CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
S. MacIntyre, The History Wars, Melbourne University Press, 2003, pg. 57 [ 16 ]. Geoffrey Blainey referenced through History in the Howard Era, Ann Curthoys essay for the Professional Historian’s Association, 19 July 2006. [ 17 ]. Lyndall Ryan referenced through The Use and Abuse of Sources in Aboriginal History, Keith Windschuttle at a History Teachers Lecture Association of Australia, National Conference, Sydney, October 3, 2007- found in Teaching History journal December 2007 Vol.
Peer editing ensues, including a feedback sheet tailored specifically for the assignment for students to fill out for the author’s benefit, leading to a revised typed final draft. The teacher is available throughout the process for further personal consultation. Essay, Poem, and Visual Text analysis Students read many brief essays and shorter pieces of writing in this course. Poems are included to detect and measure style, tone, and meaning. Visual text is included in the form of editorial cartoons and photos as well.
They will cite three quotes from the text to support their assertion. 5) Volunteers will share the character traits and quotations. 1) Bellringer- "Good listener…"stud tudents write for seven minutes and share with 2 o'clock buddies 2) Vocabulary of the week review activity 3) Poetry- as a group students will brainstorm examples of allusion and share with the class. They will close read the poem To A Mouse by Robert Burns and analyze each s stanza. 4) Groups will share their analysis with the whole
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
English 105: Introduction to Literature Course Information Spring 2011 Instructor Contact Information Instructor: Jay Keith Office Location: 5-528 E-Mail: jkeith@monroecc.edu Voice Mail/Phone: 292-3281 Office Hours: MWF 9-10; TR 8:30-9:30 and by appointment Course Description An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. Course Learning Outcomes • Demonstrate an ability to recognize and explain the differences among the
Ask them to think of all the written communication they see in the world around them. Give them five minutes to consider and journal various reasons for graphic communication. Discuss the evolution of the English alphabet. Have students share their answers and make a list of responses on the board. Sample answers may include: to communicate feelings, ideas and thoughts to remind us to do things to prove we know something to prove we were at a place to leave a memory to help us learn to deface to make a statement to rebel or protest to beautify….
Each student will be required to present their genogram to the class on poster board measuring no less than 22” x 28” to use as a visual aide. The student should expect to answer questions from the class and share their thoughts about their family and the influence members and their respective environments have had on each other over the course of several generations. Each student is required to write the report and complete a genogram and present it to the class. For the class presentation, you may complete an additional
(people, objects, situations) Your analysis must include some of the bio-psycho-social factors discussed this semester in class and in the assigned readings. These factors may include social support, personality factors, physiological mediators, coping strategies, and socio-cultural factors. Support your evidence with citations from our readings. 6. Each student will post a presentation to the class discussion board and answer questions posed by peers.
Biographical Research and Writing Unit Outline All of the units designed to align with the Common Core English Language Arts Standards Grade 9-10, Common Core Reading Standards for Literacy in History/Social Studies Grade 9-10, and English Language Learner (ELL) Proficiency Standards Stage V Grade 9 -12 – Level: Basic Component 1: Overview 1. Abstract: In this unit, students will plan, organize, and produce a researched biographical report accompanied by a multi-media presentation. To meet this goal, students will use the steps of the writing process while focusing on writing guiding questions, paraphrasing information, and accurately crediting sources. The students will focus their research on an individually chosen historical figure