The document provides guidance on developing paragraphs through different writing strategies such as description, narration, exposition, and argumentation. It discusses how to organize ideas and support points for each strategy. Description involves creating vivid pictures using details, while narration relates a series of events. Exposition explains ideas and viewpoints using examples, classification, processes, causes and effects, or comparisons. The document offers examples and questions to help effectively employ each strategy in paragraph development.
This document provides an overview of an English 10 Honors class taught by Mrs. Navejar. It introduces the teacher and her background and family. It outlines the syllabus, class rules, course overview, and reading strategies that will be covered. It also describes group activities where students will summarize and analyze chapters of The Adventures of Huckleberry Finn.
This document provides information and guidance on writing editorials. It discusses the purpose and functions of editorials, which is to explain, interpret, analyze and draw conclusions about news stories, and to persuade readers. It outlines the principles and process of editorial writing, which includes picking a significant topic, collecting facts from different viewpoints, developing arguments, and concluding with a call to action. Finally, it describes different types of editorials such as informative, interpretive, critical, occasion-specific, and entertainment editorials.
A feature article discusses the challenges students face in focusing on their studies due to various distractions. It notes how students must balance studying with social media use, television, socializing, and other activities in the digital age. The article provides examples of students who have found ways to minimize distractions and focus on academics, highlighting time management strategies. It concludes by emphasizing the importance of focus for academic success and encourages readers to evaluate what distracts them from learning.
This document provides an overview of an English literature course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2020. The course will explore Native North American, African American, and Latino/a literary works through the lens of historical amnesia and how ethnic writers resist it. Students will analyze how these writers take on the double burden of writing both fiction and history to fill gaps in official histories. The course will be delivered remotely via Zoom and an online learning platform. Assessment will include discussion participation, writing assignments such as pitches and essays, and a film review.
This document provides an overview of an upper-division ethnic American literature course taught remotely in fall 2020. It outlines the course objectives, texts, assignments, assessments, and policies. The main texts are novels and some films from Native American, African American, and Latino/a authors. Students will analyze how these works resist historical amnesia and provide counter-histories. Assignments include discussion participation, essay pitches, a film review, a critical article response, and a final persuasive essay.
1. The document provides details of an English lesson plan for 5th grade students in Argentina.
2. The 40-minute lesson aims to teach students to identify people's features through physical descriptions and develop their writing and speaking skills by describing their favorite celebrities.
3. Key activities include matching statements about celebrities like Daniel Radcliffe and Lionel Messi with their pictures, and having students write and speak about their own favorite celebrities.
1. The document provides details of an English lesson plan for 5th grade students in Rio Grande, Tierra del Fuego, Argentina.
2. The 40-minute lesson focuses on discussing favorite school subjects. Students will analyze a bar chart about class preferences, ask each other questions, and practice using conjunctions like "and" and "but".
3. Assessment involves monitoring students' interactions during pair activities and correcting their writing work. The lesson aims to develop students' speaking, listening, and data analysis skills through communicative exercises involving charts.
This document provides an overview of an English 10 Honors class taught by Mrs. Navejar. It introduces the teacher and her background and family. It outlines the syllabus, class rules, course overview, and reading strategies that will be covered. It also describes group activities where students will summarize and analyze chapters of The Adventures of Huckleberry Finn.
This document provides information and guidance on writing editorials. It discusses the purpose and functions of editorials, which is to explain, interpret, analyze and draw conclusions about news stories, and to persuade readers. It outlines the principles and process of editorial writing, which includes picking a significant topic, collecting facts from different viewpoints, developing arguments, and concluding with a call to action. Finally, it describes different types of editorials such as informative, interpretive, critical, occasion-specific, and entertainment editorials.
A feature article discusses the challenges students face in focusing on their studies due to various distractions. It notes how students must balance studying with social media use, television, socializing, and other activities in the digital age. The article provides examples of students who have found ways to minimize distractions and focus on academics, highlighting time management strategies. It concludes by emphasizing the importance of focus for academic success and encourages readers to evaluate what distracts them from learning.
This document provides an overview of an English literature course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2020. The course will explore Native North American, African American, and Latino/a literary works through the lens of historical amnesia and how ethnic writers resist it. Students will analyze how these writers take on the double burden of writing both fiction and history to fill gaps in official histories. The course will be delivered remotely via Zoom and an online learning platform. Assessment will include discussion participation, writing assignments such as pitches and essays, and a film review.
This document provides an overview of an upper-division ethnic American literature course taught remotely in fall 2020. It outlines the course objectives, texts, assignments, assessments, and policies. The main texts are novels and some films from Native American, African American, and Latino/a authors. Students will analyze how these works resist historical amnesia and provide counter-histories. Assignments include discussion participation, essay pitches, a film review, a critical article response, and a final persuasive essay.
