Bring two copies of the essay with you to class and post a copy to the page of the course Blackboard site. ● HW2 – Two parts. Part 1, Bring a copy of one annotated page of the Lind article (see RW pages 70-73). Part 2, Create a properly formatted works cited page entry for the Lind article SATURDAY, 02/09 ● Quiz 2 4 FRI 02/15 ● RW – “Planning,” p.2-23 and “Drafting,” p.23 – 29 ● RW – “Writing about texts,” p.70-79 ● BB – Murray, “Should the Obama Generation Drop Out?” ● BB – How to Write an Editorial or Opinion Column” ● BB – Essay Assignment 2 ● Discuss Murray essay ● Discuss writing a an editorial ● Workshop response to Murray Op-ed ● Peer Review 1 ● HW3 -- Two parts. Part 1, Create a bullet list of the following from the Murray Op-ed: key words, key phrases, key ideas Part 2, Create a properly formatted works cited page entry for the Murray Op-ed.
How would I like my situation to be? I want to retrieve the information that I have learned from studying, and use the information that was on the study material to answer the questions on the exam. What are my possible choices? What is the outcome of each possible choice? After reading, evaluating the usefulness of each of the strategies on pages 248-261, choose the most helpful strategies to design your personal system for taking tests.
Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
Class Discussion After reviewing the information relate to student expectations in this course, participate in the class discussion. This discussion focuses on what is expected of you as a student. Please respond to all of the following prompts in the class discussion section of your online course by typing in the question and then answering it using several sentences: 1. Discuss two of the student expectations or concepts from the reading and tell how they will help you be successful in completing this course. One of the student expectations or concepts for the reading that I think would be successful for myself in this course is that in order to do well in my classes are that I have to have access to the internet, and the second
* At GHS (Greenwich High School in Greenwich CT) every classroom has a Smart-board, which is especially useful when integrating technology into daily lessons. * I teach 10th grade American History and 11th grade AP Comparative Government and Politics, so I typically start my Do Now’s with a political cartoon or news clip on the Smart-board that students can observe/watch or analyze prior to the lesson and then make connections between that event and the Essential Question of the unit and day. * You can also write directly onto a Smart-board, which makes it especially useful. 2.) How often are the textbooks / literature used to design your lessons?
ENG 101—English Composition I English Department Fall 2011 10-week Session Catalog Course Description: This college transfer course emphasizes the study of composition in conjunction with appropriate literary selections, with frequent theme assignments to reinforce effective writing skills. A review of standard usage and the basic techniques of research are also presented. Prerequisite(s): ENG 100 or ESL 110, RDG 100 or ESL 100 or equivalent placement test scores. Credit Hours: 3 Department website: www.midlandstech.edu/edu/ed/english Desire2Learn Login Page: https://elearn.midlandstech.edu Note: ALL students in this class are required to use a D2L course website for handouts, notes,
MGMT 570 Week 5 Homework Collaborative case analysis (includes both scenario) Click Link Below To Buy: http://hwcampus.com/shop/mgmt-570-week-5-homework-collaborative-case-analysis-includes-both-scenario/ Collaborative Case Analysis Students will work in teams to prepare a collaborative case analysis on the Negotiations for Life case (text page 202). Each team will be assigned either Scenario 1 or Scenario 2 by the professor. Teams will discuss their assessments in their team Discussion areas and prepare an analysis and recommendation in a collaborative report in the form of a paper. See MGMT570: Guidelines for Case Analysis located in Doc Sharing. The length of paper should be three to four pages, not including the cover
US History Exam Study Guide-I suggest that you purchase this text at the beginning of the school year. In the past, students found the REA book to be very helpful when studying for the unit tests and the final exam. You will also need the study guide to prepare for the A.P. Exam Spring Semester. Class
Instructional Approach/Format|The student should expect to purchase and read the required textbook and to have reliable access to the Internet. Your syllabus, the Power Point Lecture notes, and any Handouts you may need will be posted on Blackboard under LECTURES AND HANDOUTS. You can monitor your grades on Blackboard as well under MY GRADES.| Course Goals|· Increase students’ interest in the study of psychology· Increase students’ curiosity about human nature· Increase students’ awareness of the implications of psychology in daily life| CourseLevelLearning Objectives|Upon completion of this course, students will be able to· Define psychology· Identify key issues and controversies of psychology· Describe basic structures and functions of the brain · Define basic concepts in the theories of learning, memory, cognition, intelligence and motivation· Define abnormality· Identify key components in coping with stressDefine common psychological
ESL 63 Summer 2014 Instructor: Kathy Fehder email: kfehder0001@kctcs.edu Office hours by appointment ESL 63 Foundations of College Writing III 55F1 (3794) Tuesday and Thursday 12:00-3:20pm SEM 235 Description of Course: Satisfactory completion of ESL 62 or assessment placement is required for taking this class. ESL 63 is a developmental non-credit writing course designed to help students prepare for ENG 101. The course focuses on writing effective, coherent, multi-paragraph essays. Students will concentrate on content and organization in essay writing. They are required to use the computer for essay assignments.