This document provides information and instructions for a final reflection assignment in an English grammar course. It outlines the assignment, which asks students to analyze their work from the semester and demonstrate how they achieved each of the course's five learning outcomes. Students are instructed to refer to specific examples from their work and reflect on their experience with the online textbook. Guidelines are provided on organizing the reflection according to the outcomes and concluding with comments on the course. Students are advised to review outcomes, survey their work, and draft, get feedback, and revise their reflection to demonstrate a strong understanding of grammar concepts and mastery of the outcomes.
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
1. The document provides an interview review grid for candidate Patrick Walter, who was interviewed in Chinese and rated at an Advanced High level.
2. During the interview, Patrick was able to provide detailed responses and examples for most topics discussed, including describing his family, college life, plans after graduation, and impressions of China. He showed some errors in word order but was able to communicate effectively.
3. For some advanced level tasks like discussing difficulties during a past trip to China and describing a cooked meal, Patrick lacked certain vocabulary and had some mistakes, but was still able to respond and give some details. He handled a role play scenario proficiently without problems.
1. The document discusses various aspects of developing writing skills, including the importance of environment and practice.
2. It outlines objectives of giving lessons on developing writing skills and integrating writing with other skills.
3. Various tips are provided on writing techniques, styles, and processes like pre-writing, writing, and revision.
I apologize, but I do not have the full text of Script E to provide an examiner comment. Based on the partial text provided, it does not appear the candidate has fully addressed the required content points for the task.
The document provides an overview of the contents of a book for IELTS exam preparation. It is divided into 20 units that cover topics frequently appearing in the IELTS exam, such as people and relationships, health, and education. Each unit focuses on developing vocabulary and skills for a particular IELTS exam paper and contains practice exercises culminating in an exam practice exercise that mimics an actual IELTS question. The book also includes an audio script, answer key, and information on collocations to further develop vocabulary skills.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
The document provides information about the Cambridge English: Advanced (CAE) exam.
It is a high-level English qualification that is recognized by universities, employers, and governments worldwide. The exam assesses English at level C1, which is required for demanding academic and professional settings. It consists of five papers that test reading, writing, use of English, listening, and speaking abilities.
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
1. The document provides an interview review grid for candidate Patrick Walter, who was interviewed in Chinese and rated at an Advanced High level.
2. During the interview, Patrick was able to provide detailed responses and examples for most topics discussed, including describing his family, college life, plans after graduation, and impressions of China. He showed some errors in word order but was able to communicate effectively.
3. For some advanced level tasks like discussing difficulties during a past trip to China and describing a cooked meal, Patrick lacked certain vocabulary and had some mistakes, but was still able to respond and give some details. He handled a role play scenario proficiently without problems.
1. The document discusses various aspects of developing writing skills, including the importance of environment and practice.
2. It outlines objectives of giving lessons on developing writing skills and integrating writing with other skills.
3. Various tips are provided on writing techniques, styles, and processes like pre-writing, writing, and revision.
I apologize, but I do not have the full text of Script E to provide an examiner comment. Based on the partial text provided, it does not appear the candidate has fully addressed the required content points for the task.
The document provides an overview of the contents of a book for IELTS exam preparation. It is divided into 20 units that cover topics frequently appearing in the IELTS exam, such as people and relationships, health, and education. Each unit focuses on developing vocabulary and skills for a particular IELTS exam paper and contains practice exercises culminating in an exam practice exercise that mimics an actual IELTS question. The book also includes an audio script, answer key, and information on collocations to further develop vocabulary skills.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
The document provides information about the Cambridge English: Advanced (CAE) exam.
It is a high-level English qualification that is recognized by universities, employers, and governments worldwide. The exam assesses English at level C1, which is required for demanding academic and professional settings. It consists of five papers that test reading, writing, use of English, listening, and speaking abilities.
The document outlines 10 teaching plans for English language chapters that cover topics like the history of the English language, sentence structures, parts of speech, phrases and clauses, sentence transformations, writing essays and summaries. Each chapter is taught over 2-4 hours using methods like lectures, presentations, discussions, videos and assessments. The goals are to understand grammatical concepts and develop reading, writing, listening and speaking skills.
Malcolm Mann: Effective ways of teaching grammar and vocabulary for the Russi...Macmillan Russia
In this session, we'll explore what different kinds of grammar and vocabulary are explicitly tested in the GIA and EGE exams. We'll look at some of the more effective ways to prepare students for the 'use of English' aspect of the exams and develop their lexical and lexico-grammatical skills. We'll also ask the question: does developing these skills inevitably have to be dry and boring, or can we bring some fun and enjoyment into our grammar and vocabulary work?
Yolanda and Byanca, your assigned activity is "Word scramble". Please find a similar activity from a beginner's textbook or study sheet, cite your reference, and design your own word scramble activity to present to the class later. The rest of you, please wait patiently for your turn.
This document contains 10 sections that outline teaching plans for English language chapters. Each section includes the objectives, topics, description of topics, time, forms of instruction, media, and evaluations. The topics covered include the history of English language, sentence structures, elements of sentences, expansion of phrases to clauses, sentence pattern transformations, clause and sentence structure, reduction of adverb clauses, the four language skills, and writing essays and summaries. The plans involve taking classes, using PowerPoint, class discussions, expressions, movies, tests, and other assessments.
This document outlines an instructor's presentation on new writing tasks and rubrics for 5th grade students. It will introduce two new writing assignments - one requiring students to choose a main idea and support it with facts, and another asking students to compare and contrast passages. The presentation will describe and model the tasks, provide examples, review the new rubric criteria on development, focus, language and conventions, and allow time for student practice and feedback. The goals are for students to understand the new assignments and be prepared for upcoming timed, typed writing assessments.
