Busiess Taxation Essay Example | Topics and Well Written Essays - 1500 words

Busiess Taxation - Essay Example this expenditure is not an operational variable, it is charged in the balance sheet as an asset rather than expenditure in the profit and loss account. However, usage of the fixed asset over time is shown in the profit and loss account as a depreciating charge. Tax is applicable for companies on profit figure at the end of the tax year. Since the tax is fixed rate, the higher the profit the company shows, the higher tax it has to pay. Therefore to evade paying higher taxes, companies understate their profits by depreciating their fixed assets on a high value. This reduces the profit and hence the tax payable. Since this practise promotes immoral and unfair picture of the accounts, the government of UK introduced the concept of Capital Allowance through corporation tax. The case of IR Commrs vs Duke of Westminster (1936), exactly points out this need where it states that everyone â€Å"is entitled, if he can, to order his affairs, so that the tax attaching under the appropriate acts is less than it would otherwise be†. The government has fixed a rate of relief that is received on the purchase of capital goods. Companies can claim this type of tax relief when buying and investing. In practice this does the exact same thing a depreciation does since a company is able to set off a proportion of the costs of purchases against the profits it makes so that the total tax bill is reduced. Most capital allowances allow you to write off a percentage of the value of the asset against profits over several years. They are available at a variety of rates and these rates depend on the product bought, the time it was bought in, the nature of the asset and the size of your business. (Georgina, 2006; S. J. D. 2007) As mentioned in the previous section, tax relief can be claimed by companies on the purchase of capital goods. According to the Business Links Website, these capital allowances are available on three types of products, plant and machinery, buildings and research and

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Example for Free

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Nathaniel Philbrick’s In the Heart of the Sea describes the tragic final voyage of the Nantucket-based whaler Essex in 1820. The Essex was a floating factory, a comparatively small but sturdy vessel designed to travel great distances to find, kill, and process whales, thus yielding the extremely valuable whale oil and other products. In the Heart of the Sea also describes a series of errors, mishaps and miscalculations—often with fatal results—in the management, leadership and supervision of the enterprise. These events, despite the distance in time, provide scenarios to compare and contrast present-day concepts of leadership and supervision. The story of the Essex illustrates numerous instances of (a) poor planning before and during the journey, (b) poor staffing decisions before and during the journey, (c) indecisive and/or poor leadership and (d) poor supervision which contributed to the difficult journey, the sinking of the Essex and the horrible aftermath. Typical of the practices of the era and locale, Essex was captained, but not owned and provisioned, by a sailor-officer who had risen through the ranks. This would be the first command voyage of Captain George Pollard, Jr. By all accounts he had successfully risen to First Mate of the Essex on previous voyages and was given captaincy when the former captain was given a newer and larger vessel. Unfortunately he inherited a worn ship soon to be out of commission. Accordingly the owners spent as little as possible on repairs of the vessel and even less on provisions for the multi-year cruise. There is no indication Pollard had any input in either decision. As this was his first command he was likely to remain in his employers’ good graces and refrain from insisting on better repairs and outfitting. To further compound these initial as well as future problems was the wage payment structure in which Pollard and the crew were essentially working on commission. Payment to officers and seamen alike would be a portion based on rank and seniority paid only if the valuable whale oil was safely in port. Other experienced captains had the ability and option to add to the original provisions. Pollard either decided to set sail despite the meager provisions or was unable to supplement them by his own means. This system strongly contrasts to management practices of the day as well as contemporary practices. Owner-operated businesses were not at all uncommon in the era with a strong â€Å"hands-on† style of leadership. Most striking would be the owner-operated vessels with a captain well-versed on ship maintenance and outfitting. Obviously today anyone would be considered naive at best and insane at worst to take on such a logistical task of any sort without having been given decision-making authority. Today even with companies having distant or publicly