Comment on the book

Do not be afraid and do not be embarrassed. You are not a literary critic, and this is not a project of philologists and literary scholars. You have the right not only to your point of view, but also to its presentation. The presentation should be literate.

What not to do. If you are not a master of improvisations, do not write a review “on the first call.” By this you will save yourself and others from numerous problems and greatly improve the quality of your reviews. Think about it. In the continuation of the previous – do not write reviews immediately in the form on the site. This will allow you without panic and vanity to state your thoughts, edit (and more than once) written text, correct mistakes. Do not retell the plot of the work. Who read the work, they already know it, and those who did not read, will not be happy with your retelling. Do not repeat what is already written in other reviews. It is better to unsubscribe in the comments. Similarly, do not write a review, the only purpose of which is a polemic with the author of the previous review, for this there are also comments. Do not abuse categorical judgments. Do not hold back. Do not provoke users to say something. Do not include in the review information that is irrelevant.

What to do is worth it. You must clearly understand – what exactly do you want to convey to the readers. It is advisable to know this before writing a review, and before its publication. A good headline is half of the review. Do not spare the time to think about it. The most important parts of your review are the beginning and the end. Work them out carefully.! You can argue anything, just argue your point of view. Share your impressions! In the general case, impressions and emotions do not need arguments, but it is better to justify them somehow. Your subjective experience is valuable, but doubly valuable if the reader understands why you got such an experience. Compare and associate! Engage in a wider literary context. After writing, read the review several times.

Last and most importantly – treat the review responsibly. Your review can serve as an argument for someone in choosing literature.


Essays (essai – “experience”, “sketch”) – a journalistic genre, which is a reflection on a problem; free, but reasoned intellectual search. The essay assumes the author’s individual position. The essay implies freedom of creativity. Here you are the only creator. An essay can have many goals, but the basic structure remains unchanged.

Collect and write down all the topics for the essay. Recollect examples from your life experience that fit under these topics. Write everything that comes to mind. Everyone writes about the same thing. Your task is to stand out. Your essay should be original and different from the other. Make sure that you touch the original theme. You need to demonstrate a unique approach to the topic. Your idea should be supported by good examples or stories. It is also important to remember that people do not have some knowledge. It is not necessary to write special terms or things that are difficult for other people to understand. Read your essay and make sure that it characterizes you as a person. And also, that the topic is significant for you. You must show interest in the topic and find an original approach.

Before writing an essay, answer the following questions:

Why graduate school and why this graduate school?

– Why graduate school now?

– What will I get out of graduate school and what will I contribute to my classmates?

Keep these questions in your head when composing an essay plan and when writing an essay. Answer the questions directly, honestly and openly, it’s just preparation!

How to improve the effectiveness of writing essays:

-Use several monitors. Your productivity can increase to 50% using more than one screen (According to Microsoft). Use different devices. For example, you can use a tablet or laptop for research and writing an essay.

– Use the same table. The study, Business Insider in 2013, showed an increase in productivity by 10%. A higher level of energy and better concentration as a result of using the same table.

– Technique Pomodoro. Alternative work and rest for maximum performance. Tactics developed in the late 1980s imply the division of the work into intervals of 25 minutes in length. They are followed by short breaks (5-10 minutes). These intervals are called “pomodoros”, (from Italian – tomatoes). The author of this method Francesco Cirilo, used a kitchen timer, which has the form of a tomato, for self-control.

Coursework writing service

The topic of how to compose a coursework is intriguing as for freshman, as for more experienced students. After all, as a rule, individually these topic professors do not raise. Having some experience in preparing essays, students do the same job at their discretion.

However, the writing of coursework has certain goals. Those goals are:

Skills to systematize, analyze, and summarize information.

Applying the knowledge to analyze and solve various professional problems.

Obtaining skills of independent carrying out of various kinds of researches.
Learning literate, logical presentation, as well as the formulation of conclusions.

So, based on the above-mentioned goals, coursework is evaluated for each of the points. However, the head of the course project always ready to help you, so the task becomes a little easier, as the teacher helps to correct the shortcomings that arise in a timely manner.

So, how to write the coursework correctly?

Start by picking the topic, most often it is your choice. The choice should be based on your personal interest, because then you can creatively approach the problem, which is usually an advantage of work.

The next stage in the preparation of the coursework is the selection of theoretical material. Based on the collected material, it will be most correct to make a plan for the presentation of the theme of the coursework. Direct writing begins only after careful analysis of the collected material.

Then you can prepare the main part. It describes the essence of the problem (expressed in the theme of the coursework), different points of view the likelihood of taking care of this issue. It is fitting to highlight three or five key issues that may be relevant to the project’s issues and highlight them in detail. For ease of completion toward the finish of each section, you can write conclusions about the material.

Only after you write this you can start composing an introduction in which the relevance of the chosen topic should be argued.

It is equally important to consider the history of the development of the topic, the experience of solving similar problems, as well as a variety of points of view.

How to cheat antiplagiarism?

