...Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would...
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...researchers believes that students, particularly secondary school student will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviors related toothier studies influenced study habits. Narrative Report The National Teachers College Quiapo, Manila Nacorda, Rustienne P. Sat 7:00am-10:00am NSTP2 11/14/15 This day, before the class proceeded at the recruitment of each group’s clients. Mr. San Gregorio gave us the calendar of activities. Then after instructing us on what to do in the designated baranggay, our group started the recruitment. We have talked to their parents to see if they will allow their son/daughter to attend our weekly immersion. We now have 6 clients in our group. Rustienne P. Nacorda Narrative Report The National Teachers College Quiapo, Manila Nacorda, Rustienne P. Sat 7:00am-10:00am NSTP2...
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...The Gender Politics of Narrative Modes I want to challenge two linked assumptions that most historians and critics of the English novel share. The first is that the burgeoning of capitalism and the ascension of the middle classes were mainly responsible for the development of the novel. The second is that realism represents the novel's dominant tradition. [note 1] I want to propose instead that, as surely as it marked a response to developing class relations, the novel came into being as a response to the sex-gender system that emerged in England in the seventeenth and eighteenth centuries. [note 2] My thesis is that from its inception, the novel has been structured not by one but by two mutually defining traditions: the fantastic and the realistic. [note 3] The constitutive coexistence of these two impulses within a single, evolving form is in no sense accidental: their dynamic interaction was precisely the means by which the novel, from the eighteenth century on, sought to manage the strains and contradictions that the sex-gender system imposed on individual subjectivities. For this reason, to recover the centrality of sex and gender as the novel's defining concern is also to recover the dynamism of its bimodal complexity. Conversely, to explore the interplay of realist and fantastic narratives within the novelistic tradition is to explore the indeterminacy of subjectivities engaged in the task of imposing and rebelling against the constraining order of gender difference. ...
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...invention Commercial Break!!: Creative Play With Media Influence Purpose: Works well to introduce a personal visual media paper, or other media analysis paper, because it encourages students to think critically about their childhood experiences with TV, etc in a personal, creative way. The exercise may become an early paper draft, or simply stimulate their thinking about the programs and commercials they have watched, and how these media affected them. Description: Students will write creative narratives about a childhood TV experience, then trade papers with another classmate, who will assess the program, the narrator, and then complete the narrative with a commercial break description suited to the program and audience. You may want to have your own example written up to read to them before each step, just to get them thinking about what’s possible. Suggested Time: 20 minutes to a full class period Procedure: Ask the class what their favorite shows were as kids: cartoons, sitcoms, even documentaries. You may want to bring in a few stills or uTube clips to project (in a tech class), as a memory jogger (ex. The Cosby Show, Ren & Stimpy, etc). Once you’ve discussed a nice variety of TV programs, ask the class to freewrite for 5-10 minutes (however long you wish to tell them) in first-person P.O.V. about their experience watching a show like these as a kid. They should be specific and detailed, writing whatever comes to memory about what’s going on in the program and their thoughts/reactions/and...
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...call his name. In this poem, identity is not seen as something that is solid and concrete but as something that is situated and constructed by others, a glimpse of poststructuralist view on identity. Recently, language learning has been seen as participation and negotiation of self (see Higgins, forthcoming; Kinginger, 2004; Lam, 2000; Morita, 2004; Ohara, 2001; Pavlenko & Lantolf, 2000; and Solé, 2007 among others). The trend is resonated in the growing interest in language learner identity and the studies in narratives. In this paper, a case of heritage language learner will be investigated upon the theoretical frame of poststructuralism. Narrative inquiry will be used to analyze how she negotiates her learner identity. The purpose of this paper is two-fold: First, by looking at the struggle a language learner makes to acquire her heritage language, I reclaim the centrality of identity in defining heritage language learners. Second, to widen the horizons of narrative studies to the cyber space as it provides an ample source of easily accessible data and it has become one of the commonplace media of daily communication. Heritage Language Learners and Identity To refer to the Heritage Language Learners (HLLs), various terms have been implemented such as ‘native speakers,’ ‘quasi native speakers,’ ‘bilingual speakers,’ or, from the dissatisfaction with the prior terms, ‘home background speakers,’ and ‘heritage language speakers’ (Valés, 2005: p. 412). There has not yet been...
