...Four Ps of Writing The Four Ps of Writing focus on the writing process and the assignment. PURPOSE Why are you writing? Are you writing to inform? Persuade? Are you writing in a combination of modes? Remember, a mode of writing is how you present your information. Some strategies to help with the purpose of a writing assignment are called Rhetorical Strategies: Description Expression of what the five senses experience Sensory stimulation Vivid language Narration Telling a single story or several related stories Beginning, middle, end Exemplification Illustration with examples Specific examples Division-Classification Logical ordering of a complex situation Division ( single unit or concept, breaking the unit into parts and analyzing the parts and the whole Classification ( put two or more related items together and categorize them according to type or kind Process-Analysis Technique that explains the steps or sequence in doing something Satisfies our need to learn as well as our curiosity of how it works Comparison-Contrast Analyze similarities and differences Helps to make choices Cause-Effect Casual analysis Choice and consequence Why does one thing cause something else to happen? Definition ...
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...My first year at Colorado College has greatly pushed my writing ability. This began in my FYE which was a uniquely interdisciplinary history of science course, focusing on the development of physics as a field. I was first introduced to writing to write at the collegiate level while I learned to apply the writing traditions of multiple fields of study to create interdisciplinary scholarship. Later in the year, I progressed my development as a writer by focusing on the traditions of literary analysis in two highly impactful English course. I was introduced to collegiate study of the English language in an Introduction to Poetry course, a comprehensive overview of a significant aspect of literature. This course set me up for a much greater challenge...
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...Philippine Normal University The National Center for Teacher Education College of Languages, Linguistics & Literature DEPARTMENT OF ENGLISH CONCEPT PAPER For Seminar Paper By JUVELLE S. CRISTOBAL MAT – ELA June 16, 2012 1st Semester, 2012-2013 A. Title B. Introduction * Rationale * Research Questions C. Review of Related Literature * Foreign References and Related Studies * Local Context and Related Studies D. Methodology * Respondents * Data Gathering Procedure * Research Design * Data Analysis E. Timetable for Research F. References TITLE A Syntactic and Comparative Analysis of Phrase Structure Rules Used in the Written Diagnostic and Term Composition of Freshmen Computer Secretarial Students in Bulacan Polytechnic College (Obando Campus) INTRODUCTION Rationale It is said that language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules. Although ‘language learning’ is considered less important than language acquisition, most of what is learned has been coming from the formal teaching in school. It is also said that the acquisition of grammatical structures follows a ‘natural order’ which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. It can be derived that language learning could also be predictable and that grammatical structures...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...standards. Students will look beyond essential skills and look at source documents to help explain and evaluate the history and culture of our nation as well as the movement. Honors level students will be expected to take more responsibility for their learning and will engage in a higher level of inquiry-based learning than students in the regular curriculum will. Honors English 11 is a perfect place to use source documents (the constitution, speeches, early writing and journals for vertical alignment. Much of what we do requires analytical skills and close reading, it also covers historical curriculum....
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...Before watching the introductory video to professional writing class (like ENGL394), I thought that sort of writing skills can be developed in a real workplace situation. Maybe because I am a mathematics major student, I never knew like readable proposals and professional analysis mean that much in a successful project. I am sure this professional writing class will provide a very good platform for applying what we’ve learnt into workplace. As a college-level writer, I’m driven by my purposes when writing. As what I’ve learnt a lot about argument, thesis statement and position paper from ENGL101 last semester, the most important thing for a writer to do is present enough evidence to audience in a logical structure. I didn’t do very well in it because I constantly failed to focus on my main thesis, which made my paper seem less convincing. To solve this problem, I tried my best to write down a structure of my paper and kept that script with me. It helped me to check out how far I got. According to Lamott’s First Shitty Draft, despite that such process may take a very long while, a writer should spend time on rewriting his/her own work. In my experiences of writing every single piece of assignment, only after reading my works over and over again could I be able to debug them. Another thing I learnt from Debunking the Genius Myth is that the essential way to success in writing is by practicing. Through enough practicing, one can automatically respond to a certain problem...
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...!1 ENGLISH 1130 - 006: Academic Writing Douglas College (New Westminster Campus), South Building, Room 2690B Summer 2014 stephensonr@douglascollege.ca Phone: 604-527-5611 (Local 5611) Office: 2635, New Westminster Campus ! INSTRUCTOR: Dr. Ryan Stephenson Class Hours: Friday, 10:30 - 12:20 Office Hours: Friday, 9:30 - 10:20 Course Prerequisites: A minimum score on the Douglas College writing assessment, or equivalent, as listed in the College calendar. ! Courses for which this Course is a Prerequisite: In combination with another 1100-level English, with any CRWR course, or with English 1200, this course is a prerequisite for any 2300level English course. ! A Note on Hybrid Learning: ! ! You are enrolled in a hybrid section of ENGL 1130. Only 50% of your instructional time is delivered in class, with the remaining 50% delivered online. This means that you are expected to spend an average of 2 hours per week on the assigned Online Learning Modules. This time is over and above any time spent on readings and assignments. Hybrid learning is not for everyone. If you are not self-motivated and not able to keep yourself on track without a great deal of guidance, or if you do not feel comfortable using Blackboard or sending and receiving email attachments, then you should strongly consider taking a different section of this course. I will assume basic internet/online/computer competency. Technical difficulties should not prevent you from completing your work...
