Our First Blog Post
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The document provides instructions for sixth grade students to begin blogging on their school's Writer's Exchange website. It outlines the steps to set up an account, read information packets about blogging, and post their first blog entry about a single word of personal significance by Wednesday. Students are encouraged to use examples from their teachers' blogs as models and to thoroughly edit and proofread their own post before publishing. They will then read and comment on classmates' posts.
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This is a presentation that I use to introduce blogging to students. We use this as a way to think about the "rules of the road" when blogging. I generate student responses first, and then share some common safety tips. We use Kidblog as our platform, but you could use any platform!
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Ritt241 How to Write a Discussion Board Post Writing.docx
Ritt/241
How to Write a Discussion Board Post
“Writing is thinking on paper.”
–William Zinsser
Discussion boards (or DBs) are a chance for you to confer with your colleagues outside of class
time. You will be assigned 3 DB posts in each genre, often concentrated around the beginning of
our discussion of the genre.
How to access the discussion board:
1. Login to Brightspace (brightspace.ccc.edu)
2. Enter our course site, and click “content” in the top menu bar.
3. In the “table of contents” menu at left, click “discussion boards”.
4. Each DB assignment will have its own forum. Find the name of the main discussion
board thread you want to post under and click on it to open that discussion board
assignment. Review the directions there.
5. To make your own post inside the assignment thread, click “start a new thread” (below
directions). Give your post a subject line that includes your name. Then enter your
response into the text box. When you are finished, click “post”.
6. To reply to someone else’s thread, click on their subject line to open their thread. Under
their content, click “reply” to answer their post.
Writing your discussion board post:
First, read the text! You may wish to read more than once, first as you usually would and
the second time as a writer, looking for clues as to how the story works.
Refer to the list of “things to consider” included in this handout (next page) as you
choose one interesting feature of the writing to focus on in your post. In addition to
those ideas, you are welcome to explore any other features of the writing that you notice.
o Our goal is to think about how and why the writing works. Why might the writer
have made the choices that s/he makes here? What purpose might this choice
serve in the story? Look for evidence in the writing to back up your claims, and
include at least one direct reference to the reading in your post.
o You don’t have to have all the answers; I’m just asking for your insight as a reader.
Any opinion you can justify with evidence from the text is valid.
Make direct reference to the reading at least once.
o This means either using a quote which illustrates your point or including a
paraphrase-style reference, in your own words, to a specific part of the reading.
o Any use of quoted material must be in “quotation marks”.
o Don’t forget to give credit to the author of the quote! When mentioning authors,
use their full names or last names only. (If you’re responding to “Three Pokes of a
Thistle”, for example, you can attribute your quote to Naomi Shihab Nye or Nye,
but don’t call her just “Naomi”).
Ritt/241
Examples of things to consider:
The author’s voice/tone (as evident in the piece)
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The document discusses blogs and wikis and their use in education. It provides information on how to set up blogs and wikis, different types of each, and their benefits for student writing. Blogs allow individual expression while wikis enable collaboration. Examples are given of how teachers can incorporate blogs and wikis into classroom activities to improve students' writing skills.
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This document discusses blogs and blogging. It defines a blog as a website or part of a website maintained by an individual with regular commentary, descriptions of events, or other media. Blogging is the act of posting content or comments to a blog. There are different types of blogs, including personal blogs, corporate blogs, genre blogs focused on a topic, media blogs composed of different media like videos or photos, and device blogs written on a specific device like a mobile phone. Personal blogs are commonly used as diaries or reflections, while corporate blogs are used internally or externally for business purposes.
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The task is about self esteem and bullying. a lot of learners are being bullied and that becomes a barrier to these learners as they tend to have a low self esteem. therefore this task will help us and the learners to know ho to have a good self esteem and how to conquer bullying and how to become resilient after a traumatic experience of being bullied.
Kaizena directions ewrt 2 fall 2016
1. Students are required to submit all out-of-class essays and projects electronically through Kaizena before the due date.
