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CMN 3144 Public Relations

CMN3144 – page 1 de 3
Take-Home Exam
CMN 3144 Public Relations
Professor : Natalie D. Montgomery

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The take-home exam will be posted on Brightspace Tuesday
March 20. Paper copies will also be distributed.
You must submit a printed copy of your take-home exam by
Tuesday April 17 at 4 pm in the Department of
Communication, 11 Floor (55 Laurier Avenue East), in box
#41 (Natalie Montgomery) room 11120.
The exam counts for 30 % your final grade.
No late submissions will be accepted, unless submitted with a
medical certificate.
Your exam must include a title page with the following
information :
• Take-home exam
• Your name, student number
• Course name and code
• Professor’s name
• University
• Date
The exam must be typed, double spaced, Times New Roman, 12
point font, margins of 2.5 cm and written in combination of
complete sentences, sub-headings and point form.
This is an individual exam. The course material – readings,
lessons, and noted can and should be used while writing it in
addition to other academic and media sources. Referencing must
follow APA guidelines. Submission of this exam is subject to
the University of Ottawa’s academic fraud and plagiarism
Students must demonstrate a solid understanding of the theories,
concepts and approaches discussed in class. Moreover, a
successful paper will show links by putting theory in to practice.
CMN3144 – page 2 de 3
The objective of this question is for students to demonstrate their ability to understand
how to develop a public relations response (of your choice) for an organization and an
issue (also of your choice). It is important for you to use deductive reasoning, and
creativity and your answer in addition to the course material and your own research.
Minimum Maximum length : 7 pages, double spaced. Graded on 30 points.
References : A minimum of 3 academic references (one including the textbook)
Choose an organization of interest to you that has a public relations mandate.
QUESTION A (15 points)
Develop an organizational profile (no more than 3 pages) for the company you chose.
1. The Organization (5 points)
• Mission, vision, values, leadership team
• What does your company do?
• How does your organization approach public relations?
2. Publics (5 points)
• Identify at least two key audiences that are impacted by your
• Who are they, where are they from, what do they do? Why do they
matter? What is their role? How do they feel?
3. Issues Scan (5 points)
• Public record – what are people saying about X in news media? Social
media? Provide examples, headlines, content
• what is the nature of the issues your organization currently faces? (at
least three examples) . Which of these issues is most prominent and
• Which one will you focus on in your response?
• How is this issue perceived by the publics you identified?
• What is your organization doing on this issue? (you can talk about
what they are actually doing or come up with your own “response” for
bonus creativity points!)
CMN3144 – page 3 de 3
QUESTION B (15 points)
Develop ONE aspect of a public relations approach (consult the list of choices below)
for this organization and the problem you identified.
A properly planned response must answer the following questions
1. Generally speaking what is the importance of your approach and how does it
influence the public relations process ? Please provide an example and
elaborate on what this example means for your organization. How can you
use this approach to your organization’s advantage?
2. What is the desired action you are looking for in response to the issue you
identified in QUESTION A? Which key publics are you engaging?
(5 points)
3. What is your approach in response to this issue? (10 points)
Choose ONE amongst
a. Research
– how is research being used to understand the problem OR evaluate the
– must include sample overarching research question
– specify when it would be used (pre or post planning)
– specifics on types of tools and how they were chosen
– sample questions (at least three)
b. Strategy and Objectives
– what type of strategy are you using to showcase your organization’s
response, rationale for choice
– strategic statement (what type of approach, what results are you
looking for)
– primary objective
– secondary objectives (2)
c. Writing
– 3 key messages
– a sample tweet (that incorporates messaging)
– a sample press release headline and introductory paragraph
(that incorporates messaging)

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Assignment 2: Genogram,Ecomap, Family Hlth Promo Plan

Assignment 2: Genogram,Ecomap, Family Hlth Promo Plan

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Assignment 2: Genogram,Ecomap, Family Hlth Promo Plan

In this assignment, the student will conduct an assessment of a family and apply the nursing process to form a plan of care. The family needs to have at least three members in the household and at least one family member must have a health care need. The family can be of any type of structure (traditional or non-traditional). The student will conduct a genogram which demonstrates patterns of disorders that are prevalent in the family. On the same family the student will then construct an ecomap. An ecomap is a representation of how the family connects to the outside world. Based on this information, the student needs to select a family or community theory (refer to information in LEO classroom) and construct a plan of care based on this theory utilizing the nursing process.

