This chapter discusses writing as a process of inquiry. It introduces the concept of suspending judgments and starting with questions rather than answers. The chapter explains that there are different types of questions that can sustain inquiry, such as questions of fact, interpretation, hypotheses, policies, relationships, and values. These questions can be used to generate different types of writing genres. The chapter also discusses using both creative and critical thinking. It presents a method of dialectical thinking that uses both creative and critical minds to generate and evaluate ideas. Finally, the chapter discusses analyzing writing situations rhetorically by considering the purpose, audience, subject, and genre to determine the best approach.
In this file, you can ref interview materials for pyp such as, pyp situational interview, pyp behavioral interview, pyp phone interview, pyp interview thank you letter, pyp interview tips …
In this file, you can ref interview materials for pyp such as, pyp situational interview, pyp behavioral interview, pyp phone interview, pyp interview thank you letter, pyp interview tips …
An explanation of what 'Genre' is in writing and how to distinguish between genres.
For more English tutorials, please visit:
https://www.thelecturette.com
Top 10 town interview questions with answersleahward182
In this file, you can ref interview materials for town such as, town situational interview, town behavioral interview, town phone interview, town interview thank you letter, town interview tips …
Top 10 surveillance interview questions with answerscookreece55
In this file, you can ref interview materials for surveillance such as, surveillance situational interview, surveillance behavioral interview, surveillance phone interview, surveillance interview thank you letter, surveillance interview tips …
Research Skills Pocket Lecture - How to write a research proposalVanissa Wanick
Adapted slides given in the Research Skills Lecture for the MA Design Management at Winchester School of Art, December 2016. Feedback from this lecture was quite good, so I've decided to share with you.
Copyright: Wanick, V. 2016
An explanation of what 'Genre' is in writing and how to distinguish between genres.
For more English tutorials, please visit:
https://www.thelecturette.com
Top 10 town interview questions with answersleahward182
In this file, you can ref interview materials for town such as, town situational interview, town behavioral interview, town phone interview, town interview thank you letter, town interview tips …
Top 10 surveillance interview questions with answerscookreece55
In this file, you can ref interview materials for surveillance such as, surveillance situational interview, surveillance behavioral interview, surveillance phone interview, surveillance interview thank you letter, surveillance interview tips …
Research Skills Pocket Lecture - How to write a research proposalVanissa Wanick
Adapted slides given in the Research Skills Lecture for the MA Design Management at Winchester School of Art, December 2016. Feedback from this lecture was quite good, so I've decided to share with you.
Copyright: Wanick, V. 2016
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
This overviews our Key Concepts, discusses how we will be exploring those concepts in your LOI, explains what coming up with an LOI means and how to come up with a good one.
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
It is defined as “ An interrelated set of abilities that allow an individual to recognize use and regulate emotion in an efficient and productive manner, thereby allowing effective dealing with the environment”
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Before showing the image above, ask students to fastwrite for three minutes on the questions “Why write?” and “What motivates you to write?”Have them put their responses on Post-it notes (one response per sticky note) and stick them on a wall or other surface. As a group, they should then organize the Post-its into categories. What patterns do they see? How well do they mesh with the ideas in Chapter 1? How are they different?This activity can be a segue into the next slide, “Beliefs About Writing.”
Exercise 1.1: This I Believe (and This I Don’t)Have students do this at home or during class.Your students have had years of writing instruction that they will draw on in your class, instruction upon which your class will build and improve. But some of what they’ve learned may not be helpful to them in this new context of writing in the university. And some of what they’ve learned may be in conflict with what they need to learn. Before you discuss any writing principles, then, you need to bring to the surface the prior knowledge your students have about writing and then figure out ways to respond to those beliefs throughout the course.If you’ve had your students complete some of the pre-reading activities listed in the Instructor’s Manual that involve their experiences and beliefs about learning and writing, you can introduce these activities by referring to what they’ve already written. The most important point to emphasize as you discuss this activity is: “Unlearning involves rejecting common sense if it conflicts with what actually works.” Whether you assign this exercise for homework or ask students to do it in class, you might consider dividing students into groups to discuss what they’ve written. Ask them to look for patterns in 1) what they believe in most strongly as well as what they disagree with; and 2) their reasons why (common experiences, common beliefs and reasons). This exercise is an opportunity to talk to students about the beliefs and assumptions about writing that inform your class. Some of their beliefs may conflict with the assumptions of the textbook, such as: #1 Writing proficiency begins with learning the basics and then building on them, working from words to sentences to paragraphs to compositions; and#3 People are born writers like people are born good at math. Either you can do it or you can’t (page 5).So how do you address these conflicts during the discussion? One way is to ask the question that Ballenger suggests: “What do I have to gain as a writer if I try believing this is true?” Another is to ask students to keep this activity in their journal and refer to it with each essay they write so they can reflect on whether the beliefs they held at the beginning are reflected in the work they are actually doing.
Use this slide to visually represent the differences students may have experienced between writing to inform/report and writing to discover, which will be the emphasis in this course.Connect the ideas students share about their writing beliefs to the habits of mind on the next slide: Use sticky notes again and have students place their beliefs on the appropriate part of the “Habits of Mind” slide. Discuss which ideas/Post-its don’t fit into one of the four habits of mind. Why? What other categories do they fit into?
All of the writing exercises and assignments in The Curious Writerintegrate these habits of mind.If students have completed Exercise 1.2, 1.3, 1.5, and/or 1.6, they will have engaged these habits of mind, so you can ask them to discuss what they’ve learned as a result of going through that process.Emphasize that this concept is one of the central principles of the book and course.Transition to the next slide: what kinds of questions are at the heart of inquiry?
This slide can provide an overview of the course and illustrate the connections between types of inquiry questions and types of genres that are connected to them.
For this section, refer to Exercise 1.7, which students will have either done before class or during class time. In what ways were they using their creative minds? Their critical minds?
Another way of thinking about this method for generating ideas is the metaphor of dialectical thinking represented above. This slide simply re-presents the ideas in the previous one more fully and transitions into the next slide, Ballenger’s image of the mountain and the sea.
Again referring to Exercise 1.7, put students into small groups and have them read each other’s responses, labeling the movements from the sea to the mountain, from creative thinking to critical thinking. Emphasize that you will be returning to this metaphor for all the drafts students will write in the course.Point out that the language of “mountain” and “sea” serve to make them more conscious about their writing and thinking process, which is connected to Learning Objective 1, making them more conscious of their writing beliefs and processes so they can make conscious choices about writing.
This image is another way of representing parts of the rhetorical triangle, the elements of the rhetorical situation. Writers need to address each element while drafting. The next slide elaborates on each element a bit more. As a transition, ask students to reflect on how they approach a writing assignment from their employer/teacher/community organization: what kinds of things do they need to know in order to understand the writing situation? Jot these on the board as they correspond to the elements of the rhetorical situation. Then emphasize that students already know how to think about the rhetorical situation in other parts of their lives, and they will be honing those skills further in this course by making the strategies more explicit and conscious.The next slide is an example of how a student or employee or volunteer might analyze his/her rhetorical situation.
An example of how a student or employee or volunteer might analyze his/her rhetorical situation.Finish this chapter by asking students to discuss their responses to Exercise 1.7, “Scenes of Writing,” in pairs. This exercise wraps up the chapter well by using all the principles discussed and returning students to the opening questions about beliefs about writing.