The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
Learning express better writing right now 240pmrwindy_3282
This document provides an introduction to the book "Better Writing Right Now!" by Francine D. Galko. The introduction discusses how the book can help readers improve their writing skills through step-by-step lessons that take readers through the entire writing process. It highlights that the book includes examples, strategies, and opportunities to practice writing techniques. The introduction also notes that the book covers both academic and workplace writing situations.
Writing is an important skill that is used in many professions. There are specific techniques that make writing more effective. To be a good writer, you must read widely to improve your knowledge on various topics. When writing, you should choose a topic, research it thoroughly, and create an outline or draft. Asking questions about the topic helps provide clarity and anticipate questions readers may have. The answers to these questions form the thesis which should be strong and clear. Supporting details and evidence are also important to make arguments persuasive. Writers must connect their ideas to the reader's understanding. Reviewing and editing the writing is important to refine it. Following these steps can help someone become a good writer.
This document is a student's final reflection on their learning profile and strategies used to improve their strengths and weaknesses. The student identifies their strength as verbal linguistic skills and weakness as logical thinking. For their strength, spelling corrections helped improve their verbal skills. For their weakness, talking through logic problems with their teacher was most effective. Overall, the student felt they grew in both areas by using strategies and will continue practicing various skills.
This document provides strategies for improving student writing skills. It recommends that all faculty view improving writing as their responsibility. Instructors should assign brief in-class writing exercises, provide guidance throughout the writing process, and have students critique each other's work. Finding other faculty to discuss effective writing techniques can also help students. Specific tips include reminding students that writing is a process of learning, not just an end goal, and teaching students how to expand basic sentence structures and organize paragraphs.
This document provides instructions for a memoir writing assignment in LENG 111. Students must write a 3-5 page double-spaced memoir about recalling a person, place, or event from their past. The memoir is due on April 10th and will be evaluated based on clear focus, well-selected details, and effective descriptions. Students should follow guidelines for formatting, length, and content outlined in the assignment instructions.
The document provides instructions on how to write a letter giving advice. It discusses dealing with problems parents may have, expressing advice, and how to plan and structure such a letter. It includes an example of a model letter addressing a situation where a teenager is having arguments with their parents over talking to friends on the phone. The letter demonstrates introducing the problem, providing calm advice, explaining the importance of friends, and concluding with optimism that understanding will be reached.
The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
Learning express better writing right now 240pmrwindy_3282
This document provides an introduction to the book "Better Writing Right Now!" by Francine D. Galko. The introduction discusses how the book can help readers improve their writing skills through step-by-step lessons that take readers through the entire writing process. It highlights that the book includes examples, strategies, and opportunities to practice writing techniques. The introduction also notes that the book covers both academic and workplace writing situations.
Writing is an important skill that is used in many professions. There are specific techniques that make writing more effective. To be a good writer, you must read widely to improve your knowledge on various topics. When writing, you should choose a topic, research it thoroughly, and create an outline or draft. Asking questions about the topic helps provide clarity and anticipate questions readers may have. The answers to these questions form the thesis which should be strong and clear. Supporting details and evidence are also important to make arguments persuasive. Writers must connect their ideas to the reader's understanding. Reviewing and editing the writing is important to refine it. Following these steps can help someone become a good writer.
This document is a student's final reflection on their learning profile and strategies used to improve their strengths and weaknesses. The student identifies their strength as verbal linguistic skills and weakness as logical thinking. For their strength, spelling corrections helped improve their verbal skills. For their weakness, talking through logic problems with their teacher was most effective. Overall, the student felt they grew in both areas by using strategies and will continue practicing various skills.
This document provides strategies for improving student writing skills. It recommends that all faculty view improving writing as their responsibility. Instructors should assign brief in-class writing exercises, provide guidance throughout the writing process, and have students critique each other's work. Finding other faculty to discuss effective writing techniques can also help students. Specific tips include reminding students that writing is a process of learning, not just an end goal, and teaching students how to expand basic sentence structures and organize paragraphs.
