Teaching Insights How to Model Effective Writing

Teaching Insights How to Model Effective Writing (0) Do you remember learning to drive? You probably didn’t learn by reading a how-to manual or listening to your parents lecture about driving. Most likely, you watched your parents operate a car while giving you step-by-step instructions. You probably learned through demonstrations and practice.   It’s the same way in education, and that’s where the strategy of modeling comes in. Modeling is when a teacher demonstrates a skill or concept, allowing students to learn by observing. It’s also one of the most powerful ways to teach writing.   Why? Because many students learn best by example, and modeling writing also encourages students to share their work and to be receptive to feedback.     Read on for suggested activities and tips that will help you make the most out of modeling.     Looking for more help for your students? Visit for resources on MLA format, APA format, and plagiarism. Dont be Shy: Write in Front of Your Students When you assign writing or teach a new component of the writing process, write your own sample paragraph or sentences on the projector.     As you write, verbalize your thought process to show students how to translate ideas into effective writing. It’s especially helpful if you can talk through any difficulties you encounter. This normalizes struggles and shows students how to overcome writer’s block and other issues.   If you’re worried that students will simply copy your writing sample, choose a topic that’s similar to what your students are writing (but not exactly the same).   However, even when students write something very similar to what you’ve written, they’re still learning how to write well. Perhaps next time, they’ll branch out and generate some new ideas of their own.   Write With Students   You can also write with your students when you assign a writing task. Often, seeing that you’re willing to do the same task you’ve assigned can motivate students.   It also increases your credibility as a writing instructor. After all, if you’re going to teach effective writing, you should also be able to write effectively.   For the same reason, it’s a great idea to write even outside of class. If you haven’t done much writing since college, it can be difficult to teach your students to be excellent writers. Continue honing your craft by writing with your studentsâ€"both inside and outside of class.     Show Students Your Writing   You probably know from experience that most students dread sharing their writing with the class. Put them at ease by sharing your own writing first.   For instance, if you write alongside your students, as suggested above, volunteer to read your work aloud when everyone is finished. You can also share what you write in your spare time or share older papers from your high school or college days.     This way, you provide students with helpful examples of quality writing, and you encourage them to be more open about sharing their own work.   Ask Students to Critique Your Writing   Many students aren’t particularly receptive to feedback on their writing. Instead of viewing your critiques as an opportunity to grow as writers, many students simply view feedback as criticism.   Sharing your writing can help students get over this fear as well. If you share high school or college papers with your students, also share some of the feedback you received and how you responded to it. If possible, show students a first draft with feedback, followed by a significantly improved final draft.   Even better, you can allow students to critique your writing. When you read a piece of writing aloud, ask for feedback from your students. You may wish to draw their attention to certain aspects.     For example, you might ask:   This sentence sounds a little awkward…any ideas how I can reword it?   I just can’t come up with a good title. Any suggestions?   What additional evidence could I add to this paragraph?   What’s a good transition I could use here?   This exercise helps students start thinking like writers, and allowing them to critique your writing makes them more receptive to your critiques of their work. Emphasize that you’re not a perfect writer either and that you want to continue growing. Feedback isn’t criticism; it’s advice that can lead to improvement.   Final Thoughts   Model effective writing by writing in front of your students and alongside them. Think aloud about the writing process, discussing your struggles and how you overcome them.     Share your work with students, even allowing them to provide feedback and constructive criticism.     Your students will start to view feedback more positively and will develop a willingness to workshop their writing and learn from others. As a result, their writing skills and their confidence will grow.     Aside from citation help, EasyBib also has free grammar guides and topic guides (on Martin Luther King Jr., Dr. Seuss and others) for your students.

