The document is a PowerPoint presentation about chapter 6 from the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The PowerPoint covers topics like supporting details, transitions, implied main ideas, and strategies for identifying the implied main idea of a paragraph. It provides examples and review questions to help readers understand these key concepts for reading and writing paragraphs.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
This is a follow-up to the previous exam guide for Social Studies Exam, titled How To Tackle SBQ, which I had created for students to use as a revision tool, in place of myself. It is tailored to meet my students' needs, to help them build their confidence and level of preparedness for the exam.
This document provides an overview of the IELTS True/False/Not Given question type. It explains that in this question type, test takers are presented with statements and must determine if they are true based on the passage, false, or if the information is not given in the passage. The document outlines some of the challenges of this question type and provides tips on how to carefully analyze statements and match meanings rather than just keywords to determine the correct answers. An example question is also included to demonstrate the techniques.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
Sec 3 Social Studies SBQ Skill: Inferences notesearlgreytea
This document provides guidance on answering source-based inference questions. It explains that inference questions require reaching a conclusion about something stated in the question based on evidence from the source. Responses should include 2 inferences with evidence from the source, written in a PEE paragraph. Contextual knowledge, captions, provenance can help understand the question and source. Self-questions about pictorial or textual sources help determine purpose and conclusions that can be made.
The document provides guidance on answering source-based comprehension questions for the GCE O-Level exam. It outlines strategies for answering questions that require simple inferences, comparing and contrasting multiple sources, assessing source reliability, and determining the usefulness of a source. Key points emphasized include using the question keywords in the response, following an "infer-support" pattern, considering different levels of analysis, and cross-referencing sources to support arguments. Specific comparison and reliability patterns are also demonstrated. The document aims to help students maximize marks on the source-based comprehension section through strategic and well-structured responses.
Focus on unstated main ideas screencastDebbie Lahav
This document provides guidance on identifying unstated main ideas in paragraphs that lack a clear topic sentence. It explains that the topic is the general idea all details refer to, often expressed through repeating words or phrases. The main idea makes a claim about the topic and is a complete sentence. Supporting details strengthen the claim and are more specific. For paragraphs without a stated main idea, readers should analyze the topic and supporting details to infer the implied main point or message.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
This is a follow-up to the previous exam guide for Social Studies Exam, titled How To Tackle SBQ, which I had created for students to use as a revision tool, in place of myself. It is tailored to meet my students' needs, to help them build their confidence and level of preparedness for the exam.
This document provides an overview of the IELTS True/False/Not Given question type. It explains that in this question type, test takers are presented with statements and must determine if they are true based on the passage, false, or if the information is not given in the passage. The document outlines some of the challenges of this question type and provides tips on how to carefully analyze statements and match meanings rather than just keywords to determine the correct answers. An example question is also included to demonstrate the techniques.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
Sec 3 Social Studies SBQ Skill: Inferences notesearlgreytea
This document provides guidance on answering source-based inference questions. It explains that inference questions require reaching a conclusion about something stated in the question based on evidence from the source. Responses should include 2 inferences with evidence from the source, written in a PEE paragraph. Contextual knowledge, captions, provenance can help understand the question and source. Self-questions about pictorial or textual sources help determine purpose and conclusions that can be made.
The document provides guidance on answering source-based comprehension questions for the GCE O-Level exam. It outlines strategies for answering questions that require simple inferences, comparing and contrasting multiple sources, assessing source reliability, and determining the usefulness of a source. Key points emphasized include using the question keywords in the response, following an "infer-support" pattern, considering different levels of analysis, and cross-referencing sources to support arguments. Specific comparison and reliability patterns are also demonstrated. The document aims to help students maximize marks on the source-based comprehension section through strategic and well-structured responses.
Focus on unstated main ideas screencastDebbie Lahav
This document provides guidance on identifying unstated main ideas in paragraphs that lack a clear topic sentence. It explains that the topic is the general idea all details refer to, often expressed through repeating words or phrases. The main idea makes a claim about the topic and is a complete sentence. Supporting details strengthen the claim and are more specific. For paragraphs without a stated main idea, readers should analyze the topic and supporting details to infer the implied main point or message.
This document is a PowerPoint presentation on topics, main ideas, and topic sentences from Chapter 5 of the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The presentation defines important terms, discusses strategies for identifying topics and main ideas in paragraphs, and provides tips for writing effective topic sentences. It includes review questions to help readers assess their understanding.