This document provides instructions for a memoir writing assignment in LENG 111. Students must write a 3-5 page double-spaced memoir about recalling a person, place, or event from their past. The memoir is due on April 10th and will be evaluated based on clear focus, well-selected details, and effective descriptions. Students should follow guidelines for formatting, length, and content outlined in the assignment instructions.
The document provides instructions on how to write a letter giving advice. It discusses dealing with problems parents may have, expressing advice, and how to plan and structure such a letter. It includes an example of a model letter addressing a situation where a teenager is having arguments with their parents over talking to friends on the phone. The letter demonstrates introducing the problem, providing calm advice, explaining the importance of friends, and concluding with optimism that understanding will be reached.
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Nicole's learning goal for the English course was to improve her reading comprehension. She chose several websites and software programs to help her practice and strengthen her reading skills. Some programs she found particularly helpful were Master Spell for improving spelling, Eliza for practicing conversations, and EnglishNow for testing comprehension through multiple choice questions. While the group activities and blogging were challenging, Nicole felt the individualized learning plan effectively addressed her weaknesses and helped advance her English abilities overall.
Nicole's learning goal for the English course was to improve her reading comprehension. She chose several websites and software programs to help her practice and strengthen her reading skills. Some programs she found particularly helpful were Master Spell for improving spelling, Eliza for practicing conversations, and EnglishNow for testing comprehension through multiple choice questions. While the technology issues were frustrating, Nicole felt the conversational group and creating a customized learning plan best helped her work on her specific needs in English.
This document provides guidance on developing speaking skills. It defines speaking as a process of building meaning through producing, receiving, and processing information. It lists conveying information verbally, expressing thoughts and feelings, and expressing emotions as key aspects of good speech. The document recommends speaking clearly, speaking to the listener, using a friendly tone and standard English, and talking with rather than at the listener as ways to improve speaking skills. It suggests activities like encouraging conversation, maintaining eye contact, explaining tone, asking comprehension questions, teaching concept words, and impromptu speaking exercises to boost speaking abilities.
The document outlines the SQ3R method for reading comprehension. The method involves 5 steps: (1) survey the text by glancing at headings and summaries, (2) question by turning headings into questions, (3) read by focusing on answering questions, (4) recite by answering questions in your own words, and (5) review by asking additional questions and considering implications. The goal is to actively engage with the text to improve understanding.
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.
This document provides information about writing paragraphs. It explains that writing is used to construct ideas and feelings on paper using sentences and paragraphs. It also outlines the generic structure of a paragraph, including the topic sentence, supporting sentences, RENNS (reasons, examples, names, numbers, senses) to develop support, and an optional concluding sentence. Finally, it discusses maintaining unity and coherence within a paragraph so that all information supports the topic sentence and is well organized.
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were proud of preparing well but saw room for more practice.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
Good readers set a purpose for reading, use prior knowledge to make connections, and ask questions before, during and after reading. They focus on important ideas, visualize information and make sensory connections. Good readers also make inferences, use strategies to understand difficult texts, recognize when their comprehension breaks down, study vocabulary and define unfamiliar words. Finally, good readers retell and summarize what they've read.
The document provides guidance on skills for teaching English pronunciation, developing vocabulary, comprehending texts, studying effectively, giving oral presentations, writing compositions, and evaluating student presentations. It includes tips for distinguishing sounds, recalling information, making predictions, stressing words, and structuring speeches. The document also lists criteria for evaluating students' use of voice, language, knowledge, and visual aids during oral presentations.
This reflection essay discusses the author's experience in an English composition class at a technical university. In three sentences:
The author expected the class to involve boring topics and harsh grading, but found that the assignments related to pop culture and entertainment industries. Completing the course improved the author's writing skills like finding a thesis, supporting points, and using APA citations correctly. In conclusion, the class helped enhance the author's writing, analysis, and presentation abilities which will benefit their future career.
This essay provides directions and models for my 6th grade students on their first reflective writing piece of the year. They are to reflect on their strengths and weaknesses in writing and set goals for the year. I also provide an apprentice, proficient, and distinguished student example for them to study.
