university of bangor essay terms

404 Not found

The Quality of Education within Bangor University Essay

Introduction.

Bangor University is a reputable and a world-class university located in North Wales. The university is home to local students within the U.K and many international students who come from diverse nations.

Quality education is an important part of today’s society and hence leading lecturers from the university and other like-minded universities and education institutions have been in the forefront of ensuring that the quality of Education within the country and in their respective institutions is up to standards with the current demands of the global market.

If the quality of education offered in tertiary institutions is high and appropriate for the market then the quality of graduates from universities such as B.U. will be very high and appropriate for the market.

In achieving quality standards, course work is an important part of B.U.’s curriculum and every term/semester is usually strategically preplanned and scheduled in order to ensure that the academic and practical needs of the student body are well catered for.

Having the students needs in mind, lecturers strive to achieve a balanced syllabi that will assist students attain both practical and theoretical expertise by developing programs that involve both writing and presentations on relevant course units/subjects (Noddings 1995, 13).

Purpose of the research

This report intends to look at the quality of education within B.U and therefore will critically gather data from students of B.U. with the sole intention of taking a look at how lecturers achieve academic goals through setting the appropriate course work syllabus and the various techniques such as exams that are used to evaluate how well students within the Bangor University have learnt throughout the term/semesters.

Also course work is important because it can be used to evaluate both students’ performance and lecturers’ input by ranking student performance. Additionally, this research intends to investigate how familiar and effective presentation and writing techniques help students to achieve the objectives of their course work (Kothari 1985, 10).

The research is important because the data gathered from this process can be used by the faculty of B.U. and also the students to improve and carry out any needed changes that may be necessary in the curriculum and syllabus of B.U.

The aim of any tertiary institution is to impart knowledge and develop highly competent individuals and therefore this research will shed some light into whether the university curriculum is appropriate for the students studying within B.U.

Methodology

The research is a scientific research with a clearly defined problem. It is to take a look into the effectiveness the course work and curriculum that is used by the faculty to impart knowledge among the students of B.U. (Kumar, 2005, p. 122).

The researcher intends to use a non probabilistic method to gather his data. Data will be gathered by the interviewer form every faculty within the campus, the researcher will use a convenient sampling technique where based on a predetermined quota the researcher will predetermine the number of 1 st , 2 nd , 3 rd , and 4 th year students who need to be to be interviewed and strive to ensure that he collects data from all the faculties within B.U.

Data gathering technique

The researcher will gather data from various faculties of students who study in B.U. using semi structured questionnaires. The advantage of using a semi structured questionnaire is that the researcher gathers both qualitative and quantitative data which will enable the users of the research conducts a more in-depth analysis during the process of Data analysis (Kothari 1985, 65-67; Beeby 1966, 81).

The source of information

The data of this research will be primary data that will directly be collected from the respondents who are current students within various faculties of B.U. the sample size of the number of respondents is 100 students from diverse faculties of B.U.

Data Analysis

Once the 100 questionnaires are filled the researcher intends to arrange and analyze the data using both qualitative and quantitative techniques (Dawson, 2002, p.34).

The use of qualitative techniques will enable the researcher attach percentages to the data while the qualitative data analysis techniques will enable the researcher co0nduct some content analysis that will enable the researcher give a description of the various implication (Whyte 1989, 29; Dawson 2002, 53).

40% of all respondents were from the College of Business, 10% from the Social Sciences and Law while 5% were from the College of Lifelong Learning, 20% were College of Natural Sciences while 10% were from the College of Health and Behavioral Sciences and the last 15% were form the College of Physical and Applied Sciences.

20% of all respondents were foreigners while 80% were citizens of Wales. 50% of all students in the College of Arts Education and Humanities were taking education while 10% were taking music, 20% were taking theology while the rest 30% were taking modern languages.

Out of all the respondents from the college of Business social science and law 60% were taking business courses while the remaining 34% were taking law. The entire respondents from the College of Lifelong Learning were taking the same course. 5% of the respondents from the College of Health and Behavioral Sciences were taking medicine while the rest were in school of sports and exercise science.

All the respondents from the College of Physical and Applied Sciences were taking electronics (Kumar, R., 2005, 102; Brandt 2000, 96).

Most of the students within B.U. claim to do well when asked if they have ever failed exams, 85% of them responded by saying they attain their pass mark while the remaining 15% have previously failed to attain their pass mark.

74% All the respondents claimed they have at least one presentation as part of their course work while the remaining 26% said that their curriculum doesn’t involve making presentation as part of the course work. 80% of all the respondents claimed that the main reason of their failure was either wo0rk overload or unfair lecturers; the remaining 15% of those who failed claimed that is their lack of preparedness that leads to failure.