The document provides information about an English language proficiency exam, including instructions for candidates, information about the structure and timing of the exam, and sample exam questions. It consists of 14 printed pages, 2 blank pages, and 80 multiple choice questions testing a range of English language skills. Candidates have 1 hour and 20 minutes to complete the exam.
Check your english_vocabulary_for_medicineElizabeth Hb
This document provides an introduction and overview of a workbook for learning English medical terminology. It contains exercises grouped into sections on word building, parts of speech, pronunciation, vocabulary in context, puzzles and quizzes. The workbook aims to help students expand their knowledge and usage of medical vocabulary through practice exercises based on definitions from the accompanying Dictionary of Medical Terms. Learning vocabulary in related groups and using the dictionary for reference are emphasized as important strategies.
This 40-minute lesson plan aims to contrast the present continuous and present simple verb tenses. It includes tasks to clarify the meaning and form of the target tenses through examples from a text. Students will complete exercises to distinguish between activity and state verbs, answer conceptual questions, and engage in controlled written practice with feedback. The lesson concludes with a gist reading comprehension activity and fill-in-the-blank exercise to provide additional controlled practice of the target grammar points.
The document summarizes the changes to the Cambridge English: First (FCE) exam starting in January 2015. The exam is now 30 minutes shorter but still tests the same skills at the same level. It consists of 4 papers instead of 5, combining the previous Reading and Use of English papers into a single paper assessing language knowledge and reading comprehension. The Writing paper requires candidates to complete one compulsory task and choose one of three tasks in part 2. The Listening test remains approximately 40 minutes with 30 questions across 4 parts testing a range of skills through short texts.
This document discusses various methods for testing English grammar. It begins by asking what aspects of grammar should be measured and whether the focus should be on structures, functions, usage, or descriptive vs. prescriptive rules. Common test formats are then outlined, including recognition through multiple choice, true/false, and gap-filling questions, as well as production through sentence building and editing exercises. The document recommends providing context and measuring a test-taker's ability to communicate grammatically for different audiences and tasks. Sample grammar testing activities are described, like split sentences, describing pictures, and story-building to evaluate understanding of various tenses and sentence construction.
This document provides information about the structure and tasks of the five parts in the Cambridge English: First (FCE) Use of English exam paper. It describes the format, timing, number of questions, focus and task type for each part. Part 1 involves multiple choice cloze questions, Part 2 open cloze questions, Part 3 key word transformations, Part 4 error correction, and Part 5 word formation tasks. It provides sample questions and answer keys to illustrate each part.
This document discusses research on corrective feedback in second language classrooms. It describes six different types of corrective feedback: explicit correction, clarification requests, recasts, elicitation, metalinguistic feedback, and repetition. The document also analyzes two transcripts of classroom interactions that demonstrate different focuses of instruction and uses of feedback. The first transcript shows a communication-based class where feedback does not interfere with the focus on meaning. The second transcript demonstrates a structure-based lesson where the teacher provides primarily metalinguistic feedback on grammar forms. The document encourages teachers to observe their own use of feedback and consider varying their techniques.
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
The document discusses principles for teaching grammar to beginning English language learners. It recommends keeping the learning load manageable by simplifying and oversimplifying grammar concepts. It also emphasizes recycling grammar points by reintroducing them in different contexts. Finally, it discusses using both inductive and deductive teaching methods, with a focus on inductive approaches that allow learners to discover grammar concepts themselves through exposure to examples and exercises rather than explicit explanations. The document then provides examples of different task and exercise types that can be used, including fill-in-the-blank, cloze procedure, word scrambles, and dictation/dictogloss activities.
This document contains a list of 50 items with information about English language assessments, including the unit or skill being assessed, question type, and author. Each item includes a brief context, question, answer options, and correct answer key. The items assess skills and concepts from units covered during an English IV course, including conditionals, passive voice, time clauses, vocabulary, and comprehension of short readings.
The document provides guidance on techniques for the Reading and Use of English section of an English language exam. It consists of 7 parts testing different skills over 52 questions in 1 hour and 15 minutes. The document then summarizes the format, focus, and strategies for 6 different task types in the exam: multiple choice cloze, open cloze, word formation, paraphrasing, and grammar/vocabulary/collocation. Candidates are advised to read questions carefully and make educated guesses when unsure.
Here are the combined sentences with adjective clauses:
a) The French language, which was once spoken throughout Europe, is different from the Latin language, which was once spoken throughout Europe.
b) Can you tell me the reason why you are looking upset?
c) He had several plans for making money quickly, all of which have failed.
d) The landlord, who despised the weakness of his tenants, was proud of his strength.
e) This is the village where I was born.
f) Show me the place where you put the keys.
The document is a score report for Jacqueline Strebe who took an English proficiency exam. She scored 500 out of 500 in overall English abilities as well as in each sub-section of speaking, listening, reading and writing. This places her at the highest level of English mastery, with native-like abilities in all areas. The report also provides sample responses and descriptions of her language skills based on the test results.
Este documento describe los reglamentos y los foros. Explica que los reglamentos establecen normas de manera clara y ordenada, y pueden desarrollar leyes o establecer reglas para deportes. También señala que los foros son espacios web para debatir temas, donde los usuarios pueden hacer preguntas y recibir información u opiniones de otros para establecer discusiones.
Un blog es un sitio web periódicamente actualizado que recopila cronológicamente textos o artículos de uno o varios autores, apareciendo primero el más reciente. El nombre "blog" proviene de los cuadernos de bitácora que se usaban en barcos para relatar viajes y que se guardaban en la bitácora. Los blogs permiten a los autores publicar contenido de manera libre y han existido en diferentes formas desde hace mucho tiempo.