Week 5 focused on supporting details in English class. The teacher discussed the different types of supporting details, including major and minor details. Students practiced identifying main ideas and supporting details in paragraphs and outlines. They also worked on writing paragraphs that included main ideas and different levels of supporting details. The class was reminded that a quiz on topics and main ideas would be held on Thursday, and a lab contract was due.
The document provides guidance on answering source-based questions, including the types of questions, how to approach different question types, and the structure and content expected in responses. It outlines the key steps for inference questions, comparison questions, reliability questions, evaluation questions, usefulness questions, and purpose questions. Specific advice is given for each question type, such as highlighting relevant sources, including supported inferences and differences/similarities, addressing multiple viewpoints, and considering the purpose and reliability of sources.
This is a simple powerpoint presentation meant to be used as a revision tool or for the purpose of self-learning. This covers the different techniques of answering SBQ questions and how to identify and recognise what type of question it is and which asnwering technique to use.
The document provides an outline for writing a formal letter comparing and contrasting two choices. It recommends that the introduction should introduce yourself, state the reason for writing, and briefly explain the situation in Japan. The body should then be separated into paragraphs with each body paragraph supporting one reason for the chosen option with evidence. The conclusion should thank the principal for the opportunity and reinforce the decision.
Sec 3 Social Studies SBQ Skill: Reliability notesearlgreytea
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Problem-Solution Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
Service Learning Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
Social Awareness Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
This document discusses supporting sentences in paragraphs. It explains that supporting sentences are the middle sentences that explain or prove the topic sentence. Supporting sentences make up the largest part of the paragraph, like the filling in a hamburger. All sentences in a paragraph must be about the one main idea according to the rule of unity. The document provides examples of good and bad paragraphs to demonstrate how supporting sentences should relate back to the topic sentence.
This study guide provides an overview of topics and skills to focus on for reading comprehension, including story structure, author's viewpoint, text organization, noting details, information and main ideas, base words and suffixes, syllabication, word roots, vocabulary, grammar, sentence types, and identifying sentence fragments. Students are instructed to identify key elements like the main character, setting, and problem from a story, determine an author's opinion and how details support it, understand how a title and passages convey information about a text, find specific details, distinguish main ideas from irrelevant facts, analyze word parts and meanings, divide words by syllables, define word roots, use new vocabulary correctly in sentences, recognize declarative, interrogative, exclamatory
A slide deck covering basic interviewing techniques for journalists presented to level 2 students at Zhekiang University of Media and Communications. The content of the slide deck was adapted from: http://www.schooljournalism.org/interviewing-tips/
The document provides information about source-based questions (SBQs) and the skills needed to answer them, including inference, comparison, reliability, usefulness, and inference with purpose. It discusses the basic skills of making inferences from sources, such as locating meaning behind words and expressing meanings in own words. It provides examples of how to answer different types of SBQs, including inference questions using a three-step process of infer, support, explain; comparison questions focusing on similarities and differences; reliability questions checking if a source is trustworthy; and usefulness questions evaluating how useful a source is. The document is an instructional guide for students on the various source-based question skills and formats tested in exams.
The document discusses the key components of paragraphs, including the topic sentence. It explains that a topic sentence contains a topic and controlling idea. The topic tells what the paragraph is about, while the controlling idea tells what the paragraph will say specifically about the topic. The document provides examples of topic sentences and how to identify the topic and controlling idea within them. It notes that while the topic is usually first, the controlling idea can come first in some cases. The document aims to help readers understand how to identify the essential elements of a strong topic sentence.
This study guide covers various reading comprehension skills including story structure, author's viewpoint, text organization, noting details, information study skills, base words and endings, suffixes, syllabication, word roots, vocabulary, grammar, and writing skills. Students are instructed to analyze main characters, settings, problems, opinions, titles, passages, details, main ideas, facts, sentence types, subjects, verbs, and fragments. The guide provides questions to help practice and understand each reading skill.
The document provides 3 steps for answering short answer questions on a state exam:
1. Rewrite the question as a statement and answer it using formal language without "I" words.
2. Cite evidence from the text using a quote to back up the answer. The quote must match and prove the answer.
3. Analyze the quote and answer to explain its meaning and significance. Do not repeat information but show understanding of the text within 10-15 lines.