held ownership the leadership and decision-makers of the company are urged to â€Å"buy into† the company in the sense of making decisions and leading in a manner consistent with actual ownership. If Pollard can be excused to some extent for the poor decision-making at home port, the disastrous lack of planning during his maiden voyage is his burden alone. After almost loosing his ship virtually at the onset of the voyage he is either unable or incapable of tactical or strategic planning when the Essex is destroyed. With a previously damaged vessel prudence would dictate some sort of â€Å"disaster plan† short of a belief that lightening will not strike the same place twice. While the Essex was sinking it was the foresight of others who managed to salvage essential items. Some decisions defied common sense. Instead of cooking and preparing a substantial amount of available turtle meat he simply placed two live turtles with each surviving whaleboat. Perhaps Pollard did not think the unthinkable could happen again. Such planning and preparedness is not something novel, for his era or ours. It is simply the ability to survive the unexpected and the wisdom to learn from it. Contemporary leadership in management, government, and virtually any other field must be prepared for the unexpected. The unexpected and the disastrous will certainly occur, usually when least expected. It then also becomes a learning experience for leadership to plan and think for the â€Å"unplanned and unthinkable†. Consistent with the idea of poor or non-existent planning was the Nantucket concept of staffing vessels with the unskilled. Pollard’s ship was manned by a significant number of â€Å"sailors† who had never lived in Nantucket nor experienced life on a whaler. Other â€Å"sailors† included inexperienced Nantucket youngsters anxious for their first cruise as well as officers sailing in newly-promoted ranks. It was expected of Pollard and his officers to essentially conduct on-the-job training for the unskilled staff. However, once again, if Pollard can be excused for having to deal with something out of his control, the staffing decisions made during the disaster were his alone. Most glaring was the decision regarding the placement of the survivors in what would become their lifeboats. No consideration was given to skill, ability or health. Instead, it was a system based on whether a sailor was black or white, Nantucketer or not. Apprenticeships and on-the-job training are time-honored practices dating back centuries and still valid today. Both systems are based on both a lengthy or at least sufficient period of time and a non-critical or at least supervised situation. The apprentice or OJT worker will make mistakes and is given the opportunity to make them and learn from them in a controlled situation. Once skilled, the staffing pattern must be developed to maintain whatever production or quality standard is to be met. In an emergency situation such decisions must be made by leadership without being distracted by pointless issues of race, class, or place of birth. Again, Pollard can be shielded to some extent by the customs and practices of his day. Contemporary leaders have no such excuse. Decision-making is often made in the lonely vacuum of sole command, something that Pollard, at times, was unable or willing to do. â€Å"Leadership by consensus† was not something he learned, but he did indeed practice. Additionally, indecision is in fact a decision, and one that eats time. After the initial near-fatal keeling of his ship Pollard commits both errors: he abdicates sole leadership, procrastinates, reverses himself, and by trying to lead by consensus ultimately leads his ship to disaster. Again, forces work against Pollard. To turn back with a damaged empty ship would result in no wages and possibly a loss of command. By deciding to continue the voyage with a damaged ship, lost provisions, and lost whaleboats Pollard was not talking a calculated risk, he was essentially dooming his ship and crew to disaster. Modern management case studies abound with the disastrous stories of managers failing to decide and having that â€Å"activity† yield worse results than a bad decision. Most missions are time-critical and while many, if not most missions can have a built-in method of correcting erroneous decisions there is no method for reversing time lost in indecision. The texts are equally full of the horror stories of leaders who take the â€Å"ahead at all costs† attitude without a realistic appraisal of whether their â€Å"ship† can handle the journey. This inevitably results in the learned experience that â€Å"profitability at all costs† is very unprofitable. After the sinking of the Essex a variety of decisions were made, some based on common sense, or lack of same, and others based on the nautical knowledge of the time. Perhaps the most glaring was the decision to allow the surviving whaleboats to operate in an individual fashion, without tying together during the night. While a questionable seafaring decision, it