The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
This show helps teachers to call their students' attention in the classroom. Before starting your lessons, think well how you call your students' attention to you and your ideas. Think, Rethink to think more and more creative ideas of teaching.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
This document provides tips for the English GCSE final exam. It recommends spending an hour on the writing section, with 25 minutes for the first question and 35 minutes for the second. Students are advised to plan their writing by identifying the Genre, Audience, and Purpose (GAP) before starting. Examples of genres include letters, newspaper articles, and blog posts. The document also provides language tips for writing effective openings and conclusions to writing tasks and for structuring paragraphs with topic sentences and connectives. It includes sample questions and concludes with a practice question to write a persuasive leaflet.
A TOP KEYNOTE SPEAKER FOR EDUCATION AND CORPORATIONS
Tim Clue is a top motivational speaker for those in education; a speaker who can help our school teachers relax, laugh and remember the joy of why they are teachers. This acclaimed industry keynote and presenter has been used for staff days, in-service programs, professional seminars, convocations, continuing education programs, beginning of the year school kick offs and end of the year celebrations for school districts, colleges, universities and educational gatherings of all kinds.
Tim managed to carve out a comedy career on the national circuit, working with many well-known comics such as Jerry Seinfeld, Steven Wright and Larry Miller. And Tim’s standup can be heard alongside those and others on XM/Sirius Satellite Radio’s comedy channels.
In 2005, his stage play “Leaving Iowa” premiered at Jeff Daniels’ Purple Rose Theatre Company during which it received a nomination for American Theatre Critics’ award for Best New Play in the country, was soon thereafter published and is currently performed in theaters all over the U.S. and Canada.
So it turns out that comedy, improv, writing, directing and teaching are not such strange bedfellows. Tim has synthesized his calling as a thought leader in motivational speaking, reinventing conferences one funny experience at a time. As he often says, “If you want them to hear it, tell them. If you want them to remember, make them laugh.”
Tim has been privileged to speak before such notables as former President George H.W. Bush and economist Paul Krugman and continues to expand his role as a speaker and facilitator, magnifying the art of connection and extolling the virtues—and what Tim feels is the necessity—of finding Comfort in Discomfort.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
The document provides guidance on writing for the GCSE English Section B exam. It explains the FLAP method for analyzing writing tasks - checking the Form, Language, Audience, and Purpose required. It then gives a sample question asking students to write a letter to the newspaper arguing their viewpoint on whether schools are still needed in the internet age. The document provides tips on planning a response and making writing more interesting through varied paragraphs, sentences, and punctuation. It concludes with some practice questions.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
This show helps teachers to call their students' attention in the classroom. Before starting your lessons, think well how you call your students' attention to you and your ideas. Think, Rethink to think more and more creative ideas of teaching.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
This document provides tips for the English GCSE final exam. It recommends spending an hour on the writing section, with 25 minutes for the first question and 35 minutes for the second. Students are advised to plan their writing by identifying the Genre, Audience, and Purpose (GAP) before starting. Examples of genres include letters, newspaper articles, and blog posts. The document also provides language tips for writing effective openings and conclusions to writing tasks and for structuring paragraphs with topic sentences and connectives. It includes sample questions and concludes with a practice question to write a persuasive leaflet.
A TOP KEYNOTE SPEAKER FOR EDUCATION AND CORPORATIONS
Tim Clue is a top motivational speaker for those in education; a speaker who can help our school teachers relax, laugh and remember the joy of why they are teachers. This acclaimed industry keynote and presenter has been used for staff days, in-service programs, professional seminars, convocations, continuing education programs, beginning of the year school kick offs and end of the year celebrations for school districts, colleges, universities and educational gatherings of all kinds.
Tim managed to carve out a comedy career on the national circuit, working with many well-known comics such as Jerry Seinfeld, Steven Wright and Larry Miller. And Tim’s standup can be heard alongside those and others on XM/Sirius Satellite Radio’s comedy channels.
In 2005, his stage play “Leaving Iowa” premiered at Jeff Daniels’ Purple Rose Theatre Company during which it received a nomination for American Theatre Critics’ award for Best New Play in the country, was soon thereafter published and is currently performed in theaters all over the U.S. and Canada.
So it turns out that comedy, improv, writing, directing and teaching are not such strange bedfellows. Tim has synthesized his calling as a thought leader in motivational speaking, reinventing conferences one funny experience at a time. As he often says, “If you want them to hear it, tell them. If you want them to remember, make them laugh.”
Tim has been privileged to speak before such notables as former President George H.W. Bush and economist Paul Krugman and continues to expand his role as a speaker and facilitator, magnifying the art of connection and extolling the virtues—and what Tim feels is the necessity—of finding Comfort in Discomfort.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
The document provides guidance on writing for the GCSE English Section B exam. It explains the FLAP method for analyzing writing tasks - checking the Form, Language, Audience, and Purpose required. It then gives a sample question asking students to write a letter to the newspaper arguing their viewpoint on whether schools are still needed in the internet age. The document provides tips on planning a response and making writing more interesting through varied paragraphs, sentences, and punctuation. It concludes with some practice questions.
