INTERNATIONAL UNIVERSITY DEPARTMENT OF ENGLISH SAMPLE MID-TERM TEST Writing AE2 Task 1: Identify 6 cases of non-academic language in the text below and edit them to make an academic text. In the box below, write the original words/phrases in the left hand column and your editions in the right-hand column. You have an example. (30 pts) CAN MEDICATION CURE OBESITY IN CHILDREN? A Review of the Literature In March 2004, U.S. Surgeon General Richard Carmona called attention to
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The Formation of the National Literary English language 1. Some effects of the Renaissance. The introduction of printing and the fixation of the written standard. 2. Growth of Literature in the Early English Language. 3. The formation of the spoken standard. 4. New sources of information about Language History in the 15th and 16th Centuries. The formation of the national English language, or Standard English, is considered to date from the period between the 15th and the
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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
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Archaic words These words are no longer in everyday use or have lost a particular meaning in current usage but are sometimes used to impart an old-fashioned flavor to historical novels, for example, or in standard conversation or writing just for a humorous effect. Some, such as bedlam, reveal the origin of their current meaning, while others reveal the origin of a different modern word, as with gentle, the sense of which is preserved in gentleman. Some, such as learn and let, now mean the opposite
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interested in cell phones and instant messaging, I realized how fulfilling it could be to share the love of literature with others. By the end of that year, we all loved Tolkien's adventure and we all enjoyed reading more. But I left with one extra passion: learning more about the world's great stories, and sharing my love of
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American Literature I Prof. Ignacio Magaloni Over the last 5 weeks, there have been many interesting readings assigned. We have experienced readings from Native Americans and European Americans that settled here in America. Through these readings we have learned how each culture communicated with each other and expressed their views. We have also learned many different customs that each culture practiced or believed in. Early European Americans expressed how they felt leaving England
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DCU OPEN EDUCATION LITERATURE ASSIGNMENT REPORT FORM STUDENT NAME: OVERALL GRADE FOR THIS ASSIGNMENT: SUMMARY OF PERFORMANCE TABLE Performance Components Bands (marks range as a percentage) Excellent (H1) 70-100 Very Good (H2.1) 60-69 Good (H2.2) 50-59 Fair (H3) 40-49 Weak 35-39 Poor below 35 Not applicable Attention to Task Analysis Structure Use of Sources MHRA Referencing Introduction Conclusion Standard of English Presentation
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to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising
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Effective writing instruction gives students frequent opportunities to write, accompanied with feedback and opportunities to edit and revise, along with guidance in how to do so. Examples of writing to learn strategies that simultaneously increase content understanding and improve reading and writing skills include paired reading, quick writes, peer conferencing, creation of Reader’s Theatre scripts, use of Jigsaw groups to discuss different short readings on the same topic, use of a Readers’ Workshop
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and negative responses for composition courses. For example, “students tend to think of writing in English classes as personal and expressive rather than academic or professional” (Bergmann, Zepernick 129). It appears some students view the courses as something that they learn from expressing their own personal views onto a piece of paper. Furthermore, students “reported having gained much of their current writing ability in courses such as history, chemistry, or metallurgy” (Bergmann, Zepernick
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