Out of all the 100 respondents 80% of them have never missed exams before while the rest who have earlier missed exams were forced to take substitute exams only if they had given authorities prior notice and sufficient reason those who never gave prior reason are forced to repeat the subject (Pashler, McDonald & Bjork 2009, 77).

60% of all the respondents fell that presentations are a very important part of their curriculum while the remaining 40% see it as a waste of time.55% of all respondents stated that they at least have one presentation per term while 25% of them stated that they have more that in presentation per term the remaining 20% have no presentations.

The respondents stated that 50% of all presentation per tem were given as part of group work while the rest were individual assignments.

60% of all respondents believed that essay writing was very important for first years while 30% believed that report writing was important for first years the remaining 20% stated that email were essential for first years. 70% of respondents stated that essays were between 1-5 pages in first year while the rest stated that essays were more that 5 pages in first year.

55% of all students stated that they only contact tutors only when they have homework while 40 % said they make sure that they contact tutors at least once a week 5% said that they contact their tutors through email daily or frequently.

30% of respondents especially those taking health sciences and arts stated that they write an essay weekly. The remaining 70% stated that their lecturers ensure that they give them an essay at least once in 3 months.

90% of those students who are given essays weekly stated that they ensure they finish their essays within seven days because if they don’t they risk loosing marks.

50% Student who are required to do one essay in 3 months said that they ensure that by the end of the second month they finish their essays, 20% of them said that they finish their essay by the end of the first month while the rest said they ensure that they finish the essays by the end of the third month.

It is thus clear that the faculty and lecturers at B.U use practices that encourage their students to be highly proactive especially when it comes to learning. Student’s taking medical sciences, applied sciences and Arts are exposed to more essays and report writing activities due to the nature of their courses.

The faculty’s policy is effective in the fact that it has ensured that there is a high turnout rate especially during exams and that those who miss exams with no reason face the consequences.

As far as first years are concerned it is good to ensure most of them (60%) are involved in rigorous writing activities so that they can nature their writing ability skills while still at the early stages of university so that they can be experienced writers in later years.

Recommendations

The University should ensure that the curriculum of every faculty is well balanced and that the course work has a balanced approach that allows the students to enhance both their writing and presentation skills through having both report and essay writing together with presentation assignments every term/semester.

In faculties where the volume of materials to study is very large especially in the College of health Sciences it is important that the faculty of B.U ensures that the students are not overworked or excessively given assignments because this can affect their performance and course work.

Due to the low level of communication between the tutors and the students it is necessary that the faculty comes up with awareness campaigns that will encourage students to communicate more frequently with tutors with the aim of improving their academic performance.

The campus administration should open a clear and more open communication system in regard to exams so that students who fail their exams can communicate their reasons in due time and avoid their chances of repeating the whole course over again (Bangor University, 2011).

Reference List

Bangor University, 2011. Bangor University. Web.

Beeby, C., 1966. The quality of education in developing countries. Cambridge, Massachusetts: Harvard University Press.

Brandt, R., 2000. Education in a new era: ASCD Yearbook 2000. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Dawson, C., 2002. Practical Research Methods . New Delhi: UBS Publishers Distributors.

Kothari, C. R., 1985. Research Methodology- Methods and Techniques . New Delhi: Wiley Eastern Limited.

Kumar, R., 2005. Research Methodology-A Step-by-Step Guide for Beginners , 2nd ed. Singapore: Pearson Education.

Noddings, N., 1995. Philosophy of Education . Boulder, CO: Westview Press.

Pashler, H., McDonald, M. & Bjork, R., 2009. “Learning Styles: Concepts and Evidence.” Psychological Science in the Public Interest 9 (3): 105–119.

Whyte, C., 1989. “Student Affairs-The Future.” Journal of College Student Development , v30 n (1) p. 86-89.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, January 10). The Quality of Education within Bangor University. https://ivypanda.com/essays/bangor-university/

"The Quality of Education within Bangor University." IvyPanda , 10 Jan. 2024, ivypanda.com/essays/bangor-university/.

IvyPanda . (2024) 'The Quality of Education within Bangor University'. 10 January.

IvyPanda . 2024. "The Quality of Education within Bangor University." January 10, 2024. https://ivypanda.com/essays/bangor-university/.

1. IvyPanda . "The Quality of Education within Bangor University." January 10, 2024. https://ivypanda.com/essays/bangor-university/.

Bibliography

IvyPanda . "The Quality of Education within Bangor University." January 10, 2024. https://ivypanda.com/essays/bangor-university/.