This document provides information about persuasive writing. It defines persuasive writing as writing intended to convince the reader of a particular viewpoint using well-structured arguments. It discusses the key features of persuasive texts, including stating a clear position, justifying arguments in a logical order, and restating the position. It also outlines grammatical features commonly found in persuasive writing, such as modal verbs and connectives. The document emphasizes the importance of teaching persuasive writing skills to students from an early age.
This document provides a guide for students taking the GCSE English Language exam. It outlines the 6 questions that will be on the exam and provides tips for answering each question. For question 1, it advises starting with the most important points from the text and including details and quotes. For question 2, it says to explain how the heading, subheading and picture are effective and link to the main text. For the writing questions 5 and 6, it provides advice on paragraph structure, sentence variety, and language features to include. It allocates suggested timing for reading the texts and answering each question.
Here are the answers to your questions:
1. A red marshrutka bus is coming. There are no stripes on it.
2. There are three buildings. The middle building is yellow. It has four windows. Two rooms on the second floor have their lights on.
3. It is a woman. She has brown hair. She is wearing a blue dress. She has a phone in her right hand. She has a purse in her left hand. She is wearing black shoes.
4. It is an apple tree. It has pink and white blossoms. There are pink petals on the tree.
5. The camera brand is Canon. The case is black. It has 12
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
This document provides an overview of the writing section of the AQA GCSE English Language exam. It explains that the writing section contains two questions worth 16 and 24 marks respectively. The 16-mark question can be answered in 25 minutes and requires writing to inform, explain or advise. The 24-mark question can be answered in 35 minutes and requires writing to persuade, argue or advise. The document provides examples of persuasive writing techniques that could be used, such as emotive language, facts and statistics, rhetorical questions, and repetition. It also provides a checklist and example question to help students plan a persuasive response.
This document provides tips to help students achieve an A or A* grade on the writing section of an exam. It recommends focusing on structure, cohesion between paragraphs, varied sentence types and lengths, pretending someone is reading the response, using imagery and being over the top, crafting an engaging introduction, and planning in advance with a diagram. Specific examples are given to illustrate each tip. The goal is to show passion and care about the topic, even if feigned, to make the writing impressive and stand out to graders.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
This document provides strategies for effective introductions and conclusions in writing. It discusses the purposes of introductions, which include grabbing the reader's attention, implying an organizational structure, and including a clear thesis. Effective introduction strategies include using anecdotes, quotations, facts, descriptions, and questions. The document also discusses elaboration, which is using specific details, examples, definitions, and other techniques to fully explain ideas. It provides examples of how to elaborate using these various strategies in writing introductions and body paragraphs.
The document provides strategies for writing effective introductions and conclusions to essays. It begins by explaining that introductions should catch the reader's attention and introduce the thesis. Several introduction strategies are then presented with examples, including telling a story, asking questions, using a theme statement, or providing background information. The document concludes by stating that conclusions should stress the main point and leave a final impression, and provides strategies like echoing the introduction or tying together essay details.
This month we encourage our B2 First / C1 Advanced students to reflect on the future of education and the impact of new technologies on teaching and learning while our B1 Preliminary students can find out about the past to understand the reason behind the tradition of wearing poppies in some English-speaking countries. Our A2 Key students can practise their speaking skills while they familiarise themselves with the revised version of the A2 Key exam, which will be launched in 2020. Finally, the youngest ones can find out more about English-speaking countries. Happy teaching!
Y8 Home Learning Project: Project Africa - levels 5-7julier3846
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
The document provides an agenda for an English writing class. It discusses upcoming spring quarter classes, house points from class assignments, and potential essay topics related to problems in education. Students are instructed to choose a specific problem to focus on for their next essay assignments, which will involve presenting the problem and then proposing a solution. The document provides guidance on narrowing a topic, finding sources in the library databases, and an example essay. Homework involves reading a sample essay and finding an article related to their chosen problem.
This document provides guidance for teachers on using elaboration strategies to improve student writing. It defines elaboration and discusses techniques like using questions, reasons, examples, definitions, descriptions, and anecdotes to add more details. Examples are provided for how to elaborate on ideas using these different strategies. The document is intended to help elementary school teachers in Washington state develop writing lessons for their students.
The document provides guidance on writing an effective college application essay. It advises that the essay should convey to the admissions board who the applicant is as a person, whether they would be a good representative and fit for the college, and benefit the college community. It offers specific tips, such as using concrete examples and details rather than generalizations, proper grammar and spelling, and an honest portrayal of oneself. The essay should answer any questions or prompts directly and focus on the intended topic.
The document outlines an agenda for a two-day writing seminar-workshop for teachers. It includes discussions on the writing process, reading and writing across curriculums, text structures and book selection. Activities are planned to get participants thinking about writing prompts and their roles in group work. Strategies for prewriting, revising and assessing student writing are also presented.
Because I find Alito Malinao's Rules on Clear & Effective Writing very helpful for students, I came up with this presentation. I also have included some examples or additional information which I got from various sources.
