...ACADEMIC READING & WRITING CHAPTER 1 PRE-WRITING PREPARED BY: ZARINAH ABU BAKAR NAME OF SCHOOL FACULTY OF LANGUAGES AND GENERAL STUDIES CHAPTER 1: PRE-WRITING LEARNING OUTCOMES TOPIC At the end of this chapter, students will be able to: Use a variety of pre-writing activities to generate ideas, focus a topic, and formulate a method of developing an essay select and narrow an essay topic Slide 2 of 17 CHAPTER 1: PRE-WRITING TOPIC OUTLINES TOPIC Introduction 1.1 Pre-writing 1.1.1 Steps in process writing 1.1.2 Analysing the topic/question- directive words 1.1.3 Selecting and narrowing an essay topic 1.2 Pre-writing strategies 1.2.1 Brainstorming methods 1.3 Reading and note taking strategies 1.3.1 Note taking skills Slide 3 of 17 CHAPTER 1: PRE-WRITING INTRODUCTION TOPIC Slide 4 of 17 CHAPTER 1: PRE-WRITING 1.1.1 STEPS IN PROCESS WRITING The Writing Process TOPIC Slide 5 of 17 CHAPTER 1: PRE-WRITING 1.1.2 CHOOSING A QUESTION TOPIC If you have a choice of essay questions consider the following factors when deciding which essay to do: which topics interest you most? which topics have good resource materials available? which topics are most relevant to you personally or professionally? which topics might be easiest for you to write about? Slide 6 of 17 CHAPTER 1: PRE-WRITING 1.1.2 Analysing the topic/question- directive words TOPIC Slide 7 of 17 CHAPTER 1: PRE-WRITING 1.1.2 Analysing...
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...Early Childhood Curriculum & Methods The comprehensiveness of understanding of young children Roxie Baker October 22, 2012 Monique Snowden I choose to go with the age group of pre-k. Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education and/or which examine the definition, goals and meaning of education. When designing a curriculum, the comprehension must be understood in a classroom. The topic of this paper is using a curriculum to set up a pre-k classroom. It’s very important when understanding the curriculum to master the essentials when designing a classroom. Designing a classroom is one of the major issues for a teacher when trying to incorporate the curriculum into the classroom. Most classroom are well thought of because the usually plan a participation exploration, and conducive to a learning environment. Teachers who have better classrooms have students with higher achievements and organizational skills. A real challenge for teachers is trying to provide general educations that are inclusive that works for all children. Some of the theories and/or philosophies that I have chosen was John Lock because that education make the man, and I believe that and it’s all about where you put the education after you have it. So he came up with a theory of Associationism. A great mind needs to be brought to light. Another great philosopher is...
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...Name: Course:Date:Instructor: | Expository Essay: Pre-Writing Worksheet Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities. This worksheet will assist you with several of the pre-writing activities necessary for completing your expository essay including selecting a topic, brain storming, developing a thesis statement, and identifying the audience for your essay. Follow the instructions to complete these pre-writing activities. Make sure you complete all 7 sections of this worksheet. 1. Choose a Topic Here is a list of possible essay topics to use for your expository essay. Please choose only one topic. You will indicate the topic you have chosen within the table below. * If you have a topic that you are passionate about please contact your instructor for their approval on the topic. Remember that your topic must be a topic where you can provide facts, not opinions. * Video games AND violence * Internet AND workplace * Exercise AND obesity * Academic achievement AND library 2. Read the Module 1 lecture and review “The Writing Process” media piece. Be sure to read your Module 1 lecture and review the “The Writing Process” media piece for instructions on how to develop a thesis statement and how to identify your audience. You will need to know how to do this in order to complete the table below and successfully begin your writing process. “The Writing Process” * “Menu” * “Who is the audience...
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...1.0: Introduction Writing is one of the most crucial aspects in language learning. It is not an easy task as it seems as writing is actually a process; and it is the teachers’ responsibilities to help students becoming good writers. According to Hedge (2005), writing process consists of four stages that are ‘Composing’, ‘Communicating’, ‘Crafting’ and ‘Improving’ (pp. 17). Therefore, this essay presents the main principles that underlie in activities that assist learners at these different stages in the writing process which is designed by Tricia Hedge in her book, ‘Writing’ (2005). This paper will start with a discussion about the first stage of writing that is ‘Composing’, and continue with another stage which is ‘Communicating’. ‘Crafting’ will be explained next, and finally, the last stage which is ‘Improving’ will be addressed. Additionally, an example of activity will be illustrated in each section. 2.0: Composing Composing is a stage that ‘takes a writer from pre-writing to polishing a final draft for a specific purpose and a particular audience’ (pp. 81). Hedge believes that good writing is often recursive, and not linear where various operations take place simultaneously throughout writing process. There are three main activities in this stage; pre-writing, drafting and redrafting, and editing. In pre-writing, the focus will be mainly on planning the outlines and exploring possible content. The learners will be aided to identify the purpose and the audience...
