Here are some believable answers to the made up questions:
1. According to a 5-year study by wildlife biologists at State University, an average of 12 grey squirrels per year are hit by cars in typical suburban neighborhoods. The numbers vary depending on acorn and nut crops that influence squirrel movements.
2. Red squirrels cannot actually fly. Their leaping ability from tree limbs is quite impressive, allowing them to travel horizontally up to 20 feet. With adequate motivation from predators, they have been known to leap over 30 feet on rare occasions.
3. The local park rangers report the grey squirrel population in City Park remains stable at around 150 individuals. Regular monitoring shows adequate food sources and nesting
This webinar provided an overview of the Common Core State Standards for librarians. It discussed how the standards are vertically aligned across grades and focus on higher-level thinking skills like analysis and evaluation. It explained how the standards emphasize research skills, informational texts, and interdisciplinary literacy. The webinar also showed how librarians can collaborate with teachers to develop lessons that meet standards and provided resources for librarians to learn more about aligning instruction with Common Core.
This document is the table of contents for the book "1001 Vocabulary and Spelling Questions". It is divided into 4 sections that cover synonyms, antonyms, verbal classification, analogies, vocabulary in context, and spelling. The book contains 1001 practice questions to help readers improve their vocabulary and spelling skills. It is designed to be used to supplement language arts instruction, prepare for exams, or as general practice to boost verbal abilities.
7th grade reading and math fcat 2.0 family nightTaleese
This document provides information about the 7th grade FCAT Reading and Math tests, including test format, content, sample questions, and preparation tips. The Reading test consists of two 70-minute sessions with 50-55 multiple choice questions each. The Math test also has two 70-minute sessions and includes multiple choice and gridded response questions testing categories like geometry, ratios, and statistics. Sample questions target skills like comparing/contrasting, cause/effect, and summarizing. Tips are provided for successful test taking and preparation.
This course helps students develop quality writing skills by explaining and identifying the steps involved in the writing process.
Five types of writing are examined-compare/contrast, argumentative, persuasive, narrative, and descriptive. The importance of proper grammar, punctuation, and spelling is highlighted.
Students also learn research techniques, as well as how to edit and revise their work.
SMARTHINKING writing professionals will carefully review and provide personal feedback to students for 5 graded essays and 7 essay drafts.
This document provides an overview of religious and educational developments in the United States between 1790-1860. It discusses the decline of strict Calvinism and rise of liberal religious movements like Deism and Unitarianism. It also describes the Second Great Awakening revival movement and growth of evangelical denominations. Additionally, it outlines the migration of Mormons to Utah under Brigham Young's leadership and the establishment of tax-supported public schools across the North.
This document discusses Charles Darwin and his views on women. It provides context on Darwin's family and the women in his life, including his mother Susannah Wedgwood Darwin and his wife Emma Wedgwood Darwin. It examines Darwin's correspondence with several notable women scientists and advocates of his time. The document also explores broader themes around feminism, the education of women, and the evolving roles and understanding of women in science during the 19th century.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
This webinar provided an overview of the Common Core State Standards for librarians. It discussed how the standards are vertically aligned across grades and focus on higher-level thinking skills like analysis and evaluation. It explained how the standards emphasize research skills, informational texts, and interdisciplinary literacy. The webinar also showed how librarians can collaborate with teachers to develop lessons that meet standards and provided resources for librarians to learn more about aligning instruction with Common Core.
This document is the table of contents for the book "1001 Vocabulary and Spelling Questions". It is divided into 4 sections that cover synonyms, antonyms, verbal classification, analogies, vocabulary in context, and spelling. The book contains 1001 practice questions to help readers improve their vocabulary and spelling skills. It is designed to be used to supplement language arts instruction, prepare for exams, or as general practice to boost verbal abilities.
7th grade reading and math fcat 2.0 family nightTaleese
This document provides information about the 7th grade FCAT Reading and Math tests, including test format, content, sample questions, and preparation tips. The Reading test consists of two 70-minute sessions with 50-55 multiple choice questions each. The Math test also has two 70-minute sessions and includes multiple choice and gridded response questions testing categories like geometry, ratios, and statistics. Sample questions target skills like comparing/contrasting, cause/effect, and summarizing. Tips are provided for successful test taking and preparation.
This course helps students develop quality writing skills by explaining and identifying the steps involved in the writing process.
Five types of writing are examined-compare/contrast, argumentative, persuasive, narrative, and descriptive. The importance of proper grammar, punctuation, and spelling is highlighted.
Students also learn research techniques, as well as how to edit and revise their work.
SMARTHINKING writing professionals will carefully review and provide personal feedback to students for 5 graded essays and 7 essay drafts.
This document provides an overview of religious and educational developments in the United States between 1790-1860. It discusses the decline of strict Calvinism and rise of liberal religious movements like Deism and Unitarianism. It also describes the Second Great Awakening revival movement and growth of evangelical denominations. Additionally, it outlines the migration of Mormons to Utah under Brigham Young's leadership and the establishment of tax-supported public schools across the North.
This document discusses Charles Darwin and his views on women. It provides context on Darwin's family and the women in his life, including his mother Susannah Wedgwood Darwin and his wife Emma Wedgwood Darwin. It examines Darwin's correspondence with several notable women scientists and advocates of his time. The document also explores broader themes around feminism, the education of women, and the evolving roles and understanding of women in science during the 19th century.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
This document discusses different approaches to analyzing written texts, including linguistic, biographical, and socio-cultural approaches. It provides details on each approach and strategies that can be used for linguistic analysis, such as examining word choice, sentence structure, figurative language, tone, and overall structure. The document also includes definitions of literary terms and provides rubrics for assignments analyzing a song through drawing, tableau, collage, poem, and music video.
