TOEFL iBT_Academic Discussion_Writing_27Sep23 (1).pptx
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The document outlines the structure of an online academic discussion, prompting the user to summarize what others in the discussion have said and then to add their own perspective on the topic. It provides advice on developing clear and well-supported ideas, using a variety of sentence structures, briefly paraphrasing the original topic before sharing a new idea not already covered, and using transition words to incorporate other perspectives. The document encourages participants not to worry about right or wrong answers but rather how well they can organize and express their own ideas on the topic.
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Wk4wednesday la
The document provides guidance on writing an outline for a GED essay, including developing a thesis statement, topic sentences, examples, and explanations to support the thesis. It emphasizes using the outline to plan the essay structure, with an introduction restating the thesis, body paragraphs with topic sentences and supporting details, and a conclusion that restates the thesis.
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The document provides an overview of the Junior Great Books program which focuses on developing students' interpretive and critical thinking skills through structured discussions of literature. It describes the process of shared inquiry discussions which involve students interpreting stories together through questioning, noting evidence from the text, considering different answers, and building on each other's ideas. The goal is for students to learn to support their interpretations, understand other perspectives, and reflect deeply on what they read.
Online Discussions, Guidelines and Suggestions
Online discussions serve the same purpose as face-to-face discussions by allowing students to question concepts, share ideas and experiences, and gain a deeper understanding of course material. The goals are to reach a shared understanding or identify multiple perspectives on a topic. Students are encouraged to ask questions, respond thoughtfully, provide support and examples, and move the discussion forward to deepen learning. Instructors will grade discussions based on the quality, insightfulness, and contribution of student posts.
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The document outlines the preliminary stages of writing a research paper:
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2. Creating a thesis statement that states the main idea or opinion about the topic in a complete sentence. The thesis statement acts as a roadmap for the paper and may include subtopics.
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Assignment 1 DiscussionA thesis statement is the central crux o.docx
Assignment 1: Discussion
A thesis statement is the central crux of your paper. In the case of the argumentative research essay, it is one sentence that clearly states the topic as well as the argument of your paper. A thesis statement must not be a fact; it must be an arguable position on a topic. Consider the following two statements:
Example 1: Many high school students play after-school sports.
Example 2: While many feel that participating in sports in high school may decrease the amount of time and attention spent on schoolwork, high school athletics promote physical fitness, teamwork, and opportunities for higher education.
Of these two sentences, which would make the better thesis? Which one is arguable and has multiple points of view? Example two is the better thesis because it is an argument. Example one is a fact. It is not arguable.
Your task is to craft a thesis statement that clearly and concisely states your argument. Do not use first or second person—keep your thesis statement objective by using third person and excluding any personal opinions.
After you present your thesis statement, provide at least one paragraph explaining why your thesis statement is argumentative and how you can support your thesis statement throughout your paper. Though not all debates are so black and white as to have only two sides, you should aim to identify at least two sides of the issue at hand (both the side represented by your thesis statement, and at least one other). Then, discuss a few potential supporting points you could develop within the body of your paper and back up with information from your research.
Discussion Rubric
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
•
Did not relate to the concepts or ideas presented in the discussion topic(s)
•
Claims were not supported.
Initial response:
•
Lacked substance
•
Was not original
•
Relied on personal experience only to support ideas
Initial response was:
•
Original and accurate
•
Substantive
•
Demonstrated basic understanding of concepts
•
Discussed key theories and concepts from the readings
Initial response was:
•
Insightful
•
Original and accurate
•
Substantive and
•
Demonstrated advanced understanding of concepts
•
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
•
Contributed to the discussion offering points of view and/or opinions,
•
Did not make clear connections between one or more points in the discussion.
Discussion Responses:
•
Offered points.
M. mortimer ncmsa- engaging reluctant and struggling students in ms
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Shared Inquiry Overview
The document provides an overview of the Junior Great Books program which focuses on developing students' interpretive and critical thinking skills through structured discussions of literature. It describes the process of shared inquiry discussions which involve students interpreting stories together through questioning, noting evidence from the text, considering different answers, and building on each other's ideas. The goal is for students to learn to support their interpretations, understand other perspectives, and reflect deeply on what they read.
