of exam aspirants and children. With immense interest in research-based content writing and copywriting, he likes to reach out to more and more people with his creative writing style. On the other side, he is an Electronics and Communication Engineer from LPU, Jalandhar. In his leisure time, he likes to play badminton or read about space discoveries. Apart from this, he is a pro gamer on PC, PS and Mobile gaming platforms.

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In this free course, Understanding language and learning , you considered the role of language in learning and started out from the assumption that language, and more particularly, linguistic interaction with other people, is a key aspect of learning. You also began to develop more critical skills, asking questions about what we actually mean by language and whether it is possible and necessary to separate out one language from another. In relation to English in particular, you began to question the extent to which new forms of English or ‘Englishes’ must begin to be recognised alongside more established ones. The growing discomfort with established notions of language in general and English in particular has been prompted by well-documented and intensified global interconnectedness in recent years, leading to increased language contact and a growing number of English-language users. Such real-world phenomena bring into question what we mean by English and what we mean by language. For educational practitioners, it raises important practical questions about the norms according to which students should be taught.

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

Prevent plagiarism. Run a free check.

Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Conclusion On Learning Style

Conclusion: A wide range of learning occurs in dental Colleges in Karachi. The result of this study can be used to teach students according to their preferred learning style or instead, students can be motivated or encouraged to learn in any situation. Keywords: learning; learning style; learning preference, Honey and Mumford Introduction Learning can be shown to have occurred when students learn new material, knowledge or when they can use a new expertise.1, 2 It is a never-ending lifetime process, best accomplished through real life experience. Experienced teachers identify that each student responds very differently to the same learning experiences during their period of study in the dental college. This divergence indicates dissimilarities …show more content…

One study did not find any relationship between years of study and learning style preference.20 While in another study, it was found that dissimilarities in learning style preference occur and that these preferences change over time, which may be linked to the personal maturing of students.21 Lecturers also differ in their methods or style of teaching or delivering lectures. When the learning style of the learner is not well-matched with the teaching style of lecturer, difficulties in educational accomplishments may occur. Aligning teaching and assessment methods with learning styles will ,however, not solve all classroom conflicts, with factors such as classroom environment, past educational background, inspiration, gender and multiethnic issues additionally influencing the learning process.17 In one of the research conducted by Randall et al. (1995) it was suggested that although it may be advantageous to modify teaching styles to fit a broader range of students, it may also be beneficial to those same students to gradually introduce class activities that significantly expand their learning style preferences. In this way students can be assisted in broadening their abilities to accommodate greater variety. In another study done by (Witkin 1976) it was suggested that, acknowledgement of students’ different learning styles by teachers will provide a catalyst for appraising the

Psy/204 Week 1

During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school

Psy 270 Week 4 Learning Style Analysis

For weeks four and five we read Dirsken, chapters two and four. There were several key points throughout these two chapters, but three stood out to me the most. The first key point is from Chapter Two, and it is the four different learning styles. These styles are, Kinesthetic, Aural, Visual, and Read or Write.

Why I Want To Be A Dental Assistant Essay

Growing up children have think they know what they want to be when they grow up but as they progress and get older they’re ideal career changes for the most part based on the changes they go threw themselves and experiences. For example I wanted to be an Actress because I would to watch the a lot of movies on the daily basis but then as I got older that changed, my ideal job now is have a good paying job and not have to work excess hours. I Chose Dental assisting because the dentistry field has a lot to offer I have always wanted to work in the health field and unlike medical nursing, Dental Assistants have more control of their schedule also they have a wide variety of options from working in private offices to working in public health departments also offers good hours, pay and

Hispanic-American Learning Style

Learning styles of the Hispanic culture Research on the Hispanic culture consists of an expanding body of affirmation that teaching and counseling students with interventions are congruent with the students' learning-style preferences result in their increased academic achievement and more positive attitudes toward learning. Research done on the learning styles of Hispanic-Americans have compared various ethnic groups of students in elementary school through college levels using a measure that identifies different elements of learning style grouped into subjective categories. These categories consist of environmental learning style, emotional learning style, psychological learning style, physiological learning style, and the sociological

Rhetoric Analysis

Again, Tyne has another agenda to her article that the LSSU article lacks. Tyne is using the statistics to prove her point that traditional teaching methods are ineffective. LSSU’s article is a short and simple introduction to the three learning styles without an ulterior message. This impacts the lengths of each article

Tyne’s article starts out broad and then narrows in on each learning style. Also, she gives examples of the strengths and weaknesses of people with each of the three learning styles and encourages parents to identify their own child’s learning style (Tyne). LSSU’s article is half as long as Tyne’s and is formatted into bullet points rather than paragraphs. The respective length of each article can be explained by the fact that Tyne’s article has more persuasive elements than LSSU’s article. Again, Tyne seems to have ulterior agenda to her article that LSSU’s article lacks.