Choosing and Preparing for Authentic AssessmentMart Enriquez
This document discusses choosing and preparing for authentic assessment. It explains that there is a broad range of assessment tools a teacher can use, and the most important consideration is the purpose of assessing. Analytic and holistic rubrics are described and examples are provided. The strengths of performance-based assessments using rubrics are explained. Constructing rubrics depends on the teacher's purpose for assessing students. Types of rubrics and examples are given.
Coco– 812012 Scoring for Journal Readings Point Sheet .docxmonicafrancis71118
Coco– 8/1/2012
Scoring for Journal Readings Point Sheet
(Journal Readings = 15% of final grade) Name
Article 1 2 3
EDU 6523
Criteria Very High
94 – 100
High
85 – 93
Average
75 – 84
Low
70 – 74
Very Low
0 – 69
Score
Q
u
a
li
ty
o
f
J
o
u
rn
a
l
A
rt
ic
le
S
e
le
c
te
d
The journal article is
clearly related to the
topic selected from
the list & published
within the past 4
years.
The journal article
is somewhat
related to the topic
selected&
published within
the past 4 years.
The journal article
is somewhat
related to the topic
selected but was
published more
than 4 years ago.
The article selected is
either not directly related
to the topic or was from a
source other than a
professional journal.
No article from
a professional
journal was
selected.
C
o
m
p
re
h
e
n
s
io
n
o
f
th
e
a
rt
ic
le
(p
a
g
e
1
)
The writer accurately,
clearly & concisely
shares information
that relates to the
topic. Supporting
details are included
that demonstrate an
understanding of the
major points
contained in the
article.
The writer
accurately & clearly
shares information
related to the topic.
A few supporting
details are included
that demonstrate
an understanding
of the major points
contained in the
article.
The writer shares
information related
to the topic but
with few
supporting details.
It is unclear
whether the writer
understands the
major points
contained in the
article.
The writer shares little
information related to the
topic. The writer may
inaccurately report some
facts or major points.
Nothing was
submitted that
indicates that
a journal
article was
read.
A
p
p
li
c
a
ti
o
n
t
o
t
h
e
C
la
s
s
ro
o
m
The writer
demonstrates a
thoughtful and clear
understanding of the
possible application,
effectiveness or
ineffectiveness of the
methods cited in the
article. Examples of
possible applications
in classroom are
given.
The writer
demonstrates a
clear
understanding of
the possible
application,
effectiveness or
ineffectiveness of
the methods cited
in the article. At
least one possible
application to the
classroom is given.
The writer
demonstrates
some
understanding of
the possible
application,
effectiveness or
ineffectiveness of
the methods cited
in the article. One
possible
application to the
classroom is
given.
The writer demonstrates
little understanding of the
possible application,
effectiveness or
ineffectiveness of the
methods cited in the
article. No possible
application to the
classroom is given.
No classroom
application
was
submitted.
S
c
h
o
la
rl
y
W
ri
ti
n
g
S
ty
le
&
M
e
c
h
a
n
ic
s
No spelling;
punctuation, or
grammar errors.
Scholarly, concise &
positi.
This document provides an overview of IELTS writing band descriptors and tips to improve task achievement, coherence and cohesion, lexical resource, and grammatical range. It discusses the four main writing criteria and common mistakes to avoid under each one. For task achievement, it emphasizes accurately analyzing graphs and selecting the most important details rather than every detail. For coherence and cohesion, it highlights using clear topic sentences and proper progression in paragraphs. For vocabulary, it encourages paraphrasing effectively and avoiding context errors. For grammar, it notes the difference between bands is accurate complex structures versus frequent mistakes. Overall, it stresses the importance of critical thinking, planning, and proofreading to write academically in the IELTS test.
The document provides information about MAP (Measures of Academic Progress) testing, including how to interpret student scores and develop instructional plans. It discusses the RIT scale used to measure student achievement, how to read different parts of the student report, typical RIT and Lexile ranges by grade level, and resources for using student data to design differentiated instruction plans.
Lineamientos evaluaciones departamento de inglés 2014 defustagiensu
The document provides guidelines for the English department's evaluation system for the 2014-2 semester. It outlines the skills that will be evaluated, including reading, grammar, listening, and writing, with an emphasis on writing different text types. It then gives criteria for evaluating writing, reading, grammar, and listening exams at different levels, including recommended question types and number of questions. Scoring rubrics are also included for evaluating writing and speaking exams.
What makes a good game localisation: players' perspective. 2016 study (Russia...Allcorrect Group
What do videogame players think about localisation? What do they care for - in text, voiceover and more? This presentation contains a summary of 2016 follow-up study of end users' localisation preferences in China and Russia, carried out by Allcorrect Group. Feedback welcome at order@allcorrectgames.com
Majan University College, Faculty of English Language Studies.docxwkyra78
Majan University College, Faculty of English Language Studies
Submission Deadline
Marks and Feedback
Before 6pm on:
31/05/2020
15 working days after deadline (All Levels)
09/06/2020
Module title & code
English for General Reading and Writing (EGRW) OMG 14-0
Assignment number and title
Assessment -2, End of Semester
Assessment type
AssignmentWeighting of assessment
50%
Module learning outcomes
1.To understand the basic and supporting information and structural aspects of different types of written texts on the basis of their linguistic elements, structure and purpose.
2. Demonstrate the ability to use linguistic elements such as appropriate words, phrases and linkers to construct different types of short written texts using the basic information, supporting information, situation and purpose.
What am I required to do in this assignment?
JSR Answer all the tasks as per the instruction given
Section 1: Creative writing
a. Use the following points as a tool to plan and draft a story. (10 marks)
1. Title of the story -
2. Characters in the story -.
3. Setting -
4. Beginning of the story -
5. Important dialogues -
6. Problems/complication in the story -
7.
