The Appeal of Descriptive Essay Topic

The Appeal of Descriptive Essay Topic Top talented writers are searching for descriptive essay topics. Essay writing providers make it way uncomplicated. You may not only get the normal essay writing help, but they also supply valuable editing support because most of them are accomplished essay editors and proofreaders also. Nowadays it is quite difficult to locate a trustworthy essay writing service. You will have to come across relevant facts and specific points that you wish to point out in your essay. Therefore, here are a few basic strategies to assist you in writing of good descriptive essay. Ideas to compose a top quality essay The next tips can be used for writing a flawless essay. The outline you are using in your descriptive essays would largely be based on the theme you opt for. The fundamental format of an essay is provided below. It is possible to find also some descriptive writing tips on If you wish to write a decent descriptive essay your introductory part really ought to shine. Despite the fact that you might not have a descriptive narrative essay outline to follow, you need to be careful how to compose a very helpful piece for the audience. It is possible to just pay our essay writers and relish your life watching how your friends are still on the lookout for some methods to prevent writing. Without food, there isn't any life. To conclude, there are lots of strategies to turn your own personal life experiences into fun papers. Back in NYC there's a great deal of different regions you can acquire delicious food. The important point to remember about business essays is they need to present content that's pertinent to the total subject, and you r arguments are supported by underlying facts, references and examples. The very first thing that you want to do is analyze the essay question. 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Remember the fundamental portion of a story because it is going to be applied in producing the essay. Inside my experience, descriptive essays are only difficult in regards to deciding just what things to write about. In addition, comparison essays represent the differences between a few things. The body of your essay should concentrate on the specific qualities of the object you want to concentrate on. In the introduction tell the reader precisely what the focus of your essay will be and what facets of the object you are going to be focusing on. Normally, a structure of essay contains three major sections, in other words, introduction, body, and conclusion. The most frequently encountered paper writing servi ce that the vast majority of our clients require is essay writing. When you inform us about all of the paper information, we'll begin trying to find an acceptable writer for your paper. 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How to Defend Your Evaluations With Proper Use of Evaluative Essay Topics

How to Defend Your Evaluations With Proper Use of Evaluative Essay TopicsIf you are wondering how to justify an evaluation essay topic, you may be on the wrong track. Yes, you should be able to justify it is important that you do this in a way that the student understands it. You need to find some type of method that the student can relate to that will allow him or her to see it as a work of art and not just as a list of facts that you read from.There are various reasons why the student would understand your evaluation essay topic. Perhaps the student knows a person that did some kind of work or was in the industry and would be willing to explain to you what the industry was about. Perhaps the student has some kind of hobby that would be of interest to you and would explain what the industry was about for you. Perhaps the student was in the industry and you know some of the stories and the individuals involved that you would like to know about.There are several different reasons why the student would be willing to discuss this with you and it would be the reason that is important for you to know. If the student agrees to discuss this with you then you may want to write this portion of the evaluation essay for them.The first section of the evaluation essay is a review of some of the many books written about the industry and its techniques and methods. This section could go into a variety of topics including the types of products that were made by the various manufacturers or who made the tools that were used to work with the materials that were being produced. The reviewer would also want to take a look at the different types of machining techniques that were used to produce the finished product.The next section of the evaluation essay would be to go over a few different methods for transferring the final product to the end user. The reviewer would want to know about how each tool was manufactured and the machines that were used for the process. The third sectio n of the evaluation essay would be to go over the effects of the machining on the parts and how they were constructed. These evaluations would be a few lines to describe the movement of the machining in relation to the parts and the issues that were discovered as a result of these movements.The last section of the evaluation essay would be to go over how well the parts performed once they were put into the final product. This would be an area where you would want to go over a few different tests that you might run to ensure that everything is going well with the final product.If you can properly justify your topics of evaluation essays then you should be able to get several different reasons as to why the student is willing to talk about it with you. These reasons will allow you to prepare for the argument that will have to be made during the test so that you can make sure that the student will be able to grasp the concepts you are trying to communicate.