Essay On Nursing Skills

CHAPTER ONE INTRODUCTION Background to the study Learning is a change in behavior over time that is brought about by experience during training in educational encounter (Akubuiro and Joshua, 2003). Training as part of education, is the acquisition of knowledge, skills and competence as a result of the teaching of practical skills and knowledge that relate to specific useful competences (Angel, 2007). Training helps the learner to acquire certain useful skills and develop critical mind for the learner’s self-development.

What Is John Dewey's Theory Of Interaction?

Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,

Personal Narrative: My Experience As A Dental Assistant

I believe my practical experience and what I’ve learned during my six years as a dental assistant at Plainview Oral sets me apart from other students. Not only for the dental skills that I have acquired, but also for the kindness and care that I have demonstrated, when working with patients in real life situations. Many patients have thanked me for my professional bedside manner both before, during, and after surgery. I also assisted patients with disabilities, and was able to exhibit a patient and positive attitude when working with them. Hands-on skills such as taking impressions, radiographs, and making night guards will help me thrive in dental school.

The Importance Of Mentorship In Nursing

This essay explains how to develop learning, teaching and assessment strategies to support the student to achieve a successful outcome. Cassidy & Kreitne (2009) defines learning styles as a range of contested and competing theories that account for variations in a person 's’ education. There are three main learning styles, the visual learners, auditory and kinesthetic learners. Visual learners mainly learn through seeing. They exhibit visual skills that are demonstrated in writing, reading, painting, sketching, manipulating images, fixing, interpreting visual images, have a good sense of direction and also create visual analogies and metaphors.

Literature Review: Multisensory Instruction In Education

Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

Culture And Diversity In The Classroom Essay

Pupils do not all learn the same technique or method. That is why it is important to have many methods of teaching in the classroom. In order for a student to understand. Culture and Diversity in Classrooms Today As more students from diverse backgrounds populate 21st century classrooms, learning has shifted towards another direction. Today’s

My Learning Style Essay

Learning style is a way to see how did each one of us learn visual,auditory,reading/writing or kinesthetic learners. Each one of us has different way of learning and understanding. It could be Visual: by seeing the thing that they want to learn , it could be auditory: by listing, or also it could be reading/ writing or Kinesthetic and this by touching and learning how things works. Sometimes we need to teach ourselves and learn from our mistake we make. Each person will need to teach themselve .

The Importance Of Differentiated Instruction

It is a way in which the teacher anticipates and responds to variety of student’s needs. Normally, teachers can modify the content, the process and due product to create a good teaching or learning environment. It is important for teachers to adopt a differentiated instruction in class because every student is different. We have a combination of personality interests, learning styles or background knowledge. Even though it is time consuming, but it is also very useful for our learners.

Personal Reflection On The Purpose Of Education

I will be flexible and open to changing my teaching style whenever it is needed. It is about what works for the student. Whatever method is chosen, it will not be the teacher talking and the kids passively listening. Students should be encouraged to reflect on the information at hand and think critically. The methods should be multicultural, effective, active and democratic.

More about Conclusion On Learning Style

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The newest tool to prevent STIs is not available to everyone: A call for participatory and inclusive research

By Oni Blackstock and Whitney C. Irie July 22, 2024

I n the midst of an “out of control” epidemic of sexually transmitted infections (STIs) in the United States, a newly recommended tool for preventing these infections has emerged. Sadly, this novel prevention strategy is not yet available to everyone who might benefit from it due to the insufficiently participatory and inclusive nature of the research used to study it.

In June 2024, the federal Centers for Disease Control and Prevention released eagerly awaited clinical guidelines for a strategy that significantly reduces the risk of sexually transmitted infections. These guidelines advise health care providers to counsel cisgender men (cisgender is when one’s current gender identity is the same as their assigned sex at birth) and transgender women who have sex with men about using doxycycline post-exposure prophylaxis (doxy PEP) if they have had a bacterial STI in the past year.

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Doxy PEP involves taking a dose of doxycycline, an oral antibiotic, within 72 hours after a potentially high-risk sexual exposure. The goal is to decrease the risk of bacterial STIs: chlamydia, syphilis, and gonorrhea.

