An outline will also help you gauge your time. Start working on thepaper well in advance of the due date. It is highly recommended that youmeet the specified due date. Notify your instructor as soon as possibleif it seems that, for some legitimate reason, you may need an extension.A paper simply turned in late, without prior negotiation, will usuallydraw a penalty
You may be required to use slightly different formats for other papers, such as papers submitted for publication to refereed journals, each of which typically have their own styles.
Beware of the temptation to open your final paragraph with "In conclusion," or "In summary," and then summarize the paper. Instead, let your entire conclusion stand as a graceful termination of an argument. As you write your conclusion, concentrate on presenting the bottom line, and think of the word’s definition: a conclusion is an articulated conviction arrived at on the basis of the evidence you have presented.
Mortenson Construction will begin mobilizing to the site during the week of July 20, by bringing in supplies and building equipment. They will also be constructing a construction fence that will encompass much of the existing long term care campus and define the construction zones. As they create these construction zones, visitors are asked to park in the east parking lot and use the east main entrance when visiting residents. For safety reasons, they are requesting that all visitors and staff please avoid the construction zones and read and follow all construction signs.
If you include the author's name(s) in the text of a sentence in the paper, you may omit their names from the parentheses as follows: "Austin (1996) includes valuable references to ...." or "The examples given by Li and Crane (1993) on web addresses ...".
Postpone one of the examinations until the following administration period. This would minimize the stress and preparation time for the student and maximize his or her performance on the remaining examinations. In discussing this option and determining which examination should be postponed, it is preferable to postpone the examination in a content area in which the student will continue to receive instruction (and in which retention of information is therefore a less critical issue). Schools are encouraged to provide review and preparation for affected students prior to any examination(s) that is postponed for this reason. When postponing one or more examinations to the August administration period, in order to provide the student with the additional time needed and still have time for scoring, the school must remember that the August examination period is only two days long. No student, whether identified as having a disability or not, should be scheduled to take more than two examinations during the August administration.
In some instances, a student may refuse or ask to waive testing accommodations for local or State assessments. School officials should explain to the student the reasons for the testing accommodations. However, if such action is not effective in changing the student’s position, school officials should administer the test without accommodations and document the incident, notify parent(s) and consider the appropriateness of additional counseling or a review of the student’s IEP/504 Plan by the CSE/CPSE/504 MDT. In such cases, if the answer document requires the school to indicate test accommodations provided, the teacher should indicate only those actually used by the student. Involving the student from the beginning, as appropriate, in discussions and decisions regarding testing accommodations may help to avoid such circumstances.
Content must be read in a neutral manner, without intonating, emphasizing or otherwise drawing attention to key words and phrases. Passages and items must be read word for word, with no clarification, explanation, reordering or rewording. The only exception to this may be tests and quizzes that are teacher developed and administered. In these instances, test questions and items may be clarified at the discretion of the teacher because the teacher, having developed the assessment, is best able to determine whether, and the extent to which, any clarification may be provided without compromising test validity. (Any clarification of a question or item on teacher-developed tests is permissible only if it can also be provided to all other students without nullifying the results.)
(Note: Since the 2002-03 school year, this testing accommodation has not been permitted for use on sections of the State Elementary and Intermediate ELA tests that measure reading comprehension.)
The following procedures may be used to implement the testing accommodation use of a scribe or use of tape recorder. Unless the IEP/504 Plan waives spelling, punctuation and/or paragraphing requirements, the student must provide all information, including spelling of difficult words, punctuation, paragraphing, grammar, etc. (For the elementary and intermediate State ELA tests, deletion of spelling, punctuation and/or paragraphing requirements are not permitted, and students must provide all information, including spelling of difficult words, punctuation, paragraphing, and grammar for the writing sections of the tests.)
It is appropriate to indicate the conditions or types of tests that will require testing accommodations. Such conditions may include the length of the test, the purpose of the test, presentation of test items and the method of response required by the student. As examples: a student with a motor impairment may need a scribe for tests requiring extensive writing such as essay writing, but not for multiple-choice tests; or a student may need breaks at certain intervals for tests longer than an hour in length but not for 40 minute classroom tests. The purpose of clarifying the conditions of the test is to ensure that test accommodations are not provided excessively or when not appropriate to the purpose or type of test. If it is determined that the student needs a particular testing accommodation for all tests, then qualifying conditions are not indicated or would indicate “all tests.” For example, if the IEP/504 Plan states “use of scribe,” this accommodation must be provided for all tests regardless of the amount of writing that is required.
For students who are declassified by the CSE, the need for specific testing accommodations must be documented in the final IEP in order for these accommodations to continue to be provided until the completion of the student’s high school education. If in subsequent years, it is determined that these accommodations are no longer appropriate or need to be changed, revisions may be made by a building level team.