Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
This document provides an introduction to analytic thinking by outlining its key components and principles. It explains that all thinking can be broken down into eight elements and that to analyze thinking, one must learn to identify and question these elements and understand intellectual standards. The document aims to provide students with a model for analyzing various subjects by examining elements like purpose, evidence, assumptions, and implications. It argues that learning to analyze is an important skill that can help students think more skillfully across disciplines.
1 The Biography of Langston Hughes .docxrobert345678
1
The Biography of Langston Hughes
Yanai Gonzalez
Ana G Mendez
November 17, 2022
The Biography of Langston Hughes
THE BIOGRAPHY OF LANGSTON HUGHES
2
On February 1, 1901, James Mercer Langston Hughes was born. He was born in
Joplin, Missouri, to James and Caroline Hughes, into a family of enslaved people and
enslavers (Leach, 2004). His father departed from the family, later divorcing their family,
forcing Langston's mother to move to Lawrence, Kansas, with his maternal grandmother. It
was from the latter that Langston learned about African American traditions, installing an
enormous sense of pride into the young man (Hughes et al., 2001). This greatly influenced his
writing, as evidenced by poems such as Mother to Son. He would then go on to join
Columbia University to study engineering, where he would write poetry for the Columbia
Daily Spectator. As a result of racial discrimination, he finally left the school and resided in
Harlem, where he was engulfed by the vibrant feeling of life (Leach, 2004).
Langston began cruising as a crewman aboard the S.S. Malone in 1923, after doing a
few odd jobs. He subsequently took his first white-collar job as Carter G. Woodson's assistant
at the Association for the Study of African American Life and History, a historian. He'd then
leave his work since it didn't enable him to write. He would later work as a busboy. He got
his big writing break when he met Vachel Lindsay, a famous poet of the time, with whom
Langston shared his poetry (Leach, 2004). Lindsay was heavily impressed and helped
Langston reach the big stage. Langston then went on to earn a Bachelor of Arts degree from
Lincoln University.
Langston began his literary career in 1921 by publishing The Crisis in the National
Association for the Advancement of Colored People magazine (Leach, 2004). The poem
Mother to Son was in this book and would go on to get much acclaim. He would go on to
release The Weary Blues along with other novels, short stories, and poems (Hughes et al.,
2001). He participated heavily in the Harlem Renaissance. Langston would pass away on
May 22, 1967, from surgery complications while being treated for prostate cancer.
Mother To Son by Langston Hughes
THE BIOGRAPHY OF LANGSTON HUGHES
3
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
References
THE BIOGRAPHY OF LANGSTON HUGHES
4
Hughes, L., Hubbard, .
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
This document provides an agenda for a teacher training that focuses on building curriculum units from scratch. It discusses the presenter's thought process, where to begin, content groups, and free resources. The thought process section emphasizes considering students' education, individual needs, and backgrounds. Where to begin recommends aligning to standards, enduring understandings, and authentic tasks. It then gives examples of alignment, understandings, and a multi-step task analyzing short stories from The House on Mango Street. The document concludes by discussing the benefits of the training and providing free online resources.
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
The document outlines the objectives and activities for a classroom session on communication and technology. The session will include: watching a video, comparing tabloid and broadsheet newspapers, matching vocabulary words to definitions, skimming articles to identify if they are from a tabloid or broadsheet, reading news articles and finding specific facts, and summarizing assigned paragraphs in groups. Activities include short time limits and involve using critical reading skills like comparing, matching, identifying main ideas and details, and summarizing information.
Effective ways to teach and develop critical thinking skills to young learners and adults. Tools for effective discussion.
Eva F. Andrianarivo and Manda Radafy,
English Teaching Program,
Antananarivo, Madagascar
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
This document provides an introduction to analytic thinking by outlining its key components and principles. It explains that all thinking can be broken down into eight elements and that to analyze thinking, one must learn to identify and question these elements and understand intellectual standards. The document aims to provide students with a model for analyzing various subjects by examining elements like purpose, evidence, assumptions, and implications. It argues that learning to analyze is an important skill that can help students think more skillfully across disciplines.
