dars vase bache haye akin rajebe physical appearance
va weather
season
in at on
dars vase ayax
through
yaz daily routine cards
va moratab kardane karta
va weather
season
in at on
dars vase ayax
through
yaz daily routine cards
va moratab kardane karta
| Day | Book section | What to learn | Light homework |
| --: | ----------------------------- | -------------------------------------------- | ------------------------------ |
| 1 | Ch. 1, pp. 5–18 | Topic, supporting and concluding sentences | One 130-word paragraph |
| 2 | Ch. 2, pp. 24–42 | Unity, coherence, transitions, logical order | Revise Day 1 paragraph |
| 3 | Ch. 4, pp. 78–87 | Introduction, thesis, body and conclusion | Thesis + introduction |
| 4 | Ch. 4, pp. 89–100 | Organization and outlining | Outline + 320-word essay |
| 5 | Ch. 8, pp. 153–159, 168 | Argumentative essays and rebuttal | Introduction + 2 body outlines |
| 6 | Ch. 8 | Developing a complete argument | One 500-word practice essay |
| 7 | Ch. 6, pp. 117–129 | Cause/effect and positive/negative effects | Two developed body paragraphs |
| 8 | Ch. 5, pp. 102–112 | Process essays and chronological order | One 300–350-word process essay |
| 9 | Ch. 9–10, selected sections | Sentence variety and common errors | Edit Day 6 essay |
| 10 | Appendix B + official prompts | Timed exam performance | One 320–350-word mock essay |
| --: | ----------------------------- | -------------------------------------------- | ------------------------------ |
| 1 | Ch. 1, pp. 5–18 | Topic, supporting and concluding sentences | One 130-word paragraph |
| 2 | Ch. 2, pp. 24–42 | Unity, coherence, transitions, logical order | Revise Day 1 paragraph |
| 3 | Ch. 4, pp. 78–87 | Introduction, thesis, body and conclusion | Thesis + introduction |
| 4 | Ch. 4, pp. 89–100 | Organization and outlining | Outline + 320-word essay |
| 5 | Ch. 8, pp. 153–159, 168 | Argumentative essays and rebuttal | Introduction + 2 body outlines |
| 6 | Ch. 8 | Developing a complete argument | One 500-word practice essay |
| 7 | Ch. 6, pp. 117–129 | Cause/effect and positive/negative effects | Two developed body paragraphs |
| 8 | Ch. 5, pp. 102–112 | Process essays and chronological order | One 300–350-word process essay |
| 9 | Ch. 9–10, selected sections | Sentence variety and common errors | Edit Day 6 essay |
| 10 | Appendix B + official prompts | Timed exam performance | One 320–350-word mock essay |
. Final 70-minute routine
10. Minutes 0-8: Read the prompt twice, choose a position, and outline 2-3 main points with examples.
11. Minutes 8-55: Draft. Give each paragraph one job and develop every reason.
12. Minutes 55-62: Revise the thesis, paragraph order, unity, and missing explanations.
13. Minutes 62-70: Edit sentence boundaries, verbs, agreement, articles, plurals, pronouns, spelling, and word count.
12. Submission checklist
14. I answered the exact question and followed the required essay type.
15. My thesis states a clear position or map of the essay.
16. Each body paragraph supports one thesis point.
17. Every reason includes an explanation and a realistic example.
18. My pronouns are clear and my transitions show real relationships.
19. My conclusion paraphrases the thesis and adds no new argument.
20. I avoided invented facts, unsupported absolutes, slang, and contractions.
21. I stayed within the required word limit and checked common grammar errors
10. Minutes 0-8: Read the prompt twice, choose a position, and outline 2-3 main points with examples.
11. Minutes 8-55: Draft. Give each paragraph one job and develop every reason.
12. Minutes 55-62: Revise the thesis, paragraph order, unity, and missing explanations.
13. Minutes 62-70: Edit sentence boundaries, verbs, agreement, articles, plurals, pronouns, spelling, and word count.
12. Submission checklist
14. I answered the exact question and followed the required essay type.
15. My thesis states a clear position or map of the essay.
16. Each body paragraph supports one thesis point.
17. Every reason includes an explanation and a realistic example.
18. My pronouns are clear and my transitions show real relationships.
19. My conclusion paraphrases the thesis and adds no new argument.
20. I avoided invented facts, unsupported absolutes, slang, and contractions.
21. I stayed within the required word limit and checked common grammar errors
Prompt: Should smoking be banned in public places?
