Extended writing presentation
•Download as PPTX, PDF•
2 likes•22,098 views
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
Report
Share
Report
Share
Recommended
Ar #6
The document discusses the importance of word choice in writing and provides examples. It notes there are over 460,000 words in the English language to choose from. The specific words an author selects can create vivid images, engage readers, and make a story memorable. Instead of using generic words like "said", more evocative verbs like "whispered" or "cried" should be used. Sensory details that describe sounds, sights, textures, smells and tastes can also enhance writing. An activity prompts revising a paragraph by replacing bland words to make the story more lively and engaging for readers.
Shakespeare insults
This document outlines a lesson plan on Shakespearean insults. Students will complete a word search, then roleplay delivering insults using different tones and expressions. They will be assigned insults to practice saying and will take turns insulting each other. Next, students will analyze the meaning and impact of Elizabethan insults, and one group will perform an insult for the class. Finally, students will create their own Elizabethan insults and variations on insult structures. The goal is for students to explore Shakespeare's language and develop knowledge of Elizabethan vocabulary through dramatic activities focused on insults.
Improving your writing
This presentation provides techniques to improve writing. It discusses using descriptive words like adjectives and adverbs to make writing more interesting. It also recommends using literary devices like similes, metaphors and personification. The presentation advises varying sentence structure and length for effect, and avoiding repetitive sentence structures. It encourages using a variety of vocabulary, connectives, sentence openers and punctuation. Different types of writing are outlined, along with their purposes and conventions.
Sentence fluency
This document discusses strategies for improving sentence fluency. It defines sentence fluency as arranging sentences to have a smooth flow when read aloud. The strategies covered are: 1) Vary sentence beginnings by using different parts of speech and phrases to start sentences. 2) Combine sentences using compound and complex structures to improve flow. 3) Use a variety of sentence lengths, including short punchy sentences. The document provides examples to illustrate each strategy and encourages readers to practice the techniques when revising their own writing.
Prefix ppt
Prefixes are word parts that come before root words and can change the meaning. The prefixes discussed include anti meaning against, un meaning not or opposite, and re meaning again or back. Examples are given such as antisocial, uncomfortable, unpack, return, and reread. Students then play a game to practice prefixes and examples are provided such as unhappy, rewrite, reuse, antiwrinkle, unfriendly, and reapply. Finally, students complete an exit slip to demonstrate their understanding of the prefixes taught.
Writing to describe -Seurat
This document provides instructions for writing a descriptive passage about a place using literary devices such as metaphor, simile, and personification. Students are asked to imagine they are in a famous painting and describe what they see, hear, smell, and feel using these techniques. They then choose their favorite place in the world and write a title and description focusing on sights, sounds, smells, touch, and incorporating metaphor, simile, and personification. The key is to practice these descriptive writing skills as they will be useful for the Paper 2 exam.
PLC-Word Choice
a presentation on how to teach the writing trait "word choice" using Ruth Cluham's 6 +1 Traits of Writing
Shakespeare insults
This document outlines classroom activities to help students learn about Shakespeare's language and Elizabethan vocabulary through exploring insults. The activities include: having students practice delivering insults with different tones and expressions; giving students Elizabethan insults to say aloud; defining insults from an insult dictionary; creating their own Elizabethan insults; and performing insults for the class while explaining their modern meanings. The goal is for students to develop understanding and performance of Shakespearean language through interactive insult exercises.
Recommended
Ar #6
The document discusses the importance of word choice in writing and provides examples. It notes there are over 460,000 words in the English language to choose from. The specific words an author selects can create vivid images, engage readers, and make a story memorable. Instead of using generic words like "said", more evocative verbs like "whispered" or "cried" should be used. Sensory details that describe sounds, sights, textures, smells and tastes can also enhance writing. An activity prompts revising a paragraph by replacing bland words to make the story more lively and engaging for readers.
Shakespeare insults
This document outlines a lesson plan on Shakespearean insults. Students will complete a word search, then roleplay delivering insults using different tones and expressions. They will be assigned insults to practice saying and will take turns insulting each other. Next, students will analyze the meaning and impact of Elizabethan insults, and one group will perform an insult for the class. Finally, students will create their own Elizabethan insults and variations on insult structures. The goal is for students to explore Shakespeare's language and develop knowledge of Elizabethan vocabulary through dramatic activities focused on insults.
Improving your writing
This presentation provides techniques to improve writing. It discusses using descriptive words like adjectives and adverbs to make writing more interesting. It also recommends using literary devices like similes, metaphors and personification. The presentation advises varying sentence structure and length for effect, and avoiding repetitive sentence structures. It encourages using a variety of vocabulary, connectives, sentence openers and punctuation. Different types of writing are outlined, along with their purposes and conventions.