1 The Biography of Langston Hughes .docxrobert345678
1
The Biography of Langston Hughes
Yanai Gonzalez
Ana G Mendez
November 17, 2022
The Biography of Langston Hughes
THE BIOGRAPHY OF LANGSTON HUGHES
2
On February 1, 1901, James Mercer Langston Hughes was born. He was born in
Joplin, Missouri, to James and Caroline Hughes, into a family of enslaved people and
enslavers (Leach, 2004). His father departed from the family, later divorcing their family,
forcing Langston's mother to move to Lawrence, Kansas, with his maternal grandmother. It
was from the latter that Langston learned about African American traditions, installing an
enormous sense of pride into the young man (Hughes et al., 2001). This greatly influenced his
writing, as evidenced by poems such as Mother to Son. He would then go on to join
Columbia University to study engineering, where he would write poetry for the Columbia
Daily Spectator. As a result of racial discrimination, he finally left the school and resided in
Harlem, where he was engulfed by the vibrant feeling of life (Leach, 2004).
Langston began cruising as a crewman aboard the S.S. Malone in 1923, after doing a
few odd jobs. He subsequently took his first white-collar job as Carter G. Woodson's assistant
at the Association for the Study of African American Life and History, a historian. He'd then
leave his work since it didn't enable him to write. He would later work as a busboy. He got
his big writing break when he met Vachel Lindsay, a famous poet of the time, with whom
Langston shared his poetry (Leach, 2004). Lindsay was heavily impressed and helped
Langston reach the big stage. Langston then went on to earn a Bachelor of Arts degree from
Lincoln University.
Langston began his literary career in 1921 by publishing The Crisis in the National
Association for the Advancement of Colored People magazine (Leach, 2004). The poem
Mother to Son was in this book and would go on to get much acclaim. He would go on to
release The Weary Blues along with other novels, short stories, and poems (Hughes et al.,
2001). He participated heavily in the Harlem Renaissance. Langston would pass away on
May 22, 1967, from surgery complications while being treated for prostate cancer.
Mother To Son by Langston Hughes
THE BIOGRAPHY OF LANGSTON HUGHES
3
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
References
THE BIOGRAPHY OF LANGSTON HUGHES
4
Hughes, L., Hubbard, .
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
This document provides an agenda for a teacher training that focuses on building curriculum units from scratch. It discusses the presenter's thought process, where to begin, content groups, and free resources. The thought process section emphasizes considering students' education, individual needs, and backgrounds. Where to begin recommends aligning to standards, enduring understandings, and authentic tasks. It then gives examples of alignment, understandings, and a multi-step task analyzing short stories from The House on Mango Street. The document concludes by discussing the benefits of the training and providing free online resources.
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
The document outlines the objectives and activities for a classroom session on communication and technology. The session will include: watching a video, comparing tabloid and broadsheet newspapers, matching vocabulary words to definitions, skimming articles to identify if they are from a tabloid or broadsheet, reading news articles and finding specific facts, and summarizing assigned paragraphs in groups. Activities include short time limits and involve using critical reading skills like comparing, matching, identifying main ideas and details, and summarizing information.
Effective ways to teach and develop critical thinking skills to young learners and adults. Tools for effective discussion.
Eva F. Andrianarivo and Manda Radafy,
English Teaching Program,
Antananarivo, Madagascar
This document discusses Bloom's Taxonomy, which categorizes six levels of thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of verbs and thinking skills associated with each level. It then provides examples applying different levels of thinking to common stories like Goldilocks and the Three Bears to illustrate how questions or activities can target different types of thinking.
The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.
The document provides an analysis of Edgar Allan Poe's short story "The Tell-Tale Heart". It examines the narrative structure, including the exposition, rising action, climax, falling action, and resolution. It also analyzes the narrative viewpoint, setting, themes, and style of the short story. The document is intended to help readers understand and evaluate the key elements of Poe's classic work.
