This document contains the agenda and notes for a Writing 2 class at IECP in Fall 2012. It includes discussions on idioms, sentence combining, IELTS rubrics and examples, blog commenting etiquette, and process paragraph writing. Students are asked to complete homework on pages 102-103, comment on sample paragraphs online, and write and submit their own process paragraph.
Module 1
Freud and Erikson are two important theorists within the field of developmental science. In this discussion, you will demonstrate a basic understanding of Freud and Erikson's ideas about development and then briefly outline an experiment.
Module 1
Freud and Erikson are two important theorists within the field of developmental science. In this discussion, you will demonstrate a basic understanding of Freud and Erikson's ideas about development and then briefly outline an experiment.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
This PPT outlines the requirements for IELTS Writing tasks 1 and 2. It is intended to show students how to improve their writing skills to achieve a certain level, with the focus here ranging from bands 5-8.
Visit two (2) hawker centres of your choice. Examine how you would.docxjessiehampson
Visit two (2) hawker centres of your choice. Examine how you would conduct trading area analyses and recommend the one that you would like to set up your stall.
I have chosen the hawkers in Ang Mo Kio S11 and Chomp Chomp. The hawker at Ang Mo Kio is a walkable distance from the mrt station. Ang Mo Kio is a mutual estate; this cause the crowds to be older. The main audience of the hawkers are middle aged. The trading area at Ang Mo Kio is smaller than Chomp Chomp. The stores at Ang Mo Kio are saturated.
The hawker at Chomp Chomp is future away from the mrt station. As compared to the one at Ang Mo Kio, Chomp Chomp is less accessible. Chomp Chomp still managed to gain crowds despite being less accessible. The crowds in Chomp Chomp have a wider age range from young to old. Tourist also head down to Chomp Chomp to try Singapore local food. The trading area at Chomp Chomp is much larger than Ang Mo Kio. The stalls at Chomp Chomp are over-stored as there are more than one stall selling the same food.
I have chosen Ang Mo Kio hawker for my stall as the competition is lesser than Chomp Chomp. Being new in this industry there will be more opportunities to expand at Ang Mo Kio as compared to Chomp Chomp.
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Table of Contents -- Course Reader -- English 1A – Fall 2019
Course Syllabus 2
Revision Process 6
Sample Formatting Page 7
Sample Process Letter 8
1. Inductive Analysis Essay (4-5 pgs.) 50 points Page
Essay Prompt 9
Nature by Ralph Waldo Emerson 10
“The Transparent I” by William Fitzgerald (Sample Essay) 11
2. Deductive Analysis Essay (6-7 pgs.) 100 points Page
Essay Prompt 14
“Seeing” by Annie Dillard 15
An Outline of the Essential Key Points of Dillard’s Essay 22
Sample Paragraphs for writing about “Seeing” 24
3. Personal Essay (4-6 pages) 25 points Page
Essay Prompt 25
“Haudenosaunee Thanksgiving Address” 27
The Pledge of Allegiance 30
“Allegiance to Gratitude” by Robin Wall Kimmerer 31
“Learning the Grammar of Animacy” by Robin Wall Kimmerer 36
4. Research Essay (8-10 pgs.) 200 points Page
Essay Prompt 41
Sample Prospectus 44
Sample Annotated Bibliography 45
Sample Outline for a Possible Approach to Writing the Research Essay 46
“The Impermanence of Order: The True Nature of Gardens” by William Fitzgerald 47
Basic Outline for “The Impermanence of Order” by William Fitzgerald 51
“Gardening Means War” by Michael Pollan 53
“The How-To Garden” by Jim Nollman 57
5. Group Presentation Page
Group Presentation Prompt 67
Sentence Combining Page
Sentence Patterns 68
Clause/Phrase Review 69
Sentence Focus 71
Coordination 77
Conjunctive Adverbs and Transitional Phrases 78
Subordination 80
Run Together Sentences (RTS) 83
Free Modifiers: Adjective Clauses 85
Free Modifiers: Noun Phrase Appositives (NPA) 91
Free Modifiers: Clause Modifying Verbal Phrases (CMVP) 94
Free Modifiers: Absolute Phrases 97
Correlative Conjunctions 100
Fragments 101
Faulty Parallel Str ...