The document analyzes the first two chapters of the text "Designing and Responding to Writing Assignments in Ways that Enhance Student Learning Across the Curriculum." The chapters discuss the importance of writing skills for students across all disciplines and provides guidance for instructors on how to design effective writing assignments and provide constructive feedback to students. This includes being clear on learning goals, discussing assignments in class, breaking down complex tasks, and separating evaluation of content from mechanics. The reflection notes that while writing assignments are important, not all instructors adequately prepare or guide students, and applying techniques from the text could help improve writing development.
This document outlines reading strategies to use before, during, and after reading. Before reading, strategies include previewing, setting a purpose, predicting, questioning, and activating prior knowledge to prepare for the text. During reading, strategies involve visualizing, re-reading, questioning, inferring, and learning vocabulary. After reading, one should re-read, summarize, reflect, review, and question to check comprehension. The goal is to be an active reader who thinks critically about the text.
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.
The document discusses key aspects of paragraph organization, including unity, coherence, faulty starts, lack of topic sentences, and development of ideas. It provides examples of original student paragraphs that demonstrate issues with organization and suggests improvements. The document also addresses choosing appropriate vocabulary and provides an example of a student paragraph with vocabulary issues to discuss.
This document discusses techniques, reasons, and strategies for reading assessment. It outlines various techniques for reading like scanning, skimming, active reading, detailed reading, and speed reading. It also lists reasons for reading such as developing verbal abilities and reducing stress. Strategies for reading comprehension are discussed before, during, and after reading such as activating prior knowledge, making predictions, and summarizing. Criteria for effective reading assessment are also mentioned, including assessing comprehension, strategy use, decoding, and student choice.
The document provides an overview of the writing process, including understanding paragraph structure, focusing on assignments, purpose, and audience, finding ideas, developing a topic sentence and main idea, arranging supporting details, drafting, revising, and editing paragraphs. Key aspects include identifying the main idea and topic sentence, using specific and relevant supporting details, transitions and repetition for coherence, and the importance of revision in developing content, organization, wording, and getting feedback from others.
This document provides tips for taking effective notes in class. It recommends that students come to class prepared having done any assigned reading and free from distractions. Students should practice active listening, focusing on the main points and key terms rather than writing down every word. Effective note taking techniques include writing the date and topic, using abbreviations, and defining important terms. Notes should be reviewed soon after class to reinforce learning and replace abbreviations. Asking questions and sharing notes with other students can also help with note taking.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
The document discusses the writing process and provides guidance on prewriting, organizing, revising, and editing. It explains that the writing process helps give structure and coherence to ideas. Some key steps include generating ideas during prewriting, organizing ideas using outlining and diagrams, expanding and clarifying content during revising, and fixing errors during editing. Sample topics, outlines, and paragraphs are provided to demonstrate the process.
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Nicole's learning goal for the English course was to improve her reading comprehension. She chose several websites and software programs to help her practice and strengthen her reading skills. Some programs she found particularly helpful were Master Spell for improving spelling, Eliza for practicing conversations, and EnglishNow for testing comprehension through multiple choice questions. While the group activities and blogging were challenging, Nicole felt the individualized learning plan effectively addressed her weaknesses and helped advance her English abilities overall.
Nicole's learning goal for the English course was to improve her reading comprehension. She chose several websites and software programs to help her practice and strengthen her reading skills. Some programs she found particularly helpful were Master Spell for improving spelling, Eliza for practicing conversations, and EnglishNow for testing comprehension through multiple choice questions. While the technology issues were frustrating, Nicole felt the conversational group and creating a customized learning plan best helped her work on her specific needs in English.
This document provides guidance on developing speaking skills. It defines speaking as a process of building meaning through producing, receiving, and processing information. It lists conveying information verbally, expressing thoughts and feelings, and expressing emotions as key aspects of good speech. The document recommends speaking clearly, speaking to the listener, using a friendly tone and standard English, and talking with rather than at the listener as ways to improve speaking skills. It suggests activities like encouraging conversation, maintaining eye contact, explaining tone, asking comprehension questions, teaching concept words, and impromptu speaking exercises to boost speaking abilities.
