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Managing diversity in the classroom
Managing diversity in the classroom
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Please excuse this late communication, as I am now retired from Wiley College and appreciate solitude. Therefore, I can best be reached via email. Nonetheless, when I served as Dean of Social Sciences and Humanities, I became intrigued with Ms. Sanders’s advanced scholarship and recommended her for hire as an English Instructor, fall 2010. While observing her in the course of that semester, I immediately noticed that she exuded the following characteristics: audaciousness, grit, and tenacity. I am not an individual that is easily impressed, but I was. Ms. Sanders’s purpose is clear; her major strengths lie in her ability to explain complex theories and ideas to students, incorporate her skills in the dramatic arts into her lesson plans, and
There are various ways writers can evaluate their techniques applied in writing. The genre of writing about writing can be approached in various ways – from a process paper to sharing personal experience. The elements that go into this specific genre include answers to the five most important questions who, what, where, and why they write. Anne Lamott, Junot Diaz, Kent Haruf, and Susan Sontag discuss these ideas in their individual investigations. These authors create different experiences for the reader, but these same themes emerge: fears of failing, personal feelings toward writing, and most importantly personal insight on the importance of writing and what works and does not work in their writing procedures.
My literacy journey began long before I had actually learned how to read or write. While recently going through baby pictures with my mother, we came across a photo of my father and I book shopping on the Logos boat, a boat that would come to my island every year that was filled with books for our purchasing. Upon looking at this picture, my mother was quite nostalgic and explained how they began my journey to literacy through experiences like this. My earliest memory of experiencing literature was as a small child. My parents would read bedtime stories to me each night before I went to bed. I vividly remember us sitting on the bed together with this big book of “365 bedtime stories for 365 days” and we read one story each day until we had
Erin Gruwell began her teaching career at Woodrow Wilson High School in Long Beach, California where the school is integrated but it’s not working. Mrs. Gruwell is teaching a class fill with at-risk teenagers that are not interested in learning. But she makes not give up, instead she inspires her students to take an interest in their education and planning for their future as she assigned materials that can relate to their lives. This film has observed many social issues and connected to one of the sociological perspective, conflict theory. Freedom Writers have been constructed in a way that it promotes an idea of how the community where the student lives, represented as a racially acceptable society. The film upholds strong stereotypes of
“Pretty please, Chris? We just need to find out where she is?” said Karen. She didn’t like to beg, but she wanted to put her mother’s mind at rest too, and that took priority.
To begin this reflection, conduct an inventory of all the writing you have done for this course, looking both forward and backward at your progress in the course. Once you have done so, write a reflective piece about where you stand at midterm and where you’d like to go during the second half of this course. Reflect on what you’re learning about your writing process, your strengths as a writer, and your preferences and writing habits. Be specific, provide details and descriptions, and explain your reasoning throughout this brief reflective section.
I am sitting in my bed, thinking about my process of writing as I am trying to go through it. It seems the more I think about it, the less I understand it. When I am writing, I don’t think. Which I know, sounds bad. But, I spend every single moment of every single day over thinking, over analyzing, and over assuming every aspect of my life. When I’m writing, I’m free from that for just a little bit. Until of course, my hands stop typing or the pencil (no pens- never pens) stops moving, then I’m right back on the carousel that is my brain. Heidi Estrem says, “...writers use writing to generate knowledge that they didn’t have before.” (Writing is a Knowledge-Making Activity 18). I believe my ability to write without an exact destination
Under a moonlit midnight at Arlington, the lovers made plans for a rendezvous. After making sure no one followed her, Isolde climbed over a wooden fence. Her infiltration of Harold’s home went unnoticed by everyone, including Tanja. She stood at the middle of the backyard and reached into her jacket. With a two-way radio on hand, she contacted Walther, her eyes focused at a second-floor window. “In position,” she informed him, “You can come down now.”
The process of examining me as a writer is not easy. Writing, for me, has never been an easy task. Many times I sat for hours contemplating my blank piece of paper just trying to figure out how to begin to write the creative writing assignment due in a few days for my high school English class. I knew that learning to write well took patience and practice, much like learning any other skill. I remember the long hard hours I spent developing my skills as a skateboarder. I knew that I had to find the same attitude to develop my writing skills. I knew also that I wanted to continue my education and pursue a law degree. Definitely my writing skills had to be developed.