casts some light on broader contemporary issues. During critical situations, whether a production run or a full-scale emergency it is common sense and a practical necessity to maintain communication and command. Failure to maintain either can jeopardize the personnel and the mission. In the Heart of the Sea is filled with numerous examples of poor supervision. From the very onset there is no indication Pollard really supervised the repair and provisioning of his vessel; it all likelihood he delegated a great deal of this responsibility to his First and Second Mate. There is no indication he did a thorough, hands-on investigation of his damaged vessel after the initial near-sinking. Once whaling he was out in a whaleboat, as was the custom, instead of being in a position on deck to supervise all of the events that would unfold. There is no indication he personally undertook a surveillance of Henderson Island to determine if it could sustain the crew, or in the alternative, if it could better provision the survivors on their continued voyage. During many of the catastrophic events Pollard seemed overwhelmed and incapacitated by the situation. He was unable to command and supervise what can only be described as life-threatening or life-saving activity unfolding in front of him. Once all was lost he decided to allow the boats to go their own way, and was unable to maintain the supervision of survivors when that was his most critical duty. Throughout the disastrous journey the questionable command of Pollard is and will be debated. What is certain is there was considerable doubt at the time that he exercised the decision-making responsibilities in a prudent manner. The captain of a ship and the leader of a corporation must be able to face a situation, whether mundane or critical, and make very quick and decisive actions. First and foremost is the decision of whether to take a â€Å"hands on† approach or delegate responsibility. There is no easy or set answer, and either method can be disastrous, if a leader usurps a subordinate’s better command of a situation or if responsibility is delegated to someone incapable of handling the situation. However, the command of a ship is unique and very similar to many organizational situations in that the leader at the very top is expected to be well-versed and capable of every function in the entire organization. If that is not the case, then the leader must have a clear understanding of his personal abilities and limitations as well as that of all of the subordinates in the chain of command. Throughout the narratives and accounts which the book is comprised of there is mention of, and no doubt that the captain knew his ship better than anyone. However, it became very obvious at the onset that his knowledge of his and his officers’ capabilities was suspect. At only one point was Pollard described as acting with the authority and decisiveness normally required of a ship’s captain. He quickly and ferociously responded to an early â€Å"protest† by the crew relating to what they considered poor rations. His outburst and threatened action quelled the protest and certainly left the crew with no doubt of his intent. However, what is missing is the not-unusual comments and attitude from crewmen indicating complete respect of their captain and their willingness to follow his commands, regardless of outcome, because of their knowledge of him and his ability. It is imperative upon leaders to not just know their workplace, but to know their staff. It is not enough to â€Å"go ballistic† once in a while to let the staff know what will happen if something is discovered amiss or in response to what behavior is not to be tolerated. Command through intimidation is foolhardy; what is necessary of leadership is to prove competency to staff and subordinates to the point where there is no doubt there is respect in the leader’s ability. At that point leadership becomes â€Å"natural† if and when the staff and subordinates believe the leadership will in fact lead, but do so in a manner that takes into account the well-being, if not survival, of all. In modern society â€Å"survival† is often economic survival, and depending on the organization or industry economic survival must be paramount in management’s priorities. Pollard lost on both counts; the voyage was a complete economic disaster and resulted in the deaths of the majority of his crew. The journey was a voyage of poor planning, staffing, decision-making and supervision. It is an epic of missed opportunities and unrealistic goals. It is a blueprint for any manager or leader in what not to do. Leadership cannot afford to be unprepared in any of the areas noted above. Each interact and influence the other, often in ways unanticipated and noted only too late. It is easy, but very necessary to look at situations with twenty-twenty hindsight if lessons are to be learned and errors prevented in the future. There is a host of what-if questions presented by In the Heart of the Sea which every leader should take to heart.