Any student knows that studying without the ability to bypass the requirements of teachers turns into a dry and boring occupation. It is no accident that the creation of cribs, the writing of the same abstracts and even coursework has long been put in the student’s environment to a professional level. And today, with the development of information technology, there was also a need to deceive not only teachers, but also … a computer program. But how else if almost every professor requires an examination of an essay, a lecture and a coursework for the existence of plagiarism. And plagiarism can be anything, from ill-formed quotes without references, to the use of popular expressions and complex words. Today every student knows what Anti-Plagiarism is, and is looking for his own way to outwit the conditions exposed by this application.

Antiplagiat-killer, a program designed to deceive the system Antiplagiat.

How to bypass the complex system of data selection for verification by the Anti-Plagiarism? There are several options, but all of them, at once, should be stipulated, are far from ideal.

Replacing a part of the letters in words: to make your text recognized as unique, you can try to replace in some words those parts of the text that cause doubts, Cyrillic symbols in Latin. The letter “C” of the Russian is replaced by the Latin “c”, the Russian “n” – in the uppercase English “h” and so on.

To bypass the test, you can try to replace the whitespace with some white character, however, the latest updates of the application can mark the text as suspicious, because instead of separate words it will abound with very long and unfamiliar system of word forms. And another drawback of this method, as well as of the previous one, is that it is fraught with electronic errors to submit the finished text, processed in this way: any editor like Word “and immediately marks the replaced fragments as spelling mistakes.

In order for the parts of other people’s works to be used for their own, one of the synonyms can be used – programs that specialize in the selection of synonyms for words. This method is loved by many freelancers, rewriters, because it does not require any intellectual activity – only a mechanical patient work to replace words. The same principle, by the way, is advertised in the network Antiplagiat-killer, a program designed just to deceive the system Antiplagiat.

Full translation of the sources used in the task with their own words remains the most effective method of content uniqueness. Especially, if you avoid writing a lot of terms while writing, do not use quoting and references to other authors.

But the most effective way to outwit a check is to write completely your own, unique work, to which the system of searching for similar fragments cannot find fault.

How will the essay be evaluated?

Familiarity with the scores obtained on a real exam of essay writing (see the section with examples) can help you determine the further path for self-improvement.

Band 9 – your writing is perfect.

Band 8 – no errors, full compliance with the format of the exam.

Band 7 – your written work has minor flaws, but completely corresponds to the format of the exam.

The essay writer demonstrates a clear ability to write both at the logical and syntactic levels, although there may be individual errors. Compositions this category:

  • adequately answer the written assignment;
  • well organized and logically constructed;
  • Illustrate by suitable examples to confirm the position
  • demonstrate the ability to use various grammatical tools, wise choice of words.

Band 6 – there are a few errors that do not violate the understanding of meaning; all the rules of registration of work are observed; the given topic is disclosed logically and meaningfully; the candidate demonstrates the ability to write both at the logical and syntactic levels, although there may be some errors. Compositions of this category:

  • can disclose individual parts of the job better than others;
  • Usually well organized and logically constructed;
  • use examples to confirm a thesis or an idea;
  • show the ease of using the language;
  • demonstrate some ability to use different grammatical

means and a fairly broad vocabulary.

Band 5 – a small number of errors, some shortcomings: there is no connective word,

there are 3 paragraphs, but there are 2, although the logic requires the allocation of 3 paragraphs, inaccurate handwriting. The candidate demonstrates minimal skills to write essays on both logical and syntactical levels. Compositions of this category:

  • adequately disclose the topic, but some parts of the assignment are not covered;
  • adequately organized, logically constructed;
  • use separate examples to confirm the thesis or illustrate the idea;
  • demonstrate adequate, but possibly insufficient, ease of use

grammar and vocabulary;

  • may contain some errors that sometimes distort the meaning.

Band 4 – a badly disclosed topic, there is no logic, there are mistakes. The candidate shows some development in mastering the letter, but remains insufficiently competent both at the logic level and at the syntactic level.

The writing of this category can demonstrate one or more of the following drawbacks:

  • unsuccessful logic or its development;
  • inappropriate or inadequate examples to confirm or illustrate general provisions;
  • a noticeably inappropriate choice of words or their forms;
  • A significant number of grammatical and / or lexical errors.

Band 3 – formally written, but the topic is not disclosed, a large number of errors. The candidate shows incompetence. The writing of this category is seriously affected by one or more of the following shortcomings:

  • serious lack of organization and insufficient disclosure of the topic;
  • little or no examples, as well as non-reference details;
  • gross and frequent mistakes in the structure of sentences and the use of words;
  • serious problems in covering the topic.

Band 2 – everything is bad, but at least something is written. The candidate demonstrates incompetence. Composition of this category: may be inconsistent; not completed; may contain serious and repeated spelling mistakes.

Band 1 – there are unreadable sentences, no grammar; this happens when the topic is very enthralling, and the language potential is very small.

Band 0 is put for failing to attend the exam.