...The challenges of writing in the education profession will have you pulling your teeth out. As Special Education Teachers one’s writing skills are a key component of my job responsibilities. An important writing component in which a Special Education Teacher must construct is an Individualized Education Plan (IEP). This document is a confidential and legally binding document that is vital to a student’s educational path. One of the first steps to writing an IEP is to brainstorm with the parents, teachers and other educational professional involved in the IEP Meeting. The second step is to start compiling all the students’ data, previous goals, objectives, formal testing information. These two steps begin to document what is the style of an Individualized Education Plan. The writer of an IEP the must be able to identify with several different parties in which all parties involved maybe able to comprehend and apply this information. In the beginning stages of writing an IEP, the writer should target what is actually best for the individual. Once you have identified what is best for the student then you move towards utilizing the data. As you are reviewing the data you must now articulate how the individual is current level of performance can be projected to assist in where the students needs to grow when moving into writing goals and objectives. When it comes to writing goals and objectives one must identify the audience. As the writer there may be several professionals and parents/guardians...
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...The writing prompt I chose is number 5. There are multiple reasons I chose this one, but for now let's just stick with one. That reason being is i think it will be the easiest to do. The prompt is asking what event help the children come to admire their father and how does each event contribute. One of the events of top of my head is when Atticus came home to take care of the dog. The kids needed help and Atticus came back to help by shooting the rabid dog. That would help them understand that their father isn’t just a lawyer; he is their father, Darth Vader style. Another one of the events is when they went to the jail, he told them to go home. He didn’t force them too though, which got him a couple of brownie points. He could’ve told them to go home, which he did, but they didn’t...
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... Our days of juggling shopping bags are coming to a close; soon, we’ll all be investing in box cutters to break down the mounds of Amazon boxes we’re accumulating. We won’t even have to leave our homes to get those box cutters, for we can conveniently order them right from our laptops. With Amazon promising that two-hour delivery is on the horizon, our world is getting closer and closer to an episode of The Jetsons. Seldom do we have to worry about running out of essentials such as coffee, laundry detergent, or pet food, because we can just as easily press a “dash button” and the items will appear on our doorsteps two days later. Even customer service employees are being replaced by robots who speak multiple languages. With robots readily replacing cashiers, security guards, and even shopping carts, seeing real people in any stores at all may just be a thing of the past. There’s now an app where anybody can fill their shopping cart right from their phone and pick it up an hour later. Digital is becoming the new “normal” as all these replacements are made. As fascinating as all these advances are, I find myself wondering about the countless people that are getting laid off because of all these robots stepping forth. We sit and wonder why such a large percentage of our people are jobless as we continue to replace real life people with technology. One single machine can replace the jobs of dozens of people. Shopping has been made easy with our many technological advances. However...
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...As we sit in the theatre’s lobby at the University of Illinois in Springfield, the nerves and tension begin to settle in all of us. Most were either playing cards or gossiping about the other shows. The rest of us were quietly thinking about the fate of our show. As our coach came out of the office, we headed outside. He holds up a small piece of paper and flips it over. We all start screaming, hugging each other. My greatest success is being the stage manager for a state winning theater program. “Hey, Tom you ready for the play this year?” My coach Mr. Wargin says as I walk into the little theatre. “Of course! It’s my senior year, it is going to be the best year for us, I promise!” As the other stage managers and I stand on the stage taking attendance and pass out the calendar of practices and events, Mr. Wargin tells us a game plan. “We meet every Tuesday and Thursday; occasionally we’ll have a Saturday where we work all day. We’ll use those Saturdays for when we are falling behind and need to finish big projects that we can’t finish during the school week. We provide lunch if you come, and it is greatly appreciated if you do.” He continues to say, “We have two sets to build, one for each play, and we have about a month and a half to complete both”. He explains that our contest play is “The Picnic” and we are going to build two houses, with faux grass, something we have never done before. Our other show, the group interpretation, is “A League of Their Own”. This show...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...to culminate the learning achieved in the course by writing a persuasive research paper about a chosen topic of interest. The Final Research Paper represents 30% of the overall course grade. Focus of the Final Research Paper Before you submit the Final Research Paper, make sure that you have: 1. Reviewed the Research Paper Guidelines, available in your online course, to ensure your paper addresses all required components and develops a clear position in response to one of the writing prompts provided. 2. Incorporated a minimum of five scholarly sources. 3. Incorporated feedback or suggestions into your revisions. 4. Proofread your final draft for errors in grammar, mechanics, and style. 5. Written a paper that is approximately 10 pages in length, including a title page, a reference page, and eight pages (2000 to 2500 words) of text. 6. Formatted your paper according to APA style. Activity mode aims to provide quality study notes and tutorials to the students of ENG 122 Week 5 Final Research Paper in order to ace their studies. ENG 122 WEEK 5 FINAL RESEARCH PAPER To purchase this visit here: http://www.activitymode.com/product/eng-122-week-5-final-research-paper/ Contact us at: SUPPORT@ACTIVITYMODE.COM ENG 122 WEEK 5 FINAL RESEARCH PAPER The final assignment for this course is a Final Research Paper. The purpose of the Final Research Paper is for you to culminate the learning achieved in the course by writing a persuasive research paper about a chosen topic of...