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Online discussions serve the same purpose as face-to-face discussions by allowing students to question concepts, share ideas and experiences, and gain a deeper understanding of course material. The goals are to reach a shared understanding or identify multiple perspectives on a topic. Students are encouraged to ask questions, respond thoughtfully, provide support and examples, and move the discussion forward to deepen learning. Instructors will grade discussions based on the quality, insightfulness, and contribution of student posts.
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The document outlines the preliminary stages of writing a research paper:
1. Identifying a topic and developing a research question. A good research question is open-ended, guides research, and leads to a thesis statement.
2. Creating a thesis statement that states the main idea or opinion about the topic in a complete sentence. The thesis statement acts as a roadmap for the paper and may include subtopics.
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This document provides guidance on designing effective classroom discussions. It outlines the benefits of discussion, such as exploring diverse perspectives and developing skills like clear communication. Key elements of discussion are identified, such as ensuring equal access to materials and establishing ground rules. Techniques for preparing students and beginning discussions are discussed, such as using prereading questions and starting with a student experience. The document also covers how to engage students and maintain discussion momentum through questioning, listening, and responding strategies.
Assignment 1 DiscussionA thesis statement is the central crux o.docx
Assignment 1: Discussion
A thesis statement is the central crux of your paper. In the case of the argumentative research essay, it is one sentence that clearly states the topic as well as the argument of your paper. A thesis statement must not be a fact; it must be an arguable position on a topic. Consider the following two statements:
Example 1: Many high school students play after-school sports.
Example 2: While many feel that participating in sports in high school may decrease the amount of time and attention spent on schoolwork, high school athletics promote physical fitness, teamwork, and opportunities for higher education.
Of these two sentences, which would make the better thesis? Which one is arguable and has multiple points of view? Example two is the better thesis because it is an argument. Example one is a fact. It is not arguable.
Your task is to craft a thesis statement that clearly and concisely states your argument. Do not use first or second person—keep your thesis statement objective by using third person and excluding any personal opinions.
After you present your thesis statement, provide at least one paragraph explaining why your thesis statement is argumentative and how you can support your thesis statement throughout your paper. Though not all debates are so black and white as to have only two sides, you should aim to identify at least two sides of the issue at hand (both the side represented by your thesis statement, and at least one other). Then, discuss a few potential supporting points you could develop within the body of your paper and back up with information from your research.
Discussion Rubric
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
•
Did not relate to the concepts or ideas presented in the discussion topic(s)
•
Claims were not supported.
Initial response:
•
Lacked substance
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Was not original
•
Relied on personal experience only to support ideas
Initial response was:
•
Original and accurate
•
Substantive
•
Demonstrated basic understanding of concepts
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Discussed key theories and concepts from the readings
Initial response was:
•
Insightful
•
Original and accurate
•
Substantive and
•
Demonstrated advanced understanding of concepts
•
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
•
Contributed to the discussion offering points of view and/or opinions,
•
Did not make clear connections between one or more points in the discussion.
Discussion Responses:
•
Offered points.
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Assignment 7 LEI2181 Leisure and Contemporary Society .docx
Assignment 7
LEI2181 Leisure and Contemporary Society
DESCRIPTION
In 1000 words or less, discuss one or more key challenges for the future of leisure. You may select one or
more themes, topics, or issues that were covered in the course lectures or textbook. Use class materials,
the course text, and at least 3 peer-reviewed journal articles to support your arguments and provide
examples. The objective of this assignment is for you to synthesize and communicate what you have
learned in this class and to make use of the latest leisure science publications available to you at UF.
RESOURCES TO HELP YOU
For help finding peer-reviewed academic journal articles please visit the UF library or its homepage for
instructions. Here are a few places to start:
What does peer-reviewed mean? http://www.uflib.ufl.edu/msl/services/tutorials/finding_articles/peer-
reviewed.html
Where can I find peer-reviewed articles?
http://guides.uflib.ufl.edu/content.php?pid=40296&sid=296407
You may also contact the tourism and recreation library subject expect Leilani Freund for assistance.