Petr Simon - Procedural Lexical Semantics (PhD Thesis)Petr Šimon
The document discusses the development of a theory of semantic well-formedness that takes a procedural approach to lexical semantics. It evaluates proposals from Generative Lexicon theory and extends Transparent Intensional Logic to provide a richer analysis of meaning at the lexical and compositional levels. The goal is to describe a flexible formal system for analyzing meaning variation, change, and what makes expressions meaningful.
Assignment Write a 6 page analytic research essay in which you re.docxrock73
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
This document provides guidance and examples for students writing a personal narrative essay. It discusses the components of an effective narrative, including focusing on a single significant event, building tension, including internal narration, and using plot structures like exposition, rising action, climax and resolution. Students are instructed to select a topic for their narrative, analyze its significance, and create a plot structure map. The first draft of their personal narrative essay is due the following Monday.
This lesson plan outlines a class that will be taught over 100 minutes. It includes the following sections:
1. Warm-up (10 mins): The lecturer will greet students, check attendance and hygiene, and have students arrange chairs in different styles. This is to engage students at the start of class.
2. Review of previous lesson (30 mins): The lecturer will collect and provide feedback on homework, and review key points from the prior class through discussion with students.
3. New lesson (100 mins): The main part of the class will be taught here. It includes pre-teaching where the lecturer outlines the chapter/lesson and students are expected to participate through discussion.
The lesson
This document discusses different modes of paragraph development, including causal analysis, narration, and definition. Causal analysis examines causes and effects, narration involves storytelling through techniques like vivid description and consistent point of view, and definition explains concepts clearly. Understanding these modes helps writers develop paragraphs for different purposes.
This document outlines a unit plan for teaching literary elements in short stories to 6th grade students. Over two weeks, students will read and discuss a minimum of six short stories in literature circles. They will learn skills for annotating texts, identifying elements like plot, conflict, theme and point of view. Students will keep a journal and use their entries to draft a literary essay analyzing elements across multiple stories. The unit provides guidance on forming literature circles, selecting stories, reading strategies, leading discussions and providing peer feedback.
M06 supplemental resource power point elements of rhetorical analysisestarr50
This document provides an overview of rhetorical analysis. It defines rhetoric as the art of using language to persuade or influence others. The purpose of rhetoric is to use language effectively to get readers to agree, believe, do something, learn, be entertained, trust the writer, admire the writer, see the writer as credible, and focus or overlook certain ideas. Rhetorical analysis examines how language is used effectively in written texts to achieve these goals. It considers elements like appeals to ethos, pathos and logos, structure, language, and omission of details. Thesis statements for rhetorical analysis make a claim about how effectively a text influences readers through these elements.
This document provides suggestions for encouraging students to speak formally in the classroom by using "thought stems" or sentence starters for different subjects. It recommends displaying the thought stems around the room and directing students to use them when expressing ideas verbally. Examples of thought stems are provided for subjects like English, French, math, and history. Teachers are also encouraged to create their own thought stems tailored for their specific subjects. Differentiating the thought stems for different ability levels is discussed as a way to challenge students' ideas.
10 paged paper instructions/main instruction.pdf
1
599
O n V i o l e n c e
e s s a y o n t h e t h e o r i e s o f v i o l e n c e
The idea here is to engage one of the theories (or literary treatments) that seek to help us to
understand violence and apply it to a real-world case in the areas we are examining in the
course.
I . S t r u c t u r a l C o n s i d e r a t i o n s
A . T i t l e
Include two dimensions in your title. The first should be descriptive language referring to the
paper’s subject matter. And the second should refer to your main point or argument.
B . I n t r o d u c t i o n
Your introduction should do four things: (a) make it clear why the study of the act of
violence you have chosen is important, (b) a sense of the chief intellectual challenge it poses
to theory, (c) a brief statement as to your main finding and (d) a brief overview of the paper.
C . C o n t e x t
This section is where you will establish the groundwork for your analysis. You can begin by
locating your act of violent activity within its context. Say something here regarding (a) the
actors and (b) the essential fact-pattern of the event or case in question.