with the rise of health and social awareness we are facing a question of weather should smoking be banned in public places or not. on one hand we have second hand smoking and its risks and on the other we have the debate over free will and executing that free will.
second hand smoking effect means getting affected by the nicotine and smoke in the air; effects like your lungs getting damaged by the smoke or getting addicted to nicotine and having to deal with the nicotine's side effects such as heart attack, hair loss, and infertility. Therefore, out of respect to the people around us and their well being it is better to not smoke near other people, specially children. Another things about nicotine is that it get absorbed into the walls, fabrics and etc, which would result in involuntary nicotine exposure. so, having the smoking banned in some areas related to children or vulnerable people like elderlies or patients new the hospitals, can be an amazing idea.
meanwhile, as an adult you are allowed to exert your free will and smoke wherever you are allowed to. since legally you are allowed to smoke. even if that free will would end up hurting you, you are responsible for your own health. I personally enjoy smoking occasionally and having it banned for the people you are addicted to it might end up in unwanted reactions out of withdrawals. however, you are free to hurt your internal organs but you are shouldn't be allowed to use your free will to hurt other people, both mentally and physically.
in conclusion, having smoking banned in some areas would definitely help the vulnerable part of the society while making the people who are addicted to smoking having to deal with inconveniences like walking to smoking area so that they would smoke less themselves too.
with the rise of health and social awareness we are facing a question of weather should smoking be banned in public places or not. on one hand we have second hand smoking and its risks and on the other we have the debate over free will and executing that free will.
second hand smoking effect means getting affected by the nicotine and smoke in the air; effects like your lungs getting damaged by the smoke or getting addicted to nicotine and having to deal with the nicotine's side effects such as heart attack, hair loss, and infertility. Therefore, out of respect to the people around us and their well being it is better to not smoke near other people, specially children. Another things about nicotine is that it get absorbed into the walls, fabrics and etc, which would result in involuntary nicotine exposure. so, having the smoking banned in some areas related to children or vulnerable people like elderlies or patients new the hospitals, can be an amazing idea.
meanwhile, as an adult you are allowed to exert your free will and smoke wherever you are allowed to. since legally you are allowed to smoke. even if that free will would end up hurting you, you are responsible for your own health. I personally enjoy smoking occasionally and having it banned for the people you are addicted to it might end up in unwanted reactions out of withdrawals. however, you are free to hurt your internal organs but you are shouldn't be allowed to use your free will to hurt other people, both mentally and physically.
in conclusion, having smoking banned in some areas would definitely help the vulnerable part of the society while making the people who are addicted to smoking having to deal with inconveniences like walking to smoking area so that they would smoke less themselves too.