Introducing Risky Argumentative Essay Topics

Introducing Risky Argumentative Essay Topics A Secret Weapon for Risky Argumentative Essay Topics The readers are those who ought to be awarded the capacity to produce the best verdict on that particular matter. There are instances once the teacher themselves assign the topics, but it's not crucial. Another reason is to observe how well students argue on various views and demonstrate understanding of the studied subject. An increasing number of students have become prisoners of their everyday routines. The essential purpose of an argumentative paper is to exhibit your awareness on a particular issue and the capacity to advance and finish an idea whilst maintaining the readers focus. After you get to the conclusion, you must make a synthesis of the human body of your paper. Nonetheless, the emphasis should remain straightforward and explicit. Strive to guarantee briefness as well as ensuring that every term increases the significance of a declaration, section, and the thesis generally speaking. Your hypothesis assertion needs to be written at the conclusion of the introduction. You must include rough facts! Reason and oratory Argumentative thesis help you to grasp the vital rules of logic like learning how to dodge emotional requests, composing perfect accounts rather than generalizations. In reality, the action of arguing involves providing proof to back up your claim, with or without emotions. There are many kinds of essays, and every one of them is challenging in a different way. The reader ought to be impressed by the manner in which you defend your ideas. Our guide can help you with useful strategies and ideas! Argumentative papers provide you with the opportunity to express the facts and your opinions about a particular subject or theme. The Upside to Risky Argumentative Essay Topics Social networking users often feel they use social media responsibly and it doesn't hinder any component of their lives, including academic performance. With this kind of a platform, it will become much easier that you argue and defend your particular claims. To write this kind of assignment, you don't just have to have knowledge in a particular area but also be in a position to verify that your point of view is accurate. You may use several examples on the net at no cost. Lying is an essential evil in relationships. Arguments always occur in a particular context. Finding the most suitable arguments can help you prove your point and win. Risky Argumentative Essay Topics - the Conspiracy The success of your essay is in the perfect selection of the topic. It is a good idea to prevent argument essay topics on moral issues because they don't support logical discussion. When you are requested to select a great topic for your argument, start with something you're acquainted with. Take a look at how to produce an essay topic! New Questions About Risky Argumentative Essay Topics Locating good essay topics you might discuss effe ctively and create powerful argumentative essays is a tricky work. You've got an option to select one of the greatest topics for argumentative essay from our list! When it regards essay topics there are particular themes that were chosen and done many times. In this kind of situation, it's more convenient to locate ready-made essays and use them as an example. Remember your essay shouldn't be a string of jokes, it's a narrative it ought to have a start, middle and the end. The dearth of great support sources are going to result in a decrease grade. In addition, it is dependent upon the specific college subject. For this reason, you can stay sure that you'll receive the best possible grade! Each and every area of the essay exerts a specific function in its general structure. In order to earn an influence on the reader, it's crucial that you attempt to pick out good argumentative essay topics. It's possible to go for an intriguing topic from any area of science. Regardless, attempt to compose an essay by yourself with no help. Lies You've Been Told About Risky Argumentative Essay Topics Young writers may try simple on-line citation generators which are generally at no charge. The audience has to be convinced by means of an argument or application. The trick to scoring well with these kinds of topics is that the writer knows the health care facts. The ideal thing about sports-related topics is that there are an infinite number of themes that the writer can pick from. What Does Risky Argumentative Essay Topics Mean? The more research you can do in order to secure better at your upcoming profession, the better. For example, if a person wants to convince their peers about a specific worldwide issue, they first must focus on the chosen topic. You ought to be able to settle on recent issues which are connected to society today. Students are part of the educational system and in addition, they play a part in politics so such issues touch virtually all students in all nations. The Pain of Risky Argumentative Essay Topics After listing the suitable topics, make certain you pick one that meets your writing. Kibin editors will offer expert feedback. Thus, it's important to read corresponding formatting guide. Risky Argumentative Essay Topics Can Be Fun for Everyone You can rest assured your point of view is right until you satisfy an individual that thinks that you're completely erroneous. If you may chooseyour own subject, you may shell out quite a long time selecting and narrowing a topicdefinitely on the minus side. Whatever sort of decision you're faced with there is a procedure that's taken to ascertain the most effective possible outcome. Female child adoption among the source of incest.