D . T h e o r y
In this part of the paper, you can introduce the theory (or literary treatment) you seek to
examine in terms of (a) its basic assumptions and (b) ways in which it would seek to account
for the event under consideration.
E . E v a l u a t i o n
Here you will make a determination as to the utility, the value, of the theory in terms of its
explanatory power or its limitations.
F . C o n c l u s i o n
Restate the main intellectual issue to emerge from the treatment of the incident and the
theories you have selected. Then, restate what you take to be the main point to emerge from
your analysis. And, finally, offer some comments as to the implications of this for the future.
2
I I . T e c h n i c a l C o n s i d e r a t i o n s
A . S o u r c e s
JSTOR will be very important here. So too will be the coverage from the Times of London,
New York Times and other news services.
B . S t y l e
About the style of the composition, three quick points will suffice. First, you will not need a
title page, just get right to it (name, course number in upper right or left, single-spaced).
Second, use only Times New Roman and standard margins. And third, in addition to your
paper’s title, use section-headings to announce points of transition in the essay (a single word
or a short phrase that captures the essence of what is coming in the section).
C . C i t a t i o n s
Please use footnotes after the fashion of the Chicago Manual of Style. With regard to the
footnotes, remember to put them in Times New Roman and bring them down to ten-point
font. Also, provide a bibliography.
10 paged paper instructions/readin.pdf
Social–emotional origins of violence: A theory of mult.
Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
This document provides guidance on how to write a narrative essay. It explains that a narrative essay tells a story or past event from any perspective using sensory details. When writing, one should consider having a strong storyline, maintaining the reader's interest, and including a point. The essay should have an introduction to engage the reader, a body with 3 paragraphs detailing the story's sequence of events, and a conclusion that ties back to the opening. Key elements like characters, setting, climax, and ending are important to include.
The document introduces the reading strategy of Reciprocal Reading which involves 4 roles: questioner, clarifier, predictor, and summarizer. It describes the roles and strategies involved - the questioner asks questions about the text, the predictor makes predictions, the clarifier addresses any confusion, and the summarizer recaps the important details. The group leader assigns roles and makes sure everyone participates. The goal is for students to work together to comprehend the text by using these different comprehension strategies.
The document introduces the reading strategy of Reciprocal Reading which involves 4 roles: questioner, clarifier, predictor, and summarizer. It describes the roles and strategies involved - the questioner asks questions about the text, the predictor makes predictions, the clarifier addresses any confusion, and the summarizer recaps the important details. The group leader assigns roles and makes sure everyone participates. The goal is for students to work together to comprehend the text by using these different comprehension strategies.
Year 9 Hunger Games Home Learning Projectjulier3846
This home learning project asks students to explore dystopian fiction by comparing themes to real-life conflicts around the world. Students are instructed to complete reading and research assignments that will take about six hours total. The assignments include reading an article about child soldiers, defining key vocabulary terms, answering comprehension questions, continuing a story from The Hunger Games perspective, and designing a movie poster for a dystopian film.
Techniques in Selecting and organizing Information & Types of WritingAndre Philip Tacderas
The document discusses various techniques for selecting and organizing information, including brainstorming, clustering/mapping, free writing, and outlining. It also covers different types of writing like narrative, descriptive, expository, and persuasive writing. Narratives are divided into fiction and nonfiction types. Descriptive writing uses details to present impressions, while expository writing informs or explains using facts.
The document discusses various techniques for selecting and organizing information, including brainstorming, clustering/mapping, free writing, and outlining. It also covers different types of writing like narrative, descriptive, expository, and persuasive writing. Narratives are divided into fiction and nonfiction types. Descriptive writing uses details to present impressions, while expository writing informs using facts.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This document discusses Bloom's Taxonomy, which categorizes six levels of thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of verbs and thinking skills associated with each level. It then provides examples applying different levels of thinking to common stories like Goldilocks and the Three Bears to illustrate how questions or activities can target different types of thinking.
The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.