2. When submitting work, students should save their file as their last name and assignment number (e.g. "Smith 2") and submit it through the provided Kaizena link.
3. Kaizena allows for both audio and written feedback on submissions and inclusion of helpful links from the instructor.
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A blog is a regularly updated online journal or diary of individual posts displayed in reverse chronological order. Each user has their own blog that only they can post to, making it their own professional journal of experiences. Blog entries have a title and body like stories and anyone can view and comment on them, though the editor may promote some entries to the front page if they provide useful insights for the community.
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The document provides tips for writing an effective blog. It defines what a blog is and its typical components like title, body, permalink and post date. It emphasizes the importance of considering ideas, organization, voice, word choice, sentence fluency and presentation when writing. It advises writing with the reader in mind, making the content valuable, proofreading for errors, keeping it short and interesting, using keywords to help with search engines, writing clearly with short sentences and common expressions, and keeping the copy lively, factual, tight, clear, short and optimized for search engines.
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The document provides a checklist for holistic blogging based on the AmAre approach, which is a fivefold path to happiness and holistic living. The checklist includes being aware of readers and one's mission, meditating on blog posts before publishing, being active by posting consistently, being respectful by getting straight to the point, and feeding one's brain properly through reading various sources. The appendix further explains the AmAre approach of being aware, meditating, active, respectful, and eating properly in an interconnected way. Feedback on new topics or improvements is welcomed.
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This document provides strategies for effective textbook reading. It recommends using active reading techniques like annotating or taking notes instead of just highlighting. The key steps are pre-reading, reading, and post-reading. In pre-reading, students look at chapter titles and contents to get an overview before reading. While reading, they should annotate or use a double-entry journal to take notes and ask questions. In post-reading, students review their notes and look for connections to aid retention and comprehension. Following these active reading strategies helps students engage more with the material and get more out of their textbook reading.
Evidence a world_of_differences_and_similarities
The document describes Scott Dinsmore's morning routine. It details that he wakes up at 6am, drinks a liter of water, meditates from 6:10-6:30am, watches a TED talk or reads from 6:30-7am, exercises from 7-8am, takes a cold shower at 8:10am, has breakfast at 8:40am consisting of vegetable juice, bananas, peanut butter and almonds, and does creative work from 8:40-12pm. The learner is asked to note similarities and differences between their own routine and Scott's in at least 6 sentences using vocabulary from the lesson.
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Sarah defines spoken word poetry as creative and analytical self-expression that comes from within. She overcame her initial doubts by taking the first step of believing in herself. Her parents and peers were supportive when she began sharing her work, helping her continue developing her artistic skills and unique voice.
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Deborah enjoyed assignments related to service learning, developing a growth mindset, and lifelong learning. Her favorite journals helped her stay on track, focus on important tasks, and develop a support system. She found the lessons on metacognition and time management most helpful. Deborah scored highest in accepting responsibility and self-awareness. While unable to use the career tool, she learned teaching requires knowledge of religion, understanding students' reactions, multitasking, and strong listening skills. She envisions her future as a teacher.
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This document provides guidance for students on developing a rough draft for a writing assignment. It includes exercises for overcoming writer's block such as focusing on a person, place, thing, activity, or experience from their past. Students are instructed to cluster ideas and associations on their topic and then write a quick first draft without worrying about errors. They should then summarize their idea in 3 sentences. The document also describes forming writing groups to discuss drafts and provide feedback using questions from a revision checklist. Students are asked to bring 3 copies of their rough draft to the next class for peer review and revision before the assignment deadline.
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A blog is a personal online space to write and share thoughts and reactions. Blog posts should reflect on course materials, learning experiences, and life. Blogs are organized chronologically and allow readers to comment. Blogs are publicly accessible, so writers must thoughtfully consider what they post and avoid sharing personal details or photos. Effective blog posts link to sources, are well-written and proofread, and comment on others' posts.
