...My experiences in reading and writing have always been highly appreciated by my peers. I never believed reading and writing could become something so highly thought of in the future from the first steps of learning in preschool. In ninth grade, my reading and writing capabilities matched twelfth graders on my school entry level exams. I’ve never been told what my level of reading and writing skills were after finishing twelfth grade. My experiences in English 101 have told me the better of what my capabilities are. I’ve seen my skills develop with analyzation and multi-complex discussion through the use of group discussion and developing a conversation with authors. I believe my reading and writing has improved over the course of English 101 from practicing reading responses, participating in small group...
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...exercise? What have you achieved? | Instructor’s comments | Unit 2 / Lesson A | A.1Conversation: Audio | | | | | | A.2 Vocabulary Practice 1 | | | | | | A.3 Vocabulary Practice 2 | | | | | | A.4 Vocabulary Practice | | | | | | A.5 Vocabulary: Audio | | | | | Unit 2 / Lesson B | B.1 Listening Comprehension | | | | | | B.2 Listening Audio | | | | | | B.3 Pronunciation: Practice | | | | | Unit 2 / Lesson C | C.1 Conversation: Audio | | | | | | C.2 Grammar Practice 1 | | | | | | C.2 Grammar Practice 2 | | | | | | C.4 Vocabulary Practice | | | | | | C.5 Vocabulary: Audio | | | | | Unit 2 / Lesson D | D.1 Reading Comprehension | | | | | | D.2 Reading Passage: Audio | | | | | Unit 2/ Memory Man | Video Clip | | | | | | Video Comprehension | | | | | Grammar Café 5 | Unit 7 /Cont. Forms of Modals | | | | | Grammar Café | Unit 13/ Gerunds with prep. | | | | | Unit 6 / Lesson A | A.1 Conversation: Audio | | | | | | A.2 Grammar Practice 1 | | | | | | A.3 Grammar Practice 2 | | | | | | A.4 Vocabulary Practice | | | | | | A.5 Vocabulary: Audio | | | | | Unit 6 / Lesson B | B.1 Listening Comprehension | | | | | | B.2 Listening: Audio | | | | | | B.3 Pronunciation Practice | | | | | Unit...
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...Communication SkillsStudents will listen, speak, read, and write in English for information and understanding. Students will be able to use the basic listening strategies to use effectively and meaningfully. | SL.K.1: Students will be able to participate in collaborative conversations with peers to continue a conversation through multiple exchanges. | Throughout the day, the students will be able to use their vocabulary words by greeting one another either at their lockers or in the classrooms. Students will be able to express their feelings, thoughts, and ideas clearly. Students will be able to discuss what they would like to do over the weekend or during classroom time. | Reading | Standard 3: Reading-Comprehending TextThe students will be able to analyze text for expression, enjoyment, and response to other related content areas. The student wills be able to participate in teacher guided discussions about the title, cover, illustrations, and text. | RL.K.6: With prompting and support, the students will be able to name the author, illustrator of a story and discuss illustrations. | At circle time, the students will be prompted to discuss what the cover is about by looking the illustrations and reading some of the text of the cover page. Students will be able to identify the difference between the author and the illustrator. | Writing | Standard 1: Writing: Express Ideas in Writing GenresThroughout this standard, the students will be able to express his or her thinking...
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...Task 2 Reading is a great hobby to pursue. Reading for enjoyment is a great relaxation technique but a person can also acquire many benefits from reading without even realizing it. Reading helps improve your memory, builds self-esteem and improves conversation skills. Why read when you can watch the movie or listen to the audio book? Well, reading helps work your brain and like any other muscle in your body the brain needs a good workout too. As you read you are creating neurological pathways within your brain which stimulates memory. Since books are usually not completed within a day your brain has to keep up with a list of characters, backgrounds of the characters, their ambitions, plots and sub plots. We are forced to construct, to produce narrative, to imagine (Wolf, 2007). Sharpened memory is a benefit of this mental activity. A great way to build a person’s self-esteem is to teach them to read. Being unable to ready can isolate you from those around you and keep you from being able to travel the world in which you live causing low self-esteem. Even young children can be affected by not reading on the same level as a peer. Reading can open doors to greater education and build a person’s intelligence. By educating a person through reading you give them the opportunity to be able to communicate on the same level as their peers. Being able to do this will build their self-worth and take ownership of their lives. It is awkward to have a lull in any conversation. But by...