The document provides an analysis of Edgar Allan Poe's short story "The Tell-Tale Heart". It examines the narrative structure, including the exposition, rising action, climax, falling action, and resolution. It also analyzes the narrative viewpoint, setting, themes, and style of the short story. The document is intended to help readers understand and evaluate the key elements of Poe's classic work.
Petr Simon - Procedural Lexical Semantics (PhD Thesis)Petr Šimon
The document discusses the development of a theory of semantic well-formedness that takes a procedural approach to lexical semantics. It evaluates proposals from Generative Lexicon theory and extends Transparent Intensional Logic to provide a richer analysis of meaning at the lexical and compositional levels. The goal is to describe a flexible formal system for analyzing meaning variation, change, and what makes expressions meaningful.
Assignment Write a 6 page analytic research essay in which you re.docxrock73
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
This document provides guidance and examples for students writing a personal narrative essay. It discusses the components of an effective narrative, including focusing on a single significant event, building tension, including internal narration, and using plot structures like exposition, rising action, climax and resolution. Students are instructed to select a topic for their narrative, analyze its significance, and create a plot structure map. The first draft of their personal narrative essay is due the following Monday.
This lesson plan outlines a class that will be taught over 100 minutes. It includes the following sections:
1. Warm-up (10 mins): The lecturer will greet students, check attendance and hygiene, and have students arrange chairs in different styles. This is to engage students at the start of class.
2. Review of previous lesson (30 mins): The lecturer will collect and provide feedback on homework, and review key points from the prior class through discussion with students.
3. New lesson (100 mins): The main part of the class will be taught here. It includes pre-teaching where the lecturer outlines the chapter/lesson and students are expected to participate through discussion.
The lesson
This document discusses different modes of paragraph development, including causal analysis, narration, and definition. Causal analysis examines causes and effects, narration involves storytelling through techniques like vivid description and consistent point of view, and definition explains concepts clearly. Understanding these modes helps writers develop paragraphs for different purposes.
This document outlines a unit plan for teaching literary elements in short stories to 6th grade students. Over two weeks, students will read and discuss a minimum of six short stories in literature circles. They will learn skills for annotating texts, identifying elements like plot, conflict, theme and point of view. Students will keep a journal and use their entries to draft a literary essay analyzing elements across multiple stories. The unit provides guidance on forming literature circles, selecting stories, reading strategies, leading discussions and providing peer feedback.
M06 supplemental resource power point elements of rhetorical analysisestarr50
This document provides an overview of rhetorical analysis. It defines rhetoric as the art of using language to persuade or influence others. The purpose of rhetoric is to use language effectively to get readers to agree, believe, do something, learn, be entertained, trust the writer, admire the writer, see the writer as credible, and focus or overlook certain ideas. Rhetorical analysis examines how language is used effectively in written texts to achieve these goals. It considers elements like appeals to ethos, pathos and logos, structure, language, and omission of details. Thesis statements for rhetorical analysis make a claim about how effectively a text influences readers through these elements.
This document provides suggestions for encouraging students to speak formally in the classroom by using "thought stems" or sentence starters for different subjects. It recommends displaying the thought stems around the room and directing students to use them when expressing ideas verbally. Examples of thought stems are provided for subjects like English, French, math, and history. Teachers are also encouraged to create their own thought stems tailored for their specific subjects. Differentiating the thought stems for different ability levels is discussed as a way to challenge students' ideas.
10 paged paper instructions/main instruction.pdf
1
599
O n V i o l e n c e
e s s a y o n t h e t h e o r i e s o f v i o l e n c e
The idea here is to engage one of the theories (or literary treatments) that seek to help us to
understand violence and apply it to a real-world case in the areas we are examining in the
course.
I . S t r u c t u r a l C o n s i d e r a t i o n s
A . T i t l e
Include two dimensions in your title. The first should be descriptive language referring to the
paper’s subject matter. And the second should refer to your main point or argument.
B . I n t r o d u c t i o n
Your introduction should do four things: (a) make it clear why the study of the act of
violence you have chosen is important, (b) a sense of the chief intellectual challenge it poses
to theory, (c) a brief statement as to your main finding and (d) a brief overview of the paper.