Solution
to the problems in the story -
8. Unexpected incident/ event -
9. Ending of the story -
10. Moral of the story –
b. Narrate the story in 250 words using the drafted points. (20 marks)
To complete this task organize the drafted points to narrate an interesting story in 4 paragraphs. These 4 paragraphs should include an introduction, 2 body paragraphs and a conclusion paragraph.
Section 2: Personal essay writing (20 marks)
Describe your personal experience of travelling to a place in Oman or outside the country in 250 words.
Write this personal essay in 4 paragraphs with an introduction, 2 paragraphs of body and a conclusion. You may include points like describing the place, your personal experience and some suggestions through your experience.
Deliverables
Submission
The final version of the assessment must be submitted online via MOVE.
At the time of submission, you need to make sure that the assignment is your own.
Is there a word limit (Number of Words ± 10%)?
Section 1: Creative writing -250 words (+/- 10%)
Section 2: Personal essay writing – 250 words (+/- 10%)
What do I need to do to pass? (Threshold Expectations)
In order to pass, you need to:
· Demonstrate the bility to use appropriate words, phrases and linkers to develop a free flow of thought in the written work.
· Show the skills of narrating a story and writing a personal experience on your own.
How do I produce high quality work that merits a higher grade?
You need to do the following to produce high quality work that merits a higher grade:
· Follow the structure of the writing skills taught in the class for both the questions.
· Language should be accurate and free from grammatical errors.
· Organise the information and write clearly in appropriate writing sty.
This document discusses the importance of reading aloud. It notes that reading is a complex skill involving many components like decoding, vocabulary, comprehension, and fluency. While some argue certain factors like intelligence or visual problems cause reading difficulties, evidence shows these claims are unsupported. The document emphasizes that all languages are not equal in difficulty and it takes English students longer to become fluent readers. It argues comprehension depends on reading speed and fluency. The document advocates making reading engaging for students and practicing fluency through listening to improve reading abilities.
This document contains a summative assessment for an English course. It consists of four parts - reading, writing, listening, and speaking - worth varying point values. The reading section contains a passage and 10 multiple choice questions about it. The writing prompt asks students to imagine writing their autobiography for a contest. The listening section will play a video twice with 10 multiple choice questions. Finally, the speaking section asks students to do a 4-minute role play of an important play in groups of 5 and will be evaluated on fluency, body language, content, form, and task completion. Rubrics are provided to score the writing and speaking sections.
The document discusses various methods for assessing second language speaking ability. It describes 6 basic types of speaking tasks: imitative, intensive, responsive, interactive, and extensive. Intensive tasks include directed response, read-aloud, sentence/dialogue completion, picture cues, and translation. Responsive tasks involve question-answer exchanges. The document provides examples and considerations for different task types and discusses challenges in separating speaking from listening skills during assessment.
PENTAKSIRAN TINGKATAN 1 ENGLISH MARKING SCHEME 2015ctmai
Section A provides a marking scheme for 10 multiple choice questions about an English language test. Section B lists career choices and extracurricular activities in response to 10 multiple choice questions. Section C contains true/false and short answer questions about a book fair, including information on performances, contests, and author meet-ups. The document concludes with a scoring rubric to assess responses in bands from excellent to very weak based on fulfillment of task requirements, idea development, organization, language use, and writing mechanics.
The IELTS scoring system ranges from 1 to 9 bands. A band 9 score indicates native-speaker ability while lower scores down to band 1 indicate minimal or non-existent language ability. Scores are reported in whole or half bands based on averaging performance across four skills. Writing is scored out of 9 based on task achievement, coherence, vocabulary, and grammar, while speaking considers fluency, pronunciation, vocabulary, and grammar. Achieving a high score requires accurate use of complex grammar and vocabulary while still maintaining clear communication.
The document outlines how a student's grade in Human Geography is calculated, with 25% each coming from tests and quizzes and notebooks and Cornell notes, 20% each from projects and essays/readings/paragraphs, and 10% from work habits and citizenship. It also provides a grading rubric for the interactive notebook that evaluates completeness, organization, use of color/diagrams, and understanding of content based on points earned in different categories from advanced to far below basic. The letter grades corresponding to point ranges from 100-90 for an A to below 60 for an F are listed at the top.
The document provides instructions for an assignment to create an e-portfolio reflecting on graded assignments from a module. Students are asked to include reflective entries on their learning outcomes and capabilities for each assignment, as well as photos and descriptions of their learning process for essay writing and oral presentations. The e-portfolio will be assessed based on choice of artifacts, written reflections demonstrating growth, use of multimedia, clarity of captions, navigation, formatting, and writing mechanics. It should be submitted through a blog.
Definition of MLA FormatThe MLA format is a series of rules an.docxsimonithomas47935
Definition of MLA Format
The MLA format is a series of rules and guidelines for writers that have been used since 1985. The writing style prevents plagiarism and allows readers to easily access the sources cited by authors. Because the MLA writing style does not accommodate scientific and technical publications, it is primarily used in the humanities with subjects including the arts, media, literature, and social science.
MLA Format Guidelines
· Double-space the text of your paper.
· 1 inch margins
· Font size should be 12 pt.
· Choose a legible font such as Arial, Lucida, or Times New Roman.
· Leave only one space after periods or other punctuation marks.
· First line of paragraphs should be indented one half-inch from the left margin.
· Page number in upper right-hand corner.
MLA Format example of a first page.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the.
What is Good Localization? | Yulia MolostovaJessica Tams
Yulia Molostova from Allсorrect presented research on game localization quality in Russia and China. The research involved surveys of over 8,500 respondents total. Key findings included: 1) Over 50% of players will stop playing and tell others about games with poor localization. 2) Around 60% would pay more for better localization. 3) 70-90% of players prefer localized games regardless of English level. Spelling/grammar errors force 16-27% to stop depending on market. Voiceover quality also greatly impacts experience. Developers were advised to allow more time and context for localizers.
