...of introduction, two chapters, a conclusion, a summary and the reference list of the works used. The first chapter deals with the theoretical notions of the text and its categories, substantiation of the tasks of text interpretation. As a result of the study of these problems we can come to the conclusion that text interpretation resting on the junction of stylistics and text linguistics is aimed at extracting, aesthetic and meaningful, emotional information from the literary text. The second chapter is concerned with the semantic and stylistic analysis of the epithet. In the work the epithet is determined as a stylistic device based on the interplay of emotive and logical meaning in a attributive word, phrase or even sentence used to characterize an object and pointing out to the reader. The epithet always has the emotional meaning or emotional color due to peculiarities of semantic structure of adjectives. For the purpose of study of linguistic nature of epithet we dwell on the problem of lexical and stylistic meaning of adjectives. The use of adjectives as epithet as preconditioned by the contact and functional characteristics that is predicativeness, stylistic churdge and liability for stylistic actualization in the context. Next undertake the study the types of epithet and its informational meaning in the text. We suggested the following classification of the epithet: conventional or standing; explanatory, metaphorical, mixed and syntactical types of epithet (invertational...
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...already believe that informational text should be included in primary classrooms. Perhaps you have had professional or personal experiences that have led you to that belief. Perhaps you have thought of some potential benefits informational text may hold for young learners. We hope this chapter helps bring together much of what you have been thinking. It is designed to extend your thinking and provide access to research and theories that support it. What’s the Difference Between Informational Text and Nonfiction? Often the terms “informational text” and “nonfiction” are used interchangeably. In our view, however, they are not the same. Informational text is a type of nonfiction—a very important type. Nonfiction includes any text that is factual. (Or, by some definitions, any type of literature that is factual, which would exclude texts such as menus and street signs.) Informational text differs from other types of nonfiction in purpose, features, and format. Purpose The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose. By our definition, therefore, biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individual’s life. Procedural or how-to text is also nonfiction...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...Informational Analysis Exploring the Deep By: Savanna Wills For the final literary analysis that was assigned, I went into writing this paper with the notion that this might just be the least exciting analysis of Children’s Literature that we were ever going to have to do. To my surprise, I gained much knowledge from taking the time to read an informational non-fiction children’s book. I realized that if I were to find a concept in a children’s informational book that interested me, I would gain knowledge I didn’t realize I wanted or needed as a sophomore in college. For our final analysis, I chose the book Exploring the Deep by Chloe Rhodes. In all honesty, I didn’t have a lot of choices for books that I really wanted to read, but Exploring the Deep stood out to me because I realized that our oceans are wondrous and full of mystery. This strange and interesting piece is a fantastic non-fictional book for children who want to learn about the planet’s oceans and everything that occurs, lives, and is found within it. As soon as I began reading I found the book very intriguing. It captivated my attention, and taught me things I probably never would have learned in the rest of my years living. This book was filled with interesting facts about our planet’s oceans. It gave significant details of some living creatures that make the Earth’s oceans their home. Along with giving detailed facts, there were very real pictures of the wildlife that lurks beneath the waves, allowing...
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...English Language Arts Grade 11 12 Reading: Informational Text Standard 4 English Language Arts Grade 11 12 Reading: Informational Text Standard 9 English Language Arts Grade 11 12 Writing Standard 4 English Language Arts Grade 11 12 Writing Standard 2 English Language Arts Grade 11 12 Writing Standard 5 English Language Arts Grade 11 12 Writing Standard 7 English Language Arts Grade 11 12 Writing Standard 10 English Language Arts Grade 11 12 Speaking and Listening Standard 1 English Language Arts Grade 11 12 Language Standard 1 b. English Language Arts Grade 11 12 Language Standard 2 b. English Language Arts Grade 11 12 Language Standard 4 a. English Language Arts Grade 11 12 Language Standard 4 c. English Language Arts Grade 11 12 Language Standard 4 d. English Language Arts Grade 11 12 Language Standard 5 a. Group Size: Pairs Summary: In this set of lessons which extend over several days, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently...
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...THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own...
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...To Teach Effective Writing, Model Effective Writing ORIGINALLY PUBLISHED: JUNE 10, 2014 | UPDATED: JULY 14, 2015 * ------------------------------------------------- 8.1KSHARES * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- I strive to teach my high school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. A few days later, I directed my budding writers to the much-improved final draft. This easy but worthwhile activity helped more of my students feel comfortable receiving criticism, and not view it as an affront. As a result, they improved their writing by taking the time and care to consider and respond to reader insight. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below...
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...Process Analysis I believe this article will tell me how to write a proper, process analysis essay while also providing examples and other tools needed to start off the essay on the right foot. Process analysis is an operation that is composed of processes designed to add value by transforming inputs into useful outputs. The author compares the term process analysis to cause and effect and narration the author says that all of these three ideas break down into three different categories. Narration talks mainly about what happens, while cause and effect talk about why it's happening, and process analysis talks about how it is happening. The examples the author gives for process analysis are things like giving directions, or how to make ice cream. The author provides us with two different types of process analysis. One of them is directional, which provides instructions on how to do something. The purpose of directional process analysis is to provide the reader instructions to follow in order to achieve a particular task. Then, there is the informational type of process analysis which explains how something works, how something is made, or how something happens. The author says that you would normally use an informational type process analysis if you wanted to explain how the human heart functions. While reading the text, I thought it was very informative on how to write a proper process analysis paper. The author provided many useful examples for both types...
