...portion of their score on the exam. Understandably, there is concern. They want to do well. I wish there were a magic formula to essay success, but there isn't. I have tried to come up with a essay planner that works, but the trouble with something like that is that it cannot possibly account for all the variables that exist when a particular student reads and responds to a passage. Therefore, this little essay is an attempt to steer my AP students towards a philosophy of essay writing instead of trying to have an approach or a system. Where to begin? A few thoughts on beginning any essay ________________________________________ Before all else, as writers we must have something to say. And if it's not important or significant, then it is not generally worth saying. From what I can tell, all passages used on AP tests have something to reveal to readers. Before we write one single word about imagery or diction, we MUST figure out what that something is. What does this author have to say to us about being human, about our shared experiences, about our fears, our sorrows, our victories? Find this and you will have something to say. This something is what I call the "So What" and without it, your essay will be meaningless. So, if there is a step one, it is this: read and understand the passage given. This understanding of the meaningful, of the So What, is what will allow you to write an insightful essay. When you have something to say, your voice will be heard in your writing...
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...been able to write papers but I've always needed a little bit of help to complete them. My mom has always been there when I am having problems writing papers. There have been times where I am amazing at them and knock them out like nothing. These are papers are usually short stories or something I can relate to. Then theres times where nothing comes to me and it seems like it takes forever to write them. When writing the papers one of the difficulties came from what I was writing about. In high school papers stressed me out because I knew I was going to have trouble with them. When I had to write my paper for chemistry, I worried about the length, how many citation, and how to cite it. I ask myself how does confidence impact my ability to write? On the one hand the papers I have the most confidence writing and I favor the most are ones where we have to tell a made up story or about a life event. I can write these very easily because I can remember the event very vividly or can make up a story with lots of detail. With event stories I usually just remember then write and occasionally go back to reread and fill some parts with more detail. In high school one of the first papers I had to write in my English class about a life event that changed your life. I thought to myself this is really easy to write about. I had an idea and there was no length on the paper so I didn't have to worry about how long it was. I was ready for this paper. I had confidence and I knew inside I could do...
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...How Can We Increase Student Literacy/Comprehension? People read for different reasons but ultimately the goal of reading is to derive meaning for a purpose whether it is for learning new skills, gathering facts or just for pleasure. If there is no comprehension, then reading is nothing more than following words on a page while sounding them out. The words don’t really have any meaning. That’s why literacy/comprehension skills are critical for students (especially ELLs) success in school as well as outside of school. Without these skills students cannot gather any information and use it to function efficiently and enjoy life. As educators, there are many strategies we can employ in our classrooms to ensure that students are developing literacy/comprehension skills. The strategies that I have found to be the most effective are sticky notes, visualizing and synthesizing frames. Students can use sticky notes in a variety of ways to help them increase their comprehension. One strategy is to have students read a story or passage and write down any questions they have about the story on sticky notes as they read. This strategy can be used before and during reading and it can be done individually or as a class. To use it before reading, have the students take a picture walk through a book and write down questions they have based on the pictures. Next, read through the book and have the students write down any new or different questions they have based on the text. Finally...
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...Let’s Get Better in Reading Learner‟s Materials 3 This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. Department of Education Republic of the Philippines i Let’s Get Better in Reading – Grade 3 Learner’s Materials First Edition, 2014 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, picture, photos, brand, names, trademarks, etc.) included in this book are owned by their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Publisher by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Development Team of the Learner’s Material Reviewers: Nemah N. Hermosa, Roderick M. Aguirre, Merry Ruth Gutierrez, Felicidad Pado, Ma. Lourdes Tayao Mil Flores Ponciano, Esperanza Diaz- Cruz, Ana Lou Caspi, Criselda DG Ocang...
