July 24, 2012 Summary of “Freewriting” In Peter Elbow’s essay “Freewriting” he explains how “freewriting” can be helpful “to improve your writing.” The author states the importance of doing it “at least three times a week.” Elbow suggests “to write for ten minutes” on a piece of paper “whatever is in your mind.” He describes a way in which you just begin to write your thoughts however they come to you even if it’s a thought like I don’t know what to say, as long as you’re continuously writing these thoughts down on paper. Elbow notes that when we write we tend to edit our words before they are even on the paper, thinking of “spelling and grammar” or the “awkwardness or wordiness” of our writings. The author explains that
LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
For example, Augustine as a mentor is not even discussed until the latter half of the book. Additionally, Smither’s spends over 20 pages in the book reviewing details of each letter and 67 pages discussing four key characters versus two pages of contemporary application. One can benefit from information provided prior to the epilogue, but a balanced approach of practical application would have enhanced its value tremendously. Future books covering this topic should focus on emphasizing practical steps and applications that can be used by its
It is imperative that both parts of the assignment be completed by each AP Lang student and turned in to Mrs. Rickard on the first day of school. Part I: Guided Questions Print the two page document entitled “Guided Questions.” As you read, respond to each question/prompt thoughtfully, using complete sentences. Responses should be at minimum one paragraph in length, except when the prompt requires a poem. It is advised that students complete the Guided Questions as they read the book, rather than waiting to finish the entire book before beginning this portion of the assignment. This assignment should be typed following MLA formatting guidelines.
Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
6. Start revising now - don’t leave it until the last week. English Language Unit 1 Examination 40% 2 hours 15 minutes Section A: Reading 20% Spend 1hour 15 minutes on this section Section B: Writing 20% Spend 25 minutes on the first task (inform / explain / describe) Spend 35 minutes on the second task (argue / persuade)
G/T LA Reading Guide - October 2012 Flowers for Algernon by Daniel Keyes 1. As you read, Notice – Name – Analyze the elements of good fiction. (grade) 2. After reading designated pages, reflect on the following questions each day in your NB OR directly on this sheet OR type up your responses (OR any combination of those): (grade) Day 1 = AFTER pages 1-10: Predict why the spelling of words is so weird on these first pages? I predict that Charlie has a lower qi Day 2 = AFTER pages 32-33: Analyze the changes Charlie has gone through since page 1.
The easiest way to sum up my overall experience in Torrance High English is to sum it up in three sections. First the ghost of English past lets just say I wasn’t the best student in my second year of English. Next would be my struggles through my English career and how I overcame them. Last but not least is my current experience in Mr. Bostwicks English 3 class. Looking back on my English experience here at Torrance High I believe I have learned a lot.
While some subjects provide exercise books for you to work in, others may require you to use a file. While files give more flexibility in terms of what you put into them there are one or two points that you need to be aware of: Files should be well organized with dividers splitting up one area of a subject from another. Rather than carrying a number of heavy files to or from school it is better to use one file for transporting papers and keep your main storage files at home. There is nothing more distressing than a file containing two years worth of notes going missing in the last month before I/GCSE. Frequently you will be required to hand in work which you have completed using
IVYT 104/Critical Thinking ASSIGNMENT #1: Analyzing Your Verdict The assignment below is based on Thinking Activity 1.5 (p. 29) and Questions for Analysis (p. 35). READING ASSIGNMENT: Chapter 1: Analyzing Issues, pp. 20-28 and Thinking Passage, pp. 32-35 WRITING ASSIGNMENT: Write a paper in which you state your verdict, explain your reasons, and analyze the evidence/factors that influenced your verdict in the Mary Barnett case. LENGTH: at least one typed, double-spaced page DUE DATE: At the beginning of the class session in week #3.