Do some brainstorming, focused freewriting, clustering, or other prewriting activity to gather information about the working thesis statement you wrote for an earlier activity or for another writing situation. Then write both a scratch outline and formal outline based on that thesis and the information you
gathered. Be sure to save a copy of your work in case you'll need it for another activity or assignment.

You can do it on any topic but I would prefer it if you did it on the dystopian aspects of North Korea

The author most likely uses the word monstrous rather than the word “unpleasant” because it has a more positive connotation than the word “unpleasant.” a more negative connotation than the word “unpleasant.” a more neutral connotation than the word “unpleasant.” almost the same connotation as the word “unpleasant.”

Before ending this lesson, take a moment to review an informative research essay you have written. you’ve probably already written a conclusion to the essay. but is it the best conclusion it can be? does it properly summarize the main subtopics of your essay? does it state in one or two sentences the “so what” of your topic. if your topic was abraham lincoln, your essay shouldn’t be just about abraham lincoln. it should answer, “so what about abraham lincoln? ” take five or ten minutes, and looking only at that single paragraph, revise your conclusion

Me plswhich is not a component of the sq4r method? recordrecitereviewreply