The idea that a marriage should be arranged by the parents of the couple

The idea that a marriage should be arranged by the parents of the couple, or by other members of the family, is quite acceptable in some societies, yet completely out of the question for others. It all depends on your cultural expectations.

In so-called western societies, it is very unusual for marriages to be arranged. Most young people would not welcome the idea that their parents have the right to choose their partner for life. They feel that arranged marriages deny them their fundamental right to choose, even if they make a bad decision.

However, if we are honest about it, we might acknowledge that some parents organise their children’s lives in such a way that they are likely to meet and marry partners the parents approve of. It could be said that this is, to some extent, similar to an arranged marriage. It is always better when families support the relationship and welcome the grandchildren.

People for whom arranged marriages are the custom, often argue that the likelihood of the marriage lasting is greater when it is set up in this manner. Parents can be assured that their children are joining a family of similar standing and cultural background, and this, in the long run, makes for a more stable society. If your parents’ marriage was arranged, and has worked well, then why should you question the custom?

The important thing to ensure is that people are never forced into a marriage which will make them unhappy or lead to an unequal relationship where one partner is exploited by the other. This applies in all societies and situations.

(269 words)




Comments (not part of the essay)

The first paragraph introduces both systems.

The second paragraph gives views against arranged marriages, supported by reasons.

The third paragraph concedes that some western marriages compare to arranged marriages.

The fourth paragraph argues in favour of arranged marriages and supports this view.

The final paragraph concludes that both systems should result in happy marriages.

Friends play an important role in my life and I would have difficulty living without them.

Friends play an important role in my life and I would have difficulty living without them. First they support me in a number of ways: by providing advice when I need it and good company when I want to go out and enjoy myself. These are the aspects of friendship that are easy to define. Other aspects are less easy to explain but there is often a bond between friends that keeps them together. It results in some of the very strong features of friendship such as the ability to accept each other’s faults and forgive certain behaviour that might otherwise be considered irritating.

The Eiffel Tower is situated close to the Seine River in Paris

The Eiffel Tower is situated close to the Seine River in Paris. It is a metal structure that is 324 metres high and weighs 10,100 tonnes. The tower has been a tourist attraction since 1889, when it was built, and there are 1,665 steps that can be climbed in order to reach the two viewing platforms.

There are now plans to build below the foundations of the tower. These plans include the development of five underground levels that will incorporate the tower’s ticket office, shopping facilities, a cinema and museum and two floors of underground parking.

Although details have yet to be finalised, the principle is that the five floors will be connected by two vertical passenger lifts on either side of the tower. In addition, the floor immediately below the tower, which is planned to house the ticket office, will also consist of a large room with a glass ceiling so that visitors can look directly up at the tower itself.

(162 words)



Para 1 – describes the tower and what it is used for.

Para 2 – outlines the planned future levels and what they will be used for.

Para 3 – gives further details of the proposed construction.

The Hawaiian island chain is located in the Pacific Ocean

The Hawaiian island chain is located in the Pacific Ocean. It is formed of volcanoes and the active ones are at the south-east tip of the archipelago, where Hawaii itself is located.

It is believed that the chain began to form nearly 80 million years ago. Each island started to evolve after an eruption on the sea floor. First, a ‘hot spot’ existed on the ocean bed, which let out a plume of material called magma. This magma may originate as deep as 2,883 kilometres below the ocean bed. Next, further eruptions took place, which built up the volcano. Eventually it emerged above the surface of the ocean.

Since that time, the spume of magma has remained static as the Pacific tectonic plate moves in a north-west direction across it at a speed of 7-9 centimetres per year. As it moves, a volcano forms as it passes over the hotspot and then becomes inactive when it has passed it.

(159 words)

Para 1 – describes the subject or topic of the question.

Para 2 – describes how a volcano is formed in the sea.

Para 3 – explains why a chain of active and inactive volcanoes has formed.

The table shows two sets of related information

The table shows two sets of related information: the relative cost, in pounds, of renting a property with one, two or three bedrooms in three different suburbs of London and an indication of the kind of annual salary you would need to be earning to rent in these areas.

Of the three areas mentioned, Notting Hill is the most expensive with weekly rents starting at 375 pounds, (salary approximately 100,000 pounds), and rising to 738 pounds per week for a three-bedroom property. To afford this, you would require a salary in the region of 200,000 pounds per annum. Alternatively, Fulham is the cheapest area shown with rents ranging from 215 pounds per week for a one bedroom property to 600 pounds per week for a three-bedroom property. To rent in this area, salaries need to be somewhere between 57,000 and 157,000 pounds, approximately, depending on the number of bedrooms required. For those able to pay in the middle price range for accommodation, Regents Park might be a more suitable district.

