She responded that she uses a book for extra support in teaching a concept; also it is a good resource for maps and diagrams. Another focus was, does the textbook adequately addresses all of the state standards. Her answer was no, because there are gaps that must be filled using other resources. Mrs. Hancock was ask to elaborate on other resource she uses to teach social studies. She listed some of the following; primary source documents, literature (fiction), research on computer, streamline videos and social studies newspapers.
In Winning Hearts and Minds in the War on Plagiarism” Jaschik essay was based more on reflection and personal opinions because his were on different studies by different professors on the "war on plaguarism" among students and how common plagiarizing is and the different methods used to change that. Mr. Murray begins by discusses Peter F. Drucker method of a "zero draft" and how the writer should begin counting drafts after the first draft is complete. He explains how many writers feel, that after the first draft is completed it then can be edited to say what is exactly meant. Murray explains how we need to be critical readers and when editing. He states, "[w]riters must be their own best enemy"
The way I improved my paper was taking my instructors constructive criticism and making the necessary corrections, to the best of my ability. I had obvious problems with the comma usage, dangling modifiers, and it was no question that I have to improve my vocabulary. Referring back to the text book and using the Thesaurus definitely helped me make the best revisions that I can make. The most challenging part of this assignment for me was to expand the use of my vocabulary. I know a lot of words; I just don’t use them in my everyday conversation, thus making it more difficult to incorporate in my essay.
Running Head: Compare and contrast essay on two writers A comparison on two writers named Amy Tan and Richard Rodriguez brought out many differences in the way they grew up learning English as a second language. Keith Brandon University of Maryland College Author Note This paper was prepared for writing 101S, taught by professor Goshert-Hossain. Two writers that both grew up learning English as a second language, struggling through the hardships of the experience brought upon many differences between the two; although the same in learning each had their own views of the subject. Through their experiences there were many differences between family life, how each writer learned, and what they are doing now to understand their English as a second language. Through their experiences there were many comparisons to suggest but some stood out more than others; such as, how each writer grew up learning do deal with their family and their English, and on that note what they are doing now to understand how their English language as a second language affects others.
How to Read Literature like a Professor In the book, How to Read Literature like a Professor, Foster goes through the many ways to read literature not through a story line, but by explaining how every story is somehow based on another story. Each chapter focused on one literary device, or commonly used symbolism. In my opinion, the chapters were presented in the order of simplest to hardest to understand. I learned something new in each chapter of this book by the way Foster explains literature through his use of rhetorical devices. In Chapter one, Foster explains the symbolic reasoning of why a character takes a trip.
One of the ideas I thought of when I started reading was that I need to track whats going on in every paragraph. So when I got into the reading I was looking for key words that were either long or one that I did not know the definition of; words of that caliber were underlined. What came next was me re-reading the paragraph to understand
He got the real experience of joy and devastation instead of just seeing it behind the protection of his castle walls. Lastly, Gilgamesh learned how much his people worked and had to suffer because of him. At the end of the book, he looks at the wall his people have built for him and sees how much effort is really put into everything that seemed so small and easy to him before. The elders also supported him, gave him good advice and moral support. Gilgamesh never thought about how hard his people had it, and he would have continued to think that they had it easier than they really did.
Before this class had began, I was accustomed to writing essays with narrow ideas. Whenever I would write, I would discuss the topic briefly and move on to the next topic. In English 1301, that all changed. I was no longer "telling" the reader events that were occurring. Instead, I was able to describe in detail the actual events that occurred in my life.
What is reading rhetorically? When you read rhetorically “you engage in this kind of reading, you look for the rhetorical strategies of the writer -- the patterns, structures, figures, & methods that a writer uses in order to make her/his point. This kind of reading can, in turn, help you to strategize your own approach to creating effective texts for particular audiences and purposes” (Malea Powell 1) Thorough out this semester we have reviewed several rhetorical readings. Although in the beginning, I never quite understood what the author was truly trying to say, but now I do. Understanding this form of reading can be very helpful in my future education.
My purpose of this essay is to show now matter how hard you work sometimes, things just don’t end up in your favor. I changed a lot of grammar issues with my essay, the formatting, and the tense of the essay. I made the changes to my essay to make the overall purpose of my essay to make sense. I still have some concerns with the tense of the essay. I don’t really know if the whole paper is organized right.