[email protected]
CITING REFERENCES
Include a bibliography that conforms to APA referencing standards - this counts over and above word or
page count. To learn about why citing is important and how you can make sure to do it properly visit this
UF guide: http://www.uflib.ufl.edu/msl/07b/studentciting.html Remember that anything that you list in
the bibliography must to be referenced in the text of your assignment. If you are using direct quotations,
please limit them to no more than 2 sentences each and include the author, date and page number for each
in the text. Example (Author, year: page number). Failure to properly cite your references will result in
points being deducted from your grade and it could raise concerns about plagiarism. Please review the UF
Honor Code before submitting your work: https://catalog.ufl.edu/ugrad/current/advising/info/student-
honor-code.aspx.
INSTRUCTIONS FOR COMPLETING THE WRITTEN ASSIGNMENT
1. Your assignment must be no longer than 1000 words in length. Any content beyond this will not be graded
2. Your assignment must be double spaced and 12 point font
3. You must cite and reference at least 3 peer-reviewed journal articles in-text and in the bibliography.
4. Include your name and student number on your assignment
5. Submit your assignment in Canvas. Do not submit by email unless you have difficulty access Canvas
6. Submit your assignment before the deadline as late assignments will not be accepted and will receive a 0 grade
EVALUATION
Poor = 1 pt Fair = 2 pts Average = 3 pts Good – 4 pts Excellent – 5 pts Points
Communi-
cation
The essay was
inarticulate and
difficult to
follow. Poor
delivery and
timing of
information.
Spelling and
grammatical
problems.
The essay suffered
from a lack of
logical flow and
delivery at multiple
points. Difficult to
fo ...
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A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
8 demonstrating depth
The document discusses how tardiness to classes is disrupting learning and the hallways at the school. While rules were put in place, students continue to arrive late. The faculty is looking for ideas from students on how to address the issue of tardiness.
Clinical Field Experience B Delivery of Higher-Order Thinking Les
Clinical Field Experience B: Delivery of Higher-Order Thinking Lesson - Rubric
Collapse All
Lesson Summary
10.5 points
Criteria Description
Lesson Summary
5. Target
10.5 points
Brief but thoroughly described summary of the lesson delivered, including strategies and assessments, is provided.
4. Acceptable
9.14 points
Brief but clearly described summary of the lesson delivered, including strategies and assessments, is provided.
3. Approaching
7.77 points
Unfocused description of summary of the lesson delivered, including strategies and assessments, is provided.
2. Insufficient
7.24 points
Incomplete or insufficient description of summary of the lesson delivered, including strategies and assessments, is provided.
1. No Submission
0 points
Not addressed.
Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Higher-Order Thinking in Lesson
5. Target
10.5 points
A thorough discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
4. Acceptable
9.14 points
A credible discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
3. Approaching
7.77 points
An underdeveloped discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
2. Insufficient
7.24 points
An ineffective discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
1. No Submission
0 points
Not addressed.
Additional Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Additional Higher-Order Thinking in Lesson
5. Target
10.5 points
A thoughtful, specific discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
4. Acceptable
9.14 points
A logical discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
3. Approaching
7.77 points
A vague discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
2. Insufficient
7.24 points
A flawed discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
1. No Submission
0 points
Not addressed.
Lesson Delivery Analysis and Feedback
10.5 points
Criteria Description
Lesson Delivery Analysis and Feedback
5. Target
10.5 points
Professionally described what was done well and what could have been done differently in lesson implementation.
4. Acceptable
9.14 points
Properly described what was done well and what could have been done differently in lesson implementation.
3. Approaching
7.77 points
Superficially described what was done well and what could have been done differently in lesson implementation.
2. Insufficient
7.24 points
Unconvincingly des ...
