Writing assessment
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This document discusses different types of writing. It describes informative writing as having a single subject, using specific language, containing new information and facts, and teaching the reader. Expressive/narrative writing expresses personal feelings. Persuasive writing aims to convince the reader. It also outlines the three stages of the writing process: prewriting, writing, and post-writing where students share their work.
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This document discusses methodology for language learning and outlines topics and skills covered in an English language course. It emphasizes intrinsic motivation for learning and developing strategic competence. Key language skills covered include oral and written communication, as well as culture. Specific topics range from self, family, hobbies to travel. Each chapter focuses on grammar, speaking, writing, and reading/listening. An evaluation notes the grammar could be more cohesive with texts and the teacher's book provides useful guidance.
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3. Synonyms and antonyms are given for words related to elders' wisdom, and readers are tasked to form correct pairs from the options given. Examples of elders' wisdom are also requested.
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Description involves using vivid language to engage the five senses and allow readers to experience the subject through sight, sound, smell, touch, and taste. There are two types of description - objective, which is straightforward and unbiased, and subjective, which aims to elicit an emotional response. Descriptive writing uses both denotations and connotations, or emotionally charged words. When describing a subject, writers should choose the subject, determine the purpose and audience, use prewriting to generate sensory details, focus on a dominant impression, select supporting details, and employ vivid language and varied sentence structure to fully immerse readers.
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The document discusses understanding texts rhetorically by examining how they convey persuasive messages, address audiences, and operate within contexts. It defines rhetoric as discerning strategies to convince audiences, and notes the importance of understanding rhetoric gives people power over what they choose to believe. Common examples of rhetoric include editorials, song lyrics, essays, and visual elements in movies, ads, and more.
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This document discusses rhetoric and the rhetorical triangle of ethos, pathos, and logos. It defines each element of the rhetorical triangle. Ethos refers to the credibility of the communicator, pathos refers to appealing to the emotions of the audience, and logos refers to using facts and data to support an argument. The document traces the origins of rhetoric back to Ancient Greece and Aristotle. It notes that while communication methods have changed, effective persuasion still relies on establishing ethos, appealing to pathos, and using logos.
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The document summarizes Aristotle's rhetoric and its key components. It discusses three types of proof in rhetoric - logical, ethical, and emotional. Logical proof uses enthymemes and examples to draw conclusions. Ethical proof establishes the speaker's credibility through intelligence, character, and goodwill. Emotional proof involves triggering audience emotions like anger, fear, and admiration. It also briefly outlines Aristotle's five canons of rhetoric: invention, arrangement, style, delivery, and memory. The critique notes issues like lack of precision in Aristotle's terms and assumptions about audiences.
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Multiples intelligences
Multiple intelligences play an important role in the learning process. Teachers must understand the different intelligences that students possess so they can design class activities accordingly. There are eight main intelligences according to Howard Gardner: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Intelligence refers to an individual's ability to solve problems or create valued products within a cultural setting. Common intelligences include linguistic intelligence involving language skills and logical-mathematical intelligence involving numerical reasoning. Other intelligences are musical, spatial, bodily-kinesthetic relating to the use of one's body, interpersonal involving social skills, intrapersonal concerning self-aware
Our experience in the seminary[1]
The document summarizes the experiences and lessons learned from a seminary course on improving English teaching skills. Key points covered include learning new tools for teaching English online and in the classroom using various materials; developing microteaching skills for the four language skills (reading, writing, speaking, listening); emphasizing the importance of developing these four skills, using proper grammar, motivating students, and incorporating various teaching materials and styles; understanding multiple intelligences and adapting lessons accordingly; learning APA citation rules to avoid plagiarism; receiving feedback to improve teaching skills; and recognizing the importance of continual learning and professional development to be effective English teachers.
Reflexion english class[1]
The English class focused on occupations. The teacher engaged the students by asking what jobs they wanted in the future. Flashcards and a video were then used to teach vocabulary for various occupations. Students participated in a letter matching activity and completed a word search to practice the new vocabulary. The teacher concluded by reviewing the occupations learned. The teacher employed affective strategies like personal questions, colorful materials, and games, which helped motivate the students and improve their learning. Technology was also used through a video. The classroom environment was well-managed, and the teacher showed equal treatment to all students.