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...This push partly comes from the desire to remove the variable of student prior knowledge/experiences in standardized testing. However, many students are unaware of how or why to cite text evidence in their writing. Starting in grade 4, students are tested on their ability to integrate information from two informational texts and respond to a prompt with a 4-5 paragraph essay. In this essay assessment, students are expected to cite text evidence from both articles. Teachers and students alike find the new assessment challenging and have been given few resources to help conquer the new task. Teachers would like to see students use text evidence more effectively in their writing as well as possess a deeper understanding of the value of using text...
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...Yaayy Final Essay of the Year (An analysis of Semester 2 and important texts room 303 has presented to the AP Literature class) The school year comes to an end, doors closing and new ones opening to present the next chapter in young adults’ lives. One of many things that are to be taken on this new journey beyond the known is the information and knowledge received throughout an individual’s life. Dr. McGee has made many texts and information available throughout these final months and so many are now embedded in the minds of his AP students. Throughout the course of 2nd semester the most valued texts of room 303 are Shakespeare’s Hamlet, John Milton’s Paradise Lost, and Goethe’s Faust. Shakespeare’s Hamlet, being studied for as long as it was, became an informational minefield of personal morals and the glimpse inside the human mind. One of the most famous examples is when Polonius says to Hamlet “To thine own self be true, and it must follow, as the night the day, thou canst not then be false to any man” (Hamlet 1.3.3). One must be true to him/herself or another person can judge an individual better...
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...PLAAF to IEP to Lesson Plan Case Study EDSP 5423 Texas Woman’s University Composed by: Tamara D. Bennett Demographics and General Student Information: Student S. Scott is a 17 y/old high school senior. S. Scott was diagnosed with Autism and Speech Impairment during early childhood education. S. Scott uses oral English language skills to communicate. According to her current Full and Individual Evaluations, She has been identified with a speech impairment due to a moderate language impairment secondary to Autism. According to the last formal evaluation, S. Scott cognitive ability was estimated to be within the low average range. Adaptive behavior was measured informally and was considered commensurate with estimates of intellectual functioning. S. Scott continues to exhibit appropriate adaptive behavior skills. She is able to function independently throughout the school setting. Results from the last formal evaluation revealed academic deficits in the areas of reading comprehension, math calculations, and math problem solving. Both S. Scott and her teachers have identified weaknesses in her ability to think abstractly concerning passages she has read. S. Scott reported math to be an area of weakness. She currently receives modified instruction in all core subject areas. She achieved passing grades in all of her classes for the Fall Semester 2014. Due to S. Scott disability of Autism and Speech, she is likely to experience difficulty with social...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...Task Terms: A terminology guide to help develop questions for the Reading COE |Reading COE Task Terms |Definitions |Sample COE Questions with Targets | | | | | |Literary/Informational Comprehension | | | | | | | |Categorize |to place somebody or something in a particular category and |“Categorize the types of elephants discussed in the passage, | | |define or judge the person or thing accordingly |‘All Elephants.’ Describe the main characteristics of the | | | |elephant types using supporting details from the passage for | | ...
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...Using Narrative Text in the Secondary Classroom Once upon a time, in a school, very much like your own, American History and all its contents were studied alongside tales of triumph, and defeat. In this history class, the students supplemented curriculum delivered through lectures and textbooks, with materials from sources such as diary entries, editorials, and historical fiction. This is an example of how narrative text can coexist with expository information found in content area classrooms in today's high schools. While the need for expository text is vital to the success of a student to understand the content (i.e., Social Studies) curriculum, narrative literature and various other texts are a great way to supplement the learner with information from which they can draw a better understanding of the state standards. Explained below is a definition of narrative literature, advantages and disadvantages of using narrative text in the high school Social Studies classroom, and five possible uses for using narrative texts in the high school classroom. Narrative Literature Narrative literature can be both fiction such as novels, as well as non-fictional works such as memoirs (Burke). Often, narrative literature includes many of the following: a plot, character, problems, and themes. In fictional work, one generally finds a setting, with a beginning, a reaction, and an ending (Roe, Stoodt-Hill, & P. C. Burns, 2004). Narrative literature can, and does exist on its own in...
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...for the Study of Reading at the University of Illinois, Armbruster et al (1983) present reading to learn from a metacognitive perspective as it relates to four variables: texts, tasks, strategies, and learner characteristics. 1. TEXT - Text refers to the textual features of learning materials which influence comprehension and memory. Factors such as arrangement of ideas in texts, vocabulary, syntax, clarity of author's intentions, and reader's interest and familiarity with a text all have an effect on students' learning. Salient findings from the research include three basic points: * text structures influence learning even if the learner is unaware of their effect; * knowledge of the effect of text structures on learning is dependent on age and ability; * a reader can optimize learning by becoming aware of text structures and the resultant effect they have on learning. Knowledge of text structure is critical for reading to learn; it is requisite for efficient use of study time. By detecting the organizational patterns or structures of texts, students can observe how authors arrange ideas and determine which kinds of structures are used to interrelate ideas. In her research, Muth (1987) addresses text structures used most frequently in informational or expository materials found...
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