The document provides directions to identify different text structures and types of organization, including compare and contrast, problem-solution, chronological order, and cause and effect. It then asks to create sample sentences using different text structures like spatial/description, cause and effect, chronological order, compare and contrast, and problem-solution.
A reading comprehensive test based on two different texts: "Words: Native and Borrowed" and "Teaching Vocabulary for Advanced Students". It also contains a reflection of both texts.
A reading comprehensive test based on two different texts: "Words: Native and Borrowed" and "Teaching Vocabulary for Advanced Students". It also contains a reflection of both texts.
ESEC 419 Literally Literate
Expository Writing Structure
Academic writing requires presenting your sources and your ideas effectively. The first element involves “entering a conversation about ideas” between you – the writer- and your sources to reflect your critical thinking. This template allows you, the writer, to organize your ideas in relationship to your thesis, supporting evidence, opposing evidence and the conclusion of the argument.
Step 1: INTRODUCE – In a paragraph structure, your first sentence is your Topic Sentence and its purpose is to introduce to your reader the content of the sentences that comprise the paragraph. It should be specific enough to separate it from the rest of the essay, but general enough that all elements in the paragraph can relate back to this one sentence.
Pick a sentence option from A, B and C and complete.
A) Introducing “Standard Views”
1. Americans today tend to believe that ____________.
2. Common sense seems to dictate that _____________.
3. It is often said that ____________.
4. One would think that _____________.
5. Many people assumed that ______________.
B) Making What “They Say” Something you say
1. Everyone has always believed that ____________.
2. As children, everyone probably used to think that _____________.
3. Although everyone would admit that he/she should know better by now, one cannot help thinking that ___________.
4. While one likely believes __________, one should also believe ___________.
C) Capturing Authorial Action
(X=the author’s name or the name of the person being quoted)
1. X acknowledges that _________.
2. X agrees that __________.
3. X argues that ___________.
4. X believes that ___________.
5. X claims that ___________.
6. X complains that ___________.
7. X concedes that __________.
8. X demonstrates that __________.
9. X emphasizes that ___________.
10. X insists that __________.
11. X observes that __________.
12. X questions whether ___________.
13. X refutes the claim that __________.
14. X reminds us that ___________.
15. X reports that __________.
16. X suggests that __________.
17. X urges us to __________.
Step 2: REPRODUCE– In order to back up your assertions, to make your point more valid, you will need to cite evidence or concrete detail from the works you are reading, statistics, stories and anecdotes, etc.
Pick a sentence option from D and complete.
D) Introducing Quotations
1. X states, “__________.”
2. According to X, “___________.”
3. X himself writes, “___________.”
4. In her book,_________, X maintains that “___________”
5. In X’s view, “_____________.”
6. X agrees when she writes, “____________.”
7. X disagrees when he writes, “____________.”
8. X complicates the matters further when he writes, “_____________.”
Step 3: EXPLAIN– Now that you have cited evidence, you need to explain your opinion about why the evidence is important. Using the sentences below, write TWO sentences that comment on the significance of the concrete .
Text structure refers to the organization and arrangement of information within a written text. It refers to how the content is presented and the relationships between different parts of the text. Various text structures are commonly used to effectively convey information and ideas. Here are some common text structures:
Workshop 3: Applying Bloom's Taxonomy in the EFL ClassroomMaryna Tsehelska
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.
Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
ESEC 419 Literally Literate
Expository Writing Structure
Academic writing requires presenting your sources and your ideas effectively. The first element involves “entering a conversation about ideas” between you – the writer- and your sources to reflect your critical thinking. This template allows you, the writer, to organize your ideas in relationship to your thesis, supporting evidence, opposing evidence and the conclusion of the argument.
Step 1: INTRODUCE – In a paragraph structure, your first sentence is your Topic Sentence and its purpose is to introduce to your reader the content of the sentences that comprise the paragraph. It should be specific enough to separate it from the rest of the essay, but general enough that all elements in the paragraph can relate back to this one sentence.
