Ewrt 1 a class 28
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This document provides instructions for Timed Essay #5. Students are asked to write an essay presenting an education problem to an education board. They must describe the causes and consequences of the problem, but not yet propose a solution. Students can only use one open document, their own one-page outline, and must cite at least one outside source. The essay should have an introduction, thesis, body paragraphs on causes and consequences, and conclusion. Students must turn in their outline with the completed essay.
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This document provides guidance to students on finding appropriate sources of information for psychology. It instructs students to identify reliable sources, apply strategies for searching, and evaluate usefulness. Students are told to get in the habit of consuming psychology media daily to expand their knowledge. For assignments, more focused information selection is needed. Students are advised to discuss stress in terms of how psychology can help understand and treat it. They are also given tips on choosing good information sources and homework to find a current psychology article or podcast.
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2. It also covers anticipating counterarguments by acknowledging, accommodating, or refuting other positions. Students are instructed to develop their argument at home by stating a tentative position, listing possible reasons, collecting supporting evidence, and choosing the most plausible reasons to convince readers.
3. In class, students will discuss two sample argument essays based on the features covered - focused issue presentation, clear position, plausible reasons and support, and addressing alternative positions. They will also get into groups to
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The document discusses how to write an effective thesis statement. It explains that a thesis statement should:
1) Test your ideas by combining them into 1-2 sentences
2) Help organize and develop your paper
3) Provide a guide for the reader about your argument.
When choosing a topic, your thesis statement needs to answer a question and include: taking a position people could disagree on; a topic that can be adequately discussed; one main idea; and your conclusions. The example generates a thesis on drug addiction that asserts government programs should help crack children cope and compete.
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Social Problem Research Project IntroductionFor the res.docx
Social Problem Research Project:
Introduction
For the research project, which will span the last few modules, you will choose a problem in society that you feel needs a solution or improvement. Then, you will research the problem, including its causes and effects, and propose a practical solution (or two) to the issue. You will argue your problem in a researched, academic essay.
This assignment has four major parts:
Part 1: A memorandum where you will acknowledge your purpose and goals in a formal writing format (100 points due in Module 6)
Part 2: Annotated Bibliography in which you list and detail your sources (100 points due in Module 6)
Part 3: A digitial presentation, where you will organize and detail your intended essay’s research via PowerPoint or similar program. (100 points due in Module 7)
Part 4: An argumentative research essay for the academic community, where you will detail the problem and its potential solution(s) persuasively with credible research for evidence and backing (200 points due in Module 8)
Topic Selection
It’s important for you to choose a topic that you are passionate about so that you are more invested in its research. I will not choose a topic for you, but I do have some guidelines:
Off-Limit Topics: If the major backing for a topic roots itself in opinion, morality, or religious belief, then it is not an effective topic for an academic inquiry. For those reasons, please avoid the following topics: abortion, religious preference, death penalty, marijuana use, assisted suicide, and gay marriage.
Overly General Topics: Your essay will be about 5 pages long; you are not writing a book. Therefore, you need to choose a topic that is manageable. Topics that are too broad include gun control, child abuse, global warming, obesity, sex trafficking, violent media, teen pregnancy, bullying, or drug abuse. Nevertheless, these topics aren’t completely unavailable to you; if you’re interested in one of these ideas, you need to narrow it to a smaller central argument. (See below.)
Narrowed, Manageable Topics: Avoid choosing a broad, complex issue that cannot be easily solved. Since you only have a few weeks to work on this paper and to propose effective solutions, you should narrow your topic down into a feasible focus. For example, instead of “gun control,” you could narrow the focus to “A problem in society is that many guns are bought and sold without proper background checks and training.” With this topic, you can research more effectively. As you narrow your topic, make sure you can state it as a problem (e.g. “A problem in society is _________.). Moreover, you should begin to imagine a practical solution for the problem. For example, a solution for your problem would not be that “guns must be eliminated everywhere”; this is too broad and too problematic.