1. The document provides details of an English lesson plan for 5th grade students in Argentina.
2. The 40-minute lesson aims to teach students to identify people's features through physical descriptions and develop their writing and speaking skills by describing their favorite celebrities.
3. Key activities include matching statements about celebrities like Daniel Radcliffe and Lionel Messi with their pictures, and having students write and speak about their own favorite celebrities.
1. The document provides details of an English lesson plan for 5th grade students in Rio Grande, Tierra del Fuego, Argentina.
2. The 40-minute lesson focuses on discussing favorite school subjects. Students will analyze a bar chart about class preferences, ask each other questions, and practice using conjunctions like "and" and "but".
3. Assessment involves monitoring students' interactions during pair activities and correcting their writing work. The lesson aims to develop students' speaking, listening, and data analysis skills through communicative exercises involving charts.
This lesson plan introduces the topic of social media and body image as well as a penpal project between two schools. Students will discuss issues related to unrealistic beauty standards promoted by social media. They will also learn about cultural differences in beauty standards around the world. The main activities include analyzing a cartoon about plastic surgery, a presentation on global beauty standards, and an activity comparing edited vs. unedited online images. Finally, students will begin writing emails to their new penpals from another school as part of an exchange project.
The library teacher provides three lessons as examples of their work:
1. A kindergarten lesson introducing fiction and non-fiction genres using a PowerPoint and game. Students learned to identify the genres and what makes a story fictional or non-fictional.
2. A lesson for grades 1-2 about Earth Day where students listened to a story, learned what Earth Day is for, and made their own books listing ways to help the Earth.
3. A third lesson is mentioned but no details are provided. The teacher aims to improve lessons by adding more critical thinking and hands-on activities.
The document outlines a 40-minute English class for 5th grade students focused on describing people. It includes aims, language focus, teaching approach, activities, and assessment. The lesson introduces vocabulary for describing physical appearance like hair, eyes, and glasses and has students practice using these words to describe famous people.
The document provides guidance on writing news stories, including the structure, types of leads, and steps in the writing process. It discusses building the story with an inverted pyramid structure, emphasizing important details in the lead paragraph. Types of leads include summary, novelty, and others that answer who, what, when, where, why and how. Tips are provided such as emphasizing the lead, arranging facts by importance, and avoiding opinions. Examples of reporting on school news like classroom activities, meetings and honor rolls are also included.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
News Writing the Philippine Science High School WayJerry Noveno
I have been giving lectures on news writing and have had a number of presentations. This one, I worked on last month, when I was invited to speak on the same topic to Allen National High School students in Northern Samar.
This presentation contains the basics of news writing and article ideas for the news page of the school paper. Through this, I hope to help fellow school paper advisers across the Philippines and maybe even beyond borders.
Please feel free to contact me through gurugeri@yahoo.com for any journalism training you may want to invite me to. Thanks very much!
The document provides details of an English lesson plan taught by a student teacher. The 80-minute lesson focuses on developing vocabulary related to superhero abilities through brainstorming, reading, writing, speaking and creative activities. Students infer information about superheroes from a chart, write sentences describing abilities, role play asking about powers, and work in groups to create an original superhero by designing its name, origin, powers and secret identity. The lesson concludes by having students present and vote on their favorite created superhero.
The document provides a lesson plan for a 2-hour English class focused on positive and negative thinking for 6th year students. The lesson includes activities like discussing quotes about optimism, watching prediction videos, a quiz on mindsets, listening to a radio program on positive thinking, comparing happiness levels of countries, watching videos about Korean culture, and singing a BTS song. The goal is to practice future predictions, develop intercultural awareness, and foster speaking skills through interactive games and discussions.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides guidelines for writing news articles, including defining news, the purpose of news, and essential qualities of good news writing. It discusses key elements like the inverted pyramid structure, leads, bodies, and headlines. Tips are provided on writing concisely using active voice and simple language while ensuring accuracy, balance and objectivity. Elements like proximity, impact and timeliness are important for making events newsworthy.
The document provides details of an English language class for secondary students in Argentina, including:
- The lesson plan aims to have students practice giving personal information by reading a graph, asking each other questions, and writing a paragraph about themselves.
- Students will draw a personal information graph about themselves, then ask their partner questions to learn about the information on their partner's graph.
- Finally, students will write a paragraph using their own graph to consolidate what they learned about giving personal information.
