The Best in Style :: Writing Writers Essays

The Best in Style ‘Style’ is a thought that can mean various things to various individuals. Some prefer to characterize it as far as ‘being one's self’ and conflicting with the standard. In any case, subsequent to perusing two unmistakable style guides, Style Towards Clarity and Grace, and The Elements of Style, I started to frame an alternate view regarding the matter in accordance with composing. While endeavoring ‘good style’ and ‘good writing,’ journalists should attempt to be unique and not observe each standard strictly, yet at the same time follow some normal composing components. Many can build ease of use for perusers. An essayist could make something totally exceptional and the just one who'd ‘get it’ may act naturally. In Style, John M. Williams says it along these lines: Yet anyway well an author gets standards, it isn't sufficient for the individuals who likewise need to explain that understanding to others(2). Except if we' re writing in a journal, we write to ‘talk’ to others and the style rules help in this. That is the place the style manuals come. The two of them diagram numerous valuable components, and yet contain some that aren't required by everybody. The first of these manuals is The Elements of Style. Of the two manuals read in the class, this one had the least data yet the most noteworthy ease of use. It diagrams sentence structure, utilization, and style components into straightforward passages lead by headers. The methodology forfeits the profundity that is offered in Style, yet takes into consideration speedier referencing. The main area of Components plots the greater part of the basic utilization and language rules. A few models are Utilize legitimate instance of formal person, place or thing, and Utilize a colon after a free condition to present a list†¦(Struck and White 7-9). Some would discover these standards clear or repetitive. They don't ensure incredible composition or style, however its more uncertain that you'll make useable works without them. Consistent language structure alone guides the progression of perusing. Different mistakes may back the peruser off and redirect center to the blunders instead of the primary concern. Considerably following quite a while of school, its normal to discover use and language structure botches in my very own portion papers; along these lines, I could utilize a lot of what's in here. The following area of Components discusses standards of arrangement. It's like the utilization area in that nothing alone recorded will make incredible composition, yet adhering to certain principles will improve composing bound to occur.

Free Euthanasia Essays: Assisted Suicide and the Supreme Court :: Free Euthanasia Essay

Helped Suicide and the Supreme Court   The Court maintained two state laws completely disallowing helped self destruction, expressing that Washington state's law doesn't damage established assurances of freedom (Washington v. Glucksberg) and that New York's comparable law doesn't disregard established assurances of equivalent insurance (Vacco v. Plume). Oregon's law specifically allowing helped self destruction for specific patients had been found by one government locale court to damage equivalent assurance; that administering was not under the watchful eye of the Supreme Court. See Lee v. Oregon, 891 F.Supp. 1429 (D. Or on the other hand. 1995), abandoned on different grounds, 107 F.3d 1382 (ninth Cir. 1997), cert. denied, 118 S. Ct. 328 (1997). As Chief Justice Rehnquist said as he would see it in Glucksberg: Lee, obviously, isn't before us... what's more, we offer no assessment concerning the legitimacy of the Lee courts' thinking. In Vacco v. Quill..., notwithstanding, chose today, we hold that New York's helped self destruction boycott doesn't abuse the Equal Protection statement. Washington v. Glucksberg, 117 S. Ct. 2258, 2262 n. 7 (1997) (accentuation included). Right up 'til the present time no redrafting court in the nation has administered on the lawfulness of a law like Oregon's.   The Court additionally said nothing regarding relegating this issue to state instead of government purview. In auditing the Nation's longstanding custom against helped self destruction, it refered to government establishments, for example, the Assisted Suicide Funding Restriction Act of 1997 close by state laws. Representing the administration's enthusiasm for securing at death's door patients, the Court well refered to a prior choice maintaining the government Food and Drug Administration's power to ensure the at death's door, no not exactly different patients, from life-imperiling drugs. Washington v. Glucksberg, 117 S. Ct. at 2272, citing United States v. Rutherford, 442 U.S. 544, 558 (1979). What the Court ruled is that laws disallowing helped self destruction (regardless of whether state or government) are unavoidably substantial and serve a few significant and real interests. Passages follow:   Washington v. Glucksberg The inquiry introduced for this situation is whether Washington's restriction against caus[ing] or aid[ing] a self destruction annoys the Fourteenth Amendment to the United States Constitution. We hold that it doesn't...   In pretty much every State - to be sure, in pretty much every western popular government - it is a wrongdoing to help a self destruction. The States' helped self destruction bans are not advancements. Or maybe, they are longstanding articulations of the States' responsibility to the security and safeguarding of all human life.

