...to locate and to remember, and associate it with related information. For example, in my personal life, this strategy would be useful for sorting and saving important emails whether at home or at work. There are times when my inbox is full of information - inspirational, motivational, tips, and up-coming events. At work, information on new banking policies and procedures or product launches are all usually filtered down via email. It is sometimes difficult to refer to the information quickly when you can’t remember when the email was sent or who sent it. Since reading this chapter, I have started to save specific email information as word documents grouped under different folders. This has proven to be effective for linking related topics in the respective folders which makes locating the information quicker. In my academic life, I will first note the topic to be studied and pay greater attention to the learning objectives. This would then make it easier to skim through the chapter and specifically note the more important material and review that first as well as to research any related topics by using other resources. The chapter also noted the importance of paying attention to any information in bold type and any illustrations. This strategy would greatly increase my knowledge of the topic and improve note-taking. It would also assist in remembering the useful information. Therefore, this would be effective for review and preparation for exams as well as being in an overall...
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...4/11/2016 Purdue OWL Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (https://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Contributors:Elyssa Tardiff, Allen Brizee. Summary: This resource describes why outlines are useful, what types of outlines exist, suggestions for developing effective outlines, and how outlines can be used as an invention strategy for writing. Four Main Components for Effective Outlines Ideally, you should follow the four suggestions presented here to create an effective outline. When creating a topic outline, follow these two rules for capitalization: For firstlevel heads, present the information using all uppercase letters; and for secondary and tertiary items, use upper and lowercase letters. The examples are taken from the Sample Outline handout. Parallelism—How do I accomplish this? Each heading and subheading should preserve parallel structure. If the first heading is a verb, the second heading should be a verb. Example: I. CHOOSE DESIRED COLLEGES II. PREPARE APPLICATION ("Choose" and "Prepare" are both verbs. The present tense of the verb is usually the preferred form for an outline.) Coordination—How do I accomplish this? All the information contained in Heading 1 should have the same significance as the information contained in Heading 2. The same goes for the subheadings (which should be less significant than the headings)...
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...REFLECTIVE WRITING: DIEP Reflective writing can be included in a variety of different assignment tasks. It can include keeping a reflective journal or learning log with multiple entries – particularly for professional placements – or be part of an essay or report. Reflective writing aims to get you to think about and understand your learning experiences. This outline is an approach to reflective writing, using a DIEP strategy. The DIEP strategy The four steps in this approach (adapted from Boud, D 1985, Reflection: Turning Experience into Learning) are to describe interpret evaluate and plan describe, interpret, plan. D – Describe objectively what happened. • Answer the question: ‘What did I do, read, see, hear, etc?’ I – Interpret the events. • Consider why events happened in the way they did. Explain: − − your new insights − your connections with other learning − your feelings − • what you saw and heard your hypotheses and/or conclusions Answer the question: ‘what might this mean?’ E – Evaluate the effectiveness and usefulness of the experience • Make judgements that are clearly connected to observations you have made. Answer the questions: − What is my opinion about this experience? − What is the value of this experience? − Why do I think this? P – Plan how this information will be useful to you. • Consider: In what ways might this learning experience serve me in my: − − program − ...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...After discussing some of the common features across these disciplines, the author discusses ESL and EAP writing programs in the universities, and the contributions of scholars to the same. Her argument is that students from across disciplines often are made to attend similar or the same programs based on research by ESL or EAP experts. The point she argues based on this context and literature discussed is that instruction in any particular discipline regarding how to write in it is best left to teachers of that particular discipline, who is more suited for the job than any language expert. The task of L2 English writing teachers, on the other hand, is to acquaint a study with the abstract principles that lie behind writing in academic...
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...understanding English when talking to others. Writing an essay was almost impossible for me to think of. Realizing how difficult it was to experience these linguistic difficulties, I then decided to go back to school to improve my English skills. Therefore, English became especially essential for me to succeed in my educational goals. I was determined to earn an Associate’s degree then transfer to a university for a Bachelor’s degree. I started going to ESL classes and studied English very hard to make progress in my speaking, reading and writing skills. After spending one year in ESL classes, I qualified for English 43. I learned lots of grammar and how to write paragraphs efficiently during these classes. I noticed that writing an essay was more challenging when I got into English 49. However, since then I’ve learned how to write a five-paragraph argumentative essay which was one of my weaknesses in academic writings. I have made a lot of progress in writing skills since I started studying English 49. I now think that I’m ready to go on to English 101 due to the fact that I have learned useful strategies to follow a writing process and develop coherent paragraphs effectively. A writing process is the most important step that I learned in this class. First of all, before writing a complete essay, I need to come up with the pre-writing which consists of free writing and brainstorming. I found this step essential because free writing helps me find as many supports and examples...