(171 words)




Para 1 – tells the reader what they will learn from the table.

Para 2 – provides some details which illustrate the main thrust of the data but avoids quoting every detail.

A total of 1510 people said they watched the soap opera

A total of 1510 people said they watched the soap opera. Just over half these people were in the 21-25 age-group which comprised a total of 758 viewers. This was the largest age-group. Seventeen per cent of the viewers were in the second-largest age-group, (26-30), which had a total of 258 people. There was a similar number of viewers aged below 20. After the age of 30, the numbers fell significantly. The 31-35 age-group made up just under 10 per cent of the viewers and there were 76 people in the 36-40 age-group who said that they watched the programme. Only just under per cent of the viewers were over 40. Obviously the programme appeals to young people the most.

(only 120 words – but there was no 150 word limit in this exercise)

Sample Answer

(The first sentence introduces the topic of the pie chart and graph.)

The pie chart shows the worldwide distribution of sales of Coca-Cola in the year 2000 and the graph shows the change in share prices between 1996 and 2001.

(The second paragraph describes the pie chart. As there is not a lot of data in the pie chart, it is possible to mention it all.)

In the year 2000, Coca-Cola sold a total of 17.1 billion cases of their fizzy drink product worldwide. The largest consumer was North America, where 30.4 per cent of the total volume was purchased. The second largest consumer was Latin America. Europe and Asia purchased 20.5 and 16.4 per cent of the total volume respectively, while Africa and the Middle East remained fairly small consumers at 7 per cent of the total volume of sales.

(The third paragraph describes the graph and outlines the trend over the five-year period. Note that not all the data is mentioned. No obvious conclusion can be drawn from the data.)

Since 1996, share prices for Coca-Cola have fluctuated. In that year, shares were valued at approximately $35. Between 1996 and 1997, however, prices rose significantly to $70 per share. They dipped a little in mid-1997 and then peaked at $80 per share in mid-98. From then until 2000 their value fell consistently but there was a slight rise in mid.2000.

(166 words)

This is a full answer.

(The first two sentences form the opening paragraph that states what the chart shows and describes the main trends.)

The chart shows the changes in the sales of video material/DVDs, games software and CDs around the world in billions of dollars over a three-year period. It can be seen that the sales of videos/DVDs and games software have increased, while the sales of CDs have gone down slightly.

(The next two paragraphs describe the trends in more detail and highlight them with data from the chart.)

Between 2000 and 2003, the sales of videos and DVDs rose by approximately 13 billion dollars. In 2000, just under 20 billion dollars worth of these items were sold, but in 2003, this figure had risen to a little over 30 billion dollars.

The sales of games software also rose during this period, but less sharply. Sales increased from about 13 billion dollars in 2000 to just under 20 billion dollars three years later. By contrast, during the same time period, the sale of CDs fell from 35 billion dollars in 2000 to about 32.5 billion dollars in 2003.

(152 words)

Sample Answer 1

Note: This answer is less than 150 words because this first task is not a full exam question.

(The opening paragraph states what the graph shows and describes the main trend.)

The graph is about the number of people in China who own vehicles. It provides figures between 1987 and 1999 and it shows that the number of privately owned vehicles increased significantly over this period.

(The next two paragraphs describe the trend in more detail and highlight it with data from the graph.)

Between 1987 and 1991, this rise was gradual. For example there were just under 500 vehicles per million of the population in 1987 and this figure rose to 1,000 in 1992.

However, over the next eight years the increase was much greater and between 1992 and 1999, there was a sharp rise in vehicle ownership. By the end of 1999, there were just over 4,000 vehicles per million of the population.

(The final sentence draws a simple conclusion from the data.)

Judging from the data in this graph, the trend is likely to continue in the future.

(122 words)

Sample answer

Students can be assessed in a number of ways but I think the fairest form of assessment is testing. If students have to take examinations, they cannot easily cheat, whereas continuous assessment is difficult to mark and monitor fairly. Generally, examinations give more reliable results than other forms of assessment.

Some education systems emphasise discovery learning, while others tend to spoon feed their students. In my view, it is better to learn things yourself, through your own experiences, because you are more likely to remember what you have learnt. Also, discovery learning is less passive than rote learning and, therefore, more enjoyable.

Sample paragraph

The way teachers dress and the clothes they wear have also changed a lot. Teachers used to be very smart. Male teachers often wore a suit and a tie and female teachers liked to wear suits sometimes, too. But trends have changed and many teachers seem to dress quite casually. They even wear jeans sometimes, although many people still do not like this.

