...ENG100 INTERMEDIATE 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 ...
Words: 1820 - Pages: 8
...supports seen in my clips is the note taking guides the students are making during the second clip. I write the notes using a modified Cornell note system on the board and the students are expected to copy the notes in the same format on their own paper. I have found that this helps keeps the students focused on the tasks at hand. Additionally, it helps students keep their information organized in a logical manner that can be easily referenced later. When having the students take notes, however, it is important that I visually check in with the students frequently to make sure that they all have time to write the notes before I move on to the next main step. A modification for this note taking guide is made for two of my students with IEPs/504 because they need more processing time to understand the information; additionally one of these students has dyslexia so having to write down the information on her own slows her down considerably. This support allows those students to keep the same pace as the...
Words: 1110 - Pages: 5
...students to stop and think about what is going on and helping students make better choices or calm down while taking a break. Often, students are sent to the “Think Chair” simply to gather themselves. The goal is to get a student ready to learn and to keep instruction as seamless as possible. Eventually, we would like to get students to notice when they, themselves, need to take a break. Please be patient with teachers and your child as we put this strategy in place in our classrooms. Do not be alarmed if your child tells you they had to ‘take a break’ or even several breaks these first weeks of school. It’s a natural part of the back-to-school learning curve. It might feel odd at first, but will eventually be a normal part of our classroom. We have used it for many years with much success and I expect this year to follow suit. Since this is so common in our room, I will not be notifying parents of every break taken, but will contact parents if a trend develops or if taking a break is not working. 3rd Grade Room 203 [pic] [pic] If you know in advance that your child will be out for a family trip or pre-arranged absence, you are required to send a note to Ms. Williams, our Principal, for approval. Failure to do so may result in unexcused absences. If your child is out and the absence is unplanned, please send a signed note to school the day your child...
Words: 1421 - Pages: 6
...I have observed two teachers that shows quality teaching. These teachers used teaching strategies and theories in the grade levels of my core subjects fourth to eighth grade certification. Mrs. Bradberry teaches fifth grade science and Mrs. Brown teaches sixth to eighth grade math. These teachers have demonstrated appropriate activities, different learning styles, and use motivation strategies. Fifth and sixth grade are in Piaget's Cognitive concrete stage of thinking were they begin to think logically and abstractly. Mrs. Bradberry provided the appropriate activity in the concrete stage of thinking in her fifth grade class. During the student’s note taking, she asked the students leading questions about the subject to motivate them to think logically. For example, “Class, what classification would the log be in the ecosystem? Non-living or living?” Also, “how do all of these living and nonliving things in this ecosystem work together?” After the notes of the diagram picture, she had the students, on their own, write out the living and nonliving things in the picture. This further the students concrete stage of logical thinking....
Words: 872 - Pages: 4
...Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful. One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests. No single strategy is a panacea. For example, we have reading strategies that help students figure out what a word is, comprehend what they're reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced...
Words: 1089 - Pages: 5
...Prepare and Take a Test Adrienne Lewis College 100 American Public University Lori Miller How to Prepare and Take a Test When preparing and taking test most people have a difficult time taking a test. The definition of a test is a procedure for critical evaluation. Most people are nervous and scared when told that they have to take a test or prepare for a test. A teacher gives test because they would like to see how much the student knows about the information that was talked about in class. Whenever it is time to take the test the teacher give notes so that the student can prepare for the test. Every student learns in different ways but in order for the student to learn the material the student has to prepare for the test. Tests are not easy preparing for and students have to have patience and not study all the material at once. College students have the tendency to procrastinate on studying. Tests are a fact of life for kids in school, including those with learning disabilities. “Tests help teachers gauge progress, measure skills, and determine grades. They can also be pointers to areas where kids need extra help. The good news is that there are some common sense approaches to studying and test taking that can reduce anxiety and improve test performance. You can help your child learn test-taking strategies she'll use throughout her entire education.”(Firchow, 2013) There are different types of test like multiple choice/objective, true/false, short essay...