Ensnared by the Gods in Oedipus Rex Essay -- Oedipus the King Oedipus

Ensnared by the Gods in Oedipus Rex      A citizen of Periclean Athens may not have been familiar with the term entrapment, but he or she would surely have recognized the case of Oedipus as such.   The tragedy of Oedipus is that he was ensnared by the gods.   As Teiresias points out, "I say that with those you love best you live in foulest shame unconsciouslyÃâ€"" (italics mine)   God is continuously indicted for having caused Oedipusà ­ troubles.   The chorus asks, "What evil spirit leaped upon your life to your ill-luckÃâ€"?"   And Oedipus himself is well aware of the source of his troubles:   "It was Apollo, friends, Apollo, that brought this bitter bitterness, my sorrows to completion."   Blinded and humiliated, Oedipus thanks Creon for bringing his daughters to him:   "God bless you for it, Creon, and may God guard you better on your road than he did me!" The Athenian audience probably did not obsess with the unfairness of it all.   Since the audience would have been well aware of the story and its details, the draw, and the entertainment would have been seeing the storyà ­s lessons portrayed in a way that emphasized   human failings, particularly the illusions that we hold concerning our mastery of affairs.   Oedipus himself is described as "masterful," yet watching his story, which we know so well, we find it dripping with irony at the kingà ­s every proud utterance.   In his argument with Teiresias, Oedipus accuses the seer of being "blind in mind and ears as well as in your eyes."   Teiresias responds that Oedipus is but a "Ãâ€"poor wretch to taunt me with the very insults which every one soon will heap upon yourself." Oedipus is indeed convinced of his own virtue, and why not?   As the play opens, the priest lavishes praise upon the k... ...ce of men reverence at least the flame that gives all life, our Lord the Sun, and do not show unveiled to him pollution such that neither land nor holy rain nor light of day can welcome." Oedipus, at the last, seems to concur in this acceptance of Godà ­s will.   When the Chorus suggests he "would be better dead than blind and living," Oedipus replies, "Ãâ€"ità ­s unfit to say what is unfit to do.   I beg of you in Godà ­s name hide me somewhere outside your country, yes, or kill me, or throw me into the seaÃâ€""   In other words, Godà ­s will be done.   Whatever our mortal designs, we are caught in a far greater design, or web, which can grab us and pull us down at any time.   As the play concludes, "Count no mortal happy till he has passed the final limit of his life secure from pain."   Or, as a modern ballplayer put it, "Donà ­t look back.   Something might be gaining on you."   

Handmaids Tale :: essays papers

Handmaids Tale In the course Y2k and The End of The World, we've studied apocalyptic themes, eschatology, and for some, teleology. Apocalypse, which is to unveil or reveal, eschatology, which is a concept of the end, and teleology, the end or purpose to which we are drawn, are all themes used in Margaret Atwood's The Handmaid's Tale. The book is apocalyptic in that it revolves around dystopian ideals. Atwood creates a world in which worst-case scenarios take control and optimistic viewpoints and positive attitudes disappear. It has been said about this book that Atwood's writing echoes numerous motifs and literary devices, such as in Huxley's creation of a drug-calmed society, her characters awaiting execution seem tranquilized by pills or shots. Atwood's Book has also been compared to other novels like it, such as Bradbury's Fahrenheit 451, Burgess' A Clockwork Orange, and the most obvious, Orwell's 1984. These books have many things in common, including the perversion of science and technology as a major determinant of society's function and control. Like most dystopian novels, The Handmaid's Tale includes the oppression of society, mainly women in this example, the prevention of advancement of thought and intelligence, and an overwhelming sense of government involvement and interference. The Apocalyptic themes and situations found in Atwood's fictional city of Gilead focus around the mistreatment of all females. Women in this city, set 200 years in the future, have no rights, and get little respect. The rule by way of theocracy in Gilead also adds to the sense of regression and hopelessness in the future. The way babies are brought into the world, only through pregnant handmaids, the idea of a black market for things considered luxuries and privileges all add to the fact that society in this novel is in a desperate state of disrepair. Other Apocalyptic themes found in the book can be compared to sections of the bible, particularly the Old Testament. The Handmaid's Tale has many elements of social decline written into its plot. From the way women are mistreated to the way corruption and evil have infiltrated the government and army, to the way the black market plays a key role in many people's lives causing a majority of society to become criminals makes it clear how social decline plays a key role in the book.

