This document discusses content analysis and discourse analysis. It covers several key topics:
1. Content analysis focuses on analyzing messages based on six questions - who, to whom, why, how, what, and with what effect. It examines frequencies of keywords.
2. Discourse analysis examines symbolic interchange through a variety of communication channels to understand underlying meanings and relationships. It is informed by semiotics and structuralism.
3. Semiotics studies signs and how they derive meaning based on relationships between concepts and images. Structuralism seeks to identify patterns in a system by analyzing the arrangement of parts. Post-structuralism acknowledges uncertainty in meaning and examines marginalized perspectives.
content analysis and discourse analysisRudy Banuta
Content analysis and discourse analysis are both techniques used to analyze written, spoken, or visual communication messages. Content analysis focuses on quantitatively analyzing the manifest or surface content of communication messages by categorizing words or phrases. The goal is to make objective inferences about the sender, message, or audience. Discourse analysis takes a more qualitative approach to analyze the structures and functions of written, spoken, or signed language beyond the sentence level by examining how social and cultural meanings and relationships are constructed through language within a specific context. While both are useful analytical tools, content analysis relies more on scientific methods and objectivity, while discourse analysis emphasizes interpretation and the subjective role of the researcher and context in constructing meaning.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document discusses the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also outlines the steps involved in conducting a content analysis, including planning, identifying objectives, selecting strategies, leading the analysis, and evaluating outcomes. The overall goals and uses of content analysis are to describe characteristics of content, identify important aspects, and support arguments.
Content analysis is a research technique used to objectively, systematically, and quantitatively analyze the manifest content of communications. It can be used to analyze any type of recorded media, such as text, images, or videos. There are two main types: conceptual analysis, which establishes the frequency of concepts, and relational analysis, which examines relationships between concepts. Content analysis is useful for reducing large amounts of unstructured data, identifying important aspects of content, and making inferences about messages, authors, and cultural contexts. While it provides an unobtrusive means of analysis, it can also be time-consuming and reductive when dealing with complex materials.
This document provides guidance for students on writing a contextual analysis, which is worth 20% of the final grade. The analysis must address two learning outcomes: an exegesis examining how the final production integrates the research question and theoretical work. It should be submitted electronically by June 2nd at 12pm. The analysis is an opportunity for students to demonstrate what they have learned through the research and production processes by analyzing and evaluating their work in relation to the theories examined in their report. The document provides detailed instructions on what should and should not be included in the analysis, how to structure it, the writing style, and how the analysis will be assessed and marked.
WK 10 – Research Workshop - Content and discourse analysis Carolina Matos
This document provides an overview of media content analysis. It discusses quantitative versus qualitative content analysis and defines content analysis as the systematic analysis of messages to make valid inferences. It also covers developing coding schemes, sampling methods, and how to conduct a content analysis study through coding data and establishing intercoder reliability. Manual and electronic methods of coding are also compared.
Content Analysis Overview for Persona DevelopmentPamela Rutledge
After developing an Ad Hoc persona as the core of your engagement strategy, it's important to test your assumptions against real people and real data. Content analysis is a methodology for evaluating text-based data that can be gathered from social media tools.
This document discusses content analysis, which is a research technique used to make inferences from textual materials. There are two main types of content analysis: conceptual analysis, which establishes the existence and frequency of concepts, and relational analysis, which explores relationships between concepts. The document outlines steps for conducting each type of analysis, such as developing coding rules, distinguishing concepts, and reducing text to categories.
This document discusses content analysis and discourse analysis. It covers several key topics:
1. Content analysis focuses on analyzing messages based on six questions - who, to whom, why, how, what, and with what effect. It examines frequencies of keywords.
2. Discourse analysis examines symbolic interchange through a variety of communication channels to understand underlying meanings and relationships. It is informed by semiotics and structuralism.
3. Semiotics studies signs and how they derive meaning based on relationships between concepts and images. Structuralism seeks to identify patterns in a system by analyzing the arrangement of parts. Post-structuralism acknowledges uncertainty in meaning and examines marginalized perspectives.
content analysis and discourse analysisRudy Banuta
Content analysis and discourse analysis are both techniques used to analyze written, spoken, or visual communication messages. Content analysis focuses on quantitatively analyzing the manifest or surface content of communication messages by categorizing words or phrases. The goal is to make objective inferences about the sender, message, or audience. Discourse analysis takes a more qualitative approach to analyze the structures and functions of written, spoken, or signed language beyond the sentence level by examining how social and cultural meanings and relationships are constructed through language within a specific context. While both are useful analytical tools, content analysis relies more on scientific methods and objectivity, while discourse analysis emphasizes interpretation and the subjective role of the researcher and context in constructing meaning.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document discusses the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also outlines the steps involved in conducting a content analysis, including planning, identifying objectives, selecting strategies, leading the analysis, and evaluating outcomes. The overall goals and uses of content analysis are to describe characteristics of content, identify important aspects, and support arguments.
Content analysis is a research technique used to objectively, systematically, and quantitatively analyze the manifest content of communications. It can be used to analyze any type of recorded media, such as text, images, or videos. There are two main types: conceptual analysis, which establishes the frequency of concepts, and relational analysis, which examines relationships between concepts. Content analysis is useful for reducing large amounts of unstructured data, identifying important aspects of content, and making inferences about messages, authors, and cultural contexts. While it provides an unobtrusive means of analysis, it can also be time-consuming and reductive when dealing with complex materials.
This document provides guidance for students on writing a contextual analysis, which is worth 20% of the final grade. The analysis must address two learning outcomes: an exegesis examining how the final production integrates the research question and theoretical work. It should be submitted electronically by June 2nd at 12pm. The analysis is an opportunity for students to demonstrate what they have learned through the research and production processes by analyzing and evaluating their work in relation to the theories examined in their report. The document provides detailed instructions on what should and should not be included in the analysis, how to structure it, the writing style, and how the analysis will be assessed and marked.
WK 10 – Research Workshop - Content and discourse analysis Carolina Matos
This document provides an overview of media content analysis. It discusses quantitative versus qualitative content analysis and defines content analysis as the systematic analysis of messages to make valid inferences. It also covers developing coding schemes, sampling methods, and how to conduct a content analysis study through coding data and establishing intercoder reliability. Manual and electronic methods of coding are also compared.
Content Analysis Overview for Persona DevelopmentPamela Rutledge
After developing an Ad Hoc persona as the core of your engagement strategy, it's important to test your assumptions against real people and real data. Content analysis is a methodology for evaluating text-based data that can be gathered from social media tools.
This document discusses content analysis, which is a research technique used to make inferences from textual materials. There are two main types of content analysis: conceptual analysis, which establishes the existence and frequency of concepts, and relational analysis, which explores relationships between concepts. The document outlines steps for conducting each type of analysis, such as developing coding rules, distinguishing concepts, and reducing text to categories.
CONTENT ANALYSIS (Quantitative Research Methods)Libcorpio
Content Analysis, Quantitative Research Methods, LIS Education, Library and Information Science, LIS Studies, Information Management, Education and Learning, Library science, Information science, Library Research Methods,
Content analysis is an objective, systematic, and quantitative analysis of communicated content. It involves defining categories of analysis precisely so that different coders will categorize content the same way. Categories should be mutually exclusive. The process involves selecting a sample from the population, defining the unit of analysis, creating categories, establishing a coding scheme, coding the content, analyzing the results, and drawing conclusions.
This document discusses content analysis as a research technique for systematically examining recorded information. It defines content analysis and outlines its uses and processes. Content analysis involves defining categories, measuring variables, and coding data for analysis. It can be quantitative or qualitative. Textual analysis examines meaning and power relations within texts, considering features, rhetoric, and relationships with other cultural artifacts. The purpose is to uncover dominant, negotiated, or oppositional meanings.
Content analysis is a qualitative research technique that analyzes the actual content of various materials such as conversations, interviews, articles, and social media posts. It objectively measures concepts, themes, and attributes within materials. There are three main types of content analysis: conceptual analysis examines concept frequency, relational analysis examines concept relationships, and observational research analyzes materials without directly collecting data from people. The procedures of content analysis involve forming a research question, linking it to theory, designing the study, collecting and analyzing data, and presenting results. Content analysis has advantages such as being inexpensive and unobtrusive but also limitations such as being time-consuming and prone to bias.
Content analysis is a scientific method used in social science research to analyze communication content and draw inferences. It involves six main steps: 1) formulating a research question, 2) selecting communication content and samples, 3) developing content categories, 4) determining units of analysis, 5) creating a coding scheme and testing intercoder reliability, and 6) analyzing collected data. Content analysis has been used in studies of propaganda, media coverage of political issues, and trends in academic publications. It allows for quantitative analysis of messages but cannot verify causal relationships or ensure shared meanings between senders and receivers.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document outlines the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also discusses the different purposes and uses of content analysis across multiple fields. Furthermore, it describes the typical steps involved in conducting a content analysis, including planning, coding text into categories, examining results, and making inferences.
The document discusses qualitative content analysis. It defines content analysis as the systematic classification and interpretation of text through coding and identifying themes. Content analysis allows researchers to understand social reality and explore meanings in a scientific manner. It can use inductive or deductive approaches to analyze data. Unique characteristics include flexibility in approaches and ability to extract manifest and latent meanings from text. Researchers use content analysis to describe message characteristics and identify themes. The process involves defining a research question, sampling material, developing a coding scheme of themes, coding the content, and analyzing results both qualitatively and quantitatively. Validity and reliability are also addressed.
Content analysis is a research technique that:
1) Determines the presence of certain words or concepts within texts through quantitative analysis.
2) Researchers quantify and analyze the presence, meanings and relationships of words/concepts to make inferences about messages, writers, audiences, and cultural contexts.
3) The process involves coding a text by breaking it into categories, then examining occurrences and relationships of concepts through conceptual analysis (counting concepts) or relational analysis (examining relationships among concepts).
This document discusses various methods of analyzing content, discourse, and themes. It defines content analysis as objectively counting aspects of content to evaluate it. Content analysis can be used to identify intentions, behaviors, psychological states, and patterns. Discourse analysis examines language in texts and conversations beyond the sentence level. Thematic analysis emphasizes identifying and examining patterns or themes within qualitative data through a process of coding.
Content analysis is a research technique used to objectively analyze the manifest content of communication through a systematic classification and description of its key elements. It can be used both quantitatively by counting words and themes, and qualitatively by analyzing the social meanings and concepts within a text. Coding is a crucial part of content analysis, where conceptual categories are applied to classify the text. The goal is to describe the actual content present rather than interpret the author's intended meaning, distinguishing it from hermeneutic analysis. Content analysis has been widely applied in social research to study topics like propaganda, popular culture, gender representations, and discourse.
Content analysis is a systematic, objective, and quantitative method for analyzing documents. It involves inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information. There are six main stages to content analysis: selecting content, defining units of analysis, preparing content for coding, coding the content, counting and weighting the content, and drawing conclusions. Content analysis can be conceptual, focusing on concepts within the text, or relational, exploring relationships between concepts. While it provides valuable insights, content analysis is also very time consuming and prone to errors.
The study aimed to describe classroom discipline problems identified by student teachers and their strategies for addressing these issues, with no hypotheses stated given the descriptive nature of the research. Student teachers provided open-ended responses which were analyzed using content analysis to generate five categories of discipline problems and strategies. The sample was described including demographics like gender, grade levels, age, and percent who were parents.
This document provides information about content analysis as a qualitative analysis method. It begins by defining qualitative data and content analysis. Content analysis involves transforming qualitative data into quantitative data by using a rating/coding system to identify themes. The document then outlines the steps for performing content analysis, which includes examining materials to create categories, coding the materials, and analyzing the results to draw conclusions. Potential advantages of content analysis are that it can gather information from various sources and has high ecological validity. Disadvantages include being time-consuming and prone to bias. The document aims to help readers understand and evaluate the use of content analysis.
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
This document provides an overview of research methods for narrative analysis. It discusses key concepts in narrative analysis including scripts, stories, patterns, themes, coding, and temporal organization. It also covers approaches like contextual analysis, focus groups, retelling narratives, and assumptions related to subjectivity and usefulness. Narrative analysis is presented as an exploratory qualitative methodology to give respondents a venue to articulate their own viewpoints and standards.
The document discusses several models of reading, including interactive and new literacy approaches. It describes interactive approaches as emphasizing the role of prior knowledge and incorporating both top-down and bottom-up processing. Several interactive models are then outlined, including Rumelhart's interactive model involving meaning construction through text interactions. Stanovich's interactive-compensatory model allows for compensation across different processing levels. Schema-theoretic and sociocultural new literacy approaches view reading as an interactive process of integrating new and old information within social contexts. The Pearson/Tierney and Mathewson models also conceptualize reading as an interactive meaning-making process.
This document discusses different types of conversations and communication. It describes talk as interaction, which involves casual conversations between acquaintances and includes skills like greetings, small talk, and turn-taking. Talk as transaction focuses on exchanging information, as in asking directions or ordering food, using clarification and comprehension checks. Talk as performance involves presenting to an audience, requiring organization, accuracy, and engagement of listeners. It also outlines listener contributions like acknowledgments and questions, and cross-cultural differences in conversations.
Este documento describe la responsabilidad penal de las personas jurídicas en el derecho penal español. Explica que las personas jurídicas pueden ser responsables penalmente por delitos cometidos por sus administradores o empleados, y que la pena básica es una multa cuyo monto depende del beneficio obtenido, perjuicio causado o valor defraudado. También señala que la responsabilidad de las personas jurídicas es independiente de la responsabilidad de personas físicas por el mismo delito.
CONTENT ANALYSIS (Quantitative Research Methods)Libcorpio
Content Analysis, Quantitative Research Methods, LIS Education, Library and Information Science, LIS Studies, Information Management, Education and Learning, Library science, Information science, Library Research Methods,
Content analysis is an objective, systematic, and quantitative analysis of communicated content. It involves defining categories of analysis precisely so that different coders will categorize content the same way. Categories should be mutually exclusive. The process involves selecting a sample from the population, defining the unit of analysis, creating categories, establishing a coding scheme, coding the content, analyzing the results, and drawing conclusions.
This document discusses content analysis as a research technique for systematically examining recorded information. It defines content analysis and outlines its uses and processes. Content analysis involves defining categories, measuring variables, and coding data for analysis. It can be quantitative or qualitative. Textual analysis examines meaning and power relations within texts, considering features, rhetoric, and relationships with other cultural artifacts. The purpose is to uncover dominant, negotiated, or oppositional meanings.
Content analysis is a qualitative research technique that analyzes the actual content of various materials such as conversations, interviews, articles, and social media posts. It objectively measures concepts, themes, and attributes within materials. There are three main types of content analysis: conceptual analysis examines concept frequency, relational analysis examines concept relationships, and observational research analyzes materials without directly collecting data from people. The procedures of content analysis involve forming a research question, linking it to theory, designing the study, collecting and analyzing data, and presenting results. Content analysis has advantages such as being inexpensive and unobtrusive but also limitations such as being time-consuming and prone to bias.
Content analysis is a scientific method used in social science research to analyze communication content and draw inferences. It involves six main steps: 1) formulating a research question, 2) selecting communication content and samples, 3) developing content categories, 4) determining units of analysis, 5) creating a coding scheme and testing intercoder reliability, and 6) analyzing collected data. Content analysis has been used in studies of propaganda, media coverage of political issues, and trends in academic publications. It allows for quantitative analysis of messages but cannot verify causal relationships or ensure shared meanings between senders and receivers.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document outlines the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also discusses the different purposes and uses of content analysis across multiple fields. Furthermore, it describes the typical steps involved in conducting a content analysis, including planning, coding text into categories, examining results, and making inferences.
The document discusses qualitative content analysis. It defines content analysis as the systematic classification and interpretation of text through coding and identifying themes. Content analysis allows researchers to understand social reality and explore meanings in a scientific manner. It can use inductive or deductive approaches to analyze data. Unique characteristics include flexibility in approaches and ability to extract manifest and latent meanings from text. Researchers use content analysis to describe message characteristics and identify themes. The process involves defining a research question, sampling material, developing a coding scheme of themes, coding the content, and analyzing results both qualitatively and quantitatively. Validity and reliability are also addressed.
Content analysis is a research technique that:
1) Determines the presence of certain words or concepts within texts through quantitative analysis.
2) Researchers quantify and analyze the presence, meanings and relationships of words/concepts to make inferences about messages, writers, audiences, and cultural contexts.
3) The process involves coding a text by breaking it into categories, then examining occurrences and relationships of concepts through conceptual analysis (counting concepts) or relational analysis (examining relationships among concepts).
This document discusses various methods of analyzing content, discourse, and themes. It defines content analysis as objectively counting aspects of content to evaluate it. Content analysis can be used to identify intentions, behaviors, psychological states, and patterns. Discourse analysis examines language in texts and conversations beyond the sentence level. Thematic analysis emphasizes identifying and examining patterns or themes within qualitative data through a process of coding.
Content analysis is a research technique used to objectively analyze the manifest content of communication through a systematic classification and description of its key elements. It can be used both quantitatively by counting words and themes, and qualitatively by analyzing the social meanings and concepts within a text. Coding is a crucial part of content analysis, where conceptual categories are applied to classify the text. The goal is to describe the actual content present rather than interpret the author's intended meaning, distinguishing it from hermeneutic analysis. Content analysis has been widely applied in social research to study topics like propaganda, popular culture, gender representations, and discourse.
Content analysis is a systematic, objective, and quantitative method for analyzing documents. It involves inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information. There are six main stages to content analysis: selecting content, defining units of analysis, preparing content for coding, coding the content, counting and weighting the content, and drawing conclusions. Content analysis can be conceptual, focusing on concepts within the text, or relational, exploring relationships between concepts. While it provides valuable insights, content analysis is also very time consuming and prone to errors.
The study aimed to describe classroom discipline problems identified by student teachers and their strategies for addressing these issues, with no hypotheses stated given the descriptive nature of the research. Student teachers provided open-ended responses which were analyzed using content analysis to generate five categories of discipline problems and strategies. The sample was described including demographics like gender, grade levels, age, and percent who were parents.
This document provides information about content analysis as a qualitative analysis method. It begins by defining qualitative data and content analysis. Content analysis involves transforming qualitative data into quantitative data by using a rating/coding system to identify themes. The document then outlines the steps for performing content analysis, which includes examining materials to create categories, coding the materials, and analyzing the results to draw conclusions. Potential advantages of content analysis are that it can gather information from various sources and has high ecological validity. Disadvantages include being time-consuming and prone to bias. The document aims to help readers understand and evaluate the use of content analysis.
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
This document provides an overview of research methods for narrative analysis. It discusses key concepts in narrative analysis including scripts, stories, patterns, themes, coding, and temporal organization. It also covers approaches like contextual analysis, focus groups, retelling narratives, and assumptions related to subjectivity and usefulness. Narrative analysis is presented as an exploratory qualitative methodology to give respondents a venue to articulate their own viewpoints and standards.
The document discusses several models of reading, including interactive and new literacy approaches. It describes interactive approaches as emphasizing the role of prior knowledge and incorporating both top-down and bottom-up processing. Several interactive models are then outlined, including Rumelhart's interactive model involving meaning construction through text interactions. Stanovich's interactive-compensatory model allows for compensation across different processing levels. Schema-theoretic and sociocultural new literacy approaches view reading as an interactive process of integrating new and old information within social contexts. The Pearson/Tierney and Mathewson models also conceptualize reading as an interactive meaning-making process.
This document discusses different types of conversations and communication. It describes talk as interaction, which involves casual conversations between acquaintances and includes skills like greetings, small talk, and turn-taking. Talk as transaction focuses on exchanging information, as in asking directions or ordering food, using clarification and comprehension checks. Talk as performance involves presenting to an audience, requiring organization, accuracy, and engagement of listeners. It also outlines listener contributions like acknowledgments and questions, and cross-cultural differences in conversations.
Este documento describe la responsabilidad penal de las personas jurídicas en el derecho penal español. Explica que las personas jurídicas pueden ser responsables penalmente por delitos cometidos por sus administradores o empleados, y que la pena básica es una multa cuyo monto depende del beneficio obtenido, perjuicio causado o valor defraudado. También señala que la responsabilidad de las personas jurídicas es independiente de la responsabilidad de personas físicas por el mismo delito.
The document distinguishes three types of classroom speaking activities:
1) Talk as interaction focuses on social functions like conversations and involves skills like turn-taking and maintaining relationships.
2) Talk as transaction focuses on exchanging information through asking questions and clarifying understanding.
3) Talk as performance involves transmitting information to an audience through speeches and presentations and requires skills like sequencing, pronunciation and engaging the audience.
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
Discourse analysis focuses on analyzing both written and spoken communication beyond the sentence level. It examines how people interact and make meaning based on context clues, background knowledge, and social purpose. Some key aspects of discourse analysis include examining cohesion between statements, coherence, speech events, conversational interactions, and Grice's cooperation principle which outlines assumptions speakers make. The goal is to interpret the intended meaning, not just the surface level meaning of words.
This document provides an overview of discourse analysis as a discipline within linguistics. It defines discourse both narrowly as language above the sentence level, and widely as a social practice. Examples are given of different types of discourse, including spoken, written, and visual. Discourse is discussed as both a linguistic concept involving cohesion between language elements, and a social phenomenon influenced by issues like gender, race, and power dynamics. Key aspects of discourse analysis are outlined, such as identifying implicit power relations and alternative perspectives that could be presented.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
The document discusses the implementation of new Next Generation English Language Arts standards in West Virginia. It notes that current standards were not adequately preparing students for college and careers. The new standards were adopted from the Common Core State Standards and focus on developing skills like close reading, academic vocabulary, and writing arguments. A multi-year implementation schedule is outlined, with kindergarten beginning in 2011 and full implementation by 2014. The standards emphasize skills like comprehension of complex texts and research.
Evaluating ELT Materials; Adapting Materials; Technology in ELTRBLmadev Class 2018
The document discusses evaluating and adapting ELT (English Language Teaching) materials. It provides guidance on both externally and internally evaluating materials based on factors such as intended audience, language presentation, skills coverage, and cultural sensitivity. The evaluation aims to determine material suitability and potential needed adaptations. Adaptation is described as modifying materials to better achieve objectives by addressing issues like insufficient grammar, unauthentic content, or inappropriate subject matter. Teachers are advised to balance adaptation with maintaining overall material structure to maximize congruence between the adapted materials and classroom needs.
The document provides an overview of the Iowa Core Standards for English Language Arts. It discusses the goals of engaging in conversations to build understanding of the standards in order to make instructional decisions. It explains the structure of the ELA section and how grade level standards contribute to college and career readiness. It also outlines success criteria for understanding and explaining the standards to colleagues.
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...iosrjce
There is need to ensure the production of competent primary English teaching specialists. All
colleges of education in the country are running their programme for this purpose. But the minimum standard
seems lacking in essential ingredients that would guarantee the training of effective primary English teachers. It
is equally realised that effective teaching and learning of this nature constitute functions of a combination of
factors among which are the teacher, the material, learner and the learning situation. This paper focuses on
need analysis as a process and product orientation towards the production of competent primary English
teaching specialists.
Cambridge Guide to Second Language Teacher Education review by Atula AhujaAtula Ahuja
The document summarizes the key topics covered in the book "The Cambridge Guide to Second Language Teacher Education". It discusses 8 major themes explored in the book: [1] Growth and Scope of Second Language Teacher Education, [2] Professionalization of Language Teaching, [3] Pedagogical Knowledge in SLTE, [4] Nature of Teacher Learning and Teacher Identity & Cognition, [5] Role of Contexts in SLTE, [6] Dialogic Teaching and Teacher Education Through Technology, [7] Critical Language Teacher Education, and [8] Need for Accountability. Each theme examines important issues, debates, and practices in the field of second language teacher education. The book contributes significantly to understanding how
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
The document discusses effective approaches for teaching writing to adolescents. It identifies 11 elements of writing instruction that are supported by research, including teaching writing strategies, summarization, collaborative writing, using word processing, and incorporating writing into content learning. These elements are presented as part of a process writing approach that interweaves various instructional activities in a workshop environment with opportunities for extended writing, writing for authentic audiences, and revision. The report aims to provide guidance on improving writing instruction for middle and high school students and stimulate further discussion and research on the topic.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
National Curr English Feb 2011 QSA Strategic Directions WorkshopPatWagnerTCEO
The document provides an overview of a workshop on implementing the Australian Curriculum for English. It discusses key principles like making clear learning goals for students and giving teachers flexibility. It describes the curriculum's organization by strands, content descriptions, and achievement standards with annotated student work samples. Challenges in supporting teachers' implementation are addressed, such as providing resources and understanding differences from existing curricula.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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.
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
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. WHY IS TEXTUAL ANALYSIS IMPORTANT?
The guiding mission of the North Carolina State Board of Education is that every public
school student will graduate from high school, globally competitive for work and post-
secondary education and prepared for life in the 21st century. Textual analysis explicitly
supports this mission and develops several of the key elements of 21st century learning.
• Core subjects knowledge is supported and enhanced by textual analysis in
English Language Arts and other courses.
• 21st century content such as civic literacy relies on textual analysis; citizens must
be able to understand the purpose, audience and context of documents in order
to make sound decisions.
• Learning and thinking skills, including critical thinking and informational literacy
skills, reflect aspects of textual analysis skills.
Essential for student success, textual analysis is often included on assessments.
Sometimes called close reading, critical reading, or explication of text, textual analysis
comprises a significant portion of the English I End-of-Course test and appears on
national assessments such as the SAT, the ACT, Advanced Placement exams, and
International Baccalaureate tests.
WHAT IS TEXTUAL ANALYSIS?
Textual analysis involves students’ understanding of three basic elements of a print or
non-print text:
• Meaning: The first element, meaning, essentially refers to students’ ability to
comprehend the ideas of a text. Key aspects of comprehension are vocabulary
and fluency, the speed and ease with which a student reads a text.
• Author’s Craft: The second element, author’s craft, deals with students’ analysis
of the choices that authors make in communicating their ideas. Author’s craft
may involve use of figurative language, diction, dialect, point of view, etc.
• Communication Environment: The final element concerns students’ analysis of
ways in which authors use different strategies and approaches for specific
purposes, audiences, and contexts. According to the NC English Language Arts
Standard Course of Study, “A communication environment includes the
following: a message sender, a message, a message receiver, and a social setting
with relevant subject matter.To become proficient and skillful users of language,
students should understand and demonstrate control of these elements of
communication and employ language for different purposes, to different
audiences, and in different contexts (why, to whom, and in what situations).”The
NC English Language Arts Standard Course of Study for middle and high schools
includes five communication environments: expressive, informational/expository,
argumentative, critical, and literary.
HIGH SCHOOL ENGLISH
LANGUAGE ARTS
FOCUS ON TEXTUAL
ANALYSISThe sample questions on the inside fold would be appropriate on multiple-choice,
constructed response or performance-based assessments.They represent only a small
number of possibilities within each category. Individual items or questions will be more
or less difficult depending on student prior knowledge as well as the relationships
between the task and text. For example, “describing” is often seen as a relatively simple
task; in order to select a word that best describes the tone of an unfamiliar selection,
however, the student must first analyze the selection to understand the tone and then
determine which word best fits his analysis. Furthermore, a student will be able to
determine the tone more easily if the text includes several explicit terms and references,
such as describing the day as “dark and gloomy” and having the character talk about
how miserable his life is. If, however, the context clues are more subtle, the same task
requires more analysis and becomes more difficult.
Of course, the difficulty of the text will also affect student performance. Factors related
to text difficulty include accessibility (student prior knowledge) and complexity. ACT
defines text complexity as a function of several different aspects:
• Relationships: Interactions among ideas or characters in the text are subtle,
involved, or deeply embedded.
• Richness: The text possesses a sizable amount of highly sophisticated information
conveyed through data or literary devices.
• Structure: The text is organized in ways that are elaborate and sometimes
unconventional.
• Style: The author’s tone and use of language are often intricate.
• Vocabulary: The author’s choice of words is demanding and highly context dependent.
• Purpose: The author’s intent in writing the text is implicit and sometimes ambiguous.
Source: “Reading Between the Lines: What the ACT Reveals About College Readiness in Reading,”
http://www.act.org/path/policy/pdf/reading_report.pdf#search=%22Reading%20Between%20the%20Lines%20ACT%22
It is important that students have the opportunity to read texts with a variety of levels of
complexity. Extensive reading, which generally involves student-selected and less complex
texts, allows students to develop more fluency and comfort, encouraging students to
develop a love of reading. Intensive reading of more complex texts involves careful deep
study, developing students’ analysis skills. Students should become aware of different
reading strategies and have experience matching them to different types of text.
This document is designed to enhance English teachers’ understanding of textual analysis,
especially as it relates to both classroom assessment and standardized testing on the
English I End-of-CourseTest.
TASK AND TEXT DIFFICULTY
NCDPI Resources
(Available from http://www.ncpublicschools.org/curriculum/languagearts/secondary/ )
In the Right Direction: High School English Language Arts Teacher Handbook
Written by North Carolina English Language Arts teachers, this handbook has been developed to
highlight both the integration of activities within the classroom and the use of sound instructional
practices.
• Volume I: Planning and Unit Samples
Volume I addresses yearly planning guides and unit development.Teacher-designed units and
planning guides offer models for the integration of goals and the addressing of student needs.
The appendix includes a list of works commonly taught in NC ELA classes.
• Volume II: Activity Plans
This volume includes sample plans for activities in each course.The activities are neither
comprehensive nor prescriptive; they are intended to offer suggestions for approaches to the
teaching and learning standards.
• Volume III: Approaches to Teaching Grammar and Language Usage
This volume contains an overview of research on effective instruction of grammar and
language usage, a step-by-step outline of teaching grammar and language usage within the
context of student writing, and a selection of activity plans targeting some of the most common
concerns in teaching grammar and language usage.
What to Look for in a Secondary ELA Classroom
This brochure provides a brief overview of the roles and responsibilities of teachers and students in
a secondary English Language Arts classroom.The interactive, student-centered classrooms
described in the brochure reflect research in effective teaching and learning.
Guidelines for Teaching Middle and High School Students to Read and Write Well
booklet (Center on English Learning and Achievement)
http://cela.albany.edu/publication/brochure/guidelines.pdf
These guidelines draw upon a series of research reports and case studies that share findings based on research.
Improving Literary Understanding Through Classroom Conversation booklet
(Center on English Learning and Achievement) http://cela.albany.edu/env.pdf
Effective literature instruction develops reading, writing, thinking, and other literacy skills. Drawing on
research and including real classroom examples, this booklet can also be used with the Annenberg/CPB
professional development series Envisioning Literature (http://www.learner.org/resources/series139.html ).
Reading Next: A Vision for Action and Research in Middle and High School Literacy,
a report to Carnegie Corporation of New York
http://www.all4ed.org/publications/ReadingNext/
This booklet outlines 15 key elements of an effective literacy intervention and calls for an investment in
the literacy of middle and high school students today.
Reading Between the Lines: What the ACT Reveals About College Readiness in Reading
http://www.act.org/path/policy/pdf/reading_report.pdf#search=%22Reading%20Between%20the%20Lines%20ACT%22
This report calls for major changes in high school reading standards and instruction.The document
supports the need for all students to have substantial experience with complex texts and includes a
model of text complexity and sample texts at various levels of difficulty.
Tools for Providing Feedback in Reading: A Reading Assessment Handbook for All
Teachers in Grades 3-12 (SERVE) http://www.serve.org/_downloads/REL/Assessment/handbk.pdf
This reading assessment handbook is a resource for any teacher wanting to expand his or her use of
assessment methods. It provides easy-to-use assessment methods as a starting point for understanding
students as readers.
CONTACT INFORMATION
Middle and Secondary English Language Arts, (919) 807-3837
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment
activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military
service, disability, or gender, except where exemption is appropriate and allowed by law.
Visit us on the Web:: www.ncpublicschools.org
RESOURCES
Degree of Text Complexity
Aspect of Text Uncomplicated More Challenging Complex
Relationships Basic, straightforward Sometimes Implicit Subtle, involved,
deeply embedded
Richness Minimal/limited Moderate/ more Sizable/highly
detailed sophisticated
Structure Simple, conventional More involved Elaborate,
sometimes
unconventional
Style Plain, accessible Richer, less plain Often intricate
Vocabulary Familiar Some difficult, context- Demanding, highly
dependent words context dependent
Purpose Clear Conveyed with some Implicit, some
subtlety times ambiguous
2. Students employ textual analysis skills with all of their reading tasks in high school.Teachers should evaluate and monitor development in textual
analysis skills through a variety of instructional contexts, not just in multiple-choice assessments. When students write about and discuss texts in class,
teachers can determine where students have difficulty and plan instructional supports as necessary. Additionally, as students address more complex or
unfamiliar texts, teachers will need to modify instruction.
Literature circles, Socratic seminars, classroom read-alouds, double-entry journal responses, and open-ended writing tasks are just a few of the contexts
in which teachers can collect evidence on student performance in textual analysis.The chart below offers some indicators (what teachers might find)
students may have difficulty with elements of textual analysis and some strategies (what teachers might do) to target those difficulties. Remember these
elements and strategies work together simultaneously, not separately; teachers will find several of the strategies effective for all three elements.
UNDERSTANDING TEXTUAL ANALYSIS
IN THE CLASSROOM
Sample Questions Indicators of Difficulty Modified Instructional Plans
• Model comprehension and vocabulary
in context strategies.
• Stress reading as problem-solving. Ask
students to reflect upon and analyze
what they found confusing and what
they did to make meaning.
• Access and/or build rich and complete
background knowledge prior to and
during reading.
• Allow students to partner read.
• Allow students to talk about the text as
they are reading.
• Use lots of retell – like dramatization or
written retell – for follow-up activities.
• Pre-teach important vocabulary words.
• Read small portions of text and have
students discuss immediately.
• Allow lots of choice. Students are more
interested in texts they choose and may
be more willing to engage in strategies
that will help them make meaning.
• Reads word-for-word
• Attends only to beginning of words
• Gives weak retell
• Reads orally too quickly
• Omits entire phrases without
recognizing or self-correcting
• Disrupts meaning by substituting
pronouns
• Confuses words that look similar
• Is unaware that words and phrases
mean different things in different
contexts
• May use only a tedious sound-out
strategy when running into difficulty
• Has trouble predicting/confirming
Comprehend Meaning Within Passage
(1.03, 2.01, 3.04, 4.03, 5.03)
• What can a reader infer about Joe’s
feeling about Jane and Sue in
paragraph 4?
• When the narrator says, “I’m
stuffed,” what does she mean?
• What best describesTom’s
relationship with his brother before
the accident?
• How does the teacher reveal her
impatience with the students?
Use Context Clues to Discern Meaning of
Unfamiliar Words (6.01)
• In paragraph 6, what does erudition
mean?
• Based on the context of paragraphs
1 and 2, what does veracity mean?
• Model questioning and analysis
strategies with complex texts.
• Identify literary devices and stylistic
techniques within studied texts and
discuss their impact on the work.
• Model higher-order thinking for the
students by sharing your thoughts and
ideas in a think-aloud.
• Teach students to evaluate information,
characters, the author’s style, etc.
• Use graphic organizers to help students
see and understand relationships.
• Reads to gain minimal information
and/or correct answer
• Has trouble inferring
• Has difficulty discussing author’s use of
literary device
• Has trouble discussing characters –
motivation, values, basis for decisions,
and relationships with other characters
• May have trouble with point of view
Analyze Relationship of a Part of the
Work to the Work as a Whole (4.02)
• The author’s tone produces what
overall effect(s)?
• How does the quotation provide an
effective ending to the selection?
• What is the effect of the use of
analogies throughout the selection?
• What does the poet suggest about
his subject by using the title In
and Beyond?
Understand Effect of Discrete Literary
Element Within Context of Text (5.01)
• What characteristic is highlighted by
the author’s use of personification in
the first paragraph?
• What makes “my love is like a
rose” an effective simile?
• What does the road symbolize?
• What effect is achieved through the use
of words such as downy and hush?
Comprehend Meaning of Overall Passage
(1.03, 2.01, 3.04, 4.03, 5.03)
• What is the main idea of this selection?
• Which of the following best
expresses the writer’s overall
opinion of the topic?
• What is the theme of this selection?
• What is the main purpose of this
selection?
• Before reading text, discuss with
students the purpose for reading, the
type of text to be read, and
adjustments they need to make.
• Ask students to examine the
assumptions of the author or type of
text and examine their own personal
assumptions about what they read.
• Stress reading as problem-solving. Ask
students to identify the purpose,
audience and context of the text and
discuss how the author hoped to
address the readers’ concerns or
questions.
• Create chart of different types of texts
and discuss elements of each type.
• Ask students to read texts from
different environments throughout the
course rather than only in isolation (i.e.
all short stories in one quarter, all non-
fiction in another).
• Read texts of different types related to the
same theme and compare and contrast
their elements and the effects of each.
• Approaches different types of texts
without differentiating expectations or
strategies
• Reads without considering purpose or
importance of specific texts
• Begins reading without consideration
of text – just dives in
• Ignores information from textual
features (such as headings,
introductory /informational material,
illustrations, and captions)
• Appears unaware that
o Authors have specific intentions
and, as readers, they are capable of
determining them.
o Authors make specific and
deliberate choices about what type
of text they create.
o Authors, including scientists and
other authorities, have points of
view that are often implicitly rather
than explicitly embedded in text.
o Because something appears in print
does not mean (a) it must be fiction
or (b) it must be true.
o Readers have the right to disagree
with or question author’s opinion –
but should have reasons for
disagreeing.
Analyze Elements of Communication
Environment
Expressive (1.03)
• How does the author create a
sense of voice?
• What details are used to create a
sense of setting?
• Which words does the author use
to emphasize his attitude toward
his childhood?
Informational (2.01)
• Which information best supports
the main point of this selection?
• What additional instructions could
be included to help the reader?
• What kind of graphic would help
clarify the information in the article?
Argumentative (3.04)
• Which statement is an example of
the author’s bias?
• How does the author develop
support for his position?
• What does the author accomplish by
including the paragraph on differing
perspectives of the problem?
Critical (4.03)
• Why is the writer critical of Jones’
poetry?
• What does the writer appear to
appreciate most about the sculpture?
• According to the reviewer, what
best explains why Romeo and
Juliet can be seen as a comedy?
Literary (5.03)
• Which best describes similarity in
themes between the two selections?
• What word best describes the tone
of the selection?
• What effect does the author achieve
with the imagery in lines 5 - 8?
COMMUNICATIONENVIRONMENTAUTHOR’SCRAFTMEANING
Source: Adapted from Tools for Providing Feedback in Reading (SERVE) http://www.serve.org/_downloads/REL/Assessment/handbk.pdf