Words: 865 - Pages: 4
...3-12 Reading Strategies 3-12 Reading Strategies __________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 VPRojas@aol.com 3-12 Reading Strategies Anticipation Guides (Barton & Heidema, 2000) - Anticipation guides have two columns labeled ‘me’ and ‘text.’ Before reading the text, students place a check next to any statement with which they agree. After reading the text, students compare their opinions with information contained in the text. Examples: An example for a math anticipation guide on statistics might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. There are several kinds of averages for a set of data. 2. The mode is the middle number in a set of data. 3. Range tells how far apart numbers in a data set can be. 4. Outliers are always ignored. 5. Averages are always given as percentages. An example for a science anticipation guide on matter might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. 2. 3. 4. 5. Matter is made up of elements. An element is made up of many different atoms. An element is the same thing as a compound. Most compounds are made up of molecules. Elements are represented by chemical symbols. Check Those Facts! (Stephens & Brown, 2005) - This strategy serves a dual purpose: to help students become better judges of internet information and to allow students to explore an area of interest related to...
Words: 9552 - Pages: 39
...is in her first semester of college and is taking 12 credit hours: ACA 111, HSC 110, ENG 111, PSY 150, and developmental math. She’s doing well in most of her classes except for ENG 111 and PSY 150. Both courses regularly have multiple chapter reading assignments. In PSY 150, she failed her first test and all three of her quizzes. In ENG 111, she hasn’t had a test yet, but she feels completely lost. Keisha struggles to complete all her reading assignments and is really having a hard time finding an effective way to take notes while in class. When Keisha tries to read some of the chapters, she often reads at the end of the day. She never starts reading with an intention or a goal in mind. She has tried reading in the kitchen and in the living room while her roommates watch television, but she easily gets distracted. In class, Keisha vigorously tries to write down everything her instructor says. She is often so focused on writing exactly what her instructor says, that she doesn’t truly hear the material the instructor is covering. When Keisha does try to review her notes after class, she has trouble reading what she wrote. She gets frustrated and gives up. Keisha is thinking about dropping ENG 111 and PSY 150. Your Assignment Put yourself in Keisha’s shoes. If you were struggling in one of these areas (Reading or Note-Taking), what would you do differently? How could you become a more effective reader OR note-taker and in turn, improve your grades in these...
Words: 579 - Pages: 3
...Type of intelligence | Possible characteristics | Possible learning strategies | Possible careers | Verbal/linguistic | * You prefer to write directions rather than draw maps. * You take excellent notes from textbooks and lectures. * You enjoy reading, telling stories, and listening to them. | * Highlight, underline, and write notes in your textbooks. * Recite new ideas in your own words. * Talk to other people often about what you’re studying. | | Mathematical/logical | * You enjoy solving puzzles. * You prefer math or science class over English class. * You want to know how and why things work. * You make careful, step-by-step plans. | * Analyze tasks so you can order them in a sequence of steps. * Group concepts into categories, and look for underlying patterns. * Convert text into tables, charts, and graphs. * Look for ways to quantify ideas—to express them in numerical terms. | Computer programmer, actuary, economist, math or science teacher | Visual/spatial | * You understand maps and illustrations more readily than text. * You assemble things from illustrated instructions. | * When taking notes, create concept maps, mind maps, and other visuals (see Chapter 5: Notes). * Code your notes by using different colors to highlight main topics, major points, and key details. * Before you try a new task, visualize yourself doing it well. | photographer, interior decorator, engineer, cartographer | Bodily/kinesthetic | * You...
Words: 555 - Pages: 3
...BUS100: Strategies for Success Course Outline: Fall 2013 Course Instructor: Professor D. Schlanger Office: TRS1-048 Office Hours: TBA Entrepreneurship and Strategy Department, Ted Rogers School of Business Management Course Facilitation Advisor: Alexander Ruvuza, Student Success Facilitator for TRSM, Student Services Office, TRS2-168 E-MAIL COMMUNICATION: Ryerson requires that any official or formal electronic communications from students be sent from their official Ryerson e-mail account accessed via https://mail.ryerson.ca/ Students are required to activate and maintain a Ryerson Matrix e-mail account. Faculty will not respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of...