• Undergraduate Report of Bangor University (B.U.).
• Building a Strong Business Model in Bangor
• Paul Bunyan's Contribution to American Folklore
• Novels bu Ghassan Kanafani Review
• Boston University E-Book Website: Sprint Planning
• Dietary Specifications: Medicinal Meals in China
• The Power of Books: How Reading Awakens the Inner Spirit
• Rehabilitation Centre Expansion Project Management
• Microeconomic Issues. Ethical Issues in Business
• Religion in Sociological Perspective
• Major in Success: Make College Easier, Fire up Your Dreams, and Get a Great Job
• Public vs. Private Education
• The Value of a High School Diploma
• Northeast State University
• Math Just Isn’t Adding Up for College Students: Critique of a News

Skip to content. | Skip to navigation

Masterlinks

• About Hunter
• One Stop for Students
• Make a Gift
• Access the Student Guide
• Apply to Become a Peer Tutor
• Access the Faculty Guide
• Request a Classroom Visit
• Refer a Student to the Center
• Request a Classroom Workshop
• The Writing Process
• The Documented Essay/Research Paper
• Writing for English Courses
• Writing Across the Curriculum
• Grammar and Mechanics
• Business and Professional Writing
• CUNY TESTING
• | Workshops
• Research Information and Resources
• Evaluating Information Sources
• Writing Tools and References
• Reading Room
• Literary Resources
• ESL Resources for Students
• ESL Resources for Faculty
• Teaching and Learning
• | Contact Us

Whether you are writing a short-answer essay of a few sentences or a take-home exam that may require hours of planning and writing, the vocabulary used in essay examinations is often repetitive regardless of the subject matter or discipline. It is therefore advantageous to have a comprehensive understanding of the terminology, rhetorical strategies, and expectations of essay writing.

Document Actions

• Public Safety
• Website Feedback
• Privacy Policy
• CUNY Tobacco Policy

Types of assignments

Understanding your assignments, starting an assignment, academic integrity.

• Written assignments
• Group assignments
• Presentations
• Independent study or dissertation

Further reading

There are a number of assignment types that you can be asked to produce at university.  They could be written, oral or visual but they all have the same basic purpose, which is to allow you to demonstrate your ability to:

• Research a topic
• Organise the research and evidence into a structured piece of work
• Show your understanding and knowledge of the topic

The assignment brief:

• Check any learning outcomes, marking criteria, word count information before you start.
• Make sure you understand the type of assignment you are expected to produce. Is it a written assignment like an essay or an assessment that includes a practical, visual element, like a poster presentation?
• Understanding what the assignment is asking you to do is key. Many assignments come in the form of an instruction, command or a task. It is essential that you understand the difference between these words before you start. See some links to terminology in the refence list below.
• Identify the topic , by highlighting the keywords in the assignment. This will help you focus on the main elements and help with your structure and research.
• Identify any  limiting words that might be in the brief, these are words that will place restrictions on your assignment e.g. topic is limited to the UK or a specific time period.  

References:

Bangor University. (2020) Essay terms explained . Available at: https://www.bangor.ac.uk/studyskills/study-guides/essay-terms.php.en (Accessed 11 July 2022)

McMillan, K. & Weyers, J. D. B. (2011) How to write essays & assignments . 2nd ed. Harlow: Pearson.

Staffordshire University. (2020) Terms and definitions . Available at: https://libguides.staffs.ac.uk/ld.php?content_id=4834785 (Accessed: 11 July 2022)

Once you have worked out what you are being asked to do (see above), then you need to:

• Allow sufficient time in order to carry out the research, plan the assignment and write it up. Check your course handbook for the submission date, so that you can estimate how much time you have to complete the work whilst factoring other work for other modules or other university, family or voluntary / paid work commitments.
• Search  for information and decide what is relevant whilst keeping a record of the sources you have found for your reference list. Don't forget the information that you have already, from your lectures or seminars. Don't forget the module reading list too.
• Reading and note making , are are essential part of the research process. There is no right or wrong method, just one that suits you. Note making is a learning process in itself, as it helps you understand what you are reading and makes you concentrate on the important information.
• The reading and note taking also generates  ideas  and links which helps with the creation of a plan .
• Drafting and writing , is where you begin implementing your plan and roughly put your thoughts together. It is where you begin making your argument, working out your ideas and organising your thoughts. When you have a rough draft you can make your revisions, taking into consideration the shape and structure, whilst making sure the argument is clear and answers the original brief.  
• Proof reading and editing , is where you check for errors be they spelling, grammatical or factual. This is also where you check your referencing is complete and correct, using the right referencing standard.