This document discusses the concepts of national and ethnic identity and how they relate to individual self-awareness development. It explores how national and ethnic identity can denote different concepts depending on whether nation is defined in terms of ethnicity or nation-state. The document reviews perspectives from various scholars on defining ethnic identity and proposes typologies for classifying levels of ethnic identity. The objective is to distinguish the ideas of identity, national identity, and ethnic identity as key factors in conscious personality formation.
This document provides instructions for cloning and editing lawyer and law firm profiles on the website www.hospitalitylawyer.com. It explains that clicking the "Clone" link will create a duplicate draft profile that can then be edited, including changing the title. Any documents will need to be re-uploaded as they are not cloned over. The edited clone can then be published to go live on the site.
The document outlines 10 teaching plans for English language chapters that cover topics like the history of the English language, sentence structures, parts of speech, phrases and clauses, sentence transformations, writing essays and summaries. Each chapter is taught over 2-4 hours using methods like lectures, presentations, discussions, videos and assessments. The goals are to understand grammatical concepts and develop reading, writing, listening and speaking skills.
Malcolm Mann: Effective ways of teaching grammar and vocabulary for the Russi...Macmillan Russia
In this session, we'll explore what different kinds of grammar and vocabulary are explicitly tested in the GIA and EGE exams. We'll look at some of the more effective ways to prepare students for the 'use of English' aspect of the exams and develop their lexical and lexico-grammatical skills. We'll also ask the question: does developing these skills inevitably have to be dry and boring, or can we bring some fun and enjoyment into our grammar and vocabulary work?
Yolanda and Byanca, your assigned activity is "Word scramble". Please find a similar activity from a beginner's textbook or study sheet, cite your reference, and design your own word scramble activity to present to the class later. The rest of you, please wait patiently for your turn.
This document contains 10 sections that outline teaching plans for English language chapters. Each section includes the objectives, topics, description of topics, time, forms of instruction, media, and evaluations. The topics covered include the history of English language, sentence structures, elements of sentences, expansion of phrases to clauses, sentence pattern transformations, clause and sentence structure, reduction of adverb clauses, the four language skills, and writing essays and summaries. The plans involve taking classes, using PowerPoint, class discussions, expressions, movies, tests, and other assessments.
This document outlines an instructor's presentation on new writing tasks and rubrics for 5th grade students. It will introduce two new writing assignments - one requiring students to choose a main idea and support it with facts, and another asking students to compare and contrast passages. The presentation will describe and model the tasks, provide examples, review the new rubric criteria on development, focus, language and conventions, and allow time for student practice and feedback. The goals are for students to understand the new assignments and be prepared for upcoming timed, typed writing assessments.
The document provides information about an English language proficiency exam, including instructions for candidates, information about the structure and timing of the exam, and sample exam questions. It consists of 14 printed pages, 2 blank pages, and 80 multiple choice questions testing a range of English language skills. Candidates have 1 hour and 20 minutes to complete the exam.
Check your english_vocabulary_for_medicineElizabeth Hb
This document provides an introduction and overview of a workbook for learning English medical terminology. It contains exercises grouped into sections on word building, parts of speech, pronunciation, vocabulary in context, puzzles and quizzes. The workbook aims to help students expand their knowledge and usage of medical vocabulary through practice exercises based on definitions from the accompanying Dictionary of Medical Terms. Learning vocabulary in related groups and using the dictionary for reference are emphasized as important strategies.
This 40-minute lesson plan aims to contrast the present continuous and present simple verb tenses. It includes tasks to clarify the meaning and form of the target tenses through examples from a text. Students will complete exercises to distinguish between activity and state verbs, answer conceptual questions, and engage in controlled written practice with feedback. The lesson concludes with a gist reading comprehension activity and fill-in-the-blank exercise to provide additional controlled practice of the target grammar points.
The document summarizes the changes to the Cambridge English: First (FCE) exam starting in January 2015. The exam is now 30 minutes shorter but still tests the same skills at the same level. It consists of 4 papers instead of 5, combining the previous Reading and Use of English papers into a single paper assessing language knowledge and reading comprehension. The Writing paper requires candidates to complete one compulsory task and choose one of three tasks in part 2. The Listening test remains approximately 40 minutes with 30 questions across 4 parts testing a range of skills through short texts.
This document discusses various methods for testing English grammar. It begins by asking what aspects of grammar should be measured and whether the focus should be on structures, functions, usage, or descriptive vs. prescriptive rules. Common test formats are then outlined, including recognition through multiple choice, true/false, and gap-filling questions, as well as production through sentence building and editing exercises. The document recommends providing context and measuring a test-taker's ability to communicate grammatically for different audiences and tasks. Sample grammar testing activities are described, like split sentences, describing pictures, and story-building to evaluate understanding of various tenses and sentence construction.
This document provides information about the structure and tasks of the five parts in the Cambridge English: First (FCE) Use of English exam paper. It describes the format, timing, number of questions, focus and task type for each part. Part 1 involves multiple choice cloze questions, Part 2 open cloze questions, Part 3 key word transformations, Part 4 error correction, and Part 5 word formation tasks. It provides sample questions and answer keys to illustrate each part.
This document discusses research on corrective feedback in second language classrooms. It describes six different types of corrective feedback: explicit correction, clarification requests, recasts, elicitation, metalinguistic feedback, and repetition. The document also analyzes two transcripts of classroom interactions that demonstrate different focuses of instruction and uses of feedback. The first transcript shows a communication-based class where feedback does not interfere with the focus on meaning. The second transcript demonstrates a structure-based lesson where the teacher provides primarily metalinguistic feedback on grammar forms. The document encourages teachers to observe their own use of feedback and consider varying their techniques.