Medina pd iii - lesson plan- lesson 2- passedKei Medina
The lesson plan is for a 7th grade English class and focuses on short stories. It includes 5 activities: 1) A warm-up to review the previous lesson. 2) Students finishing analysis and receiving materials to create one-page summaries. 3) Designing the one-page summaries in groups. 4) Groups presenting their summaries and answering related questions. 5) A closing reflection on the lesson. Scaffolding strategies such as group work, questions, and vocabulary support are used throughout. The plan aims to have students practice language skills while summarizing the stories.
This document outlines the course syllabus for an online U.S. History I class at Altamaha Technical College. The course will survey U.S. history from the pre-Columbian period to 1877. It will focus on the colonial, revolutionary, early republic, nationalism and sectionalism, and civil war eras. Students will read textbook chapters and primary sources, take quizzes, participate in online discussions, complete a writing assignment, and take exams. Class participation in discussions is worth 100 points, while quizzes, exams, and assignments make up the rest of the 1000 total points for the course.
This is a news writing module I prepared for grade school pupils, but for high school starters, school paper advisers can also use this material. It has a detailed discussion of the process of news writing as well as lead writing. Please acknowledge me if you wish to use this material in your classes, coaching, or seminar. Thank you!
This document outlines different types of editorials commonly found in newspapers. It discusses the objectives and functions of editorial writing, as well as principles that guide editorial writers. Several types of editorials are defined and examples are provided, including informative, interpretative, crusade/reform, special occasion, praise/commend, entertainment, tribute, and liner editorials. The document serves to educate readers on the purpose and style of various editorials.
The document provides instructions and assignments for students, including working with a base group on a character strengths poster, watching a video for a quiz, and annotating additional readings in an online tool. Homework includes reading for the following week and continuing to add notes online. The document also includes sample citations, instructions for an assignment, and a description of letter grades.
The teacher aims to integrate listening, speaking, reading and writing skills through class discussions and activities. Students will practice describing situations, expressing opinions, and using structures like
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
This document provides guidance on proofreading written work. It explains that proofreading involves carefully examining text to find and correct errors in spelling, grammar, style, and punctuation. It recommends proofreading strategies like reading text out loud and covering lines to avoid skipping ahead. The document also defines key proofreading terms and directs the reader to additional online proofreading resources and techniques.
This lesson plan introduces the topic of social media and body image as well as a penpal project between two schools. Students will discuss issues related to unrealistic beauty standards promoted by social media. They will also learn about cultural differences in beauty standards around the world. The main activities include analyzing a cartoon about plastic surgery, a presentation on global beauty standards, and an activity comparing edited vs. unedited online images. Finally, students will begin writing emails to their new penpals from another school as part of an exchange project.
The library teacher provides three lessons as examples of their work:
1. A kindergarten lesson introducing fiction and non-fiction genres using a PowerPoint and game. Students learned to identify the genres and what makes a story fictional or non-fictional.
2. A lesson for grades 1-2 about Earth Day where students listened to a story, learned what Earth Day is for, and made their own books listing ways to help the Earth.
3. A third lesson is mentioned but no details are provided. The teacher aims to improve lessons by adding more critical thinking and hands-on activities.
The document outlines a 40-minute English class for 5th grade students focused on describing people. It includes aims, language focus, teaching approach, activities, and assessment. The lesson introduces vocabulary for describing physical appearance like hair, eyes, and glasses and has students practice using these words to describe famous people.
The document provides guidance on writing news stories, including the structure, types of leads, and steps in the writing process. It discusses building the story with an inverted pyramid structure, emphasizing important details in the lead paragraph. Types of leads include summary, novelty, and others that answer who, what, when, where, why and how. Tips are provided such as emphasizing the lead, arranging facts by importance, and avoiding opinions. Examples of reporting on school news like classroom activities, meetings and honor rolls are also included.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
News Writing the Philippine Science High School WayJerry Noveno
I have been giving lectures on news writing and have had a number of presentations. This one, I worked on last month, when I was invited to speak on the same topic to Allen National High School students in Northern Samar.
This presentation contains the basics of news writing and article ideas for the news page of the school paper. Through this, I hope to help fellow school paper advisers across the Philippines and maybe even beyond borders.
Please feel free to contact me through gurugeri@yahoo.com for any journalism training you may want to invite me to. Thanks very much!
The document provides details of an English lesson plan taught by a student teacher. The 80-minute lesson focuses on developing vocabulary related to superhero abilities through brainstorming, reading, writing, speaking and creative activities. Students infer information about superheroes from a chart, write sentences describing abilities, role play asking about powers, and work in groups to create an original superhero by designing its name, origin, powers and secret identity. The lesson concludes by having students present and vote on their favorite created superhero.
