...even had the highest reading level by third grade. When I was in fifth grade I was introduced to essays. I enjoyed writing them because it was the thought that I could write anything I wanted on paper for people to read. It was then I realized I had a passion for books and writing. To emphasize, growing up I loved every type of book, especially the ones that challenged me. I liked books with pictures, but I preferred books with no pictures. With me constantly reading, I always had two or three books checked out from the library. My first favorite books were Junie B. Jones book. I could never put those books down. Every time my school received the magazines to order books with the school, I was the girl always buying the Junie B. Jones book set. At one point I had every book, and I had read every single one of them. I had to find a different series to begin. As I began my journey to find the book for me, I stumbled along...
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...This semester I read the books con academy and partially through touching spirit bear. This was an insane to see myself even do that I have not read a single book since the 5th grade. My goal was to read 2 books this semester, I thought that it would be hard but not impossible. Turns out it was harder than I thought it would be, I barely got through one. Reading is a fun experience but a really hard one to focus on. The first book was an alright read. It was a great book that had a lot of twists and had an interesting, thick plot. The next book would have been a great read, but I shot too high and came back with very little results. When I broke my arm I missed 5 days of school or approximately an hour of reading and I had too much homework to catch up. Since I only read the first book my entire essay will solely be based on how I felt when I read this book. The kind of books that I enjoy reading are the ones that have thick plots and twists, I really loved the dynamics of the characters in this book. The way that the story blended a subject like crime into a setting that it's not normally seen. I thought that the most intense part of the story was the gambling and the planning it put an image in my head of a kid...
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...Sean Dobson September 5, 2012 English 015 – Section 056 Rhetorical Analysis Proposal The article that I have chosen to read and analyze for the rhetoric analysis paper is called “Death Penalty and Sentencing Information” by Dudley Sharp, the Death Penalty Resources Director of Justice for All. After reading through the document, the position is clearly in opposition of the death penalty. The paper is written to alert and educate students and adults of the violation of human rights that exist within the code of capital punishment. The author wrote the article in an attempt to make the reader consider their own personal beliefs on the death penalty, and also encourages the reader to delve further into the controversy that has been existent for quite some time. The rhetorical situation in this case is in the form of a well-backed, very detailed position paper about a highly controversial topic. The paper opens up the idea that there are more than just two opposing views, and offers a great deal of factual evidence in support of why the death penalty should not be a viable option of criminal justice. In reading this paper, I was able to identify several types of rhetorical elements. The logos present aree in the form of detailed, well-researched factual evidence that is brought to not only help the position of the author, but intrigue the reader and spur the reader to think about their own position on the matter. Pathos is used in the paper when the author turns to the moral...
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...In a Renaissance-era world a beautiful young woman named Buttercup lives on a farm in the country of Florin. She delights in verbally abusing the farm hand Westley, whom she refers to as "farm boy", by demanding that he perform chores for her. Westley's only answer is "As you wish". She eventually realizes that what he is really saying is, "I love you." After Buttercup realizes that she truly and strongly loves him as well and confesses her mutually strong romantic feelings, Westley leaves to seek his fortune so that they can marry. Buttercup later receives word that the Dread Pirate Roberts, who is notorious for killing all those whose vessels he boards, attacked his ship at sea. Believing Westley dead, Buttercup sinks into a period of abject despair, declaring "I will never love again". Some time later she reluctantly agrees to marry Prince Humperdinck, the heir to the throne of Florin, due to a law allowing the prince to choose any unmarried woman as his bride, though she makes it clear that she does not love him. Before the wedding, a trio of outlaws—the Sicilian criminal genius Vizzini, the Spanish fencing master Inigo Montoya, and the enormous and mighty Turkish wrestler Fezzik—kidnap Buttercup. A masked man in black follows them across the sea and up the Cliffs of Insanity, whereupon Vizzini orders Inigo to stop him. Before the man in black reaches the top of the cliff, there is a flashback of Inigo's past in which the novel reveals that he is seeking revenge on a six-fingered...
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...An essay on Reading Scheme Reading Scheme Wendy Cope In the poem we have four characters, the mother (Mummy), the father (Peter) Jane, and the milkman. In the first section Mummy, Peter and Jane are introduced, and it seems like they are a happy family with fun in their life. However the milkman appears in section 2 and disturbs the peace. Mummy makes Peter leave the house, so she has time for the milkman. In the ending, Peter comes back, but he has a gun. The mother is cheating on the father. It appears as if there is a daughter called Jane, the mother tries to distract her by saying “look, Jane, look! Look at the dog! See him run”. She distracts her because she is having an affair with the milkman. The father comes home with a gun in the end of the poem, and he knows she is cheating on him. It is clearly shown in line 13, where the mother wants the milkman to escape over the wall. The mother wants everyone to leave the house when the milkman arrives so she can have an affair with him, without anyone noticing. For example, we can see it in line 7 when she says “Go Peter! Go Jane! Come, milkman, come!” and line 8 “The milkman likes Mummy. She likes them all.” There are many examples in the text, where it obviously shows that she is having an affair. The reason as to why she is cheating on him is unknown, even though it says they are happy in the text. The poem uses rhymes to give it a smooth flow. It can be seen in line 1 and 3: “They like fun,” “See him run”...