Research Paper: The Preliminary Stages
The document provides guidance on developing a research paper, including identifying a topic, creating a research question, and writing a thesis statement. It advises starting with a broad topic and narrowing it into a focused research question. A good thesis states a clear argument or position and previews the main points to be discussed in the paper. It should avoid simply announcing the topic and instead express an opinion or attitude on the subject.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Class 12 1 a
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
Adapting Textbook Curriculum To Thematic Lessons
1. The document discusses adapting textbook curriculum into thematic lesson plans to engage middle and high school science students.
2. It proposes designing lessons around themes like renewable energy and mechanics to incorporate multiple learning goals and relate topics to real-world applications and careers.
3. Sample thematic units and lessons are outlined, including introducing topics with hands-on labs, readings, discussions, projects and assessments to reinforce key concepts.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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Academic Writing Centre Online at NUIG: Teaching academic writing through pee...CONUL Teaching & Learning
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Preparing you and your students for the TOEFL exam. For non native English Speakers - What to teach to your students.
Assignment 7 LEI2181 Leisure and Contemporary Society .docx
Assignment 7
LEI2181 Leisure and Contemporary Society
DESCRIPTION
In 1000 words or less, discuss one or more key challenges for the future of leisure. You may select one or
more themes, topics, or issues that were covered in the course lectures or textbook. Use class materials,
the course text, and at least 3 peer-reviewed journal articles to support your arguments and provide
examples. The objective of this assignment is for you to synthesize and communicate what you have
learned in this class and to make use of the latest leisure science publications available to you at UF.
RESOURCES TO HELP YOU
For help finding peer-reviewed academic journal articles please visit the UF library or its homepage for
instructions. Here are a few places to start:
What does peer-reviewed mean? http://www.uflib.ufl.edu/msl/services/tutorials/finding_articles/peer-
reviewed.html
Where can I find peer-reviewed articles?
http://guides.uflib.ufl.edu/content.php?pid=40296&sid=296407
You may also contact the tourism and recreation library subject expect Leilani Freund for assistance.
[email protected]
CITING REFERENCES
Include a bibliography that conforms to APA referencing standards - this counts over and above word or
page count. To learn about why citing is important and how you can make sure to do it properly visit this
UF guide: http://www.uflib.ufl.edu/msl/07b/studentciting.html Remember that anything that you list in
the bibliography must to be referenced in the text of your assignment. If you are using direct quotations,
please limit them to no more than 2 sentences each and include the author, date and page number for each
in the text. Example (Author, year: page number). Failure to properly cite your references will result in
points being deducted from your grade and it could raise concerns about plagiarism. Please review the UF
Honor Code before submitting your work: https://catalog.ufl.edu/ugrad/current/advising/info/student-
honor-code.aspx.
INSTRUCTIONS FOR COMPLETING THE WRITTEN ASSIGNMENT
1. Your assignment must be no longer than 1000 words in length. Any content beyond this will not be graded
2. Your assignment must be double spaced and 12 point font
3. You must cite and reference at least 3 peer-reviewed journal articles in-text and in the bibliography.
4. Include your name and student number on your assignment
5. Submit your assignment in Canvas. Do not submit by email unless you have difficulty access Canvas
6. Submit your assignment before the deadline as late assignments will not be accepted and will receive a 0 grade
EVALUATION
Poor = 1 pt Fair = 2 pts Average = 3 pts Good – 4 pts Excellent – 5 pts Points
Communi-
cation
The essay was
inarticulate and
difficult to
follow. Poor
delivery and
timing of
information.
Spelling and
grammatical
problems.
The essay suffered
from a lack of
logical flow and
delivery at multiple
points. Difficult to
fo ...
GCSE Science - How to write good answers to 6 mark questions
A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
8 demonstrating depth
The document discusses how tardiness to classes is disrupting learning and the hallways at the school. While rules were put in place, students continue to arrive late. The faculty is looking for ideas from students on how to address the issue of tardiness.
Clinical Field Experience B Delivery of Higher-Order Thinking Les
Clinical Field Experience B: Delivery of Higher-Order Thinking Lesson - Rubric
Collapse All
Lesson Summary
10.5 points
Criteria Description
Lesson Summary
5. Target
10.5 points
Brief but thoroughly described summary of the lesson delivered, including strategies and assessments, is provided.