Family genogram

  • ●     You can use your own family for this assignment. Remember, the family genogram must represent a family in the same community you wrote about in your windshield survey. (Bladensburg Community in Maryland).
  • ●     Using the information, examples, and templates provided, construct a family genogram of your family. Please omit any identifying information (e.g., names).
  • ●     This link provides additional information and instructions for construction of a family genogram. This link provides examples of completed genograms.
  • ●     You can use the attached template [link to genogram file] or create your own.
  • ●     Submit the completed genogram as a separate document prior to working on the ecomap.


  • ●     Using the family genogram data, construct an ecomap of the family depicting how the family interacts with community resources/entities/agencies to meet the family’s needs. Make note of any family need that cannot be met in the community, as this information will be needed in your next assignment.
  • ●     Instructions on completing an ecomap are provided in this link.
  • ●     An interactive example of ecomap construction is provided in this link
  • ●     The attached template link to ecomap file can help you create your own ecomap.
  • ●     Once you have completed your ecomap be sure to provide statistical data about your community, such as population, socioeconomic data, and disease prevalence/incidence data. You can find data through Healthy People 2020, the CDC, the US Census Bureau, and the National Vital Statistics System. The statistical data along with the observational data from your windshield survey and the outline of the community assessment process presented in Week 4 will constitute a mini-community assessment. Your next two assignments (in Weeks 6 and 8) will be constructed from these materials.

Family teaching plan

Using the nursing process and the data obtained from the genogram and ecomap, develop a teaching plan based on the needs of the family.

Select a family or community theory

Create a plan based on this theory (details)

Summarized the identified health risk traits

Evidence-based health care promotion and disease prevention recommendations based on the family’s identified health risk.

The outline for the family assessment is below:

Genogram 30%
Ecomap 20%
Construct a teaching plan based on the nursing process, utilizing a family or community based theory, that addressed the identified family health risk 40%
APA style, spelling, grammar, appropriate terminology, organization, grammar, organization and references 10%

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Homework help

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  1. How does experienced regret lead to counterfactual seeking?
  2. How exactly does counterfactual thinking reduce the degree of dissatisfaction with a chosen outcome?
  3. Describe the manipulation and findings of Study 1.
  4. Did Study 2 have a between subjects or within subjects design? Is it concurrent or repeated measures? Describe the design, method of study, and the results.
  5. How was Study 3 different from Study 2? Describe the method and results of Study 3.
  6. What were upward and downward counterfactuals? What were the findings of Study 4 (refer to Figure 4)
  7. How might you relate this study back to the study we are designing in class?
  8. Write a short annotated bibliography for this paper along with the correct citation in APA style.

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Homework help-Computer Science Project

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1) You are required to configure and test a DNS server (Ubuntu Server 16.04.3 LTS). Configure a DNS server with both forward and reverse lookup. You should configure a domain name zone of, and a reverse name mapping zone of Configure A and PTR records for: host1 –, host2 – and host3 – Configure a CNAME of www for host1, and a CNAME of dc1 for host2. Test the operation of your DNS server using an external client running DNS queries. [10 marks]


2) Create a user “assgn2′ and in their home directory create the files with the following permissions [5 marks].

  • A file called “test.txt”, with contents “This is a test file”, with read and write permissions for owner, group and other, but no execute permissions.
  • A file called “script1” that runs a simple script of your choosing, with read and execute permissions for group and other, and full read, write and execute permissions for the owner.
  • A hidden file called “.test_config”, owned by root with contents “Test config file”, that has root read, write and execute permissions only, no other permissions set.
  • A symbolic link with an absolute path to a system log file of your choosing.
  • A directory called “test_dir” with the owner having full permissions to create, rename or delete files in the directory, list files and enter the directory. Group and other having permissions to only list files and enter the directory and access files within it.