A Word of Caution: It’s important that you narrow your topic effectively, but be sure not to narrow too much. For this assignment, you should choose.
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This document provides guidance on structuring the main body of an essay. It recommends discussing at least three factors across separate sections, with each section covering the factor's name, relevant information, a debate on its importance, and an overall evaluation. The conclusion should then answer the original question by summarizing three key reasons tied back to the overall argument. Following the FIDO structure - factor, information, debate, overall evaluation - can help ensure each main section is properly addressed.
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This document provides guidance for writing an essay, including checking the question, establishing context, discussing multiple factors, and planning a conclusion. It recommends verifying what the question is asking, considering relevant dates or isolated factors. It also suggests including useful background facts and identifying at least four factors that may have affected the topic. Finally, it prompts planning what the conclusion will be.
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The document provides guidance on conducting open-minded research through an inquiry process rather than a biased search for a single answer. It discourages approaches like only reporting facts, skimming surfaces, following a straight line, or focusing on opinions. The document gives examples of potential focus questions for researching standardized testing and provides brainstorming activities to develop additional questions and keywords for searches. These activities include listing focus areas, specific questions, synonyms, terms, and grouping keywords into search sentences. The document also provides tips for effective searching, such as using quotation marks, ordering sentences, and using operators like OR.
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This document provides information about critical analysis and critical thinking. It defines critical analysis as standing back and thinking about all elements of a topic without accepting information at face value. It discusses why critical thinking is an important part of university work. It also outlines Bloom's taxonomy of critical thinking skills and provides examples of how these skills can be applied. Finally, it encourages students to practice critical thinking when evaluating arguments, comparing multiple perspectives on a topic, and making judgments.
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2) It asks a series of questions to check that each element is clear, direct, and follows best practices for structure and content.
3) The questions address ensuring a clear purpose statement and topic, revising lengthy or unclear elements, balancing support across main points, and properly citing sources.
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This document discusses the key features and rules of academic writing. It notes that academic writing is a process, has a clear audience and purpose, and is linear, complex, formal, precise, clear, concise, objective, and accurate. Some rules outlined are that evidence must be based on reliable research, objectivity is valued over subjectivity, and both sides of an argument must be presented. The document also provides tips for avoiding errors like proofreading and using spelling/grammar checks. Common errors like its/it's and e.g./i.e. are explained. The importance of supporting opinions with academic evidence is emphasized.
Broad vs. Narrow Topics
The document provides guidance on developing a focused research topic that is neither too broad nor too narrow. It discusses how to determine if a topic is too broad based on the number and relevance of search results, and how to narrow a search using Boolean operators and refined search terms. Similarly, it addresses how to identify a topic that is too narrow by a lack of search results, and how to broaden a search using Boolean operators or changing search terms. Examples are given to demonstrate arranging topics from broadest to narrowest and vice versa. The document concludes by offering tips for developing good research questions for a literature analysis project on Romeo and Juliet.
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This document provides guidance on conducting contextual research to support a brief. It recommends choosing images that are visually, conceptually, or stylistically relevant to inspire new ideas. Sources should be properly attributed and fully analyzed for how they relate to the project. Feedback should be incorporated iteratively, not just at the end. Students are directed to relevant research sources and told to analyze 4 complete artist profiles, comparing them to each other and their own work. An extension task involves writing a conclusion and adding more research images with attribution and comments.
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Academic research essay
This document outlines the requirements for an academic research essay assignment that is due on November 13th and must be 7-10 pages double spaced. Students must choose an intriguing problem related to their research topic and find an unexpected perspective or solution to argue in their paper. They are asked to formulate a research question to guide their exploration, conduct research from various academic sources, write an exploratory essay about their process, and compile an annotated bibliography. The final paper must be an argumentative research essay that logically supports a thesis with well-researched evidence from academic sources. Students must submit multiple drafts, sources, and feedback to complete the assignment.
planning section B
This document provides information and guidance about Section B of the MEST3 exam, which is the essay component. It is divided into three parts:
1. The structure of Section B, which allows 1 hour for planning an essay in response to one of four questions, and 45 minutes for writing the essay.
