N4n0r21s Speech
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The document discusses shark fin soup and includes a self-assessment of a speech. The self-assessment questions how the speaker could have improved their delivery, what stood out about other speeches, how they prepared, what they did well, and their feelings about public speaking.
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The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
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This document contains a self-assessment by a student of their own speech performance. They rate themselves on various criteria such as structure, organization, openings, paragraphs, detail, arguments and conclusions. For most criteria they rate themselves a 3 or 4 out of 5, indicating room for improvement. They identify needing to speak louder and slower as areas to work on. They prepared through practice but were nervous about public speaking.
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Michaels Speech Assessment
The student provided a self-assessment of a speech they gave. They rated themselves on various criteria such as structure, openings, use of paragraphs, detail, and argument development. For most areas, they rated themselves a 3-5 out of 5 and provided comments explaining their ratings. They identified some areas for improvement such as adding more detail and strengthening their conclusion. In a follow up questionnaire, the student reflected on ways to improve their delivery, what they noticed about other speeches, and how they prepared for their own speech.
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The student gave a self-assessment of a speech they delivered. They rated themselves highly in several areas including structure and organization, opening, use of paragraphs, detail, and arguments/conclusion. They thought they could have improved delivery by speaking louder and more expressively. They were nervous watching other speeches but felt prepared from practicing, including video recording themselves. They were pleased with the quality of writing and argument in their speech. The student feels scared but excited about giving speeches if they know their material is good, as they did for this speech.
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The student assessed their own Year 6 speech. They rated themselves moderately on structuring the speech and using openings, paragraphs, details, and conclusions effectively. The student felt they could have spoken louder with more expression and passion. When watching other speeches, expression and voice were areas others could improve. The student prepared by practicing at home until ready. They thought their introduction and clear speaking were good but could have used more arm movements and expression. The student now feels confident giving speeches after practice and looks forward to their next one.
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3) Employ proper sentence structure such as placing strong words at the beginning and end of sentences, using simple sentences, and avoiding redundancy.
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The student gave a speech on stopping animal testing. They structured it with questions and caught the class's attention but could have been more passionate. The paragraphs were adequately long but could have been more detailed and organized. They provided detail on testing, how to help, why it should stop, and how animals die from disease, but could have added more detail. They explained their arguments well but needed a better call to action. To improve, they could speak louder, slow down, and make more eye contact. They prepared by practicing when possible and memorizing slowly. They think writing the speech well made it fantastic. Doing speeches is less bad when others do it too, but alone it is very embarrassing.
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The student discusses their speech for a term 2 competition. They felt their organization and opening were adequate but could be improved. Their detail writing was good but inconsistent. Their arguments for their topic of moon bears were some good but some not as good, and they concluded effectively. To improve, they could have practiced more and spoken more clearly. Watching other speeches, they saw many stumbles so they didn't feel as worried about mistakes. They prepared by taking deep breaths and rehearsing in their head. They thought the information was interesting and they did really well overall. However, they do not feel confident giving speeches in front of audiences.
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The document discusses a student's speech and areas for improvement. The student acknowledges that their speech could have been more organized and had a more original opening. They used paragraphs well but could have added more detail. Their arguments were supported but not drawn to a clear conclusion. The student recognizes their voice could have been louder in delivery and that others put more effort into their speeches. They prepared with paragraphs and note cards but get nervous giving speeches.
Write concisely
The document provides 3 tips for writing concisely:
1) Work from a plan by outlining arguments, referring to the thesis, and properly summarizing.
2) Use effective word choice by avoiding unnecessary modifiers and cluttered phrases.
3) Employ proper sentence structure such as placing strong words at the beginning and end of sentences, using simple sentences, and avoiding redundancy.