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
The document discusses principles for teaching grammar to beginning English language learners. It recommends keeping the learning load manageable by simplifying and oversimplifying grammar concepts. It also emphasizes recycling grammar points by reintroducing them in different contexts. Finally, it discusses using both inductive and deductive teaching methods, with a focus on inductive approaches that allow learners to discover grammar concepts themselves through exposure to examples and exercises rather than explicit explanations. The document then provides examples of different task and exercise types that can be used, including fill-in-the-blank, cloze procedure, word scrambles, and dictation/dictogloss activities.
This document contains a list of 50 items with information about English language assessments, including the unit or skill being assessed, question type, and author. Each item includes a brief context, question, answer options, and correct answer key. The items assess skills and concepts from units covered during an English IV course, including conditionals, passive voice, time clauses, vocabulary, and comprehension of short readings.
The document provides guidance on techniques for the Reading and Use of English section of an English language exam. It consists of 7 parts testing different skills over 52 questions in 1 hour and 15 minutes. The document then summarizes the format, focus, and strategies for 6 different task types in the exam: multiple choice cloze, open cloze, word formation, paraphrasing, and grammar/vocabulary/collocation. Candidates are advised to read questions carefully and make educated guesses when unsure.
Here are the combined sentences with adjective clauses:
a) The French language, which was once spoken throughout Europe, is different from the Latin language, which was once spoken throughout Europe.
b) Can you tell me the reason why you are looking upset?
c) He had several plans for making money quickly, all of which have failed.
d) The landlord, who despised the weakness of his tenants, was proud of his strength.
e) This is the village where I was born.
f) Show me the place where you put the keys.
The document is a score report for Jacqueline Strebe who took an English proficiency exam. She scored 500 out of 500 in overall English abilities as well as in each sub-section of speaking, listening, reading and writing. This places her at the highest level of English mastery, with native-like abilities in all areas. The report also provides sample responses and descriptions of her language skills based on the test results.
Este documento describe los reglamentos y los foros. Explica que los reglamentos establecen normas de manera clara y ordenada, y pueden desarrollar leyes o establecer reglas para deportes. También señala que los foros son espacios web para debatir temas, donde los usuarios pueden hacer preguntas y recibir información u opiniones de otros para establecer discusiones.
Un blog es un sitio web periódicamente actualizado que recopila cronológicamente textos o artículos de uno o varios autores, apareciendo primero el más reciente. El nombre "blog" proviene de los cuadernos de bitácora que se usaban en barcos para relatar viajes y que se guardaban en la bitácora. Los blogs permiten a los autores publicar contenido de manera libre y han existido en diferentes formas desde hace mucho tiempo.
This document discusses the concepts of national and ethnic identity and how they relate to individual self-awareness development. It explores how national and ethnic identity can denote different concepts depending on whether nation is defined in terms of ethnicity or nation-state. The document reviews perspectives from various scholars on defining ethnic identity and proposes typologies for classifying levels of ethnic identity. The objective is to distinguish the ideas of identity, national identity, and ethnic identity as key factors in conscious personality formation.
This document provides instructions for cloning and editing lawyer and law firm profiles on the website www.hospitalitylawyer.com. It explains that clicking the "Clone" link will create a duplicate draft profile that can then be edited, including changing the title. Any documents will need to be re-uploaded as they are not cloned over. The edited clone can then be published to go live on the site.
Panasonic kx t206 ag manual de instalacionDaniel Paz
Este documento proporciona instrucciones para la instalación de un Sistema Conmutador Modular Electrónico Panasonic Modelo KX-T206. Incluye descripciones de los componentes del sistema, precauciones de seguridad, diagramas de conexión e instrucciones paso a paso para la instalación física, cableado y programación del sistema.
The document proposes opening an art gallery called Blue Ocean Gallery in the Downtown Eastside of Vancouver. The gallery would partner with local socially-conscious galleries, provide space for DTES artists, and sell greeting cards made from the artists' works. This would help engage the community, diversify funding, and create jobs. A market analysis found that while art sales are unpredictable, the greeting cards industry is large and profitable. The gallery plans to sell art pieces, retail greeting cards, and wholesale greeting card packages. Financial projections estimate the gallery will break even within 4 years. Risks and future growth opportunities are also discussed.
The daily lesson log outlines a week of English lessons for 10th grade students focusing on defining terms correctly using patterns of definition and relative clauses. The objectives are for students to demonstrate understanding of literature and use language for research, campaigns and advocacy. Over the course of the week, students will learn about writing formal definitions, identifying definition components, discussing definition grammar and rules, writing sample definitions, and completing a definition essay. Assessment and remedial activities are included to evaluate student learning and provide additional support as needed.
Katsande SM Lesson8_Using Feedback and Sentence Variety in.pptxKatsandeSimangeleMil
The document provides guidance on using sentence variety and feedback in academic writing. It discusses the importance of feedback for development and improvement. The document then covers techniques for incorporating sentence variety, such as starting sentences with adverbs or prepositional phrases to avoid repetitive subject-verb structures. It uses examples from a student essay and provides tasks for rewriting sentences to practice these techniques. The overall aim is to help writers engage readers through varied rhythms, structures and emphasis in their sentences and paragraphs.
