zilongwang/ReadingBank huggingface dataset:
Writing 90 at 10 AM --Week 4 To become able and successful in any profession, three things are necessary: nature, study, and practice. Tuesday: Before class, complete the assignments below and be ready to share your answers. Do exercises 1-5 on page 42: Read and Study page 55. Do page 66, exercise 1-3: Combining Sentences. Review page 70 on Do page 73, Finding and Correcting Fused Sentences. Study page 79-80: . Do page 81, exercises 1-5: Identifying Sentences and Fragments. Do page 82, exercises 1-10: Identifying Sentences and Fragments. By Tuesday---For full credit, last week’s workshop should be completed, checked, and turned in. Wednesday: Meet in WH 225. Bring your course packet for a workshop. Thursday: Before class, complete the assignments below and be ready to share your answers. Do page 84: Correcting Fragments. Do page 123: Creating a sentence with one independent clause. Do page 124: Creating a sentence with two independent clauses. Review 93 to 100: . Do page 102, Confused Words: Group 2. Friday: Meet in the computer classroom---WH 222. Come prepared to revise your paper written last week. If you do not have a paper to revise, this is a good day to get it written, but then you should make an appointment to come see me to go over your paper. Bring your journal for a journal check---you should write a minimum of three full pages in your journal. If your handwriting is especially large or you like to place lots of space between words, then you will have to write more than three pages for full credit.
First body paragraph with examples and facts to support The reason why people shouldn’t watch too much television is because the content of many TV programs is not educational. Nowadays, we can see movies, series, and shows that present scenes of violence, sex, and drugs. This has established wrong concepts among the audience that influence them into having a negative behavior. Moreover, the impact this tendency has on children is worse because they grow up with the idea of a world where women must be slender and blonde to stand out, where problems can only be solved with money and violence, and where wars are inevitable. Second paragraph with examples and facts to support The second reason why people shouldn’t watch too much television is because it makes people waste time that could be used in more beneficial activities. The time we spend watching TV could be applied to useful activities like exercise, reading, interacting with friends and family, activities that are a crucial for a healthy lifestyle. Third paragraph with examples and facts to support The reason why people shouldn’t watch too much television is because it negatively affects people’s mental development. According to several scientific studies, watching TV for prolonged periods of time has a negative effect over the intellectual development of children and leads to deterioration of the mental capacity in older people by causing both attention and memory problems in the long term. Conclusion with the restatement of the main points and a perspective sentence at the end In conclusion, people shouldn’t watch too much television because the content of many TV programs is not educational; it makes people waste time that could be used in more beneficial activities; and it affects people’s mental development. However, this doesn’t mean that we should ban TV, but if we are going to watch it, we should do it with moderation. Television is a resource that we should learn to use through the right selection of programs by taking an active and critical attitude towards it.
WRITING A REFLECTION PROCESS TABLE INTRODUCTION Set the stage – Identify the part of the learning event that had personal meaning to you. Provide a brief overview. EXPERIENCE Return to the experience – Describe what you did and how you personalized it for application to your job. PERCEPTIONS Examine your perceptions – Describe how you felt about your learning experience. Was anything missing? What insights did you gain? Do you feel more confident about performing this task? EVALUATE Evaluate the experience – Describe how you will or will not use the new knowledge or skill on the job. SUMMARIZE Wrap it up – Go over the main points. Identify those that had the greatest impact.
Read as a believer. Read as a doubter. Seek out alternative and analyze sources of disagreements to clarify why participants in the conversation disagree with each other. Evaluate various positions. Strategy #1 reading as a believer: This is what psychologist Carl Rogers calls empathetic listening. This requires the reader to see the situation from the author's point of view and temporarily adopt the author's belief and values, thus suspending any skepticism or biases. The best way to read as a believer is to summarize the argument in your own words. Read for general meaning first without judgment. Read slowly a second time writing brief says or does statements for each paragraph. Five categories are: definitional arguments, cause/consequences arguments, analogy/resemblance argument, evaluation arguments and proposal arguments. Strategy #2 reading as a doubter: To read as a doubter, the reader must raise objections, ask questions, and express skepticism. In the margins, make notes for demanding proof, doubting evidence, and challenge the author's assumptions and values. Strategy #3 seeking out alternative and analyzing sources of disagreement: When analyzing an argument, the reader must evaluate both sides of the argument. Two categories make up the various points of view. Disagreement about the facts or truth of the case. Disagreement about underlying beliefs, values or assumptions. A theoretical definition of a fact is the empirical data on which all parties agree. The disagreement arises over the way facts are interpreted. A second source of disagreement is in the differences of values, beliefs and assumptions. Some
