We Learn …
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Transcript of We Learn …
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We Learn …We Learn …
10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we discuss80% of what we experience95% of what we teach others.
William Glasser
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The Writing Centre Nancy Marenick
The Writing Centre Nancy Marenick
Writing Across the CurriculumWriting Across the Curriculum
http://people.stfx.ca/nmarenic/
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Communication Skills are Crucial Communication Skills are Crucial
Students must have the ability:
To solve problems
To examine ideas carefully and support them with evidence
To incorporate and synthesize information
(Sully,1995, Malaspina University-College’s Writing-Across-the-Curriculum Project) http://www.mala.bc.ca/www/wac/proj.htm
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Vigorous Writing is Concise. Vigorous Writing is Concise.
Elements of Style
William Strunk
http://www.bartleby.com/141/
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END PRODUCT
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A Nation of Wimps A Nation of Wimps
http://www.psychologytoday.com/articles/200411/nation-wimps
Hara Estroff Marano
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One can write….. only as well as one reads.
One can write….. only as well as one reads.
Kurland, D. (2002) Reading and Writing Ideas As Well As Words www.criticalreading.com
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Do You Think Critically?Do You Think Critically?
Ask questions and seek answers Evaluate evidenceIsolate assumptions and biases
fact or opinion
Accept complexity
Look for connections
Attempt to synthesize
Evaluate interpretations, other’s views
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Active ReadingActive Reading
Judging the quality/value of the information (Evaluating)Making connections (Synthesizing)Examining for details (Analyzing)Comparing (Applying)Finding the main ideas (Summarizing and inferring)
E
Synthesis
Analysis
Application
Comprehension
Knowledge
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Active ReadingActive Reading
Actively Involved
Close ReadingReading for detail
Recording important information
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Thinking SkillsThinking Skills
3. Demonstrate what Goldilocks would use if she came to your house.
2. Explain why Goldilocks liked Baby Bear’s chair the best.
1.List the items used by Goldilocks while she was in the Bears’ house.
Application
Comprehension
Knowledge
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Thinking SkillsThinking Skills
6. Judge whether Goldilocks was good or bad. Defend your opinion.
5. Propose how the story would be different if it were Goldilocks and the Three Fish.
4. Compare this story to reality. What events could not really happen?
Synthesis
Analysis
Evaluation
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Biology 200Biology 200
List one way in which ….are similar and two ways in which they are different. Give an example…..
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Biology 200Biology 200
Explain why shorter people begin running at a slower speed than taller people. Remember – this is NOT a long answer question (4 pts ~ 4 minutes).
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Biology 200Biology 200
Describe the components of a fixed action pattern. Is it an example of a learned or innate behaviour?
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Biology 200Biology 200
Long Answer (20 points out of 50):CHOOSE ONLY ONE OF THE THREE TOPICS.
a) Compare and contrast……..b) Discuss….supporting your arguments with
examples.c) Compare and contrast…….solutions to
these challenges…..
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Medieval Help DeskMedieval Help Desk
http://www.youtube.com/watch?v=pQHX-SjgQvQ&mode=related&search
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Interactive ResourcesInteractive Resources
http://www.globalclassroom.org/ecell00/javamath.htmlReading in the Content Areas: Intgrating Reading and Geography http://www.macalester.edu/geography/mage/teachers/institutes/2006nclb/literacy/reading_content_area.pdf
Secondary School Literacy Instruction: http://www.nelsonbrain.com/shop/content/roe09500_0495809500_01.01_toc.pdf
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Interactive ResourcesInteractive Resources
http://www.readingquest.org/
http://www.readingquest.org/strat/storymaps.html
http://score.rims.k12.ca.us/score_lessons/content_area_literacy/
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Interactive ResourcesInteractive Resources
http://wac.colostate.edu/intro/pop5.cfm
http://www.thewritingsite.org/resources/curriculum/default.asp
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Retrieved October 2007, from http://pirate.shu.edu/~katzdani/Learning%20Station.htmRetrieved October 2007, from http://pirate.shu.edu/~katzdani/Learning%20Station.htm
Literacy Patterns in the Content Areas
Social Studies Mathematics Literature
•Cause and Effect •Definition and Explanation •Chronological and sequential events •Compare/Contrast•Question and Answer Patterns
•Patterns and key words for solving word problems •Evidence & Reasoning •Graphic Relationships •Symbolic Relationships and operations
•Characters: main and supporting •Relationships and authenticity •Setting •Plot & Episodes •Moral or message •Genre
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Problem Solving QuestionsProblem Solving Questions
Good: Is X good or bad?
