Blog 17

My biggest fear going into this course was the amount of work that would need to get done in one semester. I knew Marlen was crazy but, I didn’t think that crazy! I was worried I wouldn’t get it all done to the best of my ability and I really didn’t want to disappoint Marlen or my classmates.

But then As I went on and Marlen yelled at me or anyone in the class I realized how important everything was and would try and work twice as hard. My proudest moment would be getting this paper finally finished and not having to really worry about it anymore. I would like to look more into my topic in different ways as I said in my paper and try and over come those limitations for my next research.

blog 16

The assignment that was most useful to me during my writing process was my anno bib. The anno bib forced me to find articles about my topic that would have otherwise taken me at least a month longer for me to find. The anno bib let me look back while I was writing the paper and to see what articles I could add in. The anno bib also had the citations which was very useful when I had to cite my work.

The most useful feedback I recieved was peer reviews. Doing peer reviews allowed me to understand that everyone was struggling with the same things I was during this project. This also allowed me to get some pointer on my paper.

The hardest part for me was a tie between citations and the formatting process. I hate all the little things you could mess up with while trying to format your paper and I hated going back while working on a paper to see it was cited correctly. I also thought that finding articles that made my paper fit together a hard task since there is so much information about children with speech impairments. I felt however that the easiest part for me was peer reviews . The peer reviews were easy to do because I felt like I had a lot of experience on the before I started.

I feel like may paper general shows my best writing ability. however I feel like with time my paper will become more my own as I do more research on my topic and incorporate that research to my paper. I feel as though if I can find a different people for my methodology section I will be able to fully show what I wanted to do with my paper.

Blog 15

When I went to edit my partners paper, I felt like I knew what I was doing, from my work with editing papers in the past. One thing that helped me was while I was editing Dan’s paper was that I was able to use his paper as a reference tool. I felt like looking at his paper made me think of ways to better my paper. Editing his paper also made me feel more comfortable using critism as a learning tool for the writer of the paper.

When dan edited my paper he helped me realize specific things within my paper I needed to polish up. It also helped a lot to know that there were certain parts of my paper that seemed okay to the reader. I felt like he related to the struggle it took to create the paper so, he went a little easier on me then I expected.

Blog 14

Results

-Should be easy to understand by the reader.easy to find results

-simplify results found when putting results into text, point out the most meaningful results

-Be sure to not present too much detail and make the results meaningful by directing the audience to important parts of the results.

- Once you present the results you must disscuse the result provided depending on what type of results do you want the reader to get out of your research.

Discussion

-explains what is already know about the results and explains what new understandings came from the researchers results.

-should connect to to the introduction and the hypothesis made in the introduction

-shows how the writer  has moved forward from the introduction

-how will the writer interpurt the results given to them

- if my results are different than what has been found in the past explain why I believe mine are different

- What would I do in my next study?

-make the conclusion clear and not too word for my audience to understand

- remind reader what is going by using bridge words

-find critical findings in others research to help interprt your data

- discusse the simillarities and differences in your data

-dont confuse my reader with new data simply show charts to explain the data provided

conclusion

-A bridge for the reader, to help them go back to their daily lives.

- A brief summary of all of your results.

- I shouldn’t be introducing new ideas to the audience

- I should avoid new evidence, quotes and articles

Results

-Create a results section to write the finds. You must talk about the findings and the data that was retrieved from the results.

-Create a graph table or chart to represent the data found.

-do not analyze the results just discuss what was found.

-Use past tense while discussing your results

-Number all images used in my paper

-Pictures must be place within the text.

Discussion

–talk about the most important information found in the results section and the information section

-Use formal language while discussing my results

- why would my hypothesis not meet my results

-talk about how qualified my findings might be.

-discuss any weaknesses in your results

-What I can do next within my research

Conclusion

- Summarize the points in your research

-point out the topics that were covered in the ntroduction

-Talk about other topics to be explored

Work Cited

Caprette, D.R. (2007, August 20). Writing research papers. Retrieved from http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html

Conclusions. (n.d.). Retrieved fromhttp://www.unc.edu/depts/wcweb/handouts/conclusions.html

Discussion section. (n.d.). Retrieved from http://psych.hanover.edu/Classes/PSY220/ResultDisc.htm

How to Write a paper in scientific journal format. (2008, September 25). Retrieved fromhttp://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#discussion

Planning and writing a research paper. (2009). Retrieved from http://writing.wisc.edu/Handbook/PlanResearchPaper.html#conclusion

Writing up research results. (2003). Retrieved from http://www.languages.ait.ac.th/EL21RES.HTM

Blog 13

Intro When someone learns that a child has speech impairment, the child is often treated differently due to the lack of communication the child possesses. Everything around the child with a speech impairment changes due this communication boundary. This study is going to look at how the home environment created for a child with a speech impairment changes due to their impairment, and how these changes affect the child with the impairment. This study will also look at how various environments that also effect a child’s   speech impairment.

