2. Explain ways you expect to use persuasive writing in your university career and in your professional and personal life. While attending Strayer University I expect to be using persuasive writing by writing papers for my classes. I will be writing papers to convince the professor that I have obtained, and learned the information that has been given on a particular subject. In my professional life I will be using persuasive writing in writing a business proposal or an HR structural proposal.
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.
Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
The key objective for your students is to make connections among the various texts, notice the rhetorical conventions used by specific genres to explore similar questions, and then use similar rhetorical devices while writing an essay about their own perceptions of how life should be valued. During this sequence your students will read each of the following texts: • William Shakespeare, “Hamlet’s Soliloquy” from Hamlet, Prince of Denmark • Lance Armstrong, excerpt from Chapter One of It’s Not About the Bike: My Journey Back to Life • Amanda Ripley, “What Is a Life Worth?” from Time magazine • “The Human Life Value Calculator,” an online resource from the Life Institute (http://www.life-line.org) Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas
Simple Steps to writing a 5 paragraph essay As you've probably noticed, essay writing assignments can pop up in any class. English and Literature teachers use them on a regular basis, but essays are also a test tool used in math and science class. Of course, essays play a big role in the college application process as well. In short, there’s just no avoiding essay’s, as long as you're in school. Sometimes us as students wonder “How can I write a perfect five paragraph essay”?
Based on our reading and discussion of Franz Kafka's The Metamorphosis and other information related to Kafka, you must type up a reflective statement of 300 to 400 words on the following question: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? BE SURE TO INCLUDE A PROPER HEADING INFORMATION: Your Name, Class, My Name, Date, Title of statement See below for more information about reflective statement and the interactive oral discussion questions: The Reflective Statement The reflective statement is a short writing exercises and should be completed as soon as possible following the interactive oral. Each student is asked to provide a reflection on each of the interactive orals. The reflective statement on the same work as the student's final assignment is submitted for assessment. The reflective statement must be based on the following question.
AP Lang 1 ADVANCED PLACEMENT LANGUAGE AND COMPOSITION SYLLABUS FOR 2009-2010 Course Overview and Objectives The AP Language and Composition course is designed to prepare students to read and write on a college level developing skills that will ultimately prepare students for the Advanced Placement Language and Composition Exam given in May. This exam consists of three timed essays and timed multiple choice questions based on readings from various periods and genres. Preparation for this exam will “engage students in becoming skilled readers of prose written in a variety of rhetorical contexts and become skilled writers who are able to compose for a variety of purposes”.1This is a rigorous course where students will be reading and
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.
Learning Activity: The Writing Process YOUR NAME HERE American Sentinel University Learning Activity: The Writing Process (1) Discuss the steps needed to effectively write an essay. Name all the steps illustrated in your text or research, discuss each thoroughly and explain the importance of each. Be sure to identify the purpose and need for each step in your paper. According to “Successful College Writing” by Kathleen T. Mcwhorter, the writing process is made up of five parts; Prewriting to Find and Focus Ideas, Developing and Supporting Your Thesis, Drafting Your Essay, Revising Your Essay, and Editing and Proofreading Your Essay (Figure 6.1 pg. 116) The first step, “Prewriting to Find and Focus Ideas”, is where the writer decides on a topic on which to write about.
I can ask questions about what happened prior in the story and what happened since we last met. Formative: Used to evaluate lesson and adjust teaching as needed to keep students engaged and successful. I will informally observe, ask probing questions, and provide opportunities for discussion. I will use a formative grading checklist during their news reports. The topics are professional reporting (proper introduction, addressing the audience, respecting others, using microphone appropriately, eye contact, proficient oral presentation), use of comprehension strategies (name/reference strategy, evidence and connections from text), and reflects on reading (evidence of reading chapters assigned, makes connections, includes specific details, correct).