Each child’s reflection on his/her own piece of writing helps to develop his/her skills of metacognition (reflecting on one’s own learning). A key outcome of each conference is that both the teacher and the child can understand something more about the child’s learning and the next steps that need to be taken in supporting learning. In addition, the individualised nature of the conference means that the teacher can differentiate support appropriate to each child’s abilities and needs. (Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 25) Appendix 2.b In this template you may choose to add other features to be observed and also to complete the missing criteria/descriptions Rubric: Explanation Writing Learning Objective: To write an explanation, organising and linking ideas logically and using language features, grammar and punctuation accurately Feature I didn’t do well I made a good effort I made a very good effort Purpose The purpose of the writing is unclear. It is clear for some parts of the writing what is being explained. Reader is clearly aware of what is going to be explained. Organisation of Ideas Ideas are jumbled with no logical sequence to the writing. Ideas are not always logical or clearly linked. . Ideas are logically and clearly and effectively linked to show cause and effect Paragraphing No evidence of paragraphing Some attempt at paragraphing Language features Excellent use of all of the language features of explanation writing. Grammar/ Punctuation Frequent mistakes in Some attempt at proof reading but there are Mainly error free work
Appendix 4.b – Sample Checklists to assist Teacher Observation Questions for Teachers’ Formal Observations Planning Drafting Editing Publishing Has the pupil identified the purpose and audience for writing? Has the appropriate form of writing been identified e.g. report? How did the pupil plan before writing? Does the child use reading as a stimulus for writing ideas? Does the pupil write with fluency when recording initial ideas? Does the edit as they go? Is fluency hampered by difficulties with spellings? Does the pupil at unknown spellings? What strategies are used when spelling unknown words? At point does the pupil reread and make changes? To what extent does the pupil edit? Can the child edit for many conventions at one time or individually? How does the spelling change between the drafts? Is the pupil able to identify misspellings? Have all corrections been identified? Have careful corrections been made? Has consideration been given to the way the piece is presented? Does the pupil seem satisfied with final piece? Has it been shared with others? Adapted from First Steps Writing Checklist: Writing Behaviours Name: …… Age: Date :___________ Always Sometimes Never Forms alphabet letters Has direction/return sweep Leaves between words Uses initial consonants Uses dominant consonants Has consonant framework Uses some vowels close approximations Writes some words independently Locates unknown in the environment
Cost and Pricing Information – Projects WRD-277 Rev 04/17 Part I - General RECIPIENT ID Number NAME OF CONTRACTOR OR SUBCONTRACTOR DATE OF PROPOSAL ADDRESS OF CONTRACTOR OR SUBCONTRACTOR (Include Zip Code) TYPE OF SERVICE TO BE FURNISHED TELEPHONE NUMBER (Include Area Code) Part II - Cost Summary DIRECT LABOR (Specify Labor Categories) ESTIMATED HOURS HOURLY RATE ESTIMATED COST TOTALS $ $ DIRECT LABOR TOTAL: $ INDIRECT COSTS (Specify Indirect Cost Pools) RATE X BASE = ESTIMATED COST $ $ INDIRECT COSTS TOTAL: $ OTHER DIRECT COSTS A. TRAVEL ESTIMATED COST (1) TRANSPORTATION $ (2) PER DIEM TRAVEL SUBTOTAL: $ B. EQUIPMENT, MATERIALS, SUPPLIES (Specify Categories) QTY COST ESTIMATED COST $ $ EQUIPMENT SUBTOTAL: $ C. SUBCONTRACTS ESTIMATED COST $ SUBCONTRACTS SUBTOTAL: $ D. OTHER (Specify Categories) ESTIMATED COSTS $ OTHER SUBTOTAL: $ E. OTHER DIRECT COSTS TOTAL: $ TOTAL ESTIMATED COST $ PROFIT $ TOTAL PRICE $ This is to certify to the best of my knowledge and belief that the cost and pricing data summarized herein are complete, current, and accurate as of: Date: Name and of reviewer:
Writing Emails to Professors One common question students often have is, “What is the proper way to write an email to a professor?” Within this question lies several sub-questions; for example, “How do I begin the email?”; “How can I communicate my message politely?”; “What is the proper way to ask for something?” With these issues in mind, this reading provides instructions and tips for communicating with your professors through email. 1. Subject line. Always make sure that you write a concise (short), descriptive subject when sending an email. This immediately tells the professor what the email is about. Examples: A. (submitting an assignment) Subject: Assignment 3 submission B. (requesting feedback for an assignment) Subject: Request for Assignment 3 feedback C. (explaining an absence from class) Subject: Regarding absence from tomorrow’s class 2. Salutation. Always open your emails with the polite salutation, “Dear Prof. <Surname>” Example: If your professor’s name is Alvin Williams, you would open the email with: Dear Prof. Williams, (Prof. is form for Professor). Addressing your professors simply by name is considered rude. Avoid this. Example: Dear Williams, (or Dear Alvin,) 3. The message: Get to the point