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...How to write essay In first time I had met students high level in WESLI they talked about essay so they spoke several of words I didn't know what mean. Some of these words are (outline , body , first part of body , hook ... etc). Then I thought the essay is hard thing and take a long time. But when I study writing 400 in WESLI with teacher Deno I realize it's not hard. My teacher Deno explain how to write perfect essay. First step you've do (choose your topic). You should to choose one topic to write about it. Also, it should easy and clear for you. Then you can explain it throw easy way. You've give a good examples about it or describe it clearly what does it mean. In fact if you select one topic you can focus in one subject. So, you should to choose one topic. Second step you should to write the outline. It mean you write the topic you chose. Then you start write basis of your essay. Also, you can write your essay after a few days form wrote outline. The outline contain from: first introduction. The introduction contain two main things they're (Hook and thesis statement). I'll explain what it mean next paragraph. Second part of outline is the body of your essay. It's mean you'll write every step or every option for your topic. I'll explain it later. Tired step in your outline is conclusion for your essay. Also, I'll explain that mean later. So, you've to take attention from the body for your essay because it's main thing in your essay. Now I'll explain...
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...1.Write a dialogue between Jony and Nadim about illiteracy. Jony: Hello Nadim. How are you? Nadim: Fine. Thank you. What’s about you? Jony: I am also fine.thanks. May I know your opinion about Illiteracy? Nadim: yes. It’s a great problem and curse for our country. Jony: How? Nadim: You know, Education is the back bone of a nation. No nation can prosper without education. Jony: What should we do then? Nadim: We should work hand to hand to remove illiteracy. Jony: We should also need to create public awarness. Nadim: Yes, of course. It’s a vital factor. Jony: Thank you. Nadim: Welcome. 2.Write a dialogue between Nadim and Noyon about Tree plantation. Nadim: Hello Noyon , How are you? Noyon: Fine. Thank you. What’s about you? Nadim: I am also fine.thanks.Where are you going? Noyon: I am going to attend the tree plantation program. Nadim: What do you need to plant trees? Noyon: Don’t you know about the important of tree plantation. Nadim: Sorry friends. I don’t know. Noyon: Ok, I shall tell about it. Nadim: Please do. Noyon: Tree’s are very useful to us. They help us many Ways. They give us food shelter and shade. They also give us oxyzen and prevent natural calamities. Nadim: Yes, Now I can realize. When should we plant trees? Noyon: June and July are the...
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...like to spend time by yourself? When I was in middle school and high school, I got the impression that being alone meant you were a social outcast. At lunch, for example, only the "losers" or "nerds" ate alone; if you were surrounded by friends, you were popular. As a result, I was always anxious about being alone. Like a lot of young people, I worried about having enough friends and going out on the weekends instead of staying home like a "loner." I have to admit, though, that I spent more weekends at home than I did out on the town with my friends. As I've grown older, though, I think I've come to appreciate more and more having some time to be alone. Maybe it's the constant noise and demands of three children that helps me appreciate some quiet time to myself. In fact, some of my favorite time during the day is the time I spend driving to and from work (I live about twenty minutes from where I work). I often listen to the radio, so I don't know if I'm technically alone, but it's time where I can think and reflect on things that have happened during the day. It's often during this time that I have some of my best ideas, too. If we ought to be familiar with anyone, it should be ourselves. And spending time alone can help us come to know ourselves better. In this lesson, you will read some pieces that show the authors learning about themselves. You will see through the readings how the experiences we go through often teach us things about ourselves that we didn't know before...
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...writing is frustrating. Many times I have trouble writing about anything. The main reason why I have so much trouble when writing, is because I don't concentrate on my work enough. Even when I try my hardest to concentrate, my mind seems to wonder around to a different direction towards another thought. After that, I forget all about my work and just think about various things such as people, places, and different times I've had in the past. For example, even while I'm writing this small paragraph, my mind keeps on slipping into other thoughts. I dont know if this happens to lots of people, but this is one problem that I have trouble the most in. Maybe this is why I'm a slow writer and don't like to write. When I write, I'm usually in my house sitting right where my computer is. One thing about me is that I hate writing anything with a pen and a paper. Most of the time when writing an essay, report, or anything else, I type it on my computer. I can probably type 50 times faster than writing by hand. I guess it's just something that I'm better at. I can type about 80-85 words per minute. If that isn't fast, then I dont know what is. When writing, I can write when it's quiet, loud, during the day, during the night, and during whatever atmosphere I'm in. Even if the whole house is quiet, I usually listen to music while typing an essay. However, the best time and the best atmosphere for me to write anything would be during late...