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...mixed delivery methods which utilize group discussion, dyadic work, and peer review, to name a few, all of which minimize lecturing. In-class participation has become increasingly important with millennial generation students who demand more interaction from their classroom experience (Allred & Swenson, 2006; Howe & Strauss, 2000). In particular, Tony VN. Figuera of Mindanao Times (2006) stated that the inability of students to argue in class and their phobia for oral exams are only two of the discrepant behaviors that educators observe in school. This attitude of not being able to communicate also extends to the failures of the students to develop writing skill. It is for this purpose that this study was conducted. Most of the people said that if a student is active in oral communication, he is passive in writing. However, with the theory of Tony VN. Figuera, the researchers would like to know which presumption is consistent, accurate and factual. We...
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...NORTH LAKE COLLEGE 5001 N. MacArthur Blvd. Irving, Texas 75038-3899 DALLAS COUNTY COMMUNITY COLLEGE DISTRICT COURSE SYLLABUS GOVERNMENT 2306 (ONLINE) SPRING 2015 LIBERAL ARTS Office Location A310 Phone # 972.273.3480 Call the office for hours of operation Instructor Information: Professor: Sharon A. Manna, Ph.D. Email: smanna@dcccd.edu [pic]On Twitter: @ProfessorManna Office Hours: by appointment Course Information Course title: Texas Government Course number: GOVT2306 Section number: -73432/93448 Credit hours: 3 Class meeting time: [online] Course description: GOVT 2306 Texas Government (Texas Constitution and Topics) Origin and development of the Texas Constitution, structure and powers of state and local government, federalism and inter-governmental relations, political participation, the election process, public policy, and the political culture of Texas Course prerequisites: TSI reading & writing (1) Required or Recommended Textbooks and Materials Gibson, Tucker, al al. Government and Politics in the Lone Star State, 8/e ISBN: 9780205927067. [See our eCampus page for text options] Supplemental Reading: Be sure to read newspapers and/or newsmagazines and be prepared to discuss current events. The best way to learn about what can sometimes be dry concepts is to see them at work in real time examples. (2) Units of Instruction/Tentative Calendar: Our course is divided into three (3) units: the setting and constitutional origins of Texas government;...
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...1Rebecca O. Alcantara, et.al., Teaching Strategies 1: For Teaching of the Communication Arts: Listening, Speaking, Writing, and Writing,( Makati City: Katha Publishing Co., Inc., 2003). 2L.Collingwood, “Language” 21st Century Universal Encyclopedia. 1996 Ed. 3Modesta Q. Boquirin, Quality Quotation, (Metro Manila: H.E. Academia Enterprises, 1995). 4Sandra Rodriguez Arroyo, English for College Freshmen, (Quezon City: Rex Book Store, Inc., 1998). 5 Marvin M. Garcia and Mark A. Valladollid, “Validation of Learning Modules in Electromagnetism for College Physics Students”, (Unpublished Undergraduate Thesis, Bicol University, Daraga, Albay, 2008). 6Charles Bloomfield, et. Al., The Communicative Approach to Language Testing, (New York: Oxford University Press, 1998) p.10 7Wilmer Trauger, Language Arts in Elementary School, (New York: McGawhill Inc., 1998). 8Donna F. Norton, Effective Teaching of Language Arts, 5th ed., ( New Jersey: Prentice Hall Inc., 1997 ) p. 401 9Bonifacio P. Sibayan, Philippine Language of Problems: The Language Issues in Education, (Manila: Acuna Publishing Co., Inc., 1994). 10Diane Larsen, Grammar and its Teaching: Challenging the Myths http:// www.cal.org./digest/ larsen01html. 11Ibid. 12Ibid. 13James Lurin and James Nolan, Principles of Classroom Management: A Professional Decision- Making Model, 3rd ed., (USA: Pearson Education Co.,2000). 14G. Gachitorena, “The Use of Pictures in Advertisement to Develop Some Communication...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...Associate Level Material Appendix N Topic Sentences and Supporting Paragraphs Topic Sentences When you write, you form paragraphs. A paragraph is a group of sentences that relate in topic and thought. A paragraph generally consists of three to five sentences and usually begins with a topic sentence. A topic sentence is a general statement that announces what the paragraph is about. By starting a paragraph with a topic sentence, your audience may immediately identify your topic. This construction also helps you, the writer, stay focused on your subject. Consider the following example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical...
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...Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful reading program for all students to be successful. In...
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...The closest I ever got to writing a “college level” paper was last year in my AP Language and Composition class. I quickly realized that the papers we wrote in that class were nothing close to the papers we wrote in this class. All the papers written in this class had to be much more detailed and required more components than the past papers I have wrote. The most challenging part of the transition from high school papers to college papers is the length of them. I was not used to writing 3-5 page papers and it was hard for me to do that to make that change. I think the most important thing I learned about myself this semester is that I am capable of writing at the college level. When I first started this course, I imagined myself receiving C’s or lower on my papers and how hard I was going to have to work to improve my essays, but after I got my first essay back I was shocked at the grade and I...
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