Pick a sentence option from A, B and C and complete.
A) Introducing “Standard Views”
1. Americans today tend to believe that ____________.
2. Common sense seems to dictate that _____________.
3. It is often said that ____________.
4. One would think that _____________.
5. Many people assumed that ______________.
B) Making What “They Say” Something you say
1. Everyone has always believed that ____________.
2. As children, everyone probably used to think that _____________.
3. Although everyone would admit that he/she should know better by now, one cannot help thinking that ___________.
4. While one likely believes __________, one should also believe ___________.
C) Capturing Authorial Action
(X=the author’s name or the name of the person being quoted)
1. X acknowledges that _________.
2. X agrees that __________.
3. X argues that ___________.
4. X believes that ___________.
5. X claims that ___________.
6. X complains that ___________.
7. X concedes that __________.
8. X demonstrates that __________.
9. X emphasizes that ___________.
10. X insists that __________.
11. X observes that __________.
12. X questions whether ___________.
13. X refutes the claim that __________.
14. X reminds us that ___________.
15. X reports that __________.
16. X suggests that __________.
17. X urges us to __________.
Step 2: REPRODUCE– In order to back up your assertions, to make your point more valid, you will need to cite evidence or concrete detail from the works you are reading, statistics, stories and anecdotes, etc.
Pick a sentence option from D and complete.
D) Introducing Quotations
1. X states, “__________.”
2. According to X, “___________.”
3. X himself writes, “___________.”
4. In her book,_________, X maintains that “___________”
5. In X’s view, “_____________.”
6. X agrees when she writes, “____________.”
7. X disagrees when he writes, “____________.”
8. X complicates the matters further when he writes, “_____________.”
Step 3: EXPLAIN– Now that you have cited evidence, you need to explain your opinion about why the evidence is important. Using the sentences below, write TWO sentences that comment on the significance of the concrete .
Text structure refers to the organization and arrangement of information within a written text. It refers to how the content is presented and the relationships between different parts of the text. Various text structures are commonly used to effectively convey information and ideas. Here are some common text structures:
Workshop 3: Applying Bloom's Taxonomy in the EFL ClassroomMaryna Tsehelska
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.
Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. I. Directions: Identify what is being described in the following statements.
_______________ 1. This type of text examines the similarities and differences between two or more people, concepts, ideas, etc.
_______________ 2. This type of structure sets up a problem or problems explains solutions and then discusses the effects of the
solution.
_______________ 3. This type of text structure features a detailed description of something to give a reader a mental picture.
_______________ 4. It is the basic pattern of a story.
_______________ 5. Two words when combined means order of time.
_______________ 6. This word means order.
_______________ 7. This word means time.
_______________ 8. A text structure that explains reasons why something happened.
_______________ 9. It is organized by the time an event occurred.
_______________ 10. It refers how information was organized in a passage.
II. Create a sentence using the Text Structure. (2 points each).
a. Spatial or Description
b. Cause and Effect
c. Chronological Order
d. Compare and Contrast
e. Problem-Solution
I. Directions: Identify what is being described in the following statements.
_______________ 1. This type of text examines the similarities and differences between two or more people, concepts, ideas, etc.
_______________ 2. This type of structure sets up a problem or problems explains solutions and then discusses the effects of the
solution.
_______________ 3. This type of text structure features a detailed description of something to give a reader a mental picture.
_______________ 4. It is the basic pattern of a story.
_______________ 5. Two words when combined means order of time.
_______________ 6. This word means order.
_______________ 7. This word means time.
_______________ 8. A text structure that explains reasons why something happened.
_______________ 9. It is organized by the time an event occurred.
_______________ 10. It refers how information was organized in a passage.
II. Create a sentence using the Text Structure. (2 points each).
a. Spatial or Description
b. Cause and Effect
c. Chronological Order
d. Compare and Contrast
e. Problem-Solution