The document outlines the SQ3R method for reading comprehension. The method involves 5 steps: (1) survey the text by glancing at headings and summaries, (2) question by turning headings into questions, (3) read by focusing on answering questions, (4) recite by answering questions in your own words, and (5) review by asking additional questions and considering implications. The goal is to actively engage with the text to improve understanding.
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.
This document provides information about writing paragraphs. It explains that writing is used to construct ideas and feelings on paper using sentences and paragraphs. It also outlines the generic structure of a paragraph, including the topic sentence, supporting sentences, RENNS (reasons, examples, names, numbers, senses) to develop support, and an optional concluding sentence. Finally, it discusses maintaining unity and coherence within a paragraph so that all information supports the topic sentence and is well organized.
The document contains a student's self-assessment of their performance in a speech competition. They rate themselves across several criteria such as organization, openings, use of paragraphs, detail, and arguments. They feel they did well in organization and developing arguments but could have added more detail or asked more engaging opening questions. The student also reflects on how they could have improved their delivery by speaking slower and louder. They were proud of preparing well but saw room for more practice.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
Good readers set a purpose for reading, use prior knowledge to make connections, and ask questions before, during and after reading. They focus on important ideas, visualize information and make sensory connections. Good readers also make inferences, use strategies to understand difficult texts, recognize when their comprehension breaks down, study vocabulary and define unfamiliar words. Finally, good readers retell and summarize what they've read.
The document provides guidance on skills for teaching English pronunciation, developing vocabulary, comprehending texts, studying effectively, giving oral presentations, writing compositions, and evaluating student presentations. It includes tips for distinguishing sounds, recalling information, making predictions, stressing words, and structuring speeches. The document also lists criteria for evaluating students' use of voice, language, knowledge, and visual aids during oral presentations.
This reflection essay discusses the author's experience in an English composition class at a technical university. In three sentences:
The author expected the class to involve boring topics and harsh grading, but found that the assignments related to pop culture and entertainment industries. Completing the course improved the author's writing skills like finding a thesis, supporting points, and using APA citations correctly. In conclusion, the class helped enhance the author's writing, analysis, and presentation abilities which will benefit their future career.
This essay provides directions and models for my 6th grade students on their first reflective writing piece of the year. They are to reflect on their strengths and weaknesses in writing and set goals for the year. I also provide an apprentice, proficient, and distinguished student example for them to study.
The document analyzes the first two chapters of the text "Designing and Responding to Writing Assignments in Ways that Enhance Student Learning Across the Curriculum." The chapters discuss the importance of writing skills for students across all disciplines and provides guidance for instructors on how to design effective writing assignments and provide constructive feedback to students. This includes being clear on learning goals, discussing assignments in class, breaking down complex tasks, and separating evaluation of content from mechanics. The reflection notes that while writing assignments are important, not all instructors adequately prepare or guide students, and applying techniques from the text could help improve writing development.
This document outlines reading strategies to use before, during, and after reading. Before reading, strategies include previewing, setting a purpose, predicting, questioning, and activating prior knowledge to prepare for the text. During reading, strategies involve visualizing, re-reading, questioning, inferring, and learning vocabulary. After reading, one should re-read, summarize, reflect, review, and question to check comprehension. The goal is to be an active reader who thinks critically about the text.
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.
The document discusses key aspects of paragraph organization, including unity, coherence, faulty starts, lack of topic sentences, and development of ideas. It provides examples of original student paragraphs that demonstrate issues with organization and suggests improvements. The document also addresses choosing appropriate vocabulary and provides an example of a student paragraph with vocabulary issues to discuss.
This document discusses techniques, reasons, and strategies for reading assessment. It outlines various techniques for reading like scanning, skimming, active reading, detailed reading, and speed reading. It also lists reasons for reading such as developing verbal abilities and reducing stress. Strategies for reading comprehension are discussed before, during, and after reading such as activating prior knowledge, making predictions, and summarizing. Criteria for effective reading assessment are also mentioned, including assessing comprehension, strategy use, decoding, and student choice.