IELTS reading: True, False, Not Given QuestionstheLecturette
Tips and advice on how to do well on the True, False, Not Given questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
Sec 3 Social Studies SBQ Skill: Reliability pptearlgreytea
The document provides guidance on how to evaluate the reliability of sources by checking the provenance, content, purpose, typicality, and consistency with other sources. It outlines 5 steps: 1) Check the provenance or author to determine potential bias. 2) Examine if the source includes facts or opinions and multiple perspectives. 3) Consider if the information is typical. 4) Cross-reference with other sources. 5) Evaluate the source and determine if it is reliable or unreliable based on the checks. Examples are given to demonstrate how to apply the steps to evaluate source reliability.
The document provides information on the basic structure and components of a paragraph, including that a paragraph contains a topic sentence that states the main idea, supporting sentences that develop and explain the topic sentence, and a concluding sentence that restates the main point. It also discusses characteristics of effective paragraphs such as being complete, unified, organized, and coherent.
This document is a PowerPoint presentation about drafting and revising essays. It discusses strategies for writing a draft, including referring to tips in the textbook. While drafting, reading can help writers stay on topic and recognize repetition or organizational errors. The presentation provides guidance on writing thesis statements, using evidence, employing transitions, crafting introductions/conclusions, and revising through critical thinking. It emphasizes editing for errors and ensuring proper formatting. Review questions assess comprehension of the key points.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
This document is a PowerPoint presentation on topics, main ideas, and topic sentences from Chapter 5 of the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The presentation defines important terms, discusses strategies for identifying topics and main ideas in paragraphs, and provides tips for writing effective topic sentences. It includes review questions to help readers assess their understanding.
Week 5 focused on supporting details in English class. The teacher discussed the different types of supporting details, including major and minor details. Students practiced identifying main ideas and supporting details in paragraphs and outlines. They also worked on writing paragraphs that included main ideas and different levels of supporting details. The class was reminded that a quiz on topics and main ideas would be held on Thursday, and a lab contract was due.
The document provides guidance on answering source-based questions, including the types of questions, how to approach different question types, and the structure and content expected in responses. It outlines the key steps for inference questions, comparison questions, reliability questions, evaluation questions, usefulness questions, and purpose questions. Specific advice is given for each question type, such as highlighting relevant sources, including supported inferences and differences/similarities, addressing multiple viewpoints, and considering the purpose and reliability of sources.
This is a simple powerpoint presentation meant to be used as a revision tool or for the purpose of self-learning. This covers the different techniques of answering SBQ questions and how to identify and recognise what type of question it is and which asnwering technique to use.
The document provides an outline for writing a formal letter comparing and contrasting two choices. It recommends that the introduction should introduce yourself, state the reason for writing, and briefly explain the situation in Japan. The body should then be separated into paragraphs with each body paragraph supporting one reason for the chosen option with evidence. The conclusion should thank the principal for the opportunity and reinforce the decision.
Sec 3 Social Studies SBQ Skill: Reliability notesearlgreytea
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Problem-Solution Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
Service Learning Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
Social Awareness Proposal Preparation (Writing Exercise from 4/21/16)Mrs. Range
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
This document discusses supporting sentences in paragraphs. It explains that supporting sentences are the middle sentences that explain or prove the topic sentence. Supporting sentences make up the largest part of the paragraph, like the filling in a hamburger. All sentences in a paragraph must be about the one main idea according to the rule of unity. The document provides examples of good and bad paragraphs to demonstrate how supporting sentences should relate back to the topic sentence.
This study guide provides an overview of topics and skills to focus on for reading comprehension, including story structure, author's viewpoint, text organization, noting details, information and main ideas, base words and suffixes, syllabication, word roots, vocabulary, grammar, sentence types, and identifying sentence fragments. Students are instructed to identify key elements like the main character, setting, and problem from a story, determine an author's opinion and how details support it, understand how a title and passages convey information about a text, find specific details, distinguish main ideas from irrelevant facts, analyze word parts and meanings, divide words by syllables, define word roots, use new vocabulary correctly in sentences, recognize declarative, interrogative, exclamatory
A slide deck covering basic interviewing techniques for journalists presented to level 2 students at Zhekiang University of Media and Communications. The content of the slide deck was adapted from: http://www.schooljournalism.org/interviewing-tips/
The document provides information about source-based questions (SBQs) and the skills needed to answer them, including inference, comparison, reliability, usefulness, and inference with purpose. It discusses the basic skills of making inferences from sources, such as locating meaning behind words and expressing meanings in own words. It provides examples of how to answer different types of SBQs, including inference questions using a three-step process of infer, support, explain; comparison questions focusing on similarities and differences; reliability questions checking if a source is trustworthy; and usefulness questions evaluating how useful a source is. The document is an instructional guide for students on the various source-based question skills and formats tested in exams.