“Speech-language pathologists (SLPs) have shifted from having limited involvement with parents to, in some services, a collaborative relationship with the whole family” (Pappas,2006). This is why it is important to look more into how the family relationship affects the child with speech impairment.

According to Hanna & Rodger (2002).   “Family-centred practice is a philosophy of care which embraces parental control over intervention services, considers the whole family as the client rather than just the child and focuses on forming positive relationships between families and professionals.” This study will look more into how the family as a whole helps the child develop communication wise, and why family centered practices is so important.

Studies often look at specific relationships of children with speech impairments such as the parent, other children or sibling, but, study’s rarely look at all the relationships in the family and the environment the family creates for the child.  Barr (2008) examines the idea that siblings of children with speech impairment often take on a protector role for their siblings. She looked at this protector role affects the sibling of the child with speech impairment. I would like to look at how the actions of these children even when they are trying to protect can be harmful to the child, and how these actions can also be beneficial, such as in Barr’s study found that siblings will at times talk for their sibling with a disability. I have found in other studies that it is harmful to a child with speech impairment to communicate for them and often leaves the child feeling insecure.

I will look into the family structure and how that possibly affects the child. I want to see how that child is treated differently in the family. I will reveal about how the way a child is treated with in a family centered practice affects the child with a speech impairment. There is very little research done in this field.

My study will also look at a lack of structural environment such as residential care and children who were in adoption agencies. In a recent study conducted by J. Hageman (2006) suggested that children in residential care are more at risk for not being diagnosed with language impairments.  Beverly (2008) also found that children previously adopted from specific countries are more likely to have a language disorder. My study will discuss how the environment that these children grew up in affected their communication disorder.

I interviewed a speech and language pathologist to talk about the affects an environment can have on a child with speech impairment. I also interviewed a family with a child who has speech impairment. I will discuss my results and analyze how the child’s environment may be successfully changed.  It is important for a child with speech impairment’s environment to be comfortable as possible or the child may be affected in a negative manner.

Literature Review The environment and people a child grows up around has a big influence on how the child develops. This is especially true for children with speech impairments. I found several articles that support the idea that children with speech impairments are affected by their relationships with others and the environment around them.

A research study done in (2008), on the siblings of the children with speech impairments. The study interviewed six siblings who had a brother with speech impairment. The study concluded that the siblings of the children with the speech impairment often became the protector of the child by watching out for their siblings in school, trying to protect their sibling from outside cruelty of others.  The siblings protect them to the point that in on case the teachers would call the sibling to help their brother through a mental breakdown. (2008) This study suggested that these protective care-giving attributes are shown more in girls than boys. These protective strategies allow the child to be able to depend on their siblings and often look up to their siblings and follow then around.

This article also found that often the sibling without the speech impairment will talk for their sibling. The siblings will talk for their brother so to the other person can understand what their brothers are saying. (2008, J.Barr) Others studies suggest that is not in the child with the speech impairments benefit to speak for them. When a child is unable to practice their communication skills they will not grow in their speech.

According to a study done in (2006) impairments are praised for different stages of communication than children with a typical communication development. This article talks about how the communication is important for children with speech impairments to make friends. These steps need to be reached in order for the child to make friends with their peers, which as the author states is important for the child’s development. (2006, REED)  I would like to look into what could how these peers influence the child’s impairment.

My research also looks at the different ways a child in an unstable environment is effect. A research study done in (2010) describes how children in residential care are often unidentified. The author (Hagaman) talks about how children are often placed under as having a learning disability or having low IQ but really need help for a learning disability. The author suggests that when a child is not diagnosed and treated the child is in danger of poor social skills, and face educational risks.

In a study done in (2008) the author investigated children adopted from the Soviet Union. The author concluded that children adopted from the Soviet Union 82% of the 45 participants had a special education label. The most common label was a communication disorder. This study done by Beverly, B implied that children who were born into an unconstructed environment, such as the Soviet Union are more likely to develop communication issues.