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...opportunity to understand better the material being studied. What does the research say about peer tutoring? In reviews of peer tutoring programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal and social development as well as increased motivation. In turn, the teacher benefits from this model of instruction by an increased opportunity to individualize instruction, increased facilitation of inclusion/mainstreaming, and opportunities to reduce inappropriate behaviors (Topping, 2008). There is an old saying: “To teach is to learn twice.” Peer tutoring is a beneficial way for students...
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...Africa through Theatre This paper sets out to explore how processes of theatre making employed by The Mothertongue project, provide spaces for women to remap their personal narratives. Mothertongue works from the premise that the development and subsequent performance of stories in theatrical processes affords women the opportunity to re-write and remap their personal narratives and in so doing insert their voices into the landscape of South African Theatre. In an attempt to redress the gender imbalances and androcentricism prevalent in post-apartheid theatre, this paper speaks to the relationship between theatre, liminality and communitas. I am interested in unpacking how collaborative processes of theatre-making provide spaces for women to remap their personal narratives. Remapping in this instance refers to processes of transforming lived experience through story. I address how, through engaging in ritual activities that are central to the stories performed, actors, audiences and the owners of the source stories are invited to physically participate in remapping and transforming lived experience. Linked to this is the choice of form(s) and how this affects or impacts on the performed stories as well as on the construction of performed rituals and ultimately on the processes of remapping personal narratives. I focus specifically on Mothertongue’s 2004 production, Uhambo: pieces of a dream. The production was an integration of theatre and visual art in the form of performances...
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...IV Demonstrate and Apply Knowledge of Basic Skills “This year you will be doing a lot of creative writing.” Mrs. Phelps introduced her class with at the start of my junior year. I had always been keen to free writing for the single reason that it was easy to fluff up and fabricate. As long as it was in MLA format and grammar was correct, I could not lose. I had discovered early on in my academic career that I was a decent writer; I could establish main points and a theme as well as apply proper grammar. It speaks for my writing that I was agitable to misusers of “there, their, and they’re” to say the least. The only criticism on writing prompts I would get were technical ones, like using apostrophes incorrectly or writing the number rather than spelling it. Yet, marked in red at the top of my first paper junior year was something I had not expected, nor seen before-- “Where is your voice?” My voice? I was not mute, so what kind of question was that? I thought about it all class period and looked for the flaw within the paper. All i had to work with was that obscure note and I thought about the question again and again-- I even began...
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...After reading both articles in this week’s reading assignments I have to say that I liked the second article by Hunter Thompson better, it not only kept my attention more, but it was relatable. The author provided a real look into how Americans felt the days following the worst day in America. The author provides a powerful narrative on how his day started out normal just like every other american did, however, the events that played out on TV quickly changed that. In fact, I conclude that those events quickly changed us all. It brings me back to the events of the day and I can say that living in the United States I remember 9/11/2001 like it was yesterday. Like many Americans, I can and always will, remember where I was and what I was doing...
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...Novels are criticized to see if the author creates a book that will stand the test of time. Jane Eyre and The Joy Luck Club both connect the maternal figure and use the narrative language to tell the stories of the women in both novels. Charlotte Brontë has created a novel that is referenced often and allows coming of age novels to spring-board off of her beliefs. Amy Tan’s coming of age novel could stand to be the test of time and can be modeled after Jane Eyre. Jane Eyre not only stands the test of time by showing the importance of women in society through Jane, but also first person to iterate the importance that Charlotte Brontë draws the reader into the narrator’s feelings. The Joy Luck Club uses the narrative language which can stand the test of time for the future similarly to Jane Eyre and develop characters through first person. Often times Brontë does not mention Jane’s mother, however, when she does elaborate on a...