4. Acceptable
9.14 points
Brief but clearly described summary of the lesson delivered, including strategies and assessments, is provided.
3. Approaching
7.77 points
Unfocused description of summary of the lesson delivered, including strategies and assessments, is provided.
2. Insufficient
7.24 points
Incomplete or insufficient description of summary of the lesson delivered, including strategies and assessments, is provided.
1. No Submission
0 points
Not addressed.
Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Higher-Order Thinking in Lesson
5. Target
10.5 points
A thorough discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
4. Acceptable
9.14 points
A credible discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
3. Approaching
7.77 points
An underdeveloped discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
2. Insufficient
7.24 points
An ineffective discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
1. No Submission
0 points
Not addressed.
Additional Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Additional Higher-Order Thinking in Lesson
5. Target
10.5 points
A thoughtful, specific discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
4. Acceptable
9.14 points
A logical discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
3. Approaching
7.77 points
A vague discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
2. Insufficient
7.24 points
A flawed discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
1. No Submission
0 points
Not addressed.
Lesson Delivery Analysis and Feedback
10.5 points
Criteria Description
Lesson Delivery Analysis and Feedback
5. Target
10.5 points
Professionally described what was done well and what could have been done differently in lesson implementation.
4. Acceptable
9.14 points
Properly described what was done well and what could have been done differently in lesson implementation.
3. Approaching
7.77 points
Superficially described what was done well and what could have been done differently in lesson implementation.
2. Insufficient
7.24 points
Unconvincingly des ...
Research Paper: The Preliminary Stages
The document provides guidance on developing a research paper, including identifying a topic, creating a research question, and writing a thesis statement. It advises starting with a broad topic and narrowing it into a focused research question. A good thesis states a clear argument or position and previews the main points to be discussed in the paper. It should avoid simply announcing the topic and instead express an opinion or attitude on the subject.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Class 12 1 a
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
Adapting Textbook Curriculum To Thematic Lessons
1. The document discusses adapting textbook curriculum into thematic lesson plans to engage middle and high school science students.
2. It proposes designing lessons around themes like renewable energy and mechanics to incorporate multiple learning goals and relate topics to real-world applications and careers.
3. Sample thematic units and lessons are outlined, including introducing topics with hands-on labs, readings, discussions, projects and assessments to reinforce key concepts.
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Choose one of the Case Studies from Chapter 13 using the Week.docx
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TOEFL iBT_Academic Discussion_Writing_27Sep23 (1).pptx
- 1. Online Session 1 Exercise 1 Academic Discussion_Writing
- 2. Let’s have a go September 27, 2023
- 4. What does the professor say? 20XX 4 She says:
- 5. What is the professor’s question? 20XX 5
- 6. What does Kelly say? 20XX 6 Does she agree with the idea? What are her reasons? What new idea does she have?
- 7. What does Paul say? 20XX 7 Does he agree with the idea? What are his reasons? What new idea does he have?
- 8. What would you say? 20XX 8
- 9. Your say is an opinion. 20XX 9 Don’t worry about correct nor wrong answer the score how well you organize and express your idea
- 10. How would you go about it? 20XX 10
- 11. Have relevant and clearly developed ideas. You need to ensure that your ideas contribute to the discussion and are well supported with reasons and examples. Presentation title 11 more advice:
- 12. Have variety in the use of language. e.g. use of compound & complex sentences instead of simple sentences Presentation title 12 more advice:
- 13. Paraphrase the original topic briefly. 20XX 13 Your brief paraphrased topic?
- 14. Say something about the other points. use this as the transition to show your idea. 20XX 14 What do you say? (not previously mentioned by the professor nor other students)
- 15. Remember these sentence starters? 20XX 15 While I agree with (?), I’d like to . . . by . . . . I agree with (?) about . . ., but I’d like to add that . . . Although I agree/disagree with (?), I have a few ideas. . . . Even though (?) has a good point that . . . , I believe that . . .
- 16. Good luck!!!