The document provides examples of effective introductions and conclusions for essays. It discusses different techniques for grabbing the reader's attention in the introduction, such as asking a question or using a vivid quote. It emphasizes including a clear thesis statement in the introduction. For conclusions, it recommends restating the thesis, wrapping up ideas without repetition, and leaving the reader with a final thought. It then provides two sample essay introductions and conclusions as examples.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
The document provides guidance on writing articles for GCSE English Language exams. It discusses key features of articles such as audience, purpose, tone, and format. It provides sample exam questions asking students to write articles on specific topics. The document then offers tips for planning answers, including considering the task, audience, and appropriate techniques. Finally, it shares a marked sample student response and identifies areas of strength and places for improvement.
This document provides information about persuasive writing. It defines persuasive writing as writing intended to convince the reader of a particular viewpoint using well-structured arguments. It discusses the key features of persuasive texts, including stating a clear position, justifying arguments in a logical order, and restating the position. It also outlines grammatical features commonly found in persuasive writing, such as modal verbs and connectives. The document emphasizes the importance of teaching persuasive writing skills to students from an early age.
This document provides a guide for students taking the GCSE English Language exam. It outlines the 6 questions that will be on the exam and provides tips for answering each question. For question 1, it advises starting with the most important points from the text and including details and quotes. For question 2, it says to explain how the heading, subheading and picture are effective and link to the main text. For the writing questions 5 and 6, it provides advice on paragraph structure, sentence variety, and language features to include. It allocates suggested timing for reading the texts and answering each question.
Here are the answers to your questions:
1. A red marshrutka bus is coming. There are no stripes on it.
2. There are three buildings. The middle building is yellow. It has four windows. Two rooms on the second floor have their lights on.
3. It is a woman. She has brown hair. She is wearing a blue dress. She has a phone in her right hand. She has a purse in her left hand. She is wearing black shoes.
4. It is an apple tree. It has pink and white blossoms. There are pink petals on the tree.
5. The camera brand is Canon. The case is black. It has 12
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
This document provides an overview of the writing section of the AQA GCSE English Language exam. It explains that the writing section contains two questions worth 16 and 24 marks respectively. The 16-mark question can be answered in 25 minutes and requires writing to inform, explain or advise. The 24-mark question can be answered in 35 minutes and requires writing to persuade, argue or advise. The document provides examples of persuasive writing techniques that could be used, such as emotive language, facts and statistics, rhetorical questions, and repetition. It also provides a checklist and example question to help students plan a persuasive response.
This document provides tips to help students achieve an A or A* grade on the writing section of an exam. It recommends focusing on structure, cohesion between paragraphs, varied sentence types and lengths, pretending someone is reading the response, using imagery and being over the top, crafting an engaging introduction, and planning in advance with a diagram. Specific examples are given to illustrate each tip. The goal is to show passion and care about the topic, even if feigned, to make the writing impressive and stand out to graders.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
This document provides strategies for effective introductions and conclusions in writing. It discusses the purposes of introductions, which include grabbing the reader's attention, implying an organizational structure, and including a clear thesis. Effective introduction strategies include using anecdotes, quotations, facts, descriptions, and questions. The document also discusses elaboration, which is using specific details, examples, definitions, and other techniques to fully explain ideas. It provides examples of how to elaborate using these various strategies in writing introductions and body paragraphs.
The document provides strategies for writing effective introductions and conclusions to essays. It begins by explaining that introductions should catch the reader's attention and introduce the thesis. Several introduction strategies are then presented with examples, including telling a story, asking questions, using a theme statement, or providing background information. The document concludes by stating that conclusions should stress the main point and leave a final impression, and provides strategies like echoing the introduction or tying together essay details.
This month we encourage our B2 First / C1 Advanced students to reflect on the future of education and the impact of new technologies on teaching and learning while our B1 Preliminary students can find out about the past to understand the reason behind the tradition of wearing poppies in some English-speaking countries. Our A2 Key students can practise their speaking skills while they familiarise themselves with the revised version of the A2 Key exam, which will be launched in 2020. Finally, the youngest ones can find out more about English-speaking countries. Happy teaching!
Y8 Home Learning Project: Project Africa - levels 5-7julier3846
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
The document provides an agenda for an English writing class. It discusses upcoming spring quarter classes, house points from class assignments, and potential essay topics related to problems in education. Students are instructed to choose a specific problem to focus on for their next essay assignments, which will involve presenting the problem and then proposing a solution. The document provides guidance on narrowing a topic, finding sources in the library databases, and an example essay. Homework involves reading a sample essay and finding an article related to their chosen problem.
This document provides guidance for teachers on using elaboration strategies to improve student writing. It defines elaboration and discusses techniques like using questions, reasons, examples, definitions, descriptions, and anecdotes to add more details. Examples are provided for how to elaborate on ideas using these different strategies. The document is intended to help elementary school teachers in Washington state develop writing lessons for their students.
The document provides guidance on writing an effective college application essay. It advises that the essay should convey to the admissions board who the applicant is as a person, whether they would be a good representative and fit for the college, and benefit the college community. It offers specific tips, such as using concrete examples and details rather than generalizations, proper grammar and spelling, and an honest portrayal of oneself. The essay should answer any questions or prompts directly and focus on the intended topic.
The document outlines an agenda for a two-day writing seminar-workshop for teachers. It includes discussions on the writing process, reading and writing across curriculums, text structures and book selection. Activities are planned to get participants thinking about writing prompts and their roles in group work. Strategies for prewriting, revising and assessing student writing are also presented.