The avoidance of plagiarism is an important aspect of Academic integrity . Plagiarism is when a person tries to pass off someone else's work as their own. It is essential that other people's work is acknowledged and referenced properly. 

The University has a page with information and guidance on Academic misconduct and Academic integrity , including information about plagiarism and good academic practice.

• Next: Written assignments >>
• Last Updated: Mar 30, 2023 12:36 PM
• URL: https://libguides.southwales.ac.uk/assignments

Clearing Universities & Courses

Clearing advice.

Recommended Clearing Universities

Popular Course Categories

Course search & discover.

Start the search for your uni. Filter from hundreds of universities based on your preferences.

Search by Type

Search by region.

Recommended Universities

Ravensbourne University London

London (Greater) · 88% Recommended

City, University of London

London (Greater) · 92% Recommended

University of Surrey

South East England · 98% Recommended

Search Open Days

What's new at Uni Compare

Request Info From Uni's

Get the help you need direct from the university. Ask about accommodation, your course and university societies.

Bulk Order Prospectuses

Bulk order prospectus from universities and have them delivered to your door for free.

Ranking Categories

Regional rankings.

More Rankings

Top 100 Universities

Taken from 65,000+ data points from students attending university to help future generations

About our Rankings

Discover university rankings devised from data collected from current students.

Guide Categories

Advice categories, recommended articles, popular statement examples, statement advice.

What to include in a Personal Statement

Personal Statement Tips

How does the uk university grading system work.

Whether you’re already studying or are about to, it is important to understand how the UK university grading system works.

When it comes to studying an undergraduate or postgraduate degree in the UK, grading systems vary. Whether you’re about to start your degree, or you are close to the third year of your course, it’s important to understand how your final grade will be calculated. Luckily, it’s easy to understand.

University grading: degree classifications explained

Universities in the UK follow a standard grading system for degree classifications based on the overall percentage achieved. The four university grade boundaries are:

• First-Class Honours (1st) (70% and above): Exceptional academic performance
• Upper Second-Class Honours (2:1) (60-70%): Strong performance, most common degree class
• Lower Second-Class Honours (2:2) (50-60%): Satisfactory performance, widely accepted by employers
• Third-Class Honours (3rd) (40-50%): Minimum passing grade for an honours degree

What is the postgraduate grading system in the UK?

The British postgraduate grading system differs quite a bit from the undergraduate one. Depending on whether you are undergoing an Integrated Masters Degree or a Standalone Masters Degree the grading system will differ. Like undergraduate, Masters Degrees are graded by creating a weighted average, combining all your module results from the year(s).

An integrated masters is one which follows directly from an undergraduate course. Common in Science degrees, where you apply for a four year course. In your second year you will be able to choose to either complete a Bsc (Bachelor of Science) or follow the path to achieve an MChem (Masters in Chemistry) etc. Integrated Masters degrees are graded the same as undergraduate degrees.

Standalone Masters include Masters Degrees by Research and Taught Masters Degrees. Masters degrees by research commonly referred to as MRes or MPhil are focused more on individual research skills with less taught modules. These degrees are usually graded as a pass or a fail.

Taught Masters degrees require a total of 180 credits. These credits are split between assignments, assessments and a dissertation or final project. Each module will have a certain amount of credits attached. For example, you may have single modules weighted at 15 credits, double modules (that span over two semesters) at 30 credits and a dissertation weighted at 60 credits. As taught, Masters Degrees are typically only a year long, every module counts to your final grade.

Instead of a First, Upper Second, Lower Second and Third, there are only three grade classifications for a Masters Degree. These are Distinction, Merit and Pass. The boundaries for these may vary depending on your university, however the common boundaries are shown below.

• Distinction: much like a First at undergraduate level, a Distinction is awarded when you achieve a percentage grade of 70% and above.
• Merit: you’ll be awarded a Merit if you achieve a grade average between 60-69%.
• Pass: a pass is awarded when you receive a grade average between 50-59%.
• Fail: If you do not receive at the minimum an average of 50%, the Masters qualification is not awarded. If you do think you are heading towards failing, try not to stress. You can speak with your module leaders about retaking any assignments or examinations to bump up your grade.

What can I do if I think I am going to fail my degree?

If you feel as if you are heading towards failing your undergraduate or postgraduate degree try not to panic. Easier said than done but you do have plenty of options.

As an undergraduate, you have three or four years to make up the credits you need to pass your course. Therefore, you are able to retake any modules you have failed in other years. For example, if you fail a Film module in first year, you can retake this module in your second year. If you fail numerous modules you are able to retake the entire year.