2. Examples of essay questions and guidance on selecting a question and unpacking what it is asking.
3. Detailed instructions on planning the essay, including developing an introduction, main points (some agreeing and some challenging the question), examples, and analysis using relevant theory to link the examples back to the question. Wildcard examples are also suggested.
How to write a thesis statement
The document discusses how to write an effective thesis statement. It explains that a thesis statement should:
1) Test your ideas by combining them into 1-2 sentences
2) Help organize and develop your paper
3) Provide a guide for the reader about your argument.
When choosing a topic, your thesis statement needs to answer a question and include: taking a position people could disagree on; a topic that can be adequately discussed; one main idea; and your conclusions. The example generates a thesis on drug addiction that asserts government programs should help crack children cope and compete.
Preliminary Research Exercise
The document provides guidance for conducting preliminary research on a topic. It instructs the reader to choose a reasonably narrowed topic and find a general introductory article on the subject. The reader is then told to skim the article, take notes, and write at least 10 highly focused, analytical research questions raised by—but not answered by—the article. If the reader cannot generate enough questions, it suggests trying another article or considering a different topic altogether. The document concludes by giving examples of effective research questions that are analytical, argumentative, and require research from multiple sources.
Preliminary Research Strategies Spring 2017
1) The document provides guidance on preliminary research strategies, suggesting to begin by searching familiar sources of information except "content farms".
2) It recommends breaking your main research question into smaller focus questions that explore different aspects and types of information on the issue.
3) Effective preliminary research involves using search terms related to your topic, including keywords, synonyms, examples, and names in addition to possible sources and information types.
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Social Problem Research Project IntroductionFor the res.docx
Social Problem Research Project:
Introduction
For the research project, which will span the last few modules, you will choose a problem in society that you feel needs a solution or improvement. Then, you will research the problem, including its causes and effects, and propose a practical solution (or two) to the issue. You will argue your problem in a researched, academic essay.
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Part 1: A memorandum where you will acknowledge your purpose and goals in a formal writing format (100 points due in Module 6)
Part 2: Annotated Bibliography in which you list and detail your sources (100 points due in Module 6)
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Part 4: An argumentative research essay for the academic community, where you will detail the problem and its potential solution(s) persuasively with credible research for evidence and backing (200 points due in Module 8)
Topic Selection
It’s important for you to choose a topic that you are passionate about so that you are more invested in its research. I will not choose a topic for you, but I do have some guidelines:
Off-Limit Topics: If the major backing for a topic roots itself in opinion, morality, or religious belief, then it is not an effective topic for an academic inquiry. For those reasons, please avoid the following topics: abortion, religious preference, death penalty, marijuana use, assisted suicide, and gay marriage.
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Narrowed, Manageable Topics: Avoid choosing a broad, complex issue that cannot be easily solved. Since you only have a few weeks to work on this paper and to propose effective solutions, you should narrow your topic down into a feasible focus. For example, instead of “gun control,” you could narrow the focus to “A problem in society is that many guns are bought and sold without proper background checks and training.” With this topic, you can research more effectively. As you narrow your topic, make sure you can state it as a problem (e.g. “A problem in society is _________.). Moreover, you should begin to imagine a practical solution for the problem. For example, a solution for your problem would not be that “guns must be eliminated everywhere”; this is too broad and too problematic.
A Word of Caution: It’s important that you narrow your topic effectively, but be sure not to narrow too much. For this assignment, you should choose.
Ewrt 1 a class 14
This document provides an agenda for outlining a persuasive essay about a problem in education. It reviews the essay assignment, which asks students to define an education problem by describing its causes and consequences without proposing a solution. Key points include developing an informative thesis statement about the problem's causes and effects, using strategies like specific examples and statistics to support the discussion of causes and consequences, and concluding by restating the problem and calling readers to acknowledge its importance. Students are instructed to create a one-page outline for the essay, including a source quotation and citation. The homework is to post the outline online for peer review.