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...also struggling. We were having a struggle with literacy. Ms.Wyatt would preach to us about how wonderful literacy was. However, it was the total opposite for me. Literacy to me is more about not being forced to read something, especially if one does not understand it. It is not fair to me or my classmates who are in the same situation as me to finish reading the book and write an essay. It felt more like a punishment. Instead, literacy should be more about enjoying, connecting, and visualizing a book. If only Ms.Wyatt knew how I felt about the book and my thoughts on literacy. However, I would never have the courage to tell her because she is the teacher and I am just a student. On a rainy and gloomy Friday, I finally wrote the essay in class. I lingered with my thoughts until I was finally able to write about something. As I wrote things down my hand shook because I was nervous of the low-grade I was going to receive. I felt defeated. Deep inside me, I knew this was not my best work. I never got the chance to experience how wonderful literacy is, what Ms.Wyatt always preached to us. I could not stop thinking about this essay for the rest of the day. It haunted me throughout all my...
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...EH102 3 August 2015 Millennials and Books I read an essay called “The Joy of Reading and Writing: Superman and Me” which is written by Sherman Alexie several days before. I noticed this essay because of its heading which is interesting. In this article, Alexie aims to tell millennials, especially those from India that the way he acquired literacy and how he succeeded in a non-Indian World despite the negative expectations of Indian people in US society. Alexie starts this article with a short story about the book which encourages him to read. He says: “We were poor by most standard …… I still remember the exact moment when I first understood, with a sudden clarity, the purpose of a paragraph” (12). Alexie establishes pathos by describing the poverty in his childhood and the happiness when he understood the paragraph. Readers could get into his story and they doubt the relationship between those books and his brilliant literacy. He also establishes pathos with some sentences like “As Indian children, we were expected to fail in the non-Indian world. Those who failed were ceremonially accepted by other Indians and appropriately pitied by non-Indians. I refused to fail” (12). These words are easy to affect the audience’s emotional response. So it will be easier for Alexie to persuade millennials to read books and benefit from books. Then Alexie tells that he read and learned a lot from books after that. According to his own experience, Alexie says that millennials should read...
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...that it would require you to engage in mind-numbing reading of chapter after chapter as is the case with many books on the subject. The information is written in a way to help you "see" and "practice" proven study techniques. This page is used in hundreds of schools and universities and is currently ranked by Google and Bing in the top ten for plain old "study skills" and "how to study effectively" and #1 by Google and Bing for "effective study skills" Want more? Available now is a new, inexpensive download or CD on how to improve not just your study skills, but your learning skills as well. It is STUDY SKILLS FOR SCHOOL SUCCESS 2.0, that includes in one program a greatly enhanced version of all the information below, and much, much more, including a new section on how to get better math grades and self-motivation. After all, isn't what works what really counts? Please click http://adprima.com/SSSS2/ssss2order.htm and see for yourself. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish. Everyone is different, and for some students, studying and being motivated to learn comes naturally. If you are reading this page, it's likely that you are not one of them...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...‘A critical analysis of theoretical perspectives related to dyslexia’ In this essay I will be demonstrating the critical understanding of key theoretical perspectives on the cause of dyslexia (phonological processing, magno, cellular and cerebellar aspects. I will also be researching and reviewing relevant literature exploring key issues such as identification, co-morbidity, international views on dyslexia. This essay will allow me to study dyslexia in depth and broaden my knowledge on its identifying characteristics and the underlying causes. About dyslexia Dyslexia is a learning difficulty that affects the brain; this means that the brain is slower on picking up certain things. This can be learning how to...
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...Dyslexia is a developmental reading disorder, that affects how well individuals can read and spell. (Huktquist 2006). These differences occur when individuals learn to read and process the written language (Martin, Carlson and Buskist 2013). Children and adults are mostly affected from this learning disability as it develops when growing up (Martin, Carlson and Buskist 2013). It has been estimated that 1 in 10 of the population potentially have dyslexia in the UK itself and varies across the world (Pennington 1990). Individuals are affected to different scales by dyslexia (Martin, Carlson and Buskist 2013) and it has been reviewed that irregular IQ scores are not linked to dyslexia in any form (Siegel 1989). A lot of research has been conducted in this field and researchers have looked into core problems of dyslexia. This essay is designed to explain and evaluate the magnocellular deficit theory of dyslexia, and the theory will be used to propose an appropriate intervention to benefit dyslexic children in primary schools. The Magnocellular deficit theory identifies that dyslexic individuals have a measurable disorder of the fast processing pathways of the visual system (Greatrex and Drasdo 1995). These pathways process the visual...
