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Further information can be obtained " MASTER, School House. Candidate* must submit one hundred copies of their application and testimonial*, The Governors of the above School invite applications for the post of SCIENCE MISTRESS, MSS. intelligently Type-written Literary Assistance (experienced), " Research.
Table of contents
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
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Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Share social media. Subscribe for unlimited access. Lesson Objective: Facilitate effective literary discussions with a pinwheel 'recipe'. Save to My Resources. Remind me Two weeks before One week before One day before. Save without scheduling. Thought starters In what ways do the mini-lesson and prep time provide for a successful discussion? How does the role-playing support more rigorous discussion and encourage students to take risks? Why are Ms. Wessling's tally marks an important part of the discussion? The video isn't currently working. Is there an update or another place to view the video?
Recommended 0. I love this way of having students discuss a text!
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Perhaps if I'm working with a longer text, like Animal Farm, I could group them by character. The provocateur could ask questions about the use of power, about other characters, division of wealth and labor, etc. Erica, Thank you for letting us know about this. I've tracked down other sources for the full text of the stories and have updated the links under Supporting Materials. Good morning!
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None of the three links to stories work. Can you please update? Load More. View More. Student: Oh, man. Teacher: OK, so just a couple quick things. Student: …. Teacher: Yes, yes, very well said.
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Teacher: All right, go ahead. Student: The misfit is maybe a good thing because then he can justify what he did. Student: I think there is a reciprocation, nothing is without its consequence. Student: Is the angel an actual angel, or is it a good man? Teacher: They never actually tell you. Student: Do you think the misfit actually wants there to be a god?
Reluctance
An associate or assistant professor, another US term, is simply someone who has secured employment but who may not yet have been granted a permanent job. To avoid confusion, in this book when I refer to the lecturers, teaching assistants or professors who teach you, I will use the word tutors to comprise them all. Although the term academics could also be used, it encompasses a larger set of people including researchers, who may not be involved in teaching undergraduates; a slightly old-fashioned, although still current, synonym for academics is scholars.
Each academic year is divided into either two semesters or three shorter terms in which teaching takes place. In modular systems, there is usually assessment graded essays or exams during and at the end of each term or semester, followed by vacations in which you are expected to pursue your own reading and study. During term-time, it is likely that your contact with tutors will be composed of some or all of the following activities: lectures, seminars, tutorials, individual supervisions and, increasingly, web-based communica- tions.
Seminars ordinarily last between one and three hours. Tutorials are much smaller meetings of a tutor with one or up to seven students who have had more freedom in selecting the texts under con- sideration. Depending upon your particular institution your units of study may be called courses, modules or units; they may have straightforwardly descriptive names, The Nineteenth-Century Novel, for example, or more alluring ones, like Victorian Worlds and Underworlds.
Some will be optional and some compul- sory. But perhaps this statement makes you feel slightly anxious: you — or your teachers — may well have ques- tioned your ability to write in a way that you have not questioned your ability to read. Is it that they are good at reading books?
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Or that they are good at writing about books? I have said that this book is about the reciprocity of reading and writing. This chapter will consider the boundaries between reading and writing, how they were erected, and how we might dismantle them. It will consider the explorations of reading and writing, creativity and criticism that have taken place within literature itself.
Response Why have you chosen to study literature? Do you enjoy reading? Do you experience any difficulties when you read? If so, what are they? What kinds of texts do you read most often? What kind of texts do you like? Do you enjoy writing?
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What kinds of writing do you currently undertake on a regular basis? Do you experience any difficulties when you write? What kind of writing do you like to undertake? How important is reading in your life? How important is writing to you? Do you value one more highly than the other?
Reading is an activity that has traditionally been more visible at home. Perhaps a family member read you a bedtime story or encouraged you to look at picture books. You may remember parents reading a magazine or newspaper in their leisure time. Your strongest early memories of writing, meanwhile, may well be asso- ciated with school. She found that where writing was nurtured at home, it was often connected to loss and sadness: for example, children wrote letters to a parent who was absent through separation, incarceration or war.
In summary, she found reading had connotations of warmth and community within the home, while writing was associated with secrecy hidden diaries expressing angst or sadness and even chastisement. From their handwriting to their verbal expression, people remembered their writing as receiving harsh judgement at school. It was sometimes even a source of displeasure at home: a surprising number of interviewees had been punished as infants for scrawling rude words on books and walls. The explosion of new technologies such as the World Wide Web and mobile phones has already changed approaches to writing, and that writing typing?
Response Here is an abbreviated version of the issues that Brandt asked her interviewees to consider. It is an extremely rewarding process to take time to reflect upon the role that reading and writing have played and will play in your life. If you have the opportunity to discuss your answers with other people in a seminar, it would be productive to consider how responses are affected by demographic factors such as age, gender, race, place of birth and childhood home, type of education, occupation of parents, or even grandparents.
List as many as you can. Do you anticipate that they will change in the future? Do you think that this estimation will change in the future? Adaptation reproduced by permission of Cambridge University Press and the author The notes that you have made in consideration of these points should make explicit the attitudes to writing and reading that you hold and that will inevitably have an impact upon the work that you do at university.
Have they revealed areas of confidence or anxiety relating to the subject and discipline of literature? Are your responses similar to those of your peers? You might find that some of your views are socially entrenched rather than just the result of individual experience. Let us now move from contemplation of your personal story to a short overview of the history of literacy in the West.
She suggested that, even in infancy, writing is a way of expressing independence. It can be a more visible way of showing individuality, identity or hostility, while reading and being read to are two ways in which we are socialised into community. Both reading and writing are subject to control books can be banned or their access restricted for certain groups , but the activity of writing has a more rebellious reputation than the seemingly passive pastime of reading.
Reading was taught to enable access to the scriptures.