I would either type as though I am talking rather than using proper grammar; reviewing is a tool that I always have needed to utilize because of this. I always have needed to review what I am writing and reading to make sure that my information is conveyed correctly. | Wrap-up questions: How successful was the SQ3R process in helping you grasp the concepts in the section you selected? Will you use SQ3R in the future as a way to master the content in academic readings? When I began reading this chapter I thought as though I did not need the information about to be provided to me.
From the beginning of English 1301, I have gained the appropriate skills and variety of knowledge in writing. I've learned different ways to make my writing effective through techniques taught throughout the semester. From "showing" instead of "telling", interpreting the rhetorical triangle, and using rhetorical devices, I have learned to use all of these skills effectively in my writing. One skill I was able to to use effectively was learning got to "show" instead of "tell". Before this class had began, I was accustomed to writing essays with narrow ideas.
How to Read Literature like a Professor In the book, How to Read Literature like a Professor, Foster goes through the many ways to read literature not through a story line, but by explaining how every story is somehow based on another story. Each chapter focused on one literary device, or commonly used symbolism. In my opinion, the chapters were presented in the order of simplest to hardest to understand. I learned something new in each chapter of this book by the way Foster explains literature through his use of rhetorical devices. In Chapter one, Foster explains the symbolic reasoning of why a character takes a trip.
My dad has gotten me a tutor. I have learned many things about my weaknesses for reading. My tutor has taught me that in order to get better on reading passages on the sat section is by taking a lot of reading passages tests. I should also annotate the passages as I read. Furthermore, I should also learn how to read fast and annotate as I read in order to do better on the sat’s.
Constructing Meaning through Reading and Writing Shannon Zelayandia Grand Canyon University: EED-475 April 7, 2013 Constructing Meaning through Reading and Writing |Strategy |Activity |Assessment | |Teach the Author-Reader Relationship |Write Aloud: Give the students a small passage |Have the students hand in their papers and | | |and then have the students write what the |check for a clear understanding by what answers| | |author’s purpose is. Including main characters,|the students put down. Have each student bring | | |plot, main idea, and setting. They can also |up the paper one by one and ask further | | |draw a picture to go with it. |questions to the students t check for a better | | | |understanding.
Unit 1 review The hottest topic in Unit 1 focuses on how to successfully learn the literature. As it is shown in the professor’s lecture notes, deep reading and formal writing are unavoidable and essential steps of interpretation literature. In order to skillfully master these steps, students are assigned the reading assignment “Practical rules” about how to develop the essay in the right way. Previously, the basic thing that I know about writing paper is to follow the assignment. But how can I write in order to achieve the goals?
On our way to the final construction of our first paper we were given some readings; one by Gee and one by Swales. I found myself pulled towards John Swales writing, The Concept of Discourse Community. How I got my information from him is what is being asked though. I got my information through several separate ways, because I had to connect these ways to my interview and artifact to make it more meaningful. One of the ideas I thought of when I started reading was that I need to track whats going on in every paragraph.
The goal is for the students to read as many types of books as possible, allowing exposure to different authors and writing styles. • Writing If one compares the writing skills of a student from an urban school and a suburban or parochial school, most times the student from the urban environment will lack basic structure especially within the use of grammar. • Grammar and Usage At Ben S. Carson, it is very rare that a student is heard using correct grammar usage. It is the goal of the Language Arts department to instill habits that will drive students to always be able to speak correctly, and when to deviate from using slang. • Reference-Study Reference-Study skills are a preparatory method to get students ready to do effective research.
I often like to look ahead and read the table of contents to see about the book. I always read the back cover and catch the theme. b. 2 Reading Assignments: reading a text book. I usually only pay attention to key points we discuss in class that are in the text.
The Process of Learning to Read and Write As hard working students we know about the importance of reading and writing. Reading and writing are our regular work as well as that in order to be able to fully understand and focused in education, we should follow the basic rules and regulations in learning how to read and write, the type of reading where a reader uses different types of reading techniques. However, every reader and writer has their own style of reading and writing. Many people can grow their strategies in learning because they have their own unique styles of reading and learning. In “Learning to Read and Write,” Frederick Douglass has states that the power of knowledge is very important in our life.