Individual Assignment Business Organizations Essay

Reflective practice is a way of studying your own experiences to improve the way you work. It is linked with the concept of learning from experience, in that you think about what you did and what happened, and decide what you would do differently next time. Reflective practice will make you improve the quality of service you deliver. It will ensure that the service providers are always getting the best possible service that they require because by using reflective practice you are always looking for things to improve on and see if you could do anything differently the next time round. Standards such as essential standards tell us how we should be working. We can use them to think about the way in which we work and measure ourselves against them. As everyone has different values and beliefs, it is important that we treat everyone the same no matter what their beliefs are. We should provide the same support for everybody, If we do not work this way then we will fail to perform the standards of the codes of practice set out by the regulating bodies. Outcome 2 2.1Everybody reacts differently to feedback whether it be positive or negative. I value any kind of feedback given to me, positive or negative because it is a good way of trying to better yourself. Some people may take negative feedback personally and think that they are being criticised. 2.2 It is important to seek feedback from people as you will know if you are working in the correct way. If you get negative feedback you will then know what you need to improve on for the better and positive feedback you know you can carry on the good work that you are doing. 2.3 It is important to listen to the feedback you get and use it whether it is positive or negative so that you can improve the way that you work and your quality of work.

Frankenstein Only Wanted Love †Literature Essay

Frankenstein Only Wanted Love – Literature Essay Free Online Research Papers Frankenstein Only Wanted Love Literature Essay Frankenstein was successful in creating an angle. The only reason he didn’t believe it is because he judged him by his looks and left him by him self. He was good at first till he gave revenge to Frankenstein by making him unhappy so he killed his loved ones, William and Elizabeth. Frankenstein betrayed him by leaving him alone confused and in pain. Then the monster wanted revenge because of him. The monster felt betrayed by his master Frankenstein and he just wanted to be loved by people and beautiful creatures but everyone didn’t love him because he was too ugly. So he wanted to have his own love just like him, so he made sure Frankenstein made him a wife so Monster will fell loved and stay away from the people into the wildness for good. Monster wasn’t very happy about the way he looked. He was pale, he had scares and he had stitches all over his body and smelt like the grave. People will judge him when he walks by and attack him because the think his hideous and then thought he was evil. It was like the town people think if you’re beautiful your kind but if you were ugly you’re just nothing but bad. Frankenstein also thought he was ugly because he thought he looked nothing like an angle but a ugly man. He thought he was ugly like a demon, and then he left him alone and didn’t actually believe he succeeded making an angle. (pg 41) â€Å" As soon as you saw me you turned away in horror.† Monster admired all he saw around him, but no one loved him back because they misunderstood him. He was pushed away from everyone, they assumed he was evil. People had sent their dogs on him, Monster was hoping to pet and play with the dogs but they tore him in pain. He once found William and wanted to have fun with him but when the little boy, William mentioned his brother Frankenstein, he killed him because that’s all he thought of and that’s when he wanted to hate everyone because he felt so rejected by all he saw. (pg 41) â€Å" I came to life full of goodwill and friend ship for every little creature† Monster wanted to be happy but he believes that Frankenstein wants him to be unhappy so he gives revenge by making Frankenstein unhappy he does that by killing his loved ones Elizabeth and William. (pg 41) â€Å" It was that I wanted to love.† The reason why Monster felt lonely is because there was only one of him, everyone else had a partner, and he wanted that. Someone just like him to love end be loved, but he was lonely, no one to love no one to admire. He set of to ask Frankenstein one favor, some one for a companion, and that is to make him a wife. If he had a wife, he would live far away from everyone into the wildness and wouldn’t hurt or go near anybody again. Monster did have to wait for two years, but his bride wasn’t successful. She died too soon because Elizabeth and Cleval didn’t want another one like him because they hated the monster so they tried o destroy his bride. (pg 44) â€Å"Make me a companion, make me a wife.