Submit a learning diary for this activity in which you should include:

  • Your DNS configuration, including copies of your underlying DNS server configuration files;
  • Screenshots from your client device demonstrating the operation of the DNS server;
  • What you did;
  • Describe the problems you encountered. Were you able to resolve these problems? (Y/N);
  • How much time you spent on each part of the exercise.



This assessment item is design to test your

  • assess your progress towards meeting subject learning outcomes 1, 2 and 3;
  • assist you to develop your learning of the priciples covered in topics 1-6 of the subject;
  • knowledge of the details of network service technologies;
  • ability to apply problem-solving techniques;
  • ability to find credible information sources and apply them;
  • ability to write clearly and concisely; and
  • ability to correctly reference information sources.

Marking criteria


Part 1.


This part is a series of multiple choice questions. Each correct answer will score 1 mark. Marks will not be deducted for incorrect answers.

Most quizzes will involve multiple choice or true/false type questions, although quizzes may include other contents. Marks will be given based on the correctness of the answers. The Test Centre will be marking automatically and you will receive marks according to the following criteria:
HD – At least 85% answers were correct
DI – At least 75% answers were correct
CR – At least 65% answers were correct
PS – At least 50% answers were correct


Part 2.

Question Criteria HD DI CR PS FL
Part 2 Q1. DNS Configuration Ability to learn and use systems administration techniques

Application of technical knowledge


Demonstrated working DNS implementation.

Application of techniques drawn from synthesis of two or more sources, presents a summary of the information and explains the facts in a logical manner with outstanding explanation and presentation.

Demonstrated working DNS implementation.

Application of techniques drawn from synthesis of two or more sources, and draws appropriate

conclusions based on understanding, with all factors identified and described.

Demonstrated working DNS implementation.

Application of techniques drawn from two or more sources, and draws conclusions based on understanding, with major factors identified and described.

Demonstrated working DNS implementation with minor errors or omissions.

Application of techniques  and conclusion drawn from facts, with major factors identified and described.

Major errors or omissions. Limited detail and understanding demonstrated
Part 2 Q2. File and Directory Permissions Ability to learn and use systems administration techniques

Application of technical knowledge


Application of techniques drawn from synthesis of two or more sources. Configuration is accurate and execution is detailed with precise and neatly presented information. Application of techniques drawn from synthesis of two or more sources. Configuration is accurate and execution is detailed. Application of techniques drawn from sources. Configuration is accurate and execution is detailed. Configuration is accurate and execution is detailed with minor errors or omissions. Major errors or omissions. Limited detail and understanding demonstrated
Overall Assignment Referencing Use of citations and quotes


Broad range of references strategically used in support.

Clear acknowledge other people’s ideas.

Always conforms to stipulated style

References strategically used in support.

Clear acknowledge of other people’s ideas.

Mostly conforms to stipulated style

References used in support.

Acknowledge other people’s ideas.

Mostly conforms to stipulated style

Over use of quotations.

Sources not well integrated within answers.

Minor errors in style

Not always proper acknowledge sources

Text or quotations not clearly identified.

Major errors in style.

Inconsistent use of styles





You should submit your assessment as a single word document which should contain all components of your assignment. Use screenshots to compliment your written answers and to provide evidence and detail of the work you have done.

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Need to write 150-175 words for each question

Task 1 Exploring the General System Development Approaches Based on Module 2

Readings: Textbook Satzinger et al,;Chapter 8 (6ed) or Chapter 10 (7ed), BABOK Chapter 2 Business Analysis Planning and Monitoring, also BABOK part 9.3 Brainstorming

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A “College Education Completion” Methodology

Given that you are reading the testbook, you are probably a college student working on a degree. Think about completing college as a project—a big project lasting many years and costing more than you might want to admit. Some students do a better job managing their college completion projects than others. Many fail entirely (certainly not you), and most complete college late and way over budget (again, certainly not you).