Ethics and the War on Terrorism - Sam Douthat

Ethics and the War on Terrorism - Sam DouthatA sample essay on ethics and the war on terrorism is the first step in answering this question. These are the latest literature concerning the issues of international terrorism and the ethics and values of conflict resolution. It is important to learn more about the ethical dilemmas associated with the conflicts between the opposing sides and also to know the human values that are changing in the minds of the average people and how these values shape the political climate.In the modern world, it is very rare to hear about the religious fundamentalists who are not able to recognize the problems and evils that they face in their respective cultures. However, religious fundamentalists are not able to grasp the true picture about the conflicts of the world. Their beliefs about the nature of the violence in the world may not match the reality. And so, we have a situation where these ideological fanatics are becoming the target of the law enforc ement agencies.This is the reason why the United States military did not want to add another chapter to the book titled 'The Dangers of International Terrorism' in the most recent edition of the USA Today, which was published on October 24, 2020. The USA Today article explains the problem of the 'terrorism of Islam,' a term coined by the Council on Foreign Relations in its 'Understanding the World's Islamic Threats' and how there was a marked decrease in the number of terrorist attacks by Muslim extremists in the past several years.What should be done in order to end this problem is not known by the organizations and civil society. It is necessary to know the origins of the conflict, the sources and causes of violence, the methods of the terrorists and why they are considered a threat to the world. This will help in realizing the importance of international public policy in creating a peaceful and stable world.While writing this essay, the author of the essaySamuel G Douthat has pro vided a brilliant piece of advice in an article entitled 'Breaking the Interdependence on Anti-Americanism,' which can be accessed at 'Understanding the World's Islamic Threats.' There is no doubt that anti-Americanism has become a problem for the United States. American culture has seen many controversies, but the use of terrorism as a tool to bring down the image of the country and its principles of democracy have become a serious challenge. Sooner or later, this strategy of the terrorists will fail, and then it will become difficult for them to continue.If you think about the basic problems, Sam Douthat has revealed that for solving the problems, the United States must refrain from entering into the situation. Instead, this should be viewed as a challenge to fight against the threat of terrorism and to enhance the credibility of the American values and democracy.Sam Douthat has provided a useful essay in this regard. One can follow the link below to read more about the ethics and the war on terrorism. He has also provided a link to a book at Amazon for those who wish to learn more about this topic. Sam Douthat's essay is a valuable contribution to a discussion on this topic.

Intellectually Gifted Children

Abstract Many of us can concur that in a class there are those students who are exceptional performers. Some of us also belong to this bracket of intellectually gifted. What makes these differences between intellectually gifted learners and peers of the same standing in such a way that it’s like we do not belong to the peers who we are of the same age?Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More What are some of the difficulties experienced by such students owing to the fact that they are just smart without putting a lot of effort in their class work? This paper therefore is an insight as to the difficulties experienced by intellectually gifted learners. In the classroom setting, different students have different abilities. However, schools tend to group students on the basis of their chronological age on the assumption that the students being of the same age have many interests in common (Gross, 2004). Schools therefore do not consider that there exist differences within the groups of equal standing (David, 2004). Most of the times, a teacher will tend to teach the whole class as a group but when assessment is done, some students excel more than others. It intrigues keen observers that there are students who do not seem to pay attention to classroom work yet they do well in the exams. Other students demonstrate abilities that are beyond their age. Then, do we have learners who can be termed as geniuses? My point of argument comes in, in that the teacher may use learner centered method of learning, actively engaging all students in the classroom and giving them equal opportunities to participate in the classroom, but there are those students who always emerge the best in class. These are the students who are regarded as intellectually gifted students. These are the students who are born gifted to the extent that they cannot fit in w ith their other peers (David, 2004). Intellectually gifted students have higher levels of cognitive development in that they are able to think in a more logical way, solve problems that would pose a challenge to the students who are of the same age with them and are also able to make decisions on complex matters. To say that they are average students who have studied and acquired knowledge would be ignorance of the highest degree.