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Ritt241 How to Write a Discussion Board Post Writing.docx
Ritt/241
How to Write a Discussion Board Post
“Writing is thinking on paper.”
–William Zinsser
Discussion boards (or DBs) are a chance for you to confer with your colleagues outside of class
time. You will be assigned 3 DB posts in each genre, often concentrated around the beginning of
our discussion of the genre.
How to access the discussion board:
1. Login to Brightspace (brightspace.ccc.edu)
2. Enter our course site, and click “content” in the top menu bar.
3. In the “table of contents” menu at left, click “discussion boards”.
4. Each DB assignment will have its own forum. Find the name of the main discussion
board thread you want to post under and click on it to open that discussion board
assignment. Review the directions there.
5. To make your own post inside the assignment thread, click “start a new thread” (below
directions). Give your post a subject line that includes your name. Then enter your
response into the text box. When you are finished, click “post”.
6. To reply to someone else’s thread, click on their subject line to open their thread. Under
their content, click “reply” to answer their post.
Writing your discussion board post:
First, read the text! You may wish to read more than once, first as you usually would and
the second time as a writer, looking for clues as to how the story works.
Refer to the list of “things to consider” included in this handout (next page) as you
choose one interesting feature of the writing to focus on in your post. In addition to
those ideas, you are welcome to explore any other features of the writing that you notice.
o Our goal is to think about how and why the writing works. Why might the writer
have made the choices that s/he makes here? What purpose might this choice
serve in the story? Look for evidence in the writing to back up your claims, and
include at least one direct reference to the reading in your post.
o You don’t have to have all the answers; I’m just asking for your insight as a reader.
Any opinion you can justify with evidence from the text is valid.
Make direct reference to the reading at least once.
o This means either using a quote which illustrates your point or including a
paraphrase-style reference, in your own words, to a specific part of the reading.
o Any use of quoted material must be in “quotation marks”.
o Don’t forget to give credit to the author of the quote! When mentioning authors,
use their full names or last names only. (If you’re responding to “Three Pokes of a
Thistle”, for example, you can attribute your quote to Naomi Shihab Nye or Nye,
but don’t call her just “Naomi”).
Ritt/241
Examples of things to consider:
The author’s voice/tone (as evident in the piece)
The choice to use a stylistic device (e.g. use of segments, fantastical elements,
descriptive passages, etc—stick with something you’re comfortable observing here)
Sentence rhythms or punctuation choic.
Starting a Classroom Blog
This document provides an overview and instructions for setting up a classroom blog. It discusses choosing a blogging platform like Edublogs, creating a dedicated blogging email, signing up for a blog account, customizing the blog with themes and pages, adding student users, having students make posts, publicizing the blog, teaching commenting guidelines, and wrapping up with an activity to summarize what was learned. The goal is to explore blogging as an instructional and communication tool in the classroom.
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The document provides instructions for setting up a Wikispaces wiki. It explains that teachers need to go to wikispaces.com/site/for/teachers to create an account with a username, password, and email address. It then guides the user through choosing a wiki name, setting privacy settings, adding content and pages, and inserting images and files. The document also provides tips for adding students as members and including important account information for record keeping purposes.
Getting Started in Classroom Blogging
This document provides instructions for attending a classroom blogging training session. It includes details on logging in, an agenda for the day, exercises on exploring example blogs and brainstorming blog purposes. The bulk of the document outlines the steps to set up a classroom blog, including choosing a platform, creating login accounts, making posts, adding pages and themes. Guidelines are provided for students posting and commenting. The training concludes with activities to review what was learned.
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This document provides instructions for students to create their own blog. It outlines 6 lesson objectives including creating a blog, posting messages, adding pictures/videos, editing posts, commenting on classmates' blogs, and sharing hobbies. It then explains what a blog is and why people use them. Students are instructed to follow 3 steps to create an account and make their first post about themselves and their hometown. They are to check classmates' blogs and leave comments.