As with any other project, to be successful, you need to follow some sort of


“college education completion” methodology—that is, a comprehensive set of guidelines for completing activities and tasks from the beginning of planning for college through to the successful completion.


Sub-Task 1.1 What are the phases that your college education completion life cycle might have?


Sub-Task 1.2 What are some of the activities included with each phase?

 Sub-Task 1.3 What are some of the techniques you might use to help complete those activities?


Sub-Task 1.4 What models might you create? Differentiate the models you create to get you through college from those that help you plan and control the process of completing college.


Sub-Task 1.5 What are some of the tools you might use to help you complete the models?


Task 2 Understanding Project-Oriented Approach in Business Analysis Based on Module 3


Read: Textbook Chapter 11 (Satzinger et al)



Custom Load Trucking


It was time for Stewart Stockton’s annual performance review. As Monica


Gibbons, an assistant vice president of information systems, prepared for the interview, she reviewed Stewart’s assignments over the last year and his performance. Stewart was one of the “up and coming” systems analysts in the

company, and she wanted to be sure to give him solid advice on how to advance his career. For example, she knew that he had a strong desire to become a project manager and accept increasing levels of responsibility. His desire was certainly in agreement with the needs of the company.


Custom Load Trucking (CLT) is a nationwide trucking firm that specializes in the movement of high-tech equipment. With the rapid growth of the communications and computer industries, CLT was feeling more and more pressure from its clients to move its loads more rapidly and precisely. Several new information systems were planned that would enable CLT to schedule and track shipments and truck locations almost to the minute. However, trucking wasn’t necessarily a high-interest industry for information systems experts. With the shortage in the job market, CLT had decided not to try to hire project managers for these new projects but to build strong project managers from within the organization.


As Monica reviewed Stewart’s record, she found that he had done an excellent job as a team leader on his last project, where he was a combination team leader and systems analyst on a four-person team. He had been involved in systems analysis, design, and programming, and he had also managed the work of the other three team members. He had assisted in the development of the project schedule and had been able to keep his team right on schedule. It also appeared that the quality of his team’s work was as good as , if not better than, other teams on the project. Monica wondered what advice she should give him to help him advance his career. She was also wondering if now was the time to give him his own project.


Sub-Task 2.1Do you think the decision by CLT to build project managers from its existing employee base is a good one? What advice would you give CLT to make sure it has strong project management skills in the company?

Sub-Task 2.2 What kind of criteria would you develop for Monica to use to measure whether Stewart (or any other potential project manager) is ready for project management responsibility?


Sub-Task 2.3 How would you structure the job for new project managers to ensure or at least increase the possibility of a high level of success?

Sub-Task 2.4 If you were Monica, what kind of advice would you give Stewart about managing his career and attaining his immediate goal of becoming a project manager?


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Task 3 Investigating System Requirements Based on Module 4


Read: Textbook Chapter 2 (Satzinger et al); BABOK Guide V2.0 Chapter 6


John and Jacob, Inc.: Online Trading System


John and Jacob, Inc., is a regional brokerage firm that has been successful over the last several years. Competition for customers is intense in this industry. The large national firms have very deep pockets, with many services to offer clients. Severe competition also comes from discount and Internet trading companies. However, John and Jacob has been able to cultivate a substantial customer base from upper-middle-income clients in the northeastern United States. To maintain a competitive edge with its customers, John and Jacob is in the process of modernizing its online trading system. The modernization will add new features to the existing system and expand the range of interfaces beyond desktop and laptop computers to include tablet computers and smartphones. The system will add Twitter messaging in addition to continued support for traditional e-mail.


Edward Finnigan, the project manager, is in the process of identifying all the groups of people who should be included in the development of the system requirements. He is not quite sure exactly who should be included. Here are the issues he is considering:


Users. The trading system will be used by customers and by staff in each of the company’s 30 trading offices. Obviously, the brokers who are going to use the system need to have input, but how should this be done? Edward also is not sure what approach would be best to ensure that the requirements are complete without requiring tremendous amounts of time from the stakeholders. Including all the offices would increase enthusiasm and support for the system, but it would increase the time required to compile the information. Furthermore, involving more brokers would bring divergent opinions that would have to be reconciled.