3 Main effects of Internet in our lifes in the last 4 years

ILLUSTRATION

If that student had FIRST selected the key elements in the research he or she wanted to
research, he or she would have written: What ricin is. How ricin works. THAT should
have become the table of contents, and using almost the exact words, would have come
up with the title; Ricin: What It Is; How It Works.

It is SO MUCH EASIER AND FASTER to think of the key elements, make them your
table of contents and THEN take those words, in the exact segments, and create the
title.

Here is the decisive factor: If you look at the RUBRIC in the Course Materials section of the classroom, for the first and second parts, you'll see the "1" grade will be given in the first part if the title is TOO BROAD (which "Weapons of Mass Destruction" is) and the second part if the text can't deliver on what the title promises. In the example, above, the title never said a thing about ricin. In fact, the title used the ^*$@#$ plural (DO NOT use plurals ANYWHERE in the paper title) is indefinite as to the number of them. NO WAY can a student do a paper on ALL of the weapons of mass destruction. Consequently, the student gets a "1" (25%) on the first two parts, and is in a DEEP HOLE right out of the chute.

By following the above recommendations, especially if you do it for EVERY PAPER, you'll EVER do, for EVERY class you'll EVER take, will amaze your fellow students, who will still be slaving over a hot keyboard while you're completely done with the paper. By following the above recommendations, you will mightily impress your profs with your level of specificity -- and therefore depth -- in the paper, and attract a better class of dinner partners.

Last, don't ever tell me "The title of my PAPER is going to be (whatever)." No it is not. The title of your PAPER is the LAST thing you put on your paper. The title of your PAPER is the LAST thing you put on your paper. The title of your PAPER is the LAST thing you put on your paper. The title of your PAPER is the LAST thing you put on your paper. The title of your PAPER is the LAST thing you put on your paper. The title of your PAPER is the LAST thing you put on your paper.

All I want to hear from you is the title of your RESEARCH TOPIC. YOU HAVE NO IDEA WHAT THE RESEARCH WILL SHOW, SO YOU CAN'T KNOW THE TITLE OF YOUR PAPER UNTIL AFTER YOU HAVE DONE THE RESEARCH AND WRITTEN THE PAPER. If you have selected your research topic title correctly, as articulated above; have done the research correctly, and written what the research showed; and your table of contents is the key to doing each segment of the research, the text of your paper WILL ABSOLUTELY be correct. THEN, put the title of the PAPER on the title page of the paper, without any fear of getting whacked in the head when it is graded.

TIPS ON SELECTING YOUR RESEARCH TOPIC TITLE

After you have read the "How to Cut Your Research Paper Time in Half," specifically the first section on selecting your research paper topic, and nothing seems to jump out at you, consider this tip.

Do NOT try and select it.

Here's what you should do:

1. WRITE DOWN the essential parts of what it is you want to research;
2. Put them in a logical sequence;
3. That becomes your table of contents. So take virtually those EXACT words, and then make it your title. I'm dead serious about using virtually the exact words. In about 95% of the cases, a student will give me some over-generalized title, but when I look at the actual paper, the table of contents is very different from the table of contents. THAT'S A TRAP;
4. As pointed out in the "How to Cut…" document, you can create your title by making the table of contents FIRST.
5. Here's an oversimplified example. A student will create an over-generalized title, such as "Weapons of Mass Destruction" but I look at the table of contents, it will have:
What Ricin Is;
How It Works.

What the title should have been is: Ricin: What It Is; How It Works.

6. Get the absolute MAIN FOCUS into just one, or a very few words, and put that word/ words as the BEGINNING of the title, following by the colon sign. Example: Ricin:

7. THEN, take each of the segments (chapter headings from the table of contents), and put them right behind the colon. Each segment will end with a semicolon, except for the last one, which will end with a period.

Hit “save.”

When you're all done, hit Save, and upload your paper into the Assignments area in your classroom. Do a little dance. Maybe a “YESSSSSS!!!!” or two with some vigorous arm pumping. And strut a little bit, because you got done a LOT quicker, so you can go enjoy yourself while the other unfortunates are still slaving away on their papers, bored to tears.


Last, and this came from a former student who was a former Marine (so I knew the guy had some smarts): "Doc, trying to do a paper with no specific research title is like trying to drive around a city with no street or highway signs. You have no idea where you're going, what to look for, and you'll soon run out of gas and be in a lousy mood." That sound like what you do and feel like when you have to do a paper? You CAN change all of that.
Please, please, please, follow the advice of me and some of your peers. You will spend less time on a paper, enjoy not only the process but also the finished product. You'll increase your knowledge, and you'll get a higher grade. Every time you use the above methods, you will be able to do the sequence faster and faster and faster.

