Final reflection instructions
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The document provides instructions for the final reflection assignment in an English 102 course. Students are asked to write a 1-2 page reflection discussing what they have learned over the semester about writing and expression, their personal goals and achievements, and how the class will benefit their future. The reflection should be written for the audience of the student and instructor, follow MLA formatting, and fully reflect on the student's experience to end the class on a positive note. Reflections are due by December 12th at 11:59 pm.
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· Monday, Dec. 5th: First Draft of Portfolio
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The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
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Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
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An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
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Genre: Portfolio
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· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
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Teaching English Through English I Class # 1
This document outlines the agenda and goals for a TESOL course on teaching English reading, writing, and speaking. The course will involve lectures, workshops, discussions, presentations, and individual assignments. Students will practice and improve their own academic English skills while learning methods for teaching literacy to Korean students. Coursework includes keeping a class blog, participating in a reading club, doing presentations, writing assignments, and attending a TESOL conference. The goals are to gain practical teaching skills, confidence, and familiarity with academic English conventions.
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Year 11 ~ 12 Transition Program Overview
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Creating effective-language-lessons-combined
The document discusses the key principles of effective language lessons according to authors Jack C. Richards and David Bohlke. It outlines that effective lessons should reflect high professional standards, sound principles of language teaching based on specialized knowledge, and address meaningful learning outcomes. Richards and Bohlke are experts in English language teaching who have authored many textbooks and books for teachers. Their work examines the characteristics of expert teaching and how to create effective student-centered lessons.
Stevenage sln 30.06.10 web
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
Course specification 011
This document provides specifications for an Intensive English course offered at King Khalid University. The 6-credit, beginner-level course aims to develop students' English communication skills, including listening, speaking, reading, writing, and grammar. It covers 12 units over one semester for a total of 180 classroom hours. Assessment methods include homework, quizzes, tests and a final exam. The course aims to improve students' knowledge of basic English and develop their cognitive skills such as comprehension and analysis.
Language: presentation of subject 2016
This document outlines the course objectives, aims, assessment objectives, exam parts, activities, and evaluation for a First Language English Cambridge IGCSE course taught by Daniela Barra. The course aims to develop students' communication skills in writing and speaking through activities such as role-plays, presentations, discussions, and practice of different genres. Students will be evaluated on assignments, tests, and their binder which must contain sections for classwork, writing, and mock exam practice.
Teaching English Through English I Class #3
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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.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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.
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Final reflection instructions
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