The writing process
The document outlines a 5-step writing process: 1) Think - brainstorm, research, and outline ideas; 2) Draft - write a thesis, organize ideas, and critique the draft; 3) Revise - get feedback, check flow, transitions, and rework weak areas; 4) Proof - edit for grammar and spelling errors and refine ideas; 5) Publish - submit the final work to the teacher or for publication. Following these steps provides a strategy for writing papers across subjects.
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This document provides feedback on a writing assignment. It suggests that the writer start with a quality opening instead of immediately presenting arguments. It also advises using paragraphs more effectively and including more detail in the writing. The feedback recommends setting out arguments and drawing them to an effective conclusion.
Peer Editing
The document provides guidelines for peer editing using a "Bless it, Address it, Press it" framework. It advises being positive and focusing critiques on improving writing by specifically blessing aspects that work well, addressing suggestions for revision, and pressing on errors. The framework is intended to help writers strengthen their work through constructive feedback rather than criticism.
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The document provides a self-assessment rubric for students to evaluate their own vocabulary, grammar, dialogue production, pair work, and group work skills. It encourages students to keep improving and not give up. Students are asked to tally the number of items they rated as "Not bad", "Good", and "Excellent" and fill in the blanks.
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This document provides questions for students to reflect on their experience taking a concours exam for language teaching certification. It asks about the student's process during the exam, including if they made notes, annotations, or outlines. It also questions how the student managed their time and approach to translation in the exam. Finally, it asks students to consider what they would do differently in future exams and for advice to share with other students.
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The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and final draft. It provides details about each step. Pre-writing involves brainstorming ideas and choosing a topic. Planning and organizing consists of creating an outline. Drafting is the initial writing stage without worrying about spelling/grammar. Revising and editing focuses on content, organization, and mechanics. The final step is submitting the final draft for grading.
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This document provides strategies for editing and revising academic writing. It discusses the differences between editing and revising, challenges of the revision process, and a basic strategy. Specific suggestions are given for improving grammar, verbs, voice, and addressing ESL concerns. The key points are to get organized, prioritize issues, focus on macro concerns before details, and seek feedback while thinking critically.
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Davin took an English Composition course expecting to write long essays but found the course different than expected. He learned to properly use grammar and write complete essays. While initially confident in his writing abilities from his job, he discovered room for improvement in his grammar and punctuation. Through assignments requiring summaries and essays, his writing improved as he revised his work based on instructor feedback. He received high grades but wishes he could have attended more live lectures due to his work schedule. Davin believes he applied skills from other courses, like being creative and managing time well. He will use the writing skills learned in this course for future classes and career.
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This document contains a daily schedule and assignments for a student. It includes a vocabulary assignment, annotating a chapter of a book called Drive, and completing a rough draft of an essay due the next day. The schedule also includes using the SQ3R reading strategy to review the chapter, which stands for Survey, Question, Read, Recite, and Review. Several multiple choice questions are included to quiz the student on their annotation and understanding of the chapter. The document indicates it is time for a break at 12:45 and assignments that are due in the coming days.
Eng 83 week 3 day 1
This document contains a daily schedule and assignments for a student. It includes a vocabulary assignment, annotating a chapter of a book called Drive, and completing a rough draft of an essay that is due the next day. The document quizzes the student on the annotations to check their understanding and provides strategies for reading comprehension called SQ3R (Survey, Question, Read, Recite, Review). It also notes that it is break time at 12:45 and lists assignments due for the next two days.
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This document provides tips and guidelines for providing peer review comments on literacy narratives. It recommends starting early and spending 40 minutes reading each essay and 30 minutes writing comments. The first read through should be minimal with emoticons to see the overall essay before evaluating parts. The second read through uses a peer review worksheet, addressing all questions. Comments should be in complete sentences, focus on larger issues first, be text-specific, positive but constructive, and offer suggestions for improvements along with criticisms.
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PRE-POST-OBSERVATION-CONFERENCE.pptx
In conducting clinical supervision, some steps should be undergone. These are the pre-observation conference and post-observation conference. It should be observed by the supervisor and supervisee to achieve effective supervision.
