...curriculum, an emphasis on collaboration between students as well as exposing students to works by professional authors are the factors most pertinent to a student’s improvement. By making collaboration and literature based writing the primary components of a curriculum, students learn how to engage in the writing process and become more confident writers both mechanically and intellectually. Often one of the most improperly implemented factors within a classroom is peer editing. While collaborative reviewing is something that does appear in many curriculums, there is still a tentativeness against using its full potential. T. S. Eliot discusses this tendency for people to be too close minded about comparing works or allowing writers to take inspiration from others, saying that “no poet, no artist of any art, has his complete meaning alone” (Eliot 152). If students only have a teacher’s feedback on their work, they are unable to gain inspiration from the ideas and writing of their peers. The benefits of peer editing outweigh the extra time and the extra lessons needed for teachers to explain how best to...
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...useful skill for specific and well defined purposes such as the writing of reports , news items , official or friendly letters, speeches, notes and minutes. Students who are required to use English at college or university level will find that they have to have an adequate mastery of more advanced skills such as the summaries , essays and seminars and conference papers. Some students enjoy writing in English as a second language and may, as they gain confidence, wish to write descriptions, stories , songs or poems in the new language they are learning. Writing in English is also useful as a means of getting pupils to learn and to internalize the new language. It helps both the teacher and the learner to assess language mastery and to correct errors in expression. Peer editing is a technique often used in composition and other writing-intensive courses. Students engaged in peer editing trade drafts of material they have written and provide each other with suggestions for improvement. This technique can be used at any point in the writing process such as idea formation, outlining, draft revision, or copy editing a final draft. Peer response and editing are processes through which students respond to and provide feedback on their peers' writing. They are not meant to take the place of teacher evaluation, nor can they identify all the strengths and challenges in a piece of writing, but when incorporated into the writing process in a thoughtful way, peer response and editing can be...
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...break that essay into different parts. I mapped and clustered the whole essay and then developed a final copy. Peer-review process: Q: What was the most challenging aspect of the peer-review workshop? Ans: The most challenging aspect of the peer-review workshop was to analyze the essay very carefully and then giving an appropriate feedback on the essay. Q: Did you find the peer-editing process helpful? Ans: Yes, I found the peer-editing process very helpful because it gave me an opportunity to learn about writing an essay without any grammatical mistakes. Q: Did your peer editors offer you helpful advice? Ans: Yes, they did offer me very helpful advice about my writing. They read my essay and took out the grammar mistakes and they also gave me a constructive feedback on my writing skills. Q: What were some of their suggestions toward revision? Ans: They suggested me to look out for my grammar mistakes and to use the dictionary to improve my vocabulary and grammar skills. Q: Did you accept all of their suggestions? If not, which ones did you overrule and why? Ans: I accepted all the suggestions because they were very constructive and beneficial for my writing skills. Revision process: Q: Reflect on the changes you made from your rough draft to the final draft? Ans: I removed all the grammatical mistakes from my essay that were identified by the peer editors changed it to MLA style. Q: Why were these changes...
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...Writing Review Throughout this English 111 course, I have learned tremendous amounts of information and skills that I will carry with me and use throughout the remainder of my life. This class has helped me to not only become a better writer but also to become an active reader too. Needless to say, I have attempted this class in the past, this is the second time I have taken this course, and I must say I am glad that I did. Since then, I have learned and remember more from this semester than before such as the importance of pre-writing; choosing a topic and developing a thesis; how editing and revising can help construct an A paper. Unfortunately, I haven’t done any other writing this semester other than this class because this is the only...
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...One of the skills that I had to use to make this an effective essay was the skill to find useful, relevant quotes and the ability to mesh them with the rest of the essay to make a smoothly-flowing passage. Incorporating quotes correctly can be difficult because introducing the quote in a nice, flowing manner. Another skill needed for this type of paper is to be analytical, you have to be able to look into the larger meaning of articles and topics, not just the obvious idea. One of the newer experiences I’ve had writing this essay was infusing analytical and argumentative papers into one; in high school we either got one or the other for our prompts so combining the two was a new experience but I think that it has furthered my writing experience and abilities. Out of all of the activities we did in class, I think that the individual conference was the most effective; I find that peer-editing doesn’t help improve our writings as much because most of the people who are editing the paper don’t want to give tough criticism in fear of offending the writer. In addition to that, most of my peers, like me, aren’t professional writers and don’t know as much as an English teach; although peer-editing can be helpful because they might see something...
