49-72). New York: Wiley. doi: xx.xxxxxx Online Book Chapter (without DOI) Coleman, P. C. (1999). Identity management in later life. In R. T. Woods & G. C. Chet (Eds.
AP English Language and Composition Summer Reading Instructions The mandatory summer reading for AP English Language and Composition is based on the 2003 book by Thomas C. Foster entitled How to Read Literature Like a Professor (ISBN: 006000942X). Students are responsible for securing a copy of the book on their own. It can easily be purchased online or at a local bookstore, but sharing amongst peers is encouraged. Students should read the book in its entirety, and then complete the assignment outlined below. It is imperative that both parts of the assignment be completed by each AP Lang student and turned in to Mrs. Rickard on the first day of school.
Hello, Andrea. This is Marie E. and, I will be your e-structor who will help you in your paper. Shall we start now? *Strengths of the essay: I like that you included dialogues in your work. Here’s an example: “Caitlin called and said, “My Mom’s dead!” Dialogues are important because they help your readers visualize your experience.
This is in contrast with critical linguists such as Norman Fairclough, as he states in his book that “awareness is the first step towards emancipation” (1989). As you can observe, we can hear the voice of the writer in the second sentence as compared to the first. This is how you can strengthen your discussion, Jacquella. By focusing more on your personal insights, your readers can easily see the relevance of the quotations you used for your essay. Having that in mind, how will you properly introduce this quote in your essay?
This stage is important because it determines if he or she can figure out the main plot of the story. The next stage is recited. This is where he or she may decide to tell another student what he or she has learned. The final stage is review. Reviewing after you have read a chapter allows the content to stay fresh in his or her head.
|Name: Jessica Juden |Date: 9/25/14 | Graded Assignment – LACII Unit 5, Lesson 4 [pic]BEFORE submitting this assignment, you MUST complete the 5.02 Quiz. Planning a Letter to the Editor The questions below will help you plan your letter to the editor. You may have already answered some of them in your Student Guide, so refer to your Student Guide, if you wish. Also, please refer to Lesson 5.04 for help with the Outline. (2 points) 1.
Feature Article PURPOSE As you move through the assignment sequence of English 101, you are asked to draw from different sources to gain material for your writing. The personal narrative asked you to draw from you own experience and to write from a first person point of view. This second assignment, a feature article, asks you to draw primarily from your own observations and from a source outside yourself—another person. For this project you will choose a place, organization, or event at West Virginia University or within Morgantown. You might look closely at a particular place (e.g.
English 10: Semester Exam Review Sheet E. Lewis You will be asked to write a Commentary on your chosen poem from Tales from Ovid. Begin with your sense of the poem – your response to it. You should already have begun highlighting it when it was assigned earlier in the semester. Now, as we’ve done together in class with several of the poems, you are to prepare by examining and highlighting your poem in detail, considering how the language, structure, speaker, tone, and subject contribute to the overall themes of the poem. Be sure to consider how metamorphosis and hubris are conveyed in your poem.
11 December 2014 Drowning in the Discourse Julie Wildhaber says that “A strong, well-defined voice is the bridge between you and your audience: It helps your readers understand who you are, and it helps you engage them” (Wildhaber). For students in college, their audience will always be their professor. Along with expecting a strong voice, professors expect students, even first year students, to master and employ the many other writing skills that make up academic discourse. Most students tend to prioritize the more technical conventions of writing over the development of a distinguished and personalized voice. The conventions of college writing are very complex and if professors are more helpful and patient with first year students as they learn academic discourse, students will be better prepared for all future academic endeavors and they will have a better opportunity to strengthen and develop their voice.
Available at: http://www.leeds.ac.uk/educol/documents/000001151.htm [Accessed: 24 April 2012] Mark, W., and Stanton, M.A. (2002) Expanding Patient-Centered Care to Empower Patients and Assist Providers. [Online]. Available at: http://www.ahrq.gov/qual/ptcareria.htm [Accessed: 25 April 2012] Naidoo, J. and Wills, J. (2005) Public health and health promotion: developing practice.