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Se3:Structureofa
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&rodus，itisbesttokeeptoasimplestructurefora.Thoughpoheinacademicpapersmayvarygreatly，theshouldreiteratethemainpumentsofyourpaperandshouldrelatebacktotheinformationthatyouhaveprovidedinyourintrodu.Aftermeospeatiorodudbody，yourshouldbeginpullingbaeneralinformation.
Activity3-1:Arraenceorderofa
Thefollowiencesarefromaparagraph，buttheyareinthewrongorder.Discusswithyourpartthemiorder.
（1）Allstudentsdeserveacetobesuctheirstudiesandresponsibleurespondtostudehattheygraduatewell-educatedstudestandard，nowaure.
（2）Toiversitystudentseriengdifficultywiththeiracademigskillswillrequireassistaheiracademitial.
（3）Inrespoiesisiderabletramsthateffectivelyassiststudeheirwritingproblems.
（4）Themaiudentdifficultyappeartobethatsedarysenthasadifferentfouyexpesandthatuiesareinglyattragmatureagestudentswhomayrequireaheirskills.
Activity3-2:Identifyiureofa
&hersamplebelole3）.UureslistedinTable1aer（a-g）aable.
Sample3
（1）Thisessaysetouttoexamiwoas—essaysasaheirsuitabilitytogiveevidehelearningofuudents.（2）Theevaluationroatermsoftheirpurpose，forma.（3）Italsogavesomesideratioeformsofacademicassessment.
（4）Fromtheevideersadvicorrectacademig，aionofonpraidstudents，itisclearthatessaysareusedioshowhowastudenttakeoiheirdisdusethistodrawtheirownsandformopinions.（5）Properacademicstylerequiresafixedstructureofintrodainbodyand.（6）However，themannerinwhichthetopicisdealtwithdependsontheprocessofthequestioackled.（7）Oherhasareusedtogiveevideoreseararestrictedtopic.（8）Theyarewrittensoastoallowthereadertoreadselectively，aprocessthatisaidedbyafixedstrugseswithheadingandsubheadings.
（9）Fromthisexamination，ithasbeenshownthatessaysasdoindeedappriveevidewodifferenttypes.（10）Ithasalsobeeheyarewell-suitedtogiviheresultsorproductsoftheselearningprocesses.（11）Whatmayobesidered，butisbeyondthescopeofthispaper，iswhetheritissuffiativelyassessthesetwotypesorwhetherotherformsofassessment，forinstaningjournalsorstudentportfolios，mayberequiredaswellioallowforformativeassessmeherformsandtakiersiderationofthelearningprovolved.
&ureofa
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