HOW TO TYPE YOUR PAPER (III)

Next, get all print in same font size. Place your cursor on the top line of the very first page of the paper (the title page). Left click your mouse and hold it down and highlight everything from the first to the very last page that you have so far. Select either Times New Roman 12 or Arial 10 as your font and size. Click on it. Now your entire paper is one, correct, consistent font and size, regardless of what it was when you typed and/or copy and pasted onto the file originally. Hit Save.

Now, highlight everything, and use your word processor to double space between every line, which includes between each paragraph. Hit save.

Next, go back and make sure the title page and table of contents have the spacing and centering format as shown on the GOOD PAPER and in the Course Guide and adjust as necessary, making sure each chapter starts on its own separate page.

Go put in the page numbers in the table of contents. Only put the number(s) that is the first page number for the first page of the chapter. Don’t put all the page numbers that encompass the entire chapter.

HOW TO TYPE YOUR PAPER (II)

Rule #2 Explanation. In the Bibliography, put sources in alphabetical order by first letter of last name of author, then number them consecutively, in ascending order.

Go back in text of the paper, starting with Chapter 2. Then, look at the name in parentheses right behind that first source, and see what number it is in the Bibliography, and REPLACE THE NAME WITH THE NUMBER in that chapter.
Do this for all the source info for every chapter.

Hit “save” when done.


Rule #3 Explanation. Your source info is your proof, your “independent verification and fact presenter”, if you will. They are not your words. YOUR words are the words that lead to, and then from, each source quote. This is where you type in your own thoughts, beliefs, ideas, etc. Think of your source info as bricks and your own words as the mortar.

When you have finished typing in your own words, hit “save.”

Rule #4 Explanation. This is risky, because no spell checker known to man is sharp enough to pick up misspellings when the word is spelled correctly, but it’s the wrong word, such as “too” and “to.” TIP: Use the spell checker, and then your eyes. Hit “save.”

Rule #5 Explanation. Do this for each chapter, one chapter at a time. As you complete a chapter, scroll down to the next chapter heading, such as Chapter 3, Chapter 4, whatever), and scroll it down to a new separate page, since each chapter must begin on its own separate page. Hit save.

HOW TO TYPE YOUR PAPER (I)

You’ve already done a LOT of the typing already! That’s everything you put in the “shell” of your paper when you did your research!

Rule #1. Put source info in the text in correct order.

Rule #2. Put source info in the Bibliography in correct order.

Rule #3. Connect your source information with you own words.

Rule #4. Spell check.

Rule #5. Format the paper.


Rule #1 Explanation. Go into the file where you have your course research paper, and put the source info in each chapter into some logical sequence, and hit “Save.” TIP: There is always something in each quote that gives a tip as to which quote should go before or after the other quotes, such as dates, events, developments, etc. There is also just plain logic as to what should go first, second, third, whatever, in any chapter.

Hit “save” when done.

Type in your first segment in the search engine of our library.

TIP: Best to start with articles/journals. Leave books for later.

Rule #3 Explanation. SCAN – don’t read every word -- the article/journal. If you don’t see what you want, go to the next source.

If you do see what you want, highlight that part of the text and do a “copy.” Go into your C drive research paper file and do a “paste” right under the “Chapter 2”. Then hit “save.” Go back to the article/journal and get the author of the source info and out it in parentheses immediately following the source info.

Repeat the process as many times as you think is necessary to get as much in the way of source material for that chapter. DO NOT, at this point, be concerned about the order in which the different source info is in, in that chapter.

TIP: If you think you want to research books online, that will only work if you can view all the text. In that case, don't even look at the title. IF THE WORD OR WORDS YOU ARE LOOKING FOR ARE NOT IN THE INDEX, THEY'RE NOT IN THAT BOOK. STOP!!! CLOSE THE BOOK. PUSH IT ASIDE. GO TO THE NEXT BOOK.

If you have to research books in person, write down the quote from the source and source info (author, title, publisher, etc), and then type that info directly into your course paper shell, the same as if you were doing a copy/paste. Do a “Save” when you have written all the quotes and source info from books.

Just keeping typing in your segment words, looking for info in journal/articles/online books, and pasting that info into the chapter for which it is supposed to go.

TIP: Forget about taking any quotes from newspapers or magazines. Too much spin to meet publication deadlines.

When you are done with the research, you may not know it, but at this point you should have your paper one-third to one-half completed.