The document provides a lesson plan for a 2-hour English class focused on positive and negative thinking for 6th year students. The lesson includes activities like discussing quotes about optimism, watching prediction videos, a quiz on mindsets, listening to a radio program on positive thinking, comparing happiness levels of countries, watching videos about Korean culture, and singing a BTS song. The goal is to practice future predictions, develop intercultural awareness, and foster speaking skills through interactive games and discussions.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides guidelines for writing news articles, including defining news, the purpose of news, and essential qualities of good news writing. It discusses key elements like the inverted pyramid structure, leads, bodies, and headlines. Tips are provided on writing concisely using active voice and simple language while ensuring accuracy, balance and objectivity. Elements like proximity, impact and timeliness are important for making events newsworthy.
The document provides details of an English language class for secondary students in Argentina, including:
- The lesson plan aims to have students practice giving personal information by reading a graph, asking each other questions, and writing a paragraph about themselves.
- Students will draw a personal information graph about themselves, then ask their partner questions to learn about the information on their partner's graph.
- Finally, students will write a paragraph using their own graph to consolidate what they learned about giving personal information.
Medina pd iii - lesson plan- lesson 2- passedKei Medina
The lesson plan is for a 7th grade English class and focuses on short stories. It includes 5 activities: 1) A warm-up to review the previous lesson. 2) Students finishing analysis and receiving materials to create one-page summaries. 3) Designing the one-page summaries in groups. 4) Groups presenting their summaries and answering related questions. 5) A closing reflection on the lesson. Scaffolding strategies such as group work, questions, and vocabulary support are used throughout. The plan aims to have students practice language skills while summarizing the stories.
This document outlines the course syllabus for an online U.S. History I class at Altamaha Technical College. The course will survey U.S. history from the pre-Columbian period to 1877. It will focus on the colonial, revolutionary, early republic, nationalism and sectionalism, and civil war eras. Students will read textbook chapters and primary sources, take quizzes, participate in online discussions, complete a writing assignment, and take exams. Class participation in discussions is worth 100 points, while quizzes, exams, and assignments make up the rest of the 1000 total points for the course.
This is a news writing module I prepared for grade school pupils, but for high school starters, school paper advisers can also use this material. It has a detailed discussion of the process of news writing as well as lead writing. Please acknowledge me if you wish to use this material in your classes, coaching, or seminar. Thank you!
This document outlines different types of editorials commonly found in newspapers. It discusses the objectives and functions of editorial writing, as well as principles that guide editorial writers. Several types of editorials are defined and examples are provided, including informative, interpretative, crusade/reform, special occasion, praise/commend, entertainment, tribute, and liner editorials. The document serves to educate readers on the purpose and style of various editorials.
The document provides instructions and assignments for students, including working with a base group on a character strengths poster, watching a video for a quiz, and annotating additional readings in an online tool. Homework includes reading for the following week and continuing to add notes online. The document also includes sample citations, instructions for an assignment, and a description of letter grades.
The teacher aims to integrate listening, speaking, reading and writing skills through class discussions and activities. Students will practice describing situations, expressing opinions, and using structures like
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
This document provides guidance on proofreading written work. It explains that proofreading involves carefully examining text to find and correct errors in spelling, grammar, style, and punctuation. It recommends proofreading strategies like reading text out loud and covering lines to avoid skipping ahead. The document also defines key proofreading terms and directs the reader to additional online proofreading resources and techniques.
A humorous look at how easy it is to make typos and overlook them when we check our work. This presentation was delivered at the Writers and Bloggers About Spain (WABAS) conference in Valladolid in November 2016.
The document provides various proofreading strategies for editing written work, including:
- Taking a break before proofreading to return with a fresh perspective.
- Asking others to review for errors and provide feedback.
- Reading content backwards or aloud to catch errors more easily.
- Using spellcheck and carefully checking for common personal errors.
- Determining the best format and environment for thorough proofreading.
This document provides examples of common errors in writing and the correct revisions. It demonstrates corrections for issues like punctuation, grammar, capitalization, formatting and more. A variety of sentences are shown containing errors along with the corrected version. The purpose is to illustrate standard copy editing and proofreading symbols and corrections.
The document provides examples of 15 common errors in academic writing and how to avoid them. It discusses issues such as using abbreviations, shifts in pronouns and verb tense, lack of variety, parallel structure, cliches, subject-verb agreement, comma splices, redundancy, prepositions, run-on sentences, apostrophes, dangling participles, and semicolons. For each error, it gives clear explanations and illustrates the differences between correct and incorrect usage with examples. The purpose is to help writers improve the quality and clarity of their formal academic prose.