Professional learning at The Cherwell School
1. The document discusses principles for effective professional learning and development for teachers. It emphasizes focusing on high impact areas like clear learning intentions, engaging tasks, success criteria, and feedback to improve student learning.
2. It recommends restricting the focus of professional development to just a few important areas and ignoring less impactful initiatives. Teacher learning communities should focus on subjects being taught through collaborative work rather than externally set agendas.
3. Feedback on teacher observations should focus on coaching teachers to reflect on their own practice rather than evaluations or judgments. Providing models and practicing techniques can initially make teachers feel less effective before skills are built up.
Evidence job interview
The document provides sample interview questions for a job interview, including: explaining what you would do differently if starting your career over, describing criticisms heard during performance reviews, explaining your last position and accomplishments, describing your work philosophy and how you have changed professionally in the last two years, discussing the best manager you have had, and reasons for wanting to leave a current job. It instructs the reader to record themselves answering the questions, dressing professionally and paying attention to body language to show they want the job. It evaluates use of vocabulary related to careers and jobs, exchange of personal information for a job application, and description of personal characteristics using required vocabulary and context.
Stress management = arise dreams roby
PRESSURE IS MORE PACKAGE WILL BE MORE !!!!
STRESS IS MORE SALARY WILL ALSO BE MORE!!!!!
ARISE ROBY
Similar to N4n0r21s Speech (20)
Wessex Speakers - Evaluation workshop run by Julian Gee 9.4.14
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Mount Everest Project by Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. Extra facts provided about Everest include its formation process, different parts of mountains, and types of mountains.
Mount Everest!!!!!!![1][1]
Mount Everest is the tallest mountain in the world and in 1953 Sir Edmund Hillary and Tenzing Norgay were the first people to reach its summit. Some key facts about Mount Everest include that it is located in the Himalayas and spans the border between Nepal and China.
Types of Mountains
Dome mountains form when magma pushes up from below the earth's crust, creating a dome shape by pushing up on the underlying rock without breaking through the surface. The magma pushes upwards, causing the mountain to grow taller over time. The most well-known example of a dome mountain is Black Dome Mountain.
Mount Everest Project By Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. The document also provides extra facts about Everest such as how it was formed and its various parts, as well as background on the history of climbs up the mountain.
The River Nile
The document discusses the impact of climate change on coastal communities. Rising sea levels threaten to submerge low-lying areas and increase the frequency and severity of coastal flooding. Without significant reductions in greenhouse gas emissions, climate change is expected to displace millions of people living in coastal regions over the coming decades.
Project Andes Mountains
The document discusses the wildlife and culture of the Andes mountains, including camels that live at high altitudes where oxygen is scarce, and the Andean condor. It also mentions the geological formation of the Andes from tectonic plate subduction and how the mountains contain both fold mountains and volcanic mountains.
The Himalayas, Mountains And Rivers Project - Carver
This document provides an overview of the different regions of the Himalayas, including the Greater Himalayas, Lesser Himalayas, Outer Himalayas, Indian Himalayas, Nepalese Himalayas, and Tibetan Himalayas. It includes a table of contents listing the topics and pages for sections on the general details of the Himalayas and each specific region. Credits are provided at the end for the production team that created the document.
Mount Everest Project. By: Maddi
To climb Mount Everest, one needs proper equipment and supplies to handle the extreme conditions, and there are dangers to watch out for such as avalanches and altitude sickness. The first people to reach the summit of Everest were Edmund Hillary from New Zealand and Tenzing Norkay from Nepal in 1953. The document also provides extra facts about Everest such as how it was formed and its various parts, as well as background on the history of climbs up the mountain.
