This document outlines learning objectives and assessments for a unit on biographies and autobiographies. It includes 10 student learning outcomes related to experimenting with forms of text, using prior knowledge, comprehending text, making connections, focusing attention, researching information, organizing and sharing ideas. Two assessment tasks are described: a paper bag autobiography presentation where students share items and sentences about their life, and a biography book project where students research and write about a famous person. Criteria for evaluating both assessments are provided.
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
English 2010 Intermediate Writing Literature Review .docxSALU18
English 2010: Intermediate Writing
Literature Review
Assignment overview
You will complete a three-page literature review in which you discuss four of the most relevant
sources in your research. You will complete an MLA-formatted works cited page.
Assignment Preparation and Process
A literature review lets the reader know that you have done your research—that you have looked
carefully at the experts in the field and their varying opinions on your topic. You may have had
experience in past English classes with the annotated bibliography, an assignment where you
evaluate and summarize the main points of your source—each source listed as a separate entry—
and discuss how the author’s claim might further your own thesis. The literature review is
similar in some ways: you will summarize the prominent “conversations” about your research
topic and analyze how these ideas inform your argument, but it differs in sophistication. The key
here is to look for connections between your sources and write about them in conjunction with
one another. Think about the salient points of the authors. How are the authors’ points similar to
one another? On what do they differ?
Tips to remember:
a. A lit review requires a synthesis of different subtopics to come to a greater
understanding of a larger issue. Like a jigsaw puzzle, the pieces (main points of the
argument) must be put together to reveal the whole.
b. Use the knowledge you have gained from class to summarize, paraphrase, and directly
quote where appropriate. Use attributive tags to introduce your sources and indicate
all summarized, paraphrased, and quoted material.
c. Keep your own voice out of the literature review. In most genres of writing, your voice
should come across to the reader. The literature review, however, is about the
opinions of others—not your opinion. Your opinion should come through loud and
clear in the next draft of the PRE assignment.
1. To get started, first choose four of the most relevant sources in your research thus far. As you
are researching, look into the bibliographies of the articles you have found. Who seems to be a
prominent author/researcher associated with your topic? To whom do other authors and
researchers often refer to in their own studies? What sources were particularly helpful to further
your working thesis? What sources might be in disagreement with your working thesis?
2. Introduction: Include your working thesis statement. Remember, this is a working thesis and
may change as you continue your research.
3. Establish main points. For instance, if you’re researching the effectiveness of viral videos, you
could have three main points: 1. Viral videos are effective when the ad is not the focus of the
video, 2. When the video becomes viral naturally, and 3. When the ad embedded in the video
relates to the target audience (Kyle Harris, Voices in Print 2013, page 232).
4 ...
1 UWP 101 Fall 2016, Professor Liz Constable Major As.docxhoney725342
1
UWP 101: Fall 2016, Professor Liz Constable
Major Assignment #3: Documenting People and Places
Beekeepers in Suffolk County
The rhetorical situation for your essay:
Purpose: To create an informative and insightful profile of either a group of people whose lives
and experiences we might otherwise not witness or understand, and/or a profile of a place and
the people who inhabit it, and/or an event and the perspectives of different people on the event.
Audience: Your audience for this essay is readers like yourselves: college-educated readers who
are curious about everyday experiences of ordinary people, and want to learn about amateur
archers, or the goings on behind the scenes at a local eatery; about a day in the life of a team of
firefighters, the American River Parkway, or people’s responses to the turkey population in Davis.
Role: Your role as a writer is to recreate and describe these people’s experiences, not only the
external world of your subjects but also your subjects’ internal reactions to events.
Context: You are asked to profile a group of people and/or a place, and/or an event and people’s
responses in such a way as to reveal aspects of your subject that would otherwise remain
unknown and invisible to your readers.
2
Topic:
Despite the quantity of information online and in print, most of us have very little idea what other
people do for a living, or how some of the everyday objects we buy are produced, distributed, sold
or disposed of. Structuring a creative non-fiction essay around a day in the life of volunteers at the
raptor center, or the janitorial staff on campus, or the process by which a surfboard is designed
and manufactures, affords insights into lives and experiences we might otherwise never learn
about or understand. Your aim is to document your subjects’ lives as fully as you can, and as
faithfully as you can. Your report needs to be authoritative, based on facts and evidence and first-
hand observation. And it needs to be revealing—you need to dig beyond the surface to discover
truths that might not be obvious to the casual bystander.