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...In high school, I hated writing essays for my English classes. At first, I did not have a reliable writing process. I would free write a rough draft and turn it in as a final draft. I would also write last minute instead of using the time to create a well-thought essay. I focused more on passing a class rather than boosting my writing skills. Now that I am in college, I take writing seriously. Throughout the years, my writing process has drastically changed. As a writer, I will continue to advance my writing skills. Prewriting is significant when preparing for an essay, although this step is most of the time ignored. The process of writing is just as important as the writing itself. Prewriting is great for writers to have an organized essay. Sectioning the writing process can make writing less stressful and gives the writer more time to go back and improve their paper. My writing process consists of brainstorming, outlining, rough drafting, and peer revisions....
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...inequalities based on class, “race,” ethnicity, gender, and sexuality, and analyze social inequalities in various social institutions, including family, religion, education, work, and health and medicine. Through course readings, lecture, and class/small group discussions, we will examine how social forces impact individual lives as well as how individuals shape the social world. LEARNING OUTCOMES: Upon completion of the course, students should be able to: * understand sociology as a social science and recognize the range of topics studied * develop critical and analytical thinking skills to question various assumptions about the social world * describe significant theoretical perspectives and research methodologies within sociology * locate, analyze, and critique relevant academic sociology journal articles * understand and implement skills and knowledge relevant to writing and editing an academic paper REQUIRED TEXTBOOKS: Steckley, John and Guy Kirby Letts. Elements of Sociology: A Critical Canadian Introduction. 3rd ed. Toronto: Oxford University Press, 2013 Muller, Jake. Writing in the Social Sciences. Toronto: Oxford University Press, 2010. Chapters assigned each class must be read...
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...the reader’s attention because his audience is mainly students; many students have written essays or need help on peer-editing. I really enjoyed his format, dividing his thoughts into sections but also naming those sections with questions students normally have. Also, giving examples to his advice was very helpful in order for the audience to grab a sense of what he is trying to say. In conclusion, I admired the way he focused on trying to get the editor to step into the writer’s shoes because I believe that is the main issue when editing other people’s writing, especially for me. Another thing I liked was how Straub suggested to sound like yourself and not try so hard to sound like the professor in order to give off a good impression. Therefore, Straub’s suggestions were very helpful for me and I will definitely keep his advice in mind when responding to other student’s writing. Summary Straub manages to answer the many common questions students have when responding/editing other student’s writing. His main points are focusing on what your goals are when peer-editing, how and what to address in your comments, and understanding the writer’s thoughts. In order for the student to easily understand what he is trying to suggest, Straub uses normally short, brief sentences and simple word choice. 3 Discussion Questions 1. After reading, how would your skills improve on responding to other student’s writing? 2. Was there anything you disagreed with or thought Straub...
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...How do you correct your student’s grammar mistakes? Instructors often lament the sloppiness of their students’ writing. Grammatical problems abound in college student writing, and when student papers are filled with errors, many teachers feel obligated to correct every sentence-level error they see. While marking each error can be an extremely time-consuming task, it is always the hope that students will read these comments and learn from the corrections. Is this really what happens? Is the time well spent? Unfortunately correcting errors for students will probably not help them learn to correct errors themselves. Only the most conscientious students will pour over your comments and reach for their grammar handbooks for additional information. Rather, in cases where every error is marked and corrected, the student will likely believe that the instructor has done all the work, and that little revision is necessary beyond that indicated by the corrections. If students are not given a chance to revise work, chances are good that they will not attend to your comments at all. Another downfall to correcting every spelling, punctuation, grammar, and capitalization error in a student paper is that it can end up taking the focus of your comments off the content and organization of the piece. Even if you are careful to attend to both mechanics and content, it is important to keep in mind that students can be easily overwhelmed...
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...of the following: - book - scholarly journal article (from EBSCOHOST or other scholarly database) - reliable internet source. Use the APA style of documentation (see text) to write a 3 - 4 page paper. Include an introduction, thesis statement, body (that includes background information and at least 3 points of discussion), a conclusion, and a reference page. The reference page is not included in the length. You will also complete a 5 minute presentation to the class based on your research. Refer to Considerations for Effective Presentations. Use peer editing as part of your writing process. That is, when you have a draft completed, ask at least one peer to provide feedback using the peer editing rubric. Be mindful of the peer’s schedule and value their time. Do not wait until the last minute to ask for feedback. Use the feedback to help revise your essay. Submit essay (attach peer editing sheet, drafts or notes, and marking rubric) 45 marks (Note: 10 of the 45 marks will be allocated to your APA-style reference list and in-text citations.) Presentation 4-5 minutes, plus any questions 5 marks...
