Written thoughts, notes, log, subject diary, first draft Subject paper, report, article, degree paper The texts you produce during the writing process may differ a lot from each other, depending on the function they have, where you are in the writing process and the instructions you have received from your lecturer regarding the text. If you are writing for a degree project this could, for example, mean you need to devote more time to free writing than if you are writing a laboratory report. However, in both cases it is important that you are aware of the type of text you are going to write. It is important to remember that academic writing is not a linear process — this is illustrated by the arrows in the model.
High School Statutory Authority: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.
Students should read and write on a daily basis. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.
Reading instruction that enhances ELL's ability to decode unfamiliar Formal documented argumentative essay and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading.
Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. ELL students should use the knowledge of their first language e.
Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition.
It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
Students understand new vocabulary and use it when reading and writing. Students are expected to: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery e. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
Students are expected to explain how dramatic conventions e. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
Students understand how to glean and use information in procedural texts and documents. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students use elements of the writing process planning, drafting, revising, editing, and publishing to compose text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.The Persuasive Text - The purpose of a persuasive text is to change or alter the viewpoint of the reader for it to agree with the author’s perspective.
Opposing Viewpoints of Capital Punishment - “Death penalty is a deterrent,” by George E.
Pataki and “The Death Penalty Should Not Be Abolished,” by David B. Muhlhausen are two articles that support capital punishment as a deterrent of crime.
Yesterday I wrote about the trailer for JK Rowling’s new multi-part background pieces on Pottermore, entitled “Magic in North America.” You should read the post here if you need timberdesignmag.com before that, back in June, I wrote about my concerns with the bringing of the “magic universe” to the States.
In this course we will read three genres in American literature: short stories, poems, and a novel. Edgar Allan Poe, Kate Chopin, Eudora Welty, and Kurt Vonnegut will introduce us to Gothic Romanticism, turn of the (nineteenth) century feminism, racial discrimination during the segregation era, and a dystopian view on equality.
OBJECTIVES: Students will. 1. Respond orally and in writing to texts, primarily nonfiction. 2. Write as a way of exploring, developing, and confirming ideas in a process of communicating them.
In , Paul Graham wrote How To Disagree Better, ranking arguments on a scale from name-calling to explicitly refuting the other person’s central point.. And that’s why, ever since , Internet arguments have generally been civil and productive. Graham’s hierarchy is useful for its intended purpose, but it isn’t really a hierarchy of disagreements.