Following shared decision-making, in which providers and patients work together to make a clinical care decision, providers can prescribe doxy PEP — but at least for now, only to cisgender men and transgender women who have sex with men, groups for which doxy PEP has been shown to be highly effective.

Doxy PEP also has the potential to substantially benefit cisgender women, transgender men, and other people assigned female at birth, but these groups must wait to see if doxy PEP will be officially available to them. And health care providers are once again forced to tell cisgender women that they must wait for more studies and to tell transgender men and other people assigned female at birth that there is no doxy PEP data in these groups because they were not included in initial doxy PEP studies.

Related: CDC endorses prophylactic antibiotics to reduce STIs in high-risk groups

The limited reach of a novel STI prevention tool such as doxy PEP is a missed opportunity because cisgender women in the U.S. and globally have the highest rates of chlamydia. Along with other people assigned female at birth, they bear the burden of long-term health problems related to chlamydia and gonorrhea, such as pelvic inflammatory disease, ectopic pregnancy, and infertility. Rates of syphilis among cisgender women and congenital syphilis in their babies have reached record highs over the past decade. Notably, STIs can also facilitate the transmission and acquisition of HIV.

In the U.S., the epidemic of sexually transmitted infections has been marked by stark racial inequities in rates and access to screening, testing, and treatment, with Black, Latinx, and Indigenous communities being disproportionately affected.

The persistent void in generalizable knowledge about strategies for preventing STIs and HIV for cisgender women, transgender men, and other people assigned female at birth highlights the critical and urgent need for participatory and inclusive research design in clinical trials.

The need for participatory research

Participatory research involves the meaningful collaboration of community members, especially those from the population of focus, in all phases of the research, including designing the clinical trial. This helps to ensure, in part, that recruitment of participants as well as planned measures to help keep participants in the study and using the intervention are responsive to the social and structural context in which the clinical trial is taking place.

To be fair, researchers did conduct a clinical trial of doxy PEP in cisgender women , but its outcomes were affected by the same issue that plagued early clinical trials of HIV pre-exposure prophylaxis (PrEP) among cisgender women. Doxy PEP was not effective at preventing bacterial STIs among cisgender women likely because many of those randomized to receive the treatment did not use it.

Related: CDC proposes new antibiotics policy aimed at reducing STIs

This echoes findings from early HIV PrEP trials among cisgender women in sub-Saharan Africa , where oral PrEP did not appear to be effective in preventing HIV because most women in the trial did not take the medication as prescribed. A follow-up qualitative study found that participants had concerns about the investigational nature of the treatment and potential side effects, and were discouraged from taking PrEP by peers, partners, and community members. Some participants also enrolled in the study to access quality health care which would not have been available them otherwise.

Using a participatory approach to designing STI and HIV biomedical prevention clinical trials in the U.S. as well as globally could help to ensure greater buy-in among potential participants and community members for the intervention being studied as well as for the overall clinical trial.

In the case of the doxy PEP clinical trial among cisgender women, an example of a more participatory approach would be working in close collaboration with community members to plan and conduct in-depth interviews and focus groups, or even listening sessions, with community members, particularly from the population of focus, during the trial’s design phase. This could have helped to identify the reasons that might compel women to take (or not take) the antibiotic.

Although the researchers had likely hoped to mitigate any adherence-related issues by enrolling women already using oral HIV PrEP, a comprehensive understanding of their motivations for taking doxy PEP, how these motivations may differ from those for taking oral PrEP, as well as existing social support from peers, partners, and the community for doxy PEP would have been advantageous.

When research questions originate from outside the community, where priorities may be different, formative research in collaboration with community input is essential so community priorities are considered and centered in the clinical trial design.

Ensuring inclusivity in STI prevention clinical trials

While strides have been made to at least include cisgender women in these types of clinical trials, transgender men, transmasculine, non-binary, and other people assigned female at birth have been largely left out, despite studies demonstrating a critical need for interventions among these groups.

For example, one U.S.-based study found that, compared with cisgender men, transgender men who have sex with men are less likely to have been tested for HIV or STIs. Another study found that the prevalence of HIV among transmasculine individuals who have sex with men is higher than in the general population.

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The lack of inclusion of transgender men and other people assigned female at birth in clinical trials limits the options available to these groups to protect themselves from HIV and STIs, and further compounds an already existing scarcity of gender-affirming care for them. An inclusive approach means designing clinical trials to ensure that all groups who could benefit from an intervention are included, particularly those that have been historically excluded.

