We learned in earlier chapters that readers construct meaning as they read likewise Jennings, Caldwell and Lerner (2010) informed that writers construct meaning as they create text (pg....
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Teacher-structured to Student-structured: When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person(s) who developed the test. A student's attention will understandably be focused on and limited to what is on the test. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment.
The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.
"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.
These are the questions that will be looked at through this essay as well as defining what critical practice or being critical in academic works really is as well as how it relates to essay writing.
Through taking this class I have realized that there are certain things most high school students think they know about English but in all reality there is a lot more to writing then just expressing yourself.
Many teachers have their own approaches to teaching writing and not to say that they are not effective I just feel that if some people change their approach some of the problems I myself see can be changed by a change in the approach to teaching and assessing writing.
The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did. The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a "clincher" sentence that in some way signals completion of the paragraph's point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows. While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively.
Former UW–Madison School of Law Professor Arthur F. McEvoy wrote this model paragraph as part of a memorandum on effective writing. Notice that each of the body sentences illustrates and develops the main idea or topic sentence.
"Just like teaching a kid to ride a bike, only hold the seat and run behind the bike the first few times. Introduce Constructed Response frames to scaffold student learning, but 'let go' as soon as possible so the student can learn to take off on their own. Just like slow down a bike, a scaffold can hold back freedom to write well."
Some issues I see are students not being exposed to different styles of writing, their writing assignments challenge their knowledge and remembrance instead of their analytical and critical thinking skills, and the way teachers assess writing....
Second, Corbett believes that students learn more about writing during revision than during any other step of the writing process. His Revision Tools for Constructed Response Passages presentation shared tools for helping students revise and re-see their CR rough drafts.