41. Computational Mechanics Research Communications Click on title for title page and file transfer information. general (return toContents). K. Young, The grammar and Statistical mechanics of Complex http://www.santafe.edu/projects/CompMech/papers/CompMechCommun.html

Computational Mechanics Publications Contents General Spatially-Extended Systems Stochastic Computation Earlier Related Work Click on title for title page and file transfer information. General (return to Contents J. P. Crutchfield and K. Young, Inferring Statistical Complexity , Physical Review Letters J. P. Crutchfield and K. Young, Computation at the Onset of Chaos , in Entropy, Complexity, and Physics of Information , W. Zurek, editor, SFI Studies in the Sciences of Complexity, VIII , Addison-Wesley, Reading, Massachusetts (1990) 223-269. J. P. Crutchfield, Inferring the Dynamic, Quantifying Physical Complexity , in Measures of Complexity and Chaos , A. M. Albano, N. B. Abraham, P. E. Rapp, and A. Passamante, editors, Plenum Press, New York (1989) 327. J. P. Crutchfield, Information and Its Metric , in Nonlinear Structures in Physical Systems Pattern Formation, Chaos, and Waves , L. Lam and H. C. Morris, editors, Springer-Verlag, Berlin (1990) 119-130. J. P. Crutchfield, Chaos and Complexity , in Handbook of Metaphysics and Ontology J. P. Crutchfield

42. OWC OWC Writing Handouts by Topic Purdue University This site has has virtual handouts on grammar and mechanics, general writing concerns, documenting sources http://www.owc.umn.edu/especiallystudents.html

Especially for Students The Writing Process Considering your Audience Write for your audience! This is one of the most important rhetorical concerns for technical communicators. Overcoming the Fear of Writing Understand where fears generate, and then understand the ways your writing can influence others. This can help lessen the fear of writing. Starting a Writing Project Begin your writing assignment by inventing and planning the text. Writing Your First Draft Prepare a rough draft. Editing Your Work Review your draft to see how the content can be improved. Consider how your writing addresses the key aspects of writing such as audience, purpose, and organization. Business, Technical, and Scientific Writing Writing Guidelines for Engineering and Science Students This site, hosted by Virginia Tech, is especially for engineering and science students. It discusses guidelines for common documents in engineering writing and scientific writing. The Write Place Catalogue This site, hosted by St. Cloud University, contains an extensive index of various resources for technical writing. Links include information on writing abstracts, business memos, resumes. It also includes a how-to guide for researching companies. This is an excellent resource site for the serious job hunter.

43. Balakian, Perer. Black Dog Of Fate. NY Broadway Books, 1998 C Average (Meets minimum standards general familiarity with course content are mainlydescriptive and usually have proper grammar, mechanics and documentation http://www.siena.edu/stern/foun105.02.htm

FOUN105 Foundations Sequence II Spring 2002 Dr. Jean Stern Office: SH418, 783-4250, e-mail: Stern@Siena.edu Hours: TTH 10:00-11:30; MW 10:20 -11:20 ; or by appointment Course Schedule Extra Credit Grading Group Projects ... Reaction Papers Purpose : The second half of the Foundations course deals with the American Experience and World Views, both secular and religious. Throughout this semester, the major questions we will ask is how do the authors/world views determine "How Things Are" (cosmology) and "What Things Matter?" (ethics). Texts : To be purchased from the Bookstore, except FSR and Bible Balakian, Perer. Black Dog of Fate . NY: Broadway Books, 1998 Bible (Old and New Testament): bring personal copy The Dhammapada . (trans. Eknath Easwaran) Tomales, CA: Nilgiri Press, 2001. Dostoevsky, Fyodor. The Grand Inquisitor . Indianapolis: Hackett, 1993 Foundations Sequence Readings FSR Goodenough, Ursala. The Sacred Depths of Nature . NY: Oxford U Press, 1998. Hacker, Diana. A Pocket Style Manual.