Because I find Alito Malinao's Rules on Clear & Effective Writing very helpful for students, I came up with this presentation. I also have included some examples or additional information which I got from various sources.
The document provides examples of effective introductions and conclusions for essays. It discusses different techniques for grabbing the reader's attention in the introduction, such as asking a question or using a vivid quote. It emphasizes including a clear thesis statement in the introduction. For conclusions, it recommends restating the thesis, wrapping up ideas without repetition, and leaving the reader with a final thought. It then provides two sample essay introductions and conclusions as examples.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
The document provides guidance on writing articles for GCSE English Language exams. It discusses key features of articles such as audience, purpose, tone, and format. It provides sample exam questions asking students to write articles on specific topics. The document then offers tips for planning answers, including considering the task, audience, and appropriate techniques. Finally, it shares a marked sample student response and identifies areas of strength and places for improvement.
This presentation is to assist students who are currently dealing with their academic paper writing assignments. These tips stated in the presentation are to help you gain complete understanding over the topic http://www.papermoz.co.uk/theses/
This document provides guidelines for students and teachers for the Tauriko School Speech Finals. It outlines that the purpose of a formal speech is to entertain, inform, persuade, or interest an audience. Students must write an introduction sentence stating the purpose and choose a topic they are interested in or passionate about. The document provides formatting suggestions, including using the hamburger model to structure the speech into an introduction, 3-5 main points, and conclusion. It emphasizes practicing and delivering the speech confidently within the allotted time limits.
This document provides a list of over 30 potential lesson starters or activities that teachers can use at the beginning of a class. Some examples included are odd one out, show me the answer, what's the question, thunks, definitions match, word fill, pictionary, freeze frame, bingo sheets, and more. Many of the starters can be adapted to different subject areas. Brief descriptions are provided for each starter idea to explain how it works. The purpose is to generate discussion, engage students, assess prior knowledge, or introduce new topics at the start of a lesson.
The document provides a list of over 50 potential lesson starters or activities that teachers can use at the beginning of lessons. Some examples include asking students to identify the "odd one out" from a group, having students rank items in order of importance and justify their answers, setting students scenarios and asking them to respond, and giving students a word or concept to draw without saying what it is for others to guess. The starters are designed to engage students, assess prior knowledge, and introduce the day's topic in an interactive way.
Cambridge English Exams: The Writing Paper (IH Bydgoszcz Cambridge Training D...Sandy Millin
Activities to help teachers prepare students for the writing paper of the Cambridge First and Cambridge Advanced exams.
For all links please see: http://sandymillin.wordpress.com/examwriting
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
This document provides an overview and instructions for the first unit of a textbook on English. The unit is about love and includes readings, listening, writing, and speaking activities. It introduces exercises to help students learn about expressing feelings, writing love letters, listening to songs, and discussing relationships. It previews vocabulary related to love and feelings. The document outlines the structure of the unit and lessons within, including the learning objectives, text types, and grammar and language points that will be covered.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
The slideshow contains tips and techniques on how to develop great ideas, how to choose topic, how to maintain good posture and avoid bad ones. It also consists of several activities like Tree Map for speech, cards for creative elevator pitch and some suggestions on how to improve your speech. This slideshow is compiled and created by Sirhajwan Idek.
The document provides guidance on how to give effective presentations. It discusses the importance of preparation, language, visual aids, and structure. Some key points:
- Proper preparation is essential and includes understanding your audience, organizing your topic, determining length, and choosing visual aids.
- The language of presentations should be simple, with short sentences and active verbs. Technical terms may need simplifying.
- A presentation should have a clear structure, including an introduction to gain attention and outline what will be covered, a main body, and a conclusion that summarizes key points and invites questions.
- Signposting or signaling techniques help guide the audience through the presentation and indicate what is coming next. Phrases like
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
This document provides an overview and syllabus for a Primary 3 skills trainer. It contains 6 modules focused on real-world skills like making friends, going shopping, and using technology. Each module includes learning outcomes, vocabulary, language functions, and a final project. The introduction explains that the skills trainer brings authentic English into the classroom through topics relevant to students' lives. Teachers can select and reorder modules and activities flexibly based on students' needs. The goal is to give students meaningful contexts to explore and build confidence in their English abilities.
The document discusses the benefits of incorporating humor into the English as a second language (ESL) classroom. It outlines how humor can lower students' anxiety, increase motivation and self-confidence, and create a positive learning environment. Some examples of humor used in teaching include jokes, stories, cartoons, roleplaying games, and puns. The document provides guidelines for teachers on how to appropriately use humor, such as being spontaneous and relating material to students' lives.
The document discusses approaches to teaching English to boys. It suggests dividing long tasks into smaller, manageable chunks. It also recommends explaining the purpose of lessons and assessments, using scaffolding to aid understanding and then removing supports. Selecting engaging texts that are accessible but also challenging is also advised. Assessment should incorporate a variety of tools and learning styles.