The document provides an overview of the structure and implementation of a book titled "Speaking (A2 Pre-intermediate) English Readers" for teaching English speaking skills. It contains 20 units divided across 5 sections, each with the same basic structure. The structure includes sections for conversations, vocabulary practice, pronunciation, and self-assessment. Suggestions are provided for classroom activities for each section, such as role-playing conversations, improvising scenarios, games, and partner/group work to practice target language functions.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
Coordinate Adjectives Lesson Plan updatedCarissa Faulk
This lesson plan is for a 7th grade English/Language Arts class and focuses on teaching students about proper punctuation of coordinate adjectives. The lesson will begin with an anticipatory set to review what adjectives are. Students will then participate in directed instruction where the teacher will introduce and explain coordinate adjectives and how to identify them. Next, students will engage in guided practice as a class to build "human sentences" and determine correct comma usage. Finally, students will work independently in groups to create their own sentences demonstrating their understanding before the teacher recaps the lesson. The goal is for students to learn to properly use commas to separate coordinate adjectives in writing.
This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
SLRP-English 8-Q1 Acquisition for recovery planAilynAndesQuila
This document outlines a learning recovery plan for 7th grade English focusing on subject-verb agreement. It will be covered over 4 class meetings with decreasing scaffolding. Meeting 1 models clear sentences using a movie clip. Meeting 2 gives a worksheet in groups after a video on composing sentences. Meeting 3 has students create sentences in pairs with feedback. Meeting 4 is independent work answering questions and a summative test. The plan layers in previous grade level competencies and uses scaffolding like modeling, guided practice in groups/pairs, and independent work with differentiation to support mastery of composing clear sentences and understanding subject-verb agreement.
This document outlines a unit plan for teaching 7th grade students about parts of speech and sentence structure, culminating in an ability to perform a four-level analysis of sentences. The unit goals are to review parts of speech and sentence components in order to examine sentences for their analysis. Students will learn about parts of speech, clauses, phrases and sentence types through visuals and activities. Formative and summative assessments will evaluate students' understanding and ability to independently complete each level of the four-level analysis. The unit aims to provide students with foundational grammar skills aligned to state standards.
Here are some key strategies for analyzing passage organization:
- Note how paragraphs, sentences and ideas are connected
- Pay attention to transitions and linking words
- Identify the overall structure - is it chronological, compare/contrast, problem/solution etc.
- Consider the purpose or main point of each section
- Verify answer choices by finding evidence in the text rather than relying on memory
- Ask yourself how each organizational element relates to the author's perspective
Thoroughly analyzing passage organization can help you better understand the author's message and reasoning.
This daily lesson plan is for an ESL listening and speaking class. It includes two main activities: 1) A review and discussion of a listening from the previous class, where students practice identifying opinions and agreeing or disagreeing. 2) An activity where students listen to summaries, compare their own summary sentences to examples, and learn signals phrases used in summaries. The lesson aims to help students recognize organizational cues in summaries and work on speaking skills like expressing opinions. Students' skills will be informally assessed during class activities and formally assessed later in the unit test.
This document discusses different elements of grammar instruction. It covers explicit vs implicit grammar teaching, the benefits of raising metalinguistic awareness, and focusing on auto-input and output processing. It also discusses inductive approaches to teaching grammar on a continuum from deduction to induction. Examples are provided of guided induction lessons, including analyzing language data in context and looking at drawings to induce patterns. Students are asked to discuss guided induction lesson plans and consider how effective the approach seems.
This document contains a daily lesson log for an English class in Grade 9. Over the course of a week, the teacher planned lessons on parts of speech, reading comprehension, and modals. On Mondays, the class reviewed sentence parts and structure. Tuesdays included a reading comprehension test to assess students. The rest of the week focused on identifying modals and their functions. For each lesson, the log outlines objectives, learning resources, teaching procedures, and plans for student assessment and enrichment activities.
Here are some common literacy codes teachers use when marking students' work:
- sp = spelling mistake
- punc = punctuation needed
- cap = capital letter needed
- !cap = capital letter not needed
- ss = new sentence needed
- para = new paragraph needed
- ? = expression unclear
- ^ = word(s) missing
The passage discusses different types of thinking. It distinguishes between reverie, which involves spontaneous thoughts that often circle around the self, decision making, which requires choosing between options, and reasoning about beliefs when they are challenged. It notes that we are attached to our beliefs and opinions and tend to seek arguments to support positions we already hold rather than honestly examining where views originate. The thesis is that philosophers often fail to account for types of thinking like reverie in their theories and speculations, making their conclusions unrealistic.
ENG 121 Inspiring Innovation/tutorialrank.comjonhson126
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
Eng 121 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdfLeah Condina
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
What's Up? is a four-year English course for teenage students that aims to help them learn English through meaningful contexts and provide a clear understanding of the language. Each unit in the student book contains sections for vocabulary, reading, grammar, listening, speaking, and writing that introduce and practice the target language. Students are assessed on their language skills at the end of each unit. Technology such as classroom websites are used to enhance learning and for students to share their work.
This document provides guidance for a peer review assignment. It asks reviewers to check if a draft discusses each learning outcome and provides evidence for how each was met. Reviewers are also asked to check if the draft discusses experience with an online textbook and offers constructive criticism, and has been edited for correct grammar and punctuation. The document ends noting any additional questions can be sent by WebCampus mail.
This document appears to be from an English grammar course and contains information about an in-class practice for Module 5. It includes the course name and number, learning objectives for group work, examples of grammar topics and literary passages for groups to analyze, and a note about contacting the instructor with any additional questions. The document has multiple sections labeled with the course information and group numbers for the in-class activity.
This document discusses grammar analysis at the sentence level. It covers 4 topics: sentence variety, punctuation, patterns of error, and style/rhetorical choice. For sentence variety, it defines simple, compound, complex, and complex-compound sentences. For punctuation, it outlines 11 rules governing the use of periods, commas, semicolons, colons, and dashes in different sentence structures. The goal is to teach students to identify these elements when analyzing grammar in context.