For my interviews I would like to look into how a speech pathologist would handle a child who has been affected by their environment. This interview will also tell me how a specialist would suggest going about to help a child’s communication grow. I will also look into how different cases a speech pathologist might have. I will look into the cases that deal with different environments the child may grow up in.

Methods- When looking for a research method it is hard to know what is the right method for you when writing a paper. After careful research on methodology I came to the conclusion that interviewing who has a child who has a speech impairment would be my best option.

Using an interview style helped me better understand the interactions within the family. The interview style helped me get specific detail on how the participants feel and reacted to having a child with speech impairment.

I interviewed my close friends family of six to get information on how they felt about the impairment and how the members of the family treated the impairment. An interview form of methodology with one family of six will help me answer my question “How does the family relationship of a child with a speech impairment positively or negatively affect the child with the impairment?” by giving me enough information about the topic that I can analyze but, with having six participants I am able to not feel overwhelmed by the information being thrown at me.

For my interview I will be emailing the family about ten open and closed questions. I made it so the interviewing process takes no more then fifteen minutes if the participants so choose. This way the family doesn’t feel stressed when going into the project.

For this email I looked at the similarities and what is being brought up often in the answers to my questions. I looked into why this could be and how this affects the child with speech impairment.

For the second part of the interviewing process I recorded an interview done with the child who has the impairment and the rest of the siblings. I this interview helped me get a closer look at how the family interacts with one another not just on paper but by observation.

For this interview I will ask the child with speech impairment and the siblings questions trying to get to know them. I will asked around five questions the point of this interview is to observe if the siblings treat the child with the impairment differently and if so how? I judged why I believe they treat the child differently and how they treat them differently based on the interactions with one another and the questions that are answered.

After combining my three papers there were a few things I need to change. I first found more articles about the family practices because I needed to take out a few articles because, I refined my question. I also found that with my methods section I needed to make it in past tense. I also needed write how I was going to analyze my methodology. I also had to put all onf my references together into one big reference section.

Blog 12

For my research I am looking into how the family structure impacts a child with a speech impairment. I want to look at that negative and positive actions family’s take when a child has in the family has a speech impairment. I would like to look at how the speech impairment affected the family in question and how the family actions impact the child.

This research was inspired by my friend who has a brother with a speech impairment so I will be interviewing her family. I will interview the whole family to see how the impairment has affect them and the interactions the members have with him. I want to see if any of the members of the family treats him differently.I would also like to interview him with a sibling to see the interaction between the siblings.

I choose this methodology so I would get a view of the family and hear everything the family has to say about the subject. I am only working with the one family so I don’t have too much information to analyze and discuss.

Blog 11

Methodology

- I need to keep in mind how the methods are being used

-I want to choose a method in which I will get the most relivent information for my topic

-While preparing a multiple  choice questionare I want to use a different ranges of choices to pick from.

- I want to make my questions in the inerveiw word for the particapents.

- I want to make sure I keep my questions targeted to my topic

- I also want to make it clear to my audience what method I choose and why I choose to do things that way.

-discuss possible problems and how the problems were fixed.

-review previously related work

-Discuss how the methods were done and handled.

-Provide a discription of the study and how it was done

-Talk about how the experiment was carried out

-Inform the reader how the data was analyzed

This helped me find all I needed to put into my methods section. It allows my to look more in depth on How to ask my interview questions. I was also able to find how to make my questions non bias and make the question approprite for my audience.

Work cited

Writing up research: method and research design. (n.d.). Retrieved fromhttp://www.languages.ait.ac.th/el21meth.htm

How to Write a paper in scientific journal format. (2008, September 25). Retrieved fromhttp://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#methods

blog 10

CRITERIA	5	4	3	2	1	0	Comments
Formatting – MLA/APA headers, titles, indentation, etc.					1		The author uses no citations little evidence to support argument. The author does have a title.
Introduction – sufficiently forecasted the remainder of the essay			3				The author doesn’t explain why they believe the argument to be true. Good statistics to try and hook the reader
Conclusion – sufficiently wrapped up the author’s thoughts; connected to intro.			3				The author restated hypothesis.
In-text Citations – at least 2 and properly formatted					1		No citations. But good mention of other studies
Works Cited/References – only work actually cited in the paper is included; properly formatted.						0	No references
Grammar/Mechanics – language choice; punctuation; spelling, etc.	5						Great grammar and punctuation
Pre- & Post-writing paragraphs – did the author sufficiently describe goals and how to meet them? Did author sufficiently explain how goals were met?						0	No pre or post writings
Flow – transitions between paragraphs; all sentences in a paragraph related; no run-on or fragmented sentences.			3				It was hard follow. A little choppy
Hooked and maintained reader interest.			3				The reader had nice mention of other studies and statistics. But no sited work
Genre – Met the needs of the intended genre.				2			Nothing was really found just a lot of hypothesis’s
TOTAL = 21/50	Add’l comments: you need more evidence to prove your argument. Try to make more transitions to make the paper flow better.

