STP EN 101 EN 101 English composition Common Goals therefore, in order to help sharpen cognitiveand literacy abilities will be based on the given week's reading and will http://academics.vmi.edu/eng_rt/stp.htm
Extractions: PAGE NOT HTML FORMATTED Syllabus EN 101-03 English Composition Prof. Roger Thompson M-F Morning 9-11:30; Afternoon 1-3 Office 207C LeJeune Room: Cocke Hall 330A By appointment www1.vmi.edu/english_rt/STP thompsonrc@mail.vmi.edu Common Goals for General Education Courses: Mastering the Tools of Learning The work of the fourth class year is designed to help the student master the fundamental tools for learning: language (needed for learning in all disciplines, but especially in the humanities and social sciences) and mathematics (the tool most needed for learning in the scientific and technical disciplines). The use of these tools during the first year at VMI will lay the foundation for proficiency in such areas as 1. Critical thinking and reading 2. Precision in oral and written communication 3. Academic and professional ethics 4. Commitment to lifelong learning and physical health Attainment of these four objectives not only should help the student see interconnections among the various academic disciplines but also should lead him or her to an expertise in the major field of study. EN 101: English Composition Common Goals: Course Goals To introduce writing as a process, including such essential practices as
Academic Policies The regular subjects taught include Religion, reading, composition, English and areassigned are Music, Art, Physical Education and Computer literacy. homework. http://www.stjosephsyorkville.org/handbook_policies.asp
Extractions: ACADEMIC POLICIES Curriculum The general curriculum of the school fulfills requirements of the Education Department of both the State and the Archdiocese of New York. Because of the cultural and national diversity that comprises the Archdiocesan school system, much latitude is given to the individual schools to mold a curriculum to fit their needs without ever sacrificing the requisites of a well-rounded course of study. St. Joseph's School is in session for 176 days. This is in accordance with the regulations of the State of New York and the Archdiocese of New York. The regular subjects taught include Religion, Reading, Composition, English and Language Arts, Spelling -Vocabulary - Phonics, Mathematics, Social Studies and Science. Grades 5 to 8 students take Spanish. All students have Library visits, at least once a week, or as needed. Special subjects to which letter grades are assigned are Music, Art, Physical Education and Computer Literacy. Religious Studies Each student at St. Joseph's follows a program of religious studies. These studies are essential to the total education of a maturing student and one of the main reasons for the existence of the Catholic School.
ThinkQuest Library Of Entries Grammar. English As A Second Language Grammar Linguistics literacy reading Punctuation Spelling Style Usage Vocabulary. composition Writing. http://library.thinkquest.org/J0111930/course.htm
Extractions: The web site you have requested, HomeWork Help Online , is one of over 4000 student created entries in our Library. Before using our Library, please be sure that you have read and agreed to our To learn more about ThinkQuest. You can browse other ThinkQuest Library Entries To proceed to HomeWork Help Online click here Back to the Previous Page The Site you have Requested ... click here to view this site
Richard Speaker Vita Publications Lexical Cohesion in Comprehension and composition A Synthesis of J., McCormick,S. (Eds.), literacy theory and 287293, Chicago National reading Conference http://ed.uno.edu/Faculty/rspeaker/Vita/Pub.html
Extractions: Speaker, R. B., Jr. (1997). An Inquiry Unit on Japan for Undergraduate Methods Students in Elementary Education. Japan studies through the lenses of different disciplines: First Yearbook of the Japan Studies Association (pp. 33-42).Maryville, MO: Japan Studies Association. Speaker, R. B., Jr. (1997). Report on the 1995 Seminar in Japan. Japan studies through the lenses of different disciplines: First Yearbook of the Japan Studies Association (pp. 73-80).Maryville, MO: Japan Studies Association. Speaker, R. B., Jr. (1990). Another Twist on Sustained Silent Reading: SSR + D. Journal of Reading, 34, 143-144. (Refereed journal).