44. This Document Is Copyright Of The United States Army And Is Known As TSP 158-f-0 is stated as “transmits a clear message in a single rapid reading and is generallyfree of errors in grammar, mechanics, and usage.” A general summary of http://www.fargoth.com/downloads/Writing_Effectively.htm

WRITING EFFECTIVELY: Hints and Helpful Guidance for the Army Writer Writing Guide #1 The Army is effective only if information and directions are clearly communicated. In carrying out your military duties, you will write various types of correspondence. This student guide will help you become an effective Army writer. ARMY WRITING STYLE General Summary Following the components of the Army writing style will lead you to write to Army standard. The Army standard is stated as “transmits a clear message in a single rapid reading and is generally free of errors in grammar, mechanics, and usage.” A general summary of the Army writing style is below: Put the recommendation, conclusion or reason for writing the bottom line” in the first or second paragraph, not at the end. Use the active voice. Use short sentences (an average of 15 or fewer words). Use short words (three syllables or fewer). Write paragraphs that average 6 to 7 sentences in length. Use correct spelling, grammar, and punctuation. Use “I,” “you,” and “we” as subjects of sentences instead of “this office,” “this headquarters,” “all individuals,” and so forth for most kinds of writing.

45. Franklin County Technical School master the fundamentals of English grammar, mechanics and usage. word analysis, wordusage, grammar and composition It incorporates both general educational and http://eagle.fcts.org/acadinfo.html

Home About Our School Philosophy Parent/Teacher Access ... Contact Us Academic Programs... English Language Arts Offerings Freshman Year Ninth grade students receive instruction in the following four categories: WRITING: A strong emphasis will be placed on daily writing and the process of creating finished, polished pieces for inclusion in a formal portfolio. Students will write within the genres of personal reflection, essays, fiction, and poetry. In addition, technical writing will be an important focus. READING: Each student will read at least eight books on his/her own and report those books in a variety of ways: oral presentation; oral and written reports to the instructor; and thematic essays that discuss material in the reading. LITERATURE: Students will be exposed to a wide range of literary genres and modes. Shakespeare's Romeo and Juliet, and related subject areas, will be studied in depth. ORAL PRESENTATION: In addition to speaking frequently in class, students will present reports on research, independent reading, and individual or group work. GRAMMAR, MECHANICS, and USAGE:

46. ED446110 2000-09-00 Scoring Rubrics Part I: What And When. ERIC/AE Digest. of the following forms flow in thought, graphical presentations, grammar/mechanics. scoringrubrics and between taskspecific and general scoring rubrics. http://www.ericfacility.net/databases/ERIC_Digests/ed446110.html

ERIC Identifier: Publication Date: Author: Moskal, Barbara M. Source: ERIC Clearinghouse on Assessment and Evaluation College Park MD. Scoring Rubrics Part I: What and When. ERIC/AE Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Scoring rubrics have become a common method for evaluating student work in both K-12 and college classrooms. The purpose of this Digest is to describe the different types of scoring rubrics and explain why scoring rubrics are useful. A companion Digest provides a process for developing scoring rubrics and describes resources that contain examples of the different types of scoring rubrics and offer further guidance in the development process. WHAT IS A SCORING RUBRIC? WHEN ARE SCORING RUBRICS AN APPROPRIATE EVALUATION TECHNIQUE? Figure 1. Example of a scoring rubric designed to evaluate college writing samples.

47. Rubric not include a statement of the thesis, and a general and vague A large number oferrors in mechanics, grammar, punctuation, spelling, MLA documentation and http://unix.utb.edu/~drodrigu/composition/summresponserubric.htm

Grading Rubric for Summary Response Essay You will need to follow all guidelines for good essay writing to receive a satisfactory or average grade (a “C”): an informative and interesting title an informative lead-in a clear, focused statement of the thesis of the article a clear and concise summary of the argument of the article a clear, focused thesis in your response, agreeing or disagreeing with the article evidence for your thesis unity coherence a well thought out, non-repetitive conclusion only minor errors in mechanics, grammar, spelling, and appropriate documentation and citation. To receive a higher grade, you will need to have a unique focus in your response, stating clearly why you agree or disagree with the article and strong evidence supporting your thesis. Finally, you can have virtually no errors in documenting and citing your sources and in mechanics, grammar, and spelling. Grading The following is a list of general characteristics of essays in different grade ranges; these are only general characteristics and should not be taken as a definitive guide. “A” Essay Summary: includes clear statement of the topic and the thesis, and a fully developed yet concise summary of the argument of the essay;

48. Evaluation Of The Essay essay grade (or of the essay portion of an hour test) on the general content of mechanics,including spelling, punctuation, and grammar, determine 30 http://www.presby.edu/writingcenter/guides/eval.html