Example -- Prorated U.S. Census Data – Total Population, AMHI, and Household Size A B C D E F G H I J US Census Tract Group Population AMHI Average Household Size Number of Household Connections Household Connections as a % of Total Household Connections Entity's Current Population (ExF) Entity's AMHI (DxG) Entity's Average Household Size (ExG) County Source x523 1 1,279 $29,712 2.94 200 12.33% 588 $3,664 0.36 ABC ACS 5 -Year Estimates x523 2 5,079 $60,399 3.5 66 4.07% 231 $2,458 0.14 ABC ACS 5 -Year Estimates x524 1 4,683 $43,149 3.19 1,000 61.65% 3,190 $26,602 1.97 ABC ACS 5 -Year Estimates x524 4 1,439 $45,781 2.96 356 21.95% 1,054 $10,048 0.65 ABC ACS 5 -Year Estimates Total 1,622 100.00% 5,063 $42,772 3.12 Example -- Prorated U.S. Census Data – Change in Population A B C D E F G H I US Census Tract Group Population 2010 Population 2014 Change in population 2010 to 2014 Average Household Size Number of Current Household Connections Household Connections as a % of Total Household Connections Change in to 2014 (ExH) County Source x523 1 1,240 1,279 3.15% 2.94 200 12.33% 0.39% ABC ACS 5 -Year Estimates x523 2 5,106 5,079 -0.53% 3.5 66 4.07% 0.02% ABC ACS 5 -Year Estimates x524 1 4,683 4,683 -9.09% 3.19 1,000 61.65% -5.60% ABC ACS 5 -Year Estimates x524 4 1,439 1,439 2.79% 2.96 356 21.95% 0.61 ABC ACS 5 -Year Estimates Total 1,622 100.00% -4.62% Example -- Prorated U.S. Census Data – Unemployment Rates at the Census Tract Level
A B C D E F US Census Tract Unemployment rate Average Household Size Number of Current Household Connections Household Connections as a % of Total Household Connections Unemployment Rate(CxE) County Source x523 6.2% 3.20 266 16.40% 1.0% ABC ACS 5 -Year Estimates x524 5.7% 3.00 1,356 83.60% 4.8% ABC ACS 5 -Year Estimates Total 1,622 100.00% 5.8%
Works Cited "E-Smoking Among Teenagers." The New York Times. The New York Times, 15 Sept. 2013. Web. 11 Dec. 2014. Foulds, Jonathan, PhD. "E-cigarettes Not as Addictive as Tobacco Cigarettes." News-Medical.net. N.p., n.d. Web. 11 Dec. 2014.
Key Terms and Concepts: Literary Devices Genre Audience Explore Focus Craft (verb) Critical Thinking Revise Edit Suggested Student Materials: (provided by school) The Craft of Revision by Donald Murray “Using the Writing Process” Write Source (pp 6-87) Suggested Professional Materials For Teachers: (provided by school) The Craft of Revision by Donald Murray the Writing Process” Write Source (pp 6-87) Additional Resources: (may not be provided by school) Write Beside Them by Penny Kittle On Writing Well: The Classic Guide to Writing Non-fiction by William Zinsser Write Like This by Kelly Gallagher Technology Links: Destiny Webpath Express (found in school library) PB On-line wiki used for drafting, revising, peer revising and editing. The Norton Field Guide to Writing (on-line) OWL: Purdue Online Writing Lab Suggested Strategies and Assessment Tools: Use Donald Murray’s The Craft of Revision as a guide to instruct students in how to use the writing process as critical thinking in (E02) Autobiography. Student work in (E03) Reflective Essay can be used for assessment. If students do not demonstrate “mastery,” the unit may be mastered in any of the subsequent units. Attached Rubric may be used to assess ALL essential outcomes (TSWs). RUBRIC FOUND ON FOLLOWING PAGE……………………………….. Suggested Unit Evaluation Rubric – Writing Process (E01) Student Name: ____________________________________ Date: __________________ To receive a ‘B’ in the unit, a student must demonstrate “MASTERY” of all TSWs.
Attention Getter – the first sentence in an essay that grabs the reader’s attention. Example: Quote, Fact/Statistic, Rhetorical Question, Anecdote, Generalization Attitude – how the author feels about his/her subject. Body – the middle part of the essay which supports the thesis and explains the topic. Clincher – the last sentence in an essay that leaves the reader wondering about the topic. Generalization, Prediction, Question, Recommendation, Last Event (anecdote) Closing sentence – ends a paragraph; should support/relate to what is written in the paragraph. Coherence – the sentences relate clearly and logically to one another. Commentary – a writer’s personal opinions, response, reaction, or reflection about a specific detail within an essay. Conclusion – the final paragraph in an essay, which restates the thesis, wraps up the essay, provides a finished feeling, and leaves the reader thinking about the topic. Concrete Detail / Supporting Detail – supports the topic sentence. Drafting – a stage in the writing process when the rough draft is written. Editing – a in the writing process when the rough draft is scoured/proofread for errors. Introduction – the paragraph in an essay, which grabs the reader’s attention, gives background information, and includes a thesis. Paradigm – a type or style of organization for an essay. Point of View – the perspective from which an essay is told. (Formal English = 3rd person: he, she , they) Prewriting – a stage in the writing process when the writer brainstorms for ideas. Revising – a stage in the writing process when the writer changes ideas and checks for accuracy. Thesis statement – the main point of an essay. (Includes a topic and an opinion or idea.) Topic – the main idea. Topic sentence - tells the main idea of the paragraph. Transitions – words or phrases that lead from one idea to the next. EX: next, furthermore, another example, first, after, next. Unity –all of the sentences in a paragraph support the main idea.