Ewrt 1 a class 27
This document provides an agenda for a class discussing an upcoming essay assignment. It reviews the requirements of the 750-word Essay #5, including defining an education problem, its causes and consequences, without proposing a solution. Sample topics are listed and research using outside sources is required. Strategies for the thesis statement, body paragraphs on causes and consequences, and conclusion are covered. Students are instructed to write an outline for their essay, including a quote and source citation, to post for homework.
Ewrt 1 at class 12
This document provides an outline and instructions for students to write an essay presenting an education problem. It reviews the assignment, discusses developing a thesis statement, and provides strategies for defining the problem, causes, and consequences. Sample components of a student essay are annotated and highlighted as an example. Students are instructed to start outlining their own essay, including a thesis, topic sentences, quotations, and a works cited page. The homework is to submit an outline for peer review and discussion.
Ewrt 1 a class 27 to post
This document provides an agenda for an EWRT 1A class discussing the outline and requirements for Essay #5. It reviews that the essay should present an education problem by describing its causes and consequences without proposing a solution. Students will annotate a sample essay, then outline their own essay describing an education problem they have chosen. The homework is to post the outline to the class discussion board.
Ewrt 1 a class 13
This document outlines the agenda and discussion for an EWRT 1A class. It includes discussing problems with education, assigning Essay #3 on presenting an education problem, and providing guidance on choosing and narrowing an appropriate topic. Students are instructed to brainstorm education problems, choose one to focus on, and find an outside source like a newspaper article to incorporate into their essay through a quote. The homework is to read a sample essay, find an article on their chosen topic, and prepare to summarize it for the next class.
D14-EWRT 1A
This document provides an agenda and instructions for students to write Essay #3, which presents an education problem and its causes and consequences. It reviews the essay assignment and requirements, including choosing a topic from a list of options, finding an outside source, and addressing causes and consequences but not solutions. It provides examples and strategies for writing strong introductions, thesis statements, body paragraphs on causes and consequences, and conclusions. It includes an annotated sample student essay and instructions to write an outline for Essay #3 to post for peer review by the next class.
Ewrt 1 a class 15
This document provides instructions for Essay #3 in EWRT 1A. Students are asked to write an essay presenting an education problem to an education board. The essay should describe the causes and consequences of the problem in detail and convince the reader it is worth solving, without proposing a solution. Students are only allowed to use a pen/pencil, blue book, and one-page outline. The essay should have an introduction, thesis stating the problem and causes/consequences, 3-5 body paragraphs on causes and consequences, and a conclusion restating the problem and convincing the reader it is worth solving. A works cited page is also required. The document provides reading assignments and discussion questions to help students prepare.
Ewrt 1 a class 26
This document outlines the agenda and assignments for EWRT 1A Class 26. It discusses choosing a topic for Essay #5, which will present a problem in education. Students are asked to identify problems from their experience and do research on one topic. They must narrow their topic to be specific enough to discuss causes and consequences. The class will discuss potential topics and ways to narrow broad issues. Homework includes revising Essay #4 and preparing an outline for Essay #5, including describing a sample problem presented in a model essay.
Steps of writing a good essay
This document provides guidance on writing essays for tertiary education. It discusses why essays are written, strategies for analyzing essay topics, developing a thesis, researching, outlining and planning an essay. Specific advice is given on writing the introduction, body, and conclusion. The body should include main points, supporting points and elaboration with evidence. Overall, the document offers a comprehensive overview of the essay writing process.
Class 20
This document provides an agenda for a class discussing essay writing. It includes reviews of describing problems, thesis statements, outlining solutions, and counterarguments. It also covers new topics like introductions and conclusions. Students are prompted to draft problem descriptions, thesis statements, solutions, counterarguments, and alternative solutions. Outline formatting is demonstrated. Strategies for effective introductions and conclusions are presented. Students are assigned to finish drafting their essays and submit a self-assessment.