The document provides an overview of the writing process, including understanding paragraph structure, focusing on assignments, purpose, and audience, finding ideas, developing a topic sentence and main idea, arranging supporting details, drafting, revising, and editing paragraphs. Key aspects include identifying the main idea and topic sentence, using specific and relevant supporting details, transitions and repetition for coherence, and the importance of revision in developing content, organization, wording, and getting feedback from others.
This document provides tips for taking effective notes in class. It recommends that students come to class prepared having done any assigned reading and free from distractions. Students should practice active listening, focusing on the main points and key terms rather than writing down every word. Effective note taking techniques include writing the date and topic, using abbreviations, and defining important terms. Notes should be reviewed soon after class to reinforce learning and replace abbreviations. Asking questions and sharing notes with other students can also help with note taking.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
The document discusses the writing process and provides guidance on prewriting, organizing, revising, and editing. It explains that the writing process helps give structure and coherence to ideas. Some key steps include generating ideas during prewriting, organizing ideas using outlining and diagrams, expanding and clarifying content during revising, and fixing errors during editing. Sample topics, outlines, and paragraphs are provided to demonstrate the process.
This document provides guidance on writing effective paragraphs. It discusses starting writing through free writing, brainstorming, or clustering. It explains that the topic sentence is the main idea of the paragraph and should be discoursable. Supporting details can include examples, reasons, and personal observations. A paragraph should have unity, coherence in logical order, and variety.
This reflection paper discusses the author's experiences in their freshman cornerstone class and how it impacted their writing and speaking skills. The author reflects on their writing process, noting that they struggle to start papers but can write smoothly once they develop a thesis and outline. They also discuss their speaking strategies, which involve outlining and practicing the night before a presentation. Overall, the author feels the class helped improve their writing vocabulary, organization, and comfort with public speaking. They believe cornerstone was a valuable learning experience that prepared them for future academic work.
The document discusses the writing process and provides guidance on prewriting, organizing, revising, and editing. It explains that prewriting helps generate and narrow ideas through techniques like listing, clustering, and charting. Organizing develops the ideas into an outline with a topic sentence, supporting sentences, and concluding sentence. Revising focuses on content, structure, and flow. Editing addresses grammar, spelling, punctuation, and formatting. The goal is to produce a clear, well-structured paragraph on a chosen topic.
Effective Reading English Text Book (English Community free materials)gumuruh sspj
Grab a copy of reading english textbook for free here.
Come & Join our english session @fgroupindonesia.com
Check our some more information http://www.fgroupindonesia.com/2013/05/komunitas.html
This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
The document provides instructions and sample materials for two writing tasks that are part of the International Schools' Assessment (ISA). For Writing Task A, students are given a prompt and asked to write a narrative or reflective piece in response. They are given examples of prompts involving phrases, pictures, or short discussions to inspire their writing. For Writing Task B, students are presented with an issue or topic and asked to write an argument or exposition stating and supporting their opinion on the issue. The samples demonstrate how the tasks are introduced, what students are instructed to do, and how time is managed for both drafting and revising their written responses.
The document discusses the organization of paragraphs. It identifies several key aspects of paragraph organization: unity, coherence, faulty starts, lack of topic sentences, and underdeveloped ideas. Specific examples are provided to illustrate each concept. Vocabulary choice is also discussed as an important factor in effective writing. Overall, the document provides guidance on constructing well-organized paragraphs and choosing words carefully to improve writing skills.
The document discusses assessing writing and speaking skills according to AACI standards. It provides examples of writing tasks for different age groups from describing pictures to writing stories and emails. It also includes comments from students about their feelings towards writing, finding it stressful in exams but a way to be creative. The AACI standards assess task fulfillment, organization, and linguistic resources, providing criteria for passing grades from 9-10 to failing grades from 1-2. Sample student writings are assessed between grades 3-9 based on these standards.