College Readiness 12th Grade world?”, completed during second nine weeks. (MD) (Formative) (Some research used.) i.e. Scholastic Math magazine. Pre-Calculus 12th Grade *Construct a comic strip/page about mathematics – students choose to make type/purpose either inform/explain or argumentative/persuasive. Or Page for the Important Books. Completed during first nine weeks. (Formative) *Construct a comic strip/page about mathematics – students choose to make type/purpose either inform/explain or argumentative/persuasive. Completed during first nine weeks. (Formative) Open responses Admit and exit slips Notes in class (MM, C, T) Daily Speaking and Listening in class, group discussions Calculator Word problems and Constructed responses to other materials as found. i.e. Scholastic Math magazine. Trigonometry *Biorhythms, completed during first nine weeks. (Formative) Open responses and exit slips Notes in class (MM, C, T) Daily Speaking and Listening in class, group discussions Word problems and Constructed responses to materials as found. i.e. Scholastic Math magazine. *Denotes a piece of writing taken through all of the steps of the writing process.
LD Teaching Strategies for Your Classroom: Writing Steve Schmidt schmidtsj@appstate.edu “Many adults do not like to write. Consider the example of a New York cab driver who explains why he carefully avoids hitting pedestrians: ‘I always try to avoid hittin’ ’em because every time ya hit one, ya gotta write out a long report about it’ ” (Lerner and Johns, 2009 in Learning to Achieve). Dysgraphia Warning Signs awkward pencil grip and body position Illegible handwriting Avoiding writing or drawing tasks Tiring quickly while writing Saying words out loud while writing Unfinished or omitted words in sentences Difficulty organizing thoughts on paper Difficulty with syntax structure and grammar Large gap between written ideas and understanding demonstrated through speech. Source: LD Online
Excellent 4 Good 3 Fair 2 Unsatisfactory 1 Strong beginning introduces the topic/main idea Introduces the topic with an appropriate beginning to the summary Introduces the topic in the beginning without engaging the reader Does not introduce a clear topic in the summary’s beginning Supports main idea with facts and details Has some facts and details that support main idea Has sparse facts and details that support the main idea Does not include facts nor details that support the main idea Uses linking words to connect ideas Uses some linking words to connect ideas Lacks linking words that connect ideas Does not include any linking words to connect ideas Includes a closing statement Does not include a closing statemnet
WRITING RUBRIC CATEGORY 4 3 2 1 Your rating Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Sequencing (Organization) Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented / introduced sometimes makes the writing less interesting. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistent. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive are reported accurately. NO facts are reported OR most are inaccurately reported. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic.
Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistent. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\" The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. SCORE
Name_______________________________________ Date_______________________________ Writing Rubric Objectives 4 Points Excellent 3 Points Good 2 Points Needs Some Improvement 1 Point Needs Much Improvement N/A Total Points The writing has all required parts from introduction to conclusion in smooth transition The writing is interesting, supportive, and complete The writing demonstrates that the writer comprehends the writing process Accurate spelling, grammar, and punctuation The writer an understanding of sentence structure, paragraphing, and punctuation The content of paragraphs emphasized appropriate points All sources and references are clearly and accurately documented Total Points (28 pts.) Comments:
Name_______________________________________ Date_______________________________ Writing Rubric Objectives 4 Points Excellent 3 Points Good 2 Points Needs Some Improvement 1 Point Needs Much Improvement N/A Total Points The writing has all required parts from introduction to conclusion in smooth transition The writing is interesting, supportive, and complete The writing demonstrates that the writer comprehends the writing process Accurate spelling, grammar, and punctuation The writer shows an understanding of sentence structure, paragraphing, and punctuation The content of paragraphs emphasized appropriate points All sources and references are clearly and accurately documented Total Points (28 pts.) Comments:
Capitalize as part of a formal title before a name: County Manager John Smith. Lowercase when it is not part of the formal title: county Health Commissioner Frank Jones. Avoid county of phrases where possible, but when necessary, always lowercase: the county of Sabine. Lowercase plural combinations: Reeves and Pecos counties. the same rules to similar terms such as parish. Courtesy titles Refer to both men and women by first and last name, without courtesy titles, on first reference: Susan Smith or Robert Smith. Refer to both men and women by last name, without courtesy titles, in subsequent references. Use the courtesy titles Mr., Miss, Ms. or Mrs. only in direct quotations or after first reference when someone specifically requests it: for example, where a woman prefers to be known as Mrs. Smith or Ms. Smith. When it is necessary to distinguish between two people who use the same last name, as in married couples or brothers and sisters, use the first and last name, without courtesy title. In cases where a person’s gender is not clear from the first name or from the story’s context, indicate the gender by using he or she in subsequent references. Dates Always use Arabic figures without st, nd, rd or th. Datelines COLLEGE STATION, Texas — Text Cities that do not need a state name to follow: Atlanta Houston Philadelphia Baltimore Indianapolis Phoenix Boston Las Vegas Pittsburgh Chicago Los Angeles St. Louis Cincinnati Salt Lake City Cleveland Milwaukee San Antonio Dallas Minneapolis San Diego Denver New Orleans San Francisco Detroit New York Seattle Honolulu Oklahoma City Washington
30-50 months- Writing targets Name: I can show a preference of using a dominant hand when drawing I draw lines and circles gross motor movements I can hold a pencil between thumb and two fingers. I can sometimes give meaning to marks made. I can begin to write Some letters in My name. I can copy some letters I can recognise familiar words and signs such as own name and advertising logos I can show interest in print in books and print in the environment. 30-50 months- Writing targets Name: I can show a preference of using a dominant hand when drawing I draw lines and circles using gross motor movements I can hold a pencil between thumb and two fingers. I can sometimes give meaning to made. I can begin to write Some letters in My name. I can copy some letters I can recognise familiar words and signs such as own name and advertising logos I can show interest in print in books and print in the environment.