This document provides guidance on effective PowerPoint presentations. It discusses advantages like employing visual aids and incorporating different media. Disadvantages include presentations dominating over speaker ideas. Proper planning is important, including understanding why, how, when to use PowerPoint. Formatting tips include using limited colors, readable text sizes, and simple graphs. Speakers should enhance but not replace their ideas. Effective listeners focus on messages over styles.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This document discusses different approaches to analyzing written texts, including linguistic, biographical, and socio-cultural approaches. It provides details on each approach and strategies that can be used for linguistic analysis, such as examining word choice, sentence structure, figurative language, tone, and overall structure. The document also includes definitions of literary terms and provides rubrics for assignments analyzing a song through drawing, tableau, collage, poem, and music video.
Choosing and Preparing for Authentic AssessmentMart Enriquez
This document discusses choosing and preparing for authentic assessment. It explains that there is a broad range of assessment tools a teacher can use, and the most important consideration is the purpose of assessing. Analytic and holistic rubrics are described and examples are provided. The strengths of performance-based assessments using rubrics are explained. Constructing rubrics depends on the teacher's purpose for assessing students. Types of rubrics and examples are given.
Coco– 812012 Scoring for Journal Readings Point Sheet .docxmonicafrancis71118
Coco– 8/1/2012
Scoring for Journal Readings Point Sheet
(Journal Readings = 15% of final grade) Name
Article 1 2 3
EDU 6523
Criteria Very High
94 – 100
High
85 – 93
Average
75 – 84
Low
70 – 74
Very Low
0 – 69
Score
Q
u
a
li
ty
o
f
J
o
u
rn
a
l
A
rt
ic
le
S
e
le
c
te
d
The journal article is
clearly related to the
topic selected from
the list & published
within the past 4
years.
The journal article
is somewhat
related to the topic
selected&
published within
the past 4 years.
The journal article
is somewhat
related to the topic
selected but was
published more
than 4 years ago.
The article selected is
either not directly related
to the topic or was from a
source other than a
professional journal.
No article from
a professional
journal was
selected.
C
o
m
p
re
h
e
n
s
io
n
o
f
th
e
a
rt
ic
le
(p
a
g
e
1
)
The writer accurately,
clearly & concisely
shares information
that relates to the
topic. Supporting
details are included
that demonstrate an
understanding of the
major points
contained in the
article.
The writer
accurately & clearly
shares information
related to the topic.
A few supporting
details are included
that demonstrate
an understanding
of the major points
contained in the
article.
The writer shares
information related
to the topic but
with few
supporting details.
It is unclear
whether the writer
understands the
major points
contained in the
article.
The writer shares little
information related to the
topic. The writer may
inaccurately report some
facts or major points.
Nothing was
submitted that
indicates that
a journal
article was
read.
A
p
p
li
c
a
ti
o
n
t
o
t
h
e
C
la
s
s
ro
o
m
The writer
demonstrates a
thoughtful and clear
understanding of the
possible application,
effectiveness or
ineffectiveness of the
methods cited in the
article. Examples of
possible applications
in classroom are
given.
The writer
demonstrates a
clear
understanding of
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This document provides an overview of IELTS writing band descriptors and tips to improve task achievement, coherence and cohesion, lexical resource, and grammatical range. It discusses the four main writing criteria and common mistakes to avoid under each one. For task achievement, it emphasizes accurately analyzing graphs and selecting the most important details rather than every detail. For coherence and cohesion, it highlights using clear topic sentences and proper progression in paragraphs. For vocabulary, it encourages paraphrasing effectively and avoiding context errors. For grammar, it notes the difference between bands is accurate complex structures versus frequent mistakes. Overall, it stresses the importance of critical thinking, planning, and proofreading to write academically in the IELTS test.
The document provides information about MAP (Measures of Academic Progress) testing, including how to interpret student scores and develop instructional plans. It discusses the RIT scale used to measure student achievement, how to read different parts of the student report, typical RIT and Lexile ranges by grade level, and resources for using student data to design differentiated instruction plans.
Lineamientos evaluaciones departamento de inglés 2014 defustagiensu
The document provides guidelines for the English department's evaluation system for the 2014-2 semester. It outlines the skills that will be evaluated, including reading, grammar, listening, and writing, with an emphasis on writing different text types. It then gives criteria for evaluating writing, reading, grammar, and listening exams at different levels, including recommended question types and number of questions. Scoring rubrics are also included for evaluating writing and speaking exams.
What makes a good game localisation: players' perspective. 2016 study (Russia...Allcorrect Group
What do videogame players think about localisation? What do they care for - in text, voiceover and more? This presentation contains a summary of 2016 follow-up study of end users' localisation preferences in China and Russia, carried out by Allcorrect Group. Feedback welcome at order@allcorrectgames.com
Majan University College, Faculty of English Language Studies.docxwkyra78
Majan University College, Faculty of English Language Studies
Submission Deadline
Marks and Feedback
Before 6pm on:
31/05/2020
15 working days after deadline (All Levels)
09/06/2020
Module title & code
English for General Reading and Writing (EGRW) OMG 14-0
Assignment number and title
Assessment -2, End of Semester
Assessment type
AssignmentWeighting of assessment
50%
Module learning outcomes
1.To understand the basic and supporting information and structural aspects of different types of written texts on the basis of their linguistic elements, structure and purpose.
2. Demonstrate the ability to use linguistic elements such as appropriate words, phrases and linkers to construct different types of short written texts using the basic information, supporting information, situation and purpose.
What am I required to do in this assignment?
JSR Answer all the tasks as per the instruction given
Section 1: Creative writing
a. Use the following points as a tool to plan and draft a story. (10 marks)
1. Title of the story -
2. Characters in the story -.
3. Setting -
4. Beginning of the story -
5. Important dialogues -
6. Problems/complication in the story -
7.