Standard proofreading and editing symbols make it easier to show where changes are needed in a piece of writing. When proofreading your own or a classmate’s work, use the standard proofreading symbols that follow.
Proofreading involves carefully checking a document for errors in spelling, grammar, punctuation and consistency to ensure the intended message is clear and the writing makes a good impression. It is important for both authors and businesses to proofread in order to avoid mistakes that could damage credibility or have legal consequences. The lesson teaches common proofreading techniques like preparing a distraction-free workspace, reading thoroughly for understanding and flow, and using standard proofreading marks when marking up documents for corrections.
This document provides guidance on common errors to avoid in essay writing and recommendations for improving essay structure and style. It lists don'ts such as changing information from the text, re-telling plots, underlining titles, and changing verb tenses. It also lists dos such as accounting for inferences, using hedging language, connecting paragraphs to the thesis, and editing for spelling and grammar. Tips are provided on grammar, vocabulary, pronoun and adjective usage.
This document outlines Bill Aulet's presentation on improving entrepreneurship education. It discusses defining entrepreneurship, assessing student needs through personas, and designing a comprehensive curriculum with modular "tiles" addressing each persona's needs. The goal is to make entrepreneurship education more rigorous, practical, and tailored through open-source sharing of best practices. This will help address the increasing demand for high-quality entrepreneurship training.
This document provides guidance on writing narratives and memoirs. It discusses key features of narratives such as using vivid details and indicating significance. It offers tips for choosing topics, considering audience and purpose, generating ideas, outlining, drafting, revising, editing and getting feedback. The overall message is that narratives tell compelling stories through vivid descriptions of events and explanation of their importance.
This document provides an overview of critical reading skills part 2. It discusses interpreting and analyzing information by identifying the author's purpose and understanding claims. It also covers evaluating information while and after reading. Specific techniques discussed include identifying the author's claims and evaluating the strength of their reasons and evidence. The document also discusses fallacies that readers should be aware of, including red herrings, straw men, false dilemmas, slippery slopes, questionable cause, appeals to popularity, hasty generalizations, and special pleading. Overall, the document aims to teach readers how to question what they read by carefully analyzing an author's content, authority, and techniques for persuasion.
This document discusses different patterns of development in writing across disciplines. It begins by outlining three learning objectives about distinguishing patterns, critiquing examples, and applying patterns. It then introduces the key patterns of narration, description, definition, exemplification/classification, comparison/contrast, cause and effect, problem-solution, and persuasion. The document focuses on narration, providing its definition, examples, objective vs. subjective forms, tips for presentation, and steps for writing a narrative paragraph. It also briefly discusses description and varieties of description like objective and subjective.
The document provides an overview of key literary elements including plot, setting, and characterization. It defines these elements and provides examples. Plot is described as having five essential parts: exposition, rising action, climax, falling action, and resolution. Setting refers to the time and location of a story. Characterization is the process by which a writer reveals a character's personality and qualities. Learning tasks and activities are included to help students identify and understand these elements in movies and stories.
This document provides an overview of different types of essays, including narrative, expository, persuasive, descriptive, cause and effect, and compare and contrast essays. For each type, it discusses the key characteristics and components. It provides guidance on how to structure each type of essay, with tips on introductions, thesis statements, body paragraphs, and conclusions. Sensory details, active verbs, and comparisons are some techniques recommended for descriptive essays.
This document provides guidance on conducting interviews for journalism stories. It discusses preparing for interviews by researching the subject and determining the story angle. It emphasizes making the subject comfortable, asking open-ended questions, following up for details, and observing the subject and their environment. The document advises thanking the subject after the interview and reflecting on the main points, but not showing them the unpublished story. Interviewing other sources beyond the main subject is also recommended to provide context.
This document provides strategies for effective introductions and conclusions in writing. It discusses the purposes of introductions, which include grabbing the reader's attention, implying an organizational structure, and including a clear thesis. Effective introduction strategies include using anecdotes, quotations, facts, descriptions, and questions. The document also discusses elaboration, which is using specific details, examples, definitions, and other techniques to fully explain ideas. It provides examples of how to elaborate using these various strategies in writing introductions and body paragraphs.
The document discusses different types of author's purpose including to persuade, inform, entertain, and describe a personal experience. It also discusses point of view, different types of writing like persuasive, expository, narrative, and descriptive. Methods of organization covered include cause and effect, compare and contrast, spatial order, time order, flashback, bulleted lists, foreshadowing, question/answer, argument/support. Signal words for cause and effect are also listed.