Nietzsche Said Whoever Fights Monsters Should See To It

Nietzsche said Whoever fights monsters should see to it that in the process he does not become a monster. And when you look long into an abyss, the abyss also looks into you (Beyond Good and Evil, 146). Most people are convinced that they are the hero or heroine of a story, but if their motives are impure, selfish, or short sighted; they may very well turn out to be the villain. In the classic gothic novel, The Monk by Matthew Lewis in which several characters’ motives, lives, and deaths become intertwined. Ambrosio’s character proves that no person is incorruptible, while the film directed by Dominik Moll tries to add redemption to the character’s monstrous acts. In the eighteen-hundreds, when The Monk was first published it was seen as†¦show more content†¦Though neither meant to do harm, they both chose a life of sin and murder (Red Riding Hood’s â€Å"husband† ate her grandma) for a triste. While â€Å"Red† would have most likely been eaten otherwise, she still gives herself, seemingly happily, to the wolf with little thoughts of anyone else, but herself, displaying her vanity, corresponding to Ambrosio’s egotism with his audience and peers thoughts of him (Carter 110). The pious and godly man that was Ambrosio tries to make excuses for his behavior and pawns his guilt and judgement onto others. Soon every thought Ambrosio has is not that of a pious man, working for his Lord, but that of a man growing increasingly impatient for his wants; Antonia a young and innocent girl is the first on his list. Accordingly, he faults Elvira for requiring him to sneak into Antonia’s room to defile her, as Elvira has banished him from her home, for his mistreatment of her daughter, Antonia. Therefore, Dr. Jekyll and Ambrosio have very similar ideals about morality. Both seem to think that if no one perceives them as the guilty party, they are free to do as they please, while keeping their consciences clean. Ambrose uses magic to sneak around to defile Antonia secretly and Dr. Jekyll uses science to create an alternate persona to do as he wishes (Stevenson 86). Consequently, he blames Matilda for their dealings in witchcraft, deciding since she is the one wh o is doing the magic; he is blameless in theShow MoreRelatedReading Lolita s Tehr An Argumentative Essay1358 Words   |  6 Pagesavailable in order to persuade the reader to change. â€Å"... I have no choice but to appeal once again to your imagination.. â€Å"(26). Once again, the author throws the reader to a world of their own creation, showing them what exactly they want them to see. In order to change the purpose, using this appeal, it s allowing them to make sure that the reader understand what the other wants them to know. Enabling the reader s ability to imagine, Allowing themselves to place themselves in various differentRead MoreGp Essay Mainpoints24643 Words   |  99 PagesGenetic modification f. Right tech for wrong reasons 3. Arts/Culture a. Arts have a future in Singapore? b. Why pursue Arts? c. Arts and technology d. Uniquely Singapore: Culture 4. Environment a. Developed vs. Developing b. Should environment be saved at all costs c. Are we doing enough to save the environment? d. Main reasons for environmental problems nowadays 5. Religion a. Religion divides more than it unites b. Religion and politics c. Science and religionRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesappropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material

My Career Of Psychology Stem From My Personal Experiences...

My Career in Psychology Tabitha N. Edwards Capella University Abstract My vision and goals for my career in psychology stem from my personal experiences as an employee. Specializing in Industrial-Organizational Psychology will allow me to help others avoid the frustrations I have felt and provide them with the support and opportunities I did not have. My vision and goals concentrate on the areas of talent management, change management, coaching, and contributing original research and depend on me earning my master’s degree and then furthering my credentials with a coaching certification. Competencies revolve around theory and research and their application. My background has given me transferrable skills that can be carried into an internship or entry-level job. Effective use of networking will work in my favor in areas where my skills are lacking. My action plan involves earning my master’s degree within three years, working for a consulting firm and eventually running my own consultancy, and earning my coaching certification. Table of Contents Introduction 4 Vision and Goals 4 Competencies and Requirements 7 Action Plan 9 Conclusion 11 References 13 My Career in Psychology Introduction I have always been fascinated by how the mind works and why people behave the way they do. As a marketing professional, I have used psychology passively to persuade people to buy products or useShow MoreRelatedWhen My Parents Changed My Own Work Essay1005 Words   |  5 PagesThere were moments in my childhood when my parents tumbled short of my dreams. With the commitment to a full-time job as well as part-time jobs, neither of them had enough time to spend at home. I’ve always wondered the secret to my parents’ happiness in their workplace despite the long, irregular hours. 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Compare and Constrast Classical China and Classical India Free Essays

