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anonymous

Paragraphy - 11 views

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    Input paragraph, click submit, and it will rearrange the sentences. Helps students determine topic sentences and paragraph order.
Patrick Higgins

Materials for Faculty: Methods: Diagnosing and Responding to Student Writing - 11 views

  • For these reasons, instructors are continuously looking for ways to respond efficiently to student work. Seasoned instructors have developed systems that work well for them. We offer a few here: Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
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    Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
Joanna Ganci

It Was The Best Of Sentences ... : NPR - 21 views

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    Creative Writing
Meredith Stewart

English Grammar Revolution - 19 views

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    Hmmm... diagramming and revolution in the same sentence. I'm intrigued.
Dennis OConnor

Notable Sentences...for Imitation and Creation - 22 views

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    "This blog is a resource for teachers who wish to view grammar as something to be explored and not just corrected. "
Todd Finley

A Rubric for Evaluating Student Blogs - ProfHacker - The Chronicle of Higher Education - 1 views

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    Rating Characteristics 4 Exceptional. The blog post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic. 3 Satisfactory. The blog post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic. 2 Underdeveloped. The blog post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic. 1 Limited. The blog post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic. 0 No Credit. The blog post is missing or consists of one or two disconnected sentences.
Dennis OConnor

Teaching to the Text Message - NYTimes.com - 9 views

  • So a few years ago, I started slipping my classes short writing assignments alongside the required papers. Once, I asked them, “Come up with two lines of copy to sell something you’re wearing now on eBay.” The mix of commerce and fashion stirred interest, and despite having 30 students in each class, I could give everyone serious individual attention. For another project, I asked them to describe the essence of the chalkboard in one or two sentences. One student wrote, “A chalkboard is a lot like memory: often jumbled, unorganized and sloppy. Even after it’s erased, there are traces of everything that’s been written on it.”
  • My ideal composition class would include assignments like “Write coherent and original comments for five YouTube videos, quickly telling us why surprised kittens or unconventional wedding dances resonate with millions,” and “Write Amazon reviews, including a bit of summary, insight and analysis, for three canonical works we read this semester (points off for gratuitous modern argot and emoticons).”
    • Leslie Healey
       
      these comments are more useful than the article--we do a "welcome" every morning from the night's reading. This might freshen up the "welcome" and remind them of its relevance to their lives. Thanks.
  • And short isn’t necessarily a shortcut. When you have only a sentence or two, there’s nowhere to hide.
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  • Rewarding concision first will encourage students to be economical and innovative with language.
Clifford Baker

Editorial Observer - Cutting and Pasting - A Senior Thesis by (Insert Name) - NYTimes.com - 9 views

  • “This represents a shift away from the view of education as the process of intellectual engagement through which we learn to think critically and toward the view of education as mere training. In training, you are trying to find the right answer at any cost, not trying to improve your mind.”
  • Not everyone who gets caught knows enough about what they did to be remorseful.
  • “The big sleeping dog here is not the moral issue. The problem is that kids don’t learn if they don’t do the work.”
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  • The Pritchard axiom — that repetitive cheating undermines learning — has ominous implications for a world in which even junior high school students cut and paste from the Internet instead of producing their own writing.
  • When many young people think of writing, they don’t think of fashioning original sentences into a sustained thought. They think of making something like a collage of found passages and ideas from the Internet.
Clifford Baker

Raymond Carver reviewed by James Campbell TLS - 0 views

  • Carver was Hemingway (most of whose fiction is located abroad) transposed to the blue-collar American margins, populated by men and women who seldom think about the world beyond – a land of bad marriages, cramped living rooms, truculent children, and unharnessed addictions of the old-fashioned sort.
  • But what is the real thing? In the original manuscript of “Why Don’t You Dance?”, before Lish’s blue pencil descended, the girl's sympathetic words to the yard sale vendor, “You must be desperate or something”, are not uttered while the pair are dancing. The sentence is adapted from an earlier remark she makes to her boyfriend when they first inspect the items for sale. “They must be desperate or something.” The vendor has yet to make an entrance. It was Lish who changed the words and placed them in her mouth as she “pushed her face into the man’s shoulder”, making it the emotional high point of the narrative.
  • As with other restored or revised texts – in this case, unrevised – the appearance of Beginners prompts some awkward questions. Does the emergence of the “real” stories undermine the reality that the most Carveresque of Carver’s books has had for almost thirty years in the minds of readers? Characters who appear sane turn out to have been mad originally. Characters who smoke didn’t do so in 1980, on their entry into the world. They are the children of Raymond Carver, but their identities were altered by the midwife, Gordon Lish.
Stephen Davis

When to use i.e. in a sentence - The Oatmeal - 9 views

shared by Stephen Davis on 15 Aug 10 - Cached
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    The Oatmeal has some great posters relevant for English teachers! I have the "How to Use a Semicolon" poster in my class!
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    The Oatmeal has some great posters relevant for English teachers! I have the "How to Use a Semicolon" poster in my class!
Leslie Healey

Reading Literature, A Spiritual Practice - 0 views

  •  Do you want to get closer to God?  Settle down with a good book. McEntyre notes that, in the ancient practice of lectio di
  • It can change the way we listen to the most ordinary conversation. It can become a habit of mind. It can help us locate what is nourishing and helpful in any words that come our way—especially in what poet Matthew Arnold called “the best that has been thought and said”—and it can equip us with a personal repertoire of sentences, phrases, and single words that serve us as touchstones or talismans when we ne
  • “equipment for living
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    AMEN--you do not have to be a religious person to get this. Too often, I understand this idea, but forget to share it with my students. Reading as "equipment for living"
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