This document provides guidance for an informative speaking assignment. It begins with an overview of informative speaking and the requirements for the assignment, including submitting a simple outline by November 9th and a full sentence outline with works cited on the day of the speech. It then discusses the major types of informative speeches, including process, descriptive, concept, and event speeches. For each type, it provides examples and recommends organizational patterns. It offers tips for selecting a topic, developing the introduction and conclusion, and preparing visual aids and speaker notes. Finally, it provides templates for the simple outline and full sentence outline with works cited. In summary, this document outlines the requirements for an informative speaking assignment and provides guidance on developing the different elements of an effective informative
Guide to selecting topics for a memoir, drafting, outlining, revising, and sharing student writing. Application to English classes at the high school level.
This document provides guidance on using stories effectively in presentations. It discusses how stories can capture attention and engage audiences. Stories should be carefully developed by considering elements like characters, plot, climax, and resolution. Stories should also be tailored to the specific audience and aligned with the overall purpose of the presentation. Following principles of storytelling like plausibility, believability, and truthfulness can help ensure stories are impactful. Stories are most powerful when they are genuinely and strategically incorporated into presentations.
The document provides guidance on the steps and key aspects of narrative writing. It discusses how narrative writing tells a story through a chronological sequence of events with a clear purpose. Key features include a topic sentence that states the main idea and purpose, supporting details, and an organized structure with a beginning, middle, turning point, and end. The document also reviews techniques for prewriting, outlining, drafting, and revising narrative writing.
This document provides guidance for setting up and running a writer's workshop. It recommends starting with oral storytelling to build confidence before writing. The workshop structure involves a short mini-lesson, status of the class check-in, individual writing time with teacher conferences, and then sharing. Preparing materials, choosing mini-lesson topics, and conferencing techniques are also discussed. The goal is to make writing engaging and help students improve through practice and feedback.
This document provides an agenda and lesson plans for a workshop on natural disasters. It includes the following:
- An agenda for Monday including turning in homework passes, watching announcements and a news program, reviewing expectations, and participating in seminar activities.
- Agendas for subsequent days of the week focused on points of view, editorials, vocabulary, and reading assignments.
- Details on lessons covering analyzing points of view, interpreting figures of speech, reading response journals, analyzing editorial cartoons, and creating their own cartoons.
- The learning targets and schedules for the rest of the workshop week.
This document provides tips to help students achieve an A or A* grade on the writing section of an exam. It recommends focusing on structure, cohesion between paragraphs, varied sentence types and lengths, pretending someone is reading the response, using imagery and being over the top, crafting an engaging introduction, and planning in advance with a diagram. Specific examples are given to illustrate each tip. The goal is to show passion and care about the topic, even if feigned, to make the writing impressive and stand out to graders.
The document provides guidance on writing feature articles. It discusses that features are more creative than straight news writing and don't have to start with the most important details. Features should have a unique subject or angle. The document then covers different types of feature articles, including human interest, personality profiles, interviews, and informational features. It also discusses key elements of feature structure, including the lead, billboard, transition, body, and conclusion. Students are encouraged to craft different lead options and given examples of effective leads.
The document provides instructions for students on writing a literacy narrative essay assignment. It defines a literacy narrative as an essay where students share a significant experience in developing a skill or literacy. Students must choose a literacy that relates to their first speech assignment. The document outlines the purpose, audience, elements, parts, and timeline for completing the assignment. Students are to brainstorm topics, define the rhetorical situation, choose a structure, and write drafts which receive peer review before submitting the final paper.
The document provides instructions for a lesson on different types of essays for Class X students. It discusses narrative and descriptive essays. For narrative essays, it defines them, provides examples of their basic qualities and steps for writing them. It also gives tips on how to write the experience and conclusion. For descriptive essays, it defines them and discusses focusing on the five senses and using vivid details when writing descriptions. The document aims to improve students' understanding of these two essay types through examples and exercises.
This document outlines 10 things that teachers should know about teaching reading comprehension. It discusses the importance of basic reading skills for comprehension, the differences between reading and listening comprehension, explicitly teaching comprehension strategies rather than just skills, using a gradual release of responsibility model, and selecting disciplinary appropriate strategies. It emphasizes letting the text do the talking, clearly explaining strategies and reading processes, and avoiding getting in the way of students directly engaging with the text.
The document provides guidance for students on writing a literacy narrative assignment. It defines a literacy narrative as telling the story of developing a specific literacy skill. Students must choose a literacy they can demonstrate in class and explain its significance. The document outlines the assignment requirements, including length, format, and grading rubric. It also provides a schedule and instructions for drafting, peer reviewing, and revising the narrative. Students are instructed to brainstorm potential literacy topics and ways to demonstrate them for the assignment.
