318a
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This document provides information about the upcoming semester, including lesson planning and literature circles. It discusses the schedule, required readings from professional journals, and login information for online discussion forums. It also covers different approaches to lesson planning, including considering student and course context, brainstorming materials and activities, and organizing the final plan. Key elements of strong lesson plans are discussed, such as focal learning events and an ongoing, collaborative process. Literature circles are introduced as a way to encourage student choice, engagement, and responsibility for their own learning.
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USC Libraries / Research Guides
/ Organizing Your Social Sciences Research Paper
/ 4. The Introduction
Organizing Your Social
Sciences Research Paper:
4. The Introduction
Offers detailed guidance on how to develop, organize, and write a research
paper in the social and behavioral sciences.
Research Guides
? Ask Us / FAQS
Purpose of Guide Types of Research Designs
1. Choosing a Research Problem 2. Preparing to Write
3. The Abstract 4. The Introduction 5. The Literature Review
6. The Methodology 7. The Results 8. The Discussion
9. The Conclusion 10. Proofreading Your Paper
11. Citing Sources Annotated Bibliography
Giving an Oral Presentation Grading Someone Else's Paper
How to Manage Group Projects Writing a Book Review
Writing a Case Study Writing a Field Report
Writing a Policy Memo Writing a Research Proposal
Search this Guide Search
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https://libguides.usc.edu/writingguide/purpose
https://libguides.usc.edu/writingguide/researchdesigns
https://libguides.usc.edu/writingguide/researchproblem
https://libguides.usc.edu/writingguide/preparingtowrite
https://libguides.usc.edu/writingguide/abstract
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https://libguides.usc.edu/writingguide/methodology
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https://libguides.usc.edu/writingguide/conclusion
https://libguides.usc.edu/writingguide/proofreading
https://libguides.usc.edu/writingguide/citingsources
https://libguides.usc.edu/writingguide/annotatedbibliography
https://libguides.usc.edu/writingguide/oralpresentation
https://libguides.usc.edu/writingguide/peergrading
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Acknowledgements
Definition
The introduction leads the reader from a general subject
area to a particular topic of inquiry. It establishes the
scope, context, and significance of the research being
conducted by summarizing current understanding and
background information about the topic, stating the
purpose of the work in the form of the research problem
supported by a hypothesis or a set of questions, explaining
briefly the methodological approach used to examine the
res ...
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This document provides guidance on dimensions of academic writing and revising papers. It discusses revision activities like writing an abstract without rereading the paper and having others critically review the work. The introduction, thesis, structure, arguments, and conclusion of papers are addressed. Questions are posed about properly setting up these elements and ensuring coherence, logic, and development. Publishing in journals is also briefly covered, with tips on finding relevant journals and understanding their requirements and review processes.
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The document discusses writing a literature review and provides guidance on the process. It explains that a literature review critically evaluates and analyzes existing relevant research rather than just summarizing it. It should show relationships between studies and how they relate to the author's own work. Key questions a literature review should answer are outlined. The author emphasizes developing an argument and making a case for why further study is needed. Guidance is provided on reading and writing techniques like flow writing and annotating to develop ideas and one's perspective. Structuring the literature review is discussed, noting that chronological ordering alone may not be effective.
February 16 Class
The document provides guidance for writing papers and presentations. It recommends that papers have a clear central argument, strong author presence, and engage with other sources through paraphrasing and attribution. When presenting work, the key is to outline the central arguments of the work, relate the theoretical ideas to your own research interests, and engage others in discussing the ideas. The document also provides criteria for evaluating creative analytical work, including whether it contributes new understanding, demonstrates aesthetic merit, shows author reflexivity, and impacts the reader.
Essays And Grammar
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
Writing J27
This document summarizes various theories and strategies related to developing student writing. It discusses that there is no single process that defines how all writers write, and that writing is thinking and learning to write comes through writing and reading. Effective strategies include giving students choice, time, models of good writing, and constructive feedback. Evaluation should highlight strengths and areas for improvement. Good writing differs depending on purpose and teachers should know their students' strengths and needs. The document also discusses different types of knowledge related to writing and provides examples of writing practices and exercises teachers can use to develop different writing skills in students.
Writing J27
This document summarizes various theories and strategies related to developing students' writing abilities. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective writing instruction provides choice, time, and models for students. Feedback should highlight strengths and areas for improvement. Different types of writing are evaluated based on their purpose. Teachers need to understand individual students' strengths and needs. Effective writing practices provide enabling constraints to structure learning while allowing flexibility.