Solution
to the problems in the story -
8. Unexpected incident/ event -
9. Ending of the story -
10. Moral of the story –
b. Narrate the story in 250 words using the drafted points. (20 marks)
To complete this task organize the drafted points to narrate an interesting story in 4 paragraphs. These 4 paragraphs should include an introduction, 2 body paragraphs and a conclusion paragraph.
Section 2: Personal essay writing (20 marks)
Describe your personal experience of travelling to a place in Oman or outside the country in 250 words.
Write this personal essay in 4 paragraphs with an introduction, 2 paragraphs of body and a conclusion. You may include points like describing the place, your personal experience and some suggestions through your experience.
Deliverables
Submission
The final version of the assessment must be submitted online via MOVE.
At the time of submission, you need to make sure that the assignment is your own.
Is there a word limit (Number of Words ± 10%)?
Section 1: Creative writing -250 words (+/- 10%)
Section 2: Personal essay writing – 250 words (+/- 10%)
What do I need to do to pass? (Threshold Expectations)
In order to pass, you need to:
· Demonstrate the bility to use appropriate words, phrases and linkers to develop a free flow of thought in the written work.
· Show the skills of narrating a story and writing a personal experience on your own.
How do I produce high quality work that merits a higher grade?
You need to do the following to produce high quality work that merits a higher grade:
· Follow the structure of the writing skills taught in the class for both the questions.
· Language should be accurate and free from grammatical errors.
· Organise the information and write clearly in appropriate writing sty.
This document discusses the importance of reading aloud. It notes that reading is a complex skill involving many components like decoding, vocabulary, comprehension, and fluency. While some argue certain factors like intelligence or visual problems cause reading difficulties, evidence shows these claims are unsupported. The document emphasizes that all languages are not equal in difficulty and it takes English students longer to become fluent readers. It argues comprehension depends on reading speed and fluency. The document advocates making reading engaging for students and practicing fluency through listening to improve reading abilities.
This document contains a summative assessment for an English course. It consists of four parts - reading, writing, listening, and speaking - worth varying point values. The reading section contains a passage and 10 multiple choice questions about it. The writing prompt asks students to imagine writing their autobiography for a contest. The listening section will play a video twice with 10 multiple choice questions. Finally, the speaking section asks students to do a 4-minute role play of an important play in groups of 5 and will be evaluated on fluency, body language, content, form, and task completion. Rubrics are provided to score the writing and speaking sections.
The document discusses various methods for assessing second language speaking ability. It describes 6 basic types of speaking tasks: imitative, intensive, responsive, interactive, and extensive. Intensive tasks include directed response, read-aloud, sentence/dialogue completion, picture cues, and translation. Responsive tasks involve question-answer exchanges. The document provides examples and considerations for different task types and discusses challenges in separating speaking from listening skills during assessment.
PENTAKSIRAN TINGKATAN 1 ENGLISH MARKING SCHEME 2015ctmai
Section A provides a marking scheme for 10 multiple choice questions about an English language test. Section B lists career choices and extracurricular activities in response to 10 multiple choice questions. Section C contains true/false and short answer questions about a book fair, including information on performances, contests, and author meet-ups. The document concludes with a scoring rubric to assess responses in bands from excellent to very weak based on fulfillment of task requirements, idea development, organization, language use, and writing mechanics.
The IELTS scoring system ranges from 1 to 9 bands. A band 9 score indicates native-speaker ability while lower scores down to band 1 indicate minimal or non-existent language ability. Scores are reported in whole or half bands based on averaging performance across four skills. Writing is scored out of 9 based on task achievement, coherence, vocabulary, and grammar, while speaking considers fluency, pronunciation, vocabulary, and grammar. Achieving a high score requires accurate use of complex grammar and vocabulary while still maintaining clear communication.
The document outlines how a student's grade in Human Geography is calculated, with 25% each coming from tests and quizzes and notebooks and Cornell notes, 20% each from projects and essays/readings/paragraphs, and 10% from work habits and citizenship. It also provides a grading rubric for the interactive notebook that evaluates completeness, organization, use of color/diagrams, and understanding of content based on points earned in different categories from advanced to far below basic. The letter grades corresponding to point ranges from 100-90 for an A to below 60 for an F are listed at the top.
The document provides instructions for an assignment to create an e-portfolio reflecting on graded assignments from a module. Students are asked to include reflective entries on their learning outcomes and capabilities for each assignment, as well as photos and descriptions of their learning process for essay writing and oral presentations. The e-portfolio will be assessed based on choice of artifacts, written reflections demonstrating growth, use of multimedia, clarity of captions, navigation, formatting, and writing mechanics. It should be submitted through a blog.
Definition of MLA FormatThe MLA format is a series of rules an.docxsimonithomas47935
Definition of MLA Format
The MLA format is a series of rules and guidelines for writers that have been used since 1985. The writing style prevents plagiarism and allows readers to easily access the sources cited by authors. Because the MLA writing style does not accommodate scientific and technical publications, it is primarily used in the humanities with subjects including the arts, media, literature, and social science.
MLA Format Guidelines
· Double-space the text of your paper.
· 1 inch margins
· Font size should be 12 pt.
· Choose a legible font such as Arial, Lucida, or Times New Roman.
· Leave only one space after periods or other punctuation marks.
· First line of paragraphs should be indented one half-inch from the left margin.
· Page number in upper right-hand corner.
MLA Format example of a first page.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the.
What is Good Localization? | Yulia MolostovaJessica Tams
Yulia Molostova from Allсorrect presented research on game localization quality in Russia and China. The research involved surveys of over 8,500 respondents total. Key findings included: 1) Over 50% of players will stop playing and tell others about games with poor localization. 2) Around 60% would pay more for better localization. 3) 70-90% of players prefer localized games regardless of English level. Spelling/grammar errors force 16-27% to stop depending on market. Voiceover quality also greatly impacts experience. Developers were advised to allow more time and context for localizers.
