Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The nature of second language writing (L2) has become clearer nowadays. Broadly speaking, we may say that research conducted in the areas of linguistics, psycholinguistics, cognitive psychology and sociolinguistics has helped us to gain a better understanding of how the ability to write is likely to be learned. We are now aware that writing is not a decontextualized activity but rather it is embedded in the cultural and institutional context in which it is produced (Kern 2000; Hyland 2002). Additionally, it involves a dynamic interaction among the three basic elements that play a part in the writing act, namely the text, the writer and the reader, which requires writers’ consideration of all them in order to write accordingly
By Emily Kissner. This presentation guides teachers through the process of teaching text structure. Great for professional development sessions, content area teachers, and new teachers.
The nature of second language writing (L2) has become clearer nowadays. Broadly speaking, we may say that research conducted in the areas of linguistics, psycholinguistics, cognitive psychology and sociolinguistics has helped us to gain a better understanding of how the ability to write is likely to be learned. We are now aware that writing is not a decontextualized activity but rather it is embedded in the cultural and institutional context in which it is produced (Kern 2000; Hyland 2002). Additionally, it involves a dynamic interaction among the three basic elements that play a part in the writing act, namely the text, the writer and the reader, which requires writers’ consideration of all them in order to write accordingly
By Emily Kissner. This presentation guides teachers through the process of teaching text structure. Great for professional development sessions, content area teachers, and new teachers.
2014 NACAC 2014: Make Your Stories Pop: Strategies to Help Students Share The...Rebecca Joseph
2014 NACAC: Make Your Stories Pop: Strategies to Help Students Share Their Own Unique Voices in College Application Essays: This is the presentation from Rebecca Joseph, Margit Dahl, Valerie Gregory, and Anya Good with tips towards the end of the ppt.
Active ReadingWhy Good Readers Make Better Writers.by An.docxAMMY30
Active Reading
Why Good Readers Make Better Writers.
by Anthony Starros, M.F.A.
1. Strategies for Active Reading
2. The Four Stages of Active Reading
3. Writing a Critique
This Lecture Will be in Three Parts:
Don’t Read Homework Like You Read a Magazine.
Reading for pleasure is often done passively, without the need to organize the
writer's ideas or your responses to those ideas. For college writing, though, it is
your responses to writing that is important.
Passive Reading: reading done without an active, critical mindset.
Active Reading: using techniques to more fully engage with a text.
What a writer means can be interpreted different ways by different people, so
meaning is important because it clarifies the writer’s Main Idea from the General
Topic.
Keep Your Focus on the Meaning
When it comes time to write your essays, it’s your own meaning that’s important.
• Main Idea: the key concept of the topic (meaning, sometimes opinion).
• General Topic: the general subject of a passage (objective, just the facts).
The best way to read actively is to annotate. Annotating is simply writing notes
in the margins of a text as you read.
The Benefits of Annotating:
• Annotations provide a variety of points to keep in mind while looking
for ideas to include in your own essay.
• Annotating will help you locate and interpret the meaning of any text.
• Annotating will save you time since you won’t have to read something
over and over again to understand the author’s meaning.
http://www.csupomona.edu/~crsp/handouts/marking_textbook.html
Here is what annotating looks like:
There is, though, such a thing as bad annotating:
http://homologue.wordpress.com/2008/11/02/flat-stanley-and-utensils/
Helpful Hints for Annotating:
If you've annotated well, you can simply go back and read your notes to help
gather your thoughts on the author's main idea and start formulating meaning.
1. the topic (what is the subject being talked about?)
3. supporting details (evidence or examples used)
2. the main idea (what is the writer’s point about the subject?)
There are key points to look out for in a passage. These 3 key elements to
comprehension are:
4. your responses (Do you agree/disagree? Why?)
Strategies for Active Reading:
1. Always read with a pen or pencil in hand!
2. Use that pencil to annotate
3. Listen to what you're reading -- consider yourself in a dialogue with the author
4. Compare authors' ideas with what you know
5. Question statements made by the author
6. Identify important ideas and respond with your own
7. Look up words you don't know immediately
The Four Stages of Active Reading:
1. prep (access prior knowledge -- what do you know about the subject?)