The subject of your informative profile is open, but you need to select a group, or a place, or an
event where you can conduct interviews yourself (primary sources) in addition to undertaking
secondary research. Consider focusing on one of the following:
an intriguing local place. This could be a public place, such as a government or campus
building, or possibly a store or other place of business.
an organization or recognized group of people—a campus club, a research lab, a local
business.
a significant recent event. If you choose an event, you must be able to rely on your own
personal observations of the event and you must be able to interview other people who were
there.
Due Dates and Length:
Length: approx. 2000–2500 words (around 8–10 pages)
M Nov 19 First Stage of Assignment #3 Due in class (2 ...
English 113A Overview of Final Essay Assignment, as taken .docxYASHU40
English 113A
Overview of Final Essay Assignment, as taken from the writing program at
www.umass.edu/writingprogram:
This essay moves the writer even further “into the world” by asking
him/her to interact with not only a variety of texts but also to begin
assessing and defining his/her own contexts for writing. This unit is meant
to help students begin with a topic they care deeply about for whatever
reason and imagine a potential audience that might need/want to hear
more about it. As a result, the purpose of this essay (argumentative,
persuasive, explanatory, etc.) is determined by the students’ definition of
their own audience and context. Research enters into the process in this
unit as a way of both learning more about potential contexts and
audiences for their topic (i.e. an annotated bibliography that casts a wide
net) and as one of the sources of information students may draw on in
developing their topic. As a result, this essay has a similar progression
beginning with topic exploration (i.e. what do I care about?) to pre-
research on what others have said on the topic (resulting in an annotated
bibliography). The early research and generative writing, then, help
students define their context, audience, and purpose for the paper in a
short proposal that then leads to drafting an essay geared toward this
audience. The only limitations on context here is that the audience is an
educated one (and thus will expect a researched paper to support the
writer’s statements) and the purpose for writing moves beyond “school
writing”—i.e. a context that is more civic and/or public than solely an
academic one.
The overall goal of the unit is to help students imagine how academic
writing skills might serve them in more public contexts to meet their own
goals. In this way, the unit seeks to expand the context for writing,
includes new options for source material, yet still maintains a focus on the
writer’s personal desires for communication located in their own
experience and communities. In short, it introduces central academic
research practices but asks students to see their relevance to civic, public,
or local discourse. Further, it seeks to move students from a reliance on a
predetermined context to defining their own in order to highlight how
writing emerges not only from a “required” context but more often from the
writer and/or an event in “the world” that prompts one to communicate
with others.
Assignment
Part I:
Complete a rhetorical prospectus, for Monday 11/17/14. In order to
complete a rhetorical prospectus, you must have 3-4 sources. For each
source, write your quotes down on an index card.
For each index card, follow this format: upper right hand corner of card, a
description of quote; center of card, the quotation; bottom of the card, the
source.
For Monday 11/17/14, you must come to class with your index cards and
your rhetorical prospectus completed. Please type up your rhe ...
Freedom in America Paper Assignment Step 1 Pick a topic. WhSusanaFurman449
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
NCV 2 Language Hands-On Support Slide Show - Module 4Future Managers
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Biographies & Autobiographies
SLO 1.1: Experiment with language and forms
- experiment with a variety of forms of oral, print, and other media
texts to discover those best suited for exploring, organizing, and
sharing ideas, information and experiences
SLO 2.1: Use prior knowledge
- apply knowledge of organizational structures of oral, print and other
media texts to assist with constructing and confirming meaning
SLO 2.1: Use textual cues
- use text features…to enhance understanding of ideas and information
- identify and use the structural elements of texts…to access and
comprehend ideas and information
SLO 2.2: Experience various text
- make connections between own life and characters and ideas in oral,
print, and other media texts
SLO 3.1: Focus attention
- use note-taking or representing to assist with understanding ideas
and information, and focusing topics and investigation
SLO 3.2: Use a variety of sources
- locate information to answer research questions using a variety of
sources…
SLO 3.2: Access information
- use a variety of tools…to access information
- skim, scan and read closely to gather information
SLO 3.2: Evaluate sources
- evaluate the congruency between gathered information and research
purpose and focus, using pre-established criteria
SLO 3.3: Organize information
- organize and develop ideas and information into oral, print or other
media texts with introductions that interest audiences and state the
topic, sections that develop the topic, and conclusions
SLO 3.3: Record information
- make notes on a topic, combining information from more than one
source; use reference sources appropriately
2. SLO 3.4: Share ideas and information
- communicate ideas and information in a variety of oral, print and
other media texts…
- select appropriate visuals, print, and/or other media to inform and
engage the audience
SLO 4.1: Revise and edit
- use paragraph structures in expository and narrative texts
SLO 4.1: Enhance legibility
- experiment with a variety of software design elements, such as
spacing, graphics, titles and headings, and font sizes and styles, to
enhance the presentation of texts
SLO 4.3: Present Information
- use various styles and forms of presentations, depending on content,
audience and purpose
SLO 4.3: Use effective oral and visual communication
- demonstrate control of voice, pacing, gestures and facial expressions;
arrange props and presentation space to enhance communication
Rationale
This unit provides students with an opportunity to explore and create
non-fiction texts. By starting with the creation of an autobiography,
students immediately have a personal connection with the genre. When
students create a biography, they are provided with the opportunity to
choose who they are learning about, while learning important research
skills.