SIPAs Four Pickering Fellows Prepare for Diplomacy COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA’s Four Pickering Fellows Prepare for Diplomacy COLUMBIA UNIVERSITY - SIPA Admissions Blog Each year SIPA is proud to partner with several organizations to assist students with paying for school.   One of the programs we partner with is The Thomas R. Pickering Graduate Foreign Affairs Fellowship.   This fellowship focuses on individuals that are interested in working for the U.S. Department of State and are applying to graduate programs. There is another program available to undergraduate students called the Thomas R. Pickering Foreign Affairs Fellowship.   SIPA is proud to partner with both divisions of this fellowship program. The following article was contributed by SIPA student Timothy Shenk. ___________________________ Four SIPA students have been named Thomas R. Pickering Foreign Affairs Fellows and are preparing to work in the U.S. Foreign Service. Just 20 graduate Pickering Fellowships were awarded this year, more to SIPA students than any other school. SIPA’s four Fellows are Keondra Bills (MDP ’12), Amanda Buescher (MPA ’12), Karina Gabriela Garcia (MIA ’12), and Jane Park (MPA ’12). The fellowships were awarded this spring by the Woodrow Wilson Foundation and are funded by the State Department. Pickering Fellows pursue two years of study in fields such as international affairs, political science, economics and foreign languages. They also complete two internships with the State Department, including one at a U.S. embassy. In exchange, Fellows commit to work for three years as Foreign Service officers, which is contingent upon passing the Foreign Service exam. According to Park, the Pickering Fellowship is an ideal award for students interested in pursuing a career in the Foreign Service. She is concentrating in international finance and economic policy at SIPA and hopes to work in international trade negotiations. Representing the U.S. internationally is something that I always found admirable, she said. Garcia said she hopes to work for the State Department on human rights issues in Africa or Latin America. She chose to attend SIPA because of its human rights concentration. I definitely felt like the program here was a better fit, she said. Its very flexible and interdisciplinary. Four second-year SIPA students are also Pickering Fellows: Kristofer Clark (MIA 11), Caitlyn Finley (MIA 11), Kahina Robinson (MIA 11), and Miriam Schive (MIA 11). The Pickering Fellowships are named for Thomas R. Pickering, who served as U.S. Ambassador to the United Nations from 1989 to 1992.