2. • How do I organize
my message so that
readers can follow
my line of thinking?
3.
4. • A developmental paragraph is a unit
of meaning, a group of sentences all
focusing on one main organizing point.
5. How to develop a
paragraph
Explain and/ or expand each of your
support points
To clarify the central ideas that you
have articulated in your topic
sentence.
6. What will I write about?
• Knowledge of the topic taken from:
• books, magazines, newspapers, and
most especially, observations and
experience.
7. Adequate development
means…
1. Explaining your support points in a
concrete and specific manner
2. Providing enough factual details to
satisfy your reader
3. Answering any question that has been
posed in the paragraph
4. Drawing a conclusion from the fact that
have been presented.
8. • An adequately developed paragraph is
as long as it has to be, and no longer.
So when the main idea has been
sufficiently explained, it is time to
end the paragraph.
• Thought organization is the key to
paragraph development.
9. Major Development
Strategies
• A development strategy is simply a
plan for achieving a goal.
• Specifically, it is a plan for coming up
with the details, events, examples,
explanations and readers that enable
readers to grasp your exact meaning.
10. Four major strategies
for developing a
message:
• 1. description
• 2. narration
• 3. exposition
• 4. argumentation
12. Description
• Concentrates on creating a picture
with words.
You help your readers
You help your readers
visualize details!
visualize details!
13.
14. Description
• can either be:
1. objective
- provides factual picture of something
- observable facts: not colored by writer’s
emotions
2. subjective
- contains observable details colored by
impressions or feelings
-creates a mood or shares a feeling
15.
16.
17.
18.
19. Questions to ask:
• What is it?
• What does it look like?
• What does it make you feel?
• What is your impression of it?
• How could I recognize it?
20. Examples…
• Share with a friend your sensations about vacationing
in the Chocolate Hills
• Describe with a friend the geology of Chocolate Hills
• All day, we had a temperature of 20 degrees Celsius
and heavy rains were driven by winds at 180 kph.
• All day, the weather was dismal.
• The freezing rain and forceful winds made our first
day of vacation dismal.
21. • Now, as I write to you, it is raining in torrents and
we have closed the house against the thunder and
lightning. It is an unusual April, I told you; we
didn’t have a dry season at all and everything is
fresh and green. The pink shower has never been
so lovely with its red and white blossoms as
anything tropical can be. The golden shower is
covered with bright yellow sprays. Like the
tamarind, it is a tree of character, and will not
yield to the blandishments of a capricious
weather. It will bide its time, and when that
comes, and no sooner; it will burst into bloom.
Virginia Benitez Licuanan,
from “Introduction”
in Paz Marquez Benitez(1995)
22. Assume that your best friend
has been missing for three
days, and the police had been
called in. Because you know
this person well, they have
asked you for a written
description. Write an
objective description that
would enable the police to find
this person.
23. p.249-253
p.257
p.261-263
Guidelines..
• 1. Although some descriptions have no
topic statement, they always begin with
some kind of orienting statement.
• 2. The choice of details in a description
depends precisely on the writer’s purpose
and reader’s need.
• 3. All details are at a level that is concrete
and specific enough to convey an
unmistakable picture
25. Narration
• Unfolds a series of related events as they
happen
• Is usually in chronological order in order to
tell a story.
• Also relies on descriptive details to make
the story vivid but it’s central function is
to enable readers to follow events
26.
27. May either be factual or
fictitious
• Novels or fictional stories – stimulate
our imagination and entertains us
• Newspaper stories – report
newsworthy events objectively
• Essays- make a definite point
28. May be linear or
non-linear
• ELEMENTS: setting plot, structure
29. • A paragraph of narration is often
found in articles and essays.
• In this case, the paragraph would
explain, emphasize, confirm, or
illustrate a main idea.
• Narration relies heavily on details to
make the event vivid
30. Example:
• Yesterday, I got home from school at around 4
o'clock. My mother prepared dinner which we ate
as soon as Dad came home from work. After eating,
I helped mother clear the table and clean the
dishes. After we got the kitchen cleaned, I had to
sit and do my homework as I remembered my
mother say, "No television until your homework is
done.” And so, I had my chemistry homework
finished first before turning on the television. I
was watching Walang Hanggan when the phone rang.
It was my best friend, Amy. I talked to her for
awhile; then, it was time for bed. I put on my
pajamas and turned on my favorite cd. I finally
started to get sleepy around 9:30, and the next
thing I knew, mother was calling me to get ready
for school.
31. Assume that you have witnessed this crime.
Because you are an objective witness, the
authorities have asked you to write a short
report, telling exactly what you saw. Your
report will be used as evidence.