Sentence fluency
This document discusses strategies for improving sentence fluency. It defines sentence fluency as arranging sentences to have a smooth flow when read aloud. The strategies covered are: 1) Vary sentence beginnings by using different parts of speech and phrases to start sentences. 2) Combine sentences using compound and complex structures to improve flow. 3) Use a variety of sentence lengths, including short punchy sentences. The document provides examples to illustrate each strategy and encourages readers to practice the techniques when revising their own writing.
Prefix ppt
Prefixes are word parts that come before root words and can change the meaning. The prefixes discussed include anti meaning against, un meaning not or opposite, and re meaning again or back. Examples are given such as antisocial, uncomfortable, unpack, return, and reread. Students then play a game to practice prefixes and examples are provided such as unhappy, rewrite, reuse, antiwrinkle, unfriendly, and reapply. Finally, students complete an exit slip to demonstrate their understanding of the prefixes taught.
Writing to describe -Seurat
This document provides instructions for writing a descriptive passage about a place using literary devices such as metaphor, simile, and personification. Students are asked to imagine they are in a famous painting and describe what they see, hear, smell, and feel using these techniques. They then choose their favorite place in the world and write a title and description focusing on sights, sounds, smells, touch, and incorporating metaphor, simile, and personification. The key is to practice these descriptive writing skills as they will be useful for the Paper 2 exam.
PLC-Word Choice
a presentation on how to teach the writing trait "word choice" using Ruth Cluham's 6 +1 Traits of Writing
Shakespeare insults
This document outlines classroom activities to help students learn about Shakespeare's language and Elizabethan vocabulary through exploring insults. The activities include: having students practice delivering insults with different tones and expressions; giving students Elizabethan insults to say aloud; defining insults from an insult dictionary; creating their own Elizabethan insults; and performing insults for the class while explaining their modern meanings. The goal is for students to develop understanding and performance of Shakespearean language through interactive insult exercises.
The Writing Process
The document discusses the writing process used by writers of television shows, movies, and video games. It describes the 5 main steps of the writing process as pre-writing, drafting, revising, editing, and publishing. Pre-writing involves preparing ideas using a mnemonic device called R.A.F.T.S. Drafting is the initial writing stage. Revising is re-reading drafts to improve them. Editing focuses on grammar, spelling, and mechanics. Publishing is completing the final version. The writing process turns initial story ideas into finished works.
Adjective phrases 2
The document defines and provides examples of adjective phrases. It states that an adjective phrase is a multi-word group that modifies or describes a noun, usually consisting of an adjective and a prepositional phrase. It also notes that adjective phrases can have adjectives before or after nouns, and that adjectives have forms to indicate comparison.
01 figurative language
This document defines and provides examples of different types of figurative language, including simile, metaphor, onomatopoeia, personification, hyperbole, and alliteration. It also gives examples of sentences and asks the reader to identify the type of figurative language used in each.
The adjective phrase
This document discusses the morphology, syntax, and semantics of adjective phrases. It covers:
1) The inflectional forms of comparative ("-er") and superlative ("-est") adjectives based on syllable count.
2) The positions adjectives can occur in syntactically, such as attribute, predicative, postposed modifier, and noun phrase head.
3) Ways adjectives are derived, such as "-ed" and "-ing" participial adjectives, and compounding with other parts of speech.
4) The semantic types of adjectives, including descriptors, classifiers based on attributes like color, and emphasizers.
Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理
Standard Reading - Level 1
Linguistic features and Bottom-up Processing
今回のトピックは「英語の言語学上の特徴とボトムアップ処理」です。
まず、スペリングや音、グラマー、文節などの英語を構成する要素について。
これらが密接に組み合わされ、意味が表現されます。まずはここから。
Academic Voice: Using English's Biases For You
After having listened to Seth Lehrer's audio recordings discussing the history of English and Indo-European, I'd like to show you a couple of tricks you can now use to make your own writing voice sound more academic.
Commentary advertsing devices ppt
Advertising aims to persuade consumers using various language devices including imperative verbs, questions, exclamations, clichés, superlatives, intensifiers, emotive adjectives, alliteration, rhyme, and statistics. Some key devices discussed are clichés (overused expressions like proverbs, idioms, catchphrases, similes and metaphors), superlatives and intensifiers (words that strengthen or weaken other words), and alliteration (repetition of initial consonant sounds in successive words).
Nouns by anglicize
This document provides information about nouns, including the definition of a noun and different types of nouns. It defines nouns as words that name people, places, things, or ideas. It describes several types of nouns including proper nouns, common nouns, concrete nouns, abstract nouns, collective nouns, and compound nouns. It also discusses singular and plural nouns, including rules for making nouns plural and some irregular plural forms. The document aims to help the reader identify and understand different categories of nouns.
Adjective phrases
The document discusses adjective phrases. It defines an adjective phrase as a constituent with an adjective as its head. It provides examples of fact and opinion adjectives and how they provide objective or subjective information. Adjective phrases modify nouns and examples are given such as "very tall girl" and "quite expensive for a pen". The document also lists common types of adjectives and how new adjectives can be formed by adding suffixes to verbs and nouns.