Kronenberg, Algado and Pollard, Occupational Therapy Without Borders: Learning from the Spirit of the Survivors, Elsevier–Churchill Livingstone, London, 2004
Scaffa M. E., Occupational Therapy in Community-Based Practice Settings, F. A. Davis, Philadelphia, 2001
Introduction to Physiotherapy and Rehabilitation — Prof. Arzu Razak Özdinçler
Ethics in Rehabilitation: A Clinical Perspective — B. L. Kornblau and S. P. Starling
Continuing Professional Development: A Guide for Therapists
TÜBİTAK Research and Publication Ethics Board Regulation
Putz R. and Pabst R., Sobotta Atlas of Human Anatomy, Volume 2, 12th English ed., 1994
Netter F. H., Atlas of Human Anatomy, 2nd ed., 1997
Moore K. L. and Persaud T. V. N., The Developing Human: Clinically Oriented Embryology, 5th ed., 1993
Yıldırım M., İnsan Anatomisi, 2003
Arıncı K. and Elhan A., Anatomi I–II, 2003
Moore K. and Dalley A. F., Clinically Oriented Anatomy, 4th ed., Lippincott
The weekly preparation section also names:
Gray’s Anatomy for Students
Richard S. Snell, Clinical Anatomy by Regions
Blandine Calais-Germain, Anatomy of Movement
Elaine N. Marieb, Anatomy & Physiology Coloring Workbook
John W. Jewett and Raymond A. Serway, Physics for Scientists and Engineers, Technology Update — any edition
Okay A., Sağlık İletişimi, Der’in Yayınları, İstanbul, 2012
Kemal H. Karpat, Turkish Political History / Evolution of Political History (2021)
Turkish Revolution History, edited by Cemil Öztürk, Ankara, 2010
Mustafa Kemal Atatürk, Nutuk
Atatürk’s Speeches and Statements I–III, Ankara, 1997
Bernard Lewis, The Birth of Modern Turkey, translated by Metin Kıratlı, Ankara, 1996
Muharrem Ergin, Turkish Language for Universities, İstanbul, 2019
Rekin Ertem and İsa Kocakaplan, Turkish Language and Composition in Universities, İstanbul, 2010
Yakup Karsoy et al., Applied Turkish Language and Composition Information for Universities, Konya, 2009
Yakup Yılmaz, Language Mistakes in Turkish, İstanbul, 2010
Rıfat Mutuş and Funda Pehlivan, Medical Terminology for Health Sciences, Ankara Nobel Medicine Bookstores, 2022
Stuart Porter, Physiotherapy Dictionary, translated by Z. Didem Takinacı, İstanbul Medicine Bookstore, 2017
Ethics in Rehabilitation: A Clinical Perspective — B. L. Kornblau and S. P. Starling
Continuing Professional Development: A Guide for Therapists
Scaffa M. E., Occupational Therapy in Community-Based Practice Settings, F. A. Davis, Philadelphia, 2001
Introduction to Physiotherapy and Rehabilitation — Prof. Arzu Razak Özdinçler
Ethics in Rehabilitation: A Clinical Perspective — B. L. Kornblau and S. P. Starling
Continuing Professional Development: A Guide for Therapists
TÜBİTAK Research and Publication Ethics Board Regulation
Putz R. and Pabst R., Sobotta Atlas of Human Anatomy, Volume 2, 12th English ed., 1994
Netter F. H., Atlas of Human Anatomy, 2nd ed., 1997
Moore K. L. and Persaud T. V. N., The Developing Human: Clinically Oriented Embryology, 5th ed., 1993
Yıldırım M., İnsan Anatomisi, 2003
Arıncı K. and Elhan A., Anatomi I–II, 2003
Moore K. and Dalley A. F., Clinically Oriented Anatomy, 4th ed., Lippincott
The weekly preparation section also names:
Gray’s Anatomy for Students
Richard S. Snell, Clinical Anatomy by Regions
Blandine Calais-Germain, Anatomy of Movement
Elaine N. Marieb, Anatomy & Physiology Coloring Workbook
John W. Jewett and Raymond A. Serway, Physics for Scientists and Engineers, Technology Update — any edition
Okay A., Sağlık İletişimi, Der’in Yayınları, İstanbul, 2012
Kemal H. Karpat, Turkish Political History / Evolution of Political History (2021)
Turkish Revolution History, edited by Cemil Öztürk, Ankara, 2010
Mustafa Kemal Atatürk, Nutuk
Atatürk’s Speeches and Statements I–III, Ankara, 1997
Bernard Lewis, The Birth of Modern Turkey, translated by Metin Kıratlı, Ankara, 1996
Muharrem Ergin, Turkish Language for Universities, İstanbul, 2019
Rekin Ertem and İsa Kocakaplan, Turkish Language and Composition in Universities, İstanbul, 2010
Yakup Karsoy et al., Applied Turkish Language and Composition Information for Universities, Konya, 2009
Yakup Yılmaz, Language Mistakes in Turkish, İstanbul, 2010
Rıfat Mutuş and Funda Pehlivan, Medical Terminology for Health Sciences, Ankara Nobel Medicine Bookstores, 2022
Stuart Porter, Physiotherapy Dictionary, translated by Z. Didem Takinacı, İstanbul Medicine Bookstore, 2017
Ethics in Rehabilitation: A Clinical Perspective — B. L. Kornblau and S. P. Starling
Continuing Professional Development: A Guide for Therapists
Some people believe that university students should be required to attend every class. Others believe that attendance should be optional as long as students pass their examinations. Discuss both views and give your own opinion.