Moving forward: inclusive and participatory research for effective prevention

Researchers can help to broaden access to available STI and HIV prevention options for marginalized communities as we work towards ending the STI and HIV epidemics by leveraging a participatory and inclusive approach to biomedical prevention clinical trials. Meaningful and in-depth collaboration with the community in developing and implementing clinical trials, especially in the planning phases, is key to accurately determining an intervention’s efficacy.

Future clinical trials must be intentional in their inclusion of transgender men and other people assigned female at birth. It is encouraging to see this is beginning to happen. A recent clinical trial of twice-yearly injectable lenacapavir for HIV PrEP in cisgender women was stopped early after showing it was 100% effective. An ongoing trial of this same approach includes transgender men and gender non-binary individuals who have sex with partners assigned male at birth.

It is no longer tenable to simply tell our patients that we don’t have the data. Wider use of participatory and inclusive research would mean we don’t have to.

Oni J. Blackstock, M.D., M.H.S., is a primary care and HIV physician and researcher, and founder and executive director of Health Justice, a racial and health equity consulting firm. Whitney C. Irie, Ph.D., M.S.W., is a social scientist and assistant professor at Boston College’s School of Social Work, a lecturer on population medicine in the Department of Population Medicine at Harvard Medical School, and an adjunct faculty member at The Fenway Institute.

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Have an opinion on this essay submit a letter to the editor here ., about the authors reprints, oni blackstock, whitney c. irie.

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Application Prompts for 2024-2025

Your essay and short answer responses help us get to know you.

We’ve selected the following prompts for the UNC-specific portion for the first-year and transfer applications for 2024-2025. We’re proud of the Carolina community and how each student makes us better through their excellence, intellect, and character. In reading your responses, we hope to learn what being a part of the Carolina community would mean to you.

Short answer prompts

We’d like to know how you’d contribute to the Carolina community and ask that you respond to each prompt in up to 250 words.

• Discuss one of your personal qualities and share a story, anecdote, or memory of how it helped you make a positive impact on a community. This could be your current community or another community you have engaged.
• Discuss an academic topic that you’re excited to explore and learn more about in college. Why does this topic interest you? Topics could be a specific course of study, research interests, or any other area related to your academic experience in college.

Common Application essay

You’ll choose one Common Essay prompt to respond to in 250-650 words. These prompts are common to all schools who accept the Common Application, and you can view the prompts here. Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don’t feel obligated to do so. The Common Application also has an optional section where you’ll have the opportunity to write about how COVID-19 has affected you.

Your responses will be evaluated not only for admission, but also for possible selection for scholarships and other special opportunities. We look forward to learning more about you!

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Home — Essay Samples — Education — Study — The Role Of Learning In My Life

The Role of Learning in Life, and Its Factors

• Categories: Knowledge Study

About this sample

Words: 1084 |

Published: May 7, 2019

Words: 1084 | Pages: 3 | 6 min read

Table of contents

What is learning (essay), individual learning differences, works cited.

• Toffler, A. (n.d.). Alvin Toffler Quotes. Retrieved from https://www.goodreads.com/author/quotes/2701.Alvin_Toffler
• McLeod, S. (2018). What is Learning? Simply Psychology. Retrieved from https://www.simplypsychology.org/learning.html
• Sternberg, R. J., & Williams, W. M. (2010). Educational Psychology. Pearson.
• Woolfolk, A., Winne, P. H., & Perry, N. E. (2019). Educational Psychology. Pearson.
• Fisher, R., & Williams, J. (2013). Unlocking Learning and Teaching with ICT: Identifying and Overcoming Barriers. Routledge.
• Pressley, M., & McCormick, C. B. (2007). Child and Adolescent Development for Educators. Guilford Press.
• Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.
• Tomlinson, C. A., & Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom. ASCD.
• Vygotsky, L. S. (1986). Thought and Language. MIT Press.
• National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.

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DeVinck: How I write essays

A conversation with henri nouwen about civil discourse and the art of writing..

By Christopher de Vinck

1:30 AM on Jul 20, 2024 CDT

In fall 1984, I was sitting under a tree on a bench at Harvard University with the beloved Catholic priest, professor, writer and theologian Henri Nouwen.

I had met him for the first time at an awards ceremony in New York where we both won the same accolade for our writing. After the event, as we were standing in line to retrieve our coats, Henri introduced himself and asked about my life. I spoke to him about my family and when I told him that I wrote essays and poetry he asked in his Dutch accent, “Can you teach me about poetry? I love poetry. [Gerard Manley] Hopkins. I read Hopkins.” He invited me to his home.