The document discusses the key components of paragraphs, including the topic sentence. It explains that a topic sentence contains a topic and controlling idea. The topic tells what the paragraph is about, while the controlling idea tells what the paragraph will say specifically about the topic. The document provides examples of topic sentences and how to identify the topic and controlling idea within them. It notes that while the topic is usually first, the controlling idea can come first in some cases. The document aims to help readers understand how to identify the essential elements of a strong topic sentence.
This study guide covers various reading comprehension skills including story structure, author's viewpoint, text organization, noting details, information study skills, base words and endings, suffixes, syllabication, word roots, vocabulary, grammar, and writing skills. Students are instructed to analyze main characters, settings, problems, opinions, titles, passages, details, main ideas, facts, sentence types, subjects, verbs, and fragments. The guide provides questions to help practice and understand each reading skill.
The document provides 3 steps for answering short answer questions on a state exam:
1. Rewrite the question as a statement and answer it using formal language without "I" words.
2. Cite evidence from the text using a quote to back up the answer. The quote must match and prove the answer.
3. Analyze the quote and answer to explain its meaning and significance. Do not repeat information but show understanding of the text within 10-15 lines.
IELTS reading: True, False, Not Given QuestionstheLecturette
Tips and advice on how to do well on the True, False, Not Given questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
Sec 3 Social Studies SBQ Skill: Reliability pptearlgreytea
The document provides guidance on how to evaluate the reliability of sources by checking the provenance, content, purpose, typicality, and consistency with other sources. It outlines 5 steps: 1) Check the provenance or author to determine potential bias. 2) Examine if the source includes facts or opinions and multiple perspectives. 3) Consider if the information is typical. 4) Cross-reference with other sources. 5) Evaluate the source and determine if it is reliable or unreliable based on the checks. Examples are given to demonstrate how to apply the steps to evaluate source reliability.
The document provides information on the basic structure and components of a paragraph, including that a paragraph contains a topic sentence that states the main idea, supporting sentences that develop and explain the topic sentence, and a concluding sentence that restates the main point. It also discusses characteristics of effective paragraphs such as being complete, unified, organized, and coherent.
This document is a PowerPoint presentation about drafting and revising essays. It discusses strategies for writing a draft, including referring to tips in the textbook. While drafting, reading can help writers stay on topic and recognize repetition or organizational errors. The presentation provides guidance on writing thesis statements, using evidence, employing transitions, crafting introductions/conclusions, and revising through critical thinking. It emphasizes editing for errors and ensuring proper formatting. Review questions assess comprehension of the key points.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
The document is a PowerPoint presentation about organizing paragraphs using different patterns such as definition, classification, comparison and contrast, and cause and effect. It provides examples and tips for writing paragraphs using each organizational pattern, and reviews key terms and concepts. The presentation concludes with review questions to test understanding of the different patterns.
The document is a PowerPoint presentation about the writing process from a textbook on reading and writing. It outlines the five steps of the writing process as generating ideas, planning and organizing, writing a first draft, revising, and proofreading. For each step, it provides techniques and tips, such as brainstorming and outlining for developing ideas, using peer review for revision, and checking for grammar, spelling and punctuation in proofreading. It emphasizes considering the audience and purpose in writing.
This document provides a 6-step guide to writing a successful paragraph: 1) Decide the topic, 2) Develop a topic sentence stating the topic and controlling idea, 3) Demonstrate the point with examples and details, 4) Explain the meaning and significance of the information, 5) Optionally conclude by summarizing the point and linking to the next paragraph, 6) Proofread and revise the paragraph. Following these steps will help write clear paragraphs focused on one main idea.