This document provides an overview and reminders for a Module 4 exam in Principles of Modern Grammar. It outlines the 10-part exam format, which involves identifying grammatical structures like clauses, clause types, verb forms, and dependent clause functions. It also reviews the key concepts to be tested, including the five clause types, primary clause forms of independent and dependent clauses, and common functions of dependent clauses.
This document appears to be from an ENG 411B Principles of Modern Grammar course. It contains the module 4 in-class practice materials, including average scores from module 3, passages for different student groups to analyze, and a reminder to review proficiencies. The document provides context and source material for an in-person grammar lesson and class activities.
This document outlines the goals and key concepts covered in Module 4 of an English grammar course. The module focuses on analyzing clauses, including identifying verb types and forms, the five basic clause types, verb complements, and independent and dependent clauses. It provides definitions and examples of these grammatical elements to help students learn to identify and analyze clauses in context.
The document provides information about the format of the Module 3 exam for the ENG 411B Principles of Modern Grammar course. The exam consists of 10 parts that assess knowledge of grammar concepts like main verb phrases, verb forms, phrase types and functions. It provides examples for each part with explanations of the grammatical analyses required. Reminders are included about key points for the exam.
This document contains an in-class practice for an ENG 411B Principles of Modern Grammar module. It provides passages of text for six groups to analyze and identify grammatical elements such as verb phrases, prepositional phrases, and more. It also includes two "stumper" passages and notes that the remaining class time should be used for students to review proficiencies and contact the instructor with any other questions.
This document provides instructions and reminders for students taking an exam for the ENG 411B Principles of Modern Grammar course. It states that all assignments must be submitted through the WebCampus assignment link by 11:59 pm on the due date as Word documents (.docx or .rtf files) with a specific naming convention. Assignments submitted late, without the proper file type or naming, or as multiple files instead of a single file will not receive full credit or may not be accepted. It also lists the 12 parts that will be included on Module 2 exam, which involve brief essays, finding examples, and identifying word types in passages and sentences. Students are instructed to contact the instructor via WebCampus mail with any additional questions
This document contains sample analyses of parts of speech for sentences from an English grammar course. It includes analyses of three sentences labeled as "Stumper #1", "Stumper #2", and "Stumper #3". For each sentence, it identifies the form class (noun, verb, adjective, etc.) of each word. It also provides two analyses for "Stumper #2" - identifying derivational morphemes and structure class words. The document provides this as practice for students to identify grammatical components of sentences.
This document contains instructions and practice materials for an in-class grammar exercise. It divides students into groups and assigns each group to identify different grammatical elements in sentences. Examples of sentences are provided for each group to analyze. The document also includes some additional challenging "stumper" sentences for further practice.
This document outlines the goals and key concepts to be covered in Module 4 of an English grammar course. The module will focus on analyzing clauses, including identifying verb types and forms, the five basic clause types, verb complements, and distinguishing between independent and dependent clauses. It provides definitions and examples of various clause structures and elements to be examined, such as interrogative, that, relative and subordinate dependent clauses.
This document outlines the goals and key markers for Module 3 of the course ENG 411B Principles of Modern Grammar. The module aims to teach students to identify and analyze in context the main verb phrase, verb tenses and forms, passive structures, prepositional phrases, infinitive phrases, and participle and gerund phrases. It provides the key markers and formulas for analyzing these grammatical structures, such as the main verb phrase formula and markers for identifying passive voice.
This document outlines the goals and key concepts for Module 2 of an English grammar course. The module will cover identifying and analyzing morphemes, form-class words, and structure-class words in context. It will focus on derivational affixes, inflectional morphemes, nouns, verbs, adjectives, adverbs, and structure words like determiners and pronouns. Identification tests and morphological markers for each part of speech are provided. Sample sentences are analyzed to demonstrate applying the concepts.
This document outlines the goals and schedule for Module 1 of the ENG 411B Principles of Modern Grammar course. The goals are to learn grammar from an analytical, descriptive, and rhetorical perspective in order to apply it to daily life, writing, and thinking. Specific goals include understanding sentence structure and punctuation choices, describing grammatical elements, distinguishing form and function, analyzing sentences, and recognizing phrase and clause functions. The schedule lists the readings and assignments due for each week, including quizzes, discussion posts, and working in self-selected groups.
This document provides an overview of the ENG 411B Principles of Modern Grammar course. It outlines key details such as the class section, times, location, instructor contact information, course description, learning outcomes, required textbook, grading scale, workload breakdown, participation expectations, email and attendance policies, academic integrity, and various course protocols and reminders. The class will introduce students to patterns of English grammar and analytical methods to understand sentence structure and the relationship between grammar and writing. Students will complete regular quizzes, exercises, presentations, worksheets, exams and discussions over the course of the semester.
The passage describes Siddhartha's childhood and education. It contains 5 sentences that describe where he grew up in various shades, how the sun tanned his shoulders by the river, how shade fell in his eyes in the mango grove during various activities, his participation in discussions with wise men and debates with his friend Govinda, and his ability to speak Om through meditation. The sentences demonstrate a variety of structures, including complex sentences with relative and subordinate clauses and simple sentences.