Evaluation of the Essay A s soon as is humanly possible after you have turned in an essay or essay test, your instructor will read it several times, mark it, put a grade on it, and return it to you to see. The process may be painful to you, especially if you are unaccustomed to having your writing evaluated by college standards. Please accept the comments of your instructor as constructive criticism which is intended to help you do better in the future. Hard work and practice on your part and on the part of your instructor should lead to results of which you both will be proud. The instructor bases 70% of the essay grade (or of the essay portion of an hour test) on the general content of the essay under the headings of substance unity organization transition , and style Mechanics , including spelling, punctuation, and grammar, determine 30% of your essay grade. How much these matters count is explained in the Presbyterian College Evaluation Guide for Essays below. If you have problems with grammar and mechanics, make an appointment for a conference on editing in the Presbyterian College Writing Center in Neville 206 (phone 7083). Bring a graded paper or better yet a draft of your next paper in progress. Tutors can help you learn to recognize and corrrect the types of errors you make. Presbyterian College English Department Evaluation Guide for Essays The instructor bases 70% of the grade on an evaluation of the general content of the paper with the following guidelines: SUBSTANCE.

49. General Regulations general Regulations. Student Responsibility. The writing and revisingof essays with special support for grammar and mechanics. http://www.reg.niu.edu/gradcat/98_99/grad019.htm

General Regulations Student Responsibility It is the responsibility of students to know and observe all regulations and procedures relating to the program they are pursuing, as well as those of the university and Graduate School. In no case will a regulation be waived or an exception granted because students plead ignorance of, or contend that they were not informed of, the regulations or procedures. Questions on regulations and their interpretation pertaining to studies at the graduate level should be addressed to the office of the dean of the Graduate School. Students planning to graduate should familiarize themselves with the dates relating to application for graduation and other pertinent deadlines. (See the Graduate School Calendar , copies of which may be obtained from the Graduate School.) It is necessary to apply for graduation by the specified deadline in order to graduate in a particular term, whether or not the student plans to attend the commencement ceremonies. Students must satisfy the degree requirements of the catalog in force during the term for which they have been admitted to and begin course work in a degree program; or they may, with the consent of their advisers, meet graduation requirements by complying with the degree requirements of a later catalog. Students readmitted to a degree program must meet degree requirements of the catalog in force at the time of the later admission (or of a subsequent catalog, as provided above). Aside from degree requirements, all students are subject to the regulations and policies stated in the catalog currently in force. Exceptions to regulations contained in the

50. Compweb: Writing - An Online Reference skills and assist them with generating ideas, organizing material, developing a thesis,documenting research, and solving general grammar and mechanics problems http://www.wwnorton.com/write/waor/e_reserves1.htm

e -Reserves : Research and Writing Writing in Academic Contexts The Elements of Style by William Strunk Jr. Link 1 This short essay by Kathy Duffin gives an overview of the stages of writing an academic paper. Focusing on the rhetorical concerns of argument, the essay takes a step-by-step approach, detailing the ways a writer explores the purpose of writing, decides on a thesis, and offers support. Well written and concise, the essay is a good review of the process. ARTFL Project: ROGETˆS Thesaurus Search Form Link 2 Provided by Michael Engle, this set of resources takes students through choosing a viable topic, planning a paper, conducting research, citing sources, and more. The site is broken down into useful tutorials that offer links to other materials and specialized information. The site also gives general resources of interest to both teachers and students, including a glossary of library terms and links to other topical resources. Guide to Grammar and Writing Link 3 Offered by Capital Community College, Hartford, Connecticut, this site covers many aspects of writing in academic contexts. Included are sections on gathering materials and taking notes, avoiding plagiarism, outlining, incorporating citations, formatting a paper, and preparing a Works Cited page. There is also an extensive bank of MLA-style citations, broken down by the type of source.