Another option is to retake any failed assignments or examinations throughout the year. This is easily done through referral or deferral assessments. Referral assessments are like resits, whilst deferrals allow students to postpone any assessments or extend any coursework deadlines. To qualify for a deferral you will need to prove that your performance has been affected by a personal circumstance (e.g. medical condition). To be granted a deferral you will need to fill out an application. Referrals and deferrals can be implemented at both undergraduate and postgraduate levels.

Finally, if you feel as if your grade is an unfair reflection on your work you can submit an appeal. If you do this, your mark will be re-marked or looked back over by an examination board or your lecturers. Simply speak with your lecturers if this is something you would like to do.

Interested in going to university? View our university rankings and league tables to help you with your decision.

undergraduate Universities

Undergraduate uni's.

Ravensbourne

245 courses

Uni of Surrey

437 courses

Uni of Kent

417 courses

Uni of Roehampton

268 courses

ARU Writtle

104 courses

West London IoT

Uni of Bedfordshire

336 courses

Uni of Leicester

267 courses

Uni of Chester

399 courses

Goldsmiths, UOL

273 courses

Wrexham Uni

168 courses

Northeastern Uni

Middlesex Uni

469 courses

Uni of East London

317 courses

Uni of Suffolk

109 courses

Uni of Bradford

197 courses

Cardiff Met Uni

304 courses

Uni of Sunderland

200 courses

Uni of Winchester

161 courses

528 courses

Leeds Arts University

Kingston Uni

378 courses

Uni of Hertfordshire

419 courses

238 courses

Coventry Uni

445 courses

Uni for Creative Arts

323 courses

Leeds Beckett Uni

327 courses

Heriot-Watt Uni

208 courses

Staffordshire Uni

272 courses

414 courses

Swansea Uni

780 courses

Anglia Ruskin Uni

460 courses

Uni of Westminster

Edinburgh Napier

184 courses

UWE, Bristol

249 courses

Uni of Essex

797 courses

Uni of C.Lancashire

438 courses

355 courses

Uni of Huddersfield

458 courses

Escape Studios

Uni of Portsmouth

542 courses

Uni of Brighton

253 courses

Bath Spa Uni

295 courses

Edge Hill Uni

243 courses

Uni of Hull

Nottingham Trent

539 courses

Uni of Reading

393 courses

Queen's Uni

411 courses

Want to learn more about a university?

Get your questions answered by sending them an enquiry now.

Eloise Braun

How Our Paper Writing Service Is Used

We stand for academic honesty and obey all institutional laws. Therefore EssayService strongly advises its clients to use the provided work as a study aid, as a source of ideas and information, or for citations. Work provided by us is NOT supposed to be submitted OR forwarded as a final work. It is meant to be used for research purposes, drafts, or as extra study materials.

Support for International Students from DLC

• Introduction
• Why get support with Academic English?
• Joining a Teams site with a code
• In Person Classes 2023
• Online Classes 2023
• Understanding University Phrases
• Essay Terms Explained
• Commonly Used Library Terms
• Paraphrasing
• Email Etiquette
• Academic Vocabulary Quiz
• Subject Specific Vocabulary
• What Our Students Say
• Overcoming Challenges to Accessing Support
• Suggested Plan to Access Support
• External Resources

Analyse:   To look at all sides of an issue, break a topic down into parts and explain how these components fit together.

Argue:   To make statements or introduce facts to establish or refute a position; to discuss and reason.

Annotate:   To expand on given notes or text, e.g. to write extra notes on a printout of a PowerPoint presentation or a photocopied section of a book.

Bias:    A view or description of evidence that is not balanced, promoting one conclusion or viewpoint.

Bibliography:    A list of all the resources used in preparing for a piece of written work. The Bibliography is usually placed at the end of the document.

Citation:    A reference to another source in your work. Citations require less information than an entry to a reference list (author, date and page number (where required)). 

Critical thinking:   The examination of facts, concepts, and ideas in an objective manner. The ability to evaluate opinion and information systematically, clearly and with purpose.

Describe:   To state how something looks, happens or works.

Exemplify:   To provide an example of something.

Glossary:    A list of terms and their meanings (such as this list).

Adapted from McMillan and Weyers, 2011, pp 247-252)

Marking Criteria:    A set of ‘descriptors’ that explain the qualities of answers falling within the differing grade bands used in assessment; used by markers to assign grades, especially where there may be more than one marker, and to allow students to see what level of answer is required to attain specific grades.

Paraphrase:   To quote ideas indirectly by expressing them in other words (Note: A paraphrase should still be accompanied by a citation).

Plagiarism: Copying the work of others and passing it off as one’s own, without proper acknowledgement. See our guide on avoiding plagiarism for further information .

Primary Source:    The source in which ideas and data are first communicated.