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...fascinating way to approach English vocabulary Do people nowadays still improving English vocabulary by just reading? For me reading it was just an input. Learning should be interactive. There are a lots of leisure activities surrounding us. People might think that watching an English movie is more effective rather than just reading books. But by just watching is not enough to improve English vocabulary. There is an widely accepted assumption that filming our daily conversations to improve English vocabulary instead of just reading. In the process of filming, we are involves in the conversation. We can improve our listening skills and observes the gesture, tune of voice, action and etc. Body (Why video is being a good tool in learning English) Video as a listening tool “Video as a listening tool can enhance the listening experience for our students. We very rarely hear a disembodied voice in real life but as teachers we constantly ask our students to work with recorded conversations of people they never see.”-- By Mark McKinnon Video is a good tool in performing and adding weight to the situation while we have an argument conversation. We can learn and observes our gesture, action and tune of voice while we were in a conversation. We might tried a lot of methods to improve English vocabulary, for more effectiveness way, we should try out by filming ourselves daily conversations and watch over and over to find out the mistake and error that we have makes . Then we know how to improve...
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...Reflection 2 In just one week of college I have learned so much. One of the first handouts we read in this class was “Reading as a Mindful Practice”. This is one handout that I will always refer back to since it has helped me get through this first week of college. The thing I like about this handout is that it gives some wonderful tips on how to stay focused when reading. Such as finding a quiet, distraction-free place, sitting in an upright bodily position, also just spending 2-5 minutes breathing mindfully. I would also like to say that installing the “Insight Timer” has helped me focus on reading tremendously. From the handout “Curriculum as Conversation” I have learned that a conversation is more than just chatting it up with your friends. A Conversation with a capital “C” is more about engaging in an academic conversation. The quote I had used from this handout in my first reading log was, “Thus the purpose of learning to read well, write well, and think well is not so much about mastering the rules for grammar, or filling out the perfect “compare/contrast” essay, rather I believe that learning is about entering into Conversations, that matter in the real world, figuring out what others have to say, analyzing the value of what they say, and determining where you stand, based on your reading, research, and thinking.” For some reason this specific quote has just really stuck to me. I feel like this is a definition I would use to describe learning because I know...
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...Introduction Reading Journal In the introduction of the book “They Say/ I Say”: The Moves That Matter in Academic Writing with Reading, Gerald Graff, Cathy Birkenstein and Russel Durst emphasized three main points. Templates that can help you on your academic writing, writing being a conversation and the “They say/ I say formula”. I have always been scared of English because I always find myself struggling with how to have a structured writing. I might have my opinion but don’t know how to present where people can agree or disagree with my opinion. I have always thought that an argument activates a conversation because when you agreeing or disagreeing is necessary to explain why you think how you think. I feel that this book will defiantly help me in my academic writing....
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...Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Spatt, Brenda. (2011). Writing from sources (8th ed.). Boston, MA: Bedford/St. Martin’s. Stuart, B. E., Sarow, M. S., & Stuart, L. (2007). Integrated business communication in a global marketplace. West Sussex, England: John Wiley & Sons, Ltd. All electronic materials are available on the student website. Week One: Communication Styles Details Due Points Objectives 1.1 Differentiate between styles of communication. 1.2 Explain the business communication process. Readings Read Ch. 1 of Integrated Business Communication in a Global Marketplace. Read this week’s Electronic Reserve Readings. Discussion Questions and Participation Respond to...
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...II. Transcript with commentary Talk Commentary [After reading 2 Biscuit books} T: Which one did you like better? S: I can’t decide, they’re both awesome! T: Both awesome?! If you had to read one again, which one would you pick? S: I can’t pick! T; Would you read both of them again? S; Let me check …. yes, for one dollar. T: A dollar? Why would you need a dollar? S: Cookie, to buy at lunch I utilized Jericho’s enthusiasm of this series to push him into higher types of thinking (‘Analysis’ from Bloom’s Taxonomy) – Specifically, by asking him to compare the two books we had just read. However, when this conversation was not successful and got off topic, I quickly changed the conversation to stay on topic. T: So, what was Biscuit Loves the Library about? S: Books! T: Pretend I didn’t read it with you, and you have to tell me what it’s about. S: [Gets book to flip through pictures] First, they were going to the library. They open the door and go inside, then they’re going to pick out a...
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...The conversation on corporeality will be followed by a discussion of Assata Shakur’s autobiography on week five. I believe the discussion of this book to be an apt midway-through pause from the theoretical readings as well as a good way to tie the discussion on feminism and praxis initiated during weeks one and two, with issues of corporeality. As Shakur herself states: Any Black person in amerika, if they are honest with themselves, have got to come to the conclusion that they don’t know what it feels like to be free. We aren’t free politically, economically, or socially. We have very little power over what happens in our lives. In fact, a Black person in amerika isn’t even free to walk down the street. Walk down the street, in the wrong...