2. read (annotate)
3. re-read (annotate)
4. review (further develop your own responses from your notes)
Yes, read it twice.
Just like listening to music or watching a movie, the more often you hear
or see it, th.
Part 1 and 2: The Common Application and the college essay questionJennifer Colby
As a result of this lesson, students should understand the purpose, requirements, and review process of the college application essay as work of creative nonfiction in order to draft an original, creative, and authentic 250-word essay on a college essay prompt chosen from a list of provided prompts. In panels, students will then peer edit the 250-word college essay drafts in consideration of the appropriate audience, thought organization, personal expression, and writing skills. Panels will present their findings to the class and the class will reflect on the success of selected essays based on understanding of the lesson.
Assessment Assignment Helpful HintsAbridged version of the Gra.docxgalerussel59292
Assessment Assignment Helpful Hints
Abridged version of the Gram/Mehling document, compiled by Betty Sears Mehling
Before you begin, read the questions (prompt) first.
The questions tell you what sort of information you are expected to find in the written documents and cartoons/pictures.
Give yourself enough time to go over the documents multiple times.
Really think about the document between each reading.
Visualize what the document says as you read.
Think about what you learned in class and from the book that goes with the document.
Give yourself enough time to answer the questions (prompts) thoroughly.
Questions will have multiple parts.
2 or 3 sentences will not suffice.
Read your answers thoroughly.
Make sure that your answers make sense.
Make sure that you have supported your assertions.
Make sure that you use college level grammar and punctuation.
How to read a political Cartoon:
The creator is trying to make an argument or a point about something.
Know the historical context of the cartoon.
What year was it made?
What part of the country?
What event it is talking about?
Use your textbook and lecture notes to remind yourself of what was happening at the time the cartoon was created. Your secondary sources will give you the information you need to understand and analyze the visuals.
What seems important about the cartoon?
Political cartoons make a strong, succinct statement.
Whatever your eyes are drawn to is probably the main point.
Political cartoonists are trying to get you to agree with them about something.
What has the cartoonists drawn?
Look for symbols.
What is in the cartoon?
Cartoonists will sometimes use a familiar object to represent something else.
Example: If you see an elephant stomping a donkey, the cartoonist could be suggesting that the Republicans will win the next election.
Look for exaggeration.
Sometimes cartoonists use real objects but draw them in an exaggerated way.
If the cartoonist draws the members of Congress as screaming babies, maybe the point is the childish, unprofessional behavior of the members of Congress.
Determine if the cartoon is serious or ironic.
Short phrases throughout the cartoon can give you hints.
Compare the words with the picture. Are we supposed to agree with what the words are saying or are we supposed to realize that the opposite is true?
Many of the same rules above apply for photographs.
What is going on in the photograph?
Why did the photographer think this was something worth photographing?
What does he/she seem to be saying about the event or person in the photo.
What does the picture focus on?
What was happening when this picture was taken?
You must know the historical context of what is depicted in the picture before you can analyze it.
Reading a Primary Document:
Read the essay prompt (question 1) first.
Questions are designed to make sure you understand the main points.
Who is the author?
What do you .
Today we are going to take a look at the other extremely important factor in writing a well-thought out essay. It is needed for every single detail that you write. It is the commentary.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Please select the best answer.
Q: Multiple choice tests in reading
comprehension best show…
a) the size of a student’s vocabulary
b) the reading level of the student
c) the socio-economic status of that student
d) how well a student can take a multiple
choice test.
3. Please select the best answer.
Q: Multiple choice tests in reading
comprehension best show…
a) the size of a student’s vocabulary
b) the reading level of the student
c) the socio-economic status of that student
d) how well a student can take a multiple
choice test.
12. Type 3: Drawing Inferences
Typical questions begin:
“Based on information in the passage…”
“The author’s use of the word or phrase [excerpt]
supports the generalization that…”
14. Type 4: Tone or Attitude
Typical questions begin:
“Based on information in the passage…”
“The author’s use of the word or phrase [excerpt] allows
the reader to conclude that…”
16. Type 5: Context Meaning
Typical questions begin:
“Read the sentence from the passage.
(sentence is provided.)
What does the word __________ most likely
mean?”