33. Exposition
• most common strategy for developing a message
• explains the writer’s viewpoint
• Although exposition contains description and
narration, its role is not merely to paint a word
picture or to tell a story, but to clarify the
writer’s exact meaning as this question is
answered:
“ What do you mean?”
34. Exposition:
• Exposition is explanatory writing
• Exposition can be an incidental part of a
description or a narration, or it can be the heart
of an article
• The purpose of an expository essay is to present,
completely and fairly, other people's views or to
report about an event or a situation.
35. Exposition
• Expository writing, or exposition, presents a
subject in detail.
• The writer elucidates a subject by analyzing it.
• Such writing is discourse designed to convey
information or explain what is difficult to
understand.
36. Expository strategies:
• Illustration or examples: showing examples of
something
Questions: What makes you think so?
Can you give examples I can grasp?
***Examples should be:
1) Specific
2) Relevant
3) Typical
37. • Student A: Whew! I had a lousy day.
• Student B: How’s that?
• A: Well, first of all, I got up late and didn’t have time for
breakfast. I decided to pick up something at McDonald’s
and eat it in the car on the way to school. I got an Egg
McMuffin, and when I took my first bite, the egg slipped
out and slid down my sweater. Now, I have egg stains on my
new sweater!
• B: That is a bad start.
• A: That’s not all. When I got to my first class -- late, of
course – I found out the teacher was giving a pop quiz. I
flunked it, I’m sure, because for the first time in the
semester I didn’t do the homework.
• B: Wow!
• A: That’s not the worst of it. When I saw my girl, she really
snubbed me. I had forgotten that I was supposed to pick
her up this morning!
• B: Wow! You sure did have a bad day!
38. Expository strategies:
• Division and classification: showing how something
can be divided into parts, or how parts can be sorted
into categories
Questions: What are its parts?
What is it made of?
In what categories do X, Y, and Z belong?
39.
40. Expository strategies:
• Process analysis: showing the steps of an activity
or the stages of an event
Questions:
Explaining how to do something:
How do I do it? How does it happen?
Where do I begin? What do I do next?
Explaining how something happens:
How does it happen?
How is it made?
When and where does it happen?
What happens first? Next?
What is the result?
p.287
42. Expository strategies:
• Cause/ effect analysis: showing what caused
something or what the effects of something are
Questions: Why did it happen?
What caused it?
What are its effects?
What will happen if it is done?
43.
44. Writing Suggestions
CAUSE AND EFFECT
1. The popularity of some modern singer or other
celebrity
2. The popularity of some fad of clothing or hairstyle
3. The widespread enjoyment of texting
4. Student cheating
5. The decision of some close acquaintance to enter
the religious life
p.291-292
46. Expository strategies:
• Comparison/ contrast: showing how two things
are similar or different
Questions: How are X and Y similar or alike?
How are X and Y different?
Two methods:
1) Block method – subject is tackled one at a time
2) Point-by-point/ alternating – moves from first
object to second object as it makes a
comparison
47. Writing Suggestions
COMPARISON AND CONTRAST
1. Two politicians with different leadership styles
2. Careers versus jobs
3. Two courses on the same subject: one in high school and one
in college
4. Two recent movies or music videos
5. The “rewards” of two different kinds of jobs
48.
49. Expository strategies:
• Definition: showing the exact meaning of a term
that could have various meanings
Meanings of words
denotation connotation
-Dictionary meaning Overtones or suggestions
-What is it? What does beyond dictionary meaning
it mean? - What does it mean or
suggest to you?
50. TYPES OF DEFINITION
1. SIMPLE DEFINITION (included in the exam)
• Formal
• Semi-formal
• Non-formal
2. COMPLEX OR EXPANDED DEFINITION (not included)
• Definition by stipulation
• Definition by operation
• Definition by explication
p.131-134
51.
52. Writing Suggestions
MORE…
DEFINITION
Develop a composition for a specified purpose and audience, using
whatever methods and expository patterns will help convey a clear
understanding of your meaning of one of the following terms:
1.Country music 11. Ignorance 21.Patriotism
2.Conscience 12. Cowardice 22.Equality (or equal
opportunity
3.Religion 13. Wisdom
23.Loyalty
4.Friendship 14. Integrity 24.Stylishness (in
5.Success 15. Morality clothing or behavior)
6.Empathy 16. Greed 25.Fame
7.Family 17. Social poise 26.Obesity
27.Cheating
8.Hypocrisy 18. Intellectual (the 28.Hero
9.Humor person) 29.Feminine
10.Sophistication 19. Pornography 30.Masculine
20. Courage