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...Growing up I have always enjoyed writing. I have always been an emotional writer. I liked writing on how I feel. Even though I considered my writing “good” I was just never the one for presenting. I had friends and teachers to tell me my writing was great. I considered my writings personal reflections. I like writing and reflecting on them to see how I have grown as a person. Though I didn’t like sharing, my English teacher of my freshman year help change that. We were assigned to pick a theme song. The theme was our life. When we were first assigned I was pleased but when she said we were presenting I became apprehensive. Now that I have actually did it I consider that assignment the door to a new experience. I walked into my English class...
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...Writing and Myself | Matthew McMahonUNIV104-1402B-18: Academic and Career SuccessJune 22, 2014 | When I first enrolled into this course, I felt all different kinds of emotions and wasn’t exactly sure what to expect from UNIV104. I would have thoughts in my head leading up to this class spinning in my head every night before the first day. Some thoughts like, “Maybe this will be my best class!” and “This class will be easy because I love writing!” were good thoughts that helped me boost my confidence about my college course. Other thoughts loomed in my head as well such as, “Do I really belong in this class?”, and “I’m probably going to fail this class with just one assignment!” Such thoughts as these brought my spirits and gave me a pessimistic outlook on this class. But now that I am done with this class, I find myself to be more at ease with myself and have a newfound confidence in the way that write. Writing has been an important form of expression for me. I find myself to be very soft spoken and speaking verbally is usually difficult for me because I can’t always seem to find the right words to say. This has led me to be very shy in class. With writing, I feel that I am more expressive and have more control over what I want to say. Writing is therapeutic for me, whatever I cannot say directly I can just pour out my heart and soul. I have been keeping a journal for the past eight years and it has done wonders for me. I find myself not only...
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...sessions comprise a formal lecture of approximately one hour and a seminar. You will have the opportunity to discuss your progress on the module with the Module Tutors at any stage. In order to do so, you are encouraged to make appointments in order to see your tutor at mutually convenient times. 3. Module Communications The Module Tutors’ contact details are provided at the top of this page. Additional lecture materials are provided by the University’s virtual learning environment “WebCT”. You must check your University email address regularly as many module communications are channelled through this medium. 4. Module Description • Personal and professional development skills through Personal Development Planning (PDP) • The development of the learner's sense of responsibility for their own management and personal development within the working environment • An introduction to the concept of operations processes and the development of students' knowledge and understanding of the role of operations management function within an organisation • An overview of the issues and problems which typically face operations managers in diverse...
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... 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 with the original reviewer and why. No personal attack on the reviewer, therefore the paper should focus on aspects...
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...Prejudice, giving detailed consideration to what the passage shows of the thematic concerns and narrative methods of the novel (for example, what themes are dealt with here? What use is made of narrative point of view? How is characterisation achieved?). Pride and prejudice was written by Jane Austen and published in 1813. This passage of the story was written in third person narration perspective that displays thematic concerns and narrative methods throughout the novel to make the readers relate to the story or understand the relations and differences between the 19th century society and the modern society. The themes in this passage are pride, prejudice, family, marriage, class and society, wealth, love, women and femininity, and language and communication. The narrative methods of this passage are narration and point of view (third person narration e.g. focalisation and indirect speech), selection and arrangement of events, characterisation, description, dialogue, exposition and the development of themes. Written in third person, this passage from the “pride and Prejudice” novel is written and told by an omniscient narrator (Jane Austin) who used her heroine and hero character (Elizabeth) as a focalizer through her actions and feelings towards herself, others and what is happening around her. The themes in this “Pride and prejudice” passage are pride, prejudice, family, marriage, class and society, love, wealth, women and femininity as well as language and communication. Throughout...
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