It is not your job to give yourself a grade, to tell me what grade you think I should give you, what grade you think you deserve, what grade you hope to get, etc. Evaluation is my job. Your job is to give me an honest report about what you did. The statement must be typed on a separate sheet from other work (not be embedded as comments within the program). If you do not know any text editing applications, you may use the Visual Studio editor (just open up an empty program), but I recommend Notepad (Start->Programs->Accessories), which a very simple editor, or Word.
Response of essay In the essay "2b or Not 2b." author David Crystal disapproves the common belief that texting will not destroy language in his work. Crystal approve with his example that texting can in fact improve literacy skill. It is the opportunity to play and experiment with language and words, and according to crystal, "It's fun"(pg#341). He points out that using an abbreviations is not a new idea, people have been using these abbreviations since the English language has been written down.
Module I 3. Module II APA format is not required, but solid academic writing is expected. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin.
Donovan Guerrero Professor Rebecca James English 1010 6 July 2014 In David Crystal’s article “2b or Not 2b”, Crystal discusses why he believes texting is not hindering or destroying language, but instead that the worries, which surround it, have come pointlessly with every new form of communication over time. He also says that texting may add a new dimension to communication, but that there are no substantial negative long terms effects. Ultimately he comes to reason that if a person texts in abbreviated English, they must already understand the way sounds and letters interact to actively create alternate forms of words, and that “If you are aware that your texting behavior is different, you must have already intuited that there is such
PTTLS - Unit 8 Assignment WS Training Using Inclusive Learning & Teaching Approaches In Lifelong Teaching Learning Outcome 3: Evaluate own practices in delivering inclusive learning and teaching 3.1 Review my approaches to inclusive learning In considering the structure of my session I decided that when planning I would follow that suggested by Curzon (2002); * Introduction * Development * Consolidation * Conclusion Following this format I was confident that I would achieve my aims and objectives for thins session. Wilson (2009) suggests that one of the first rules of teaching is to “assume nothing” as making assumptions, either of expectations or knowledge, may be detrimental to learning. To ensure that the aims of the session were clear to the group I identified them as an overreaching perspective that could be easily understood based on the tile of the planned session ‘A Beginners Guide’. Using this premise my aims were twofold: 1- Explain what we were going to do within the session, and 2- What the purpose of the session was The outcomes however are much more specific and identify what the aims will enable the leaner to achieve. In my session there were four defined outcomes: * The basic layout * Individual position identification * Individual position meaning * Individual position interrelationships These outcomes would allow a progressive learning structure based on a SMART as suggested by Gravells (2012) and would incorporate the various stages of learning as defined in ‘Domains of Learning’ Bloom (1956) these stages including; * Attention * Perception * Understanding * Short/long term memory * Change in behaviour Starting with the basic concepts and progressing through increasing more complex notions, this could then indicate that learning had taken
The Hodgenator’s AP Language and Composition Handbook [pic] Please Note: This handbook is NOT to leave the classroom. If you wish to have your own copy, you may print it from the class website, Facebook, or Edmodo. If these are not an option for you and really want your own copy, please see Ms. Hodgens privately. Tone and Attitude Words Positive Tone/Attitude Words |Amiable |Consoling |Friendly |Playful | |Amused |Content |Happy |Pleasant | |Appreciative |Dreamy
SOC 101 – Miller Winter 2013 Final Research Paper Grading Rubric/Evaluation Criteria Introduction & Thesis Statement (30 points) The introduction: Engages the reader’s interest, establishes that the research question/issue addressed is important. Provides the basic information needed for understanding the reason behind the research. May include a brief history of the form of media and its sociological influence. Contains a clear thesis statement that previews the paper’s focus and approach (More on this in next section) The ideal paper presents a thesis that is: Clearly stated thesis (What are you researching and why? On what specific stereotypes or images will you focus?).
Audience Assume that your audience is a college-educated student or scholar who has read or viewed No Impact Man. You do not need to summarize the book, but when you use examples, you may need to remind us about their origin in his story. You do need to write an introduction that contextualizes your analysis. Procedure Your analysis should include the following: 1. An introduction that includes the title of the book, the author’s name, and your purpose and thesis (main idea).
This is a take-home essay not a research paper. Essays are to be based on reading and lectures assigned in class. Your essay will be graded on its coherence, persuasiveness, logical consistency, and the specific historical support you marshal to defend your position. When borrowing ideas from the reading, make sure to cite author and page number. There is no need to cite lecture material unless you directly quote something said in class.
Priscilla Marquez GEN/105 Doctor Karen Williams 16 September 2012 Communicating for Distance Education Written tone is important because even if when you are talking to someone face-to-face, depending on who you are speaking with, how you word and phrase things should be something you always keep in mind. When you are communicating with family, whether it is through and email, text message, instant messages, or letters, you tend to be more relaxed about how you say or word things to them. There’s no reason for you to be formal at all, so you wouldn’t need to check your grammar or spelling and you can use abbreviations as much as you like, as long as the person you are talking to understands what you are trying to say. However,