Better: Which is better X or Y?
Best: Which is the best among available options? What is the best solution to a given problem?
(Walvoord et al. 7)
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http://www.stfx.ca/resources/writingcentre/multiple%20article%20graphic%20organizer.pdf
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Essential ComponentsEssential ComponentsSAY IT SUPPORT IT EXPLAIN IT
Topic sentence Paraphrase
Integrated into the text.
DefenseWhy is this point so important?
YOUR VOICE CREDIBLE SCHOLARLY SOURCES
YOUR VOICE
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Research Research
InternetWise Use
Reference sources
Ownership
Articles and Books
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RevisingRevising
Questions are answered?
Ideas are clear, logical, and consistent?
Supporting evidence is accurate?
Properly documented?
Correct grammar and sentence structure?
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ProofreadingProofreading
Read out loud.
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Vocabulary BuildingVocabulary Building
http://dictionary.reference.com/
http://www.yourdictionary.com/
http://www.dailywritingtips.com/taller-than-he/
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Great SitesGreat Sites
http://grammar.ccc.commnet.edu/grammar/
http://owl.english.purdue.edu/handouts/
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Manuela is Ramon’s lifeline, he doesn't appreciate all she does for him.
Common ErrorCommon Error
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__________________ . _________________
__________________ , and ______________
__________________ ; _________________
__________________ ; however, _________
Complete sentence Complete sentence
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_ . _ . _ . _ ._ . _ , _________________Phrase complete sentence
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Manuela is . . . . He doesn't . . ..
Manuela is. . . , but he doesn't . . . .
Manuela is . . . ; he doesn't . . ..
Manuela is . . . ; however, he doesn't . . ..
Although Manuela is . . . , he doesn't . . ..
SolutionsSolutions
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Common ErrorsCommon Errors
About one in ten of us are blessed with a variant that promotes a log-like slumber.
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Common ErrorCommon Error
There’s many reasons for this effect.
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SolutionsSolutions
There are many reasons for this effect.
Many reasons for this effect are …..
Smith discussed many reasons for this effect including …..
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WordyWordy
It is evident that there are restrictions on the movement of fish in low-water temperatures……
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Common ErrorCommon Error
The group presented their report.
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What’s the difference?What’s the difference?
Time flies like an arrow
Fruit flies like an orange
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Sentences are complete thoughts.Sentences are complete thoughts.
Time flies like an arrow
Fruit flies like an orange
Complete thought Fragment
Subject (time)
Verb (flies)
Subject (fruit flies)
Verb (????)
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Would have / Would ofWould have / Would of
I ___________ gone to class, but I was sick.
I would have gone to class, but I was sick.
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Affect/EffectAffect/Effect
Affect = Action = Verb
The researchers’ results affected later studies.
Effect = Result = Noun
The effect of the drums added suspense.
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Its/It’s (it is)Its/It’s (it is)
___ your turn to present your proposal.
It’s your turn to present your proposal.
The dog wagged _____ tail.
The dog wagged its tail.
contraction
possessive
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Wordiness…………..SolutionWordiness…………..Solution
It is evident that there are restrictions on the movement of fish in low-water temperatures……
The evident restrictions on the movement of fish in low-water temperatures are ……
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Punctuating ProperlyPunctuating Properly
http://www.youtube.com/watch?v=lm2OzAX86JU
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http://shopping.sympatico.msn.ca/prices/quick-access-reference-for-writers-third-canadian-edition/itemid19598759/?itemtext=itemname:quick-access-reference-for-writers-third-canadian-edition
ISBN: 0132384213
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http://books.wwnorton.com/books/978-0-393-93174-7/
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The Grammar LadyThe Grammar Lady
http://www.aacton.gladbrook.iowapages.org/id3.html
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PunctuationPunctuation
http://www.youtube.com/watch?v=HG5xxK9xDvo
http://www.youtube.com/watch?v=sZqDUJEICV0&feature=related
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Helpful LInksHelpful LInks
http://www.chompchomp.com/
http://english-zone.com/index.php?ID=1
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/parts.htm
http://andromeda.rutgers.edu/~jlynch/Writing/
http://leo.stcloudstate.edu/acadwrite/editing.html
http://www.teachmeteamwork.com/
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Writing CentreWriting Centre
http://www.stfx.ca/