The document discusses assessing writing and speaking skills according to AACI standards. It provides examples of writing tasks for different age groups from describing pictures to writing stories and emails. It also includes comments from students about their feelings towards writing, finding it stressful in exams but a way to be creative. The AACI standards assess task fulfillment, organization, and linguistic resources, providing criteria for passing grades from 9-10 to failing grades from 1-2. Sample student writings are assessed between grades 3-9 based on these standards.
This document provides information about the components and process of writing an essay. It discusses the main parts of an essay including the introduction, body, and conclusion. The introduction should contain a hook, background information, and thesis statement. The body paragraphs will develop the thesis with evidence and examples. The conclusion summarizes the key points without repeating the entire essay. The document also outlines the writing process, which includes pre-writing, during writing, and post-writing stages. Pre-writing involves planning and preparation before drafting. The actual writing occurs during the during writing stage, and post-writing consists of reviewing and revising the draft.
The document provides tips for writing a descriptive essay. It explains that a descriptive essay aims to use sensory details to give readers a vivid picture or experience of a person, place, or object, rather than tell its meaning. It outlines a five-step writing process: 1) prewriting to choose a topic and brainstorm details, 2) drafting using vivid language and sensory details, 3) revising to refine descriptions and ensure a clear picture, 4) editing for grammar and style, and 5) getting feedback by sharing the essay. Providing concrete sensory details through similes, metaphors and involving multiple senses helps bring the subject to life for readers.
To write the perfect essay in 9 easy stepsThabo Nkuna
This document provides a 9 step process for writing the perfect essay. It begins with a template that includes selecting a topic, brainstorming ideas, choosing a title, writing an engaging introduction, and supporting the main idea with facts. It then lists additional easy steps which include creating a "picture perfect summary" to organize ideas, drafting the beginning, middle, and end separately, editing the draft, and having others proofread before finalizing. The goal is to engage the reader, support the main point, and tie everything together cohesively.
This document provides tips for online English lesson planning and teaching. It discusses:
1. Key points about online students including that most have lower English levels, lack prior experience, and are located in Japan. Teachers should simplify lessons accordingly.
2. How to handle technical issues like student lateness or absence by proceeding with the lesson and notifying support staff.
3. The importance of setting SMART goals that are specific, measurable, achievable, realistic and time-based. Lessons should follow a three step structure - starting, doing, and ending the lesson.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
1. University of Panama
Faculty of Art
English School
Advanced Composition
“Components to Write a Good Essay and
The Process of Writing”
By: García, Ana 2-740-1253
López, Rubén 2-742-393
2. Have you ever taken a lot of time
writing an essay, but at the end
the grade is not as good as you
wanted?
Don’t worry, we had
the same problem as
you. We didn’t know
about the components
of writing and its
process.
Probably, your ideas are not
the problem. The real
problem is not following the
steps.
My name is Ana and he is
Rubén. We are here to
explain you in a briefly way
about those topics, so take
a seat and keep with us till
the end.
3. Writing Process
First of all, you need to know
how the writing process is
divided and the components
that are in.
Pre-writing
During- writing
Post- writing
Remember! Each process
has components.
Central Idea Organization
Supporting Material
Word Choice Punctuation
Components
In the next slide we
explain you more about it!
4. Components to Write a Good Essay
Good essays for us are
pieces of writing which
are understandable for
readers. They should
have organization and
their ideas must have
coherence. Let's see
the components to
write good essays.
5. 1. Pre-writing:
They prepare the students for a final writing. Those
activities allow students focus on the audience, the
content, the ideas, and the vocabulary necessary for the
task. Some Prewriting techniques are:
Outline
Writing for an specific
time different ideas
without worries about
the punctuation and
grammar.
Writing down every
single word related
to the topic that
come to your mind.
Writing definitions,
main ideas and
organizing them in a
list.
In pre-writing we can find
components as the central
idea.
6. ● Central Idea:
After you read what the central idea
means, Can you identify the best central
idea for the topic “no homework”?
A. We should do our work at
school because we have better
equipment there.
If you want to
know the
answer, go to the
next slide!
