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Dana Huff

Silva Rhetoricae: The Forest of Rhetoric - 0 views

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    This online rhetoric, provided by Dr. Gideon Burton of Brigham Young University, is a guide to the terms of classical and renaissance rhetoric. This site is intended to help beginners, as well as experts, make sense of rhetoric, both on the small scale (definitions and examples of specific terms) and on the large scale (the purposes of rhetoric, the patterns into which it has fallen historically as it has been taught and practiced for 2000+ years).
Todd Finley

Share More! Wiki | Anthology / Diigo the Web for Education - From TeleGatherer to TeleP... - 5 views

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    "# Supporting Diigo-based fine-grained discussions connected to a specific part of a webpage - which opens up the possibility for more meaningful exchanges where teachers can embed all kinds of scaffolding into web-based materials with Diigo: * sharing questions for discussion (either online, or to prepare students for an in-class discussion); * highlighting critical features; asking students to define words, terms, or concepts in their own words/language; providing definitions of difficult/new terms (in various media, such as embedding an image in the sticky note); * providing models of interpreting materials. * using the highlighting/sticky note feature to "mark up" our "textbook" (blog) with comments, observations and corrections to specific words, phrases or paragraphs of each post. * Aggregating bookmarks the students make of websites valuable to their learning, and use the highlighting feature and sticky notes as if they were like the Track Changes feature in MS Word which lends itself more towards collaboration and the iterative process. "
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.
Leslie Healey

Creative Nonfiction: a definition and appreciation - 14 views

  • For a while the NEA experimented with “belles-lettres,” a misunderstood term that favors style over substance and did not capture the personal essence and foundation of the literature they were seeking. Eventually one of the NEA members in the meeting that day pointed out that a rebel in his English department was campaigning for the term “creative nonfiction.” That rebel was me.
  • literary craft in presenting nonfiction—that is, factually accurate prose about real people and events—in a compelling, vivid manner. To p
  • real demarcation points between fiction, which is or can be mostly imagination; traditional nonfiction (journalism and scholarship), which is mostly information; and creative nonfiction, which presents or treats information using the tools of the fiction writer while maintaining allegiance to fact.
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  • George Orwell’s Down and Out in Paris and London, James Baldwin’s Notes of a Native Son Ernest Hemingway’s Death in the Afternoon, and Tom Wolfe’s The Right Stuff are classic creative nonfiction efforts—
  • communicate information (reportage) in a scenic, dramatic fashion.
  • offers flexibility and freedom while adhering to the basic tenets of reportage. In creative nonfiction, writers can be poetic and journalistic simultaneously
  • inematic techniques, from scene to dialogue to description to point of view, to write about themselves and ot
anonymous

Article: "The C's of Change": An Extended Interview with Members of the New Literacies ... - 0 views

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    We hear this term "New Literacies" often lately but seem to get a range of explanations about what it is, what it means. Here members of NCTE's New Literacies Research group, the people who are defining this field for most of us, answer the core questions. Excellent summary of the field at this timeli
Tracee Orman

Firework by Katy Perry Song Lyrics Poetry Terms Figurative Language - Tracee Orman - Te... - 22 views

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    Teach poetic devices using "Firework" by Katy Perry song lyrics
Dugg Lowe

Term paper services - 0 views

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    On the issue of choosing the paper writing service.
James Miscavish

Tool Kit for Rhetorical Analysis - Definitions and Examples of Figures of Speech - 17 views

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    Brief definitions of 130 figures of speech and other rhetorical terms with links to expanded discussions and examples.
Clifford Baker

Documenting the Digital Generation | Ecology of Education - 0 views

  • offers a wealth of videos which will be relevant to anyone who wants to better understand the new media literacies, participatory culture, and young people’s online lives, themes which recur here with great frequency.
  • First, the site brings together substantive conversations with what they are calling “Big Thinkers.”
  • Second, the website offers some vivid and engaging portraits of typical American teens and their relationship to new media technologies and practices.
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  • new media in terms of its opportunities
  • Young people’s lives are shown to be conducted across and through a range of different media platforms, rather than, say, identifying one kid as a gamer or another as a social networker. The technologies are shown as supporting a range of different social roles and relationships rather than necessarily directing young people to develop in predetermined directions.
Mark Smith

Your Brain on Computers - Digital Devices Deprive Brain of Needed Downtime - NYTimes.com - 5 views

  • “Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”
Mary Worrell

Her Own Terms: The Teaching Life Revisited - 3 views

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    Inspirational post about the tears and rewards that come with being a teacher.
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    Incredibly inspiring. Read this when you're wondering how you're going to make it through another year!
Caroline Bachmann

Abiator's Worksheets Vault - 8 views

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    English Skills Worksheets for Grades 5-8
Dugg Lowe

Paper writing services - 0 views

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    It is reported that nowadays the trading volume of the internet essay business has surpassed 2 billion pounds in England, according to a research that has launched in 2009, in university of Manchester a half of the collegers have responded that they were ready to get essays online, and 45% collegers have assured that they have brought essays through companies who offer the service of paper writing help.
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