If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Before reading activities help students get ready to read by motivating the readers, activating prior knowledge, and introducing key vocabulary. Activating
5 marks Criterion B Response to the question - A Paper 2 essay should focus on the question chosen. The implications of the exam question need to be explored in depth, and the student's response must be relevant to it. 5 marks Criterion C Understanding of the use and effects of stylistic features - In the Paper 2 exam, a connection needs to be made between the author's use of stylistic features and the
But don’t stop building your skills when our course is over! In the ACTION STEPS column, plan additional steps you can take to continue to improve your skills! TERMINAL COURSE OBJECTIVES | SELF-ASSESSMENT | ACTION STEPS | 1. Given a student paper on an assigned topic, revise the paper to eliminate grammatical errors including the areas of sentence structure, subject-verb agreement, pronoun use, spelling, mechanics, and usage. | | | 2.
It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well. Children speak the words they have heard and later recognize those words within the context of literature. When a student has heard a word within a context, verbally used the word to express thinking and can identify and associate meaning to the word with in a text, they will be likely to use the word in written communication as well. Academically speaking, the same rules apply. Students need to hear academic language used within a
Describe the structure of the speech. How is it appropriate for her purpose and audience? Revisions to “Non-Examples”: Reflection Questions • • How can the Patterned Way of Reading, Writing and Talking be used to support students in accessing complex texts and meeting the expectations of the Common Core? How do the concepts of multiple close readings and open-ended, text-dependent questions influence the way you think about your practice? Activity #1: Analyzing Open-Ended, Text-Dependent
Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading. Read. As students begin to read, they must look for answers to the questions they asked in the prior step. Students will reread captions under pictures and graphs, note all underlined and bold printed words or phrases, and pay special attention to underlined, italicized, bold printed words or phrases. For more difficult passages, reading speed should be reduced.
Tahlequah Pierce Professor Westrope English 103 18 July, 2012 Essay Evaluation: Fallacies An essay prompt is an opportunity for students to share their insight on a particular topic in a though-provoking manner. Many effective strategies exist for the student to carry out this task, including sufficient narrowing of a topic, clear and concise explanation and analysis, and credible support. A quality essay should include effective use of three things: ethos, a writer’s credibility; pathos, use of emotional appeal; and logos, use of a logical argument. The essay should also address the prompt, should not digress from the topic, and the writer should incorporate proper diction and syntax, which boosts credibility. In 2010, a student was tasked with writing an essay about which fallacy was most predominant in Hitler’s essay, “On Nation and Race,” for Modesto Junior College English Professor Theron Westrope’s English 101 class.
The position requires the candidates to communicate complex polices, so the training objective is to teach them reading, writing, and interpreting skills. Similarly, the position requires the communication of complex policies, so there is a training objective of teaching the candidates communications skills. Similarly, the post requires problem-solving and conflict management, so the training objectives are to provide problem-solving and conflict management skills. 2. On the basis of the training
‘Medusa’ by Carol Ann Duffy [pic] Learning objectives: - AO1: respond to texts critically and imaginatively, select and evaluate textual detail to illustrate and support interpretations. - AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. Pre-reading activity: 1. Who is Medusa? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________ 2. Look at the words below.