Words: 6120 - Pages: 25
...Let me give you some quick examples of why you must know math in your daily life: ANYTHING you study makes you smarter! math is used in everyday life to count up the answers to things like how much of an ingredient to add when you're cooking, how much money you have in your bank account, how big a rug will you need for your bedroom, and what size tires should you put on your car math helps you decide if something is a good idea - when you know how to calculate the odds or percentage of something, you can decide if it is a good risk or not math helps you be creative - without a good understanding of basic math, you can't create good art, wallpaper your room, figure out how to mix paints, or do any sort of needlework math is used to get the most bang for your buck - if you can do simple math, you can compare prices and get the best deals, you can plan out a good budget so that you save money, and you can plan out your trips to save gas and time math is used to predict the future - if you can do simple math, you can figure out what your grade average will be, how long it will take to save up for that new laptop, and when to buy or sell stocks and make a killing on the market math helps you play sports - what, you didn't think jocks had to study math? How else can you keep score, figure out the odds, calculate a batting average or basket percentage, and decide which yard line your team is on? Developing good study habits is crucial for any student pursuing higher education...
Words: 3490 - Pages: 14
...about tests in general? I don’t like taking test because I always get of feeling of nervousness. My stomach gets all tied up in knots. The problem with taking test is a feeling of not remembering. It gets uncomfortable every time I have to take a test whether I study or not. 2. What are your first memories of being in a testing situation? What were your feeling, and why? My first memory of being in a testing situation is in high school. It was finals and I needed to pass this one course to graduate. It was a course that I detested, and I was horrible at it. This course was Trigonometry. I am not good in math period, but this course was a requirement. I felt that I was going to fail the course, and it was going to be a setback. It was a depressing feeling. 3. What make a test “good” and “bad” from your perspective? What make a test good is knowing what kind of test it, what is covered and how much a percentage is geared toward that test. How do I know that the test is good is when the instructor lets you know what is going to be on the test. A test is good when much preparation and work goes into it. The format or the structure of the test also make it good. When I think of a bad test, it mean no preparation, no work or study when into taking the test. A bad test is a test that is not put together well. The organization is not good and the test is very confusing. It can be a bad test when the person taking the test is ill-prepared. 4...
Words: 528 - Pages: 3
...the 2013-2014 assessment report data of Grade 9 Applied and Academic Mathematics subjects from the Educational Quality Accountability Office (EQAO) of Ontario. However, The EQAO results have limitations to see the school’s overall picture. This article will is also to discuss where the limitations are, how to dig deeply for more data and help the school to for its improvements, as well as for students’ achievements. I. Meaningful Patterns in the Data The 2013-2014 EQAO-Huron Heights report gives a good indication of how students performed relatively from 2009 to 2014, and relative to those throughout the board and the province. Some meaningful patterns are found in the data. Applied Mathematics - The school report for Grade 9 Applied Math assessment results shows a decreasing trend of percentage points of students at or above the provincial standard at Huron Heights from 47% in 2011-2012 to37% in 2013-2014, while the board and province reports show increasing trends. For each school year starting in 2009, the school has a lower achievementing rate than the board, while the board has a higher rate than the province. In 2013-2014, there are only 37% of all students that meet the standard (Level 3&4), which is 20% lower than the...
Words: 2645 - Pages: 11
...wording results guide. All materials are available for general use, following the Creative Commons License. Introduction (INTRO)–a brief overview of educational research methods 1. What is Educational Research? (uploaded 7.17.09) 2. Writing Research Questions (uploaded 7.20.09) 3. Experimental Design (uploaded 7.20.09) ------------------------------------------------- Experimental Design The basic idea of experimental design involves formulating a question and hypothesis, testing the question, and analyzing data. Though the research designs available to educational researchers vary considerably, the experimental design provides a basic model for comparison as we learn new designs and techniques for conducting research. Note: This review is similar to the overview of significance testing, so you will see some of the...
Words: 13095 - Pages: 53
...he had the Constitution posted on his walls. This allows the students to actual see what it is they are learning about. Another thing that stood out for me was how he allows the students to come up with the answer; he gave them time without rushing. There were a lot of techniques that he uses that I think would benefit my classroom. His usage of the PAR framework was great. His teaching showcased the whole framework completely. When he started his set with relating how the class can be split into two sides due to an argument and has the students come up with consequences was a great hook. It allows the students to actual relate what could happen in their life to what happen in the past. His style of taking notes was good as well. He did not just have the students jot down notes but use Venn diagrams which is easy to read and comprehend. The video was so short; it was hard to see if there was any negatives aspect to it. From the video, I think what he is doing is all positive. He was prepared when class started. He got the student’s attention by relating real life experiences to what they are learning. He is not just sitting at his desk. He is moving around and interacting with the students while they are working on group projects. He made sure to call on different students to answers his questions; no favoritism...
Words: 1771 - Pages: 8