Customers. The trading system will also include trade order entry, investment analysis reports, trade confirmations, standard and customized reporting, and customer statements. Edward wonders how to involve John and Jacob customers in the development of system requirements. Edward is sensitive to this issue because many brokers have told him that their customers are unhappy with the current system, and customer complaints are sometimes posted to the public comments area of the current Web site. He would like to involve customers, but he does not know how.


Other stakeholders. Edward knows he should involve other stakeholders to help define system requirements. He is not quite sure whom he should contact. Should he go to senior executives? Should he contact middle management? Should he include such back-office functions as accounting and  investing? He is not quite sure how to get organized or how to decide who should be involved.


Sub-Task 3.1 What is the best method for Edward to involve the brokers (users) in the development of the updated online trading system? Should he use a questionnaire? Should he interview the brokers in each of the company’s 30 offices or would one or two brokers representing the entire group be better? How can Edward ensure that the information about requirements is complete, yet not lose too much time doing so?

Sub-Task 3.2 Concerning customer input for the new system, how can Edward involve customers in the process? How can he interest them in

participating? What methods can Edward use to ensure that the customers he involves are representative of John and Jacob’s entire customer group?

Sub-Task 3.3 As Edward considers what other stakeholders he should include, what are some criteria he should use? Develop some guidelines to help him build a list of people to include.

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Need Help-Assignments

Need Help-Assignments

Assignment 1:

  1. What are the differences between file viruses, boot viruses, macro viruses, and network viruses?
  2. Describe the true threat posed by viruses and virus hoaxes and their effects on computers and productivity.

Assignment 2:

  1. Explain the intent and fundamental concepts of search and seizure law as it applies to digital crime.

    2. Identify and explain situations where search and seizure is possible without a warrant. Please describe the limitations.


Assignment 3:

  1. Identify and explain the factors that have limited local law enforcement efforts against digital crime.

    2. Explain and describe the best practices for collection, preservation, transportation, and storage of electronic evidence.

    3. What is the importance of chain of custody as it relates to computer crime?

Assignment 4:

  1. What is the importance of a forensic analysis?
  2. Define the following terms and describe how they relate to information security: integrity, authenticity, confidentiality, and availability. 

Assignment 5:

  1. Identify and explain the eight general forecasts that experts believe are likely to occur in the area of computer crime.

Need Help-Assignments

Need Help-2.3 Knowledge Check

Need Help-2.3 Knowledge Check

“The molecules in Tyler are composed of carbon and other atoms that share one or more electrons between 2 atoms, forming what is known as a(n) __________ bond.”

Learning Activity 2

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Learning Activity 2

Modle 2

Choose one of the following activities  and       Complete the learning activities. Research the topics. 1000 words each.

  • Choose a learning activity
  • Research the topic on the www, Google Scholar, Wikipedia or your readings.
  • Complete and submit online for peer discussion.
  • Recommend resources etc. in follow up discussions.


  • Pedagogy and Instruction

What do we know about the learning needs of students with learning difficulties and learning disabilities?

  • The individual and educational needs of the student will be complex and unique.
  • Learning difficulties that involve social or personal problems such as poverty, illness or transience require a responsive understanding at the school level so classroom strategies can be effective.
  • Learning disabilities involve neurological differences that interfere with learning. Learning disabilities are life long and pervasive.

We have also acknowledged that research and gathering information about the issue, the disability and the student is an important first step to responding to the student’s individual needs. Really getting to knowing the student, their learning history and learning profile involves building a positive relationship with the student and where possible their parents / carers. Positive student / teacher relationships are identified by students with specific learning disabilities as extremely important, often making the difference between early school leaving and staying at school and achieving success.

The next step is to prioritise learning needs by assessing the nature of the difficulty and then implement strategies that are most likely to be effective.


Some strategies will conveniently by-pass the learner’s difficulties and as we have already mentioned, the use of technology is an example of this. Software programs for mathematics are increasing in scope, interest and effectiveness. Of course, the use of calculators and computers may also be helpful. Assistive technology, such as speech recognition devices are particulalry important for students with communication difficulties.