Though they had some different qualities, Classical China and India were very similar. The complexities of both India and China’s social hierarchy systems were very different. However their religious views and ideas were similar, and they both began to decline but were able to recover and maintain stability. We will write a custom essay sample on Compare and Constrast Classical China and Classical India or any similar topic only for you Order Now Both China and India used social hierarchy systems, but they were used differently. India used a very strict system called Varna, or the caste system. People only associated with people in their class. Marriage outside of your class and helping people in lower classes was absolutely forbidden. People couldn’t even eat or drink with people outside of their class. The Chinese rules of social hierarchy were very different. The Chinese believed in reciprocal respect within relationships. For example, the ruler respects the subject and the subject respects the ruler. Another major difference was the specific levels of the social ladder. The caste system of India had four basic levels: the Brahmins (priests), followed by the Kshatriyas (warriors), then the Vaishyas (work people), and finally the Shudras (peasants). All four of these castes were divided into subgroups called jati. This system was very complex and stratified and a person could not change castes. The Chinese only had three steps on their social ladder. On top was the educated bureaucrats and landowners. The peasants and the urban artisans were in the middle class and the â€Å"mean† or meaningless people were at the bottom. Priests in India were considered very powerful and they were at the top of society. The Classical Chinese emperors used a centralized religion called Confucianism and a priest class wasn’t necessary. There was other religions in China but the priests were isolated from the rest of the population. The Chinese social system was very simple and the Indian caste system was more specific. India and China used different hierarchy systems, but they had similar religious views and ideas. At this point in time Hinduism was very popular in India and the Chinese emperors stressed confucian ideas. Hinduism and Confucianism were very similar. In both religions there was no specific gods to be worshiped, but there was religious shrines. People were obedient to confucianism because it stressed respect to all people. The goal of Hinduism was to free your soul and reach moksha. In order to do so people had to follow the rules and do the right thing. Confucianism and Hinduism worked because all people benefited from them. Another major similarity of India and China was the cause and effects of the declines of their golden ages. Both India and China had strong enough civilizations to withstand the challenges they faced and not completely fall. Because of China’s strong political system and because of India’s uniform religion, both civilizations were able to recover and revive themselves. Nomadic invaders attacked both civilizations and this was a setback but strong emperors helped regain order. The strength of the political systems was also challenged. Arab invaders tried to convert India to Islam but failed because Indian religious leaders worked to strengthen HInduism. In China bureaucrats became corrupt and started fighting for power and assassinating each other. Thankfully the Sui and Tang dynasties worked to regain power and they restored Confucianism because they knew it worked in the past. India and China lost power but they were able to maintain stability. China and India had some qualities that contrast each other, but the two civilizations were very similar. Their social hierarchy systems were different, but they shared common religious views and ideas, they both suffered a decline but they were able to recover and maintain stability. How to cite Compare and Constrast Classical China and Classical India, Papers

Thrones of Ancient Maya Essay Example

Thrones of Ancient Maya Essay The article that I studied is entitled Thrones and Throne Structures in the Central Acropolis of Tikal as an Expression of the Royal Court, by Peter D. Harrison.In this article it shows that you may use the varieties of reception thrones as evidence of court function.Some other topics are on the source material for the construction of thrones and decoration (or lack of) and reasons for it. Some of the functions that were used from the throne were reception of tribute goods, reception of prisoners involving presence of military guards, reception of visiting dignitaries displaying royalty, ritual divination, and possibly even accession rituals.This wide use of thrones in Tikal was compared to other cultures royal courts, including the court of Louis XIV in France and the royal Inka court of Cuzco.The examiners found that markers of these courts all included the use of livery (clothing showing especially high rank), use of thrones, and the association of church and state. Tikals thron es are the simplest, plainest, least-decorated thrones in the lowlands of Ancient Maya.Highly decorated thrones are smaller and are thought to be less powerful than those in Tikal.We go on to find that even though this was a large city with great political influence and wealth, they seated their highest officials on the plainest of thrones.The author does remind us that even though there seems to be an apparent absence in decoration, there is a variety of form and context of Tikal thrones. It is noted that masonry-constructed benches were a Late Classic (A.D. 650-900) phenomenon in Tikal because there are no Early Classic (A.D. 292-650) examples existing in the Central Acropolis.We find that this is because the native stone to Tikal did not have high tensile strength so they used the medium of wood, which gave way for their famous intricate lintel carvings.When the benches and thrones in masonry form were finally introd