I spent four days with Henri at Harvard. He cooked us meals, read aloud portions of his newest book, and introduced me to the students in his class.

One afternoon he and I were sitting under that tree in one of the Harvard courtyards when he spontaneously asked, “How do you do that?”

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I was puzzled. “Do what, Henri?”

“How do you write? I like what you do. How do you write essays? How do you do that?”

An odd question coming from a man who had already published a dozen successful books on such topics as spirituality, aging, solitude and vocations.

“Your essays, they make me want to write like you.”

To explain how I went about writing an essay, I first shared with Henri that I wrote poetry for 10 years before I wrote anything else.

I use the techniques of poetry in my essays. Poetry makes more room for varied sentence patterns. A poem is concise with concrete nouns, with verbs that gallop, and with sentences that flow like a hymn. I explained these things to Henri, and he said, “Yes, yes. But what else?”

He recognized that there are obvious techniques in writing, but he wanted to know more. I knew what he was after. There are invisible shells to build an ocean, and subtle slants of light to build a horizon. Inside successful essays you will find evidence from the writer’s emotional reservoir.

I suggested to Henri that instead of writing about the ideas of theology and philosophy, he might illustrate those ideas with stories from his life, and embed theology and philology inside his personal parables.

I explained that if he just wrote about feelings there would be nothing unique about the feelings. Everyone feels the same thing. “What makes writing unique,” I said, “is your voice mixed with your unique stories from your life, from your unique life.”

The standard writing suggestion works. “Show, don’t tell, Henri. If you feel lonely, write about walking through a park by yourself. If you are feeling depressed, start with the words ‘Depression is darkness ...’, and then write about what it is like tossing in bed in the middle of the night. Describe the shadows. Explain looking at the clock again and again. Describe what it is like to see the car headlights passing through your dark room.”

Editors have told me that my essays are lyrical. That is because I listen to the cadence of the sentence and the way words sound when they are placed together as poets do.

“Henri, I read my work aloud, and if I stumble, that is where the potholes of the sentence need to be repaired.”

The American poet Carl Sandburg wrote that “Poetry is an echo, asking a shadow to dance.”

The French poet Charles Baudelaire wrote, “Always be a poet, even in prose.”

Readers want evidence in their hands, not vague words, not mere sounds like pennies tossed in a fountain attached to a fleeting wish.

Readers want to hold beautiful words and feel their weight. They want to run their own thoughts along the edges of meaning.

Henri wrote in his book In the Name of Jesus: Reflections on Christian Leadership , ”When we are securely rooted in personal intimacy with the source of life, it will be possible to remain flexible without being relativistic, convinced without being rigid, willing to confront without being offensive, gentle and forgiving without being soft, and true witnesses without being manipulative.”

An essay is successful if writers are rooted in a personal intimacy with the readers, and if they use the techniques of good writing mixed with meaningful stories from their souls.

That is how I do that.

We welcome your thoughts in a letter to the editor. See the guidelines and submit your letter here . If you have problems with the form, you can submit via email at [email protected]

Christopher de Vinck , Contributing Columnist . Christopher de Vinck’s novel Ashes, is based on his mother’s experiences under Nazi occupation in Belgium. He is a contributing columnist for The Dallas Morning News.

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Generative AI Can Harm Learning

59 Pages Posted: 18 Jul 2024

Hamsa Bastani

University of Pennsylvania - The Wharton School

Osbert Bastani

University of Pennsylvania - Department of Computer and Information Science

Özge Kabakcı

International Business School - Budapest (IBS)

Rei Mariman

Independent; Independent

Date Written: July 15, 2024

Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning , namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally

Keywords: Generative AI, Human Capital Development, Education, Human-AI Collaboration, Large Language Models

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University of Pennsylvania - The Wharton School ( email )

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Alp Sungu (Contact Author)

International business school - budapest (ibs) ( email ), independent ( email ), do you have a job opening that you would like to promote on ssrn, paper statistics, related ejournals, econometrics: computer programs & software ejournal.

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The Most Memorable Reviews by Pete Wells

The Times’s restaurant critic is stepping down after a dozen years on the job. Here are some of his most engaging reviews and essays.

By Sara Bonisteel

As The New York Times’s restaurant critic for the last dozen years, Pete Wells has reported from the dining-room trenches on a changing industry. When he started the job in late 2011, old-guard restaurants like Le Cirque and the Four Seasons were still humming, with the help of expense-account diners. The #MeToo movement and the pandemic , which reshaped restaurant kitchens , were years away.