Quotation:   Words directly lifted from a source, e.g. a journal article or book, usually placed between inverted commas (quotation marks).

Reference/referencing:   If you include another person’s idea in your assignment, you must give credit to the author through the process of ‘referencing’. Find out more about how to reference through our referencing guide .

Reference list:    A list of sources referred to in a piece of writing, usually provided at the end of a document.

Secondary source:     A source that quotes, adapts, interprets, translates, develops or otherwise uses information drawn from Primary sources.  

Synonym:     A word with the same meaning as another.

Topic:    An area within a study; the focus of a title in a written assignment.

Topic paragraph:   The paragraph, usually the first, that indicates or points to the topic of a section or piece of writing and how it can be expected to develop.

Topic sentence:     The sentence, usually the first, that indicates or points to the topic of a paragraph and how it can be expected to develop.

• Essay Terms Explained University of Bangor
• << Previous: Understanding University Phrases
• Next: Commonly Used Library Terms >>
• Last Updated: Oct 19, 2023 9:00 AM
• URL: https://libguides.derby.ac.uk/DLC

The narration in my narrative work needs to be smooth and appealing to the readers while writing my essay. Our writers enhance the elements in the writing as per the demand of such a narrative piece that interests the readers and urges them to read along with the entire writing.

260 King Street, San Francisco

Updated Courtyard facing Unit at the Beacon! This newly remodeled…

Eloise Braun

Sharing Educational Goals

Our cheap essay service is a helping hand for those who want to reach academic success and have the perfect 4.0 GPA. Whatever kind of help you need, we will give it to you.

Customer Reviews

Still not convinced? Check out the best features of our service:

Estelle Gallagher

What is a good essay writing service?

Oddly enough, but many people still have not come across a quality service. A large number of users fall for deceivers who take their money without doing their job. And some still fulfill the agreements, but very badly.

A good essay writing service should first of all provide guarantees:

• confidentiality of personal information;
• for the terms of work;
• for the timely transfer of the text to the customer;
• for the previously agreed amount of money.

The company must have a polite support service that will competently advise the client, answer all questions and support until the end of the cooperation. Also, the team must get out of conflict situations correctly.

It is necessary to have several payment methods on the site to make it easier for the client to transfer money.

And of course, only highly qualified writers with a philological education should be present in the team, who will not make spelling and punctuation errors in the text, checking all the information and not stealing it from extraneous sites.

Advocate Educational Integrity

Our service exists to help you grow as a student, and not to cheat your academic institution. We suggest you use our work as a study aid and not as finalized material. Order a personalized assignment to study from.

What if I’m unsatisfied with an essay your paper service delivers?

Who are your essay writers.

offers a great selection of professional essay writing services. Take advantage of original, plagiarism-free essay writing. Also, separate editing and proofreading services are available, designed for those students who did an essay and seek professional help with polishing it to perfection. In addition, a number of additional essay writing services are available to boost your customer experience to the maximum!

Advanced writer

Add more quality to your essay or be able to obtain a new paper within a day by requesting a top or premium writer to work on your order. The option will increase the price of your order but the final result will be totally worth it.

Top order status

Every day, we receive dozens of orders. To process every order, we need time. If you’re in a great hurry or seek premium service, then choose this additional service. As a result, we’ll process your order and assign a great writer as soon as it’s placed. Maximize your time by giving your order a top status!

SMS updates

Have you already started to write my essay? When it will be finished? If you have occasional questions like that, then opt-in for SMS order status updates to be informed regarding every stage of the writing process. If you’re pressed for time, then we recommend adding this extra to your order.

Plagiarism report

Is my essay original? How do I know it’s Turnitin-ready? Very simple – order us to attach a detailed plagiarism report when work is done so you could rest assured the paper is authentic and can be uploaded to Turnitin without hesitating.

1-page summary

World’s peace isn’t riding on essay writing. If you don’t have any intent on reading the entire 2000-word essay that we did for you, add a 1-page summary to your order, which will be a short overview of your essay one paragraph long, just to be in the loop.

Finish Your Essay Today! EssayBot Suggests Best Contents and Helps You Write. No Plagiarism!

EssayService strives to deliver high-quality work that satisfies each and every customer, yet at times miscommunications happen and the work needs revisions. Therefore to assure full customer satisfaction we have a 30-day free revisions policy.

Remember, the longer the due date, the lower the price. Place your order in advance for a discussion post with our paper writing services to save money!

Finished Papers

Allene W. Leflore

Can I pay someone to write my essay?

Time does not stand still and the service is being modernized at an incredible speed. Now the customer can delegate any service and it will be carried out in the best possible way.