Class 18 n online
This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
Class 20
This document provides an agenda and guidance for students on writing an essay proposing solutions to problems. It covers reviewing and revising descriptions of the problem and proposed solution, developing a thesis statement, outlining the plan and addressing counterarguments and alternative solutions. It also offers tips on writing introductions and conclusions, and a process for self-assessing assignment work. Students are instructed to finish introducing and concluding their draft essays, ensure logical order, and submit a self-assessment.
Writing Opinion Pieces
1. The document provides guidance on writing effective opinion pieces for student publications. It stresses the importance of researching topics thoroughly to have an informed opinion and understand different perspectives.
2. It outlines steps for writing opinion pieces, including developing a clear focus, using specific examples and facts to support arguments, and considering potential controversies and responses.
3. The document advises student journalists to write from an informed position, give people criticized a chance to respond, and be prepared to defend their work, in order to write ethical and impactful opinion pieces.
Ewrt 1 a class 30
The document outlines an in-class lesson on developing solutions to problems in education. It instructs students to brainstorm potential causes and consequences of the problem identified in their previous essay. Students are asked to generate multiple solutions for eliminating the causes and consequences of the problem. They then choose their best solution and an alternative to present to their classmates, and receive feedback on the strengths and weaknesses of each proposal. For homework, students are asked to post both of their potential solutions developed during class.
Class 21 nf
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing a thesis statement, outlining the proposed solution, and addressing counterarguments and alternative solutions. It then provides new information on writing introductions and conclusions. Students are instructed to finish introducing and concluding their draft essays, read them aloud to check logical order, and post their revised intro/conclusion along with a self-assessment. Revisions are due by the following Friday at noon. The document offers templates and examples to help students structure their essay components.
Essay concept hunger games
This document provides the guidelines and requirements for Essay #3 in an English 1A course. The essay is a concept essay that requires students to analyze and explain a concept from The Hunger Games in 3-5 pages. Students must choose a concept, define and explain it for readers of varying familiarity, and support their analysis with at least 3 sources cited in MLA format. The document outlines formatting, submission, research, and content expectations, as well as best practices and common pitfalls to avoid.
Class 18
This document outlines the agenda and assignment for Essay #4 in an EWRT 1A class. Students are tasked with writing a 4-6 page essay proposing a solution to a problem faced by a community. They have been researching problems and potential solutions. The class will focus on refining their identified problem, exploring possible solutions, and choosing the most promising one to focus on. Students are provided guidance on developing their solution, explaining how and why it would address the problem and could be implemented. They are assigned homework of revising their problem description and developing paragraphs on their tentative thesis, why the solution would work, why it is possible, and steps for implementation.
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Ewrt 1 at class 10
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the assignment for Essay #3, which is to present a problem in education. Students will brainstorm issues, choose one to focus on, and narrow it. They will prepare an outline presenting the problem, citing sources. The class will then visit the library to conduct research for their essays.
Ewrt 1 at class 14
This document discusses various topics:
1. It mentions French, cars, and unicorns in the first item.
2. The second item refers to bicycle tires, toothpaste, and a chemistry lab.
3. The third item mentions Africa, Little Red Riding Hood, and a matador.
Ewrt 1 at class 11 library
This document provides an agenda and instructions for an EWRT 1A library orientation class. It introduces the library liaison Lena Chang and provides directions for students to find two sources on their topic - one scholarly journal article and one news magazine article. It demonstrates how to format a works cited page in MLA style and provides an example. Students are instructed to post an electronic copy of their works cited page to the class discussion before leaving in order to earn participation points. The homework listed at the end includes finishing reading Harry Potter, completing a reading journal, and starting to develop their works cited page by summarizing and including quotes from the sources.
Ewrt 1 at class 10
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the genre of proposal essays. It assigns essay #3 on presenting an education problem and provides guidance on choosing and narrowing a topic, including brainstorming causes and consequences. Students are instructed to prepare for an upcoming library visit by watching videos on research resources and credibility. They will use the library during the next class to find sources for their essay on an education problem.