Lesson Plan
This lesson plan compares the heroic characters of Telemachos and Achilles from Greek mythology to modern conceptions of heroes. Students will participate in a Socratic seminar to discuss the characters, filling out self and partner evaluation sheets during the discussion. They will also complete a Venn diagram comparing Telemachos and Achilles, focusing on their weaknesses, heroic acts, and how they were helped.
Microsoft power point story-telling-presentation
This document discusses the importance and benefits of storytelling. Storytelling engages participants in a unique way compared to simply reading, as it does not require sitting or just listening. Storytelling bonds groups and families while providing an enjoyable recreational activity. When selecting a first story to tell, it should be short, from your own culture if possible, and contain repetition, memorable moments, or satisfying endings. Effective storytelling requires learning the story well and pacing it appropriately while using facial expressions and avoiding distractions.
Nepbe 1 er grado unit 4
This document provides instruction on exchanging likes and dislikes in Spanish. It includes a list of leisure activities and sports vocabulary. Students will practice creating sentences using common linking words like "and", "but", and "or" to express their preferences for different hobbies and sports. Examples are given on using phrases like "I like..." and "I don't like..." followed by activities to have students write their own sentences of preferences and match linking words to their definitions.
Classroom english
This document contains common classroom instructions in English such as raising your hand, sitting down, standing up, speaking up, opening and closing doors and windows, being quiet, listening carefully, paying attention, coming to the board, making a line, and opening and closing books.
Advanced Sentence Structures
This document discusses advanced sentence structures, including parallelism, sentence fragments, and run-on sentences. It provides examples and activities to identify these structures. Parallel structure means using similar grammatical forms to connect two or more elements in a sentence. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Run-on sentences contain two or more complete sentences joined without proper punctuation or conjunctions.
Why good writing matters! Improve your image.
Why it's important to be the best writer you can, together with a few tips on how to improve your writing, and some additional helpful resources.
Teaching with dramatized experiences by: Jeremiah S.de Guzman
This document discusses using dramatized experiences in teaching. It defines dramatized experiences as participating in reconstructed experiences or acting out character roles in drama. It lists different types of dramatized experiences like plays, pageants, puppetry, and role playing. The document describes different puppet types and principles for choosing puppets, like keeping plays short and age-appropriate. Finally, it discusses the importance of dramatized experiences in holding students' attention, presenting lessons clearly, and making class less boring.
Year 10 GCSE English Language Induction
The document provides guidance on improving writing skills, including sentence structure, vocabulary, and descriptive techniques. It encourages varying sentence structure for effect and provides examples of different word classes and their definitions. Students are given tasks to practice identifying word classes and writing descriptive paragraphs using techniques like precise vocabulary, sentence variation, and punctuation for effect. Peer review and self-assessment are also covered.
Description writing
The document provides guidance on how to write an effective description. It recommends focusing on a dominant impression, selecting specific details that support the impression, and organizing details spatially, chronologically, or by sensory impression. Vivid language such as similes, metaphors, and personification should be used to show rather than tell and put an exact picture in the reader's mind through concrete nouns, adjectives, and verbs rather than cliches. Organization is key to effective essay writing.
Tara and tiree day 4
This document provides an overview of the lessons and activities for Day 4. It includes vocabulary, phonics, spelling, reading comprehension, fluency, grammar, writing, and speaking topics. The main focus is on consonant digraphs, revising narrative writing to add descriptive words and feelings, and giving and following spoken instructions clearly. Students will practice these skills through word studies, reading, writing, and speaking exercises.
Classroom language cards routine and discipline
This document contains a list of common classroom language cards used for routine and discipline purposes in the classroom. The cards provide instructions for common classroom activities like being quiet, going to the toilet, drawing, opening and closing books, raising hands, working individually and in groups, putting materials away, speaking English, getting a drink, sitting down, and tracing. The cards seem to be visual aids to help students understand routine instructions and commands.
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
More Related Content
What's hot
The Writing Process
The document discusses the writing process used by writers of television shows, movies, and video games. It describes the 5 main steps of the writing process as pre-writing, drafting, revising, editing, and publishing. Pre-writing involves preparing ideas using a mnemonic device called R.A.F.T.S. Drafting is the initial writing stage. Revising is re-reading drafts to improve them. Editing focuses on grammar, spelling, and mechanics. Publishing is completing the final version. The writing process turns initial story ideas into finished works.
Adjective phrases 2
The document defines and provides examples of adjective phrases. It states that an adjective phrase is a multi-word group that modifies or describes a noun, usually consisting of an adjective and a prepositional phrase. It also notes that adjective phrases can have adjectives before or after nouns, and that adjectives have forms to indicate comparison.