Writing essays, abstracts and scientific papers also falls into this category and can be done by another person. In order to use this service, the client needs to ask the professor about the topic of the text, special design preferences, fonts and keywords. Then the person contacts the essay writing site, where the managers tell him about the details of cooperation. You agree on a certain amount that you are ready to give for the work of a professional writer.

A big bonus of such companies is that you don't have to pay money when ordering. You first receive a ready-made version of the essay, check it for errors, plagiarism and the accuracy of the information, and only then transfer funds to a bank card. This allows users not to worry about the site not fulfilling the agreements.

Go to the website and choose the option you need to get the ideal job, and in the future, the best mark and teacher's admiration.

Terms of Use

Privacy Policy

Customer Reviews

When you write an essay for me, how can I use it?

Apply now for a degree starting in September 2024

Find a course, welsh university of the year.

and Top 50 in the UK Daily Mail University Guide 2024

Top 20 for Teaching Quality

and #44 in the UK The Times & The Sunday Times Good University Guide 2024

of the most sustainable universities worldwide QS World Rankings: Sustainability 2024

4th Highest Climber

and #54 overall in the UK The Guardian University Ranking 2024

university in the UK in the Unifresher’s Alternative League Table 2023

university in the UK in the WhatUni Student Choice Awards 2023

university in the UK in the 2022/23 People and Planet University League

university in the World for Responsible Consumption and Production in the Times Higher Education Impact Rankings

university in the World in the overall Times Higher Education Impact Rankings

university in the World in the Times Higher World University Rankings and the QS World University Rankings

Explore Our Research

World Leading Research

Our cutting-edge research informs our teaching and helps advance our collective understanding of the world around us.

[0:01] Bangor University

[0:03] is a research powerhouse,

[0:06] A change-maker.

[0:09] Our discoveries are shaping the world today with a focus on

[0:11] sustainability,

[0:13]safeguarding the environment,

[0:16] revitalising society's health in a post-pandemic world

[0:21] and promoting economic, social, bilingual and cultural vitality.

[0:24] Our research is seeking solutions to some of the world's most challenging problems,

[0:28] from improving health and wellbeing,

[0:31] to advancing the global 5G economy

[0:34] and finding the energy solutions of the future.

[0:37] Partnering with policy-makers, industry, businesses, and communities

[0:42] and human performance research,

[0:46] to train tomorrow's doctors.

[0:48] Supporting the Life Sciences sector

[0:51] and human performance research in Sport Science.

[0:55] Bangor's Covid-19 research is informing Public Health policy decisions,

[0:58] establishing the UK's first wastewater epidemiology network tracking infection rates.

[1:02] Investigating media influences on mask-wearing choices

[1:08] and future pandemic preparedness.

[1:09] Bangor is advancing technologies and resilience

[1:10] in nuclear power and medicine

[1:13] through our leading Nuclear Futures Institute.

[1:17] Tackling Climate Change with research into Low carbon energy.

[1:23] Addressing one of the planet's greatest environmental issues.

[1:25] Plastic waste and the overuse of single-use plastics,

[1:29] and protecting the variety of species and ecosystems

[1:33] through biodiversity conservation research.

[1;38} Our research on Wales, the Welsh language and linguistic skills,

[1:41] is inspiring a vibrant bilingual nation.

[1:45] Our discoveries are informing teaching,

[1:49] enabling students to learn about research in real-time.

[1:53] Our researchers share an ethos embracing

[1:55] courage,

[1:56] integrity,

[1:57] collaboration,

[1:57] confidence,

[1:58] and trust

[2:00] with a global outlook

[2:03] that is helping us make a real difference to people's lives.

[2:06] Research

[2:07] at our heart

[2:09] since 1884.

Royal Recognition: 2023 Queen's Anniversary Prize

Bangor University has been awarded for work on developing a novel system for public health surveillance through the analysis of harmful pathogens in wastewater.  An award is given to recognise outstanding contributions to the nation.

FIND YOUR COURSE

We offer courses across the sciences, arts, business, humanities and law.

View our courses

Why Bangor?

Bangor is no ordinary university. It's a place to think, a place to explore and a place to achieve.

[0:02] No ordinary place

[0:05] [VISUAL DESCRIPTION] Bangor University logo with views of the University and the surrounding area.

[0:10] No ordinary experience

[0:13] [VISUAL DESCRIPTION]   Female writing notes in a book

[0:15] No ordinary landscape

[0:19] No ordinary community

[0:22] [VISUAL DESCRIPTION] Guitar playing at a concert

[0:24] No ordinary university

[0:26] For those who want to grow their thinking

[0:29] Welcome to Bangor University

[0:32] The place to

[0:33] think, create, imagine, explore, achieve, experience

[0:37] Discover the extraordinary

[0:41] Since 1884.