Blog 9 close reading

Siblings of Children With Speech Impairment: Cavalry on the Hill

Paragraph 1 Intro

The author discusses the new use of family practices in speech and language pathology. They also show many references to show the amount of research and references they used. Finally the authors talked about how their works is different than others by writing about the siblings of children with speech imperments.

Paragraph 2

The author shows a quote to the reader know that they are informer. They talk about the importance of sibling relationships and social behavior. The authors also discuss the difference of ability level in siblings with disabilities. This paragraph gives the reader some background on the topic they are about to introduce.

Paragraph 3

The authors talk about how an a typical child may be affected by their sibling in school and activities outside of school. The author shows the reader through out this paragraph the amount of sources used once again, showing the reader how educated the authors are on this subject.

Paragraph 4

This paragraph gives the reader an idea as to how an a typical child who has a sibling with a disability picks their friends and life partners. The author also introduces the idea that siblings of children with disabilities tend to pick occupations in helping professions.

Paragraph 5

This paragraph talks about attention a nondisabled child recieves verses the sibling a disabled child from their parent, and the impact the lack of attention has on the a typical child.

Paragraph 6

The authors compare the different adjustment an a typical sibling makes when their sibling has a more advasive disorder such as autism verses the sibling with language disorders and developmental delay.

Paragraph 7

This paragraph explores the fact that a research study has never been done on the sibling interactions when a child has one issue such as a speech impediment.

Paragraph 8

Different ways to collect data. how the author choose to collect their data. What their data will look into.

Method

Paragraph 1, participants

The authors added a table with who is participating in the study and who the child lives with. The paragraph below the table is a summary of the characteristics in these families.

Paragraph 2, data collecting6h

The author talks about how they collected data by interviewing the particapents. The authors go into great detail as to how the interview was conducted and how long the interviews were.

Paragraph 3

The author then talks about the recording processes and the changes any of the particapants may have made while looking over their interview a second time.

Paragraph 4

The authors made sure that the interviews were not bias. The author explained how they made the interviewing process nonbias. They also talked about how they spoke the the parents of the interviewee before the interview.

Paragraph 5, data analysis

The authors discuss how they went about analyzing the data given to them by using “meaning statements”

Paragraph 6

This paragraph talked about the color coding system the authors used to analyze the data to make sure they did not over analyze or look over any parts.

Paragraph 7

This paragraph talked about how the authors went about finding themes in their data.

Paragraph 8

The author talked about the four main themes that emerged from their research.

Paragraph 9

The authors talked about how they are able to make the study credible by multiple ways of research.

Results and Discussion

Paragraph 1

Was made to introduce the idea that the research was made to experience what the particapant experiences and tell the reader how they are to accomplish that.

Paragraph 2

The authors tell the reader how they are going to compare their results with others and look at different psycologists to do so.

Paragraph 3, Theme 1: Impact on the sibling Relationship

personal relationship

This talked about how sibling relationships are equal and the attributes are similar with every sibling.

Paragraph 4

showed interview questions  to back up the fact that all of the siblings of that child have a simaliar view on the child in question. Showed the interpersonal relationship the siblings have with one another.

Paragraph 5

Showed the connection how the child is treated by the parent and how the child is treated by the sibling in question.

Paragraph 6, Understanding of speech impairment

When asking if their sibling had any trouble with anything the interviewers got a broad range of answers. The authors showed sample answers to prove what the came up with

Paragraph 7

Eric and Olivia had different intakes on their siblings speech impairment. The author suggests that the difference may come from the parents introduction to the speech impairment.

Paragraph 8

This paragraph talks about Vincent and his intake on his six year old brothers speech impairment. The authors shows examples from the interview.

Paragraph 9

The author talks about Kelsey and how in the interview she seemed to have no awareness that her brother had any trouble with speech. The authors then show a quote for Kelsey’s mother about how Kelsey does realize that her brother struggles with language.