It is the heart of your writing. It should be interesting and
important because it is what you are writing l about. All the
information you place in the essay or in the paragraph must be
related to the central idea.
B. We should not have homework.
7. The best option for the topic “no homework” is
the letter B because it is related to homework.
Why cannot the letter
A be the best option?
It cannot be the best option because it
says about doing the assignments in the
school and about equipments. It does
not talk about homework.
B. We should not have homework.
8. 2. During-writing:
This is a self-editing and revisions part. In this
stage, the students are guided through writing and
rewriting. The professor gives the necessary advices
to improve the paragraph. The most important here
are the ideas, the coherence, the supporting details
and the structure of the paragraph.
this part would include the
organization, supporting material
and the word choice.
We are making
progress! keep it up.
9. Does it make sense?
Analyse this example:
I hope you agree with me that we should not have homework.
Finally, it is hard to concentrate when you want to be outside
playing on a sunny day. Also, we should do it at school because we
can´t ask questions to our teacher when we do it at home.
.
Let’s see what
the organization
is about!
Organization is the order of your ideas. It is the way you move from one idea
to another one. Also, it refers to the logical sequence and coherence.
It means your paragraph should be
in chronological order (one idea
following the other one) and the
sentences must be related.
● Organization
10. Remember, the
paragraphs are for
reader and it is
important that they
understand them.
❖ Look at the Organize
Example
We should do the assignments at school
because we can´t ask questions to our teacher
when we do it at home. Finally, it is hard to
concentrate when you want to be outside
playing on a sunny day. I hope you agree with
me that we should not have homework.
Better!
Right?
11. Supporting material is composed by the details and sentences that will support the
central idea. They can be explanations, statistics, examples and information.
● Supporting Material:
This is an important part of
paragraphs and essays because it is
like the body of them. We should not have homework.
Central Idea
Supporting Material
● It takes away from family
time.
● You have to do your
homework instead of playing
a family board game or
playing catch.
As you can see each
supporting material is
linked to the central idea.
12. Word choice is select the appropriate language or words to
express our ideas, purposes and point of view in order to
catch the attention of your readers.
The words and expressions
that you use in a paragraph
are important because they
should be clear and
appropriate according to
your audience and purpose
of your writing.
● Word Choice:
Imagine you are a singer and
you have a teenager audience.
You cannot sing songs from the
80s because they would not like
those songs. The same happens
with paragraphs and essays.
You will have different kinds of
readers.
Let’s take a look
to this
Nice
Lovely
13. The punctuation, the spelling, the grammar rules are essential to understand the
message. The comma, semicolon, period, quotation mark, etc...
● Punctuation (Grammar):
Moreover you, cannot goes outside
for playing. So you will getting fat.
Moreover, you cannot go outside to
play, so you will get fat.
Probably, you can understand both,
but the first one is incorrect because it
does not have the punctuation mark
correctly and it has some grammatical
mistakes
14. 3. Post-writing:
It helps students reflect on and revise their writing
based on feedback from the readers, such as
classmates or professors. In this stage the ideas
should be clear. The mistakes can be misspelling,
punctuation.
And last but not least, in post writing
the last corrections are made.
Punctuation and misspellings are
examples.
15. Final Paragraph
No Homework
We should not have homework. It takes away from family time. You have to do your homework
instead of playing a family board game or playing catch. Moreover, you cannot go outside to play,
so you will get fat. If you bring it home you will rush through it, so you can play video games. We
should do our work at school because we have better equipment there. Also, we should do it at
school because we can´t ask questions to our teacher when we do it at home. Finally, it is hard to
concentrate when you want to be outside playing on a sunny day. I hope you agree with me that
we should not have homework.
After you following all the
step you obtain a good
writing!
It's not that
difficult now, is
it?
16. Take notes of every
single detail and you will
be a good writer.
Put into practice
the techniques
and components.
All the components and steps
are the complements for
good writing. It isn’t that
hard to tell whether a piece of
writing is good or bad. You
just have to read it.
Follow the techniques to have
a good one!
Thanks for staying until
the end and good luck for
your next essay!