Ewrt 1 at class 8
This document provides an agenda and discussion notes for an English writing class. The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character and comparing it to real-world examples. The document provides guidance on revising, editing, and finalizing the draft essay.
Ewrt 1AT class 9
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
Ewrt 1AT class 8
This document provides an agenda and discussion notes for an English writing class (EWRT 1AT). The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character in Harry Potter and the Chamber of Secrets or Prisoner of Azkoran and comparing it to contemporary issues. The document provides guidance on developing counterarguments, concluding effectively, integrating citations, and preparing a final draft.
Elit 46 c class 2
This document provides an overview of a class on Elizabeth Barrett Browning and her poem "The Cry of the Children." It discusses the social context that inspired the poem, its critique of the industrialization and its impact on child labor. It also covers discussion questions about the poem's form, themes, and viewpoint. The document aims to analyze how Browning uses language and imagery to convey the dreary reality of the factory environment and her indictment of a society that allows such conditions.
Ewrt 30 class 20 n
The document outlines the agenda and homework for an upcoming class. It states that the class will include a discussion on portfolios, in-class time to work on plays, and optional make-up testing. It provides the portfolio submission requirements which include submitting one word document with either a story and poems or multiple shorter stories and poems. Students are instructed to work in groups on their plays during class and complete any online work.
Ewrt 30 week 7 the online hour
This document provides an overview and outline of common plot structures and storytelling conventions. It discusses 7 common plot types - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot type, it outlines the typical stages or steps in the story's progression. It also discusses the idea of a universal plot structure that underlies all stories. The document concludes by providing writing prompts and exercises for developing stories that incorporate these plot structures.
Ewrt 1 a class 25
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for having two copies of a draft essay for peer review and participation points.
2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion.
3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.
Ewrt 1 a class 41 portfolio end
This document contains the agenda for an EWRT 1A class. The agenda includes a student-instructor check-in, choosing an in-class essay for the portfolio, and an in-class writing assignment. It also reviews draft essay #7 and checks that it meets MLA formatting standards and includes specific examples. Students will then meet one-on-one with the instructor to review their work and progress towards submitting their portfolio, which is due on Thursday and must include a reflective essay, in-class essay, and out-of-class essay.
Ewrt 1 a class 40
The document provides an agenda and guidance for students to work on their final portfolio assignments for an English writing course. It includes instructions to post introductions and body paragraphs to discussion forums for feedback. Students are asked to revise an out-of-class essay for their portfolio and write a reflective essay discussing what they learned in the course as well as areas for further improvement. Suggested topics for the reflective essay include writing skills gained, examples from their own work, and future writing plans.
Ewrt 1 a class 39
This document provides guidance for students writing a reflective essay for EWRT 1A Class 39. It outlines that the essay should have an introduction, multiple body paragraphs about what was learned, and a body paragraph about areas for further improvement. The body paragraphs should use the PIE (Point, Information, Explanation) structure and include specific examples and quotes from the student's own work. Students are provided examples for starting their introduction and advised to discuss at least three or four things learned in the course and one area still needing work. The document assigns homework of posting an introduction and a body paragraph to the discussion board.
Ewrt 1 a week 10 the hybrid hour
This document provides the agenda and homework assignments for a hybrid writing class. The agenda includes selecting two essays from class assignments to include in a writing portfolio. The homework assignments are to list the two selected essays, discuss the goal of each assignment, summarize each essay using the thesis as a guide, and explain at least three strengths of each essay.
Ewrt 1 a class 38 portfolio
This document provides instructions and guidance for students completing their end-of-quarter portfolio for an English composition course. It outlines the components of the portfolio, including Paper 7, a reflective essay. Students are instructed to write a 3-4 page essay reflecting on their progress over the quarter, focusing on what led to their success and growth as readers, writers, and thinkers. They are to discuss strategies and skills learned, providing specific examples from their coursework. The document provides examples and brainstorming activities to help students structure their reflective essay, including outlining an introduction, thesis, body paragraphs, and conclusion. It emphasizes using examples and evidence from the students' own writing to demonstrate skills learned.
