Here is the synopsis of our sample research paper on Adult Female College Students and Risk-Taking in English Classes. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 6 page paper which examines how these women are affected by the prospect of risk-taking and when do they try to answer questions or participate in discussions without being afraid of making mistakes. Bibliography lists 12 sources.
Page Count:
6 pages (~225 words per page)
File: TG15_TGtakerisk.rtf
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Unformatted sample text from the term paper:
these students because of the amount of verbal and written participation involved. Unlike science or mathematics courses that rely upon concrete reasoning and problem solving in which answers can
be easily determined with proficiency in the subject areas, college English frequently entails individual interpretation and analysis of literature. This type of methodical thinking involves taking some risks because
it is often more subjective than objective. Those who may be regarded as "high risk takers" in life are not in any way deterred in English classes for they
are by nature "verbally active" (Jonassen and Grabowski 411). However, the more cautious person, the prospect of making a mistake and exposing oneself to ridicule represents shame and "social
embarrassment" (Jonassen and Grabowski 411). In these extreme anxiety situations, more often than not, being called upon to answer a question may resort to inventing what is considered to
be an appropriate response (selecting an answer based on the perception of what the teacher is seeking) in order to appear coherent and articulate (Reeves 17). Researchers have discovered that
risk-taking behaviors are usually determined by age and gender (Jonassen and Grabowski 409). While older students learning differently from younger ones, gender is also a determining factor in how
aggressively knowledge is attained (Vangelisti et al 247). What studies have conclusively proven is that males are much more likely to engage in class participation than females (Fassinger 82).
Women college students have no illusions about any preeminence in the classroom because they are conditioned to perceive themselves as being less involved in any type of class interaction
by a society that denies them equal access (Fassinger 82). When women college students hesitate speaking up in class. They use as their excuses "poorly formulated ideas, ignorance...
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