Assessments
“Paperbag Autobiography”: 7 – 45 minute periods (1 introduction, 4
work, 2 presentation)
Materials: computers for PowerPoint/Microsoft Word, cue cards
Biography Book: 10 – 45 minute periods (1 introduction, 5 research, 4
writing)
3. Materials: computers for research, library books, iPads, Book Creator
app, biographyresearch.wordpress.com
“Paper Bag” Autobiography
An autobiography is the story that a person tells about their own life.
You are going to write and present your own autobiography to the class.
You will need 4 items that you can fit into a paper bag (or 4 pictures
of items to put into a PowerPoint presentation).
For each item you will need to write one strong lead sentence (why
you chose your item), and at least four supporting sentences
(explaining why this is important to you) onto a cue card.
You will be presenting your autobiography to the class. You will have
4 class periods to work on this.
Items:
representative of who you are
creative
/4
Lead Sentences:
well thought-out
/4
Supporting Sentences:
provide important information
interesting information
well thought-out
/4
Presentation:
enthusiastic
spoken clearly and loudly
/3
Total:
/15
4. Biography Project
A biography is an account of someone’s life written by someone else.
You are going to write your own biographies. You need to pick someone
from the list of people below, and research their life. You can use the books
provided, and you can also use the sites that have been put on
www.biographyresearch.wordpress.com .
People To Choose From:
Alexander Graham
Bell
Amelia Earhart
Anne Frank
Benjamin Franklin
Bill Gates
Chris Hadfield
Coco Chanel
Emily Murphy
Harriet Tubman
Harry Houdini
Helen Keller
Irene Marryat Parlby
J.K. Rowling
Jackie Robinson
Jeanne Mance
Louis Riel
Lucy Maud
Montgomery
Mahatma Gandhi
Marie Curie
Molly Brant
Mother Teresa
Nellie McClung
Nelson Mandela
Pablo Picasso
Queen Ellizabeth II
Roberta Bondar
Rosa Parks
Samuel de
Champlain
St. Marguerite
Bourgeoys
Terry Fox
Thomas Edison
Walt Disney
You need to find the following information:
Where & when they were born?
What are 2 or 3 interesting things about their childhood?
Where did they go to school?
What did they do after high school (or whenever they finished school)?
What inspired them? What kind of training did they do (university,
apprentice, etc.)?
5. What did they do after they finished their training?
What kinds of things did they accomplish?
Who have they influenced?
Do they have a famous quote? What is it?
After you’ve gathered all of your information, you can begin putting
together your project. Your final project will be a book from the Book
Creator app on the iPads. You will need at least 9 pages (including a Title
Page and a Table of Contents). You need to include at least 1 paragraph
per page (not including the Title Page and Table of Contents). If you have
time after you’ve completed all of your paragraphs, then you may
include pictures. You may not include any images in your book until after
you have shown all of your completed paragraphs to Mrs. Gajdostik or
Miss. Martyn.
Content: /10
Is your information correct?
Is your information interesting?
Is the information you included important?
Do you have enough information?
Conventions: /10
Are your paragraphs complete?
Does your writing make sense?
Are there run-ons?
Are there sentence fragments?
Organization: /5
Is your project logically organized?
Is it easy to read?
Total: /25
Comments: