How upasswrite can help you mpo
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U:PASSwrite is a student-led class that provides assistance with writing for the MPO subject. In the relaxed atmosphere, students can get feedback on their essays from peers and leaders. Leaders help with understanding tasks, structure, grammar, and vocabulary, while not completing assessable work. Sessions are one hour and involve identifying needs, researching, reading, writing skills, and annotating peers' work. Students must register for one of four weekly groups through the HELPS booking system. Previous students found the classes very helpful for improving their writing skills and achieving higher marks.
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How upasswrite can help you citp
U:PASSwrite is a student-led class that provides assistance with writing for CITP assessments through peer support and feedback. Students work together on writing tasks, receive help from the leader and each other on structure, logic, grammar and improving marks. Sessions are once a week for an hour, where students identify areas to improve, research, write and present academically while reviewing each other's work. Previous students found the classes helpful for framing arguments, writing essays, and ongoing support that improved their writing. Registration is required through the HELPS booking system.
How upasswrite can help you fyn
U:PASSwrite is a student-led class that provides assistance to first year nursing students with their writing assignments. In the sessions, students work with peers and a leader, who is also a student, to get feedback on their writing, learn academic writing skills, and complete assessments. The sessions are informal and meant to help students improve their writing and achieve higher marks. Students must register for one of the weekly one-hour sessions online through the HELPS booking system. Past students found the classes very helpful for structuring essays, understanding academic writing expectations, and producing their best written work.
Student permission
A graduate student named Rebecca is organizing a workshop for international educators and is requesting sample essays from college students. She needs the essays to have instructors and tutors analyze what writing strategies students used to complete assignments. Rebecca ensures the students' names and personal information will be removed from the essays. Workshop participants may only know if the writing samples are from a four-year or two-year college.
Presentation
The document provides tips for tutors to resist editing students' writing and instead focus on collaboration. Tutors should make students feel comfortable, focus on the positive aspects of their writing to boost confidence, ask about the assignment, discuss the content in depth, and see themselves as collaborators. While grammar is still important, tutors should not dwell on errors but instead help unlock students' strengths as writers and thinkers.
Read share project
This document summarizes strategies for helping struggling writers. It addresses three common complaints: [1] "I'm not a good writer", [2] "My hand hurts", and [3] "I never get to write anything I want to write." For each complaint, the document discusses understanding the student's perspective and provides strategies. These include creating a supportive writing community, considering students' interests and abilities, addressing physical issues, and allowing more independence and choice in writing topics. The overall goal is to help students develop stronger writing identities and agency.
Week 9 ruth - 2014-15
This document provides an agenda and resources for a reading assessment workshop. The agenda includes discussions on professional learning conversations, resources for reading assessment and struggling readers, literature circles, and using mentor texts for planning lessons. Literature circles are described as small flexible discussion groups where students critically think about books in various roles. Resources listed include guides on assessment, literacy magazines, and a website on overviewing literature circles.
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This document discusses the Writer's Workshop approach to teaching writing. It emphasizes that students learn to write best when they write frequently, on self-selected topics, and receive guidance from the teacher. Key aspects of the workshop include students choosing their own writing topics, mini-lessons from the teacher, student-teacher conferences, and opportunities for students to publish and share their work. The overall goal is for students to see themselves as writers and gain confidence in the writing process.
Cooperative learning with_carousel_brainstormi
This document describes the cooperative learning strategy of carousel brainstorming. It involves dividing students into small groups that rotate between stations in the classroom, spending designated time at each station brainstorming ideas in response to questions posed. As groups rotate, their ideas are recorded at each station so that all groups can read and build upon the ideas. The roles of recorder, speaker, and mediator are assigned to structure participation. Sample questions and a wrap-up activity are provided as an example for using this strategy to brainstorm books related to social justice themes.
Recommended
How upasswrite can help you citp
U:PASSwrite is a student-led class that provides assistance with writing for CITP assessments through peer support and feedback. Students work together on writing tasks, receive help from the leader and each other on structure, logic, grammar and improving marks. Sessions are once a week for an hour, where students identify areas to improve, research, write and present academically while reviewing each other's work. Previous students found the classes helpful for framing arguments, writing essays, and ongoing support that improved their writing. Registration is required through the HELPS booking system.
How upasswrite can help you fyn
U:PASSwrite is a student-led class that provides assistance to first year nursing students with their writing assignments. In the sessions, students work with peers and a leader, who is also a student, to get feedback on their writing, learn academic writing skills, and complete assessments. The sessions are informal and meant to help students improve their writing and achieve higher marks. Students must register for one of the weekly one-hour sessions online through the HELPS booking system. Past students found the classes very helpful for structuring essays, understanding academic writing expectations, and producing their best written work.
Student permission
A graduate student named Rebecca is organizing a workshop for international educators and is requesting sample essays from college students. She needs the essays to have instructors and tutors analyze what writing strategies students used to complete assignments. Rebecca ensures the students' names and personal information will be removed from the essays. Workshop participants may only know if the writing samples are from a four-year or two-year college.
Presentation
The document provides tips for tutors to resist editing students' writing and instead focus on collaboration. Tutors should make students feel comfortable, focus on the positive aspects of their writing to boost confidence, ask about the assignment, discuss the content in depth, and see themselves as collaborators. While grammar is still important, tutors should not dwell on errors but instead help unlock students' strengths as writers and thinkers.
Read share project
This document summarizes strategies for helping struggling writers. It addresses three common complaints: [1] "I'm not a good writer", [2] "My hand hurts", and [3] "I never get to write anything I want to write." For each complaint, the document discusses understanding the student's perspective and provides strategies. These include creating a supportive writing community, considering students' interests and abilities, addressing physical issues, and allowing more independence and choice in writing topics. The overall goal is to help students develop stronger writing identities and agency.
Week 9 ruth - 2014-15
This document provides an agenda and resources for a reading assessment workshop. The agenda includes discussions on professional learning conversations, resources for reading assessment and struggling readers, literature circles, and using mentor texts for planning lessons. Literature circles are described as small flexible discussion groups where students critically think about books in various roles. Resources listed include guides on assessment, literacy magazines, and a website on overviewing literature circles.
Askew winning writers workshop 2012
This document discusses the Writer's Workshop approach to teaching writing. It emphasizes that students learn to write best when they write frequently, on self-selected topics, and receive guidance from the teacher. Key aspects of the workshop include students choosing their own writing topics, mini-lessons from the teacher, student-teacher conferences, and opportunities for students to publish and share their work. The overall goal is for students to see themselves as writers and gain confidence in the writing process.
Cooperative learning with_carousel_brainstormi
This document describes the cooperative learning strategy of carousel brainstorming. It involves dividing students into small groups that rotate between stations in the classroom, spending designated time at each station brainstorming ideas in response to questions posed. As groups rotate, their ideas are recorded at each station so that all groups can read and build upon the ideas. The roles of recorder, speaker, and mediator are assigned to structure participation. Sample questions and a wrap-up activity are provided as an example for using this strategy to brainstorm books related to social justice themes.
Writer's workshop
Writer's workshop is a teaching method that allows students to write in different genres and practice writing. It exposes students to the process of writing stories and topics while fostering a love of writing. The classroom is set up with separate areas for gathering, books, and supplies like paper, pencils, and notebooks. Teachers create an inviting space with accessible materials and writing folders to develop rough drafts and final copies in composition notebooks. Establishing individual writing territories helps students write independently.
Literaturecircles
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
Literature circles ppt for lit workshop 141210
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
Journals 1
Each week students are assigned a topic for their partner journal where they share their ideas with a classmate and respond to each other's entries. Partner journals are graded on a pass/no pass basis, with the teacher only commenting on ideas and not grammar. To pass, students must fully express their ideas with details, not plagiarize others, respond to their partner, and submit their journal by the weekly Friday noon deadline. The purpose is to practice informal writing and communication.
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This document provides an overview of the A Level English Literature course, highlighting that it is challenging yet rewarding as it improves analytical skills, prepares students for university, and allows exploration of literature from different historical periods and critical perspectives. Current and past students comment that the course inspires creative thinking, changes views on society, and helps develop independent working habits through in-depth analysis and discussion of poems, stories, and ideas. The qualification involves exams on pre-1945 texts and coursework consisting of a critical analysis and essay on post-1900 linked texts.
Basic research slides text
The document provides guidance for conducting different types of analyses of a text, including author study, genre study, reviews study, character study, setting study, and theme study. It outlines questions to consider for each type of study, such as biographical details of the author, genre conventions used, reviews by others, character descriptions and arcs, how the setting is described and impacts themes, and how the chosen theme is addressed in the text. The overall purpose is to holistically analyze textual elements like authorship, structure, reception, characters, setting, and themes to gain a richer understanding of the work.
Instructional strategy powerpoint terenzio
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
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Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
Warren balanced literacy
This document provides an overview of balanced literacy components including word study, shared reading, independent reading, writer's workshop, and guided reading. It discusses implementing these components and offers suggestions for activities. Key points include defining word study as the hands-on study of letters and sounds, sharing favorite word study and shared reading activities, and using comprehension strategy questions like CPQ (connect, ponder, question) during shared reading.
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This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
Literature circles
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Bookbuilder ppt
The document outlines how a book uses the 6+1 writing traits model to help students learn and apply effective writing skills. The book's goals are for students to explain the traits, analyze writing samples using the traits, and apply the traits in their own writing. Teachers can use the book to introduce, teach, or review the traits. Each trait is explained over three pages showing an example and self-assessment questions. The book includes two coaches to provide instruction on the traits. Finally, the document discusses how the 6+1 writing traits model connects to the ADDIE instructional design process.
Academic writing chap1.1
This document provides an overview of academic writing. It defines academic writing as writing done in college to explain or give information to teachers and classmates. It discusses the skills needed for academic writing, including sentence structure, organization, grammar, and punctuation. It provides examples of proper and improper usage in these areas. The document also discusses pre-writing activities like asking questions and taking notes to help generate ideas before writing. It concludes by having the reader ask questions of a classmate to practice.
Rae's Reading to Writing Connection ppt
This document provides examples of writing exercises that can be used in the classroom to support writing skills, including cinquain poems, "ABC Paragraph" writing, and infographics. It also prompts the reader to reflect on how they currently incorporate writing into their own classroom through questions about the types and frequency of writing assignments given. Various online resources are referenced for additional information on topics like Bloom's Taxonomy and using technology to inspire student writing.
MBA Management PhD Research India
This document provides guidance on writing a thesis. It outlines the typical structure, which includes a title page, abstract, preface, executive summary, acknowledgments, table of contents, introduction, literature review, methodology, results, discussion, conclusion, references, and appendices. It notes that guides are not inherently bad and outlines expectations like publishing papers, attending conferences, using high-level English, and conducting the viva voce defense. A sample timeline is also included that outlines the process over 2.5 years.
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Literature Circles Workshop
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
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This document outlines the five steps of the writing process: prewriting, writing, revising, editing, and publishing. It describes the key activities for each step. Prewriting involves finding inspiration and using graphic organizers. Writing is drafting the work. Revising entails adding, rearranging, removing, and replacing content. Editing focuses on spelling, punctuation, grammar, and structure. Publishing means finalizing the work with proper formatting.
TA presentation
1) The document discusses how teaching assistants are writing teachers in their disciplines and outlines a three step program for accepting this role: acknowledging that you are a writer, accepting your role as a writing teacher, and accepting that you are part of a larger writing teaching team.
2) It provides practical advice for teaching writing such as setting objectives, using rubrics, introducing writing conventions, commenting on student work, and referring students to additional resources.
3) The document emphasizes that teaching assistants are not alone in teaching writing and lists additional supports available to students such as faculty, librarians, peers, and the Writing Centre.
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This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
Engl 102 / Online / Summer 2019 / Syllabus
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Literaturecircles
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
Literature circles ppt for lit workshop 141210
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
Journals 1
Each week students are assigned a topic for their partner journal where they share their ideas with a classmate and respond to each other's entries. Partner journals are graded on a pass/no pass basis, with the teacher only commenting on ideas and not grammar. To pass, students must fully express their ideas with details, not plagiarize others, respond to their partner, and submit their journal by the weekly Friday noon deadline. The purpose is to practice informal writing and communication.
Ppt for open evening
This document provides an overview of the A Level English Literature course, highlighting that it is challenging yet rewarding as it improves analytical skills, prepares students for university, and allows exploration of literature from different historical periods and critical perspectives. Current and past students comment that the course inspires creative thinking, changes views on society, and helps develop independent working habits through in-depth analysis and discussion of poems, stories, and ideas. The qualification involves exams on pre-1945 texts and coursework consisting of a critical analysis and essay on post-1900 linked texts.
Basic research slides text
The document provides guidance for conducting different types of analyses of a text, including author study, genre study, reviews study, character study, setting study, and theme study. It outlines questions to consider for each type of study, such as biographical details of the author, genre conventions used, reviews by others, character descriptions and arcs, how the setting is described and impacts themes, and how the chosen theme is addressed in the text. The overall purpose is to holistically analyze textual elements like authorship, structure, reception, characters, setting, and themes to gain a richer understanding of the work.
Instructional strategy powerpoint terenzio
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
TCH505 Literature Circles Slideshare
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
Warren balanced literacy
This document provides an overview of balanced literacy components including word study, shared reading, independent reading, writer's workshop, and guided reading. It discusses implementing these components and offers suggestions for activities. Key points include defining word study as the hands-on study of letters and sounds, sharing favorite word study and shared reading activities, and using comprehension strategy questions like CPQ (connect, ponder, question) during shared reading.
: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through E...
This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
Literature circles
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Bookbuilder ppt
The document outlines how a book uses the 6+1 writing traits model to help students learn and apply effective writing skills. The book's goals are for students to explain the traits, analyze writing samples using the traits, and apply the traits in their own writing. Teachers can use the book to introduce, teach, or review the traits. Each trait is explained over three pages showing an example and self-assessment questions. The book includes two coaches to provide instruction on the traits. Finally, the document discusses how the 6+1 writing traits model connects to the ADDIE instructional design process.
Academic writing chap1.1
This document provides an overview of academic writing. It defines academic writing as writing done in college to explain or give information to teachers and classmates. It discusses the skills needed for academic writing, including sentence structure, organization, grammar, and punctuation. It provides examples of proper and improper usage in these areas. The document also discusses pre-writing activities like asking questions and taking notes to help generate ideas before writing. It concludes by having the reader ask questions of a classmate to practice.
Rae's Reading to Writing Connection ppt
This document provides examples of writing exercises that can be used in the classroom to support writing skills, including cinquain poems, "ABC Paragraph" writing, and infographics. It also prompts the reader to reflect on how they currently incorporate writing into their own classroom through questions about the types and frequency of writing assignments given. Various online resources are referenced for additional information on topics like Bloom's Taxonomy and using technology to inspire student writing.
MBA Management PhD Research India
This document provides guidance on writing a thesis. It outlines the typical structure, which includes a title page, abstract, preface, executive summary, acknowledgments, table of contents, introduction, literature review, methodology, results, discussion, conclusion, references, and appendices. It notes that guides are not inherently bad and outlines expectations like publishing papers, attending conferences, using high-level English, and conducting the viva voce defense. A sample timeline is also included that outlines the process over 2.5 years.
Organization of the Paragraph ppt
This document discusses key aspects of effective paragraph writing such as developing communication and thinking skills, expressing ideas in an organized manner through unity and coherence, and properly developing the main topic idea with evidence and examples. Some common faults to avoid are nonsense or cliche introductions and lacking a clear topic sentence to establish the main point. Overall, the document provides guidance on writing paragraphs that logically explain complex positions or feedback in a clear way.
Literature Circles Workshop
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Literacy circles roles
The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
Writingppt
This document outlines the five steps of the writing process: prewriting, writing, revising, editing, and publishing. It describes the key activities for each step. Prewriting involves finding inspiration and using graphic organizers. Writing is drafting the work. Revising entails adding, rearranging, removing, and replacing content. Editing focuses on spelling, punctuation, grammar, and structure. Publishing means finalizing the work with proper formatting.
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1) The document discusses how teaching assistants are writing teachers in their disciplines and outlines a three step program for accepting this role: acknowledging that you are a writer, accepting your role as a writing teacher, and accepting that you are part of a larger writing teaching team.
2) It provides practical advice for teaching writing such as setting objectives, using rubrics, introducing writing conventions, commenting on student work, and referring students to additional resources.
3) The document emphasizes that teaching assistants are not alone in teaching writing and lists additional supports available to students such as faculty, librarians, peers, and the Writing Centre.
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This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
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Download the handout: https://goo.gl/ce9s3r
View the recording: http://vimeo.com/79501398
Webinar Description
In their quest for accountability in assessment, teachers might forget those to whom we should first be accountable: our students. Providing students with clear, accessible, and understandable assessment materials promotes accountability. Unfortunately, assessment of student writing is one of the tasks teachers worry about and, at times, nearly dread.
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
Designing Writing Assessments and Rubrics will consider the issue of accountability in classroom assessment of writing. The absence of fair and transparent assessment often leads to student confusion, slows progress, assumptions of professorial arbitrariness, and quite possibly lack of trust in teacher-student relationships.