† Frankenstein was like a father to the Monster because he did create him after all. But the did have things against each other like the fact Monster killed his brother William and his loved one Elizabeth, and the fact Frankenstein wanted to distort him and left him alone in the first place when he was only new to the world. Even though they issues Frankenstein was willing to help Monster by making him a wife so he wont bother no one. In the movie though monster was crying because Frankenstein died and he felt like he was hi son so he did have a bit of a family in the end. In the middle of the show monster explained how he survived and about his feeling and Frankenstein was paying a lot of attention to him. But together they were like father and son.(pg 45) â€Å" in two years time it will be ready. But if I hear from you before then, I shall destroy it, and that will be the end.† Over he did make an angle. But to be an angle you don’t have to look like one you just have to be one. The only reason why he thinks he failed to make an angle is because he believes that if you were an angle you would have to be beutuful in every way The monster did have emotions but the most one he felt was love and that’s what angle is. Usually an angle is one of gods spirits so Frankenstein was like a god and the Monster was an angle. Research Papers on Frankenstein Only Wanted Love - Literature EssayCapital PunishmentWhere Wild and West MeetBook Review on The Autobiography of Malcolm XHonest Iagos Truth through DeceptionHip-Hop is ArtTrailblazing by Eric AndersonHarry Potter and the Deathly Hallows EssayEffects of Television Violence on ChildrenQuebec and CanadaComparison: Letter from Birmingham and Crito

Writing an Essay in English 101 The Guide for Beginners

Writing an Essay in English 101 The Guide for Beginners English 101 course is a specific discipline which every foreign student should take to familiarize with the culture of the university and generally the student’s life. Nonetheless, the course often changes its direction, meaning that each student can take English 101 as an additional opportunity to improve their skills in writing and critical thinking. Commonly, a professor presents challenging literature to allow the students to work on the controversial issues and ideas. The main activity which the subject focuses on is extensive writing that allows the students to practice their critical thinking. As a result, the students become able to use their developed writing skills in other university disciplines which also require the performance of writing. The Main Types of Essays in English 101 and Their Components One of the writing activities in English 101 is an essay. The latter is probably the main type of writing activities as it is usually short, yet requires concise and well-explained statements, and also well-structured. There are various types of essays which the discipline encompasses, however, all of them are similar in their structure and the core elements. Additionally, the most common essays in the English 101 discipline are persuasive and argumentative ones as these types of essays require significant argumentation and the presentation of strong analytical skills. Usually, the argumentation is based on the course readings, which, in turn, make the significant part of the writer’s List of Literature. While writing an essay in English 101, one should remember that this writing activity demands the presentation of facts which support the writer’s claim but also serve as valid evidence for the thesis. Another necessary component of the English 101 essay is the construction of the argument which usually means placing the facts in a specific sequence that allows the reader to trace the thread of the writer’s thoughts. The facts should also be set in a proper order which resembles their importance. Meanwhile, the writer is supposed to present the sources which prove the reliability of the facts. Choosing a Topic for the Essay and Other Pre-Writing Tips While thinking about a topic for writing an essay in English 101 course, one should choose a topic which may offer many arguments as well as counterarguments at first. Secondly, a student should familiarize with the topic well in order to be able to make strong argumentation. Thirdly, it is advisable to choose a topic which one would consider meaningful and interesting to explore. For instance, if a student is more interested in learning the sociological issue, then he or she should not try to defend a notion in the field of politics. The last advice is to choose a topic in which a student is confident. The following list of topics contains some examples of ideas which may be interesting and challenging to explore: Community service: an obligation of free choice? School uniform and the student’s identity. The legalization of marijuana. The pros and cons of using the tablets instead of textbooks in the university surroundings. Immigration laws: what should be changed for better conditions in a democratic country? Prostitution: should it be legalized? One can continue the list of the topics as there are many controversial ideas for argumentation. However, while choosing a topic, a student should remember that he or she should take a one-sided view of a problem, be ready to defend it and later think about the possible counter arguments to refute. For instance, the title of the essay which defends a notion of the school uniform that destroys the student’s identity should sound like the following â€Å"Modern School Uniform and How It Destroys the Student’s Identity.