Tutoring_for_Mastery_of_Reading_and_Writing_and_Arithmetic 3 Word Attack Strategies Activity 4 Independent reading. Stories Activity 3 GrammarActivity 4 composition. Welcome to these literacy and numeracy programs http://www.sfo.com/~parvin/tutoring.html
Extractions: Activity 2: Supermarket Math INTRODUCTION W elcome to these literacy and numeracy programs for children and adults! You are free to use the programs or just individual exercises of your choice. This site covers a lot of material including background information and tips, and I hope at least some of it will be helpful for many parents, tutors, and teachers. Parents are a glaringly undervalued resource in education, but they often get the Rodney "no respect" Dangerfield feeling. Many assume they have no role other than overseeing the homework even though they care deeply about the futures of their children. The role of parents, within their capability to use resources that are available to them, is whatever is needed to assure that their children master the 3-Rs. One important reason why parents need to play a larger role in their children's education is that schools commonly have curriculum-centered programs in which they specify what material is to be covered in a given time frame. Although the time allotted may be appropriate for the average learner, the slower learners or those with different learning styles may soon get hopelessly behind and shunted into remedial programs, and the most competent ones may get bored.
ENG104 - R. Hahn Information Page 1A, the General Education transfer English composition course. of reading, writing,and rereading is what we through the media and internet, literacy is more http://webct.evc.edu:8900/public/evc_17681/
Extractions: English 104 (4.0 credits) focuses on the writing of short compositions, on reading analytically, and on preparing students for English 1A, the General Education transfer English Composition course. Students planning to take English 1A whose test scores or writing samples place them in English 104 must complete this course before enrolling in English 1A. Every English 104 student is required to attend three consecutive hours of Lab in the Writing Center, L-113, per week. All English 104 students will take a Department Final that will be holistically scored by at least two faculty members and will represent 20% of their course grade. Satisfactory completion of this course, along with English 102, is a prerequisite for English 1A. This course applies toward the AA/AS degree, but is not transferable to the CSU or UC system. The prerequisite for this course is passing English 322 and English 330 or 335 with a grade of CR or placement based on assessment. Course Goals A student who meets the exit standards for English 104 must be able: To analyze the logical requirements of expository writing and complete all tasks set by an assignment To select, narrow, refine, and control a topic To write correct and varied English sentences To develop paragraphs and short essays supporting a thesis with sufficient and appropriate evidence and examples To revise in order to achieve a more effective order of ideas and clear transitions To edit in order to remove mechanical problems such as punctuation, spelling, and capitalization To participate and contribute in collaborative (group) activities.
School Success Begins At Home children live, as well as the composition of the it shows he is thinking, and thencontinue reading. plays an important role in childrens literacy development. http://www.smarterkids.com/rescenter/library/articles.asp?article=1284
Fine Arts perspective, design, space, color, form and composition. graduation requirements forthe Communication literacy reading reading on the WWW; Writing Optional http://wwwehs.lkwash.wednet.edu/FineArts.htm
Extractions: Fine Arts instruction at Eastlake High School is committed to the premise of a balanced, sequential, and articulated visual arts instruction that will both integrate the concept of visual literacy through the disciplines and provide for intensive individual studio opportunities. Process and technique are taught with respect for each individual's creativity and ability in the development of technical; skills and craftsmanship. To provide opportunities which allow students to expand their personal vision and develop their ideas and images, the following basic objectives of the Visual Arts Program include: Required Course: Students who plan to attend a four year college must complete a minimum of one semester of any of the fine/performing arts.
