Writing the Process Paragraph For the remainder of the chapter, use one of the paragraph topics below or one given to you by your instructor. Explain how to make something (i.e. your favorite recipe) to a kindergartner how to tie shoelaces how to play your favorite board game how to choose a good gift for a boyfriend or girlfriend how to cheat on an exam to your grandmother how to load music on an ipod how to search for an apartment to rent how to complete a tough level of a video
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DTP1 Task 2 Alicia Force Western Governors University Title: Writing Process Grade Level: 3 Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class. Standards: CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful
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30-39% | 0-29% | Integrated Writing Task 70 % Weighting | Content and Structure | The written piece includes all the parts: introduction, two summaries, and conclusion. The written piece presents the main topic and key information provided in both sources. Transition and reporting verbs are masterly used. No personal view is included. | The written piece includes all the parts: introduction, two summaries, and conclusion. The written piece presents the main topic and key information provided in
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Write a 150- to 200-word paragraph to explain the importance of purpose, audience, tone, and content in academic writing. Use the three components of a good paragraph covered in this week’s readings. Writing for an audience is challenging but, academic writing a bit more complex. In order to convey information properly it must be written in a manner that various audiences can comprehend. This task requires that the author maintain organization and logic throughout the communication. Key components
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teach fast reading A. Help the students take a correct attitude toward fast reading . B. Change the student’s bad reading habits. C. Introduce some basic reading skills used to train the students’ reading speed. a. Topic and specific sentence method. b. Main idea. c. Understanding synonym and antonym of context clues. d. Drawing conclusion e. Skimming f. Scanning D. Guarantee the students’ reading quantity. Ⅲ. Some suggestions on teaching fast reading.
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------------------------------------------------- ------------------------------------------------- ‘ONCE’ – Morris Gleitzman ------------------------------------------------- Practice essay topic; Hope is critical when dealing with extraordinary circumstances. Discuss in relation to ‘Once’. Plan: STEP 1: Rewrite the topic in your own words _faith is important when dealing with amazing circumstances. Discuss in relation to ‘once’ _____________________________________________________________________________________________
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proofreading and editing of the work on the final text produced. • Awareness of writing for a specific purpose, audience and context – as well as register, style and tone – especially in SECTIONS B and C. • Grammar, spelling and punctuation. • Language structures, including an awareness of critical language. • Choice of words and idiomatic language. • Sentence construction. • Paragraphing. • Interpretation of the topic that will be reflected in the overall content: the introduction, the development
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College level writing to many is a walk in the park on a nice spring day. On the other hand, to me it is a walk in the snow on a slippery slope. As I write; my critical thinking and writing skills are put to the test to deliver the out most "perfect" essay. However; For whatever reason, I get stuck and my thoughts don't make sense. My words and vocabulary don't come together smoothly as you will see in someone's work. Furthermore, college level writing is known to require time, perfect grammar and
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have improved with my writing. This goes with the way I transition my words, making sure I have proper spelling, using the semicolon correctly and not having run on sentences in my paper. There are strength and weaknesses I have but somewhat improved in them. I feel like my writing this semester is way better than all my other years that I had to write. The reason why I think my writing is getting better is because I was never really into writing. I’d sometimes put the writings aside because it was
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Writing Analysis Essay Throughout my childhood and until the present day, I have always been told by my parents, teachers, coaches and others that practice makes perfect. As my knowledge broadened, I thought to myself, perfect is impossible to be because humans are engineered to have flaws. No matter how many times one does something over and over again, whether it is shooting free throws until all are made, or writing fifteen outlines until points are stronger, one can only make progress. There
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