This Grammar Walkthrough is part of the online grammar textbook Analyzing Grammar in Context - https://faculty.unlv.edu/nagelhout/AnalyzingGrammarInContext/index.html
This Grammar Walkthrough is part of the online grammar textbook Analyzing Grammar in Context - https://faculty.unlv.edu/nagelhout/AnalyzingGrammarInContext/index.html
This Grammar Walkthrough is part of the online grammar textbook Analyzing Grammar in Context - https://faculty.unlv.edu/nagelhout/AnalyzingGrammarInContext/index.html
1. FINALS
One more set of assignments
to show all that you have
learned this semester:
1. Final Reflection
2. Final Exam
ENG 411B
Principles of Modern Grammar
Module 6 Overview
2. Assignment
The Final Reflection asks you to analyze the work you
performed during the semester, demonstrate how you
achieved each course outcome, and describe your
experience with the online textbook.
I expect you to SHOW how you met each of the course
outcomes this semester. To do this, you should refer
specifically to the work you did throughout the semester.
Final Reflection
ENG 411B
Principles of Modern Grammar
Module 6 Overview
3. Course Outcomes
By the end of the semester, students in English 411B will
be able to:
1. Describe fully English words, phrases, and clauses
2. Distinguish between the form and function of
words, phrases, and clauses
3. Analyze a sentence for grammatical elements
4. Recognize how phrases and clauses function in a
variety of sentences
5. Understand rhetorical choices for sentence
structure and punctuation
Final Reflection
ENG 411B
Principles of Modern Grammar
Module 6 Overview
4. Outline
Organize your essay, first, in terms of the five course
outcomes.
Second, reflect on your experience with the online
textbook: strengths of the textbook? weaknesses of the
textbook? suggested revisions? suggested additions or
deletions?
Conclude the essay with any comments about the course
in general and what I might do to make the course better
in the future.
Final Reflection
ENG 411B
Principles of Modern Grammar
Module 6 Overview
5. Planning
Review the course outcomes and be certain you
understand EXACTLY what each one means
Survey all work that you've done this semester
Moving outcome by outcome, find evidence to illustrate
how effectively you accomplished each of the course
outcomes
Final Reflection
ENG 411B
Principles of Modern Grammar
Module 6 Overview
6. Planning
Plan/outline your reflection
Draft your reflection: you must discuss each of the
course outcomes, demonstrating that you understand
them and showing how you have achieved them.
Get feedback from your peers and REVISE!
Your Final Reflection should be an example of your best
writing.
Final Reflection
ENG 411B
Principles of Modern Grammar
Module 6 Overview
7. Work individually and collaboratively to plan, produce, format, and edit digital
media that effectively respond to particular rhetorical situations
As a group, we decided to give recommendations and
rejections based on the criteria we had. For each
recommendation and rejections, we explained why we thought
a particular site was uninformative or impressive. We used
logical reasoning for all our decisions. As a group, I noticed, we
looked for a particular factor and we took it as a consideration
to whether it would benefit us or not. Last, I felt I helped the
class by giving feedback and inputs on their projects. I asked
questions on how and why they use a particular platform as a
learning network. I also suggested alternative sites that I
thought would help them expand and develop their learning
network and/or curation.
Final Reflection - Sample
Module 6 Overview
8. Recognize important document design concepts in particular rhetorical
contexts
This is the most difficult objective to define for this course. As I understand
this objective, each student should be able to look at a given document and
realize that design choices made for that document would not necessarily
work for other types of documents. The student should also be able to
identify which principles are at work and why they work for this particular
genera of document. This objective was accomplished with the inclusion of
the project criteria. Before we began a project we were able to understand
what specifically about that genera would be important. For instance, when
we were designing the menu, we were presented with the design idea of “eye
magnets.” This particular notion of design is essential for designing a menu.
Without this knowledge, our designs would not have been the best that they
could be. It also increased our awareness of additional design ideas that are
specific to any given genera of document. When I designed my menu,
thinking about how I should incorporate “eye magnets” into the design truly
helped narrow down my other design choices because I knew how elements
would interact with each other.
Final Reflection - Sample
Module 6 Overview
9. Describe fully English words, phrases, and clauses
The first class outcome that was covered in class was “Describe fully
English words, phrases and clauses.” This means that I am able to
identify which form type a word is. Words are made up of
morphemes, which are the smallest part of a word that has meaning.
An example of a morpheme is “un-” is “unbreakable.” Adding the
morpheme “un-” to the word “breakable” changes the meaning of the
word. Each word is made up of one or more morpheme and some
morphemes can change the form of the word. The main forms of
words are noun, verb, adjective, and adverb. Being able to classify
what form a word is was part of this course outcome.
Final Reflection – Sample (Part I)
Module 6 Overview
10. Describe fully English words, phrases, and clauses
Another part of this outcome is being able to identify what the
function of a word, phrase, or clause is. The function characterizes
how a word, phrase or clause is being used. Sometimes words that
are usually in the form of nouns can function as adjectives or verbs or
vice versa and being able to identify this is what it means to “describe
fully English words, phrases and clauses.” The last part of this
outcome is knowing the difference between a phrase and a clause, the
different type of clauses, and the function that a clause or phrase
fulfills. Phrases are a set of words that have one function, but do not
have a main verb phrase. Clauses must have a main verb phrase in
order to be a clause. I believe I have achieved the goals of this
outcome.
Final Reflection – Sample (Part II)
Module 6 Overview
11. Describe fully English words, phrases, and clauses
That I accomplished the first part of the outcome can be seen in the
work that was done for Module 1. Throughout Module 1, I had to
identify each morpheme present in a word and describe how that
morpheme changed the meaning or the form of the word. The work
done in Module 1 can also demonstrate that I have learned the
second part of the outcome. During Module 1, I was required to
repeatedly identify the form and function of words, especially on part
5 of the exam. For part 5, the directions required that I name the form
and function of bolded words in a paragraph and that I use the
different form and function tests to support my claims. The
repetition of this, plus the basic grammar background that I had
before this class, helped me learn which words are nouns, verbs,
adjectives, and adverbs, and how they are functioning.