Writing J27
This document summarizes various theories and strategies related to developing students' writing abilities. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective writing instruction provides choice, time, and models for students. Feedback should highlight strengths and areas for improvement. Different types of writing are evaluated based on their purpose. Teachers need to understand individual students' strengths and needs. Effective writing practices provide enabling constraints to structure learning while allowing flexibility.
Writing J27
This document summarizes various theories and strategies related to developing student writing. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective strategies include giving students choice over topics, sufficient time to write, and models of good writing. Feedback should highlight strengths and areas for improvement. Teachers need to understand individual student strengths and needs. Effective constraints for learning define parameters without being overly prescriptive.
Writing J27
This document summarizes various theories and strategies related to developing students' writing abilities. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective writing instruction provides choice, time, and models for students. Feedback should highlight strengths and areas for improvement. Different types of writing are evaluated based on their purpose. Teachers need to understand individual students' strengths and needs. Effective writing practices provide enabling constraints to structure learning while allowing flexibility.
Writing J27
This document summarizes various theories and strategies related to developing students' writing abilities. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective writing instruction provides choice, time, and models for students. Feedback should highlight strengths and areas for improvement. Different types of writing are evaluated based on their purpose. Teachers need to understand individual students' strengths and needs. Effective writing practices provide enabling constraints to structure learning while allowing flexibility.
Writing J27
This document provides an overview of various writing strategies and theories. It discusses that there is no single process that defines how all writers write, and that writing is thinking and learning to write comes through writing and reading. It emphasizes that writers need choice, time, models of good writing, and constructive feedback. Evaluation of writing should highlight strengths and areas for improvement. The document also discusses different types of knowledge related to writing like declarative, procedural and conditional knowledge. It provides examples of different writing practices and enabling constraints that can be used to teach writing while allowing flexibility.
Writing J27
This document summarizes various theories and strategies related to developing students' writing abilities. It discusses that there is no single writing process, and that writing and reading are best learned through practice. Effective writing instruction provides choice, time, and models for students. Feedback should highlight strengths and areas for improvement. Different types of writing are evaluated based on their purpose. Teachers need to understand individual students' strengths and needs. Effective writing practices provide enabling constraints to structure learning while allowing flexibility.
Reading And Literature
This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
911 Activity
Poststructuralism holds that meaning is fluid and unstable as the relationship between signs (words) and concepts is not fixed. Poststructural criticism seeks to reveal inconsistencies in logic and meaning within texts to undermine their authority. All texts exist in relation to other texts through similarities, references, and contexts. Readers approach works with frames of reference shaped by experience, while authors can play with expectations created by these frames.
A Brief History
A Brief Introduction to Curriculum Theory discusses the relatively young field of curriculum theory, which draws from many theoretical frameworks to study teaching and learning. Early discussions of curriculum theory are traced back to Franklin Bobbitt's 1918 work and Jesse Newlon's use of teachers in curriculum development in the 1920s. John Dewey was part of the early 20th century Progressive education movement and criticized the classical curriculum, insisting that a child's experience should form the curriculum's basis.
A Brief History
A Brief Introduction to Curriculum Theory discusses the relatively young field of curriculum theory, which draws from many theoretical frameworks to study teaching and learning. Early discussions of curriculum theory are traced back to Franklin Bobbitt's 1918 work and Jesse Newlon's use of teachers in curriculum development in the 1920s. John Dewey was part of the early 20th century Progressive education movement and criticized the classical curriculum, insisting that a child's experience should form the curriculum's basis.
Assessment
This document discusses assessment in English classrooms and focuses on using assessment to support student learning rather than standardized tests. It provides examples of how to assess students' oral language skills, media literacy, writing in a variety of forms and genres, reading comprehension and critical analysis of various text types. Good assessment practices include keeping anecdotal notes on student progress, asking open-ended questions, examining drafts of student writing, and having students respond to novels in various ways to demonstrate comprehension and critical thinking.
Nov 2 Class
This document provides an overview of an upcoming teaching term. It includes announcements about assignment due dates and class schedules. Teachers are prompted to reflect on their most rewarding, challenging, and unexpected experiences. Advice is given to new teachers on developing an understanding of students' needs and the complexity of the classroom. The political and ideological nature of teaching is discussed. Teachers are asked to consider ways of enabling learning for all students through multiple entry points and strategies like multiliteracies and critical pedagogy.