This document provides guidance on effective PowerPoint presentations. It discusses advantages like employing visual aids and incorporating different media. Disadvantages include presentations dominating over speaker ideas. Proper planning is important, including understanding why, how, when to use PowerPoint. Formatting tips include using limited colors, readable text sizes, and simple graphs. Speakers should enhance but not replace their ideas. Effective listeners focus on messages over styles.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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2. November 7, 2011
• Please gather in groups of 8 – do not move chairs.
Each group should have white boards and
markers, as well as a paper towel.
• Appoint two people to be recorders and two
people to be spokeswomen.
• The remaining group members will be active
participants by contributing ideas and watching
the time.
• League members are requested to sit separately as
you will be moving about the room throughout
the afternoon.
5. Georgia Eight Grade Writing Assessment
The purpose of the 8th Grade
Writing Assessment is to assess
student achievement in the
Georgia Performance Standards
in writing and to improve writing
and writing instruction. The 8th
Grade Writing Assessment
provides predictive information
to eighth graders about their
future writing performance in
advance of taking the Georgia
High School Writing Test
(GHSWT)
Taken from Cobb County Schools Web Site
6. •Assessment is based on a scaled score.
•The scale score range for the Grade 8 Writing
Assessment is 100 to 350. Writing scores are also
reported in the following performance levels:
•Does Not Meet - (100 – 199) = 73% or less
•Meets - ( 200 – 249) = 74% - 79%
•Exceeds – ( 250 – 350) = 80%+
•Taken from Cobb County Schools Web Site
7. •Will demonstrate limited focus on the assigned topic or genre
and may lack an introduction or conclusion
•A controlling idea may be unclear, or the controlling idea
may not address the assigned genre.
•Development of the topic is minimal, and supporting
ideas are listed rather than developed.
•Ideas may not be grouped or sequenced appropriately, and
transitions may be lacking.
8. •The writing shows little awareness of audience or reader
concerns.
•Word choice and sentences are simple and/or repetitive.
•The writer’s voice is inconsistent or not apparent.
•Frequent errors in sentence formation, usage, and mechanics
may interfere with or obscure meaning.
•Demonstration of competence may be limited by the brevity of
the response.
9. Meets the Standard
Writing samples that meet the standard are generally focused on
the assigned topic and genre, and contain a clear
introduction, body and conclusion.
Expository compositions have a controlling idea that explains or
describes the assigned topic.
Persuasive compositions have a clear position on the assigned
topic.
Supporting ideas are relevant and developed with some examples
and details, but some parts of the paper may be more developed
than others.
10. Meets the Standard
Ideas are presented in a clear sequence. Related ideas are grouped
together and connected with some transitions.
Word choice is generally engaging, and there is some variation in
sentence length and structure.
The writer’s voice is clear, and the writing shows awareness of the
audience.
Sentence formation, usage, and mechanics are generally
correct, and errors do not interfere with meaning.
The text is of sufficient length to demonstrate effective writing
skills.
11. Writing samples that exceed the standard are consistently focused
on the assigned topic, genre, and audience, and have an effective
introduction, body, and conclusion.
Expository compositions have a clear controlling idea that fully
explains or describes the assigned topic.
Persuasive compositions have a well developed controlling idea
that establishes the validity of the writer’s position.
Supporting ideas are relevant and fully elaborated with specific
examples and details that address reader concerns.
Ideas are logically grouped and sequenced within paragraphs
and across parts of the paper.
12. Varied transitional elements are used to connect ideas.
Word choice is varied and precise throughout the response, and
sentences are varied in length and structure.
The writer’s voice is distinctive, and the writer demonstrates
sustained attention to the audience in the introduction, body, and
conclusion.
Sentence formation, usage, and mechanics are consistently
correct in a variety of contexts.
Errors are minor and infrequent.
The text is of sufficient length to demonstrate effective writing
skills in a variety of contexts.
13. DNM –
Lacking, limited, inconsistent, unclear, unaware, e
rrors
M–
general, some, somewhat, generally, sufficient, mi
nor errors
Ex- consistent, effective, well developed, fully
elaborated, varied & precise, distinctive, minimal
14. 8th Grade Writing Exam is also scored based on individual
domains. The domain scoring ranges from scores of 0-5. The
domain areas are:
Ideas – controlling idea, supporting details
Organization – logical plan
Style – purpose, assigned genre, word choice
Conventions- sentence structure, grammar, punctuation.
Taken from Cobb County Schools Web Site
Don’t ask how they get from a 0 – 5 point scale to a scaled score of 100 – 350. It’s a mystery unknown to man.
15. •Total 8th grade student population taking exam
•420 (211 boys) (209 girls)
•Total 8th grade student population in exceeds category
•42 (14 boys) (28 girls)
•6% of boys with exceeds scores
•13% of girls with exceeds scores
16. •78% of total school population scored in the Meets category.
•Out of 420 students
•161 of boys scored in the meets category
•167of girls scored in the meets category
•79% of population of girls scored in meets
•76% of population of boys scored in meets
•This means over ¾ of total population just does o.k.
•WE NEED EXCEEDS!
17. Lovinggood Middle School 8th Grade Writing Scores
90.0
P
e 80.0
r 70.0
c
60.0
e
n 50.0 Series1
t 40.0 Series2
30.0
T
o 20.0
t 10.0 2009 Data
Series2
a
.0 2010 Data
l
s Series1
Percent in PL1
Percent in PL2
Percent in PL3
Levels of Performance - Does Not Meet, Meets, Exceeds
18. •Total 8th grade population scheduled to take
writing exam
•397 (approx.) (209 boys) (188 girls)
To achieve same percentage of exceeds scores, we
will have to do it with 21 less girls and 4 less boys.