01 figurative language
This document defines and provides examples of different types of figurative language, including simile, metaphor, onomatopoeia, personification, hyperbole, and alliteration. It also gives examples of sentences and asks the reader to identify the type of figurative language used in each.
The adjective phrase
This document discusses the morphology, syntax, and semantics of adjective phrases. It covers:
1) The inflectional forms of comparative ("-er") and superlative ("-est") adjectives based on syllable count.
2) The positions adjectives can occur in syntactically, such as attribute, predicative, postposed modifier, and noun phrase head.
3) Ways adjectives are derived, such as "-ed" and "-ing" participial adjectives, and compounding with other parts of speech.
4) The semantic types of adjectives, including descriptors, classifiers based on attributes like color, and emphasizers.
Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理
Standard Reading - Level 1
Linguistic features and Bottom-up Processing
今回のトピックは「英語の言語学上の特徴とボトムアップ処理」です。
まず、スペリングや音、グラマー、文節などの英語を構成する要素について。
これらが密接に組み合わされ、意味が表現されます。まずはここから。
Academic Voice: Using English's Biases For You
After having listened to Seth Lehrer's audio recordings discussing the history of English and Indo-European, I'd like to show you a couple of tricks you can now use to make your own writing voice sound more academic.
Commentary advertsing devices ppt
Advertising aims to persuade consumers using various language devices including imperative verbs, questions, exclamations, clichés, superlatives, intensifiers, emotive adjectives, alliteration, rhyme, and statistics. Some key devices discussed are clichés (overused expressions like proverbs, idioms, catchphrases, similes and metaphors), superlatives and intensifiers (words that strengthen or weaken other words), and alliteration (repetition of initial consonant sounds in successive words).
Nouns by anglicize
This document provides information about nouns, including the definition of a noun and different types of nouns. It defines nouns as words that name people, places, things, or ideas. It describes several types of nouns including proper nouns, common nouns, concrete nouns, abstract nouns, collective nouns, and compound nouns. It also discusses singular and plural nouns, including rules for making nouns plural and some irregular plural forms. The document aims to help the reader identify and understand different categories of nouns.
Adjective phrases
The document discusses adjective phrases. It defines an adjective phrase as a constituent with an adjective as its head. It provides examples of fact and opinion adjectives and how they provide objective or subjective information. Adjective phrases modify nouns and examples are given such as "very tall girl" and "quite expensive for a pen". The document also lists common types of adjectives and how new adjectives can be formed by adding suffixes to verbs and nouns.
Lesson Plan
This lesson plan compares the heroic characters of Telemachos and Achilles from Greek mythology to modern conceptions of heroes. Students will participate in a Socratic seminar to discuss the characters, filling out self and partner evaluation sheets during the discussion. They will also complete a Venn diagram comparing Telemachos and Achilles, focusing on their weaknesses, heroic acts, and how they were helped.
Microsoft power point story-telling-presentation
This document discusses the importance and benefits of storytelling. Storytelling engages participants in a unique way compared to simply reading, as it does not require sitting or just listening. Storytelling bonds groups and families while providing an enjoyable recreational activity. When selecting a first story to tell, it should be short, from your own culture if possible, and contain repetition, memorable moments, or satisfying endings. Effective storytelling requires learning the story well and pacing it appropriately while using facial expressions and avoiding distractions.
Nepbe 1 er grado unit 4
This document provides instruction on exchanging likes and dislikes in Spanish. It includes a list of leisure activities and sports vocabulary. Students will practice creating sentences using common linking words like "and", "but", and "or" to express their preferences for different hobbies and sports. Examples are given on using phrases like "I like..." and "I don't like..." followed by activities to have students write their own sentences of preferences and match linking words to their definitions.
Classroom english
This document contains common classroom instructions in English such as raising your hand, sitting down, standing up, speaking up, opening and closing doors and windows, being quiet, listening carefully, paying attention, coming to the board, making a line, and opening and closing books.
Advanced Sentence Structures
This document discusses advanced sentence structures, including parallelism, sentence fragments, and run-on sentences. It provides examples and activities to identify these structures. Parallel structure means using similar grammatical forms to connect two or more elements in a sentence. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Run-on sentences contain two or more complete sentences joined without proper punctuation or conjunctions.
Why good writing matters! Improve your image.
Why it's important to be the best writer you can, together with a few tips on how to improve your writing, and some additional helpful resources.
Teaching with dramatized experiences by: Jeremiah S.de Guzman
This document discusses using dramatized experiences in teaching. It defines dramatized experiences as participating in reconstructed experiences or acting out character roles in drama. It lists different types of dramatized experiences like plays, pageants, puppetry, and role playing. The document describes different puppet types and principles for choosing puppets, like keeping plays short and age-appropriate. Finally, it discusses the importance of dramatized experiences in holding students' attention, presenting lessons clearly, and making class less boring.
