EAPPm Summary gvhbgfhgfhgfh The kdxjfkdsfdsfghdjksfghd Write 500 words critique of a selected text on the basis of its claim/s, context, and properties as a written material.
A.3 Gather latest news from national television. Then write counterclaims and the response claims about the news.
Explain critical reading as a form of reasoning.
A.3 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
A1. Identifies the context in which a text was developed
a. Hypertext
b. Intertext
(Understanding)
A.2. Explain critical reading as a form of reasoning.
A.3 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
A.4 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
B1. Determine textual evidence to validate assertions and counterclaims made about a text read (Understanding)
B2. Determine textual evidence to validate assertions and counterclaims made about a text read. (Understanding)
A1. Identifies the context in which a text was developed
a. Hypertext
b. Intertext
(Understanding)
A.2. Explain critical reading as a form of reasoning.
A.3 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
A.4 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
B1. Determine textual evidence to validate assertions and counterclaims made about a text read (Understanding)
B2. Determine textual evidence to validate assertions and counterclaims made about a text read. (Understanding)
A.4 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read. A.4 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read.
B1. Determine textual evidence to validate assertions and counterclaims made about a text read (Understanding)
B1. Determine textual evidence to validate assertions and counterclaims made about a text read (Understanding)
B.1 Evaluate the evidences from the text gathered.
Write an assertions about the text “this is how my life begins”.
B.1 Evaluate the evidences from the text gathered.
Write an assertions about the text “this is how my life begins”.
B.1 Evaluate the evidences from the text gathered.
Write an assertions about the text “this is how my life begins”.
B2
26. Alkinson (2018) and Jones
(2017) agree that action need
to be taken in contrast,
Wolfson (2013) suggests that
“the best option is in action”
27. Alkinson (2018) and Jones (2017)
agree that action need to be taken in
contrast, Wolfson (2013) suggests
that “the best option is in action”
Intext citation
28. Alkinson (2018) and Jones (2017) agree
that action need to be taken in contrast,
Wolfson (2013) suggests that “the best
option is in action”
Summary
29. Alkinson (2018) and Jones (2017) agree
that action need to be taken in contrast,
Wolfson (2013) suggests that “the best
option is in action”
reported verb
30. List a frequency of reporting verbs
use according to discipline.
31. Strength of reporting verb
1. Smith (2020) assumes that reporting verbs have
different strengths.
2. Smith (2020) feels that reporting verbs have
different srenghts.
Smith (2020) insist that reporting verbs have
different strengths.
32. Strength of reporting verb
1. Smith (2020) assumes that reporting verbs have
different strengths.
2. Smith (2020) feels that reporting verbs have
different srenghts.
Smith (2020) insist that reporting verbs have
different strengths.