This document provides guidance for writing a persuasive editorial. It outlines the typical parts of an editorial which include stating an opinion, providing reasons and facts to support the opinion, addressing counterarguments, and offering suggestions. Students are instructed to choose a topic, research it, make an argument outline, and draft the editorial in five paragraphs addressing the typical parts. They are then told to revise, edit, and potentially submit the editorial for publication. The goal is for students to understand how to craft a well-structured, evidence-based persuasive piece on a topic of their choosing.
This document provides guidance on writing persuasive messages and includes tips on organizing direct requests and problem-solving messages, determining the best subject lines, building credibility, and using techniques like emotional appeal to make messages more persuasive. It discusses organizing persuasive messages by starting direct requests with the request and problem-solving messages by describing the shared problem. The document also recommends starting problem-solving messages with any solution the reader may favor before proposing your own solution.
PART I SHORT RESPONSEWrite a response to the following prompt u.docxmosyrettcc
PART I: SHORT RESPONSE
Write a response to the following prompt using proper APA Style.
Prompt
:
In this activity, you will watch a video clip of a speech. You will apply effective methods of critiquing a speech to prepare written feedback that you would provide to the person who delivered the speech. You will also evaluate your feedback in terms of how the person receiving it could best respond to it to improve his or her next speech.
Step 1
: Review the information presented in Module 2 about the elements of speech that are commonly evaluated. These include the following:
·
Speaker Commitment to the Subject
·
Suitable to the Occasion and Audience
·
Clear Purpose
·
Fresh Point of View
·
Ethics
Step 2
: View the following speech:
Intro Speech Sample
(https://www.youtube.com/watch?v=Qo_qbzAVRvo)
Write a paragraph offering your constructive critique of the speech. Include any type of advice you may offer the student.
Note
: If you are unable to access the speech above, search for a sample speech online and provide the URL and your critique.
Step 3
: As a starting point for writing your critique of the speech, use the following table to organize your feedback:
Speech Title
Criteria
Questions to Ask Yourself
Comments
Speaker Commitment to the Subject
How important is the subject to the speaker?
Appropriateness for Audience and Occasion
Is the topic and delivery relevant and useful to the audience?
Clear Purpose
Can you identify the goal(s) the speaker has for delivering the speech?
Fresh Point of View
Does the speech challenge the audience to think about something in a new way?
Ethics
Does the speaker tell the truth and have the best interest of the audience at heart?
Substance
Does the speech content provide new information supported by facts, statistics, and so-on?
Structure
Is the flow of information given in the speech well organized so the speech flows from one topic to the next?
Step 4
: Enter the title of the speech you selected in the Speech Title row at the top of the table.
Step 5
: Watch the speech, pausing as necessary, and enter any initial thoughts that may be useful in writing your critique of the speech.
Step 6
: Review the information in Module 2 that covers strategies for giving effective feedback. The recommendations given in the lesson include the following:
·
Begin the critique by making a positive statement.
·
Focus on select areas for improvement.
·
Make your comments in an organized fashion.
·
Provide specific feedback about what needs to be improved.
·
Be honest, but respectful and tactful, in your comments.
·
Personalized comments by indicating how you were influenced by the content or behavior, using “I” instead of “you.”
·
Stress the positive aspects of the speech.
·
Offer specific suggestions on how to correct a problem.
·
Provide a plan of action for how to improve the next speech with examples.
·
End the critique with a positive statement.
Step 7
: Use your speech evaluati.
This document is a PowerPoint presentation on critical thinking, reading, and writing arguments. It discusses key concepts such as the components of an argument, strategies for reading arguments effectively such as evaluating evidence and examining opposing viewpoints, and techniques for writing argumentative paragraphs and essays. The presentation provides examples and review questions to help readers understand and apply the concepts.
This document provides a step-by-step guide for writing good paragraphs. It outlines 6 steps: 1) deciding the topic, 2) developing a topic sentence, 3) demonstrating your point with examples and details, 4) giving the paragraph meaning and significance, 5) concluding, and 6) proofreading. It emphasizes having a clear topic sentence that states both the topic and controlling idea. Supporting sentences should prove the point with facts, examples, and details. The conclusion should summarize the main point and link to the next paragraph.
The document discusses effective strategies for reading and learning from textbooks. It recommends writing while reading to focus attention, test understanding, and facilitate recall. It also suggests using textbook features like chapter outlines and summaries. Effective learning strategies include periodic review, organizing ideas, associating concepts, and using visuals or mnemonics. Selective reading, understanding goals, and adjusting speed are presented as ways to determine important information from textbooks.