5. Does the scoring guide match the OR question? Could the student/other person score their own work from the guide?(content specific guide) Yes_____ No_____ Yes_____ No_____ Comments: Yes_____ No_____ Yes_____ No_____ Comments 6. After reviewing the question, what changes need to be made to the question or scoring guide? Feedback: Feedback: 7. Do students seem to be in the right place on the continuum to working toward proficiency independently? Yes_____ No_____ Comments: Yes_____ No_____ Comments: 8. For students not scoring proficient, is the feedback specific enough to guide students to proficiency? Yes_____ No_____ Comments: Yes_____ No_____ Comments: 9. For students scoring proficient, did the feedback praise and encourage students? Yes_____ No_____ Comments: Yes_____ No_____ Comments: 10. Was the question a “question? Yes_____ No_____ Yes_____ No_____
Line 1- two syllables (title/subject)- if you’re having trouble, try these for each line Line 2- four syllable (description of the title) Line 3- six syllables (some action about the title) Line 4- eight syllables (feeling about the title) Line 5- two syllables (synonym for the title) Examples: Baseball Listen…. Bat cracks against with faint dry sound The sending it out Like steps of passing ghosts Over the back I did it! The leaves, frost crisp’d, break from the trees Homerun And fall ** Try using assonance or alliteration LIMERICK: a common poem that follows a certain rhythm and tends to be humorous and silly Line 1: -/--/--/ (A) Line 2: -/--/--/ (A) Line 3: -/--/ (B) Line 4: -/--/ (B) Line 5: -/--/--/ (A) Examples: once was a man with a beard There once was a man from Greece Who said, “ It is just as I feared.” Who was incredibly obese Two owl and a hen He rolled through the Four larks and a wren Crushing all boys and girls Have all built their nest in my beard. Then fell into a vat of grease. ** Try starting with once was….” Think of some ease, related words that rhyme and build your funny poem around them HAIKU: A Japanese poem that follows syllable rules and is usually about nature
stations to assure that valves, gates, and alarms are set correctly and all are properly functioning. Visual inspection of all clean storm water and floodwater diversion devices, including: <List Specific Devices> Weekly Visual inspection of water lines, including drinking water and cooling water lines, including:* <List Specific Lines> Daily Visual inspection of ground waste piping and transfer lines, including:* <List Specific Lines> Daily <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> <Identify> *The form provided on the following page is required by the permit.
Field Name Year Crop Planted Yield Goal (unit) Actual Yield Manure N (lb) Manure P (lb) N Credits (lb) Fertilizer N (lb) Fertilizer P (lb) N (lb) Total P (lb) Basis for Rate Calculation Example Field 2010 Corn Grain 130 (bu.) 135 100 35 10 40 0 1 year P *units are in elemental P; (P = P2O5 / 2.29)
Common Pitfalls to Avoid When writing a paper on a piece of literature, take care to avoid the following common pitfalls: Lack of an adequately complex thesis – A good thesis moves your reader beyond a simple observation. It asserts an arguable perspective that requires some work on your part to demonstrate its validity. Excessive summarizing – Your task is to move beyond mere summary to help a reader understand a not-so-obvious idea. You can assume your reader has read the literature but that he/she will not remember every detail relevant to your perspective. Assumption that there is one correct or “hidden” meaning – Your essay should aim to expand your readers’ understanding of a text, not to present a single, definitive meaning. This means that you are offering and supporting one potential interpretation. Excessive quoting – When quoting in order to provide textual evidence, use only the relevant part of the quotation. When you establish a claim/assertion and provide textual support, be sure to explain the relationship between the quotation and the assertion. Your reader can’t read your mind. Lack of adequate support – A well-crafted thesis requires substantiation in the form of textual evidence. Often, if your thesis doesn’t make a complex, arguable claim, the act of substantiation becomes difficult. Take care to develop a thesis that will require purposeful use of textual evidence. Improper use of a critical lens – If you are using a particular critical approach/literary theory in analyzing a text or set of texts, be sure you have a good understanding of the critical lens you will be using. Use of personal asides and value judgments – Your task is to shed light on what a text does and to make assertions grounded in textual evidence, not in personal opinion. Shifting verb tense – When writing about literature, use present tense, even if the events take place in the past. Passive voice – Use active voice as often as possible. Active voice generally is more concise and lively than passive voice. References to the composition of the essay – You do not need to refer to what your paper is doing or what you plan to do in the essay. Instead, move your argument forward – if your ideas are clearly and logically argued, your reader will recognize what you are doing without the need for announcements. Reference to the author by his/her first name – It is customary and respectful to refer to the author using his/her last name. The first time you mention the author, use his/her full name.