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...communication is important in any type of relationship. Often time’s people listen to respond rather than listen to understand what is being said. When people actually listen to understand others it not only benefits the person speaking but it also benefits the listener (Peterson, 2007, pg. 6). In order to have good conversation that is beneficial to both parties, both parties have to first become better listeners. Summary Good communication skills are important for every aspect of life. Communication improvement skills can improve relationships, professional development, spiritual growth, and friendships. However, a person cannot improve his/her communication skills if he/she does not improve his/her listening skills. Many people have bad communication because they fail to listen to the other person. In conversation people are more concerned with telling their story than listening to others story (Peterson, 2007, pg. 5). Unnecessary confusion is caused by people thinking they are listening but they do not really hear each other (Peterson, 2007, pg. 7). Peterson (2007) provides helpful communication strategies to improve listening skills. The flow of conversation can be affected by physical emotions. In part one of the Peterson (2007) Peterson talks about the flat-brain theory. Flat-Brain syndrome is caused when a person’s system goes out of whack. Peterson (2007, pg. 23) examples of flat-brain symptoms are * Stomach expands with an overload of mixed emotions. * Press...
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...The following is a summary of the one-on-one interview conducted to complete the Interest Inventory with student C.K., an eight-year-old in the second grade. The information given was received from the questions listed on pages 31-33 of the CRI: C.K. started the meeting shy, he was not thrilled to be the student assigned to me, but his mom is a dear friend and is helping me bribe him to be my student in this class. He is not excited because he is not a fan of reading, he doesn’t read unless it’s required and even then it is the bare amount. As we start to talk, he is an average reader, he is within grade band but he just would rather be doing a million other things besides sitting down and reading. I am noticing as we discuss his interest that it may not be the reading he dislikes as much as the sitting down part....
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...Film expresses thought and conversation between images concepts and the viewer. The product is an experience that offers “cavellian mediations” in capturing the ways films think. This “thought” pertains to the mechanism by which film elicits and expresses thought, both within its own means of expression and through the potential of self-reflection amongst the viewers. The film provides voice, animating the effort to find words to describe the experience to film. Essentially, the film invites us to express, experience, and think. In reflection upon the conversation, I must recognize it’s existence as a moment that is situated within a series of instances. Reconcile the fact that genre exists both at once “full-blown” and emerges spontaneously within conversation Genre requires a level of engagement between reader and the text. While “genre exists as a form characterized by features, as an object by its properties; accordingly to emerge to the question is that later members can ‘add’ something to the genre because there is no such thing as ‘all its features’” (315). Cavell establishes two forms of genre: one consisting of genre as a medium and the other consisting of genre as a cycle. The role that criticism plays within these two cases of genre differs. In genre as a cycle, the criticism falls predominantly on the genre rather than the individual object. “Genre as a form characterized by features, as an object by its properties; accordingly to emerge full-blow...
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...Successful Academic Strategies It can be hard to be a successful academic student. There are strategies that each student need to practice and work on. This paper will discuss different strategies for reading, writing, and speaking. Having focus with each category is important to achieve success. There are many different reading strategies that each person has. Some might enjoy reading while others struggle to stay focused. There are different ways of reading strategies such as reading for a short amount of time and taking breaks. You can also take notes while you read so you can review what you have encountered while reading. It is also a good idea to take notes on the text that you do not understand so you can diagnose what is being said. Some people can read quickly and fully understand what the text is explaining, while others will read slow and not be able to comprehend the message. In order to increase reading speed you should try to move your eyes faster, notice and release ineffective habits, and stay flexible (Ellis, 2015). When you move your eyes faster, you tend to see words quickly. It is not necessary to read every word that is in the text, such as and, but, the, etc. Your eyes will focus on the bigger words first. You can release ineffective habits with reading by covering up the words that you have read. You can then note how often you stop and move the card back to reread the text (Ellis, 2015). I have found that it is easier for me to read the text out loud...
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...Film expresses thought and conversation between images concepts and the viewer. The product is an experience that offers “cavellian mediations” in capturing the ways films think. This “thought” pertains to the mechanism by which film elicits and expresses thought, both within its own means of expression and through the potential of self-reflection amongst the viewers. The film provides voice, animating the effort to find words to describe the experience to film. Essentially, the film invites us to express, experience, and think. In reflection upon the conversation, I must recognize it’s existence as a moment that is situated within a series of instances. Reconcile the fact that genre exists both at once “full-blown” and emerges spontaneously within conversation Genre requires a level of engagement between reader and the text. While “genre exists as a form characterized by features, as an object by its properties; accordingly to emerge to the question is that later members can ‘add’ something to the genre because there is no such thing as ‘all its features’” (315). Cavell establishes two forms of genre: one consisting of genre as a medium and the other consisting of genre as a cycle. The role that criticism plays within these two cases of genre differs. In genre as a cycle, the criticism falls predominantly on the genre rather than the individual object. “Genre as a form characterized by features, as an object by its properties; accordingly to emerge full-blow...
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