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The document provides guidelines for students in an online course to discuss assigned readings with their color groups using the Moodle platform. Students are instructed to write a response for each reading summarizing the content, including 4 highlights from the text with reflections, and posing 1 lingering question. They then post their response on Moodle for their group to discuss using annotation comments. Deadlines are provided for posting responses and discussing classmates' responses for different class dates. Detailed instructions are given for writing the response, posting it, and annotating others' posts with comments and questions to facilitate discussion.
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The document provides guidelines for commenting on blog posts in 3 or fewer sentences. It advises readers to read the post twice to understand it, read other comments to potentially comment on them as well, remember the "Grandmother Rule" to be respectful, use only usernames to maintain privacy, make a point and support it with evidence or explanation using the "PEE" structure, and draft comments elsewhere first before posting. It also suggests using proper English in at least 3-5 sentences, checking back later, and thinking carefully before submitting.
Blog silper
This document provides tutorials and instructions for using various educational technology tools for blogging and digital storytelling in the classroom. It includes step-by-step guides for using Fodey to create newspaper articles, Voki to make avatars, Mixbook for digital photo albums, and Xtranormal to produce videos. Various activities are proposed utilizing these tools, with evaluation criteria provided. The document aims to demonstrate how Web 2.0 technologies can enhance English language teaching.
Creating a blog for cp students
This document provides instructions for students to create their own blog. It outlines 6 learning objectives for creating and using a blog. It then asks questions to define what a blog is and discusses why people use blogs. It provides a 3 step process to create a blog on Blogger.com, including making an account. Students are instructed to post their first 3 blog posts - an introduction, information about their favorite city, and their best experience. They are also told to check classmates' blogs, leave comments, and evaluate their own blog.
Blogging 101
This document provides guidance on setting up and using blogs for educational purposes. It defines what a blog is, lists common blogging platforms like Blogger and Edublogs, and gives examples of education-focused blog topics. The document outlines key steps for getting started like creating an account, choosing a template, and publishing initial posts. It stresses the importance of safety for student blogs and moderating comments. The goal is to teach students proper online communication and involvement through blogging.
Blogs, Blogging and Blogosphere
This document provides instructions for starting and maintaining a blog. It defines what a blog is, discusses dos and don'ts for blogging, and outlines steps for using classroom blogs, writing blog posts, finding topics, customizing a blog, and more. The key steps are to choose a blogging platform like Blogger or WordPress, create an account, select a template, write and publish posts, and personalize the blog with features like comments, tabs, and statistics.
Complex Genome Analysis
This document provides instructions for starting and customizing a blog. It discusses what a blog is, dos and don'ts of blogging, how to write blog posts, and how to personalize a blog with features like comments, tabs, statistics, and templates. The key steps to starting a blog are to create an account on a blogging platform like Blogger or WordPress, choose a template and title for the blog, and publish the first blog post.
Peer Review
Peer review is a process where students provide feedback on each other's writing. It involves reading someone's text from the perspective of the audience and explaining how you understand their ideas. Peer review works best when done in a structured environment with classmates, and it is helpful for getting overall feedback on writing as well as feedback on specific elements like thesis statements, organization, and grammar. As a reviewer, it is important to be a helpful reader by asking questions if confused, playing devil's advocate to strengthen the writing, and leaving final decisions to the original writer.
Blogs And Wikis Your School Goes Online
Ma. Claudia Bellusci and Gladys Baya - Presentation at ABS International 6th Congress for Coordinators and Directors of Studies - Aug 19, 2007
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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
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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
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Our First Blog Post
- 1. … We ARE finally ready! BLOGGING Are you?
- 2. 1. Go to the Trinity School website Virtual Trinity Writer’s Exchange. 2. Click on “click here” and log in using your username and password. 3. When you see the control panel, click on “write.” 4. Follow the directions to write your first post! *You will be given two packets of information about writing blog posts. One packet contains information about posting to your blog. One packet contains information about managing your blog. YOU WILL WANT TO READ BOTH PACKETS.