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...Instructor: Dr. Larry Bailis Email: lbailis@temple.edu Office: Speakman 208K Office Hours: Monday, Wednesday 4:30 – 5:30, or by appointment Course Objectives You will learn useful and relevant business communication skills, including: * how to write clearly and how to effectively edit your own writing * how to target a results-oriented business audience using business documents, websites, and correspondence * how to formulate reasoned oral arguments and enhance your presentations * strategies to enhance critical thinking and analytical skills The Fox School understands that our graduates must meet the highest standards in these skills, and this course will be demanding. Fox BBA Learning Goals Business Communications supports the following Fox Bachelor of Business Administration Learning Goals: 1. Apply critical thinking to business problems a. Use cross-disciplinary knowledge to identify problems and their causes, generate alternative solutions, and arrive at reasoned conclusions. 2. Demonstrate effective oral and written communication a. Formulate reasoned arguments orally. b. Formulate reasoned arguments in written communication. c. Apply team-work and communication skills to present and support conclusions. 3. Understand the ethical, legal, and social responsibilities of individuals and organizations. a. Understand ethical issues. b. Assess the impact of managers and employees as agents, including the...
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...Film review rebuttal Objective: to use current level of knowledge regarding film (production, marketing, distribution, editing, sound, cinematography, elements of miser-en-scene, narrative etc.) rebut or critique the opinion of a professionally prepared film with which you personally disagree. Rebuttal critique guidelines: the paper should be at least three full pages, excluding supporting material and citation pages. the paper should be written in an essay format- that is, an opening thesis paragraph clearly stating paper�s intent, points to be covered, and direction; followed by well-developed paragraphs on each concept to be covered; and ending with a clear summery and conclusion. Direction: choose a film which you believe peer audience commonly would or should see and appreciate. Recent films are preferred (in the last three years) American films only. After you have selected a film, find a review of the film which you disagree with in whole or in part. The review to rebut must be written by a professional reviewer (a fan posting to a blog is not a professional review, for instance.) your disagreement with the said film review may address factors you believed the original reviewer left out or did not develop well enough. A copy of the review used must be attached to the final draft of the essay. Film review content and focus: the paper�s focus should be to write a rebuttal to the professional review chosen. The rebuttal review must cite at least three points in which you disagree...
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...students; take advantage of the Career Center and the services it provides you. What to Expect Teaching Resume Aesthetics, Content & Editing…………..………………………..Page 3 Three necessary components of a great teaching resume are detailed Key Elements of a Successful Teacher Resume……………………………………...Page 4 Mandatory vs. optional elements in a successful teaching resume Poor Teaching Resume Example……………………………………………………..Page 5 Details common mistakes of a teaching resume Transferable Skills & Action Verbs…………………………………………………....Page 6 A comprehensive list of transferable skills and action verbs that have potential in a teaching resume Constructing a Proper Achievement Statement (bullet point)………………………Page 7 Creating a bullet point stress you out? Here is a fool proof way to construct a proper achievement statement. Buzz Words……………………………………………………………………………..Page 7 Answer the question, “What are buzz words and how should they be used in a resume” Teaching Resume Samples...………………………………………………………Pages 8-11 These should not be viewed as a template, yet as examples you can look to for ideas and guidelines. Career Center Teaching Resume Resources……………………………………… Page 12 The career center is here to help. Check out the career advising, workshops and other resources we offer! 2 Teaching Resume Aesthetics, Content & Editing Writing a...
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...Learni M edi and Technol ng, a ogy I SSN :17439884 ( nt 1743Pri ) 9892 ( nlne)J O i ournalhom epage:ht p: / w w . andf i com / oi cj 20 t /w t onlne. l / em Al earni desi f st ng gn or udent -gener ed di t at gi al st oryt lng eli M at hew Kearney t To ci e t s art cl M at hew Kearney ( t hi i e: t 2011)A l ni desi f st ear ng gn or udent gener ed at di t st gial oryt lng,Learni M edi and Technol eli ng, a ogy,36: 1692, 188,D O I : 10. 1080/ 17439884. 2011. 553623 To lnk to thi arti e: ht p:/ doiorg/ 1080/ i s cl t / dx. . 10. 17439884. 2011. 553623 Publshed onlne:14 Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow...
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...Before entering writing seminar my expectations were that I would only have to write my college essays. Even more, I came into the class expecting to make my college essay the best it could be and that was it. I didn’t expect to have write any other essays, but in the end it worked out for the better. Throughout the semester, I was able to develop and nurture my writing skills. Not only was I writing to get into college, but also to prepare for college. However, my overall approach to writing has changed for the better since first beginning Writing Seminar. At first, I based my writing on the basic 5 paragraph technique, but as I progressed through the year, I realized that writing doesn’t really have a specific technique, but instead revolves around the idea of being able to flow. After basing my writing on flow instead of...
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