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars agree that students vary in their abilities for they are those with astonishing intellectual giftedness and others with modest intellectual giftedness. Other students are fairly gifted and others are said to poses highly intellectual giftedness while another minority group of intellectually gifted students exceeds the giftedness of all intellectual gifted learners and are said to be overwhelmingly intellectually gifted (Gross, 2004). The overwhelmingly intellectual gifted learners are rare in a normal population. All in all, one cannot fail to identify the academically gifted students in the classroom. In such a scenario, students grouped together on the basis of their chronological age exhibit many affective and cognitive differences which work to the disadvantage of the intellectually gifted student. Although there is no universally accepted definition of intellectually gifted students, many people will agree that these students have a high intellectual quotient (I. Q.), excel in their work be it talent, academics just but to mention a few and also have cognitive and affective abilities so high to the extent of being noticeable or standing out from their peers who are of the same age (Gross, 2004). These students go beyond being average even in their characteristics for they tend to be perfectionists and have so many expectations on themselves not to mention the expectations of their teac hers’ peers, parents and society once it comes to their realization that a certain student is intellectually gifted. Cognitive and affective differences determine the way the learner learns in the classroom and in turn their overall performance in the classroom. Reis Renzulli (2004) propose that intellectually gifted students have advanced cognitive abilities and their ability to develop a better understanding of the abstract concepts such as death. With these understanding in abstract concepts such as death, lack of substance of life and irrelevance of living, the gifted student develops common problems with students who are of the same peer (Reis Renzulli 2004).Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More While the cognitive realm is the most widely used in identifying the intellectually gifted students, the affective domain also plays a major role. The intellectually gifted learners adjust well to the society (Jano, 1983) and are therefore said to be socially smart. The intellectually gifted learner has the characteristic of dominating his/her peers of the same age who have profound confidence in him/her. However, the intellectual sharpness of the gifted learner always lead the learner to experiencing social problems like being isolated from his/her peers and being too selective when choosing the people to associate with, with most studies done on the intellectual gifted students pointing that they prefer to be in the company of children older than them (Colangelo Davis, 2003). Researchers believe that by choosing the company of older peers that is where the intellectual gifted child feels that he/she can associate with peers of the same caliber in terms of their cognitive and affective development. Intellectual giftedness is a unique gift in itself and a child who possesses such capabilities should be nurtured to allow him o r her develop the gift in the areas he/she is gifted in. However, the first challenge to this rare gift is that the school curriculum itself does not make any special programs that can accommodate these gifted children. More often than not (Colangelo Davis, 2003), teachers themselves may not be willing to accept that there are students whose capabilities exceed that of their peers and therefore see no need to treat these gifted learners differently. Teaching intellectually gifted students requires a school to have special program that differentiates the curriculum used by the gifted students from the one that is used by students who are of average performance. The task is even made harder when a student is gifted in only one subject.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For schools to effectively cater for the needs of the intellectually gifted; programs that allow gifted students to advance in their subjects and grades and be enrolled in two programs at the same time are needed and not many schools are willing to go to such heights (James, 1994). For instance, in a case where a school may have an overly intellectual gifted learner, chances of meeting another learner who is overly intellectually gifted are rare if not close to zero. Intellectually gifted students always feel isolated when they are with their peers because they do not fit in with their peers. They behave in a mature way and are able to solve problems and face challenges more than their peers. With these in mind, the gifted student seeks the company of other older students for him or her to fit in. This characteristic makes people believe that the gifted student is antisocial with his/her peer and therefore branded a lonely person. Their affective abilities make them a bit critical o f their friends and the feelings of their friends towards them. The intellectually gifted child will choose friends keenly than a child of average abilities and this makes them to have fewer friends (Ellen, 1996). Intellectually gifted students are more intelligent than their other peers who are of the same status for their ability to process information is higher than that of their peers. Therefore, in a classroom setting, the gifted students will always feel dragged behind by others. For instance, when a teacher is explaining a concept to students of average ability, the intellectually gifted student may feel bored because he or she has already grasped the concept and may find the teacher repeating her/himself. On the other hand, the intellectually gifted may also feel frustrated that the teacher is not going with the pace that he or she would want the teacher to go with (Colangelo Davis, 2003). For the teacher to effectively solve the problem in a classroom containing both gifte d and average learners he or she needs to integrate learning styles that can also accommodate the intellectually gifted learners. The teacher may also impact negatively on the gifted student in that he or she may assume that since the gifted student has already gotten the concepts that are being taught in the classroom, that they would be no need to focus attention on him/her. Here, the student’s intellectual giftedness works to his or her disadvantage (Vialle Geake, 2002). This further intrigues more questions in the intellectual gifted student’s mind of how weird he/she is not to deserve the attention of the teacher which leads to the student feeling neglected and not cared for by the teacher. This is very crucial especially to the development of a child. A child needs to be loved and cared for and tendencies to focus more attention on other children leaving others out leads to children engaging in deviant