3. Prose makes several key assumptions about the role and impact of reading literary works in high school. What are they? Some of the key assumptions that Prose makes about the role and impact of reading literary works in high school are that our literary taste and our love for reading is developed in high school, not before, not after. Also, that high school reading lists are developed by adults who had to suffer through the same system as the kids before them, thus developing their literary taste in high school and recycling the same books generation after generation.
September 27, 2011 Dear Dr. Brigg, After writing my essay on the Myers-Briggs test, the portion I believe to succeed in my essay was providing solid examples in my life to relate to the four letter code that I had received from the test. The other successful portion in my essay was the explanation and difference of the letters for each personality trait. I believe that my essay showed that I had an obvious understanding of what the Myers-Briggs test was and how it helped confirm my personality and career preference. When I completed my essay, I was eager to improve my paper and fix any errors. The way I improved my paper was taking my instructors constructive criticism and making the necessary corrections, to the best of my ability.
English 217 Intro to Critical Theory Updated 29 December 2010 Spring Semester, 2010 MWF Instructor: Darby Lewes, Professor of English (Office D324) Office: (570) 321-4114 Home: (570) 547-7010 Email: lewes@lycoming.edu Course Information English 217 is an introduction to literary criticism as a discipline, which provides training in writing critical papers and familiarization with major literary genres and critical schools of thought. Prerequisite: English 106 or consent of instructor. In order to do well in this class, you must Attend class regularly. Since class participation will make up a considerable portion of the final grade, students with more than three undocumented absences will receive deductions from their final grade:
Looking back on my English experience here at Torrance High I believe I have learned a lot. In my last year at middle school they had us pick our scheduled for the next year at Torrance High, I decided to go into the honors program for English( it was one of my stronger subjects). I got I think the best English 1 teacher in the school. Mr. Duvall taught me a better way to organize the information I had read. I got a B first semester.
An Open Letter to Ninth Graders Patrick Sullivan is a professor at Manchester Community College in Connecticut. He provides high school students this letter named “An Open Letter to Ninth Graders” and he’s a co-editor of What is “College-Level” Writing? Which is a record of the differences between high school writing and college-level writing that he uses for this letter to contribute with tips for high schoolers in order to be more suitable for their change to a higher scholar lever. This is a useful document because it focuses on the skills that students need to be successful in a higher scholar level and that the differences of academic expectations vary. As I’m from Mexico I did my high school in Monterrey and they don’t give the importance to this aspects for college and for some international people like me is tough and the evidence is that this is my second time taking this course because they didn’t teach me how to become a better writer or reader and this paper is really helpful for me because not all students are prepared equally so for this semester I’ll read important and high cognitive books to progress on my English, not only talking or expressing but writing as well.
The middle school students increased their abilities to locate main ideas when challenged with exercises in the lesson cycle. The lesson cycle was effective because it gave students practice with text structures, signal words, and graphic organizers (Montelongo, Herter, Ansaldo, & Hatter, 2010). The students also confirmed their comprehension through the correct rewriting of the given text. The authors conclude the study by acknowledging that further study is needed in order to evaluate the quality of expository writing and its effectiveness on comprehension. They further recognize that this study was limited to the specific use of main idea placement in either the first or last
It can be easily argued that the choices people make in high school essentially shape the human being that they grow up to be. A passion for literature and reading is included in this generalization. In her essay, I Know Why the Cage Bird Cannot Read, Francine Prose writes about how we are supposed to be introduced to major literary works during high school--and, furthermore, learn to evaluate and understand the language used in them and the connections that we make with it--and how this is being inhibited in an alarming number of schools across the United States. If this is truly the case, then we should all be very concerned about the literacy of our nation, because my own high school English education has been a joke at the best of times.
Learning Scenarios Byron Stallings EDU 490 Interdisciplinary Capstone Instructor: Benjamin Hegedish January 7, 2013 Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does
Going into AP English class, I knew there would much to learn and that I had much room to grow. After looking back critically over the work I had done throughout the first semester of my junior year, I realized that I have already come a long way. After looking back at the comments Mr. Murphy had written about my writings and the notes I had made to myself, I noticed that my conclusions, thesis, organization, word and verb choice needed work. In contrast, some positive aspects about my writings were good insights, citations and flow. When looking back on my old free responses the reoccurring weaknesses were my conclusions and thesis statements.
Just for fun, make a list of 10 things you think you will be doing 10 years from now. You may use bullets or simply number your thoughts on paper and list them on paper. Project 21: In My Opinion Select a topic that you have a strong opinion about. Write a letter to the editor of your school newspaper that expresses your opinion about the topic of your choice. We will work on this during class and I will share with you the correct format for writing an opinion letter.