Year 10 GCSE English Language Induction
The document provides guidance on improving writing skills, including sentence structure, vocabulary, and descriptive techniques. It encourages varying sentence structure for effect and provides examples of different word classes and their definitions. Students are given tasks to practice identifying word classes and writing descriptive paragraphs using techniques like precise vocabulary, sentence variation, and punctuation for effect. Peer review and self-assessment are also covered.
Description writing
The document provides guidance on how to write an effective description. It recommends focusing on a dominant impression, selecting specific details that support the impression, and organizing details spatially, chronologically, or by sensory impression. Vivid language such as similes, metaphors, and personification should be used to show rather than tell and put an exact picture in the reader's mind through concrete nouns, adjectives, and verbs rather than cliches. Organization is key to effective essay writing.
Tara and tiree day 4
This document provides an overview of the lessons and activities for Day 4. It includes vocabulary, phonics, spelling, reading comprehension, fluency, grammar, writing, and speaking topics. The main focus is on consonant digraphs, revising narrative writing to add descriptive words and feelings, and giving and following spoken instructions clearly. Students will practice these skills through word studies, reading, writing, and speaking exercises.
Classroom language cards routine and discipline
This document contains a list of common classroom language cards used for routine and discipline purposes in the classroom. The cards provide instructions for common classroom activities like being quiet, going to the toilet, drawing, opening and closing books, raising hands, working individually and in groups, putting materials away, speaking English, getting a drink, sitting down, and tracing. The cards seem to be visual aids to help students understand routine instructions and commands.
What's hot (20)
Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理
Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理
Teaching with dramatized experiences by: Jeremiah S.de Guzman
Teaching with dramatized experiences by: Jeremiah S.de Guzman
Viewers also liked
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
Reading edutainment
The document discusses various strategies for developing reading skills across subjects. It describes moving beyond traditional comprehension questions by having students interact with texts in different ways, such as visual and moving image materials. The document also provides tips for decoding difficult words, including guessing meanings based on context, referring to prior knowledge, and reading passages aloud. It recommends slowly releasing full texts to encourage questioning and predictions, as well as scrambling or reordering sentences to focus on elements like chronology.
Nqt cpd review
1. The document discusses three ideas for continuing professional development (CPD) that teachers can use: warm-up activities, an "Articulate" game, and changing one's mindset about marking.
2. Warm-up activities are suggested to prepare students' brains for learning, like warming up muscles for exercise, through quick unrelated tasks like a whiteboard jigsaw puzzle.
3. An example "Articulate" game is described where groups try to describe education buzzwords to each other without saying the words within 2 minutes.
What is meta cognition
This document discusses meta-cognition and how to incorporate it into classroom lessons and activities. Meta-cognition refers to thinking about one's own thinking and learning processes. The document provides examples of how teachers can promote meta-cognition, including through reflection activities, starter and plenary questions, marking, and extension tasks that ask students to evaluate their learning. Regularly exposing students to meta-cognitive strategies can help them independently monitor and reflect on their learning over time.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Making learning stick staff training 3rd march
The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
Extended writing 1
This document discusses extended writing across subject areas and provides resources to support its use. It explains that all teachers are responsible for developing students' literacy skills, and that better literacy leads to stronger academic performance overall. The document then describes a booklet with activities, word banks, and style guides for different writing forms and purposes to support extended writing. It concludes by offering assistance to other departments in incorporating more extended writing opportunities and developing additional resources.
Training day 4th jan v3
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
Numeracy across the curriculum
The document discusses ways to improve numeracy in five key areas:
1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy.
2. Reorganizing modules in the scheme of learning to align with other curriculum areas.
3. Encouraging the use of mathematical vocabulary and identifying types of data and averages.
4. Helping students make connections between numeracy and other subject areas.
5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.
Stretch and challenge the high attaining students v2
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
Purple for progress staff training v2
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Teaching and Learning Summary
This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.
Homelearning (1)
1. The document discusses effective home learning (HL) strategies for teachers to reflect on and share.
2. It provides examples of pre-learning tasks, different types of stimuli to inspire students, and consequences for students who do not complete HL.
3. The document emphasizes that HL tasks should prepare students to take a proactive role in lessons, and provides ideas like interactive tasks, cue cards, and question times to check students' learning from HL.
Raising achievement through competition
This document discusses using competition to raise achievement in schools. It proposes developing a whole-school house system embedded across departments and subjects. Competition approaches include contests between learners, overcoming challenges as teams, and contending for recognition and rewards. Examples from PE include gymnastics routines judged by peers and football skills challenges. The principles of sports competition can be applied across the curriculum to suit learning objectives and students. Competition should be used appropriately, such as a reading league that awarded boys points for books read at home. Departments are asked to consider what competitions they already have and could develop linked to topics, and to integrate house competitions into lessons and extracurricular activities.