Learning activity 3.1

Search the www for software programs that are suitable for a student with a mathematics disability. Go to the Closing the Gap – Resource Directory for an overview of effective maths software. Are there any other sites you can recommend? Also consider what might be available within the mainstream software programs. Are the add on applications or ready to access applications that can be used as accessibility options for students with specific learning disabilities?


Assessing the student:

Unless you teach in younger grades, you should not have the responsibility of identifying a learning disability. Read the school files, talk with the parents and the student and you should find all the information you need. Intervention at early learning stages is much more effective that intervention later in the student’s learning experience when bad learning habits may be established.

Once you have gathered as much information as possible from the files, the student and the parents, and a relationship of trust has developed with the student, it is important to focus on the nature of the difficulty. Check that hearing and eyesight have been assessed recently and rule out other causes of learning difficulty such as ‘glue ear’ or illness.

Observations can tell you if the crisis situation in learning is contextual, specific or general. Is there a pattern to the learning difficulties? Are there antecedents to disruptive or avoidance behaviours? In our model of addressing learning differences, observations can also provide you with information about the

student’s strengths, interests and abilities.

Learning Activity 3.2

Below is a table that identifies possible standardised tests that may help to diagnose the nature of a specific learning disability. List either the test or the learner behaviours. These tests are commonly used in Australian classrooms and may be used by a teacher.



Student is unable to distinguish if two spoken words are the same or different.
Brigance assessment of basic skills. Tests of reading, language arts and mathematics for years K-8.


Peabody picture vocabulary test


Neale Analysis.




Stage 0. Emergent counting: The child cannot count visible items. The child either does no know the number words or cannot coordinate the number words with items.


Daily classroom activities will provide a lot of information for the teacher. Consideration should also be given to evaluating motivation, memory, communication, organisation and planning, and social skills in daily classroom activities.

Learning activity 3.3

Speaking, reading, writing and understanding words is a complex task that involves several skills. We have already identified the many variations of Dyslexia. Teaching strategies need not be directed to the area of difficulty rather than a generic approach to learning reading. Briefly describe (or develop) a classroom evaluation tool that can identify a student’s difficulty in the area of:

Spoken language

  1. Syntax: The way words are arranged into meaningful sentences
  2. Semantics: Understanding contextual cues that give a word its meaning.
  3. Morphology: Changing the meaning of words by adding endings or speaking in the third person appropriately (his/hers etc.)

Learning activity 3.4

Go to the Web link titled How do children learn to read by the Reading Doctor under the e-resources tab. This is a web page that provides a very clear overview of the difficulties that occur for children with a reading disability such as dyslexia. Within this reading there are several hyper links in blue – these are important readings to build on the basic information provided through the Reading Doctor website and are written by academics within the area of learning disability. Please ensure you link on each of these for more information on the barriers to reading for children with dyslexia as well as the political debate current in Australia in regard to the teaching of reading skills.

  1. What are the components of reading?
  2. Describe the student behaviours with:
    1. Reversals
    2. Word attack
    3. Decoding and
    4. Comprehension


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Writing Thesis Statement

Writing Thesis Statement

Writing in college is interesting that in most cases takes a persuasion form, thereby convincing the audience or readers. Thesis statement must be interesting, with logical flow of ideas on the subject of study. In college assignment, students are required to present such a persuasion statement-Thesis Statement. The statement convinces the reader, following a pattern predictable in writing.

Thesis Statement follows a brief introduction on the topic of study as a summary of the whole argument of the paper.

Facts about Thesis Statement

  • Reader understands interpretation of subject significance
  • Paper roadmap i.e. it tells what is expected of the whole paper.
  • It is an interpretation of the subject or question by providing direct answers.
  • Makes a clear claim that can easily be disputed by others.

Questions that requires Thesis Statement

  • Analyze,
  • Interpret
  • Demonstrate cause and effect
  • Compare and Contrast or
  • Take a stand on an issue





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