How to Make Chemical Piranha Solution

Chemical piranha solution or piranha etch is a mixture of a strong acid or base with peroxide, mainly used to remove organic residue from glass and other surfaces. Its a useful solution, but hazardous to make, use, and dispose of, so if you need to prepare this chemical, read over the precautions and disposal advice before you get started. Heres what you need to know: How to Make Piranha Solution There are multiple recipes for piranha solution. The 3:1 and 5:1 ratios are probably the most common: 3:1 concentrated sulfuric acid (H2SO4) to 30% hydrogen peroxide (aqueous H2O2) solution4:1  concentrated sulfuric acid to 30% hydrogen peroxide solution5:1  concentrated sulfuric acid to 30% hydrogen peroxide solution7:1 concentrated sulfuric acid to 30% hydrogen peroxide solution (less common)base piranha: 3:1 ammonium hydroxide (NH4OH) to hydrogen peroxide Prepare the solution in a fume hood and be certain you are wearing gloves, a lab coat, and safety goggles. Put the visor down on the hood to minimize the risk of damage or harm.Use a Pyrex or equivalent borosilicate glass container. Do not use a plastic container, as it will react with the solution and eventually fail. Label the container before preparing the solution.Make certain the container used for mixing is clean. If there is excessive organic matter, it may cause a vigorous reaction, possibly leading to a spill, breakage, or an explosion.Slowly add the peroxide to the acid. Do not add acid to peroxide! The reaction will be exothermic, may boil, and may splash out of the container. The risk of boiling or of sufficient flammable gas being released that could lead to an explosion increases as the amount of peroxide increases. Another method used to prepare piranha solution is to pour sulfuric acid over a surface, followed by peroxide solution. After time is allowed for the reaction, the solution is rinsed away with water. Safety Tips   Make piranha solution fresh before each use because the solution decomposes.Activity of the solution is increased by heating it, but dont apply heat until after the reaction to make the solution has completed. Its advisable to let the solution cool slightly after reaction before heating it.Do not leave hot piranha solution unattended on the lab bench.Do not store piranha solution in a sealed container. For that matter, do not store chemical piranha for later use, period.In case of skin or surface contact, rinse affected area immediately with large volumes of water. Continue rinsing at least 15 minutes. Seek appropriate emergency aid.In case of inhaling, remove affected person to fresh air and seek emergency medical aid. Be aware symptoms of exposure may be delayed.In case of suspected ingestion, seek immediate medical attention. How to Use Piranha Solution To Clean Sintered Glass - Piranha solution is used to clean sintered glass or fritted glass because it doesnt damage pores in the glass (which is why you dont use a strong base instead). Soak the glassware overnight in piranha solution before rinsing it with water.To Clean Glassware - Piranha solution can remove contamination on glassware that is untouched by other chemicals. Its important there is not excessive organic contamination. Soak the glassware overnight, then thoroughly rinse it.Apply as a surface treatment to glass to make it hydrophilic. Piranha solution increases the number of silanol groups on the glass surface by hydroxylating the silicon dioxide.Apply to remove residue from surfaces. Make sure you are removing residue and not a significant layer of material! Disposal of Piranha Solution To dispose of piranha solution, allow the solution to cool completely, to allow for it to release oxygen gas. Make sure the gas has dissipated before proceeding.Neutralize piranha solution by diluting it with large amounts of water. Do not neutralize it by adding a base, as the rapid decomposition releases heat and pure oxygen gas. The exception is when the volume of piranha solution is small (~ 100 ml). Then, dilute the piranha by adding it to water until it is less than 10% of the volume. Add sodium hydroxide or sodium carbonate solution until the pH is 4 or higher. Expect heat, bubbling, and possibly foaming when the base is added to the acid solution.Usually, its okay to wash diluted piranha solution down the drain. However, some places prefer it be treated as toxic waste. Disposal also depends on the purpose of the solution, since some reactions may leave toxic residue in the container. Do not dispose of piranha solution with organic solvents, as a violent reaction and explosion will occur. Source Kemsley, Jyllian (January 16, 2015). Piranha solution explosions. The Safetyzone by CEN.