behaviors just to seek the attention of the teacher. Not tha t the intellectual gifted students are mischievous, (Colangelo Davis, 2003) they may engage in deviant behaviors so that they can also catch the attention of the teacher. For the teacher who is a keen believer of disciplined students, the intellectually gifted may suffer the most at the hands of the teacher because the teacher will always be punishing the intellectually gifted child in the belief that he or she is instilling discipline in the intellectually gifted child (James, 1994). When the gifted students are combined with students of average ability in the classroom, the intellectually gifted ones always feel that they have learnt everything there is to learn in the classroom for they are no more challenges for them. This leads to underachievement of the student in the class in addition to being bored. Learning is made fun when a student discovers something new that he or she did not know and therefore is intrigued to find out more about that particular concept (Vialle Geake, 2002). On the same tone, the gifted child may not see the need to be in the classroom or pay attention when the teacher is explaining concepts for they are already familiar with them. This brings us to the point where these intellectually gifted students are seen as arrogant but this is not the case for they are simply bored. The teacher can even punish the gifted student without knowing that he or she did not intend to be arrogant or not to pay attention. When these intellectually gifted students are not realized, they take a backseat in their academic achievements to the extent that they can even fail to complete classroom assignments. Some intellectually gifted students may become rebellious to their teachers and peers. The students also face discrimination and stigmatization from their other peers in that their exemplary performance is regarded as weird (Benbow Stanley, 1997). In most cases, other students will find their character abnormal and they would not understand why th eir character deviates from their own. The intellectually gifted are not taken as normal and students always view them as weird. Some students of the same peer will even go to the extent of believing that the gifted students have some supernatural influence whereas we know that the gifted only possess innate intellectual capabilities which is not a basis to be discriminated against. When a learner with intellectual gift, it also contributes to the learner asking him/her self many questions about his/her intellectual gifts. Some learners may even go to the extent of blaming themselves and develop shy characters. Gifted students when discriminated by their peers will try to fit in, in all ways. One of the ways in which gifted students can try to fit in is through hiding their giftedness for they do not want to be regarded as weird and feel out of place. When this happens, the gifted student regardless of his or her intellectual abilities will not let out his or her true self which bec omes a hindrance to finding out who he or she really is. They do not discover their true identity and they hide in their cocoon by pretending to be like other students of average ability. Other than being resented by his/her peers, the intellectually gifted also faces teacher’s resentment. As illustrated earlier on that the intellectually gifted student will most of the time ask silly questions and challenge the teacher in topics which are not in his/her caliber and show no interest in class work, a teacher who cannot identify the intellectual gifted child will probably resent such a child’s character (Ellen, 1996). To counter the resentment from both teacher and peers, intellectually gifted children always tend to hide their abilities so as to be at par with the norm as that of the peers. When these children hide their giftedness just to appear normal to their peers and teachers, researchers proclaim that the drive in exploring educational fields disappears in additio n to loosing the meaning of achieving (Painter, 1976). The intellectual gifted learner will therefore attend school for the sake of attending school not for the desire to learn. Their exceptional abilities are therefore shunned from surfacing and being beneficial to the society and to the student. They do this trying to seek approval from their peers and teachers and they therefore have a hard time in seeking social approval if doing so means pretending to be who they are not. The gifted learner struggles to be understood by the teacher and the learners and in a worse scenario where the teacher has no background information about the existence of intellectually gifted students. The gifted students lack pride in themselves for they are seen to do things that are not normal. Their self esteem is greatly affected by their intellectual sharpness (Vialle Geake, 2002). The problem becomes worse especially during adolescent when the student is trying to identify his or herself. Many are t he times that a gifted child on reaching adolescent develops identity crisis the reason being that the student cannot fully find out who he or she is. Coupled with doubts about his or her true identity from his peers who they are of the same age, the intellectually gifted student develops self doubt of him/herself leading him/her to have a low self esteem. The teacher on the other hand should try as much as possible to help the gifted student in revealing his/her true identity (Benbow Stanley, 1997). Having intellectually gifted children in a classroom is a challenge itself to the teacher, the basis of my point being that these intellectually gifted children will often challenge the tutor while he or she is teaching (Painter, 1976). When this happens, the teacher may feel intimidated by the gifted child. This causes misunderstanding between the child and the teacher for the gifted child interests in challenging the teacher may be solely contributing to the classroom discussion whil e the teacher may regard the student as a know it all type. For effective learning to take place, the teacher and the student have to be in good terms. On the other end, students of the same peer may feel that an intellectually gifted student is disturbing their lesson by interrupting the