The Fire Sermon Analysis Essays

The Fire Sermon Analysis Essays The Fire Sermon Analysis Paper The Fire Sermon Analysis Paper Sofilda Totoni March 3rd, 2011 Lit 216 â€Å"The Fire Sermon† Analysis. This section, and the longest of Elliot’s â€Å"The Waste Land†, depicts poor, gloomy, lethargic scenery in which the themes of lust, sexual ambiguity, moral degradation, spiritual melancholy, abound throughout the poem. The poet himself often embodies the role of ancient and mythological figures to which he alludes in order to strike the readers infatuation. He continually reminds us that beauty, love, passions which was once food for the soul, are turned to slaves of our egoistical, materialistic, relished physical needs. The central character is the poet himself who often takes on the roles of the Fisher King and Tiresias in order to convey his message. The other characters, Actaeon and Dian replaced by Sweeney and Mr. Porter, Thames’s daughters, The clerk and the typist, Queen Elizabeth with her suitor Earl of Leicester;-all these are foil and flat characters who although taken from, and alluded to past, famous literary works, their presence and revelation is to unveil the narrator’s major themes and ideas. These characters are stereotypes or archetypes throughout the work. The scenery and images implied in the work play a major role in describing and interpreting the contextual setting of a pictorial framework. Elliot opens this section with the image of a river in late autumn, or early winter: â€Å"The River’s tent is broke; the last fingers of leaf clutch and sink into the wet bank. the nymphs are departed. Elliot cites here Spencer’s â€Å"Prothalamion† with the line: â€Å"Sweet Thames, run softly till I end my song†. He takes us to Spencer’s Thames and ‘bridal song’ that suggests celebrating life and happiness along Thames. He quickly changes scenery and contrasts this setting with the one he’s witnessing. He’s sitting by the Leman-French for Lake Geneva, where he witnesses degradation, elements of the modern world-â€Å"empty bottles, sandwich papers, cardboard boxes, cigarette ends†. Then Elliot starts weeping. His tears are reference to a passage from the Bible, Psalm 137, in which the people of Israel cry by the river as they remember Jerusalem. The image of death and urban decay is further revealed:-â€Å"a cold blast, bones rattle, and a rat creeps through vegetation /dragging its slimy belly on the bank†. The rat symbolizes grossness, filth, moral corruption of the modern world. The rat also illustrates Elliot’s spiritual world; he feels disappointed, belittled â€Å"fishing in the dull canal†, and just like the rat who creeps through trash in search for food, the poet himself is in search for food for the soul, he wants to infiltrate through the rubbish material he is presented, and find the spiritual muse for his further works. Elliot takes on the role of The Fisher King alluding to Jessie L Weston’s â€Å"From Ritual to Romance† and its description of the Grail Legend. The poet also combines the â€Å"Tempest† Shakespeare’s drama elements which are also used in earlier lines of â€Å"The Waste Land† in referral to Grail Legend. Musing upon the king my brother’s wreck/and on the king my father’s death before him. The ill, impotent King Fisher embodied by Elliot, describes the wasteland that stretches before him: -white bodies naked on the low damp ground† and bones scattered in a little dry garret/Rattled by the rat’s foot only, year to year† Once again, the rats appear again to portray a hell setting. Elliot proceeds to the allusion of John Day’s â€Å"The Parliament of Bees† that describes the tale of Actaeon and Diana accordingly referred by â€Å"Sweeney and Mrs. Porter. â€Å"The sound of horns and motors which shall bring Sweeney to Mrs. Porter in the spring† Later on he alludes to Verlaine’s Parisfal , where Parisfal resisted the seduction of Kundry which in turn as a sign of respect washed his feet paralleling with the adulteress who washed the feet of Christ to be redeemed. It is evident that throughout these lines the love motif becomes apparent and indicative of young, passionate emotions which later on turn to lust and immorality. The next four bizarre lines: Twit twit twit/jug jug jug/ So rudely forc’d Tereu; refer to describe the sound of Philomela as nightingale. Twit, twit twit –seem to recall a bird’s song. It all goes back in† A game of Chess† to the story of the woman who was violated and took her revenge. â€Å"So rudely forc’d† refers to Tereu’s violation. The moral degradation goes on as the narrator takes us to another scene and image description. The â€Å"Unreal City† takes the reader back to London. Mr Eugenides , the Smyrna merchant, carrying a pack of of forbidden mysteries, invites the narrator to luncheon at Cannon Street hotel and a weekend at the Metropole. The narrator then takes on the role of Tiresias, the â€Å"Old man with wrinkled female breasts†. Elliot does it again. He evives, recasts once again mythology as a modern aspect to compare cheap sexual encounters with the pure and noble young love. Tiresias, the blind prophet, ironically sits back and watches the young clerk and typist indulge in sex and lust, looking beyond the potential romance that any relationship carries. â€Å"Endeavors to engage her in caresses †¦flushed and decided , he assaulted at once; Exploring hands encounter no defence; After the passionate sex has been consummated, the young man departs as a stranger creeping up in darkness â€Å"gropes his way, finding the stairs unlit†. The young woman barely notices his departures, showing a gesture of indifference â€Å"Well now that’s done: and I’m glad it’s over†-she feels alone, empty in vague, and lost in confusion-â€Å" Paces about her room again, alone/smoothes her hair with automatic hand, And puts a record on the gramophone† The musicality of the poem takes the poet and the reader to quiet, peaceful and relaxing places:-a public bar in Lower Thames/The pleasant whining of a mandolin/Where fishermen longue at noon/the walls of Magnus Martyr hold inexplicable splendor of Ionian white and gold† The splendor serenity is disrupted by the lamented song of Thames three daughters †Weilalala leia-Wallala leialala†. The poet here takes the theme and the story from Spencer’s Gotterdammerung â€Å"The Rhine daughters†. The three daughters sing and weep about their mournful love stories and betrayals. One of them recalls the promises her lover made â€Å" He wept. He promised â€Å"a new start†. She scornfully recalls and regrets those times with deep shame and embarrassment:- â€Å"I can connect nothing with nothing. The broken fingernails of dirty hands†. Among the Rhine’s daughter’s tragic stories, Elliot recalls and brings back Queen Elizabeth’s and Earl of Leicester relationship which although in reality characterized by a pure and noble-natured relationship, in the poem is depicted as heroic and passionate, thus following the trend of contemporary life. The author again alludes to past authoritative figures by means of irony and parody to whip the social occurrences and trends that ruin such purity and nobility. The poem ends with the references to St Augustine’s Confessions and Buddha’s Fire Sermon which represent the western and eastern asceticism. Just as the title of this section of poem suggests, Buddha warned against surrender to the senses which are â€Å"on fire†. When the disciple becomes purged of passion , he becomes free†-Through metaphor, symbolism, and allusion the sermon thus serves as a lesson preached and delivered to the reader with a strong message: â€Å"Do not surrender to the dangers of youthful lust† Elliot’s style, language and form makes him the father of modernism. His use of irony, satire, dramatic monologues, language slangs and shifts to foreign phrases; the quotations and citations to mythology, Old Testament, historical figures; the intensive notes which are deep and obscure, the musical tones that penetrate the poem;-these and other artistic elements give the poem a disjointed nature but unique at the same time. Citations and References: Elliot’s footnotes Eliot, T. S. (1963). Collected Poems, 1909-1962. New York: Harcourt, Brace World Gish, Nancy (1988). The Waste Land: A Students Companion to the Poem. Boston: The sixth edition of The Norton Anthrology of English Literature. Jennifer Sorensen Emery-Peck â€Å"Tom and Vivien Eliot Do Narrative in Different Voices: Mixing Genres in The Waste Land’s Pub