Final Reflection – Sample (Part III)
Module 6 Overview
12. Describe fully English words, phrases, and clauses
The next step was moving from words to phrases and clauses and
applying what I learned in Module 1. In Module 2, we had to break
sentences into their constituents and identify exactly what the
constituent was doing in the sentence. Nouns suddenly became noun
phrases, verbs became main verb phrases and other phrases could
function either adverbially or adjectivally. This complicated things a
bit, but the constant repetition of practicing these concepts helped
further my understanding. In Module 3, I learned whether clauses
were independent or dependent and how they functioned and got the
best grade out of all the exams on the Module 3 exam. Constantly
putting the concepts learned into practice helped establish my
comprehension of the techniques and procedure of the first class
outcome.
Final Reflection – Sample (Part IV)
Module 6 Overview
13. PART ONE (10) – Identifying Words in Context
Read the following sentence adapted from The Princess Bride, and then identify each
word by its form-class or structure-class designation. If the word's function differs
from its form-class, identify the function, as well. Show proof where necessary.
PART TWO (10) – Identifying Phrases and Clauses in Context
Read the following passage adapted from The Princess Bride. First, identify all non-finite
verb phrases and all prepositional phrases and then state how each is
functioning in the context of the sentence. Second, identify all clauses as independent
or dependent, then state how each dependent clause is functioning in the context of
the sentence. Show proof where necessary.
PART THREE (10) – Identifying the Main Verb Phrase Formula
For each of the following sentences adapted from The Princess Bride:
1) Identify the main verb phrase of the sentence’s independent clause ONLY.
2) Decompose the identified MVP by listing the elements in the proper MVP Formula
order.
3) Identify the MVP’s verb form.
Final Exam Format
ENG 411B
Principles of Modern Grammar
Module 6 Overview
14. PART FOUR (10) – Identifying Phrases
In the following passage adapted from The Lifetime Learner, identify the form and
function of each present-participle phrase, past-participle phrase, gerund phrase, and
infinitive phrase. If a phrase’s function is adjectival, identify the nominal it modifies. If
a phrase’s function is nominal, identify the noun function it plays in the sentence.
PART FIVE (10) – Identifying Phrases
In the following passage adapted from Intertwingled, identify the form and function of
each prepositional phrase. If a phrase’s function is adjectival, identify the nominal it
modifies.
PART SIX (10) - Identifying Clauses
In the following passage adapted from Teaching Crowds identify all clauses and assign
each a sentence type.
PART SEVEN (10) - Identifying Clauses
In the following passage adapted from Intertwingled, identify all clauses as either
independent or dependent. Then, for each dependent clause, identify its form and
function in the context of the sentence.
Final Exam Format
ENG 411B
Principles of Modern Grammar
Module 6 Overview
15. PART EIGHT (10) - Identifying Punctuation and Sentence Variety
Using the sentences adapted from Revival and “A Rose for Emily” (and one other
unknown source), 1) Explain the punctuation choices in each sentence based on the
Eleven Punctuation Rules. 2) Identify each sentence as simple, compound, complex,
or compound-complex.
PART NINE (30) – Finding Grammatical Structures
Using text from any part of the Final Exam (including instructions), find ONE
example only of each structure listed below.
To receive credit, you MUST 1) identify the Part from which your identification
comes; 2) write out the sentence from which your example comes; AND 3)
underline the clause, phrase, or word you are identifying. Be sure to show proof if
necessary. If a particular structure does not exist anywhere on the exam, please
state that.
Final Exam Format
ENG 411B
Principles of Modern Grammar
Module 6 Overview
16. Final Exam Format
ENG 411B
Principles of Modern Grammar
1. Modal Auxiliary Verb:
2. Be Auxiliary Verb:
3. Be Main Verb:
4. Have Auxiliary Verb:
5. Have Main Verb:
6. Linking Verb (that is
not BE) :
7. Intransitive Verb:
8. Transitive Verb:
9. Verb Particle:
10. Perfect Main Verb
Phrase:
11. Progressive Main Verb
Phrase:
12. Determiner:
13. Personal Pronoun:
14. Coordinating
Conjunction:
15. Conjunctive Adverb:
16. Direct Object:
17. Passive Construction:
18. Prepositional Phrase:
19. Infinitive Phrase (and
state how it is
functioning):
20. Past Participle Phrase
(and state how it is
functioning):
21. Present Participle
Phrase (and state how
it is functioning):
22. Gerund Phrase
23. Subordinate Clause:
24. Nominal That-Clause:
25. Relative Clause:
26. Interrogative Clause:
27. Simple Sentence:
28. Compound Sentence:
29. Complex Sentence:
30. Compound-Complex
Sentence:
Nine Parts
110 Points Total x 0.1 = 11.0
Module 6 Overview
17. ENG 411B
Principles of Modern Grammar
Module 6 Schedule
Module Six – Final Materials
14 M Nov 24 Module 6 Overview - Final
Reflection and Final Exam
14 Online
Work
Proficiency Answers Available Nov
25
Complete Draft of Final Reflection
15 M Dec 1 Final Reflection Peer Review
Final Exam Review and
Preparation
Final Reflection Draft Due (in
class) Dec 1
Final Exam Available Dec 1
Online
Work
Complete Final Reflection
Complete Final Exam
16 M Dec 8 Final Exam and Final Reflection Due Monday Dec 8 by 11:59 pm
18. ENG 411B
Principles of Modern Grammar
If you have any
questions that have
not been answered
today, please
contact me through
WebCampus mail.
Questions/Comments