In high school, my English teacher always emphasized about the importance of writing and pointed out how students lack the writing skills nowadays. In my senior year of high school, she spent most of time on teaching us how to create an outline, citation styles, and some writing tips. At the end of that year, she made us to write a 16-page research paper as a senior project. It was a nightmare when I was working on it, but I have learned several things from that project and from this experience, I don’t get easily panic when I face the heavy amount of writing assignments.
I have written several writing projects and have done several reviews for my fellow class mates in this course. Throughout this first semester of college I have been working hard in English. This class has helped improve many skills that I didn’t even know I had, like my tone and providing evidence. The several different types of projects allowed me to improve the process of how to write essays by learning things like writing peer reviews and organizing essays. The reviews gave me a better understanding about ethos, pathos, logos and main features of genres. This essay is going to explain what I have improved upon and learned in this class over the course of the semester.
I did not plan on taking a general education English course as I entered into college. I was confident that my IB higher-level English test scores from high school would cover the requirement, and moreover, I was sure that I didn’t need to take an entry-level composition course. I naively believed that I already knew everything that I could possibly learn in such a course. You might imagine, then, the frustration and resignation I felt when I learned that the aforementioned test scores would not in fact exempt me from taking ENGL 104. I went in to the class this semester seeing it as merely a box to check off my to-do list upon completion. Now as I’m nearing the end of the term, I’ve come to realize that I still had a lot to learn in the way of composition. I feel that the essays that I have compiled here are excellent representations of my writing, and showcase the growth that I have gone through during this semester.
Before the difference between fact and fiction can be deciphered, it is first necessary to establish the definition of the term literature itself and more specifically English literature. "Literature refers to any composition in the English language including the ones that have been composed in English by writers who are not necessarily from England. For instance, Robert Burns was Scottish, James Joyce was Irish, and Edgar Allan Poe was American, and Vladimir Nabokov was Russian. Hence, English literature is as diverse as the dialects and varieties of the English that is spoken by people around the world and these writers all have their own styles when they create works of fiction or fact." (English literature). "The term fiction comes from the Latin word fingo or fictum meaning to form or create. Hence, fiction is something that has been created by the writer and is purely based on the writer’s imagination. It is sometimes possible for works of fiction to include real people, events, or places. The primary purpose of fiction is entertainment and the capability to create fiction, either in the form of books, film, theatre, radio, or television, is considered to be an age old aspect of human culture as well as one of the defining characteristics of humanity."(Fiction) Fact, or non-fiction, is the opposite of fiction and hence is a narrative that is based on reality and is not the product of the writer’s imagination. "Non-fiction writing is the one that is seen in newspaper stories, personal accounts, autobiographies, biographies, editorials, journal articles, legal documents, and textbooks. Writings in recent years have often witnessed a blurring of the line between fiction and non-fiction as novelists or the writers of fi...
The Story of English is a video production series produced in 1986, by MacNeil-Lehrer Productions and the BBC as well a grant given by General foods. The series were written by Robert MacNeil, Robert McCrum and William Cran. The Story of English showcases the journey, and progression of English as a global language through different eras of time and countries. English is a living organism that has alter and adapted itself to fit the mold and needs of the society it possess. The needs of a common language among different languages and people has created the needs of both pidgins and creoles. English has become the universal language of both of the sky and the sea. It has dominated the globe as being the most influential language
British English is spoken in the British Isles, which includes the United Kingdom and Ireland is the original dialect of English. It is considered more formal and traditional than other English dialects. There are a few regional dialects that differ depending on which country in the Isles you are in however there is a great deal of uniformity in the written language with most contrasts found in the spoken language. The Voices project conducted by the British Broadcasting Company and the University of Leeds shows how pronunciation and use of words and slang differs by region in the United Kingdom. The University of Leeds, who have previously done work on the English dialect during the 1950’s, collected the data, which include questionnaires
The expansion of the British Empire drove the language into other nations. The growth of specific industries like science, war, manufacturing, and medicine brought specific words into the language. The invention of the automobile created an entirely new need for words. These specific words are now ingrained into our language and include terms like blitz, bulldozer, air-raid, cholesterol, allergy, hormones, stethoscope, quark, psychoanalysis, astronaut, carburetor, differential, spark plugs, and traffic light. The advent of the entertainment industry brought us words like film, microphone, tweeter, and loudspeaker. The same goes for the invention of computers and the Internet with new words like weblog, Internet,