This document provides information on paragraph writing, including the definition, structure, and types of paragraphs. It discusses the four main types of paragraphs: descriptive, narrative, expository, and persuasive. The document also outlines a systematic six-step method for writing paragraphs: choosing a topic, developing a topic sentence, demonstrating the point, giving the paragraph meaning, concluding, and proofreading. Finally, it identifies the four essential elements of a good paragraph: unity, order, coherence, and completeness.
ENG 122 WEEK 3 - FINAL PAPER OUTLINEUse this outline templat.docxpauline234567
ENG 122 WEEK 3 - FINAL PAPER OUTLINE
Use this outline template to organize your ideas in preparation for your final paper in Week 5.
Delete the instructive text in each section and replace it with your own writing. You do not need to write the full paragraph for each section. You are just developing the main ideas in an outline. However, the more detail you include in your outline the more feedback you will receive at this stage, which you can then apply to the Week 5 paper.
Thesis:
State your thesis. Your thesis should state the issue you are exploring in your paper and express why this issue is relevant in your field. If you’re having trouble with developing your thesis, try using the UAGC Writing Center’s tool. When you write your final paper, you’ll want to include your thesis in your introductory paragraph.
Introduction:
Identify your selected issue and provide background context for the reader. Briefly summarize the issue and the main ideas in the articles that you plan to discuss in the body paragraphs. View the resource for help.
Body Paragraph 1:
Include the title and author of your first article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented. View the resource for help with improving the flow of your writing and to show the relationship between your ideas. Cite the ideas from your article using APA guidelines.
Body Paragraph 2:
Include the title and author of your second article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
Body Paragraph 3:
Include the title and author of your third article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
.
Conclusion:
Briefly summari.
The document is a PowerPoint presentation about organizing paragraphs. It discusses five common patterns of organization: chronological order, process, narration, description, and example. It provides details on how time sequence relates to chronological order, process and narration. Description is defined as using language that appeals to the senses. Examples should clearly connect to the main point. The presentation includes review questions to test the understanding of patterns of organization.
The document provides guidance on writing good paragraphs by outlining the typical structure of paragraphs and the writing process. It explains that paragraphs generally have three parts: a topic sentence, supporting details, and a closing sentence. It then describes each part and gives examples. Finally, it outlines the steps to take in prewriting, writing, editing, and publishing paragraphs, with specific guidance and tips provided for each stage.
This document provides guidance on writing persuasive messages. It discusses what types of documents are persuasive, including requests, proposals, letters, and reports recommending action. The primary purpose of persuasive messages is to have the reader act by providing enough information for them to know what to do and overcome any objections. Additional purposes include building a good image and relationship with the reader. The document recommends starting direct requests with the request and problem-solving messages with the shared problem. It also provides tips on organizing, tone, credibility, and motivating the reader to act promptly.
This document summarizes techniques for identifying implied main ideas and central ideas that are not directly stated in passages but can be inferred from details and context clues. It defines implied main ideas and central ideas, and provides strategies for determining them such as analyzing an author's thought patterns, identifying topics and supporting details, and formulating summary statements. The document uses examples and questions to illustrate how to apply these skills of implied understanding.
This document discusses the structure and development of paragraphs. It begins by defining a paragraph as a group of related sentences that explain the writer's main idea about a single topic. It then outlines the basic parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The document also explains three common ways to develop a paragraph: by giving details, explanations, or examples. It provides steps for choosing a topic and developing a paragraph, and discusses how to write an effective concluding sentence and the benefits of peer editing.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docxmelbruce90096
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
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1. In Concert:
An Integrated Reading and Writing Approach
by Kathleen T. McWhorter
Part Two:
Reading, Writing, and Organizing Paragraphs
Chapter 6:
Details, Transitions, and Implied Main Ideas
PowerPoint by Sarah Gilliam, Instructor of English
Mountain Empire Community College
2. Chapter 6: Details, Transitions, and Implied Main Ideas
Copyright 2014 by Pearson Education, Inc. All rights reserved.
3. Important Terms to Remember:
1. Supporting Details
2. Transitions
3. Implied Main Ideas
Helpful Tips:
• As a reader, examine how details support a topic
sentence.