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...FIELDNOTES: A GUIDE FOR RESEARCHERS Fieldnotes: "The observations written by a researcher at a research site, during an interview, and throughout the data collection process" (FW, 501). I. REQUIREMENTS Much of the hard work of ethnography happens in the observations and fieldnotes. At times, you’ll feel as though it’s tedious to take fieldnotes; however, taking detailed notes gives you a set of data from which to look for patterns and ideas. In order to complete your field notes successfully, you will need to: General Requirements Spend at least one hour a week observing your community; While you’re observing, write substantial (3+ pages of observation weekly) field notes. Take time after you’ve observed to write meaningful, thoughtful questions and reflections on the “analysis” side of your double-entry field notes (explained in “Strategies” below). Date each entry, and number each page (This is vital! If you fail to date and number each page of your fieldnotes, you will be lost when it comes time to write up your research and prepare your Research Portfolio for the Celebration of Student Writing) Write legibly enough that someone else could read them. Keep them organized (in your Research Portfolio, among your artifacts and other fieldwork) Taking good fieldnotes requires that to divide the process into two phases: (1) notes you take while you are in the field (Observational/Descriptive fieldnotes) and (2) notes you take after you return...
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...Throughout this year, I felt like i have grown more as a writer. In the beginning of this year, I did not really understand the meaning of writing. As I go through the year, I understand more and more of why we write. When I first came into this class, I only knew what Mr. Shambaugh and Mr. Riise had taught us last year about writing. I felt like I have grown dramatically with my writing. I know use stronger words when writing an essay that means something. As well as that, I know enjoy writing long pieces or even short essays. This semester taught me how to improve on being a writer, and how to open my mind to new things. While first proceeding through this class, I had no idea how I would feel writing essays every other day. I felt like I was going to be miserable and get behind fast. In the beginning, I knew I had to come up with a better attitude and put my mind into my work. When we first had an essay due, I was a little nervous because I did not know what you expected of us. Now, I write my papers the night before it is due usually and I do not hesitate to press submit. While in English 111/112, you have...
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...Emotional Intelligence for teens ages 13-18 Revised as of 28 January 03 Note to Parents Emotional Intelligence is a wide range of skills that children of all ages can develop and improve. These skills are critical for emotional well-being and life success. This section of the Youth Deployment Activity Guide is designed to give you additional age appropriate resources that are helpful in teaching your child about emotions. The emotional and social skills that are presented were written in order to help you grow your child. The sections include Intrapersonal Skills, Interpersonal Skills, Adaptability, Stress Management and General Mood. Each section is further divided into sub-skills that address such things as Problem Solving, Happiness, Flexibility and other critical emotional and social competencies. We encourage you to use these activities throughout the deployment process and beyond. Revised as of 28 January 03 Emotional Intelligence Activities Ages 13-18 InTRApersonal Scale Self Regard.............................................. Lay It On The Line Emotional Self-Awareness ......................Today I Feel Name Game I Am Assertiveness ..........................................Am I Assertive? Get A Grip On Anger Independence ..........................................Setting Goals To Do List Self-Actualization ...................................Teen Spotlight Confidence Exam InTERpersonal Scale Empathy...................................................