28 Defining Sentences and of Sentences 69–70 Bulletin Board 3 Chapter 3 Pretest Scriptural Application: What motivates your life? (1 John 2:15–17) 29 Finding Subjects and Predicates 70–74 Practice the Skill 3.1 Practice the 3.2 Review the Skill 3.3 ESL Helps 3A, 3B, 3C Concept Reinforcement 3A Scriptural Application: Modeling Christ (rather than culture) in personal relationships (Gal. 6:10; Eph. 4:3, 32; 1 Tim. 5:1-2; 1:27) 30–31 Interior Monologue 86 Writing Worksheets 4A, 4B 32 Basic Sentence Patterns 74–76 33 Basic Sentence Patterns 76–78 Practice the 3.4 Teaching Help 3 34 Interior Monologue 86–87 Writing Worksheets 4A, 4B Writing Rubric 4 35 Practice and Review 78–80, 433–34 Use the Skill 3.5 Concept Reinforcement 3B Cumulative Review 3.6 Chapter 3 Review Jesus and the woman at the well 36 Chapter 3 Test 37 Critical Thinking 80–81 Scriptural Application: The importance of the mind (Mark 12:30; Acts 18:4) Critical thinking—a necessity for believers (Phil. 4:8; Rom. 12:2; 1 Pet. 3:15) Biblical wisdom (1 Cor. 3:19; Ps. 111:10) Responding to Scripture (Mark 12:30; Acts 18:4) 38 Interior Monologue 87 Writing Worksheets 4A, 4B Writing Rubric 4 Chapter 4: Interior Monologue/Phrases 39 Nonverbal Phrases 88–92 Bulletin Board 4 Chapter 4 Pretest Teaching Help 4A Practice the Skill 4.1 Practice the Skill 4.2 Use the Skill 4.3 40 Participial Phrases 92–96 Teaching Help 4B Practice the Skill 4.4 Use the Skill 4.5 41 Gerund Phrases 96–101 Practice the Skill 4.6 Use the Skill 4.7 Ministry: Homes on the mission field
Writing Assignment Rubric 4 3 2 0 5 Paragraphs/ Prompt Student has 5 well written paragraph essay. It also follows the prompt directly and covers experience of German Soccer. Students has 5 paragraphs that are written well, but do not completely cover a German Soccer Experience. Student does have 5 paragraphs, but they are very jumpy, and do not fully cover the soccer experience. Student does not have 5 paragraphs, and does not cover a soccer experience. Process Writing The students turned in all 5 steps of process writing, and clearly understands there use. The student turned in all 5 steps, but didn’t have compete understand of there use. The student turned in 3 of the processes but lacks the understanding of them. Students turned in 2 or less steps and has no understand of there use. Specific Detail/Examples Student used excellent details and examples to enrich paper. Student used good details and examples but minimal. Student failed to use either details or examples (one of them) which fails to add to the paper. Student did not use detail or examples thus adding nothing to their paper.
Writing for REF Introduction The Research Excellence Framework is the mechanism by which the quality of research produced by United Kingdom universities is evaluated. Allocation of government funding reflects that results of the REF and the process is thus extremely important for the University. The last exercise was in 2014 and the next is likely to be in 2020 and be conducted under very similar rules. 65% of the score was based on the quality of research “outputs”. In the context of the School of Health Sciences these are papers accepted for publication in peer reviewed journals. The vast number of outputs submitted (191,150) were appraised by a relative small number of reviews (898 members of the academic panels). On average therefore members reviewed over 400 papers (all were sent to at least two reviewers). Most panel members will have been extremely conscientious but you can see that your paper will be one among many that the member is looking at. The onus is thus on you to write the paper in such a way that its quality stands out to the reviewer. This document is written to provide advice to you on how to achieve this. Grading Each academic is allowed to submit a maximum of four papers each one of which is assessed by the REF panels as being in one of five categories: Four star Quality that is world-leading in terms of originality, significance and rigour. Three star Quality that is internationally excellent in terms of originality, significance and rigour but which falls short of the highest standards of excellence. Two star Quality that is recognised internationally in terms of originality, significance and rigour. One star Quality that is recognised nationally in terms of originality, significance and rigour. Unclassified Quality that falls below the standard of nationally recognised work or does not meet the published definition of research for the purposes of this assessment. Future allocation of research funds was determined in REF 2014 on the basis of three star and four star publications only. Following this the University has placed a very high premium on research active staff publishing at least four three or four star papers before REF 2020. There are many valid reasons for publishing one and two star papers but such you should make publishing at least four papers of three or four star quality your first priority. Note that publishing appropriate one and two star papers may be an important strategy to achieve this. Publishing a one or two star technical note to establish a methodology may give you more space to establish the three or four star quality of a subsequent definitive paper.