Rosedale info
The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
Friday briefing 9th oct
This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
Purple for progress 15 minute forum
The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
Viewers also liked (20)
Stretch and challenge the high attaining students v2
Stretch and challenge the high attaining students v2
Similar to Extended writing presentation
A course in language teaching diapositives all
Penny Ur has over 30 years of experience teaching English in Israel. She is interested in language teaching methodology, particularly related to fluency and accuracy. The book provides materials and guidance for teaching English, including activities for teaching pronunciation, vocabulary, grammar, speaking, reading, and writing. It also addresses testing students, presenting new topics, classroom interaction patterns, questioning techniques, classroom management, teaching younger vs. older learners, and teaching heterogeneous classes.
Writing_Guide_for_1st_2nd_Bachillerato_1.pdf
This document provides writing tips and advice for students. It recommends writing clearly and legibly, separating ideas into paragraphs, and using punctuation correctly. It also suggests thinking before writing, avoiding excessive cross-outs, and reading extensively in English to improve writing skills in English. Specific tips include constructing simple sentences, adapting vocabulary to the type of writing, imitating examples rather than inventing phrases, and revising for punctuation and spelling errors.
Vocabulary skills In Linguistics!!
These slides deals with Teaching Vocabulary in Linguistics.. These slides also deals with How to teach meanings, Material demonstration technique..
Lesson 9 Revision
This document provides guidance on revising writing by taking breaks between writing and proofreading, reading writing aloud, getting feedback from others, learning common errors to fix, avoiding vague or lazy language, ensuring proper grammar and structure, and checking for spelling, punctuation, run-on sentences, comma splices, subject-verb agreement, parallel structure, and more. It emphasizes slowing down, reading carefully, and using specific revision strategies to improve one's writing.
Lesson 9 Revision
This document provides guidance on revising writing by taking breaks between writing and proofreading, reading writing aloud, getting feedback from others, learning common errors to fix, avoiding vague or lazy language, ensuring subject-verb agreement, avoiding fragments and run-on sentences, and checking for parallel structure. It highlights issues to watch for such as mixed constructions, comma splices, and faulty punctuation. The goal is to catch errors and strengthen writing through revision.
prepositions (1).pdf most important notes for the preparation of ppsc preposi...
This document provides an overview of prepositions and their usage. It defines prepositions as words that connect nouns and show their relationship. Some key points:
- Prepositions indicate location, direction, time and other relationships between nouns. Common prepositions include on, in, at, from, to, by etc.
- Prepositions are often used in prepositional phrases with a noun or pronoun as the object. Verbs also sometimes take prepositions to complete their meaning.
- The document lists the most common prepositions and provides examples of their usage, guidelines for using articles with prepositions, and notes on idiomatic preposition usage.
- Ending sentences with prepositions is generally avoided
Cohesive Devices
This document discusses cohesive devices used to connect ideas in text. There are three main types of cohesive devices: repetition, synonyms, and pronouns. Transitional devices are also discussed as words that give cues on the relationship between sentences. Examples are provided of each type of cohesive device.
Rhetorical devices
This document defines and provides examples of various rhetorical devices used in writing. It discusses devices that create balance like parallelism and antithesis, emphasize ideas through climax and polysyndeton, clarify meaning with exemplum and amplification, use figures of speech like metaphor and analogy, and play with words through puns and oxymorons. Overall, the document outlines different techniques writers can use to craft effective prose.
Write More to Learn More Handout
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
Learning teaching chapter6 7
This document discusses teaching methods to improve students' English fluency through communicative activities and role plays. It provides examples of teacher roles and correction techniques that focus on fluency rather than accuracy during activities. These include observing without interrupting and doing follow-up exercises after to address errors. Guidelines are given for organizing role plays, such as preparing students and encouraging improvisation. Some drama games are also described that use movement, imagination and interaction to practice language in context.
Rhetorical devices
Rhetorical devices are techniques used in writing to convey ideas effectively and engage the audience. This document defines and provides examples of various rhetorical devices grouped into categories of balance, emphasis, transition, clarity, figurative language, and syntax. Key devices include parallelism, climax, metaphor, and zeugma.
Writing to argue - info and ideas exam
The summary is:
1) The opening line asks a rhetorical question about forcing children to wear the same clothes everyday.
2) This grabs the reader's attention in a lively way and sets up the argument that will follow.
3) The rest of the response should include points, counterpoints, and a conclusion that references back to the rhetorical question.
J. scudera differentation
This document presents a collection of vocabulary learning strategies for classroom teachers to use to differentiate instruction for students. It describes strategies such as analogies, barrier games, contextual redefinition, exclusion, brainstorming, idioms, interactive word walls, K-W-L charts, morphemic analysis, personal vocabulary journals, read-alouds, and more. Each strategy is explained and suggestions are provided for how teachers can modify the strategies to meet the needs of different learners. The purpose is to equip teachers with a variety of approaches to help students develop their vocabulary knowledge and skills.