• As a writer, select the appropriate details to support
your topic sentence.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
4. Important Terms to Remember:
1. Supporting Details
2. Major Details
3. Minor Details
What are some types of details?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
5. Types of Details:
• Facts
• Examples
• Reasons
• Statistics
• Descriptions
• Steps
• Procedures
Copyright 2014 by Pearson Education, Inc. All rights reserved.
6. How do I think critically about details?
Consider:
• Writers cannot list every possible detail
• Writers must choose the most important details
to include
Helpful Tips:
• As a reader, consider if the writer could have
chosen better details
• As a writer, try to choose the details most
relevant to your main idea
Copyright 2014 by Pearson Education, Inc. All rights reserved.
7. Transitions are linking words or phrases that
lead the reader from one idea to another idea.
Helpful Tips:
• Recognizing and using transitions will help
guide you through a paragraph, making it
easier to read or to write.
• Transitions also alert the reader to what will
come in the next paragraph.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
8. The implied main idea is unstated, and it is up
to the reader to use details in the paragraph to
figure out the main point.
What are some strategies for identifying the
implied main idea of a paragraph?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
9. Strategies for Identifying the
Implied Main Idea:
1. Find the topic
2. Figure out what is the most important idea
the writer wants you to know about the topic
3. Express the main idea in your own words
Copyright 2014 by Pearson Education, Inc. All rights reserved.
10. Details should be relevant and sufficient:
• Relevant details directly explain and support the
topic sentence.
• Sufficient details provide enough information to
make your topic sentence understandable and
convincing.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
11. Transitional words allow readers to move easily
from one detail to another, showing how the
details relate.
Helpful Tip:
Think of transitions as words and phrases that
guide the reader through the paragraph and
signal what is to come in the next one.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
12. Other Important Terms to Remember:
1. Time Sequence
2. Spatial Arrangement
3. Least/Most Arrangement
4. Specific Words
Copyright 2014 by Pearson Education, Inc. All rights reserved.
13. Goal 1: Understand Details, Transitions,
and Implied Main Ideas
Review Questions
True or False:
Transitions are words or phrases that connect details and
pull a paragraph together.
True or False:
The implied main idea is directly stated.
14. Goal 1: Understand Details, Transitions,
and Implied Main Ideas
Review Questions
True or False:
True: Transitions are words or phrases that connect details
and pull a paragraph together.
True or False:
False: The implied main idea is directly stated.
15. Goal 2: Identify Supporting Details
Review Questions
Which of the following is NOT a type of detail?
A. Reasons
B. Photographs
C. Statistics
D. Examples
16. Goal 2: Identify Supporting Details
Review Questions
Which of the following is NOT a type of detail?
A. Reasons
B. Photographs
C. Statistics
D. Examples
17. Goal 3: Think Critically About Details
Review Questions
True or False:
Writers should include every possible detail they
can think of in their paragraphs.
True or False:
Good readers consider details the author of the
writing may have left out.
18. Goal 3: Think Critically About Details
Review Questions
True or False:
False: Writers should include every possible detail
they can think of in their paragraphs.
True or False:
True: Good readers consider details the author of
the writing may have left out.
19. Goal 4: Use Transitions to Guide Your Reading
Review Questions
Which of the following do transitions NOT do?
A. Lead the reader from one idea to another
B. Transition readers to the information in the
next paragraph
C. Review information in all the previous
paragraphs
20. Goal 4: Use Transitions to Guide Your Reading
Review Questions
Which of the following do transitions NOT do?
A. Lead the reader from one idea to another
B. Transition readers to the information in the
next paragraph
C. Review information in all the previous
paragraphs
21. Goal 5: Find Implied Main Ideas
Review Questions
Which of the following is an effective strategy
for identifying the implied main idea?
A. Choose the first sentence of the paragraph.
B. Look for transitions.
C. Identify the topic and try to determine the
idea the author is trying to relay.
D. All of the above.
22. Goal 5: Find Implied Main Ideas
Review Questions
Which of the following is an effective strategy
for identifying the implied main idea?
A. Choose the first sentence of the paragraph.
B. Look for transitions.
C. Identify the topic and try to determine the
idea the author is trying to relay.
D. All of the above.
23. Goal 6: Select and Organize Details to
Support Your Topic Sentence
Review Questions
True or False:
Relevant details explain the transitions in the
paragraph.
True or False:
Sufficient details provide enough information
to make the topic sentence understandable.