Pizzicato – (pizz) the player plucks the strings rather than using the bow. Write arco (meaning ‘with bow’) when the player should resume using the bow. Extended techniques Snap pizz/Bartok pizz - a note is plucked so hard that it makes a slap noise as it hits the wood of the fingerboard of the instrument (see symbol notation below). This is a very loud effect on the double bass and should be used sparingly! Glissando – slide the fingers of the left hand up or down the string to make a swooping, siren-like sound (write ‘gliss’ or use a straight line to connect noteheads). This can also be used in combination with natural harmonics (‘harmonic gliss.’ ). Sul ponticello – play close the the wooden bridge of the instrument to produce a scratchy, icy sound (write ‘sul pont’, then ‘ord.’ to indicate a return to ordinary playing once the effect is finished) Sul – play over the fingerboard to produce a very soft sound (write ‘sul tasto’, then write ‘ord.’ to indicate a return to ordinary playing once the effect is finished) Tremolo – bow as fast as you can to produce a shaking, trembling sound. Use multiple dashes through the note stems to indicate tremolo. Con sordino – play using a mute placed on the bridge; this creates a slightly muffled sound. Write ‘con sord.’ to indicate this, then ‘senza sord.’ when the mute should be taken off. Col legno – play notes percussively using the wooden side of the bow rather than the hair. Write ‘col legno’ to indicate this, then ‘ord.’ to return to ordinary playing. Natural harmonics: these notes are played by lightly touching a string at specific harmonic nodes. This produces notes from the natural ‘harmonic series’ so only certain pitches will work on each string. The diagrams below show the natural harmonic pitches on each string and how to notate harmonics using a little circle above the notes:
Learning event overview: NESA Completing the Writing for the HSC facilitator training course will contribute 10h of Teacher Identified professional learning addressing 1.2.3, 2.5.3 and 6.3.3 from the Australian Professional Standards for Teachers towards maintaining at Highly Accomplished Teacher Accreditation in NSW. This facilitator course will be delivered to nominated school facilitators who will in turn deliver the six "Writing for the HSC" participant modules. This course leads facilitators through each of the six participant modules that comprise the Writing for the HSC course and includes reflection and planning time for school implementation. Facilitators will also reflect upon the participant tasks and ways in which to embed the modules into whole school programs. This facilitator course runs over two days. Learning is organised around the participant modules, with each session approximately 1 ½ hours in duration: Module 1: Literacy 7-12 Module 2: Conceptualisation Module 3: Academic writing Module 4: Guided writing Module 5: Responding with writing Module 6: Effective assessment Learning event outcomes Participants will: Be trained to deliver the Writing for the HSC participant modules in their school / community of schools Learning information: Date and venue: Tuesday 15 August and Wednesday 16 August 2017, Gymea Trade Union Club Cost: $220 (incl. GST) Register through MYPL by: 8 August 2017 Session enrol: (please copy this link and paste it into your web browser address bar) Contact Details: Martin Lauricella Arncliffe Education Office Alexandra Harris Ringrose Education Office
Learning event overview: This is a pilot for the course “Writing for the HSC”. This course will prepare participants to be facilitators in the delivery of six modules of learning in their school to support teachers to build the writing capacity of their Stage 6 students. Feedback from participants will be used to strengthen the course content, structure and delivery. By being involved in this pilot, participants will be accredited to deliver the six module course. This course has been developed to meet the following New minimum literacy standard for the HSC The writing demands of the new Stage 6 Syllabuses Target Audience: Literacy leaders and school executive Learning event outcomes: Participants will Strengthen knowledge of the writing demands of Stage 6 courses Increase capacity to analyse and provide effective feedback on student writing Develop capacity to lead effective professional learning in their school context Be provided with the resources for a professional learning course that can be delivered in their school. Learning event information: Date: Tuesday 30 and Wednesday 31 May 2017 Times: 8:30am – 3:30pm Venue: Arncliffe Education Office Cost: Nil To submit an Expression of Interest to participate in this pilot, please complete the online survey at Contact Details: Martin Lauricella Curriculum Advisor – Arncliffe Office Alexandra Harris Curriculum Advisor – Ringrose Office Aaron Cook Curriculum Advisor – Nirimba Office
Strategy and Improvement Teaching and Curriculum Excellence Leading with Impact Working in Partnership (Assessed in Part B) Managing Resources and Risks Increasing Capability different options and designs a business case for recommended approach Supporting document required: Business case 5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and contingency plans for risks Supporting document required: Risk management Plan 5.1.3 Identifies and mitigates risks in plans, using a risk register Supporting document required: Risk register 6.2.1 Analyses key research into, and examples of, effective professional development and talent management in schools and applies findings to own plans 6.2.2 Analyses how professional development provision may need to change over time and applies findings to own plans SPONSOR COMMENT (Required Supporting Evidence): (As the participants Sponsor please read through the Assessment script and based on your knowledge of the participant’s School Improvement Task);