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...Ace The IELTS Essential tips for IELTS General Training Module © September 2005 By Simone Braverman All rights reserved. No part of this book may be reproduced in any form or by any means, or stored in a database or retrieval system without prior permission of the author. Making copies of any part of this book for any purpose other than your own personal use is a violation of International Copyright Laws. Limits of Liability/ Disclaimer of Warranty The author and publisher of this book and the accompanying materials have used their best efforts in preparing this program. The author and publisher make no representation or warranties with respect to accuracy, applicability, fitness or completeness of this program. They disclaim any warranties (expressed or implied), merchantability or fitness for any particular purpose. The author and the publisher shall in no event be held liable for any loss or other damages, including but not limited to special, incidental, consequential or other damages. As always, advice of competent professionals should be sought. This manual contains material protected under International Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. From Author I am very grateful for all the help and support I’ve received from all the members of my team. I'd like to thank Vladimir Levitin – for great research Roman Itskovich and Zvi Braverman – most talented Internet gurus Nataly Dehter-Vaksman - for...
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...Madam or Mr depending upon the gender of the Chairman.) 2. The topic for our debate is “That... DEFINITION 2A. We define the topic as (Explain what the topic means. Define the key or important words in the topic. Use a dictionary to help you. You should make sure that the topic is clearly explained in a sentence or two.) 3. We the affirmative team believe that this statement is true. TEAM SPLIT 3A. Today as first speaker I will be talking to you about (Write down the general heading/s of the points you will be talking about.) 3B. Our second speaker will be talking about (Write down the headings of the points your second speaker will be talking about.) Our third speaker will rebut and sum up our team case. REBUTTAL 4-7 There is no rebuttal for the first affirmative speaker. 1 8. I am going to discuss .... points ARGUMENTS 9. My first point is (Write down your first point/argument.) 10. This is because/the reason for this is (Explain the reason that supports your point.) 11. Now to my second point (Write down your second point.) 12. This is because (Write down a reason that supports and explains your second point/argument.) If you have some more points, continue to list them. ENDING 13. So Mr/Madam Chairman, Ladies and Gentlemen, in conclusion (Finish you debate with a sentence that sums up what your team believes. You can use humour or a quote or you may say ‘thank you’ to finish.) Created by Debating SA 2007. Visit us at www.debatingsa.com.au. First Negative Speaker...
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...FIELDNOTES: A GUIDE FOR RESEARCHERS Fieldnotes: "The observations written by a researcher at a research site, during an interview, and throughout the data collection process" (FW, 501). |I. REQUIREMENTS[1] | Much of the hard work of ethnography happens in the observations and fieldnotes. At times, you’ll feel as though it’s tedious to take fieldnotes; however, taking detailed notes gives you a set of data from which to look for patterns and ideas. In order to complete your field notes successfully, you will need to: General Requirements ? Spend at least one hour a week observing your community; ? While you’re observing, write substantial (3+ pages of observation weekly) field notes. ? Take time after you’ve observed to write meaningful, thoughtful questions and reflections on the “analysis” side of your double-entry field notes (explained in “Strategies” below). ? Date each entry, and number each page (This is vital! If you fail to date and number each page of your fieldnotes, you will be lost when it comes time to write up your research and prepare your Research Portfolio for the Celebration of Student Writing) ? Write legibly enough that someone else could read them. ? Keep them organized (in your Research Portfolio, among your artifacts and other fieldwork) Taking good fieldnotes requires that to divide...
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...When I first thought about my English 11 class I was thinking about how I wanted to better myself in the future. I was hoping that I would get a teacher that would help me improve my writing skills and help me improve my SAT score and I received my wish. I ended up getting Mrs. Miles as a my English teacher and I was very excited to get her as a teacher because I wanted to see how fun she makes English and it was a lot of fun.Writing is like cooking you can only have a few ingredients but, you can make something actually mouth-watering out of it. Overall, I have greatly improved my writing skills for the future. The first essay that I would like to talk about is my Romanticism Fictional Narrative that I made in my 10th grade English class. The reason why I chose to talk about this essay is because it shows how creative I can without an outline. What I liked about this essay is how creative and descriptive it is. I made this essay by basically going off what my brain imagined. What I learned from this essay is when I do not use an an outline my ideas are more artistic....
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