“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning

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Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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reader expectations. Consider: Why do paragraphs require topic sentences?
Because readers expect them. Where do they expect to find them? Generally at or
near the beginning of a paragraph, though this depends on the purpose and
structure of the paragraph. When would you put the topic sentence somewhere
other than the beginning of the paragraph?
When you're using a paragraph not to support a claim but to lead a reader to
it; in this case, the topic sentence might come at the end of the paragraph. But
regardless of where you put it, a topic sentence is generally required in order to
state, implicitly or explicitly, the paragraph's main idea. Why? Again, because
readers expect it. Can this expectation be violated? Sure. But you need to craft the
paragraph exceptionally well if you're going to violate your reader's expectations.
Writing can help students to discover interesting questions and to make interesting
responses. Students need to be told that writing isn't just a way of telling; it's a way
of knowing as well. Indeed, experienced writers often don't know what they think
about a particular subject until they write about it.
How can instructors use writing to get students to discover what it is that
they think about a topic? Some ideas follow:
-Assign discovery drafts. Discovery drafts are focused free-writing exercises, in
which students sit down at the computer and allow themselves to "think out loud"
on a particular topic. If students aren't sure about how to approach the discovery
draft, have them frame it as a letter—to you, to themselves, or to a friend.
Discovery drafts are especially useful if students are encountering ideas that are
foreign to them. Typically, students don't write well about subjects that they aren't
familiar with.
Discovery drafts help students to become familiar with the phrasings and
nuances of difficult or new material.
-Assign in-class free-writing assignments. Present students with a topic (or let
them come up with their own) and allot fifteen minutes of class time for free-
writing. Then use what students have written to guide the class discussion.
Create writing and research assignments whose chief aim is to make students
discover new ways of thinking about the course materials. For example, provide
students with a passage from a text that is full of allusions, then ask students to go
to the library to track these allusions down. Students can then write a short paper
about how knowledge of these allusions illuminates the text. Or ask students to go
to the library or to the Internet to find five facts relevant to a particular assignment
and then to write a short essay about how these facts have brought a new or revised
understanding of the text.
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