Misuse of instead. Instead is an adverb, not a conjunction. Consider this sentence: “Charles argued that the framers of the constitu- tion were not idealists, instead they promoted their economic interests.” Revise as “The framers of the constitution, Charles Beard argued, did not uphold ideals; instead, they promoted their economic interests.” Now the instead appears properly as an adverb. (Note also that the two clauses are now parallel—both contain transitive verbs.) Essentially and basically. These are usually either filler words (the written equivalent of “uh” or “um”) or weasel words that merely call attention to your vagueness, lack of conviction, or lazy unwillingness to qualify precisely. (“Essentially, Churchill believed that Nazi Germany presented a grave danger to Britain.”) Delete essentially and basically unless you are writing about essences or bases. Both or both agree. These are redundant. If two people share or agree, they are both involved by definition. (“Stalin and Mao both agreed that capitalism belonged in the dustbin of history.”) Delete both. Unique. This word means one of a kind. It is an absolute. Something cannot be very unique, more unique, or somewhat unique. Incredible. In casual conversation incredible often means extraordi- nary, astonishing, or impressive (“Yesterday’s storm was incredible.”). To avoid confusion in historical prose, you should stick with the original meaning of incredible: not believable. If you write that “William Jen- nings Bryan gave incredible speeches,” you’re saying that you don’t believe his speeches, or that his audiences didn’t believe them at the time--in other words, that he appeared to be lying or mistaken. You prob- ably mean that he gave great speeches. If you write that “It’s incredible that Japan attacked Pearl Harbor,” you’re calling into question the very existence of a historical event. You probably mean that the Japanese at- tack was unwise or reckless. English is rich with adjectives. Finding the best one forces you to think about what you really mean. Issue. As a synonym for subject matter, bone of contention, reserva- tion, or almost anything else vaguely associated with what you are discussing, the word issue has lost its meaning through overuse. (“There
Transitions of Logic Milder Stronger Addition a further x and and then then also too next another other nor further furthermore moreover in addition additionally besides again equally important first, second finally, last Comparison just as ... so too a similar x another x like similarly comparable in the same way likewise Contrast but yet and yet still otherwise or though but another rather however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely Time then now soon afterward later shortly earlier recently first, second, third next before after today meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past
In the beginning of the book, the main character, Winston Smith, tries to write in a diary but realizes that he does not know what to write. The narrator explains that Winston “seemed not merely to have lost the power of expressing himself, but even to have forgotten what it was that he had originally intended to say” (8). The dystopian setting of the novel explains why Winston cannot think for himself. A poster with a “blackmoustachio'd face gazed down from every commanding corner” (2) stating “BIG BROTHER IS WATCHING YOU” (2). Inside Winston’s apartment is a “telescreen that received and transmitted simultaneously” (2-3), recording every sound that he makes. The setting shows the government’s overwhelming presence in the lives of each individual, making it nearly impossible for a citizen to think for him/herself. In addition to the ubiquitous posters of Big Brother watching, there is a language called Newspeak that oversimplifies words, and therefore thought. The government uses names for its departments that are the opposite of their functions. For example, the department of war is called the “Ministry of Love” (4). Then there are the government’s three slogans which also define ideas as their opposites, “War is Peace Freedom is Slavery Ignorance is Strength” (4). The impact this propaganda has on Winston is that he is almost completely ignorant. The narrator states, “he did not know with any certainty that this was 1984” because “it was never possible nowadays to pin down any date within a year or two” (7). _________________________________ Writing a Well-Structured
Friday Big Paper Response using a quote from the pieces Final Journals - How do we hold our memories close? Connection to Next Unit Viewing paper for silent Big Paper Response Composing to Transfer Additional Extension: My students weren’t ready to leave this unit after finishing their pieces. They had much more that they wanted to say and they wanted to say it to a larger audience. They decided to create an anonymous collection of their pieces, illustrate them and drop copies of these writings in local coffee shops. “The Reality of Being a Teenager” was published and delivered to eight coffee shops and the local record store. Because the writers were interested in beginning a dialogue with the readers of their publication, they created a web page. This page has become a receptacle for other writers and a place for encouragement and authentic feedback. There are photographs in the Unit Resources file of three of these pieces under