C . C o n t e x t
This section is where you will establish the groundwork for your analysis. You can begin by
locating your act of violent activity within its context. Say something here regarding (a) the
actors and (b) the essential fact-pattern of the event or case in question.
D . T h e o r y
In this part of the paper, you can introduce the theory (or literary treatment) you seek to
examine in terms of (a) its basic assumptions and (b) ways in which it would seek to account
for the event under consideration.
E . E v a l u a t i o n
Here you will make a determination as to the utility, the value, of the theory in terms of its
explanatory power or its limitations.
F . C o n c l u s i o n
Restate the main intellectual issue to emerge from the treatment of the incident and the
theories you have selected. Then, restate what you take to be the main point to emerge from
your analysis. And, finally, offer some comments as to the implications of this for the future.
2
I I . T e c h n i c a l C o n s i d e r a t i o n s
A . S o u r c e s
JSTOR will be very important here. So too will be the coverage from the Times of London,
New York Times and other news services.
B . S t y l e
About the style of the composition, three quick points will suffice. First, you will not need a
title page, just get right to it (name, course number in upper right or left, single-spaced).
Second, use only Times New Roman and standard margins. And third, in addition to your
paper’s title, use section-headings to announce points of transition in the essay (a single word
or a short phrase that captures the essence of what is coming in the section).
C . C i t a t i o n s
Please use footnotes after the fashion of the Chicago Manual of Style. With regard to the
footnotes, remember to put them in Times New Roman and bring them down to ten-point
font. Also, provide a bibliography.
10 paged paper instructions/readin.pdf
Social–emotional origins of violence: A theory of mult.
Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
This document provides guidance on how to write a narrative essay. It explains that a narrative essay tells a story or past event from any perspective using sensory details. When writing, one should consider having a strong storyline, maintaining the reader's interest, and including a point. The essay should have an introduction to engage the reader, a body with 3 paragraphs detailing the story's sequence of events, and a conclusion that ties back to the opening. Key elements like characters, setting, climax, and ending are important to include.
The document introduces the reading strategy of Reciprocal Reading which involves 4 roles: questioner, clarifier, predictor, and summarizer. It describes the roles and strategies involved - the questioner asks questions about the text, the predictor makes predictions, the clarifier addresses any confusion, and the summarizer recaps the important details. The group leader assigns roles and makes sure everyone participates. The goal is for students to work together to comprehend the text by using these different comprehension strategies.
The document introduces the reading strategy of Reciprocal Reading which involves 4 roles: questioner, clarifier, predictor, and summarizer. It describes the roles and strategies involved - the questioner asks questions about the text, the predictor makes predictions, the clarifier addresses any confusion, and the summarizer recaps the important details. The group leader assigns roles and makes sure everyone participates. The goal is for students to work together to comprehend the text by using these different comprehension strategies.
Year 9 Hunger Games Home Learning Projectjulier3846
This home learning project asks students to explore dystopian fiction by comparing themes to real-life conflicts around the world. Students are instructed to complete reading and research assignments that will take about six hours total. The assignments include reading an article about child soldiers, defining key vocabulary terms, answering comprehension questions, continuing a story from The Hunger Games perspective, and designing a movie poster for a dystopian film.
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The document discusses various techniques for selecting and organizing information, including brainstorming, clustering/mapping, free writing, and outlining. It also covers different types of writing like narrative, descriptive, expository, and persuasive writing. Narratives are divided into fiction and nonfiction types. Descriptive writing uses details to present impressions, while expository writing informs or explains using facts.
The document discusses various techniques for selecting and organizing information, including brainstorming, clustering/mapping, free writing, and outlining. It also covers different types of writing like narrative, descriptive, expository, and persuasive writing. Narratives are divided into fiction and nonfiction types. Descriptive writing uses details to present impressions, while expository writing informs using facts.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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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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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.
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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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4. Game
Mechanics
1.Open your phone, you need an internet connection.