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...I rush to make it through produce and to the bakery. The bakery is filled with fattening sweets and treat that I wish I could eat, but know I shouldn’t unless I want to waddle when I walk. Continuing through the store and I am now in the frozen food section. It is as cold as the North Pole and my toes are about to fall off. Hypothermia may be a possibility. Just when I think it is safe, it’s not. In the deli a bunch of irritating, obnoxious children are screaming and yelling because they want free samples of something called a Swedish meatball? Of course there are no parents to be found. Angles of Vision Using different points of view in writing can be very useful. In my writing I described a grocery store with two different perspectives, a positive and a negative one. Certain skills from the Allyn and Bacon text helped me in writing these two separate views of the grocery store. To some people the grocery store is a joyful place, but to...
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...for visual, aural, read/write, and kinesthetic learning modalities (Marcy, 2001). The VARK is a questionnaire of 16 questions to help determine a person’s sensory preferences (Marcy, 2001). It was developed by Neil D. Fleming in 1987, to improve teacher’s development and to help students become better learners (Marcy, 2001). Using the questionnaire, it divides students into the four categories of learning styles (Marcy, 2001). Once the learning style is found, the questionnaire provides different learning strategies for the student. Understanding ones learning style is imperative to being a successful student. Once the student acknowledges how they learn they can collaborate with their teacher to enhance their learning experience. The VARK questionnaire “can be a useful tool for faculty because it empowers them to teach more effectively” (Marcy, 2001, p.118). The writer took the VARK questionnaire to determine their learning style. Preferred learning style, learning strategies, along with how the awareness of the learning style can help influence teaching and learning for the writer will be discussed. According to the VARK questionnaire the writer has a multimodal learning style. Most students are multimodal learners, and about 50% of teachers are as well (Marcy, 2001). According to Massaro, “multimodal learning refers to an embodied learning situation which engages multiple sensory systems and action systems of the learner” (2012, p. 1). Multimodal learning “environments allow...
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...Zhou (2011), learning strategies are defined as “ any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information” (para, 10). Identifying an individual’s style of learning is important for those seeking to maximize learning potential. For learning to occur, the material should be presented to the individual in a way that promotes understanding. People vary in the ways information is taken in and by using the VARK questionnaire, identifying a person’s individual style can be obtained with valuable information provided to the user on how to become a better learner (Fleming, 2011). Multimodal Learning Making up the majority of the populations preferred learning style, multimodal learning encompasses the four categories, or any combination of, in VARK’s learning model (Fleming, 2011). The reading and writing category focuses on what is written. The individual is able to process the information easily if it given in the form of written instructions, a handout or read from a textbook or manual. For those who are aural learners, preference is on participating in discussions, attending lectures and meetings, and listening to audio tapes. Kinesthetic learners like the hands-on approach to learning. Being able to physically perform a task or manipulate objects is required for a better understanding. For the individual partial to visual learning, diagrams, charts, graphs and maps are useful. With a multimodal learner...
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...Truly successful writers, like Benjamin Franklin, have the ability to convey their point of view and ideas of a topic through the use of complex writing modes; by using complex writing styles, it seems like he has greatly shaped the many ideals and morals of a successful like. Franklin exemplifies his capability to use different modes in his letter commonly reprinted as The Morals of Chess. In this short passage, Franklin uses three complex modes of writing to convey his ideas—analogy, definition, and example. Using these three strategies, Franklin is able to reveal his own deeper interpretation of the simple board game chess. The primary strategy Franklin uses is the mode of analogy; in paragraph two he writes, “For life is like a game...