Goal – increase exceeds percentage from 13% to
20% for girls.
- increase exceeds percentage from 6% to 15%
for boys.
19. •That means……
•At least 36 out of 188 girls will need to score in exceeds
category on the writing exam.
•At least 31 out of 209 boys will need to score in exceeds
category on the writing exam.
•BUT, WE WANT MORE!
•WE CAN DO IT!
20. W – Write with vivid verbs
O – Open with a hook
M – Make it believable
A – Always close with a restatement
N – Note the time
21. Remember your brush strokes and
literary devices. Don’t use the same old
boring verbs. Mix it up. Remember “said is dead.”
What fabulous vocabulary can you impart?
25. •Use a statement
•Use a description
•Use a statistic or fact
•Use dialogue
•Use a rhetorical question
•Use a quotation
•Use an unusual detail
26. Idling in an unending
line of smog infested
cars, Mrs. Brown waited
to pick up Molly, once
again asking herself
“Why don’t I just make
her ride the bus?”
28. Did you know that 72
percent of Emperor
Penguins dance as
part of their daily
exercise ritual?
29. “Give me your tired, your
poor,
Your huddled masses
yearning to breathe free;
The wretched refuse of
your teeming shore,
Send these, the
homeless,
Tempest-tossed to me
I lift my lamp beside the
golden door!”
30. Make up questions to consider before you write.
Grey squirrel 1. How many grey squirrels get hit by cars in suburban
neighborhoods each year?
2. How far can red squirrels fly when they leave the tree limb?
3. What do the local park rangers have to say about the grey
squirrel populations at the park?
4. Are red squirrels native to the USA?
Believable Answers to made up questions
1. 67.4% of all grey squirrels meet their
demise by being on the business end
Red Squirrel
of a motor vehicle.
2. Red squirrels are able to soar over 6
feet when they expand the skin flap
between their front and rear legs. This allows them to move
through high tree tops and avoid predators on the ground.
3. Ranger Ron said in a recent interview “Grey squirrel populations
have gotten so high that their existence has made it hard for patrons
to enjoy the picnic areas. Something needs to be done to control
them.”
4. Red squirrels are native to coniferous forests in England, Scotland
and Norway, and can be found at higher elevations in Ireland.
33. •Remember it is just as important to end a paper strongly
as it is to begin one. You can do this by reminding the
reader what the paper was about.
Here are some ideas:
• Bring back some idea from your introduction
• Summarize your thoughts
• Ask a question
• Give a charge or Call to Action for a persuasive
34. You will have 100 minutes. You should take all of that time.
Here is the “suggested” time line, but yours can vary slightly.
•Prewrite – 15 minutes (Think about the topic, brain storm
ideas/supporting details, believable facts, etc).
•Draft – 35 minutes (Write your first draft. Include specific information
about the topic & make sure you are staying on topic).
•Revise – 20 minutes (Read back through your paper to make
corrections. Look at your word choice, can you make your transitions
better, did you address the appropriate audience, etc).
•Prepare Final Draft – 20 minutes (On the correct form, write your final
draft incorporating the corrections & changes you made in your
revisions).
•Proof – 10 minutes (Take the last few minutes to read your final draft
and do any little tweaking that needs to be done. You don’t have time to
start over, so don’t make big changes).
35. Expository Writing Persuasive Writing
-Introduction -Introduction
-Descriptive information -Supporting reasons
-Conclusion -Conclusion
-Introduction -Argument
-Description of events in -Address Counter argument
chronological order -Conclusion
-Conclusion
-Introduction -Introduction
-Comparison/contrast -One side of the issue
-Conclusion -Another side of the issue
-Conclusion
-Introduction
-Anecdote illustrating position
-Conclusion
36. Demonstrating Demonstrating Awareness
Awareness of the of the Persuasive Purpose
Expository Purpose
Establishes a clear
Establishes a clear position on the issue
controlling idea on the Provides relevant
assigned topic supporting ideas
Provides relevant Selects convincing details
details that explain or and examples appropriate
describe the writer’s to the audience assigned in
topic the writing prompt.