51. Grammar Matters Basic mechanics and 118. halfhour Go to Simplified grammar quiz (Northern IllinoisUniversity). half-hour Try an interactive general grammar package. http://www3.niu.edu/newsplace/grammar.html

A set of interactive exercises covering Grammar Matters Bookmark this page now. Grammar packets. Journalism stylebook packet Need help? Order a copy of "Simplified Grammar" in "The Writing QuickGuide" or "The Journalism QuickGuide." Companion newswriting and editing computer unit: j-skills.html Packet 1. [1.5 hours] Do just these exercises at "Writer's Workshop" in this order: "Case" "Punctuation I" "Punctuation II" "That/Which/Who" "Subject-Verb Agreement" [Hint: the number is singular; a number is plural.] "Antecedent Agreement" This list will stay in this window. Return here using the taskbar at the very bottom. Go to Writer's Workshop (Ball State University) . [Enlarge the window if necessary.] Review. [15 minutes] Try the "Test of the Emergency Grammar System." The first eight questions should be familiar. But the last two have surprising twists. Go to "Test of the Emergency Grammar System" (University of Oregon, which you'll see is the home of the Ducks) . Return here using the bottom taskbar. Packet 2. [2.5 hours] Do just these exercises at "Guide to Grammar" in this order: 31. Subject-Verb Agreement

52. Writing References Ten most common mistakes in the mechanics of a http//webster.commnet.edu/grammar/index.htmChoose from owl.english.purdue.edu/handouts/general/gl_hocloc.html http://www.lima.ohio-state.edu/writing/links.htm

Home Hours, Location, and Services Writing References Ask-A-Tutor ... Mission Statement I. Getting Started Brainstorming Thesis and Development Drafting II. Mechanics Word Choice Grammar and Punctuation Proofreading III. Research and Documentation Web Research Web Sites OSU Resources ... Citing Electronic Sources IV. Professional Writing Cover Letter Resume Personal Statement V. Additional Help I. Getting Started Brainstorming Whether you are attempting to select a topic or to narrow your focus, these sources will assist you. http://nutsandbolts.washcoll.edu/process.htm For generating ideas and narrowing your focus. http://owl.english.purdue.edu/handouts/general/gl_plan1.html For overcoming writer’s block and expanding your ideas. http://writing.colostate.edu/references/processes.cfm Excellent help getting started, choosing a topic, and considering your audience. Constructing and Developing Your Thesis Sometimes the construction of a thesis can be the most difficult part of the writing process. These sites guide you through the process.

53. Machiavelli’s The Prince--World History/Literature Lesson Plan (grades 9-12)--D is moving from a discussion of leaders in general to leaders unified and coherentparagraphs; absence of errors in grammar, usage, and mechanics Two points http://school.discovery.com/lessonplans/programs/greatbooks-theprince/

Students Teachers Parents Grades K-5 Grades 6-8 Grades 9-12 Astronomy/Space ... Health History Ancient History U.S. History World History Life Science Animals Ecology Human Body The Microscopic World ... Weather For our newsletter and special teacher promotions. 9-12 > World History Grade level: 9-12 Subject: World History Duration: One class period Objectives Materials Procedures Adaptations ... Credit Find a video description, video clip, and discussion questions. The Prince Use our free online Teaching Tools to create custom worksheets, puzzles and quizzes on this topic! Students will understand the following: Leaders and followers may differ in what they identify as the qualities of a good leader. For this lesson, you will need: Access to research materials about contemporary leaders The first part of this activity is best carried out before students read The Prince or read about The Prince or view the video about it. Tell students that they will have an opportunity in part 1 of this activity to describe a good leader in their own words and in part 2 to produce a piece of writing that compares and contrasts their description of a good leader with the description put forth by Machiavelli. Spiritual leader of a group of people; leader of spiritual leaders

54. Examples And Analysis Of Selected Assessment Plan Models As a result of general education experience, students will acquire knowledge of formatted,that is free of serious errors in grammar, mechanics, and usage, and http://gradstudies.csusb.edu/outcome/BasicSkills.html

Welcome to California State University! Outcomes Assessment Information General Education Outcomes Assessment: Outcomes Assessment Home Grad Studies Home California State University, San Bernardio Outcomes Assessment Goals and Objectives for the General Education Basic Skills Areas: Written Communication, Oral Communication, Critical Thinking and Mathematics The following outcomes assessment goals and objectives for the four General Education Basic Skills areas (Written Communication, Oral Communication, Mathematics, and Critical Thinking) have been developed by the University General Education Outcomes Assessment Committee based on university-wide input from faculty, department chairs, and university, college and department GE, curriculum and outcomes assessment representatives over a two-year period. University General Education Outcomes Assessment Committee (June 2000-present): Kerstin Voigt, Natural Sciences Joe Chavez, Chair of the Univ. General Education Committee Milton Clark, Dean of Undergraduate Studies Sandra Kamusikiri, AVP for Assessment and planning

