To share one's vision and make others see what you are seeing.

Typically, a strong thesis informs your reader about what topic you address in your essay, and why.

7. Ask, then, What do I want to tell my audience on the basis of my research? Determine one or more points that you think your readers, hearers, viewers (etc.) ought to know. The structure of your presentation should be fully determined by that purpose. Omit anything extraneous. You do not need to tell your audience you have learned. Here are some things you might choose to do at this point. (a) Ask . Sometimes a well-formulated question can be edifying, even if the theologian has no answer. It is good for us to learn what is mysterious, what is beyond our comprehension. (b) a theological text or group of them. Analysis is not “exposition” (above) but “explanation.” It describes the text is organized or phrased in a certain way—its historical background, its relations to other texts, and so forth. (c) or two or more positions. Show their similarities and differences. (d) Develop and of the texts. (e) the texts in some way. Add something to their teaching that you think is important. (f) Offer —positive or negative evaluation. (g) Present some combination of the above. The point, of course, is to be clear on just what you are doing.

Paint a word-picture, one that enables the readers to see what you are writing about, to feel what you are experiencing, to share in the emotions that have been carried around within you long enough that you have had to come out and make a statement.This leads to some critical concerns about your audience of readers:

Citations. Historians use either footnote or endnote citations, following the Chicago Manual of Style format for Notes and Bibliography, rather than parenthetical citations and Works Cited pages. For most of the primary documents selected for critical analysis, the first citation of the source will contain reference information for two sources: the primary document and the collection (the secondary source) in which it is reprinted (see footnote 1 for example). The reference information for subsequent citations (e.g., quotations from the document) should be shortened, using the last name of the author of the document and an abbreviated title, followed by the page number (see footnote 2 for example). When you cite information or commentary written by the editor of the collection, cite that author and text (see footnote 3 for example). In general, place the footnote reference number at the end of the sentence; it should follow all punctuation marks (see footnote 2 above). If you need to provide a footnote in the middle of a sentence for reasons of clarity, place the reference mark at the end of a clause and its punctuation.

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Use the first person when writing this type of essay: I .

The conclusion or denouement is the last part of every essay. This section serves to summarize your point of view about the chosen topic. It is vital to prepare a sound conclusion because this paragraph presents the argument of the entire essay in brief. Many people do not read the whole text and they focus on the conclusion to find out what the text is about. Therefore, the denouement should be written according to a specific formula. Restate the main problem of your essay and emphasize its importance and value. Then, enumerate your arguments and counterarguments. Choose the most important ones if you have many positions. Finally, present your opinion to the reader or leave space for suggestion writing an open ending.

Keep in mind that this is not a purely expository or objective essay.

You have to learn how to write.

Rationale
Management research indicates that developing self-awareness has several advantages: personal growth, career development, and an enhanced ability to understand and
have empathy with others. In their studies of managerial and executive derailment, the Center for Creative Leadership found that successful managers: (1) understand
their values, personal styles, and strengths and weaknesses; (2) know the impact of these values, styles, strengths and weaknesses, on their ability to effectively
work with others and achieve their goals; and (3) are quick to reflect upon and learn from their own experiences.
Despite these advantages, we often resist opportunities to increase our self-awareness. We try to protect our self-esteem. We fear that learning something new about
ourselves will be painful or may require us to change. We may think that we already know ourselves well enough. Or we may not want to take the time out of our busy
schedules to engage in self-reflection. In short, developing a willingness and ability to engage in self-reflection, is a critical leadership skill that is not easily
learned yet reaps many rewards.
Keeping a learning journal is a structured way to develop this skill. This journal is a confidential, written record of your personal development through the class.
The learning journal helps you to reflect on how your personal styles influence your interpersonal relationships, particularly in your role as a manager and leader.

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Learning Journal Requirements:
Based on the self-assessment instruments used in the course respond to the following questions:
1. Choose four areas in Leadership for your self-analysis and justify your choice. Due date 14 August. Length 400 words
2. Summarize the results of the relevant self-assessments in your learning journal. Due date 29 August. Length 700 words
3. Share your results, insights and conclusions with someone you trust and respect. Ask them for their reactions and comments. Due date 5 September. Length 700 words
4. Discuss in the journal:
• What you learned about yourself.
• How your perceptions of yourself are similar and different from the perceptions of the person with whom you discussed your assessments.
• How your style could affect your relationship with others, particularly your work relationships. Consider its influence on how you see and relate to others, how
others react toward you, and implications for the kind of work you prefer.
• Given this information, what can you do to take advantage of your strengths and minimize your weaknesses as a manager/leader? What barriers and opportunities exist
for the implementation of your personal leadership plan in your student/professional life? Due date 12 September. Length 1200 words


Who is narrating the story and how are events altered from this perspective?

10. Decide on a format and style. Again, flexibility is important. Consider various possibilities: (a) academic research paper, (b) sermon, (c) dialogue form (valuable for many reasons, not least that it encourages you to be more self-critical), (d) drama, (e) poetry, (f) fantasy, (g) allegory, (h) mixed media, (i) popular article. There are many others.

How to Write a Critical Analysis of a Short ..

In self-criticism the creative use of the theological imagination is tremendously important. Keep asking such questions as these. (a) Can I take my source’s idea in a more favorable sense? A less favorable one? (b) Does my idea provide the only escape from the difficulty, or are there others? (c) In trying to escape from one bad extreme, am I in danger of falling into a different evil on the other side? (d) Can I think of some counter-examples to my generalizations? (e) Must I clarify my concepts, lest they be misunderstood? (f) Will my conclusion be controversial and thus require more argument than I had planned?

A critical analysis suggests that ..

5. Formulate a critical perspective on your sources. How do you evaluate them? Use criteria 1–9 under Appendix E. There must always be some evaluation, positive or negative; if you don’t know what is good or bad about the source, you cannot make any responsible use of it. With a scriptural text as a source, of course, the evaluation should always be positive. With other texts, there will generally be some element of negative evaluation (see chapter 7, ).