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2.5.5 Writing style

As we have seen, Hansa tends to use whole clusters of words and constructions that are a bit over-formal rather than wrong. She seems to be trying to impress her reader. For example:

They therefore fled from the country in order to escape the restrictions and consequent boredom placed upon them by the very limited pastimes that a high ranking women in the eighteenth century was permitted to indulge.


Author(s): The Open University

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7.4.5 The conclusion

Having come so far with your drafting, how will you bring it to a close?

The conclusion should summarise the content of the main body of your assignment clearly and concisely. A final reference to the assignment title is often useful, emphasising to your tutor that you have indeed answered the question. Your concluding paragraph should not include anything new, though it may suggest what needs to be considered in the future. It should emphasise the key elements of your argument.

W
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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

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Elephant and Castle motif AA98_06657

*

City And Guilds College, Imperial College Of Science And Technology, South Kensington, Greater London. Exterior detail showing a terracotta panel with an elephant and castle motif. Photographed by Eric de Mare (active 1945-80). Cropped image.
© Historic England


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9.3 Health

The leader must be informed of any problems of mental or physical health that may affect safety during field-work. This may include, for instance, information on diabetes, asthma or epilepsy; students should also inform the leader if they require extra assistance. All work handling living organisms, soil or water may give some risk of infection, and protection in the form of gloves, masks, etc., may need to be carried. Supervisors should give advice concerning particular health hazards that m
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Learning outcomes

After studying this course, you should be able to:

  • understand the links between lesson format and learning styles

  • understand quality lesson delivery and its links to good behaviour

  • experiment with new and innovative approaches to planning and teaching.


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