Pete has explored the five boroughs and far beyond , as the Food desk’s coverage of restaurants widened its scope . He noted the rise in food halls in New York , and the city’s vast wealth of Chinese restaurants . He is on a seemingly endless quest for ceviche . (If you’re curious about his process, listen to him on this episode of “The Daily” and learn why he always packs a notebook .)

Here are 21 pieces that show the sweep and depth of his criticism.

Pete Wells’s First Starred Review

Wong, ★★, 2012.

His first column as restaurant critic took him to an Asian fusion restaurant from the chef Simpson Wong, where the duck-fat ice cream and duck-tongue meatballs brought smiles of pleasant surprise.

Finding New York’s Hidden Gems

Forever jerk, multiple locations, 2021.

Pete followed the flavor, often to Queens, for long-simmered West African delights , Egyptian specialty sandwiches and roasted cold noodles . To find Forever Jerk, he stalked a smoke trail to a stretch of Flatlands Avenue, where Oneil Reid, the chef and owner, has set up one of three Forever Jerk stands in the city. (Pete gave no stars to restaurants he reviewed during the pandemic. “Formerly,” he told readers, “I tried to make the stars reflect how close any given restaurant came to being an ideal version of itself. But in the pandemic, there were no ideal restaurants, only places that were making it up as they went along.”)

A Sri Lankan Favorite on Staten Island

Lakruwana, ★, 2013.

Lakruwana began its life in Times Square, but a fire drove it to Staten Island, where the Sunday buffet has become one of legend. “Lakruwana may be New York’s most elaborate realization of the immigrant restaurateur’s dream: a shrine to another culture that can soothe homesickness in some patrons and kindle a thrilling sense of discovery in others.”

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R.m.s titanic - history and significance.

History, Culture and Iconic Interests in the United States and Abroad The R.M.S.  Titanic  is perhaps the most famous shipwreck in our current popular culture.  Titanic  was a British-registered ship in the White Star line that was owned by a U.S. company in which famed American financier John Pierpont "JP" Morgan was a major stockholder.  Titanic  was built in Belfast, Northern Ireland by Harland & Wolff for transatlantic passage between Southampton, England and New York City. It was the largest and most luxurious passenger ship of its time and was reported to be unsinkable.  Titanic,   launched on May 31, 1911 , and set sail on its maiden voyage from Southampton on April 10, 1912, with 2,240 passengers and crew on board. On April 15, 1912, after striking an iceberg,  Titanic  broke apart and sank to the bottom of the ocean, taking with it the lives of more than 1,500 passengers and crew. While there has been some  salvage  outside of the major hull portions, most of the ship remains in its final resting place, 12,000 feet below sea level and over 350 nautical miles off the coast of Newfoundland, Canada. Its famous story of disaster and human drama has been and continues to be recounted in numerous books, articles, and movies.  Titanic  has been recognized by the United States Congress for its national and international significance and, in many ways, has become a cultural icon.  The disaster also resulted in a number of memorials around the world. In the United States, there are major memorials in  Washington D.C . offsite link  and  New York offsite link ; the  Widener Library  offsite link at Harvard University is another major memorial commemorating Henry Elkins Widener, a victim of the sinking. Investigation and the Development of Measures for Safety in Navigation The sinking of  Titanic  was one of the deadliest peacetime maritime disasters in history and quickly became a catalyst for change. The United States Congress held  hearings offsite link  on the casualty that resulted in a  report offsite link  and measures to improve  safety of navigation offsite link . Similar investigations were held in the United Kingdom. The international community readily came together for the purpose of establishing global maritime standards and regulations to promote safety of navigation, the most important of which was the Convention for the Safety of Life at Sea (SOLAS), widely regarded as the most important of all international agreements on the safety of merchant ships.

• Frequently Asked Questions  on History and Significance
• Titanic’s 100th Birthday May 31, 2012 NOAA
• One hundred years after the sinking of  Titanic  is the  IMO World Maritime Day theme for 2012 offsite link
• R.M.S. Titanic Maritime Memorial Act of 1986  (1986 Act)
• International Agreement Concerning the Shipwrecked Vessel RMS Titanic
• NOAA Guidelines  for Research, Exploration and Salvage of RMS Titanic
• IMO, the Titanic, and the Safety of Life at Sea Convention (SOLAS) offsite link

Last Updated July 18, 2024