† From the title, the reader already knows the writer’s point of view, yet is prepared for the ideas which he or she will learn from the paper. On the contrary, such a vague title as â€Å"School Uniform and Modernity† only distracts the reader from the writer’s point. The Structure of the English 101 Essay: Introduction and the Thesis Statement An essay in English 101 usually shares the same structure with other types of essays. The structure includes five parts with different purposes. At the same time, the number of the parts may vary depending on the extent of knowledge which the task requires. The main element of any task is a thesis statement or in other words, the claim which the writer is going to defend. Anyway, the thesis may be a combination of some claims as it is shown in the Pic 1. The main characteristic of the thesis statement is that it is placed in the Introduction or the Introductory paragraph. The main idea is that a student must be sure of their ability to defend such number of statements. An appropriate thesis statement is concise and valid. For instance, the thesis statement for the topic â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may sound as following: â€Å"In the modern school life, clothing, especially for teenagers, has turned into a way of self-expression due to which students can construct their own identities and lifestyles.† The thesis statement will sound wrong if it does not explain the writer’s point of view, â€Å"The schools should reject the idea of school uniforms.† In the second case, the reader cannot familiarize with the essence of the writer’s statement or in other words, the facts which support it. The Essay Structure: Sections with Arguments As it has been already mentioned, the first part includes the thesis statement, while other parts aim to defend it. With that in mind, the following sections of the essay contain the well-developed evidence for the claims and the counterarguments. The supporting facts for the claim â€Å"clothing styles have turned into a form of teenagers’ self-expression† may be the following: â€Å"Clothing styles serve as a form of self-expression for teenagers due to the way they resemble the individualistic spirit of a teenager†; â€Å"The clothes are also considered a language in the teenagers’ groups as being dressed in a specific way implies being a part of a certain group†; â€Å"Being a social instrument, the clothing styles allow the teenagers to initiate relationship with others†; â€Å"The informal clothing style creates friendly surroundings and contributes to the socialization among the students,† etc. After having proved the claims which correspond to ones in the thesis statement, one should think about the counterarguments which may appear in the reader’s mind, yet be ready to refute them. Meanwhile, the sections which present the claims for the thesis statement and the evidence for the counterarguments construct the Body of the paper. For the topic â€Å"Modern School Uniform and How It Destroys the Student’s Identity,† the possible counterarguments may be as following: â€Å"School uniform reduces the peer pressure regarding the clothes in the school surroundings,† â€Å"School uniform creates a different identity of one being a student,† and â€Å"School uniform does not distract one from his or her responsibilities.† The Essay Structure: Sections with Counter Arguments Though the statements above are hard to refute, the writer should think about the disadvantages which the statements present. For instance, school uniform does not prevent the peer pressure as the latter always exists in the school surroundings. Moreover, not all students can afford to have a school uniform. Further, school uniform does not create a â€Å"special† identity: instead, it makes the students similar and does not allow them to be creative and search for their own identity. At last, school uniform does not always make the students less distracted. To search for additional reliable arguments, one should use databases which offer scholarly sources, for instance, JSTOR, Google Scholar, ScienceDirect, etc. For instance, the article Rationales and Strategies for Amending the School Dress Code to Accommodate Student Uniforms has been published in the American Secondary Education journal and presents many counter arguments which a writer should familiarize with in order to see a problem from a different angle (https://www.jstor.org/stable/41064330). Additionally, it is advisable not to forget about the in-text citations to avoid plagiarism. The Essay Structure: Conclusion The last part which is Conclusion contains the results of the argumentation