Paragraph 10

This paragraph talks about how the age difference in the interviewees affects what they understand about their brothers speech impairment.

Paragraph 11, Impact on Relationships with outsiders/Others Theme 2

This paragraph talks about the idea that the sibling of a child with a speech impairment wants to protect the sibling the best they can. They also become more aware or there siblings impairment when more be people become involved in their relationship. The siblings of the child with a speech impairment also becomes more dependent on the a typical child.

Paragraph 12, protector

This paragraph talked about how two of the participants talked about protecting their siblings from bullying and then gave the comments they made.

Paragraph 13

The author talks about how the quotes relate to the siblings being protectors. The author suggests that siblings around the age of 8 to 12 are more impacted by the bullying  of their disabled sibling. These siblings are more impacted by the teasing more than the child being teased themself.

Paragraph 14, interpreter

The authors suggest that another way the siblings are being protectors is to speak for there sibling and tell others what the brother was trying to say, if the brother was not understood.

Paragraph 15

The author came up with the idea that these siblings are responding for their brothers as a sign of guilt due to the fact that there is limited understanding in speech impairment.

Paragraph 16

The authors talk about how an outsider Olivia suggested that Eric whose brother has a speech impairment sometimes just automatically talks for his brother with out thinking about it.

Paragraph 17

This paragraph talks about how in the interview with the child with a disability the A typical sibling would often help the brother talk. The author then gave the reader examples from the interview to back up their argument.

Paragraph 18

The authors explain that the siblings correct their brothers in these interviews because the interviewer is a stranger to their family therefore will be less likely to understand the their brother is saying. They then talked about how outsiders like kelsey’s teacher and mother have observed Kelsey talking for her speech impaired brother, because of this the brother relies on Kelsey heavily.

Paragraph 19

The author talks about how many articles do not talk about the idea that siblings talking for their siblings with disabilities is not talked about much in research. The authors suggest that this might happen due to the fact that these siblings have speech impairments.

Paragraph 20, Theme 3 Impact on Self

This paragraph introduced the idea of how the sibling feels having a sibling with a speech impairment. The possible jealousy and resentment the child may feel.

Paragraph 21 Jealousy and Resentment

The author talks about how two of the a typical siblings Ursula and Eric feel Jealous and often resent their brother. The author shows quotes from interviews from their brother and grandmother of these children.

Paragraph 22

The author suggests that these siblings feel this jealousy due to there age. The author than shows quotes from their interview to back up their argument.

Paragraph 23

The author talks about how one of the particapents Eric showed resentment towards his brother when he started school because his brother would follow him around everywhere and how he would find friends for his brother to play with.

Paragraph 24

The author talks about how Eric helped him brother in school and the roles he would play. The author show a quote from Eric’s mother talking about how the teachers would take Eric out of class if his brother was having a problem so he could try and fix it.

Paragraph 25

Eric’s parents did not realize the personal impact Eric taking care of his brother in school had on him.

Paragraph 26

The author suggests that Eric’s negative feelings could be due to the fact that Eric’s parents showed little knowledge on Eric’s role of being a protector and an interpreter for his brother. The author uses a quote from another author to support their idea.

Paragraph 27, Worry and Concern

The author uses the talks about how sibling may feel worry or concern for their brother with a speech impairment. The author talks about the data in their study that supports this claim. the author than gives quotes from the interview to show their reliability.

Paragraph 28

The author talks about how Kelsey deals with the worry she goes through. The author than shows quotes from the interview so the reader gets the full picture.

Paragraph 29

The author talks about the difference in the intensity Ursula and Kelsey worry. The author suggests that the amount the child is worrying is due to the child’s age.

Paragraph 30 Theme 4: Impact on The Parent- Child Relationship

The author’s final theme is the idea that the parent child relationship between the a-typical child and parent, due to the fact that the child with a speech impairment requires more attention. The author suggests that the child takes on a parent role to the child with a speech impairment.

Paragraph 31, Concerns regarding parents

The one particapent  Ursula feels a concern about her mother and how her brothers speech impairment affects her. The author uses a quote from Ursula to demonstrate her concern.

Paragraph 32

This paragraph connected the quote with the idea that Ursula was aware of the struggle her mother go through with her brother being speech impaired. The author uses a quote from another author to back his idea up.