The last part is actually typing your paper -- or at least what is left to be needed to be typed.

HOW TO DO YOUR RESEARCH (II)

When you open up the file, all you’ll have is one blank page. Make the margins 1 inch on both sides, and top and bottom. Start the pagination by having your software put a header with the number 1 at the top, right-hand portion of the page (doesn’t matter if your word processor doesn’t allow for the 1 to be printed on the first page. Some do, some don’t. Those that don’t, start the numbering with a 2 on the second page.)

I want you to go ahead and put in the title page and table of contents page, using the format I show in the GOOD PAPER, as well as the Course Guide. That will take two pages. On the third page, go ahead and put Chapter 1, centered about six spaces from the top. Leave about a dozen spaces and type in Chapter 2, centered. THIS IS KEY. You are going to start your research with Chapter 2, and it is right under the words “Chapter 2” that you will be pasting your research from your sources as well as typing in what you can’t copy/paste.


Rule #2 Explanation. BIGGEST HELP IS USING THE APUS ONLINE LIBRARY (OL). GO THERE FIRST! LOOK, ITS WE -- THE PROFS AND THE LIBRARIAN -- THAT PUT MOST OF ALL THE SOURCE MATERIAL IN THE ONLINE LIBRARY SO YOU KNOW IT'S GOTTA BE RELEVANT TO THE COURSES WE TEACH OR IT WOULDN’T BE THERE. THERE IS A VERY GOOD POSSIBILITY THAT EVERY BIT OF RESEARCH YOU NEED IS ALREADY CATALOGUED AND WAITING FOR YOU, RIGHT IN THE OL.

BIGGEST WASTE OF TIME IS SIMPLY TYPING A BUNCH OF WORDS IN A SEARCH ENGINE. Just type in your first specific segment from the title (same as the chapter heading from Chapter 2). Since you are typing in something very specific, you should get something very specific. SAVES HOURS OF WASTED RESEARCH TIME SLOGGING THROUGH BROAD, GENERAL, NON-SPECIFIC sources.

HOW TO DO YOUR RESEARCH (I)

Doing your research is going to go a lot faster than you think. Do the research correctly, and when you get to the last part -- actually typing your paper, you should already done from one-half to one-third of the paper!!!

Rule #1. Create a file on your hard drive for your paper. Entitle it “Course Research Paper”. This will be the “shell” of your paper, but it will fill up fast.

Rule #2. Start with the first segment of your title.

Rule #3. Copy and Paste directly into your research paper.

Rule #1 Explanation. This file is where you will actually copy and paste your research and write the rest of the paper.

Rule #3 Explanation (II)

Here are a few examples of actual papers from my students, which were titled perfectly, by getting them into their essential segments:

“AN AL-QAEDA BOMB ATTACK WITH AN IMPROVISED EXPLODING DEVICE AT THE ROSE BOWL STADIUM DURING THE ROSE BOWL GAME: HOW TO PREVENT SUCH AN ATTACK.” (Note: This will look familiar, not only because I almost used it verbatim, above, but also because it is the exact title used in the “GOOD PAPER” file, that you are supposed to read.)

“A Pandemic Influenza Attack in the United States: What an Pandemic Attack is; How an Influenza Virus is verified; How an Influenza Virus is Classified; Who is at Highest Risk for Contacting the Influenza Virus; How to Reduce the Risk; Treatment of the Victim.”

“The Physician-Assisted Suicide Law in Oregon: What the Law allows: What the Law does not allow; Why it was Passed In Oregon: How it got Passed in Oregon; How a Claim for Medicare Reimbursement is Handled under the Law; How I Believe the Law could be Amended to be more Humane to the Patient.”


Here is the key to success in getting a research paper topic: THIS IS NOT JUST A MENTAL EXERCISE. YOU CANNOT JUST SIT DOWN AND THINK YOUR TOPIC INTO EXISTENCE.
DON'T JUST READ WHAT I HAVE, ABOVE. ACTUALLY GO THROUGH THE PROCESS AND WRITE IT DOWN AS YOU GO THROUGH IT.
DON'T JUST READ WHAT I HAVE, ABOVE. ACTUALLY GO THROUGH THE PROCESS AND WRITE IT DOWN AS YOU GO THROUGH IT.
DON'T JUST READ WHAT I HAVE, ABOVE. ACTUALLY GO THROUGH THE PROCESS AND WRITE IT DOWN AS YOU GO THROUGH IT.

Now you're ready to begin your research, and those individual, bite-size segments in the title are going to get REAL important REAL fast!!!