teacher during content delivery. The teacher experiences two extreme ends where they are those who are eager to learn and others who are intellectually gifted and know it all thereby creating confusion in the classroom. When a teacher discovers that a particular student is intellectually gifted, he or she may employ strict marking procedures when marking the intellectually gifted learner’s paper (Janos, 1983). Where a teacher has given marks to an average student, the intellectually gifted may fail on the same as a result of the high expectations that the teacher may have on the gifted learner (Reis Renzulli, 2004). Teachers also may ask hard questions to the intellectually gifted so as to prove to the other students that the intellectually gifted does not know everything that there is to know. In such cases, the resentment of the intellectually gifted learner to the teacher keeps on increasing and the more he or she becomes disinterested in school. A teacher may also not feel compelled to answer a question asked by the intellectually gifted child and may ignore the question on the assumption (Janos, 1983) that the student both knows the answer and just wants to test the teacher or can research for him/herself and get the correct answer to the question. This further creates frustrations to the intellectually gifted child in his/her endeavors of learning. While it is normal for the intellectually gifted student to want to discuss concepts to the very minor details, the teacher may only be interested in giving students the contents that will help them answer questions in the exam (Vialle Geake, 2002). The advanced cognitive abilities of the intellectually gifted again works to his/her disadvantage in that the teacher may not have the time to discuss concepts in the classroom in a detailed manner and this makes the learner who is gifted academically feel that he/she has been wasted or that the content discussed by the teacher is shallow. Intellectually gifted children may find it hard to repeat exercises given by the teacher in the classroom. One of the distinctive characteristic of the intellectually gifted is that, the student will master the content after repeating it only twice in most cases. When the teacher therefore make the intellectually gifted child to repeat a task for more than two times, the child loses focus and creates a negative attitude towards schools. Eventually, the IGC (Intellectually Gifted Child) may end up hating school altogether (Reis Renzulli, 2004). The gifted student has no contact with his/her peers. He/she does not enjoy the company of his/her peers and will most of the time prefer to be in the company of other olde r students who he/she can identify with. Therefore, the methods used by schools where these intellectual gifted students are grouped with students of average ability create a restrictive milieu for them (Ellen, 1996). The school only assumes that the intellectually gifted students have the same abilities as that of their peers and shuns off the doors of exploration for the intellectually gifted learner. In addition, the content taught in the classroom where this intellectually gifted child is in on the basis of chronological age is also restrictive enough and does not offer room for exploration of the gifted mind of the learner. The intellectually gifted learner may lack competition in the classroom (Ellen, 1996). Other than the teacher who the intellectually gifted would seem to engage in discussion in complex issues, his/her peers do not conform to his level. The intellectually gifted child does not have the challenge and therefore being in the classroom with people who he/she can not identify with and going through a curriculum that poses no challenge to him/her seems unbearable. The schools assumptions that by mixing the intellectually gifted with the average ability learners, more positive outcomes of learning would be realized because of interactive learning is somehow questioning when it comes to dealing with intellectually gifted learners. The extant literature shows that the intellectually gifted learners need a more challenging environment and an environment that does not put restrictive measures on the achievement of the learners. To drive my point closer home, the intellectually gifted learner in the first place sees no similarities between him/herself with peers of same age. Then, how would we expect the learner to have the zeal in learning if there is none of the peers who can challenge him/her? In conclusion, we must acknowledge that the intellectually gifted learner has abilities that need to be encouraged and that this can only be achieved if s chools are willing to come of their cocoon of comfort of grading the students on the assumption that since the students are of the same age, then they must have many similar things in common. Schools ought to develop programs that accommodate the needs of the intellectually gifted learners. References Benbow, P. Stanley, S. (1997). Inequity in Equity: How â€Å"equity† can lead for High Potential Students. Psychology: Public Policy and Law. 2 (2), 249 – 292. Colangelo, N. Davis, G. (2003). Handbook of Gifted Education. Boston. Allyn and Bacon. 3rd Ed David, B. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford. CT. Wadsworth Publishing Ellen, W. (1996). Gifted Children. New York. Basic Books. Gross, M. U. M. (2004). Exceptionally Gifted Children. London. Routledgefalmer James, W. (1994). â€Å"Nurturing Social Emotional Development of Gifted Children† Eric Clearinghouse on Disabilities and Gifted Education. Reston, V A. Available at  https://www.ed.gov/ Date last Retrieved Janos, M. (1983). The Intellectual Ability Psychological Vulnerabilities of Children of very Superior. Unpublished Doctorial Dissertation. NY. New York University Painter, F. (1976). Gifted Children: A Research Study. Knebworth. England. Pullen Publications Reis, M. Renzulli, S. (2004). Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities. Psychology in the Schools, 41, published online in Wiley InterScience. Vialle, W. Geake, J. (2002). The Gifted Enigma. Cheltenham, Australia. Hawker Brownlow This essay on Intellectually Gifted Children was written and submitted by user Nathaly G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.