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...IE History Unit 1 |Duration |theme |Topics |Learning outcomes |Teaching activities |Resource material | |September 18-21, 2007 |introduction to CAPE history, |Establishment of class rules. |1.Students should recognize the importance |Teacher introduction.- outline of course |CAPE History Syllabus | | |2. Indigenous societies. – an |1.Overview of syllabus & Assessments. |of acquiring a personal copy of the |syllabus, course assessment, submission | | | |overview of historiography. |Identifying learning styles of students. |syllabus for the course. |policy, expectations, etc. |Computer Lab. & Multiple | | | |Introduction to the historiography on |2. Students should appreciate the rationale|Class discussion. |Intelligencies exercise . | | | |indigenous societies: The Maya |and general aims...
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...Writes follow their own writing process and often the process is a routine that comes naturally not a step by step guide writers refer to. To prevent struggling with a particular piece of writing, writers use basic steps to towards creating a particular essay. Academic writing is a continuous processs which involves different steps such as pre-writing, drafting, reviewing and publishing rather than a linear step. For most students drafting a particular essay is a painful process and if not planned will result in a mess. Organising and planning of work is the important tool in academic writing. Richards (2002) states that experienced writers plan what there are going to write, this done before starting writing. Planning is a distinctive thinking process which is used all over the writing process and is used over and over again. It assist in guiding the writer on which procedures and steps to follow and creates coherent...
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...Instructional Strategies for ELLs Pre-Emergent Instructional Strategies Content Area | Strategy and Description | Justification | Speaking & Listening | Learn Survival VocabularyThe teacher provides real objects as visuals and verbalizes the object name (ie. Pencil). Students repeat the name of the object and write the word on a flashcard. Students are provided with pictures or may draw their own picture on the other side of the flashcard. Scaffolding of this strategy can be done to suit the proficiency of the learner. | Educational success is strongly linked to a student’s vocabulary development. While many students have background knowledge of the items presented, it is often in their native language and they do not know the English term which makes it difficult to make connections with the content of the lesson (Echevarria, Vogt & Short, 2013). This activity assists students in learning vocabulary to improve their success in making those connections. | Reading | Shared ReadingThe teacher reads from a text that has visuals (maps, pictures, etc.). The teacher reads slowly and clearly and points out key vocabulary during the reading. The teacher asks for one to two word responses or short phrases from students to describe what they learned from the reading. | The use of realia such as pictures, maps, graphs and concrete items assist students with making connections to the content being presented. “When teachers explanations are made more concrete with supplementary...
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...SDENG3J Subject Didactics: ENGLISH Assignment ONE Student: Dirk Smith Student Number: 32634277 Academic Year: 2014 Module: SDENG3J INDEX Page Number 1. Question A 3 2. Question B 4 3. Question C 5 4. Question D 10 Bibliography 11 Appendix A – Self – evaluation 12 Appendix B – Passage 13 1. Question A – TEACHING CONTEXT I currently teach at an inner city private school. I teach English Home Language to Grades Ten, Eleven and Twelve. The school is relatively well – resourced and provides the necessary infrastructure to facilitate learning. Classrooms are equipped with the sufficient number of desks and chairs. All learners and educators are issued with the appropriate resources such as textbooks and study guides to achieve the outcomes of the curriculum as determined by the Department of Basic Education. Periods are 40 minutes long. A total of four hours per cycle is dedicated to the learning of the home language. The majority of learners are from a lower to medium economic background. The school’s language of teaching and learning is English. Consequently, all learners are registered as English Home Language learners. In reality and for most learners, English is their second or even third language. Many of the learners had their actual mother – tongue as medium of instruction at a primary education level. After two years of secondary education ( Grades 8 and 9 ) this aspect of...
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...Teacher Education in Tanzania: The Experience of Pre-Service and In-service Teacher Preparation for Quality Education By: Albert Lawrence Lukanga, Abstract This paper presents in brief the conditions prevailing in teacher education in the process of preparing Pre-service and In-service teachers in Tanzania. It starts by conceptualizing teacher education. The conditions and the process of preparing teachers at Pre-service and in service levels is at the heart of the discussion in which several issues are exposed including the issue of content and methodology used by teacher educators. A theory in practice in education, and in teacher education in particular is discussed as one of the influencing factors for realization of quality education. Thus, learner-centered approach and competency based teaching and learning have been given its weight. Moreover, the challenges towards provision of quality teacher education and the possible solutions have been highlighted. It is concluded that to ensure that the process of preparing these teachers goes smoothly and ultimately results in quality education, the environment that suits the application of these current theories must be improved Conceptualizing Teacher Education Teacher education is perceived as service activity for the education system. It is a process through which prospective and in-service teachers are enabled to acquire knowledge, attitudes, behaviours, and skills they require to perform their teaching...