Pascual tpd. secondary. lesson 3.passed
The document provides a lesson plan for an English class at the Cristo Rey secondary school. The lesson is the third in a unit on adjectives, animals, and pets. It involves 29 third-year students and has the aims of developing reading, writing, listening and speaking skills through activities comparing animals and friends using comparative adjectives like shorter, taller, more interesting. Students will listen to a dialogue, complete exercises, write comparisons, and discuss a short story.
Parts of speech
This document provides an overview of the 8 parts of speech in English: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. It defines each part of speech and provides examples. Nouns are words that represent people, places, things, or ideas. Pronouns take the place of nouns. Verbs express actions or states of being. Adjectives modify nouns by describing attributes. Adverbs modify verbs, adjectives, and other adverbs. Prepositions show relationships between other words. Conjunctions connect words and phrases. Interjections add emotion or emphasis.
Year 10 English Toolbox
This document provides information about various poetic techniques, parts of speech, sentence structures, writing styles, and visual features used in media. It defines terms like rhyme, rhythm, simile, metaphor, personification, alliteration, assonance, sibilance, onomatopoeia, and more. It also discusses parts of speech, simple sentences, compound sentences, complex sentences, colloquial vs formal language, tone, emotive language, and slang. Visual features of media like layout, lettering, color, images are also defined. Examples are provided to illustrate each concept.
The introduction-paragraph
The document provides guidance on writing an effective introduction paragraph, including:
1) The introduction paragraph should contain a hook to engage the reader, a bridge statement to provide context, and a thesis statement that clearly presents the main argument.
2) Examples of hooks include startling facts, powerful words, sound effects, anecdotes, rhetorical questions, and commands to the reader.
3) The bridge statement ties the hook to the topic and thesis, and can be written as a simile.
4) The thesis statement presents the writer's opinion on the topic and the main reasons to support that opinion. It avoids vague language and personal pronouns.
TM London presentation on teacher talk
Presentation from #TMLondon July 5th 2013 from Debbie Light of @TeacherTweaks discussing quality teacher talk.
Elements of Writing
This document discusses several essential elements of writing, including thesis statements, open and closed form writing, audience, tone, style, and support.
[1] Thesis statements should be interesting, significant, and problematic; indicate what questions are being answered; and imply "because." [2] Open form writing uses descriptions, scenes, dialogue and character development while closed form uses a single declarative sentence. [3] Writers must know their audience by considering factors like age, education, and reactions. [4] Tone and style contribute to voice and consistency. [5] Essays require contextual support through history, culture and building empathy.
Writing standards hs day2_participant[1]
The document summarizes a workshop for teaching writing standards to high school students. It outlines the objectives of examining rigorous writing lessons and techniques, such as developing persuasive essays using the writing process. It also discusses mini-lessons on sentence structure and finding mentor texts to teach targeted skills. Teachers are encouraged to make writing fun for students by exploring different forms of composition.
Similar to Extended writing presentation (20)
prepositions (1).pdf most important notes for the preparation of ppsc preposi...
prepositions (1).pdf most important notes for the preparation of ppsc preposi...
More from bdavis2014
170706 challenge, deliberate practice, and interleaving ild
Challenge, deliberate practice, and interleaving are techniques that can help students learn computing skills. Challenge provides goals tailored to different ability levels. Deliberate practice involves revisiting skills in multiple ways to reinforce learning. Interleaving intersperses different topics in lessons and tests to improve long-term retention of information. These techniques will be applied at Lady Lumley's School by setting skills starters and short tests at the beginning of lessons to challenge students and strengthen their computing knowledge.
Research feedback
The document discusses providing effective feedback to students to improve their learning and close gaps. It notes feedback should focus on effort and process, not just being right or wrong. Too much feedback can prevent students from struggling on their own. Students need to understand making mistakes is part of learning. The teacher recommends 10 minutes for students to correct mistakes, look for other errors, and make their own changes to improve their writing. Common feedback in books encourages correcting recurring issues and adding detail to writing.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to focus coaching. It includes a seating plan, notes on who is questioned and supported, and types of questions asked. It then gives examples of open-ended questions for different subjects like science, religion, and geography. Finally, it provides suggestions for how to use questioning at different points in the learning process, such as igniting curiosity at the start of a lesson, linking questions to learning outcomes, using questions for exam practice and feedback, and inviting students to challenge the teacher.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to improve coaching and student learning. It includes:
- A seating plan and notes on tracking who is questioned and receives support.
- A table with question starters to generate different types of questions, such as describe, explain, analyze.
- Examples of subject-specific questions that teachers could ask in science, religion, and geography.
- Suggestions for how teachers can use questioning at different stages, like sparking curiosity at the start of a lesson or providing feedback and additional challenges.
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
Gallery critique
The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
Friday briefing january 2016 ore
This document discusses promoting good reasoning and addressing misconceptions. It touches on changing statements to make them true, using Venn diagrams, characteristics of vertebrates, and mentions Henry VIII being divorced and beheaded, but provided with offspring.