Free Enterprise and the Role of Government in America

Free Enterprise and the Role of Government in America Americans often disagree about the appropriate role of government in the economy. This is demonstrated by the sometimes inconsistent approach to regulatory policy throughout American history. As  Christoper Conte and Albert Karr point out in their volume, Outline of the U.S. Economy, the American commitment to free markets continually endured since the dawn of the 21-century, even as  Americas capitalist  economy  remained a work in progress. History of Large Government The American belief in free enterprise does not and has not precluded a major role for government. Many times, Americans have depended on the government to break up or regulate companies that appeared to be developing so much power that they could defy market forces. In general, government grew larger and intervened more aggressively in the economy from the 1930s until the 1970s.   Citizens rely on the government to address matters the private economy overlooks in sectors ranging from education to protecting the environment. Despite their advocacy of market principles, Americans have used government at times in history to nurture new industries or even to protect American companies from competition. Shift Towards Less Government Intervention But economic hardships in the 1960s and 1970s left Americans skeptical about the ability of government to address many social and economic issues. Major social programs (including Social Security and Medicare, which, respectively, provide retirement income and health insurance for the elderly) survived this period of reconsideration. But the overall growth of the federal government slowed in the 1980s. A Flexible Service Economy The pragmatism and flexibility of Americans have resulted in an unusually dynamic economy. Change has been a constant in American economic history. As a result, the once agrarian country is far more urban today than it was 100, or even 50, years ago. Services have become increasingly important relative to traditional manufacturing. In some industries, mass production has given way to more specialized production that emphasizes product diversity and customization. Large corporations have merged, split up and reorganized in numerous ways. New industries and companies that did not exist at the midpoint of the 20th-century now play a major role in the nations economic life. Employers are becoming less paternalistic, and employees are expected to be more self-reliant. Increasingly, government and business leaders emphasize the importance of developing a highly skilled and flexible workforce in order to ensure the countrys future economic success.