Paragraph 33, Parent like role

The author found that the siblings of children with speech impairments tended to take on a parent like role especially in a school setting. The author used quotes from parents and grandparents of the children to support the idea.

paragraph 34

The author defined what Parentification was and how some of the a typical siblings will get this toward their sibling with a speech impairment.

Paragraph 35

The author looks at how Ursula was able to think of situations that could happen to her brother that have yet to happen to him.

Paragraph 36

The author suggests the idea that since all of the particapants that took on a parent role were female it is easier for women to take on a parent like role. The author used quotes from others to support his ideas.

Paragraph 37, Less parental attention

The author comments on how some of the a typical children are getting less attention from their parents. Eric felt that the reason he was getting less attention was due to the fact that he was older.

Paragraph 38

This paragraph talks about the fact that the mother of Eric did not realize she was giving less attention to Eric than his brother and that an outsider observered a major difference. The author states that only one of the particapents knew she recieved less attention due to her brothers disabilities.

Paragraph 39

The mother of one of the children even talks about moving the brother with a speech impairment so he can go to a different school. The mother knew how this would affect her daughter.

Clinical Implications Paragraph 1

The author talks about how their research can prove the importance of sibling relationships when a child has a disability

paragraph 2

The author suggests the importance of SLPs for the whole family and hoe they can help a sibling of a child with a language impairment cope with jealousy issues they may have. They can also he the parents realize the extra responsiblities a sibling may have.

Paragraph 3

The author suggests that this research promotes siblings support groups for children with siblings who have a speech impairment.

Limitations

Paragraph 1

The author suggested there was a limitations in how the interview was conducted

Paragraph 2

The author talks about how there was a limitation due to the small amount of families being interviewed.

Summary

paragraph 1

The summary of the 4 themes and the fact that this was the only time these children were interviewed for a study.

Paragraph 2

The author points out how their study was unique.

The Academic and Functional Academic Skills of Youth Who Are at Risk for Language Impairment in Residential Care
Paragraph 1

The author talks about what residential care is and what risk the children in these places may face. The author also talks about the importance of incorperating and need the child must have.

Paragraph 2

The author goes over resent studies involving residential care in the past and what came out of the study. The author the suggests how their study is different.

Paragraph 3

Describes the issues that someone with a language impairment may have and issues that my spring off of having a language impairment. The author talked about how in residential care children with Language

paragraph 4

The author showed the statistics on children with Language disorders in different environments.

Paragraph 5

The author talks about how it is important to diagnose children with language disorders and how if they go untreated it could be harmful to them in the future.

Methods, Participants, Paragraph 1

This paragraph gave the reader a look at who would be participating in the study and there previous background. The author pointed out that none of the participants where diagnosed with a Language disorder.

Paragraph 2, Data Sources

The author talks about where the data is taken from. The author talks about the four fields looked at in the study.

Paragraph 3, Demographics

Talked about what was in every child’s demographics record and the author gives and example at the top of the page.

Paragraph 4, Language

The author talks about the tests the participants under went to see in there is a possibility that they have a language impairment.

bibliography

Hagaman , J. (2010). The Academic and functional academic skills of youth who are at risk for language impairment in residential care. 41, 14-22.

McLeod, S. (2008). Siblings of children with speech impairment: cavalry on the hill.39, 21-32.

Blog 8 The Intro Paragraph

Grace Flaming had a lot of good points to her “Introductory Paragraph; Start With a Great First Sentence”. She talked about how important it was to start with a great first sentence that captures my audience. I came to realize how important the first sentence is and how it leads to the thesis of your paper.

This article gave me different examples of how to start my introduction so I can interest my audience with the first sentence. She started off with the idea that my first sentence  be a suprising fact that not many may know about my topic. This gets the reader wanting to know about my subject. Humor was another good suggestion that was used in this article. Humor gives the reader an idea about the humor that is about to come in a story. by using humor my audience may want to read on and hear more about what is to come in the story. Finally a quotation can also be used to make a good stating sentence. The quote gives the reader a sense suspense as to how the quote relate to the topic.

Hooks draw the readers of my article in. There were several different types of hooks that this author used to show the reader. She stated that different definitions might hook the readers to my work. She talked about making my audience curious and wanting more after reading the introduction. She also add in that I am to double-check my introduction making sure that the first sentence and my thesis match my whole work.

bibliography

Fleming, G. (2010). the introductory paragraph start with a great first sentence. About.com Guide, Retrieved from http://homeworktips.about.com/od/paperassignments/a/introsentence.htm