English 098 Protocols This document represents the work of the English 098 Protocols Committee: Lakshmi Gudipati, Frank Hoffman, Ellie Cunningham, Maddie Marcotte, Bill McCardell, John Bayma, Alex Bove, Julie Odell Students in English 098 are coached through increasingly complex writing tasks leading to the construction of essays appropriate to college-level courses across the disciplines. At the end of this course, the passing student should be able to produce a 500-word, three-part essay, with well-developed paragraphs and minimal mechanical errors. Writing process activities- Essay writing in English 098 should be taught as a process. Students should have plenty of practice with various pre-writing methods-- both in and out of class. Students should write multiple drafts for at least half of the assigned essays.
The syllabus included: chapters from the textbook, in class essays, grammar exercises, a final exam, and a research paper. The first major assignment to complete was the grammar exercises from the textbook. The syllabus listed pages 584-706, with a large amount of the work in long hand. While I feel the grammar was beneficial for writing papers, I believe it would have helped to review during each class. The textbook ambiguously explained how to complete each grammar exercise, and I was never sure if I was completing the assignment correctly.
“The importance of evaluating students’ learning styles and developing instructional methods that teach to specific learning styles has gained considerable support in the field of education, with many organizations and companies offering professional development courses for teachers and educators focused on the topic of learning styles.” (Rogowsky, B. A., Calhoun, B. M., & Tallal, P, 2015) When the VARK analysis questionnaire was taken to further my own knowledge about my preferred learning style, the final analysis was ”Multi-Modal Learner”. What exactly does this mean? Dr. Alan Wright of The University of Windsor states, “Many of [these learners] have all four as a preference, or an equal preference. They would prefer a lot of variety in the presentation, not only in receiving it from the teacher but also in the way in which they can express it back.” (Dr. Wright, 2011) Thinking back about different ways
Reflective Journal 1: My Experiences with Persuasive Writing Address these criteria: 1. Describe experiences you have had with persuasive writing (writing to convince). I use persuasive writing in many areas of my life, starting with writing a resume, convincing the hiring manager that I am the best person for the job with much experience, education, knowledge, and dedication. Another area I use persuasive writing is writing papers for my college classes, convincing the professor that I have learned the topic at hand. 2.
My first and foremost goal for this course is to get an excellent grade. I made this my goal because this course is the beginning of my academic success and I want that hope to stay alive. My second goal is to be able to write well articulated, structured, organized and detailed academic papers so that I can be a confident and competent writer. I am planning to achieve these goals through reading more relevant books, preparing well for my class, completing all my assignments timely in a quality oriented manner, using all the available materials and tutors and asking for advice from my professor. From my acquired writing skill I expect to write effective research papers during my university stay.
Beowulf HOT Higher-Order Thinking Due__________________________________ Thoughtful completion of the HOT questions is vital both to developing your thinking skills and being successful in this class. The answer to each question must be at least one hundred words long. You must answer these questions on your own notebook paper. Each question requires both your thoughtful response and two specific examples from the text to support your thoughts and opinions. Please use a highlighter to mark each specific example from the text.
English 101: College Composition Eberle Persuasive Letter Essay Choose one topic (#11, #13, #15, #16, #17, #18, or #20) from Bauman’s Ideas and Details on page 292. You may also choose a topic of your own, but you must get prior approval to do so. Page 423 – Follow Persuasive Essay (Letter) format Stance Essay • Awaken readers to a circumstance and provides a smart, clear thesis statement (your position). • Provides four (4) proofs (each of a paragraph in length) that support your thesis statement with examples, anecdotes, appeals to values, and/or logic. • Refutes at least two (2) objections to the stance.
Systemic Writing Program Created and Copyrighted by Linda S. Giles Ed. D. on April 17, 2012 All Rights Reserved This program is a systematic way to teach students the foundations of writing. It is designed to teach the 5 paragraph essay for students in grades 4-8. The program includes a systematic pre-write and scaffolding materials to assist with differentiation in the following types of writing: narrative, informational, and persuasive. The program is designed to be taught in conjunction with a reading program that also focuses on comprehension.
Introduction “Founded in 1968, the International Baccalaureate® (IB) is a non-profit educational foundation offering four highly respected programmes of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world”. The Personal Project is a project which is presented to the MYP 5 students of an International Baccalaureate Schools. The project is to make a “product” and make it true which students are required to do over the school year and they will have to complete an Process Journal, Report and a Reflection which sums up how the Global context(s) ties in with the project . The Personal Project will be useful in job interviews, college and university later on. students are required to choose an academic or non-academic topic or subject for their project, which they are expected to complete over the course of the school year.
Pre-University and Transition Centre OPEN AWARDS ACCESS TO HIGHER EDUCATION DIPLOMA IN BUSINESS MANAGEMENT ASSIGNMENT BRIEFING AND FEEDBACK SHEET Semester 2 2011-12 TA2 Module: Psychology 1 | Tutor/Assessor: A Phipps | Level: 3 | Credit Value: 3 Credits | Assignment No. 3.2 | Assignment Title: See assignment briefing | Unit: Heredity & Environment | Unit Code: PK/3/3/ME/010 | Student Number: | Student Name: | Submission Deadline: Task A: Essay | Dates Submitted: | General Instructions to StudentsThe assessment is intended to cover the assessment criteria for the units identified above.This is an individual piece of work. Students achieving all of the assessment criteria will be awarded a Pass, Merit or Distinction grades on the basis of the grading criteria outlined.The attached document contains the assessment brief and feedback form. Students must use the Harvard Referencing system and submit a Reference List. The essay and comparison must be submitted via Turnitin by the deadlines.