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(Re)Writing History: Scoring GED Social Studies Test Extended ResponsesMeagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice to prepare your students to write an extended response on the GED Social Studies Test.
1
5
Research Topic and Question
Student Name
University of Arizona Global Campus
GEN103: Information Literacy
Instructor Name
Month Day, Year
Research Topic and Question
Refer to Module 1.3 of your textbook as you complete this assignment.
In the box below, provide a 2-3 sentence description of your research topic and how it is related to your major. You may refer to the GEN103 Possible Topics for Research handout in the classroom for research topic ideas.
Important: “Prayer in school” is not an acceptable topic for your annotated bibliography because it is used for the assignment examples throughout this class.
Research Topic and its Relation to Your Major:
To help you explore your topic, fill in the KWHL chart below.
1. Write at least three specific thing you know about your topic in the first column, K (K = know).
2. Write at least three specific questions about your topic that you would like to know the answers to in the second column, W (W = what do I want to know).
3. Write at least three specific tools you might use to find out more about your topic in the third column, H (H = how do I find out).
4. At this point, you need to do background research before you can fill out the fourth column. Use the tools you wrote down in H to find out more about your topic. Focus on the questions you wrote in W:
a. When you do background research, it’s fine to do a Google search or to use Wikipedia or other encyclopedias or general reference works; you will not use these sources in your annotated bibliography.
b. The 4 Easy Steps to Using the UAGC Library for Background Research provides directions for using the references sources in the UAGC Library
5. After doing your background research, write at least three specific things you have learned about your topic in the fourth column, L (L = what have I learned).
You must have at least three distinct items listed in each column to get full credit for this portion of the assignment.
K
What do I know?
W
What do I want to know?
H
How do I find out?
L
What have I learned?
Now that you have done some simple background research, it’s time to write a formal research question. Your research question will help you focus your research by defining the information you are looking for as you research your topic for your annotated bibliography.
A quality formal research question must be:
· Open-ended (Review the How to Ask Open-Ended Questions handout)
· Clear
· Concise
· Detailed
Remember that research questions should generate the kind of research that is suitable for an academic paper. Avoid questions that:
· Are yes/no questions (Often begin with “are” or “do”.)
· Ask for number or date (Often begin with “how many” or “when”.)
· Ask for a list
· Ask for an opinion (Often begin with “what do you think”.)
· Can be answered with a brief explanation or by referring to a single source.
Tip: Open-ended questions usually start with “what,” “why” and “how.” ...
1. Please have your HW (pgs. 102-103, practice B+C) ready to submit.
Writing 2
IECP
Fall 2012
Nikki Mattson
2. Agenda
• Idiom
• Sentence combining
• IELTS rubrics and examples
• Blog commenting etiquette
• Process paragraph writing
3.
4. Practicing Compound and Complex Sentences
• Pg. 103 Try It Out! On a separate piece of
paper. I will collect one paper from each
student, but you may discuss the answers with
one other student if you like.
• GOAL: Combine the sentences into one
sentence. There is more than one way to do
this.
5. IELTS Rubrics and Examples
• 1) review the rubric
• 2) What does “task response” mean? How can you get a high score
in this category?
• 3) What does “coherence and cohesion” mean? ? How can you get
a high score in this category?
• 4) What does “lexical resource” mean? ? How can you get a high
score in this category?
• 5) What does “grammatical range and accuracy” mean? Hoe can
you get a high score in this category?
6. IELTS samples
• Read each sample and discuss which score you
think each example should receive and why.
• Make a list of five descriptors from the rubric that
you think describe each example. (example: 1)
addresses all parts of the task, 2) sequences
information logically….
7. Blog Etiquette
• Read the article out loud with a partner.
(take turns reading the paragraphs)
• Read Nikki’s introduction and write 3
“good etiquette” comments and 3 “poor
etiquette” comments
8. Process Paragraph Writing
• 125 words minimum (-1 point for ever 10 words
below)
Humor
• how to drive a teacher crazy
• how to lose ten pounds in two days
• how to kill a houseplant
• how to not make any American friends
Serious
• how to be a successful student at the IECP
• how to have the best visit when visiting your native country
• how to learn about American culture
• how to make American friends
10. HW
• HW: comment on five descriptive
paragraphs, post your process paragraph
(before the next class), print your process
paragraph and bring it to class