Defines any Anticipates and
technical terms the addresses reader concerns
reader may not know and counter-arguments
37. Weight of Domains
Scoring Domain Weight % of total
Domain score
Ideas 2 x raters’ scores 40%
Organization 1 x raters’ scores 20%
Style 1 x raters’ scores 20%
Conventions 1 x raters’ scores 20%
37
38. What Expository Writing Is and Is Not
An effective expository composition . . . An effective expository composition is
NOT:
Establishes a clear controlling idea Copying words or information from the
writing topic
Uses clear, complete descriptions and/or A list of facts, a story, and/or personal
explanations to develop the controlling idea anecdotes that are unrelated to the topic
Contains an appropriate organizational A response in which ideas are not
strategy for the purpose of explanation, presented in logical order
description, comparison and contrast, or
problem and solution
Is multi-paragraph writing A single paragraph
Fully develops the controlling idea with Formulaic writing or a repetitive, standard
specific details and examples five-paragraph formula that overshadows
the information instead of explaining it
Blends personal experience and knowledge An encyclopedic coverage of facts or an
to inform the reader about the topic abundance of facts that are unrelated to
the topic 38
39. What Expository Writing Is and Is Not
An effective expository composition . . . An effective expository composition is
NOT:
Uses a lively writing voice that develops the Flat, uninteresting writing
reader's interest
Uses engaging language and varied An essay that contains imprecise language
sentences and little sentence variety
Introduces the reader to the topic, fully Writing that provides information without
develops the topic, and provides a sense of introducing, developing, and/or concluding
closure the topic
May contain a short narrative in the Writing that consists entirely of a story that
introduction to engage the audience does not inform the audience about the
topic
Contains correct sentences, usage, Incorrect sentences, usage, grammar, and
grammar, and spelling that make the spelling that distract the reader from the
writer's ideas understandable writer's ideas
39
40. What Persuasive Writing Is and Is Not
An effective persuasive composition . . . An effective persuasive composition is NOT:
Clearly establishes a position on the issue Copying words or information from the writing topic
Fully develops an argument with specific details and Formulaic writing or a repetitive, standard five-
examples paragraph formula that repeats the writer’s position
and supporting reasons
Defends the writer’s position with relevant evidence A list of irrelevant ideas or supporting ideas that are
that is appropriate for the audience identified in the inappropriate for the audience identified in the writing
writing topic topic
Demonstrates that the writer can anticipate and Writing that fails to consider the audience’s position
counter the audience’s position on the issue on an issue
Uses specific facts, personal experience and A list of facts, a story, and/or personal anecdotes that
knowledge, and/or statistics to support the writer’s are unrelated to the writer’s position
position
Includes appeals to logic and/or emotion A chance for the writer to simply vent about a topic
Contains an organizational structure appropriate for
persuasion
40
41. What Persuasive Writing Is and Is Not
An effective persuasive composition . . . An effective persuasive composition is
NOT:
Contains an organizational structure Writing in which ideas are presented in an
appropriate for persuasion illogical or confusing order
Is multi-paragraph writing that supports a A single paragraph
specific side of an issue
Uses appropriate writing voice to engage the Flat, uninteresting writing
reader
Uses precise language and varied An essay that contains imprecise language
sentences and little sentence variety
Introduces the reader to the issue, fully Writing that presents ideas without
develops a position, and provides a sense of introducing, developing, and/or providing
closure closure
May contain a short narrative in the A story that does not address the persuasive
introduction or a skillful extended narrative purpose of the topic
that supports the writer’s position
Contains correct sentences, usage, Incorrect sentences, usage, grammar, and
grammar, and spelling that make the writer's spelling that distract the reader from the
ideas understandable writer's ideas
41
42. Sample Expository Writing Topic
Writing Situation: In order to save money, your principal is thinking
about canceling all field trips for the remainder of the year.
Directions for Writing: Write an expository essay explaining why
fieldtrips are an important educational experience. Be sure to
include important facts & details.
42
43. Sample Persuasive Writing Topic
Writing Situation: In order to save money, your principal is thinking
about canceling all field trips for the remainder of the year.
Directions for Writing: Write an essay persuading her to allow
students to continue attending field trips. Use specific reasons and
examples to support your response.
43
44. Sample Expository Writing Topic
Writing Situation: Childhood obesity is a real problem in America.
As a way to help combat this, school cafeterias are being
challenged to change their menu selections to include
healthier, non-processed foods.
Directions for Writing: Write an expository essay suggesting a
healthy menu you would like to see offered in our cafeteria.
44
45. Sample Persuasive Writing Topic
Writing Situation: Childhood obesity is a real problem in America. As
a way to help combat this, school cafeterias are being challenged
to change their menu selections to include healthier, non-processed
foods.
Directions for Writing: Write an editorial for the local paper arguing
whether or not school lunches should be reformed. Be sure to
include specifics to support your argument.
45
46. Sample Expository Writing Topic
Writing Situation: Your school is going to add new connections
classes next year. The choices include drafting, self defense, wood
shop, or dance.
Directions for Writing: Write a letter to your principal to explain
which of these classes would be the best selection. Be sure to
provide support for your explanation.
46
47. Sample Persuasive Writing Topic
Writing Situation: Your school is going to add new connections
classes next year. The choices include drafting, self defense, wood
shop, or dance.
Directions for Writing: Write an essay persuading the committee to
select a specific class. Be sure to provide statistics and evidence to
support your argument.
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48. Sample Expository Writing Topic
Writing Situation: Many of the schools in Cobb County went to
required school uniforms this year. The school board is discussing
whether or not to make this a county wide policy.
Directions for Writing: Write a report to the school board explaining
the pros/cons of school uniforms.
49. Sample Persuasive Writing Topic
Writing Situation: Many of the schools in Cobb County went to
required school uniforms this year. The school board is discussing
whether or not to make this a county wide policy.
Directions for Writing: Write a speech to present to the school board
arguing either for or against the move to uniform all students.
50. Writing Situation: Everyone has thought
Get into groups with about what it would be like to travel through
elbow partners and time and visit the past or the future.
talk about these
papers as they appear Directions for Writing: Before you begin
writing, think about where and when in time
on the screen. Decide you would like to travel and why you would
on the four domains like to go there.
what score the paper
Now write an essay telling where you would
would receive. To like to go in time and explaining why you
the right is the topic would like to visit there. Support your ideas
information. with specific examples and details.
61. Competition
For Lovinggood, one in every three men failed the
writing test, where one in every ten ladies failed.
Let’s keep up the good work! The men don’t have to
fail; we just have to do better than they do! Our goal is
to see more ladies in the exceeds standards group this
year.
It is my challenge & expectation that every young lady
sitting in this room today will exceed on the writing
test.
The group that shows the greatest improvement on the
writing test (moving from does not meet to meets
and/or from meets to exceeds) will be rewarded in the
spring after scores come back.
62.
63. We are quietly going
to go and join the
rest of the ladies to
hear some
inspirational words
and music by local
talent. Please stack
chairs in stacks of 8
each before leaving.
Pick up all trash and
move quietly to the
café.
Editor's Notes
It is important that when you are writing in these types of testing situations, that you work to make it believable. You won’t have time to research the topic, so you have to make up believable facts & statistics, quotes and expert testimony to make the reader believe what you are saying. Take the squirrel – What do you know about squirrels? What if you were forced to write a formal essay about them? What would you say?You must come up with ideas and support for those ideas.