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...readingA day spent without reading what? And a day wasted for whom? And if a day spent without reading SOMETHING is wasted for SOMEONE, then how does reading turn a wasted day into a useful and fruitful one? Without answering these questions, the topic statement seems very harsh and one sided. Reading can be associated with books, newspapers, self-written work, brail, musical notation, expressions, text messages, information on a computer, on websites, electronic books, and essays. Reading can also be divided into even smaller categories, such as reading advertisements, notes, memos, names, dates, and so on. In a nutshell, reading is about everything that is written down by any means of writing, whether it is electronic, handwritten, or digital. So taking this definition of “reading” into account, a day spent without reading will be useless. How can someone spend a day without reading anything? It is possible if the person is illiterate and cannot read, or if he’s blind, but then it is not his/her fault and the person’s day will not be considered as wasted, because they can still indulge in other activities. But if a completely normal, educated person decides to spend one day without reading anything…it will be impossible, and if somehow he/she succeeds to avoid every form of writing, then yes, their day will be wasted. Now keeping in mind an illiterate individual who cannot read, then would it plausible to conclude that every single day of his life has been a waste because...
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...Learners of English have to deal with unfamiliar vocabulary during their language acquisition. Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, lstening, reading, and writing. Vocabulary knowledge involves more than knowing word definitions and knowing how to find the meanings of unknown words and phrases, interpret literal vs. non-literal language and understand shades of word meaning. It also creates better reading comprehension and the ability to engage, produce and talk about texts. Students who know more words and can also use them in the right context have a significant advantage in school and can continue using that skill to their advantage in college and career. Students can use of note taking to progress learning vocabulary. Note-taking is the practice of recording information captured from another source (Carter, John F.; Van Matre, Nicholas H. 1975).Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read. These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (Nation, 2001). The concept of a word can be defined in various ways, but three significant aspects need to be aware of and focus on are form, meaning, and use....
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...ENG100 INTERMEDIATE ACADEMIC READING & WRITING CHAPTER 1 PRE-WRITING PREPARED BY: ZARINAH ABU BAKAR NAME OF SCHOOL FACULTY OF LANGUAGES AND GENERAL STUDIES CHAPTER 1: PRE-WRITING LEARNING OUTCOMES TOPIC At the end of this chapter, students will be able to: Use a variety of pre-writing activities to generate ideas, focus a topic, and formulate a method of developing an essay select and narrow an essay topic Slide 2 of 17 CHAPTER 1: PRE-WRITING TOPIC OUTLINES TOPIC Introduction 1.1 Pre-writing 1.1.1 Steps in process writing 1.1.2 Analysing the topic/question- directive words 1.1.3 Selecting and narrowing an essay topic 1.2 Pre-writing strategies 1.2.1 Brainstorming methods 1.3 Reading and note taking strategies 1.3.1 Note taking skills Slide 3 of 17 CHAPTER 1: PRE-WRITING INTRODUCTION TOPIC Slide 4 of 17 CHAPTER 1: PRE-WRITING 1.1.1 STEPS IN PROCESS WRITING The Writing Process TOPIC Slide 5 of 17 CHAPTER 1: PRE-WRITING 1.1.2 CHOOSING A QUESTION TOPIC If you have a choice of essay questions consider the following factors when deciding which essay to do: which topics interest you most? which topics have good resource materials available? which topics are most relevant to you personally or professionally? which topics might be easiest for you to write about? Slide 6 of 17 CHAPTER 1: PRE-WRITING 1.1.2 Analysing the topic/question- directive words TOPIC Slide 7 of 17 CHAPTER 1: PRE-WRITING ...
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...exam-preparation book whose target user’s proficiency level is about low-intermediate to intermediate. As for the, there are four parts (four themes) in total. There is an increasing difficulty of teaching objectives shown from part one to part four, which show a progressive step-by-step pedagogical approach. This book coves comprehensive language skills in each part which includes five units: reading (2/5), writing (1/5), listening (1/5) and an exam exercise unit (1/5). Meanwhile, speaking skills are practiced through discussion activities within units. There are Speaking-test Cards prepared specially for students in the appendix one. This paper will give an analysis of reading skills based on Unit 2 of this textbook according to pedagogical methods and give suggestions to its weaknesses. Unit 2 (leisure and entertainment as the theme) focuses on reading skills and its instructions provides a clear outline for what is to be learned in the classroom. As for instructions in pre-reading, there are leaning objectives and the corresponding exam requirement standing on the top of the unit, which show...
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