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...Respond to each of the 10 prompts below in 2-3 sentences per prompt. You can type your responses right in this journal by clicking on "Create Journal Entry." You could also, if you wish, type your responses on a Microsoft Word document, and then upload the document after clicking on "Create Journal Entry." The Prompts 1) List and explain 2-3 goals you have for this semester in English 1010. The goals that I have for this semester is to become a better writer. 2) What was your high school English/ Writing class experience like? What are some tings (good or bad) that you remember about it. (If you had an English or writing class after high school, please write about that one instead). My last English class was a bad experience. I did not have a supportive professor to tell me when something was wrong with my papers. 3) Describe/ explain an essay or piece of writing that you were proud of. What did you like most about it? Why were you satisfied with it? I was proud of my analysis paper that I wrote. I felt like it was the best paper. I was satisfied with my paper because I actually felt confident about it. 4) Describe your overall attitude towards writing. Does the word have a positive or negative connotation to you? Explain your thoughts on why you like/ don't like writing, and what you like/ dislike about it. I dislike writing, and it has a negative connotation to me. I dislike writing because I feel like my work is never good enough. 5) What...
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...The hate side of my relationship with writing stems from school. This is because most of the writing assessments dont allow me to have creative freedom. 9 times out of 10 we have to write about something like why we love school (we don't) or sometime you had to do something specific that you can't remember ever doing. And then when you get to write something that has a plot instead of a 5 paragraph essay about why school shouldn't be start earlier, you have to write from a prompt that sounds like something you would find in a children's story contest. I understand why we are given prompts, i just wish we could have more creativity with them instead of writing with a specific prompt. That is why i partly hate writing. The love side of my...
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...Practice Test Overview PTE Academic PTE Academic is a computer-based test designed to test your English reading, writing, listening and speaking skills. The test takes approximately three hours to complete. This includes an un-timed introduction to the test and one optional scheduled break of up to 10 minutes. There are three timed parts: Part 1: Speaking and Writing Part 2: Reading Part 3: Listening Each part may contain a number of sections. Each section is individually timed. Part Content Intro Introduction Part 1 Speaking and Writing Part 2 Reading Optional Scheduled Break Part 3 Listening Time allowed Not timed 77-93 minutes 32-41 minutes 45-57 minutes Offline Practice Test This PTE Academic Offline Practice Test includes a combination of items covering each of the language skills – speaking, writing, reading and listening – as assessed in the actual test. Most of the content includes items from the online unscored practice test. The table below shows the contents of this Offline Practice Test: Part and section Item types Part 1: Speaking Read aloud Repeat sentence Describe image Re-tell lecture Answer short question Summarize written text Write essay Multiple-choice, choose single answer Multiple-choice, choose multiple answers Re-order paragraphs Reading: Fill in the blanks Reading and writing: Fill in the blanks Summarize spoken text Multiple-choice, choose multiple answers Fill in the blanks Highlight correct...
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...Back in the 4th grade, I would always have problems with writing stories. At the beginning of the week, I would always have to write a story that fitted the assigned prompt. My teacher would always give each of us a blank paper, so that I was able to make plan out what I was going to write. On the blank paper, I wrote down an abbreviation called BME. The letter B in my outline stand for the beginning of the prompt. Next, the M in my outline would stand for the middle of the writing essay. The teacher also read to us the instruction of the prompt. One of the examples of the instructions were “Make sure to proofread your essay for grammar or spelling errors. Towards the end of the writing prompt, I tried to make sure that I proofread my story before turning it in. After turning my paper, I forgot about the paper for the rest of the day. Instead of thinking about writing, I would always want to be outside, climbing on the monkey bars or compete with other students by swinging the highest height on the swing set. On Fridays, the teachers would send us to in a group of three other students. In these groups, we read out loud our stories. As soon as we got done reading our stories, the teachers would give us advices on what we should the next time we have as assigned prompt to write. Most of the time, my teacher...
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...Goal Given writing prompts that require content knowledge from the Ancient Civilizations unit, students will write a claim, evidence, reasoning paragraph that meets the requirements of at least a three out of four on the Social Studies/ELA rubric. Instructional Objectives The following is a list of instructional objectives used in this unit plan: Given the twenty definitions...
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... | |8 |Essays earning a score of 8 effectively respond to the prompt. They refer to the passage explicitly or implicitly and explain the function of | | |specific strategies. Their prose demonstrates an ability to control a wide range of the elements of effective writing but is not flawless. | |7 |Essays earning a score of 7 fit the description of 6 essays but provide a more complete analysis or demonstrate a more mature prose style. | |6 |Essays earning a score of 6 adequately respond to the prompt. They refer to the passage, explicitly or implicitly, but their discussion is more | | |limited. The writing may contain lapses in diction or syntax, but generally the prose is clear. | |5 |Essays earning a score of 5 analyze the strategies, but they may provide uneven or inconsistent analysis. They may treat the prompt in a | | |superficial way or demonstrate a limited understanding of the prompt. While the writing may contain lapses in diction or syntax, it usually | | |conveys ideas adequately. | |4 |Essays earning a score of 4 respond to the prompt inadequately. They may misrepresent the author's position, analyze the strategies | | |inaccurately...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for...
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...prioritize this class than I had before. Because of this, I tried to improve on my mistakes from the Rhetoric In Practice project and build good habits for Writing 39C. Looking back on the previous project, I identified my biggest problem to be the planning stages as it really impaired my efficiency when working on the project as I was unsure of a direction to pursue throughout the project and was only able to narrow it down toward the end. Beginning with the Low-Stakes Writing: RA Freewrite, I tried to answer the prompt as a brainstorming tool rather than to answer the questions directly in order to have a clearer planning stage. The first section...
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