(If you don’t have data or internet connection or data
you can connect using your mobile hotspot and
connect here: Ronalyn’s Galaxy A12
Password:Godisgood
2.Open your browser and search the word “Kahoot”
3.Click the join game and type the given code by the
host.
4.Click enter, write a nickname that you want to use
and answer the questions given.
5.The one who will have high score will win the game.
5. …………
………
……
DIRECTIONS: A text will be assigned to each group. All the
members of the group will read their assigned text loudly in
the class.
Group 1 : The Story of Babu and the Lion
Group 2 : Life Cycle of a Butterfly
Group 3: Steps in Making Research
Group 4: Footsteps in the moon
Group 5: Memories Last a Lifetime
Group 6: Treshella White Beauty Soap
6. persuasion
Personal recount
expository
TEXT TYPES
explanation
narrative
Text types are any pieces of
writing that you read or create.
They are the classification of
texts according to their purposes
and they are structured
differently. Some text narrates a
series, while others explain how
something works. Other text types
give instructions or list
procedures, while others argue for
a point to convince readers.
factual recount
8. NARRATIVE TEXTS NARRATIVE
novels
short stories
Folktales
tells a story with an order of events;
can be fiction (made-up story) or
non-fiction (real events);
the characters and setting are
presented; and
answers the question “what
happened”.
Fables
12. EXPLANATORY TEXTS
• explains a particular subject or topic and its ideas
that support it; and
• explains a procedure such as how something is done
or why something occurs.
•“How To” articles
•Procedures
14. FACTUAL RECOUNT
• retells past events which the speaker or
writer was not personally involved.
• often used in news, police reports,
historical accounts, etc.
• A factual recount is objective, and its
main purpose is to inform and to
entertain.
16. PERSONAL RECOUNT
• describes past events that the
speaker/writer was personally involved
in;
• uses first person pronoun; and
• uses verbs in the simple past tense.
•a story of a personal experience told by
the writer himself/herself.
18. PERSUASIVE TEXTS
• these are ideas or opinions of the author
to a specific topic which aim to convince
the readers/listeners to believe, perform
a certain action or to change mind.
19. …………
………
……
Group Activity: What is the Type?
Directions: Identify the text type being
defined in the given statement by raising a
correct flashcard that contain the text
type.
20. …………
………
……
1. It is about telling a story which
is either fiction (made-up story)
or non-fiction (real events). It
answers the question “what
happened”.
24. …………
………
……
3. This explains a particular
subject or topic and its ideas that
support it. It is a kind of factual
text that explains a procedure
such as how something is done or
why something occurs.
28. …………
………
……
5. This retells events in a
logical order. This is a detailed
record of facts and events
which the speaker or writer
might be directly or indirectly
involved.
30. …………
………
……
6.These are ideas or opinions of the
author to a specific topic which
aim to convince the
readers/listeners to perform a
certain action.
32. Directions: Each group will be assigned a specific text type (narrative, expository, explanation, recount and persuasive)
…………
………
……
Group Activity: Text Type Paragraph
Challenge
Directions: Each group will be
assigned a specific text type
(narrative, expository, explanation,
recount and persuasive) based on the
given picture you will write a short
paragraph.
38. Directions: Each group will be assigned a specific text type (narrative, expository, explanation, recount and persuasive)
…………
………
……
39. Why text types are important in one's life experience?
…………
………
……
Why text types are important in
one's life experience?
40. Directions: Read the questions and encircle the letter of the correct answer.
…………
………
……
Quiz Time!
Directions: Read the questions
and encircle the letter of the
correct answer.
41. Directions: Read the questions and encircle the letter of the correct answer.
…………
………
……
Directions: Read the questions
and encircle the letter of the
correct answer.
42. Directions: Choose the text type that you like best. Then state your reasons why you
like it in at least three (3) sentences using explanatory text type. Be guided with the
rubrics below. Write your answer on your English notebook.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
43. …………
………
……
DIRECTIONS
Write a short story or memoir inspired by “The Kaffir Boy”,
focusing on education and its impact on personal growth
and development. Incorporate specific details and
examples from the text to support their story and use
descriptive language to bring it to life.