Mt Everest Slideshow
Mount Everest is the tallest mountain in the world at 8,848 meters. It is located in the Himalayas between Nepal and Tibet. Mount Everest was formed 60 million years ago when the Indian plate collided with the Eurasian plate, pushing up the land and forming the Himalayan mountain range. The first successful ascent of Mount Everest was made in 1953 by Sir Edmund Hillary and Tenzing Norgay. Reaching the summit requires careful planning and navigation to deal with challenges like high altitude, low oxygen, extreme cold, and dangerous conditions.
Amazon River Powerpoint 2003
This document provides information about the major rivers of the Amazon River system, including their lengths and countries they flow through. It lists the longest rivers, such as the Amazon River, Purus River, and Madeira River. The document also mentions some tributaries and canals connected to the Amazon River system.
The Himalayas
The Himalayas are a mountain range in Asia that separates the Indian subcontinent from the Tibetan Plateau. Stretching across five countries, the Himalayas contain over 100 peaks rising above 7,000 meters including Mount Everest, which at 8,848 meters is the highest point on Earth. The Himalayas are geologically young and highly active mountains created by the collision of the Indian subcontinent with Eurasia.
Enrique, Maddi and Megan's Pres
Dome mountains form when magma pushes up from below the earth's crust, creating a dome shape by pushing up on the underlying rock without breaking through the surface. The magma continues pushing upwards, causing the mountain to grow taller over time. The best known example of a dome mountain is Black Dome Mountain.
The Amazon River By Steven Green 97 2003 Powerpoint
The Amazon River flows through 7 South American countries before emptying into the Atlantic Ocean. At over 6,400 km long, it is the second longest river in the world. The river begins in the Andes Mountains in Peru and passes through dense rainforest before reaching its enormous mouth, which is over 60 km wide and larger than the length of the Thames River in London. The Amazon River is home to many species of wildlife including bull sharks, anacondas, piranhas, and Amazon river dolphins.
Mount Everest
This document discusses a person named Sophie as the author. No other details are provided about the content of the document itself within the given text. There is insufficient information to construct a meaningful summary beyond stating the author's name.
Mountain Project
There are five main types of mountains: fold mountains like the Himalayas which are formed by colliding tectonic plates; volcanic mountains such as Mount St. Helens which are formed by volcanic eruptions; dome mountains like Mount Kea that form when magma forces up from below; plateau mountains in places like New Zealand which form from erosion of flat plains pushed upwards; and block mountains exemplified by the Sierra Nevada range that are created by cracks filling with rock and magma.
The Pyrenees
The Pyrenees mountains span the border between France and Spain. They form a natural border between the Iberian Peninsula and continental Europe. The Pyrenees range features many peaks over 10,000 feet in elevation and is home to diverse wildlife including bears, wolves, and golden eagles.
Mountains Project For 2 Days
There are three main types of mountains: volcanic mountains, dome mountains, and fold mountains. Volcanic mountains are formed from volcanic eruptions that pile lava and ash into cone-shaped peaks. Dome mountains form when magma pushes up from below but cannot penetrate the earth's crust, hardening into rounded summits. Fold mountains such as the Himalayas, Andes, and Rockies are created by tectonic plate collisions that crumple the edges of plates upward.
Mountains Project3
This document discusses different types of mountains including dome, fault block, fold, volcanic, and residual mountains. It also examines mountain people such as the Sherpa of Nepal and Andean people. Various mountain ranges are explored like the Rocky Mountains, Himalayas, Grampian Mountains, and Alps. Sources used include a website on mountains and a book called Mountains from the Oxford Connection.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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N4n0r21s Speech
- 1. About Shark Fin Soup
- 2. Self Assessment – writing targets Target Mark Comment Write with appropriate structure and organization. 1 2 3 4 5 It was pretty hard but I made it! Use quality openings 1 2 3 4 5 Middle. Use paragraphs effectively 1 2 3 4 5 I used paragraphs. Write with detail 1 2 3 4 5 I included a lot of detail. Set out arguments and draw them to a conclusion effectively 1 2 3 4 5 I had loads of arguments.
- 3. Self Assessment – Speech Rubric