Ewrt 1 a class 37
The document provides an agenda and instructions for a class on revising essays. It discusses revising Essay #6 and preparing for the portfolio submission. Students are instructed to identify parts of their essay like the introduction and conclusion. They are given tips on revising like using feedback and checking for errors. The document also provides references on integrating and citing quotes and summaries correctly in the essay. It reviews punctuation rules and formatting for quotes, block quotes, and the works cited page. Finally, it discusses choosing essays for the portfolio and preparing materials.
Ewrt 1 a class 36 canvas writing workshop essay #6 [autosaved]
This document provides instructions for students on how to complete a peer review workshop for an essay assignment in their class. It outlines the following key points in 3 sentences:
Students are asked to submit a draft of their essay to a peer review workshop. They will be assigned a classmate's essay to review and should download the peer review sheet, read the classmate's essay, and answer the questions on the sheet. By completing two peer reviews and incorporating feedback on their own essay, students can work on revising their draft before the assignment's due date.
Ewrt 1 a class 35
This document provides the agenda for an EWRT 1A class. It includes instructions for students to bring drafts and questions to a drafting session, to check essays for ambiguous uses of "this" and "that" and for sentences lacking agents, and to review the proper formatting of a Works Cited page. Students are advised to rewrite sentences to clarify ambiguous pronouns by adding specific nouns and to identify agents in sentences by specifying who or what is performing the action. The document models these concepts with examples from student writing and provides homework assignments for students to practice these techniques and submit drafts for peer review.
Ewrt 1a class 22
This document provides an agenda and discussion points for an EWRT 1A class. It discusses focusing an essay topic, formulating a thesis statement, and using writing strategies like examples and illustrations to explain a concept. The document provides examples of thesis statements and outlines from sample student essays. It also includes discussion prompts and a homework assignment for students to create a preliminary outline for their own concept essay, including categories, types, and potential writing strategies to use.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Ewrt 1 a class 28
- 1. + Timed Essay #5 You may use only these tools: The computer and one open document. Your own, original one-page outline You must save and upload your essay to the assignment. You must make the essay available to yourself. You must turn in your outline before you leave!
- 3. + The Essay Question Prompt: Write an essay presenting to your reader a well-defined problem in education today. Describe in detail the causes and consequences, and convince your audience that this is a problem worth solving. Address your presentation of your problem to your audience: one or more members of the education board, its leadership, or to outsiders who may be able to contribute to solving the problem. Note: you should not (yet) propose a solution to this problem (that’s for Essay #6). Make sure to save a copy of your essay for reference.
- 4. + Remember Informative or Interesting Title Introduction How will you introduce your problem? How will you make it seem important? Your thesis statement: State the problem: causes and consequences. Body paragraphs: likely between 3 and 5 Cause(s) Consequence(s) Conclusion Briefly restate problem Who should care and why? Do NOT include a solution. Your Works Cited should be on your outline. Turn your outline in with your essay!
- 5. + Don’t Forget: Essay #5 Research Requirement While you can discuss your own personal experience, limit this to a single example, and be careful not to turn this into a narrative essay about your personal challenges in school. Rather than relying heavily on personal experience, you should use facts, statistics, or data relevant to the larger population affected by this problem. To this end, quote (and cite) at least one outside source. Harry Potter does not fulfill this requirement. Your source should be a book or an article from a popular magazine or newspaper. You should locate this article using the library databases. You should include your quote(s) and citation info from this article on your outline.
- 6. + Read: SMG: 323-330 and 339-346 Patrick O Malley, “More Testing, More Learning” (annotated student essay) Matt Miller, “A New Deal for Teachers” Discussion #29: Discuss the basic features (A Well-Defined Problem, A Well-Argued Solution, and an Effective Counterargument) as they appear in each essay. Pick at least one feature from each essay. Bring or have access to the St. Martin’s Guide. Homework