55. Bigchalk: HomeworkCentral: Grammar (Grammar, Usage & Form) general; Subject Predicate; Clauses; Phrases. PRACTICE QUIZZES grammar StyleNotes; Online English grammar Guide; Punctuation/mechanics Errors; Word http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/wa/BCPageDA/sec~CAB~3237

Home About Us Newsletters My Products ... Product Info Center Email this page to a friend! K-5 Grammar document.write(''); document.write(''); document.write(''); document.write(''); GENERAL The King's English Ask a Grammar Question! Blue Book of Grammar ... Contact Us

56. Downloads comprehensive guide to grammar and writing in general. It offers the mechanics, techniquesand style in a http//englishplus.com/grammar/ This site refers to http://www.u.arizona.edu/ic/engl308/Links.html

Links to English Sites Created by Hamel Patel and Luke Kipuluka Punctuation The following links will provide you with guidelines on the correct usage of punctuation marks. This includes commas, periods, colons, semicolons, apostrophes, and many more. http://owl.english.purdue.edu/handouts/grammar/ This site will help you with grammar, punctuation, and spelling. It includes handouts and exercises. This site was created by Purdue University. http://www.uottawa.ca/academic/arts/writcent/hypergrammar/punct.html This web site looks more like a book. It has 10 chapters on different punctuation topics. This site was created by the University of Ottawa. http://stipo.larc.nasa.gov/sp7084/ This web site if made for the technical writers. It also comes with a downloadable pdf file for easy reading. This site was created by Mary K. McCaskill for the NASA library. http://webster.commnet.edu/grammar/marks/marks.htm> This site is very interactive. It covers many topics and offers exercises and quizzes. This site was created by a professor English at Capital Community College in Connecticut. Grammar The following links will provide you with guidelines on the correct usage of grammar. This includes guidelines on how to structure sentences and paragraphs.

57. Language_Arts 35, grammar and Conventions, Techniques, Phonics, general Literature, Folkloreand Legends, Poetry, Elements and Techniques. mechanics, Mythology, Fairy Tales,Reading http://cemc.ccsd.k12.co.us/lcl_k12_lang.htx

Language Arts Scope and Sequence Writing Speaking Reading Variety of Literature Literature K-2 Grammar and Conventions Techniques Phonics Easy Fiction ... Elements and Techniques Mechanics** Mythology Short Stories Novels Composition and Writing Techniques ... Drama and Theater **CEMC media for these topics are geared toward primary and intermediate grades Evaluate A Program Scope And Sequence Specialty Topics CEMC Home Medianet Options ... Order Form Need something tomorrow? Place your order by phone before 1pm today. Contact CEMC: Phone: FAX: Email: cemc@mail.ccsd.k12.co.us

58. Be Your Best Proofreading Avoiding some common problems in grammar and mechanics can make Commas In general,use commas to set off the following words or phrases items in a list http://www.uncp.edu/home/canada/work/markport/best/writing/proof.htm

59. Mechanics mechanics. mechanics are the technical things about grammar, spelling, punctuation,and Capitalization. In general, try to avoid unnecessary capitals. http://agcomwww.tamu.edu/training/power/mechanics.html

60. General Writing Tips general Writing Tips. Review Notes on mechanics and the grammar links. PUNCTUATIONTIPS Commas(,) these are separators, not joiners. http://kcweb.nhmccd.edu/employee/jsamuels/general_writing_tips.htm

General Writing Tips Be sure to adjust your page settings and follow MLA directions for the heading (your name, my name, course number, and due date in the upper left corner) and the header (last name, space, and page number in the upper right corner use the header tool in Word) as well as the essay all in double space, 12-point font with one-inch margins and left justification. I recommend Times New Roman or Arial for a professional appearance. Do not use full justification; it causes kerning (spacing) problems. Study the Essay Format lecture. Also be sure you have an intriguing, centered title (but leave it alone; no quotes, underlining, or other special effects; this is not ‘yet’ a published essay by you). Since the title is the first piece of writing the reader encounters from you, you want to capture his/her attention but also reward the reader with an essay that flows from that title. If you have problems coming up with a title, then leave it blank and wait for an interesting idea or phrase to arise as you write the body of your paper. You may decide later it should be your title.

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