in the essay. The Conclusion should not present any kind of information which is new to the reader and also should not continue the process of argumentation. Instead, the conclusive paragraph generalizes the information which the reader has already familiarized with. As an example, the conclusion for the essay â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may start with such summarized statement, â€Å"Psychologists argue whether school uniform should be obligatory in the school surroundings. However, various reasons prove that school uniform deconstructs the student’s identity and creativity. Also, school uniform is considered an obstacle in the process of socialization among the students. Though it is said that school uniform reduces the peer pressure as well as the level of student’s distraction, it still does not eradicate the whole phenomenon of pres sure or distraction associated with the school environment.† From the passage above, one may understand that the conclusion contains not only the arguments and their evidence but also the counterarguments. The Structure and Subheadings As a result, the main parts which construct the outline of the essay and the paper itself are the following: An Introductory paragraph which contains a Thesis Statement; The Body of the essay which encompasses two or more sections where the writer presents the facts and ideas for the valid argumentation as well as refutes the possible counterarguments; Conclusion. This part contains the generalized arguments or in other words, the conclusions which the writer came to during the argumentative process. The subheadings should resemble the essence or in other words, the ideas and aims of each section. As an example, the sections of the essay â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may be as following: Introduction; Arguments: The Reasons for Not Wearing a School Uniform; Why School Uniform is Inappropriate in the Modernity (Counterarguments); Conclusion. Additional Guides on Writing an English 101 Essay There are various book guides aimed at advising on writing academic papers. Among the most popular ones are such guides as The Handbook of Academic Writing: A Fresh Approach by Rowena Murray and Sarah Moore; How to Succeed in Academics by Linda L. McCabe and Edward R.B. McCabe; A Guide to Academic Writing by Jeffrey A. Cantor; Writing at University by Phyllis Creme and Mary R. Lea, and Get Great Marks for Your Essays by John Germov. The books above will be significantly helpful for one’s writing as they explain the essence of the academic writing with clear examples. Also, if a student is willing to improve their style of writing or learn about the academic writing more, then he or she should visit a writing center in the university. Post-Writing Tips It is advisable to pay attention to the quality of the paper not only the information or ideas but also to make sure that the essay does not contain grammar mistakes. In order to provide a high-quality essay, a student should use anti-plagiarism software and grammar-checkers. Among the best anti-plagiarism programmes is Turnitin. The latter checks the document and then creates a report where one can familiarize with the plagiarism frequency and grammar mistakes. The programme is not free, and this fact is probably the only reservation about using the programme. Another programme which is less effective if compared to Turnitin is Grammarly. The latter has been created recently as a free tool for everyone who wants to improve their writing skills and grammar knowledge. Grammarly mostly focuses on improving one’s grammar more than detecting plagiarism. Nonetheless, the programme is helpful as it also improves one’s academic writing style. For instance, Grammarly encourage s a writer not to use Passive Voice and not to make the sentences cumbersome. Having completed the previous step, which is detecting plagiarism and correcting the grammar mistakes, it is advisable for a writer to follow the next English 101 tips: The re-reading of the paper. Grammar-checkers usually skip some mistakes, that is why double-checking is a must. Checking the structure of the essay. This step is important as sometimes a writer may change places of the passages or forget to mention some important facts. Checking the structure of the sentences. It is strongly recommendable to write in simple sentences as the complex ones may confuse the reader and make the meaning of an idea vague. Checking the in-text citations. This step is important as properly written in-text citations allow a student to keep academic integrity. Checking the language. Using informal language is inappropriate in academic writing. With that in mind, one should avoid slang words. The steps in the article were aimed to help one familiarize with what academic writing generally means and how to write an English 101 essay particularly. It is also advisable to find more information in the guiding books for more specific knowledge concerning the academic writing and one’s further improvement of academic writing skills.