Writing, students feel it is never enough. That’s the epitome of raised standards ingrained in one or two. Students can make it as tough as any dissertation outline ever laid upon by tutors’ eyes; or they can make it as simple as contemporary novels.
It is often a question: how do students get to build standards? Does it start at home or school? Home may be a better candidate as it lends with it a firmer ground. School, on the other hand, is crucial in such standards-formation as it manages to help students develop that temporal standard.
If it were to fit a higher education’s ideal, marketing essays would probably surpass that which is written in dissertation. Considering the difference in student’s paced learning, there is a variance of good, better, and best. Higher education institutions made sure those three are stratified – via distinct mark groups.
If marketing essays were made “good,” it will meet every requirement with dignified supplements here and there. It will contain research materials and will have its prescribed referencing style. It may even be accompanied with presentation formats, inclusive of basics like diagrams, graphs, and the like. It’s neglect? -- The potential of making it “better,” via more effort, time, or energy.
On the other hand, if a marketing essay was made “better,” what would it resemble? Apart from a recognizable advancement in composition, it will have to have more than cited sources. Instead, it will contain well-integrated research information. In other words, research information is optimised to empower its value. Its presentation component will also have to be more advanced. That been said, there’s no trouble guessing its neglect – the potential to be “best.”
If essays could be good and better, why strive making it “best?” Simple, marketing essays of the “best” calibre is a different and significantly profound take to essay writing. The “good” is as simple as meeting requisites; “better,” on the other hand, is raising the quality of requirements a good bit. The “best” mark ultimately embodies an answer to a challenge.
And challenge it is that makes up the coursework DNA. Apparently, students have differing reception to challenge. Others may cower, and some may placate it. But the “best” approach is to meet it head-on; and this makes the “best” calibre best. It evidently encourages students to meet and greet challenges, not as opponents, or conquerors, but as value-adding mates.
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