Fronter assignment tool
The Fronter assignment tool allows teachers to create electronic tasks for students and receive submissions digitally. Teachers can upload files for students, assign due dates, and select individual students or groups to receive tasks. Students download assignment files, complete the work, and submit electronically. Teachers can then view and grade submissions, providing feedback and downloading all work at once if desired. The assignment tool provides an interactive way to set and receive work digitally in Fronter.
Briefing nov 2016 house
This document outlines various house point opportunities at the school, including awarding points for demonstrating core values, participating in house events, taking on leadership roles, and more. It describes upcoming activities like pop-up challenges, a chess league, swimming competitions, and a short story writing contest for house points. It also establishes a biweekly tutor debating program where students can earn individual house points for presenting arguments, research, and articulation skills.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Mypeexam example
- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
- Used by over 600 schools nationwide to support flipped learning, revision, monitoring student progress both in and out of school, and catering to different learning needs
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
Teaching and learning @ lls october 2016
This document discusses the personal and professional challenges faced by a teacher in adapting to changes in the computing curriculum from 2014-2017. It outlines changes to the ICT curriculum at key stages 1-3 and new GCSE and A-level syllabi. The second part lists various responses and resources the teacher uses to respond to changes, including collaborating with colleagues within the school and other networks, gathering student feedback, using online resources like blogs and social media, reading books, and engaging in professional development activities.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Metacognition kda
This document discusses meta-cognition, or thinking about thinking. It consists of monitoring one's progress as they learn and adapting strategies if needed. The document provides examples of how to support meta-cognition through questioning students and scaffolding. Specific questioning strategies are divided into "meta-starters," "meta-main courses," and "meta-desserts." Students should review and reflect on their learning, evaluating successes, mistakes, and setting goals for future learning. Teachers can support meta-cognition by having students evaluate prior knowledge, discuss their thinking, keep records, plan their work, and evaluate their work.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
More from bdavis2014 (19)
170706 challenge, deliberate practice, and interleaving ild
170706 challenge, deliberate practice, and interleaving ild
Recently uploaded
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaBÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdWhat is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Extended writing presentation
- 2. PREVIOUSLY… Style guides Use of connectives Departmental Audit
- 3. FORCING THE USE OF CONNECTIVES By providing connectives prior to completing extended writing students are forced into different ways of thinking about, and developing, their writing. Some students will try to opt out if it is optional so make it a challenge (could even peer- assess each others use of the words). Provide examples of how the words could be used to provide support.
- 4. COMPARISON Using your quotations I would like you to write a comparison of how the two boys are presented to the reader. Golding presents Ralph and Piggy as… For example… Use the following connectives to compare them: However, whereas, on the other hand, conversely Use the following connectives to develop your explanations: Furthermore, because, therefore, also, additionally, despite Ext: Ensure you comment on the effect of the language Golding uses to present them.
- 6. WHAT IS ROMEO LIKE… At the start When he meets Juliet When he fights Tybalt Using connectives to help to link ideas together… Initially, Tybalt is introduced as a violent character,who hates the Montagues. Unsurprisingly, hestarts a fight with them, which gets everyone into trouble with the prince. Next, he…
- 7. Initially... However… Unsurprisingly… Because.. Next… Therefore… Consequently… As a result of… Initially... However… Unsurprisingly… Because.. Next… Therefore… Consequently… As a result of…
- 8. SETTING Write the name of one of the settings from your story in the centre of a page and be ready to add vocabulary. Build chains of vocabulary extending from a mind map: Noun> adjective> verb> adverb Ext: simile>personification
- 9. PUTTING IT ALL TOGETHER Now use the following connectives and prepositions to create a piece of description using the vocabulary you’ve built up: While, over, under, as, before, after, above, below, simultaneously, beyond, on, against, by, beside, alongside In addition, try to vary your sentence openers: Adverb Simile Adjective Verb Connective …and your sentence lengths.
- 10. Like a swarm of bees the students descend upon the room, buzzing furiously and jostling for position. Beside his desk, the teacher performs his familiar faffing, in an attempt to look purposeful, whilst simultaneously attempting to fend off the all too familiar sense of impending doom; his face a story of vulnerability all too easily read by the students. As he tentatively raises his hand, the volume increases defiantly and he shrinks back to his seat defeated. A chair leg flexes like a matchstick under a student’s unforgiving bulk before splintering, igniting an explosion of laughter and derision that blazes around the room. The teacher attempts to douse the fire, squawking inaudibly under the din, whilst flapping his hands as if attempting to subdue the inferno with a petrol soaked rag.
- 11. TAKE AWAY… 1. Think of a lesson this week where you will be completing a piece of extended writing this week. 2. Give students / ask students to jot thoughts key vocabulary for the task. 3. Provide students with connectives to link their ideas and key vocabulary. Ideas for connectives for different types of tasks can be found in the ‘Extended Writing’ booklet I provided last session.