Today we are going to settle a debate on whether attendance should be mandatory or not. Some people believe that university students should attend every class which I disagree since students may be going through a health complication. On the other hand, some believe that attendance should be optional as long as students pass their evaluations. I also believe that students doing their part in a group project should be part of that evaluation; since, it affects the classmates' score too.
When students are attending, they can interact with the lecture and ak questions. Some would argue that mandatory attendance would make discipline in students and latter on help them to have the same discipline to show up for work everyday , and not let their personal life to get between them and doing their jobs.
However, when the attendance is optional, the students will show up out of their passion for that subject and their love to learn. When not going to the class has no consequences, the learners' learning process becomes noble. since, they are doing that for themselves, the community, or the society. Besides that, students may be struggling with health complications or family emergencies. Therefore, they would need to rest or take care of some matters. In order to learn their mind should be at ease. They body should be pain free. They shouldn;t be suffering while sitting through their classes.
Should learners be forced to attend every class? No. One would say that beats the purpose of learning since attaining new information should be followed with passion. Psychologically humans do better when they are acquiring new information that they are interested about. Now, if we force people do to something, we may kill their interest. Because, they are not doing it for themselves and nor for their own sake. Learning out of obligations, may make students to just read the materials passively or come to the class without listening to the lecture when they actualy need some rest.
In conclusion, I believe that attendance mustn't be mandatory ,and students should have the freedom to skip some classes however they see fit. Learning comes with passion and school shouldn't kill that passion by forcing learners to be present in a classroom where their mind cannot be present with the classroom. Learning should become easier by schools, not harder.
When students are attending, they can interact with the lecture and ak questions. Some would argue that mandatory attendance would make discipline in students and latter on help them to have the same discipline to show up for work everyday , and not let their personal life to get between them and doing their jobs.
However, when the attendance is optional, the students will show up out of their passion for that subject and their love to learn. When not going to the class has no consequences, the learners' learning process becomes noble. since, they are doing that for themselves, the community, or the society. Besides that, students may be struggling with health complications or family emergencies. Therefore, they would need to rest or take care of some matters. In order to learn their mind should be at ease. They body should be pain free. They shouldn;t be suffering while sitting through their classes.
Should learners be forced to attend every class? No. One would say that beats the purpose of learning since attaining new information should be followed with passion. Psychologically humans do better when they are acquiring new information that they are interested about. Now, if we force people do to something, we may kill their interest. Because, they are not doing it for themselves and nor for their own sake. Learning out of obligations, may make students to just read the materials passively or come to the class without listening to the lecture when they actualy need some rest.
In conclusion, I believe that attendance mustn't be mandatory ,and students should have the freedom to skip some classes however they see fit. Learning comes with passion and school shouldn't kill that passion by forcing learners to be present in a classroom where their mind cannot be present with the classroom. Learning should become easier by schools, not harder.
introdcutoon
change of something, what reason do we have to discuss this
emergancy tavajoh jazb kardam
oprn ending , noy yo prove but to elaborate
provide stance and 2 example
2 supporting examples plus one against why u refute it
thesis statement [ no hard stance but imply
3 topic sentences for each p
change of something, what reason do we have to discuss this
emergancy tavajoh jazb kardam
oprn ending , noy yo prove but to elaborate
provide stance and 2 example
2 supporting examples plus one against why u refute it
thesis statement [ no hard stance but imply
3 topic sentences for each p