Webinar Date: November 14, 2013Bc week 9
This document provides guidance and suggestions for teaching oral communication skills. It begins with a note summarizing a previous lesson on balancing challenging topics with positivity. It then discusses using current events in the classroom and how they can impact students. It suggests empowering students to take action to cope with anxieties from current events. It also discusses using reflection and relationships to create positive change. The document then reviews expectations for listening from the Ontario curriculum and provides examples of active listening strategies. It emphasizes the importance of modeling listening skills and providing practice opportunities. It concludes by assigning a forum post homework on an article about teaching Indigenous histories.
Reading Comprehension: The Mosaic of Thought
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
1 b class 1
This document provides an agenda and information for an English writing course. It discusses establishing accounts on the class website to post assignments. Key topics of the course include identity, social expectations, and passing as someone different. Students will write about how they express their own identities and how much they reveal about themselves. The syllabus outlines assignments, readings, requirements and policies. Homework includes establishing a website account, exploring the class webpage, ordering books, and posting initial in-class writing and a short reflection.
Red4348 ppt rdg
This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
Red4348 ppt rdg
This document provides strategies to use before, during, and after reading to improve student comprehension. It describes several strategies for each stage including using text structure and frontloading vocabulary before reading. During reading, teachers can have students use strategies like identifying the main idea and supporting facts or breaking up passages into chunks. After reading, strategies involve summarizing, reflecting through exit slips or literature-based thematic units, and giving oral reports. The goal is to actively engage students both cognitively and physically throughout the reading process.
Approaches to student writing 2
The document discusses several approaches to teaching student writing:
Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
The paragraph pattern approach analyzes paragraph structure and organization to teach students how to write cohesive paragraphs and essays.
The communicative approach stresses the purpose and audience of writing to encourage communication beyond just the teacher. It also focuses on providing feedback on content.
Creative writing
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
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How upasswrite can help you mpo
- 2. What is U:PASSwrite U:PASSwrite is just like any other U:PASS class. That is, a class run by students who have completed the subject previously. The atmosphere of the class is very chilled, and is unlike that of your tutorial classes. Students should feel free to share their experiences and knowledge and to assist each other with the activities.
- 3. What can you get out of U:PASSwrite • Through the help of the leader and your peers, you can get assistance with your writing in terms of understanding the tasks, structure and logic, clarity, expressions, grammar, and vocabulary. • For MPO, you will get assistance with the completion of the two essays and preparation for the final exam. • You’ll get the opportunity to work on your essays with the U:PASSwrite leader and your peers. • You will also gain feedback on your writing from your U:PASSwrite leader and peers so that you can achieve the highest possible marks.
- 4. U:PASS Class Rules Just like any other U:PASS class, in the U:PASSwrite sessions you will be expected to: - Respect your peers - Work in groups on tasks - Seek assistance from your peers and the leader; however, the leader is not allowed to assist directly with assessable items (i.e. the leader can’t do the assignment for you) - Bring a positive attitude to the classroom - Share any ideas and experiences you’ve had that are relevant to the topic covered in class
- 5. Structure of the Sessions • 1 hour per session • You will learn to identify and work on your areas of needs • You will learn how to research, read and write academically • You may deconstruct and annotate your peer’s work • You will be required to edit sections of your essays, checking for structure, relevance, logic, arguments, and grammar
- 6. Students’ feedback “I've benefited from U:PASSwrite in terms of framing ideas to fit my argument and understand how to write an essay academically by reviewing other peoples' work.” “I attended U:PASSwrite sessions every week they were available this semester and I found them very helpful. The leader asked us what we needed help on and worked with us to improve those skills. The leader was always prepared and the sessions were very beneficial to me. I believe the essays I wrote for XXX were the best essays I've ever written and I owe that to U:PASSwrite and our leader.” “I have attended U:PASSwrite for XXX students regularly and I received amazing support from the lady (she said she also uts student, not teacher). The class is friendly and we learn from each others. I have a lot of ideas to start my essay assignment and ongoing support to fix language issues.”
- 7. Registration – You MUST register to attend classes 1. HELPS homepage (www.helps.uts.edu.au) 2. HELPS booking system 3. Workshop registration 4. U:PASSwrite for MPO 5. Select one of the four groups U:PASSwrite commences in Week 3.
- 8. Registration – You MUST register to attend classes 2. Login (Student ID and password)
- 9. Registration – You MUST register to attend classes 3. Workshop Registration
- 10. Registration – You MUST register to attend classes 1. U:PASSwrite > Select the group for MPO > Click on Detail > Book this workshop