Gilgamesh And The Coming Of Enkidu Analysis - 1783 Words

EPISODE 1: Gilgamesh and the Coming of Enkidu [Tablets from 1-2] A. Gilgamesh was both builder and an adventurer. He had a number of journeys that endangered the people in Uruk. The story begins with his last journey. Uruk’s young fellows have a huge issue because of the danger that comes from the King’ B. Enkidu was conceived in the wild among wild creatures whom he become a close acquaintence with and saved from herders traps. To free themselves of this animal, the herders requested a sanctuary whore to be sent from Uruk. A woman did arrive and promptly tempted Enkidu. For seven days they spoke Latin to each other. [Until as of late sexual points of interest were converted into Latin as opposed to English. Alexander Heidels†¦show more content†¦At the point when the legends achieved the Entryway to the Timberland Enkidu once more forewarned against section since that would require murdering Humbaba, a being working specifically under the directions of Enlil. Gilgamesh demanded. C. There took after a fight in which the two slaughtered Humbaba. They continued to reap the timber and buoy it downriver to Uruk. D. Their arrival to Uruk was a happy minute. They had fulfilled an incredible accomplishment and obtained wood of colossal esteem. EPISODE 3: The Bull of Heaven [Tablet from 6] A. Ishtar [Inanna] offered herself to Gilgamesh. He offended her with an inventory of her mistakes and references to her treatment of her past consorts. Gilgameshs refusal of the goddesses offer may well have been spurred by a hesitance to challenge the expert of the present Ruler of Kish. Marriage to Inanna was the methods by which one Lord stated his claim to sovereignty of all Sumer. See the Evolution of the Heieors Gamos Ritual is an odd name for the investigation of the Incomparable Goddess. Part II depicts the Holy Marriage of Inanna and Dumuzi with a striking and maybe excessively strict interpretation. Try not to get to this segment on the off chance that you are humiliated by realistic portrayals of custom sexuality. Samuel Noah Kramer in The Hallowed Marriage offers an interpretation of the custom as utilized as a part of the rise of Ruler Shulgi to the Incomparable Majesty. B. Ishtars Outrage. She rose to ParadiseShow MoreRelatedExamples Of Character Development In The Epic Of Gilgamesh1541 Words   |  7 PagesCharacter analysis shows us a timeline on where and how the character has evolved. An example of this is the ancient Mesopotamia epic poem â€Å" The Epic of Gilgamesh†. There is no known author for this work, however, it is often known as the earliest surviving great works of literature. It’s not called â€Å"The Epic of Gilgamesh† for nothing, Gilgamesh is shown in almost every part of the Poem. Him being the protagonist, really shows us, the audience, how much his character grew. In â€Å"The Epic of Gilgamesh† thereRead MoreAnalyzing the Epic of Gilgamesh by F. Lorey through a Creationists Viewpoint818 Words   |  4 PagesEpic of Gilgamesh Annotated Bibliography Lorey, F. 1997. The Flood of Noah and the Flood of Gilgamesh. Acts Facts. 26 (3) Web. 4 Feb. 2014. When reading the story, someone can take many different viewpoints. In the article above, the author is analyzing the Epic of Gilgamesh through a creationists view point. It contains useful comparisons and historical data to help support his analysis. The author considers the story to hold very value for Christians. It concerns the typical myths that wereRead MoreGilgamesh : The Epic Of Gilgamesh909 Words   |  4 Pages â€Å"The Epic of Gilgamesh† is a didactic story set out to expose the inevitability of death. The true meaning of this story is sometimes overlooked because the story is told in heighten language not easily understood. The epic hero in this story is Gilgamesh; he undertakes a quest for knowledge which is overshadowed by his ignorance. The tragic death of Enkidu, Gilgamesh’s trusted companion forces the epic hero to change his perception of death. To o vercome great obstacles one must be willing to putRead MoreThe Search for Immortality in the Epic of Gilgamesh Essay1500 Words   |  6 Pagessurrounding immortality transcends time and a plethora of cultures. The theme, immortality appears in stories from the Epic of Gilgamesh, which was composed by ancient Sumerians roughly around 600 B.C., to present day works of fiction in the twenty first century. Gilgamesh, a figure of celestial stature, allows his mortal side to whittle away his power after the death of Enkidu. Undeniably, defenseless before the validity of his own end, he leaves Uruk and begins a quest for Utnapishtim; the mortal manRead MoreComparing The Epic Of Gilgamesh1476 Words   |  6 PagesThe Epic of Gilgamesh is a Sumerian epic of the great king Gilgamesh and his deeds on Earth in ancient mesopotamia and in the city of Uruk. It is an important historical text because it is one of the oldest western epics and because it explains much about how the ancient Sumerian s viewed the Gods (Mark). The epic contains the tells of Gilgamesh, Enkidu, Utnapishtim, and many Gods and Goddesses of ancient Sumeria specifically Ishtar, the Goddess of love. In the tale Gilgamesh is created by the Gods

