Choosing a challenge
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The document provides guidance for students to choose an inquiry challenge on which to focus. It suggests choosing a topic that interests the student but that they don't already know a lot about. Some example challenges are given, such as investigating themes in Shakespeare's works, tracking the evolution of a language over time, or examining how a particular genre portrays women and what this reveals about society. Students are then instructed to brainstorm ideas in their journal based on topics they found interesting during previous activities before formulating their own inquiry challenge question. The document concludes by noting that students will present their findings to peers.
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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 ...
Introduction to yr 10 for yr 9 inquiry
This document provides information about the English Language and Literature courses for 10th grade students. It outlines the options of Lang/Lit, Lit Major, and Lit Minor. Lang/Lit is a required course for all students that leads to an IGCSE qualification. Lit Major has additional hours and focuses on world literature. Lit Minor has fewer hours and no IGCSE. The purpose of the inquiry is to investigate why language and literature are studied and how students express themselves through these mediums. Stations and group activities are used to explore these topics.
Engl 102 / Online / Summer 2019 / Syllabus
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
102 syllabus
This course syllabus outlines an English 102 college writing course that will focus on perspectives and the question "Why Write?". Over the semester, students will write essays exploring their own perspectives and those of others. Major assignments include a reflective essay, an apology essay comparing perspectives on a conflict, an annotated bibliography, and a research paper analyzing changes in perspectives on a social movement. Students will also create a final project presenting their research. The course emphasizes discussion, considers various viewpoints, and aims to help students improve their writing and critical thinking skills. It covers expectations for attendance, participation, assignments, grading, plagiarism, and provides contact information for the instructor and their office hours.
Writing Skills
The document discusses various elements of poetry including structure, sound patterns, and literary devices. It defines poetry as a type of literature based on the interplay of words and rhythm, often employing rhyme and meter. It explains that a poem's structure may include stanzas, form, rhyme scheme, and meter. It also discusses sound devices like alliteration, assonance, consonance, onomatopoeia, and repetition that poets use.
Maths and English support evening
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
Hopkins Fall ’14 Syllabus
This course focuses on unconventional non-fiction writing through the lens of the lyric essay. Students will read one challenging text per week from genres like graphic memoir, poetry, and unconventional essays. The goal is to effectively communicate information while creating an emotional impact. Students will write six essays over the course of the semester, three of which will be revised. Essays will explore close reading, imitation, and applying composition skills. The course aims to engage students in writing as creative critical inquiry, compose essays that engage with other views, and write with precision while being aware of conventions.
Shearer / Syllabus / English102
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
Literature/ Writing
This document proposes using e-tools to enhance students' writing skills under the umbrella of literature. It outlines some common problems in writing classes like weak language skills and plagiarism. Integrating technology can make lessons more diverse, fun, and collaborative. Challenges include technical issues and time spent outside class. Literary texts can inspire ideas, enrich vocabulary, and develop critical thinking. Suggested e-tools include websites for posting ideas, creating word clouds to summarize texts, and revising vocabulary. Sample writing tasks are provided that use literary analysis and online research to define the concept of a utopia.
PPT
This document proposes integrating e-tools into writing classes under the umbrella of literature. It begins by outlining stereotypical problems with teaching writing such as disengaged students, weak language skills, and plagiarism. Technology can help by increasing diversity, fun, participation, autonomy, and collaboration. Challenges include technical issues, time consumption, and assigning roles. Literary texts can inspire ideas, enrich vocabulary, and develop critical thinking skills. Various e-tools are then listed that can enhance learning, such as websites for creating word clouds and anagrams to represent ideas, summarize texts, and revise vocabulary. The document concludes that literature can flourish students' thinking and inspire novel ideas to strengthen writing.
Mapsunit
This document outlines an English Language Arts unit in two parts. Part 1 focuses on teaching students about maps, cultures, and migration. Students will learn to read maps, understand different cultures, and why people migrate. Part 2 includes creating a grammar tutorial video, a spelling game, an interactive read aloud, and analyzing a website using a reader friendliness checklist. The unit provides standards, objectives, literature resources, and descriptions of writing activities to help teach students important English Language Arts skills.
Academic writing skills
This document provides an outline for a presentation on approaches to critical reading and writing. It discusses identifying one's writing style, using reading to inform writing, techniques for critical reading like annotating and summarizing texts, using free writing to develop ideas, various methods for planning writing like outlining and mind mapping, developing and signposting arguments, citing sources, and making time for writing. The presentation aims to help attendees reflect on their writing practices and reading approaches, and provide strategies for planning, structuring, and improving academic writing.
Lesson Planning Tips
This document provides an overview of lesson planning using a backward design approach. It discusses identifying desired learning objectives and outcomes, determining assessments, and planning learning experiences to help students achieve objectives. Key aspects covered include establishing clear student roles, using understanding, knowledge and skills (KUDs) to guide objective setting, and employing a two-column lesson plan design to clarify teacher and student responsibilities. Additional tips focus on pacing, materials, activities, and reflection to improve lessons. The presentation aims to help educators understand backward design and apply its principles to make objectives clear and drive instruction.
Multigenre Writing
This document provides instructions for a multi-genre research paper assignment for 11th grade English students. Students must research a famous author and create a paper with at least 6 genres including an introduction, annotated bibliography, and conclusion. Examples of genres are provided and grading criteria is outlined.
EAPP first lesson
This document discusses academic writing. It defines academic writing as a formal, objective writing style that uses deductive reasoning to present concepts and ideas about a specific topic through a scholarly process. The document distinguishes academic writing from other types of writing and identifies its purpose, audience, language, and style. It provides examples of different types of academic writing like literary analysis, research papers, and dissertations. The document also discusses key areas of academic writing like content, structure, language, and mechanics.
English 7 Adapting to peers module 3-232
1. The document outlines the daily lesson plan for an English class for 7th grade students.
2. The lesson plan covers determining the worth of ideas in listened texts, discussing concepts like tone and mood, and having students analyze a poem and story.
3. Formative assessments include having students summarize a story and identify important ideas, as well as classroom activities like a word challenge, discussion, and completing charts about peers.
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The document discusses the theme of honor in Arthur Miller's play "A View From the Bridge". It explores how honor is very important to the male characters, more so than the law, and how taking it too seriously can be destructive. It introduces the character of Vinny Bolzano, who did something wrong and got what he deserved, foreshadowing Eddie's similar actions later in the play. Eddie refuses to admit his love for Catherine because it would be dishonorable, and refuses to admit betraying Marco and Rodolpho when Marco believes the only honorable recourse is to punish Eddie.
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