The Senior Literacy Handbook 1_PREVIEW.pdfjpinnuck
The document is a preview of The Senior Literacy Handbook. It provides an overview of Unit 1 which focuses on understanding and using different types of texts. The unit will look at both traditional texts such as posters, pamphlets, song lyrics and TV shows as well as digital texts like web pages, social media and videos. It includes examples of informative texts like a job ad and health poster to demonstrate text features. It also contains exercises for readers to apply their understanding of informative text structures and reflect on different text types.
Similar to Aqa lang. -_writing_questions_(5&6) (20)
This document provides guidance for finding a school newspaper article online from websites like http://theday.co.uk/ or https://www.firstnews.co.uk/. It suggests considering creative headlines for school articles that use techniques like puns, alliteration, rhyme, or statistics to encourage clicks rather than just stating the obvious. The goal is to locate an article from a school or student newspaper to use for a task.
The school newspaper article discusses a new after-school program being launched at the high school. It will provide tutoring and academic support for students two days a week. The program is meant to help students who need extra help improve their grades before the end of the semester.
This document discusses news values and factors that influence news selection. It identifies 12 news values according to an analysis by J. Galtung and M. Ruge: frequency, size and scale, predictability, proximity, demand, unexpectedness, rarity, continuity, elite nations, elite people, human interest, and negativity. It also provides examples of top news stories from 2016-2017 and asks readers to rank them and match them to the news values. Finally, it outlines tasks for a school newspaper article, including researching primary and secondary sources, interview techniques, and embedding content into Prezi to share on a blog.
An inspector calls - character and theme revisionmrhoward12
Here is an analysis of two dramatic devices in An Inspector Calls and their intended effects on the audience:
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This document discusses themes of power and conflict that can be used to link 15 poems. It provides examples of subthemes like pride and glory, man vs nature, and inner conflict. For each subtheme, it analyzes several poems, describing the conflict portrayed and how it is shown linguistically. For example, Ozymandias shows the conflict between pride and the ephemeral nature of power through ironic language, and Storm on the Island contrasts man and nature, emphasizing nature's power through harsh imagery.
Wilfred Owen was an English poet who served as an officer in the Manchester Regiment during World War I. He suffered shell shock after being caught in explosions that killed fellow officers. Owen was sent to Craiglockhart War Hospital in Edinburgh to recover, where he met fellow poet Siegfried Sassoon, who encouraged Owen to write poetry protesting the war. Though he recovered from his injuries, Owen continued serving until he was killed in action just one week before the end of the war.
The poem "Storm on the Island" by Seamus Heaney describes a powerful storm hitting a small island community off the coast of Ireland. In the first few lines, the community feels prepared and secure in their sturdy cottages. However, as the storm intensifies, feelings of fear and isolation set in. Nature becomes a violent and destructive force as the trees and sea, normally comforting, now threaten the islanders. By the end, the community feels helpless against the huge and invisible force of the storm. The poem uses imagery and metaphors of war to convey the terror and lack of control experienced during the storm.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. Section B - Writing
Questions 5 & 6 – Writing
Approaching and answering
Questions 5 & 6
2. Language devices used
in non-fiction writing.
Which do you think you
could confidently use in
your own writing? Do
certain devices suit
certain text types?
Hint: Think about Reading Question 4
3. Question 5: Shorter Writing Task
Inform / explain / describe
•16 marks (10 for content; 6 for skills)
•Spend 25 minutes on this question
•You need to plan 4-6 ideas, in response to the question
•Your writing needs to:
•Be well-organised, in paragraphs
•Be accurate in terms of spelling and sentence structure
•Be engaging, interesting, passionate and exciting!
4. Question 6: Longer Writing Task
Argue / persuade
•24 marks (16 for content; 8 for skills)
•Spend 35 minutes on this question
•You need to plan 6 or more ideas, in response to the question
•Your writing needs to:
•Be well-organised, in paragraphs
•Be accurate in terms of spelling and sentence structure
•Be engaging, interesting, passionate and exciting!
5. DROPS – A useful acronym to remind you of what to include in the writing section…
D Devices E.g. rhetorical questions,
humour, alliteration,
repetition, facts and
statistics, lists…
R Range of punctuation
! ; : … - () . , ?
O Openings / Closings ‘Grab’ or ‘hook’ your reader;
leave a lasting impression on
them…
P
Passion / Voice Anger, enthusiasm,
sympathy, knowledge,
opinion…
S
Short sentences /
paragraphs
Give shape and variation to
your writing…
6. • 1st, 2nd or 3rd person
(narrative viewpoint)
• Directly addressing the
reader
• Imperatives
• Rhetorical questions
• Register - Formal/Informal
language
• Diction - Simple/Complex
vocabulary
• Figurative Language &
Imagery: Similes/Metaphor/
Personification etc.
• Word play & puns
• Alliteration
• Rhyme & Rhythm
• Anecdote & Allusion
• Slogan & Catchphrase
• Statistics & Facts
• Exaggeration & Hyperbole
• Repetition
• Humour
• Lists
• Emotive language
• Punctuation type
• Expert advice
• Short sentences
• Superlatives
D
Devices…
7. Range of punctuation: Match up…
Punctuation mark Function
,
used to indicate that what follows it is an
explanation or elaboration of what precedes
it
!
used to add extra information without
distracting too much from the main idea
?
used to join two complete sentences into a
single written sentence when there is no
connecting word which would require a
comma, such as and or but
()
used to separate items in a list, or in
compound sentences (with coordinating
connectives)
:
used at the end of a direct question
;
usually shows strong feeling, such as
surprise, anger or joy
R
8. Openings and Closings…
O
The opening and closing of your piece will decide what the examiner thinks
about you.
What to avoid:
“In this article I’m going to write about…” = D
“I am going to write about…” = D
“I am writing this letter to…” = D
What to do more of:
Open/Close with a question: ‘Have you ever considered why people are so
ugly?’
Open/Close with a fact: ‘The majority of young people wish they lived in
another era….’
Open/Close with a setting: ‘Imagine the scene: tons of litter scattered around
on a beautiful, calm beach…’
9. …should ‘grab’ your reader
Write a magazine article advising teenagers about the dangers of smoking.
Smoking is bad. It is the cause of millions of deaths every year.
I know you can’t help it, but smoking is terrible and it makes you stink.
Cough. Cough. Sorry, I am struggling to say this as – cough, cough – I find
it difficult to talk as I have had one lung removed due to cancer.
£5000 is exactly how much money you waste on smoking each year.
I am going to teach you about the dangers of smoking. In this article, I
will give you the reasons as to why you shouldn’t smoke.
Imagine you are on a date. Your date arrives. In the distance, they look
gorgeous and worth the hours it has taken you to get ready. As they get
closer, you notice something – a smell. The scent of an ashtray.
O
Openings…
10. …should leave a lasting impression
Write a magazine article advising teenagers about the dangers of smoking.
Finally, the reasons for not smoking are clear – it is bad; it causes cancer;
it stunts your growth; it costs a lot of money.
So, if you want to be another statistic on a long and ever expanding list,
then carry on smoking.
Act now and stub it out or expect to be ash quicker than you think.
Smoking costs. Smoking smells. Smoking kills.
To conclude, smoking is very bad, so to save your life, do something now.
O
Closings…
11. Inject some life into these statements! Think about more interesting
vocabulary (adjectives and adverbs in particular) or sentence structure.
What could punctuation do? What techniques might be used?…
We need to try to change things.
I disagree with this point of view.
I was happy when I received my grade.
The street looked nice.
P
Passion and voice…
12. S
Short sentences and paragraphs…
Shape1
Shape2
Which of these text shapes is more inviting? Which do you want to read?
13. Section B: Writing – Shorter task: A letter to your local newspaper arguing for better leisure facilities in your community
Sir,
As a teenager living in the Waterloo area I would like to point out that although the area provides leisure facilities there is still much that can be
done to improve these for young people and families. It is easy to criticise young people and accuse them of “hanging round street corners” but
you need to look at it from a young person’s perspective.
Most of the facilities round Waterloo costs money. The Imax cinema for example charges more than other cinemas, if a family of one adult and
two children go to see a film during the school holiday this outing will cost £40! Adult tickets are £16 and children under 16 pay £12 each. In the
current economic climate this is a large sum of money for any family. Why not run half price shows for children and one supervising adult during
school holidays that start at 10am? I am sure so many tickets will be sold it will make these shows worthwhile.
The only free activity for youngsters on the South Bank is the skate board park underneath the Royal Festival Hall. The decorated murals
encourage tourists to take pictures. Why not include other areas on the South Bank for skate boarders? What about having some champions to
come in to demonstrate some skate boarding tricks during school holidays? Or encouraging students to run their own informal competitions?
I recently learnt that the Royal Festival Hall is run as a charity and that the area is open to all but this is not publicised. As a teenager I feel
intimidated going in, I am not sure if I am meant to be there. It would be useful if more was done to make us aware of this and if there were more
exhibitions in the open areas that are of interest to young people.
Art is one of my GCSE subjects but the Hayward Gallery has a high entry fee. Why not introduce a free one hour pass valid from Monday to Friday
so that school students can visit exhibits after school and take their time to see only a few works at a time. After all, if young people are not
encouraged to take an interest in art where will tomorrow’s audience come from?
I think local leisure facility organisers and owners should work with local schools to have a local council of school students to advise them on how
local facilities can be improved and have special activities for young people and families, some of them free, so that local people feel they have a
part to play in the local area.
Yours faithfully,
Johnny Bloggs
What’s good about this?
How could it be improved?
IN PAIRS
14. Jigsaw Activity
We thought the sentence
openings were dull…
The vocabulary choice is…
Rhetorical questions have been
used here…
We thought… …could improve
this.
We liked…
15. Describe a time when you had to make a difficult decision.
Plan
Idea
/para.
1
Idea /
para.
2
Idea /
para.
3
Idea /
para.
4
Idea /
para.
5?
Idea /
para.
6?
Metaphors
and Similes
Passion
Emotive
Language
Repetition
! ? () ;
1.
•Your first step
is to plan.
•Without a plan
you’ll be lost
and won’t write
enough.
•Plan structure,
content and
some of the
writing
techniques you
might use…
IN GROUPS
Shorter writing task: 25 minutes
16. •Aim for a powerful opening!
•Organise your writing into paragraphs, and vary
the length of your paragraphs for effect
•When searching for a word and a dull one
comes to mind, reject it and find a more
interesting one!
•Decide what devices suit the kind of writing
you’re doing (e.g. persuasive? descriptive?) and
use them!
•Be original and engaging, inspiring and
passionate!
Writing up ideas - hints
2.
22. ON YOUR OWN
We have all seen ‘disaster’ holidays on the TV.
Write a letter to a travel company in which you
try to persuade them that your holiday was not
satisfactory and that you deserve
compensation.
Longer writing task: 35 minutes
23. The Blogosphere
A Mirror Made Of Words
All I Need Is A Keyboard
An MK's Meandering Mind
Balderdash Reviews
Enanoslivo
Heroic Endeavors
Kirsten Writes!
Lev AC Rosen
Miriam Joy Writes
Musings and Random Thoughts
Nearly Published
Ocean Owl
One Dork And A Blog
Rookie
One Life Glory
Tales of an Unpublished Writer
Teenage Enthusiasm
Teens Can Write, Too!
That One Is An It
The Afictionado
The Aviculture Obsessed
Homeschooler
The Last Muggle
The Leaning Tower Of Plot
The Office of Letters and Light
The Teenage Writer
The Zebra Clan
This Page Intentionally Left Blank
One of the best places to look for inspiration for writing is to look at teenagers’ blogs online.
Above are a selection of blogs; many are about being a blogger or writer, but there are lots of
posts on various things teenagers care about. These will give you a good idea about how to
achieve a ‘voice’ in your writing. Remember, you need to appear passionate and opinionated
in order to engage your reader (the examiner!)
24. From the Blogosphere…
Teenage Love and its Downside
I’m going to be honest. I’ve never been in love. And since I’m only 17, I’m totally fine with that.
Around the age of thirteen we start to want to prove ourselves as grown ups. We want to shave, use potty words, wear bras, and have that
thing called ‘love’. It’s basically programmed into our DNA. Being able to live like the adults in our lives, who seem to have it all, is
everything we dream about as teens and we will try anything to be these glamorous adults. Unfortunately, we focus so much on this that we
forget to enjoy our childhood.
As a teenager I see ‘love’ almost every day. It’s usually when I’m at my locker and this one couple is exchanging saliva right in front of the
lock. Then I see it later when I’m walking down the stairs and the couple in front of me is holding hands and walking like they’ve never heard
of moving their feet. I see it after class when a boy is waiting by the door, excited to see his girlfriend after the agonizing 45 minutes they’ve
been apart. But this isn’t the ‘love’ that I’m talking about. I’m talking about the kind of relationships.
It’s ridiculous! When I fall in love, I want it to be more than just some ridiculous dating thing. I want it to be this feeling that I’m with the
right person, someone who will always be able to make me smile. Not just someone who expressed interest in me for five minutes and we
last for three weeks. I don’t understand this ‘teenage love’ thing. It’s so confusing.
The worst part of all of these relationships is usually how they end. A friend of mine recently had her heart broken (send her your prayers),
and it opened my eyes to how messy it all really can be. Some teen relationships end with pregnancy. Some with cheating. Some with
wanting different things. Some with reasons that don’t even make sense. And these are all reasons that make me glad that I’ve never
opened up to a teenage male. Don’t get me wrong, I like the boys, but I would hate to remember high school as that one time some guy I
dated for three months went and slept with some trashy sophomore.
Now, please don’t think I’m dissing on love. I’m all for people dating in high school; I actually encourage it. But I think that love, that feeling
of being dependent on someone, is not the way to spending high school. We’re entitled to our own opinion, but I really think that I have so
many years coming ahead of me, and right now I want to focus on having fun and meeting new people, not worried that my boyfriend didn’t
text me right back.
What are your thoughts on teenage love? Are you all for teenagers thinking they’ve met the love of their life at 16, or are you more for fun,
non-serious dating? Please leave your response down in the comments!
From: Teenage Enthusiasm
25. From the Blogosphere…
Being Well-Read
As you might have guessed, I didn’t finish a book last week (Emma is taking longer than expected), and things have been crazy lately.
However, even if I haven’t been reading particularly quickly, I have been thinking a lot about reading, books, and what it really means to be
well-read.
My main goal with the book-a-week “project” (for lack of a better word) was to force myself to finish books I had started but not finished, as
well as continue reading despite my busy schedule. It’s done that quite well, but it has also made me really consider what books I want to
read and how I organize my TBR list. Should I read that new YA novel, or finish The Lord of the Rings? Should I try to read The Great Gatsby?
It’s not too long- I could totally read that in a week. This is what I’ve been thinking about every time I pass the library since school started.
Like I said before, it’s also got me thinking about what it means to be truly well-read. Does the volume of books read matter, or is it just the
titles of the books you’re reading? This is a pretty difficult question to answer.
When I was little, I would burn through books, usually finishing more than a book a week. However, most of these books were short and not
of very much importance- I was a very big fan of the Magic Tree House series. As I’ve grown, I have moved on to a little more sophisticated
reading, but it was really only in the past year or two that I’ve started trying to read classics or anything outside of my comfort zone reading-
wise. So even though I was reading a lot of books and could be considered well-read, I wasn’t reading books that are “important”, or
“enduring”.
However, I think that there’s something wrong with forcing yourself to read difficult books just to say that you’ve read them. Yes, saying
that you have read all the works of Dickens is very impressive, but if you didn’t understand or like a word of it, then why even bother? To
me, buying a book, looking at the words, and not getting any meaning out of them isn’t reading. It isn’t even a good use of your time; if you
feel the need to read books you don’t want to to look cool/smart/interesting, then you need to find new friends. Although every book has
someone who will love it, they have someone who will hate it as well.
I don’t think that being well-read is about the books read themselves; I think it’s about deriving meaning from them. Even if you don’t read
much and when you do, it’s all trashy genre fiction, you can still be well-read, as long as you can find meaning and communicate it. Writers
write to be heard and although the medium is frustratingly one-sided, books are supposed to open up a conversation. That’s why popular
book series such as Harry Potter have thousands of forums dedicated to their analysis and discussion. The sign of a good reader is someone
who understands what they are reading so thoroughly that they can, in their own way, open up a conversation with the book and gain a
deeper understanding as to its meaning. Then they, as well as the book in question, are truly well-read.
From: Kirsten Writes
26. From the Blogosphere…
Bonus Post: A Little Bit of Self Pity
I know I’m not supposed to be blogging until tomorrow, but I’m still getting out of the Wednesday/Sunday swing of things, so it feels weird not to
have blogged in so many days. I’m so out of it right now… There are so many things I want to complain about. Maybe I should put this in my
journal instead of on my blog, but y’all are here for the good, the bad, and the ugly, so bear with me.
I’ve been reading this really cute blog that’s always really upbeat and inspirational, and I’m over here with my big, puffy, hideous face and my
greasy hair and my pajamas and just feel so blah. I mean, granted, I got my wisdom teeth out on Tuesday, so nobody expects me to be skipping
about in a meadow with an iced coffee and classic novel, singing about the sunshine and flipping my perfect hair.
Because that’s how I am usually, right?
Yeah.
Anyway, my cheeks are swollen to the point that I look like Winston Churchill, my diet consists of mush and pudding and mashed potatoes and
mac and cheese and yogurt. Yesterday I sneaked a chocolate chip – I opened poor, chubby little mouth as far open as possible (which is not very
far), and set the chocolate chip on my tongue and let it melt there.
At which point I felt depressed.
I’m all drugged up, all I want to do is sleep, but instead I have to do chemistry and help clean the house because we’re trying to sell it/rent
it/whatever. I keep catching glimpses of myself in the mirror: from chin-up I look like someone on The Biggest Loser. It’s embarrassing. I just want
to cry.
The problem is, I’m sitting here holding myself to this stupid, impossible standard by reading all these happy blogs about people who have this
really active spiritual life and read all these good books and smile all the time. I can’t expect myself to dress fabulously all the time and eat
healthily and be upbeat about everything and do all these bible study whatevers that I can’t do. I mean, I should journal. Yes. I should pray more.
Yes. I should do many many things besides cramming Kraft mac-and-cheese into my swollen mouth and attempting to stab my Latin book with all
these stupid broken pencils that my stupid broken pencil sharpener keeps breaking.
But I can’t right now. Nobody expects me to. I feel like crap. So right now, it’s okay for me to just sit here and feel like crap. I’m offering up my
suffering, like Angela, our Marian Group leader, told me I should, but I’m still suffering, with a big old scowl on my big swollen hideous mug.
Because I can’t drink peppy iced coffee because I currently am FORBIDDEN FROM UTILIZING A STRAW.
From: Heroic Endeavours
27. ON YOUR OWN
A newspaper publishes an article with the headline,
‘Young people today have it too easy; they lack
challenges and don’t have to work for anything.’
Write a letter to the newspaper agreeing or
disagreeing with this point of view.
Longer writing task: 35 minutes
Editor's Notes
Remind students that the tools they need are, simply, a pen and a highlighter. As well as their brains and hard work!
Class brainstorm of linguistic devices that students can recall (students should use such devices in their responses to the writing questions).Ask students what else they need to remember to do when they write the responses to these questions (e.g. structure, i.e. paragraphs).
Ask students what they recall about this question.Remind them of the details on the slide.
Ask students what they recall about this question.Remind them of the details on the slide.
Explain the above acronym.
Devices – A reminder.
Reminder about punctuation. Ellipsis are not on this slide, but they will be useful.Devise activities that will help your students use these more accurately, and for effect. There are lots of games, activities etc. online that you can use or that will give you ideas.
Openings and closings – A reminder.
Get students to consider which openings are stronger and more interesting. They might rank these openings from 1-6.
Get students to consider which closings are more interesting. Which leave an impression? Which ‘feel’ like the end of piece of writing? Students could also match these closing sentences to the openings. Do any belong to the same piece of writing as the opening sentences on the previous slide?
Activity: Injecting passion / voice into statements.
Explain to students that they need to plan ideas, structure and content before they write. Steer students away from prosaic examples or scenarios. The question above invariably makes students say something about choosing their GCSE options. Tell students that the examiner will want to read something interesting and original. If they cannot think of something, they should make it up, or imagine they are writing through the eyes of someone else (e.g. a character they have created).