Boy in the Striped Pyjamas Free Essays

Bruno’s diary Year 1943, age 9 years old as I was born on the 15th april 1934. Day one of strange happenings: Today I came home from school and maria was in my bedroom going through MY things – Even my secret things. She is just a servant but I tried to be polite when I asked what she thought she was doing. We will write a custom essay sample on Boy in the Striped Pyjamas or any similar topic only for you Order Now Maria never takes all my private things out, she puts things away like she’s supposed too. I asked mother why maria is packing my things but she won’t answer me properly. She just keeps saying we are all going away because of father’s job. She said I’ll have to say goodbye to my friends, my best long life friends. I don’t want to say goodbye to my friends because of father’s job. I know he’s important but why can’t father go by himself and come back later? It’s not fair. I still have lots of plans with my friends that I need to do. I wonder if grandma and grandfather are coming on this holiday too? We can’t really leave them behind†¦though I don’t mind if Gretel stays – shes hopeless. Gretel can look after the house so we can come back to it if this new one isn’t as good. I wonder if the other house has a big bannister like this one that I can slide down? I hope so because it’s my favourite thing to do. Day two of strange happenings: We are at the new house and it’s horrible! It only has three floors, not five like the other one and there are no other children around to play with. I don’t like this place but mother won’t take me back home, she says this is where we live now but I don’t want to live here. Gretel doesn’t like it either, or maria, so it definitely is a horrible place to live. I’ll just have to tell father what a mistake he’s made and then we can all go back home to berlin. Even the people here are scary and boring, like that man that came out of fathers room today. I don’t think I like him†¦he’s too serious. Maria says to steer clear of him anyway. Day three of the horrible place: I scared Gretel today when I showed her the weird children outside my window. She is three years older than me and quite scary, so scaring her isn’t an easy thing to do. I don’t know why she has come with us anyway, all she does is cause trouble. That’s what mother and father say anyway. At least her friends can’t come round anymore. She has horrible friends that call me six when I’m actually nine! She still has her dolls though. I bet they spy on me when I’m in her room, so I don’t go in there much. Gretel said father said we are going to stay here for the foreseeable future, whatever that means. Gretel thinks it’s about 3 weeks, so at least it isn’t a month I suppose. She doesn’t like this place either though so maybe we will move back sooner. Day four of the horrible place: The people outside my window are still there. Gretel thinks that we are in the countryside and that they must be farmers. I don’t think they are farmers though because there are no animals and the ground is all brown and dirty. It doesn’t look like a nice place anyway, there are soldiers shouting at people and for some reason everyone is wearing pyjamas. I wish Gretel knew who they were and would tell me. She’s the brightest girl in her class apparently. I found them though, so they are my people, not hers. I am a high and mighty king in my bedroom and they are my minions that Gretel can’t have. I shall have to ask father what they are doing there and why they don’t have baths. I’ll know more than Gretel then, even though she’s older. Day five: Father came to the house today. We had to leave earlier than father on the train. There were a lot of other people coming this way on the train too†¦but they were all on one big train squashed together. I don’t know why they didn’t just come on the same train as us because we had lots of empty seats they could have used. I was very brave today and asked father when we were going home because it’s horrible here. I thought father would get very angry because I’m not supposed to go into his office or waste his time saying hello or asking silly questions. Father said we have to do things we don’t like though because other people know what’s best for us. He said we have to accept the situation we find ourselves in and then everything will become easier†¦or something like that. I still don’t like it here though and it will never be home. I don’t know why father can’t see that he’s made a mistake. I even told him to apologise to the fury and then we can go back to berlin. Father is a very respectable man but I still think he is wrong. Why doesn’t he just listen to us instead of his job? Extract from chapter 12, pages 128 – 129 †¦we had to move to a different part of Cracow, where the soldiers built a big wall and my mother and father and my brother and I all had to live in one room†¦Ã¢â‚¬ËœThere was one small window in it but I didn’t like to look out of it because then I would see the wall and I hated the wall because our real home was on the other side of it. And this part of town was the bad part because it was always noisy and it was impossible to sleep†¦Ã¢â‚¬ËœThen one day the soldiers all came with huge trucks†¦ And everyone was told to leave the houses. Lots of people didn’t want to and they hid wherever they could find a place but in the end I think they caught everyone. And the trucks took us to a train and the train†¦ The train was horrible†¦ There were too many of us in the carriages for one thing. And there was no air to breathe. And it smelled awful. ’ Shmuel’s exposition provides necessary background information that allows the reader to identify with the character. In this particular extract, the author conjures a lot of imagery to convey emotion and mood, which is implemented through structural and lingual techniques. Ellipses are used repeatedly throughout the extract, creating a pause, which causes the reader to consider and empathise with the characters ordeal. It also contributes to the rhythm of the paragraph, setting a slow and deliberate pace, evoking heightened emotions of fear and apprehension. The simplistic language, combined with alliteration delivers a childlike and innocent approach, which draws sympathy from the reader in relation to the child’s traumatic experience. For example, the ‘soldiers built a big wall’ contrasts against shmuel and his family living in a small room, emphasising how small and vulnerable they are. The use of repetition such as the train is effective in this extract, as it creates a sense of urgency and distress, helping to set a despondent atmosphere. This atmosphere is intensified with short sentences and a hyperbole toward the end of the paragraph (There was no air to breathe) for a dramatic impact. The boy in the striped pyjamas is a fable based on the holocaust. The protagonist of the story, Bruno, comes home from school one day to find his belongings packed and told to say goodbye to his friends due to his dads promotion. Mourning his old home Bruno sets out exploring areas he shouldn’t – his naivety and inquisitive innocence, lead him to the outskirts of a concentration camp, where he befriends a boy just like himself, albeit religious boundaries. It is this friendship between two young boys that leads to a cruel twist of fate. The hamartia of bruno, in this case his innocence, leads to his downfall. It is somewhat ironic, that the innocence and accepting nature of a child is essentially a weakness that leads to a cruel fate, whilst those that deserve misfortune are without tragedy. It also conveys a moral, classifying this book as a fable. In relation, Romeo and Juliet by William Shakespeare share the same themes as the boy in the striped pyjamas. Innocent characters lose their lives unnecessarily because of events that are out of their control, caused by prejudice and discrimination. Another similar feature between the two novels is that Shakespeare uses dynasties/houses to create differences and segregation between parties. In correspondence, the author of the boy in the striped pyjamas, uses clothes to create differences and symbolise their status in society. For example, the striped pyjamas indicates inferiority, weakness and suffering of the jews, whilst the uniforms of the soldiers uphold authority, cruelty and dominance. As opposed to Shakespeare, what makes this book so despairing and emotive is the reality of it. It is not a romantic, fictional play based on lust and fate – it is representative of real events where horrific tragedy’s took thousands of innocent lives for reasons due to nothing but social status, discrimination and prejudice. It can be argued, that such events would not have occurred in reality; firstly, historical records show that more than 6000 soldiers were present in the aushwitz camp, making it unlikely that a child could escape their notice to sit at the edge of a camp and talk to an outsider. Secondly, most women and children were gassed upon their arrival, leaving the men to work. Another point raised, is that most credible 9 year olds have a lot more common sense in reality than is portrayed in this fable. Boyne’s story depends on the overwhelming naivety of his character, who is completely oblivious to the war despite his father working for Hitler. In conclusion, for a short fable aimed at children, I believe it to be a powerfully emotive tale that strikes key points. The innocence and reality of the events that took place in the book make it that much more touching, horrific and powerful. How to cite Boy in the Striped Pyjamas, Essay examples

Reflective Report free essay sample