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...SEMISTER 1 ASSIGNMENTS: Describe at least 2 activities you could do in a classroom to facilitate a child’s learning during the pre-operational and concrete operational stage. (300 words) Pre-operational stage: The preoperational stage ranges from about ages 2 to 7 (Piaget, 1951, 1952). The child in this stage is pre (before) operations. This means the child cannot use logic or transform, combine or separate ideas. The child's development consists of building experiences about the world through adaptation and working towards the (concrete) stage when it can use logical thought. During the end of this stage children can mentally represent events and objects (the semiotic function), and engage in symbolic play. 1. Smell Games: Present a collection of strong smelling items such as oranges, roses, mint or vanilla for preoperational stage activities involving the senses. Have the kids try to guess the item by just using the sense of smell. 2. Sense of Touch: Similar to the sense of smell games, gather together items such as fabric, leaves, mud, sandpaper and cotton balls. Have children describe how the item feels. You can have the child sort items according to touch as well. For instance, have the kids group the rough, soft or squishy feeling items into piles. Ask the children to find all the soft feeling items in the group and pull them out. These preoperational stage activities use the senses and the child's ability to sort and make distinctions among objects...
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...REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will...
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...REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will...
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...BA 3300 Business Cornerstone Summer I 2015 CRN 30146, 30144 BA 3300 Business Cornerstone Summer I 2015 CRN 30146, 30144 Please note: By taking this Summer course, it implies you fully understand you have to take the initiative to study, keep up with material/assignments, and check Gatormail/Blackboard EACH day. You do not have a day “off” and this includes weekends. There is also a SERVICE LEARNING (volunteering) component to this course that you are required to volunteer in person. (details explained in syllabus 8.1.5). In addition, a policy adopted by the Faculty of the College of Business on November 22, 2013 states, "Every fully online COB course will require live proctoring through UHD Testing Services or other location approved by UHD Testing Services for the required course final exam during the assigned university exam period." What this policy means is you will have to take the final exam IN PERSON (Proctor U also an option) and will need to plan accordingly. (note: please contact instructor immediately in the first week of class if taking the exam in person will be an issue). 1. COURSE NUMBER AND TITLE BA 3300 Business Cornerstone This course is in support of a degree program at the UHD College of Business that has earned professional accreditation by AACSB International. AACSB International is an association of more than 11,100 business educational institutions, and other organizations in 70 countries that are dedicated to the advancement...
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...going to be replaced with author suggestions (no trade book dependency) Skills block suggestion is 60 min, 40 min for listening Program may appear scripted, but there's room for creativity. Lessons are suggested and can be tailored to individual classrooms. Social studies is covered in every lesson The entire program will be available in June Writing Confirm or contribute See, Think, Connect Think, pair, share in writing class Look for grammar, spelling, handwriting, content Reading and writing connect through stories How is the reading, writing program working together? Next steps for learning for child in presentation: continue on life cycle Three things that I can take away and use: Domino See, think, connect Writing samples from handout How is writing explicitly taught in CKLA (see presentation) Compare and contrast current curriculum to current/ State curriculum Domino writing activity: one word that comes too mind when think about common core writing (evidence, opinion, peer review, tech, info, narrative, stamina) See anchor standards in presentations and writing standards doc in "pages" look at writing standards Standards seen in k work is #2, #8 Grade one 1,8,5,11,&3 Second grade 2.5, 2.8, 2.3 Attendance question: how are we being held accountable for pull-out students? Keep records of time and subject that students are removed to respond to lower test score questions. Planning for next year: 9 out of 12 domains are currently posted...
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...KWL chart with the students telling what they already know about tadpoles and frogs. The class will follow the same procedure discussing what they are wondering about the topic. The second partner will tell the teacher what they were wondering and she will write it on the chart.Mentor Text: From Tadpole to Frog by Wendy Pfeffer will be introduced. The teacher will describe the book as nonfiction and explain that a nonfiction book provides us with lots of information and can help us learn about a certain topic.The students will make predictions about what they think they will learn in the story based on cover and illustrations within the text. The 7 Step strategy to better vocabulary will be introduced through a pre-made chart illustrating each step. Pre-teach two tier 2 vocabulary words from the text: hibernation and cling using the seven step vocabulary...
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