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... The closed fist symbolizes the tight discourse of the philosopher; the open hand symbolizes the relaxed discourse of the orator. This theory can be very useful to the modern composition classrooms, and I agree with the rhetorical aspect of writing instead of the process of how one writes; I do not find Corbett’s work useful for me as a teacher. Corbett goes all the way back to the disciplines of rhetoric and logic that were incorporated in the English Renaissance schools. To me, this theory is too structured, and students need to be motivated to write freely and thus begin to enjoy writing. Students who can overcome the fear of writing can then be taught the different forms of writing techniques as well as the grammatical aspects of writing. In contrast to Corbett, Peter Elbow is considered the pioneer of freewriting. Elbow urges teachers to help students express themselves while they write by using multiple drafts and by engaging students, in what he calls, classroom writing, in which students generate ideas by participating in a class discussion and then writing based on the discussion. I strongly believe that we as English teachers must go back to the basics of writing and help the struggling students who know nothing about reading and writing. How can I, as a future teacher, focus on the student’s writing product when they have no clue how to create a complete sentence? I agree with Elbow’s theories of expressivism and his “focus on the individual learner” (78)...
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...Everybody has their own learning styles. Some learn by seeing, some by hearing, some by reading or writing and some by experiencing things. Multifocal learning is the preferred learning style for majority of the learning population. Multifocal learning can be a combination of Visual and Auditory or Read/Write or Kinesthetic. It can also be a combination of 2or 3 of the above mentioned leaning styles. Multifocal Learning helps to use more strategies to learn and communicate. So based on the questionnaire aural, read/write and kinesthetic is the preferred learning style. For the multifocal learners, they prefer more techniques of learning and they may feel incomplete if they have to stick to only one strategy. To learn new things in desirable way, one is comfortable and they have to make useful what they are involved and to get good grades, one has to prefer one main learning strategy and make use of the other strategies as a support. Of the three strategies mentioned in the preferred leaning styles, read / write is the one which sounds good. Compared to strategies like aural, read / write and kinesthetic, read/write has more benefits. Most people use some or all of the instructions mentioned below if reading / writing is strongly preferred. The information is taken in the best way if one will do lists of readings , note headings, refer dictionaries, mark glossaries, have definitions and handouts, do reading like read textbooks and library readings, have notes of whatever you...
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...Organizational Strategies The approaches - description, narration, classification, and evaluation - provide a means of identifying the different sections of your paper, and showing how these sections are related to one another. Using a particular approach to establish the connections between the sections of your essay will make it easier for both you and your reader to predict what comes next and to fit the sections together. Once you have decided on an approach, you will have sections, but you may need to make a further decision about the effective arrangement of those sections. The way you arrange your ideas will show the reader how the sections you have identified fit together; used effectively, it will allow you to demonstrate your sense of what the reader should see as most important, secondary, or incidental. Common methods for the arrangement of sections include: * General to specific * Specific to general * Climax * Increasing Complexity Organizational Strategies * Order of importance – to emphasize a particular point * Logical linkages – helps the flow * Compare and Contrast – lets you see the similarities and differences between two things * Problem/Solution – makes the reader think and be all curious * Sequence – teaches us how stuff is done so you can appreciate the process * Cause and effect – this forces you to think since it’s trying to show you how the causes and effects are related. Use this link for additional...
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...Think-Aloud strategy is helpful to the students in order to model a good reader’s thinking process, is undeniable. This strategy provides a visual interpretation of necessary organization of students’ thought processes during reading, but requires enormous discipline and organization of the person, teacher, modeling the strategy. My biggest hope the confidence of modelling such a process comes with experience and a regular demonstration. One of many strategies, offered in this chapter, was setting a purpose...
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...relating to their own self- evaluation on the amount of confidence and preparedness they possess in the field. The results showed that students who participated more in a research based learning method had more positive outcomes in their knowledge and attitude and also “generally found to increase with advancing academic class level” (Brown, 2009, pg.6). The purpose of the authors’ discussion on this specific study was to prove that nursing student’s performance will increase if you take them out of a classroom environment and place them into more clinical situations. This source provides credible information with the use of quantitative data and charts making it an extremely useful source when writing an essay relating to this topic of nursing. Robb, M., & Shellenbarger, T. (2014, November 10). Strategies for searching and managing evidence-based practice resources. Retrieved October 19, 2015....
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