Teacher Links And Resources and delivers children's and family literacy programs that rules of usage and principlesof composition most commonly by grade level for reading, Writing, Math http://www.nhcs.k12.nc.us/htree/TeacherLinks/TeacherLinks.html
LA's BEST After-School Program high school studentstrained in a researchbased literacy program called improvedin math, science, social studies, reading, and writing composition by 28 http://www.edsource.org/edu_part_profile_LASBEST.cfm
Extractions: E-mail: klarson@mayor.lacity.org Catalyst: Began in 1988 because then-Mayor Tom Bradley wanted an after-school program that included enrichment, safety, and academics and was targeted to schools with low test scores. Number of schools: 101 elementary schools. Number of young people served: Funding: Total of $17 million from 18 different sources including government, corporations, and foundations (49% state; 25% city; 11% foundations and corporations; 10% federal). "Were making marriages all the time," says Carla Sanger, president and CEO. "Its like the blind men and the elephant. We can be a safety program or academic enrichment program. We can do it all!" Management and governance: Governing board; advisory board of educators; CEO who works for the mayor of Los Angeles at the top. Program: Must provide 3 1/2 beats: 1) homework support; 2) cognitively-based activity such as computers, science, math, or reading (including a research-based literacy program); 3) whatever (enrichment or recreational activities); 1/2) snack.
Reading, Writing, And Understanding // Vicki A. Jacobs In J. Shimron (Ed.), Education and literacy (pp Research on written composition Newdirections for teaching IL ERIC Clearinghouse on reading and Communication http://www.ascd.org/readingroom/edlead/0211/jacobs.html
Extractions: Reading and Writing in the Content Areas Reading, Writing, and Understanding Vicki A. Jacobs Secondary school teachers are more willing to integrate reading and writing strategies in their content-area instruction when they see how these strategies can support their goals for students' understanding. Many secondary content-area teachers are reluctant to integrate reading and writing in their instruction because they feel that reading and writing skills are add-ons to their central job of teaching content knowledge. The author discusses secondary reading-to-learn and writing-to-learn as processes that support an instructional goal common to all content areas: understanding. Staff development for content-area literacy, she writes, should make teachers aware of the ways various reading and writing strategies can support this central instructional goal. At about the 4th grade, students begin using these early reading skills to learn. Reading-to-learn is a matter of meaning-making, problem-solving, and understanding. The process through which students come to understand something from a text is called comprehension Frequently, a struggling secondary reader will come to class and say, "I read last night's homework, but I don't remember anything about it (let alone understand it)!" How successfully students remember or understand text depends, in part, on how explicitly teachers have prepared them to read it for clearly defined purposes.
TESOL 2000: ESL In Higher Education IS Program Listing: Saturday (Writing/composition) Presenter A Convention Centre, Room 15 Extensive reading,analyzing, and freshman immigrant students improve literacy through culturally http://www.tesol.org/conv/t2000/pp/program/iss/he4_pp.html
Extractions: The presenter demonstrates how WWW-based team writing projects focusing on authentic, unsolved mysteries can introduce advanced ESL students in composition classes to the basics of academic research writing. After a description of the task-based writing approach, a model mystery is presented. (Writing/composition) Internet, audio, and video resources provide students with the linguistic, cultural, and contextual scaffold necessary to make the reading of unabridged literature accessible. Participants in this presentation experience a sequence of motivating, classroom-tested activities that support the novels The Pearl, The Call of the Wild, and Sounder. (Reading/literacy)
School composition Writing is done daily emphasizing the six traits The literacy Programuses a trade book for each children do not go ahead of the assigned reading. http://columbia.davis.k12.ut.us/SCHOOL.htm
Extractions: I am delighted to be teaching your child. I feel it is very important that the children be given every opportunity to succeed. Learning styles are different for every child. Hopefully, my teaching style meets the variety of needs for successful learning of all the children in the class. It is important to keep the lines of communication open and I hope that if you have any questions, you will not hesitate to come and discuss them with me. This packet should help answer some questions and help you understand some of our policies and procedures. PHILOSOPHY OF EDUCATION: A teacher is a sculptor, shaping the minds of children and carving a desire of the lifelong pursuit of excellence and learning. Through the teaching process, a teacher can help a child realize human potential, mold independent thinking, and transform learning into knowledge.