This stage demands the person to put the experience jack together and also identify the main process occurring within the experience (Glister, 2003). During the semester, I was asked to do literature review. At that time I was totally unaware about literature review. According to Hart (2005) literature review is a process of reading, analyzing, evaluating and summarizing scholarly materials about a specific topic. Since literature review was a new topic for me, initially, found it very difficult.Additionally, after the first summarize feedback I found referencing and academic writing style also was the real matter of concern. The challenges facing international dents in todays academic environments across the secondary, tertiary, graduate and postgraduate levels is growing (Gibbering researcher, 2010) I am now going to enter the second stage of the Gibbs (1988) model of reflection, which is a discussion about my thoughts and feelings. Before my first submission, I was really confident about my topic and writing skills. We will write a custom essay sample on Reflective Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, after feedback I have become, depressed and lost. Due to the lack of understanding, I was upset with the entire marking system. At the some point had many doubts about successful completion of course. Students may have active outlooks about the university life and course, due to low grades which they obtain in their initial stages of the studies (Gibbering researchers, 2010). Evaluation is the third stage of the Gibbs (1988) model of reflection. In this stage reflector explain what were good and bad experiences about the event (Caller, 2008).Once I came to know my drawbacks, initially I was in a denial mood. However, gradually I accept my weakness and try to find out a solution to overcome. I started to set goals and be disciplined enough to reach those goals by the deadline. I kept a small notebook and wrote down ACH day what I needed to do in each class. Believe the best positive experience of this event being able to organize my time for studies and work. One of my weaknesses was. I have been afraid to ask for help, as this course progressed, I overcome this issue.I realized in the academic world everyone helps each other. In addition, have enjoyed this semester because it opened my eyes to who really as a person. I have become more confident and goal oriented. Stage four of Gibbs (1988) is analysis of the event, where Gibbs encourages the reflector to make sense of the situation (Brooke et al,2003). In the following days after the feedback, I had an opportunity to have one to one section with both public and learning development unit module leaders. They gave some valuable instructions and academic reading exercises to improve my writing style.Referencing is the most important factor in academic writing (Mason, 2003). My mentor gave a new Harvard referencing format in order to improve my referencing. So that it will help me to improve my grades and also keep myself away from plagiarism accusation. As an international student these sections were a new experience. Moreover during he sections educators were really supportive and encouraging, which helped me to boost up my confidence. Student mentors can be invaluable to students who are struggling with a variety of issue in university campus (Highly, 2010).Furthermore, it also helped me to understand the issues which was facing in my academic writing. In addition, before the course I was not given much importance for my writing skills. For instance, my tutors pointed out that my punctuation and expression in writing were below the average. Punctuation marks are a set of symbols with specific rules for the usage of ACH one. Complete meaning of the sentence depends on the punctuation that is used in the sentence (Scudded, 2009). In conclusion, stage five of the Gibbs (1988) model, through the assignment submission and feed backs.I have improved my referencing as well as my academic writing skills and also be learned to be more goals oriented and organized. In future there are lot of improvement needed in my academic area. Furthermore, need to improve my critical thinking skills. I need to organize my writing skills in the more academic way. Within my action plan, I am planning to reduce my part time irking hours and concentrate more on studies and also attend regular one to one section with module leaders, so that I can do weekly briefing and improve my skills on a daily basis.To conclude, my reflection skills have developed through the production fifths essay. Using Gibbs model of reflection has helped me to structure my thoughts and feeling appropriately. Furthermore, as a master student have recognized that reflection is an important learning tool in practice. Referencing Brooke, Can Nicola, M. (2003) Nursing Adults: Practice Of Caring. 2nd De. China:Mossy. Caller, Education Challenges in the 21 SST Century. 2nd De. Newark:Nova Science Publishers The development of critical reflection in the health professions.