This document provides guidance on writing effective sentences for text response essays. It begins by explaining the importance of writing skill for English class and outlines the chapter's focus on improving sentence structure. Examples are given of basic introductory sentences that introduce the text, author and main idea. The document also discusses using more detailed and descriptive language in introductions. Various sentences types that can be used in introductions are exemplified, including topic sentences and sentences that refer to the text in different ways. Tables with suggested words and phrases to aid writing introductions, topic sentences, and body paragraphs are also included.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
This is a slideshow that can be used to teach children how to write narratives. It goes though the structure of a narrative and has some ideas for publishing at the end.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
Assignments1.Read the following worksa.The Br.docxAMMY30
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
DQ 5 Please write at least 250 words for each question. Also, .docxelinoraudley582231
DQ 5
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
CH. 10
1. Discuss the problem space hypothesis. How might it account for and explain the various blocks to problem solving?
2. In what ways is mental set similar to perceptual set? In what ways are the two phenomena dissimilar?
CH. 11
1. Describe the similarities and differences between inductive and deductive reasoning.
2. Describe the image theory and contrast it with expected utility theory.
3. Discuss the relationship between hindsight bias and overconfidence.
CH. 13
1. Discuss the implications of the major findings regarding gender differences in cognitive abilities.
CH. 14
1. Describe Hudson’s studies of pictorial perception and discuss their implications.
2. When trying to solve a problem, you might have been instructed to “stop thinking about it and come back to it later.” Based on what you have learned about impasses, do you think this is a good advice? Why or why not?
3. Consider the following choice? I will give you a free $5.00 bill, no strings attached. Optionally, I will allow you to flip a coin: heads you win $10.00, tails you win nothing. Do you want the $5.00, or do you want to flip the coin? What does expected value theory tell you that you should do? Does this accurately represent your feeling about the decision?
DQ 4
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
1. Does language come from cognitive processes? Or is language and mental cognition separate? Explain.
2. Language structure is important in cognition, but is it really? For example, if a child said to you, “You, me, cookie, go, now, hurry,” you would know what the child meant, even though what is said is not grammatically correct. How is that possible?
3. Is there a critical period for language? Is so, what might this imply about learning multiple languages in school?
4. Who is Noam Chomsky? What was one of his major innovations as a linguist?
CH. 9
1. What is the Whorfian hypothesis of linguistic relativity? Evaluate the empirical evidence bearing on it.
2. Describe the modularity hypothesis and its implications for the study of language as part of cognitive psychology.
3. What does it mean to say that our knowledge of linguistic rules is implicit rather than explicit? Discuss the implications of this statement.
4. What does the term “grammar” mean to linguists and psychologists? How does their understanding of the term differ from that of a layperson?
Ashford 5: - Week 4 - Instructor Guidance
ENG 125 WEEK 4 GUIDANCEDrama
"What is drama but life with the dull bits cut out." - Alfred HitchcockThis week's overview
Welcome to Week 4! We are already over halfway through our literary journey in this course. Your lesson this week involves drama, especially its history in Greek and Elizabethan theater. Some of you might be wondering what such old plays have to .
This is a slideshow that can be used to teach children how to write narratives. It goes though the structure of a narrative and has some ideas for publishing at the end.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
Assignments1.Read the following worksa.The Br.docxAMMY30
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
DQ 5 Please write at least 250 words for each question. Also, .docxelinoraudley582231
DQ 5
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
CH. 10
1. Discuss the problem space hypothesis. How might it account for and explain the various blocks to problem solving?
2. In what ways is mental set similar to perceptual set? In what ways are the two phenomena dissimilar?
CH. 11
1. Describe the similarities and differences between inductive and deductive reasoning.
2. Describe the image theory and contrast it with expected utility theory.
3. Discuss the relationship between hindsight bias and overconfidence.
CH. 13
1. Discuss the implications of the major findings regarding gender differences in cognitive abilities.
CH. 14
1. Describe Hudson’s studies of pictorial perception and discuss their implications.
2. When trying to solve a problem, you might have been instructed to “stop thinking about it and come back to it later.” Based on what you have learned about impasses, do you think this is a good advice? Why or why not?
3. Consider the following choice? I will give you a free $5.00 bill, no strings attached. Optionally, I will allow you to flip a coin: heads you win $10.00, tails you win nothing. Do you want the $5.00, or do you want to flip the coin? What does expected value theory tell you that you should do? Does this accurately represent your feeling about the decision?
DQ 4
Please write at least 250 words for each question. Also, double check the work for plagiarism and please cite all quotes.
1. Does language come from cognitive processes? Or is language and mental cognition separate? Explain.
2. Language structure is important in cognition, but is it really? For example, if a child said to you, “You, me, cookie, go, now, hurry,” you would know what the child meant, even though what is said is not grammatically correct. How is that possible?
3. Is there a critical period for language? Is so, what might this imply about learning multiple languages in school?
4. Who is Noam Chomsky? What was one of his major innovations as a linguist?
CH. 9
1. What is the Whorfian hypothesis of linguistic relativity? Evaluate the empirical evidence bearing on it.
2. Describe the modularity hypothesis and its implications for the study of language as part of cognitive psychology.
3. What does it mean to say that our knowledge of linguistic rules is implicit rather than explicit? Discuss the implications of this statement.
4. What does the term “grammar” mean to linguists and psychologists? How does their understanding of the term differ from that of a layperson?
Ashford 5: - Week 4 - Instructor Guidance
ENG 125 WEEK 4 GUIDANCEDrama
"What is drama but life with the dull bits cut out." - Alfred HitchcockThis week's overview
Welcome to Week 4! We are already over halfway through our literary journey in this course. Your lesson this week involves drama, especially its history in Greek and Elizabethan theater. Some of you might be wondering what such old plays have to .
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& CicelyBourqueju
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& ChantellPantoja184
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
This lesson is over what makes a writer's voice: tone, word choice, and style. This interactive lesson helps students understand the concepts of tone, word choice, and style. Finally, there are tips for developing your own writer's voice.
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
Designed for Year levels 9 & 10, this is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis (analytical and personal text response)
*Persuasive writing
*Poetry analysis
*Non fiction writing (features articles and explainers)
*Creative writing
*Reflective writing (including personal reflective essays)
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The VM Literacy Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior Literacy Handbook 1_PREVIEW.pdfjpinnuck
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior English Writing Handbook (4th ed) - Full Previewjpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook (4th Edition)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook 4th Ed. (Updated Preview)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook 4th Editionjpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. It is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, this Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. 'The Student Guide To Writing Better Sentences In The English Classroom 2' shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis
*Persuasive writing
*Poetry analysis
*Comparative analysis
*Creative writing
*Reflective writing
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 2' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 9&10 students, The Student Guide To Writing Better Sentences In The English Classroom 2 looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Comparing and contrasting texts
* Reflective writing
* Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2 (upd...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 9&10 students, The Student Guide To Writing Better Sentences In The English Classroom 2 looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Comparing and contrasting texts
* Reflective writing
* Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
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.
A Strategic Approach: GenAI in EducationPeter 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.