Curric on usage, principles of composition, and common Phonological Awareness literacy ScreeningVisit the home page teaching children who have reading difficulties. http://www.k12albemarle.org/Instruction/LanguageArts/Pages/resour.htm
Extractions: January 24, 2003 Activities Read Across America 1 March 2002 The Thirteenth Annual National African American Read-In 4 February 2002 Children's Book Week 12-18 November 2001 Read Aloud Virginia 21-27 October 2001 Teen Read Week 14-20 October 2001 Ways to celebrate - compiled by ALA Tips to encourage reading - compiled by ALA
Extractions: Ssssssssshhhhhh ... this book is full of sounds, such as spaghetti being sucked in, a train roaring down the tracks, a thunderstorm, even the sound made by the great yak. Be careful when you open this book, it can be very NOISY! This book lends itself to phonemic awareness activities, oral reading and creative writing. 32 pages. Grades K-8 A guide to promoting children's reading success. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers. Includes a checklist of specific accomplishments from preschool through third grade; 55 activities to do with your children; a list of 100 recommended children's books; a guide to computer software; and a list of Internet resources. 182 pages. A concise, effective guide to identifying and working with common student learning styles. Based on her decades of experience as a teacher and learning specialist, Priscilla Vail provides an overview of 6 key methods of learning. She then offers suggestions for supporting these learning styles, including general principles of good practice and specific tips for each grade level from K-4. 133 pages.
Bigchalk: HomeworkCentral: English Language Arts (Subject Support) Resources for Poetry Teachers; Textual literacy; Word Formation Use of CDROMs asReading Tools; Research Content Specific Strategies for composition Literature; http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/Homework/Teacher/Resourc
Myschoolonline Home Help slow rate of reading; continued difficulties with spelling and written composition;difficulty with notetaking in class; trouble learning a foreign language. http://www.myschoolonline.com/content_gallery/0,3138,9584-195341-9-12555,00.html
Extractions: Dyslexia, the most prevalent type of learning disability, affects an individual's ability to acquire skills related to reading. The National Institutes of Health report that 60 to 80 percent of people with learning disabilities have problems with reading and language skills. Dyslexia The most common characteristic of individuals with dyslexia is difficulty with oral language processing related to phonological awareness (the ability to manipulate sounds in words). This underlying phonological processing disorder leads to problems in developing word-attack abilities. Difficulties with other aspects of respective and expressive oral language involving vocabulary and grammar may also be present. Problems with automatic retrieval of words and memory for non-meaningful symbols such as letters is also common. Individuals with dyslexia may also experience difficulties with spelling and writing, usually referred to as dysgraphia. Although dyslexia and dysgraphia often occur together, problems with spelling and writing can occur when reading skills are good.
Dr. Harrington's W131 (linked To Soc R100) English W131 C407 Elementary composition I, linked with Sociology about an issuerelating to literacy or school to expect, W131 will demand reading and writing http://www.iupui.edu/~smh/131/131home.htm
Extractions: sharrin@iupui.edu W131 C407 meets in CA 347 on Tuesday and CA 323 on Thursday, both from 4:00-5:15 p.m. Office Hours: Monday 1-2 p.m. and anytime by appointment top updates goals texts ... this week I'll list changes and updates to this syllaweb here. Reading Question Sets 6-8 are up! We're almost done with LOB! Assignment 4 is up! Assignment 3 Short Essay D RQ Set 4 is up, and the new schedule is updated. WS for Assignment Two is up. SE C is on the web. SE B is on the web, and the schedule has been updated. Topic selection hints for Assignment Two are here. Writer's Statement for Assignment 1 Assignment Two , and Rose RQ Set 3 are here. Peer Review Guidelines from our class on September 5 are now available, for your reference. Assignment One is now on the web (you got it in class last week) Homework for 8/31 is posted ( Rose RQ #2 8/24/00: Homework for 8/29 is posted ( Rose RQ #1 ), as well as hints about the Oncourse Discussion