24. Goal 6: Select and Organize Details to
Support Your Topic Sentence
Review Questions
True or False:
False: Relevant details explain the transitions in
the paragraph.
True or False:
True: Sufficient details provide enough
information to make the topic sentence
understandable.
25. Goal 7: Use Transitional Words and
Phrases to Connect Details
Review Questions
Which of the following is a method of
transition?
A. Spatial arrangement
B. Time sequence
C. Least/most arrangement
D. All of the above
26. Goal 7: Use Transitional Words and
Phrases to Connect Details
Review Questions
Which of the following is a method of
transition?
A. Spatial arrangement
B. Time sequence
C. Least/most arrangement
D. All of the above
Editor's Notes
Supporting details are facts and/or ideas that explain the main idea of a paragraph expressed in the topic sentence.Transitions are linking words and phrases that connect details and pull the paper together.Implied main ideas are thoughts suggested, but not directly stated, in a topic sentence.Don’t forget to think about how to apply these terms separately to reading and writing!
Supporting details are facts and examples that prove or explain the main idea of a paragraph.Major details directly explain the main idea of a paragraph.Minor details provide additional ideas and information that explain the major details.The types of details can be placed into an idea map in the reading or writing process. For an example, see the paragraphs and figures 6-1 and 6-2 on pages 173–174.Activities for Identifying Major/Minor Details: Exercises 6-1 & 6-2: pages 174–181
Activities for Identifying Types of Details:Exercises 6-3 & 6-4 on pages 181–183Additional Activity:As a peer review, have students highlight and identify the different types of details in their own paragraphs.
As a reader, examine the details the writer chose to include. Are they the best examples? What other examples might have been included? Did the writer make a strong case with the details? Did he or she influence you?As a writer, review your wording carefully to make sure you fully explain your main point with the details you choose. Don’t choose words that are ambiguous. Make sure the details you use are those that best explain your main idea.
Remember that transitions are linking words or phrases that lead the reader from one idea to another idea.Recognizing and using transitions will help guide you through a paragraph, making it easier to read or to write (see the paragraph example on page 185).See Table 6-1 on page 185 for a list of the different types of transitional words/phrases and what they tell the reader. Activities: Exercises 6-6 (Choosing Transitional Words) and 6-7 (Making Predictions) on pages 185–187.
Use our previous lessons to locate the topic.Look at all the details and try to decide what the larger idea being explained in the paragraph might be.Using your own words, try to state the main idea in reasonable terms. Be sure it applies to all the details in the paragraph.Activities:Exercises 6-8 (Locating Implied Meaning in Paragraphs) and 6-9 (Analyzing Paragraphs) on pages 189–191.For reference, see the paragraph and visual examples on page 188.
Relevant details directly explain and support the topic sentence. They help clarify and strengthen ideas. Irrelevant ideas make your points unclear.Sufficient details provide enough information to make your topic sentence understandable and convincing. Your supporting details must thoroughly explain why you believe the topic sentence is true. Details should be specific, not summaries or unsupported opinions. Details explain who, why, where, when, what, and how. They do not make general statements.Activity:Exercise 6-13 (Writing Supporting Details) on page 194.
See the sample paragraph and figure 6-2 on page 199 for examples of frequently used transitional words and phrases.
Time sequence: Arranging ideas in the order that they happenSpatial arrangement: Arranging ideas according to their position in spaceLeast/most arrangement: Presenting ideas from least important to most important and vice versaSpecific words: Words that provide a great deal of informationActivity:Split the class into groups. Using the student essay, “The China Bug,” by Jim Sturm on page 200, assign each group 1-2 paragraphs. Require the groups to identify the transitional words and phrases within their respective paragraphs. The results can be used for class discussion or an online discussion post as a follow-up activity.
Answer:TrueFalse: The implied main idea is suggested
Answer:TrueFalse: The implied main idea is suggested
Answer: B—Photographs are a visual, not a detail.
Answer: B—Photographs are a visual, not a detail.
Answers:False—they must pick the most relevant details that best explain the main idea.True
Answers:False—they must pick the most relevant details that best explain the main idea.True
Answer: C
Answer: C
Answer: C
Answer: C
Answers:False: Relevant details explain the topic sentence/main idea of a paragraph.True
Answers:False: Relevant details explain the topic sentence/main idea of a paragraph.True