September 29wiki
This document discusses approaches to teaching genres in English class. It defines genres as vague categories with overlapping conventions that works can borrow from. It emphasizes the importance of teaching genres as it focuses attention, teaches context and history, and develops reading and writing habits. The document discusses using inquiry methods to analyze genres, as well as teaching genres through situated practice, instruction with metalanguage, and critical framing of social context. It provides curriculum expectations involving using genres and gives examples of teaching genres through text-based hypertexts, close reading practices, and shifting between genres.
September 22wiki
This document discusses the concept of multiliteracies and its importance for teaching English. It defines multiliteracies as involving a multiplicity of discourses, being influenced by new technologies and multimedia, and incorporating different representational forms like visual design. Research shows literacy is not singular but takes multiple forms based on one's environment and culture. This shift means teaching English must include situated practice with new literacies, overt instruction on interpreting various meanings, and applying understandings to different contexts. Incorporating popular culture and media can develop important cognitive skills. Teaching multiliteracies requires openness to changing literacies and social relations in digital spaces.
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318a
- 1. Welcome to Semester Two Lesson Planning and Literature Circles
- 2. 2 The term’s schedule You will be with your original instructor in the small group The schedule of classes and special events . . . questions? Research Study--Jimmy
- 3. Readings from Professional Journals English Journal 3
- 4. Red Maple/White Pine 4
- 5. Ontario Library Association we are asked not post to the blogs and/or list serves that are intended for the K to 12 students’ participation. Red Maple--user name maple10: http://www.accessola.com/redmaple2010 White Pine--user name w10pine: http://www.accessola.com/whitepine2010 Password for both: FOREST2010 5
- 6. Lesson Planning What is my narrative of lesson planning? What is your narrative of lesson planning? What are the critical elements? 6
- 7. My narrative of lesson planning Considerations of the larger context what is the course? what are the topics? concepts? ideas? Focus on the smaller aspect What has gone on before? Who are the students? What do they need to know? 7
- 8. My narrative of lesson planning Brainstorming 8
- 9. (c) 2007 brainybetty.com ALL RIGHTS RESERVED. 9
- 10. My narrative of lesson planning Brainstorming Search for materials to support ideas e.g. readings, illustrations, websites Consider learning activities Finally organizing lesson plan and PowerPoint 10
- 11. What do you see as the important elements of a lesson plan? 11
- 12. (c) 2007 brainybetty.com ALL RIGHTS RESERVED. 12
- 13. (c) 2007 brainybetty.com ALL RIGHTS RESERVED. 13
- 14. These models represent different ways of thinking about planning—you need to think about how plan/create/learn best and develop or choose a model for planning. (Even if you have to transfer it to someone else’s template later.) 14
- 15. Engaging Minds: Changing Teaching in Complex Times Focal events—artifacts and activities intended to gather and focus learners’ attention. Recursive process—ongoing and emergent. Emphasis on preparation rather than planning. Think collaboratively. Lesson Planning is a thought experiment. 15
- 16. Thought Experiments an occasion to think through possibilities for particular activities, with particular students in particular contexts may involve templates, be freely structures or adapted supports dynamic and complex possibilities 16
- 17. Questions to consider Who am I teaching? Special considerations and accommodations? Contextual details that will influence events? What do I hope will be learned? How might different theories of learning inform the learning? What resources will I use and how might they influence the learning? 17
- 18. Remember There’s a big difference between wonderful lesson plans and wonderful lessons. Learning is dependent on but never determined by teaching. 18
- 19. What would be your pick? List several novels that you believe most high school students should read before they graduate. Pick your top two or three. Turn to the person to your right and compare lists. List top 3. 19
- 20. Creating the Canon a collection or list of sacred books accepted as genuine : the formation of the biblical canon.• the works of a particular author or artist that are recognized as genuine : the Shakespeare canon.• a list of literary or artistic works considered to be permanently established as being of the highest quality : Hopkins was firmly established in the canon of English poetry. 20
- 21. Literature Circles Resembles book clubs or groups Peer-directed Encourages choice and meaningful engagement Groups are more responsible for their own learning 21
- 22. Who are Our Readers? How do you read? What do you read? Where do you read? What do you read? 22
Editor's Notes
- P