Project based final 1
This document provides information about a school project done with 5th grade students between 9-13 years old on Tuesdays from 12:30-2:00pm. The project aimed to teach students about the importance of caring for pets. Over three classes, the teacher showed a video about animals, taught a song, and had students draw, write, and do short presentations about caring for pets. The conclusions were that the project helped students become aware of treating pets well and that students enjoyed working on the hands-on project.
Position paper project based
1) The document discusses the benefits of using project-based learning in the classroom. It allows students to investigate real-world problems and find solutions through hands-on work.
2) When implementing projects, teachers act as facilitators, while focusing on developing students' content knowledge and skills through cooperation and exploration of various sources.
3) Effective projects culminate with students sharing their work, such as through presentations. This gives students confidence while helping them improve language and thinking abilities.
Writing assessment
This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.
Test
This document contains a reading comprehension test with 5 multiple choice questions about a short story. It also includes sections on writing, family relationships, listening comprehension, and speaking. The test is for a class with professors Housset at Universidad de la Amazonia, completed by students Cilena Cuellar and Sandra Rodriguez on May 14, 2012.
Rubric (1)
Cilena Cuellar and Sandra Rodriguez presented to their English professor Housset on May 14, 2012. Their presentation was about how to take care of pets and included criteria for scoring their presentation such as materials being on topic, well presented, students having good pronunciation, explaining pet care, and representing pets in a role play.
Rubric (1)
Cilena Cuellar and Sandra Rodriguez presented to their English professor Housset on May 14, 2012. Their presentation was about how to take care of pets and included criteria for scoring their presentation such as materials being on topic, well presented, students having good pronunciation, explaining pet care, and representing pets in a role play.
Test (1)
This document contains a reading comprehension test with 5 multiple choice questions about a short story. It also includes sections on writing, family relationships, listening comprehension, and speaking. The test is for a class with professors Housset at Universidad de la Amazonia, completed by students Cilena Cuellar and Sandra Rodriguez on May 14, 2012.
Universidad de la amazonia lesson plane seminary
This document contains summaries of several English language lessons taught to elementary school students. The lessons covered topics like religious beliefs, occupations, animals, and a project where students created posters about pets. The lessons followed a similar structure of starting with a listening activity, presenting new vocabulary, providing practice through activities like videos or games, and finishing with a recycling or assessment activity. The goal was for students to improve their English language skills in areas like pronunciation, vocabulary, reading, writing and speaking.
Position paper project based
1) The document discusses the benefits of using project-based learning in the classroom. It allows students to investigate real-world problems and find solutions through hands-on work.
2) When implementing projects, teachers act as facilitators to guide students as they work cooperatively to research topics and create end products.
3) Projects are motivating for students as they focus on meaningful topics that are relevant to students' lives and communities. Students take ownership over their work while applying both content knowledge and skills.
Universidad de la amazonia lesson plane
The document outlines a microteaching lesson plan from the University of Amazonia. The lesson plan is for a 5th grade Spanish class and focuses on teaching students to express conditionals using conditional zero structure. It involves presenting the key grammar points, having students practice pronunciation and intonation, and recycling what they learned. The plan lists the steps and timing for the different parts of the lesson as well as the teaching aids and reflection.
Uno
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
multiples intelligences
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
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Writing assessment
- 1. Sandra L Rodriguez Abel Periñan Milton Ferney Morales
- 2. PURPOSE AND TYPES OF WRITING 1. Informative writing You can tell when a text is informative as it: • has one subject. (for example: Cats) • uses a specific type of language. (Cats are predators). • contains new information. (Cats are members of the feline family.) • uses facts and data. (Cats were held in high regard in ancient Egypt.) • has taught you something by the end of it. (Cats have been domesticated for centuries.)
- 3. 2. Expresive /narrative writing is personal writing. It expresses and explores the personal feelings of the writer.
- 4. Persuasive writing Persuasive writing is a type of writing where your main goal is to persuade or convince someone to do something that you want them to do
- 5. Grade Five Writing Assessment Types of Writing Narrative 1. Creating an imaginative story in a short story form Informational 1. Writing related to any non-fiction writing in order to inform or explain a topic to the reader Persuasive 1. Students will take a position on a issue topic that they are familiar with
- 6. WRITING INSTRUCTION Exist 3 stages of writing process • Prewriting, or motivation, discussion, and concept development. • Writing: which takes place in the clasroom or at home • Post writing: students share their writing with others .