[0:43] www.bangor.ac.uk

Find the right course for you

Our teaching is of the highest standard and our research is world leading. 

Discover Bangor

At Bangor, you'll find excellent teaching a welcoming community and one of the best overall student experiences in the UK. We're surrounded by nature but we're well connected to major towns and cities. 

Virtual Tour

Take a look around and find out more about what Bangor University has to offer and what our current students have to say.

Join us on one of our Open Days to learn more about Bangor University and ask any questions you may have. 

Discover a vibrant university in a beautiful location that offers a different dimension to student life.

Guaranteed Accommodation

Call our high quality accommodation in our vibrant student villages your home away from home.

Free Clubs and Societies

All our clubs and societies are free to join and with around 200 to choose from you're bound to find something for you.

Sport and the great outdoors

Bangor's location between the mountains and the sea offers you a unique kind of student life.

News and Events

Food fraud is a growing economic and health issue – but AI and blockchain technology can help combat it

Why women’s rugby needs its own injury prevention strategy

Sacred forests revealed to be resilient systems with strong capacity for recovery and expansion once external pressures allow

Contractor event - henfaes research centre, direct action on climate change – getting to the tree roots, professor katrien van landeghem, sound waves for science and society.

Student Life

International Study

Business Services

World-Leading Research

It looks like you’re visiting from outside the UK, would you like to be redirected to the international page?

Finished Papers

Fill up the form and submit

On the order page of our write essay service website, you will be given a form that includes requirements. You will have to fill it up and submit.

Niamh Chamberlain

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• March Madness
• AP Top 25 Poll
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Colorado university hires 2 former US attorneys to review shooting, recommend any changes

A police officer stands outside a dorm in the Village at Alpine Valley housing, Feb. 16, 2024, as police investigate a shooting on the University of Colorado Colorado Springs campus in Colorado Springs, Colo. The Colorado university where a student is charged with killing his suitemate and another person in a dorm room last month has hired two former U.S. attorneys to review of what led to the shooting and whether any campus policies and procedures can be improved. The University of Colorado Colorado Springs confirmed Monday, March 25 that John Suthers and Jason Dunn will lead the review. (Christian Murdock/The Gazette via AP)/The Gazette via AP)

• Copy Link copied

DENVER (AP) — The Colorado university where a student is charged with killing his suitemate and another person in a dorm room last month has hired two former U.S. attorneys to review what led to the shooting and recommend whether any campus policies and procedures should be changed.

John Suthers, who most recently served as mayor of Colorado Springs, and Jason Dunn, have been asked to conduct the review prompted by the Feb. 16 shooting at the University of Colorado Colorado Springs.

An executive summary of key findings and recommendations will be released, and the university’s emergency management team can then work on any suggested changes, chancellor Jennifer Sobanet said in an email sent to the campus on Thursday and released to The Associated Press on Monday.

Nicholas Jordan, 25, is accused of killing Samuel Knopp, 24, a senior studying music, and his friend, Celie Rain Montgomery, 26, a mother of two who loved singing. Authorities have not revealed a motive but the shooting came about a month after Jordan allegedly threatened to kill Knopp amid an ongoing dispute about living conditions in their shared living area, according to Jordan’s arrest affidavit.

Another suitemate told investigators that he and Knopp had made multiple complaints about Jordan’s “living area cleanliness,” and his marijuana and cigarette smoking. The death threat came after Knopp gathered some trash in a bag and placed it at the door of Jordan’s bedroom in the pod-style dorm, which included a shared living area and individual bedrooms, the other suitemate said.

“Mr. Jordan threatened Mr. Knopp and told him that he would ”kill him” and there would be consequences if Mr. Jordan was asked to take out the trash again,” police said in the document.

The dispute in early January was reported to campus police and housing officials, but there is no indication in the document that university officials made any attempt to remove the suspect from the suite, despite multiple reports of conflicts, including the threat.

The university has declined to say whether it took any action in response to the problems, citing the ongoing criminal investigation and federal student privacy laws.

Jordan, a junior who had been studying accounting at the university, is charged with two counts of first-degree murder.

Jordan has not been asked to enter a plea yet and his prosecution is on hold for now because of concerns about his mental health. Last week, a judge ordered that Jordan’s mental competency be evaluated by a psychologist at the request of Jordan’s lawyer.

The University of Colorado-Colorado Springs has about 11,000 students. It was founded in 1965 and started as a division of the University of Colorado in Boulder, the state’s flagship public college. It was recognized as an independent college in 1974.