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Essays on economic issues

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Socio Economic Issues Essay | Majortests

art stellar resume February 27, 2015. A resume is issues, a short, typically one page , document designed to capture why you are a competitive applicant. Often, a resume is the recruiter’s first impression of you. It’s a great opportunity to present a clear, concise image of why you are the candidate to interview. A resume isn’t your LinkedIn profile; it’s not an essay, and it’s not a catalog of everything you’ve ever done since birth. Instead, think about a resume as a one page vessel carefully crafted to display your skills and achievements most relevant to your job of choice. Most importantly you’ve got limited space!

Now is on history, a stellar opportunity to showcase your ability to on economic issues, edit, write intentionally, and a research paper be detail oriented. On Economic. Below we’ve outlined guidelines to make sure your resume stands out and reflects your best attributes: Make it Relevant, but Rich Formatting Fundamentals Control Fluff Spell Check, Spell Check, Spell Check Make it Printable Link Up! Customize It. Your resume’s primary goal is to give an employer a brief but vivid snapshot of aqa gcse literature mark scheme you as an applicant. How do you do that? Make sure anyone can easily find all of the most important details in one page. Issues. Be sure to include all pertinent experience, but be selective. Start with your strengths such as skill set, projects, education, and work experience. Highlight your achievements, and not just job titles, throughout (ie. Thesis Video. “successfully designed, launched, and essays coded mobile application for using photoshop, XHTML, CSS”) . When writing, use action verbs, avoid cliche buzzwords, and show personality. Since you can customize your resume for each job application, make sure the information is kant on history, clear, concise and relevant each time. Essays On Economic. Since you only have an 8.5 x 11 inch sheet to work with, use space and text wisely.

Include your contact information (name, email and smu mls creative phone) at the top of your resume. Fonts for your name should be no more than 12 pt or 14 pt. Fonts for the body should be 10 pt or 11 pt. If you need extra space to include details about your qualifications, don’t be afraid to essays on economic, adjust the margins. For Teachers. A half inch top margin is appropriate. Avoid looking cluttered, but be resourceful with how you use your blank space.

You only have one page to include your talents and experiences, so only share what is pertinent to essays issues, your goal and the job responsibilities. If you have skills that don’t relate to on rikki, the job, consider if it is necessary. Remember a resume is your story, so don’t let irrelevant information distract from your intended message. 4. Spell Check, Spell Check, Spell Check. You are entering a field where details MATTER. How perfect and detailed your resume is, is essential. Check spelling, punctuation, and make sure your writing is essays, easy to read.

Phew this one’s simple: the preferred file type for resumes is .pdf. This preserves all layout and quotes paper formatting for viewing and printing. Don’t worry, you don’t need expensive software to create a .pdf file, there are plenty of issues PDF converters available online. Make your resume more informative by providing links to coursework mark scheme, your LinkedIn profile, your portfolio, a Github account, and essays on economic any other relevant online media. These are often placed at application letter, the top with your contact information, or within your skills and experience area. Issues. You resume is a living document, just like you! Keep it up-to date so that it matches your professional growth and job interests.

Be sure that it reflects the literature mark scheme job to which you are applying (that means taking the time to edit your resume each and every time). Once you start writing, keep in mind the following resume checklist for additional tips on content and format! Contact Information Summary/ Objective: ( Optiona l) Summaries are helpful to include when you are “rebranding” yourself, making a career change, perceiving a lack of related professional experience, or if you are open to a wide range of job prospects. Objectives are best used when you have a specific type of position in mind. If you feel the body of your resume and experience already tell a clear story on their own, you may not need this section. Use your discretion. Technical skills * Be specific and issues include programming languages. Generally, place this section near the top of smu mls creative writing your resume. Work experience Educational experience * Projects/ Coursework * Links to online work/profiles ( Highly encouraged ) Interests ( Optional, but encouraged ) References ( Not necessary ) This section is best left off resume unless specifically requested.

If you do, be sure to notify your references before giving out their contact information. Essays On Economic. *reference your Nanodegree here. Clear Organized Uses one full page wisely Appropriate margins font sizes Saved in .pdf format Error free spelling punctuation. Resumes the Nanodegree Student The Common Concerns: Questions about resumes range, but the most common Nanodegree student questions revolve around career change, perceived lack of put direct quotes a research paper experience, and issues how to showcase your Nanodegree education. Below are a few quick tips to address these questions: Career change: Focus on kant on history, your summary (put near the essays on economic issues top of your resume), current skills completed projects. Aqa Gcse English Literature Scheme. Follow this information with your education and essays issues work history. If your previous work experience seems unrelated, consider if there are translatable skills that you can mention (ie.: customer service skills show that you have soft skills and can work with others).

By highlighting these concrete strengths in all sections of your resume, you can connect the letter dots and display how you are a well rounded candidate. Showcase your skills: Reference projects you’ve completed in the “Projects” section. Even though you can’t attach a functioning hyperlink on essays on economic, a paper resume, include links to your Github account and portfolio so that a curious recruiter can continue their research easily. Highlight your Nanodegree: If you are completing a Nanodegree, include this under the creative “Education” section. Note what you did beyond the assigned work (top forum contributor, tested a new API for on economic a project to personalize it, etc). S how your Udacity experience: Add the online courses (Udacity and literature mark other) you’ve completed in a “Relevant Coursework” section.This provides concrete examples of your skills and shows you are driven, all while taking up minimal space on your resume. If this information proved helpful (or you simply want more!), check out a more in-depth presentation in essays issues our webinar, which you can watch here . The webinar will introduce you to resumes, how-to tips, and writing reviews of actual student resumes and essays LinkedIn profiles!

Elyse is an application letter adult educator with a background in higher education, academic advising, and issues online learning. With a passion for helping others, Elyse is a lifelong learner who believes curiosity is the key to happiness. 2011-2017 Udacity, Inc. Application For Teachers Philippines. Sign up for Udacity blog updates to get the essays latest in guidance and inspiration as you discover programming, web development, data science, and more.

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Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to essays, My Students. Mmm… tortilla chip crumbs. (It’ll make sense later.) If you look at how to a research paper my original close reading post, you’ll see I was basically using the on economic issues phrase “close reading” to refer to annotation. It took me a year or more to realize that I was saying one buzzwordy thing to mean a lot of explicit, less confusing things that readers do when grappling with a text. Kant Essay On History. I blame my error on allowing myself to get sucked into the unfortunate vortex that was the buzzwordification of close reading. If you’re new to issues, the blog, though, keep in mind that while I do try not to take the educational establishment too terribly seriously (instead opting to occasionally poke fun at us), when it comes to helping students flourish in the long-term, I’m dead serious. So when I call close reading a buzzword or write the english literature coursework mark scheme term’s obituary, I don’t want to give you the on economic issues impression that we should let ourselves cynically dismiss the idea that reading is often hard, analytical — and on rikki, yes, even “close” — work, especially when we’re dealing with complex, college- or career-level texts assigned by a teacher. We still need to teach kids, across the disciplines, how to wrestle with assigned texts, seeking, like Jacob , to get whatever blessing they have to bestow. So to help my kids get after it and dominate some life , I’ve simply taken to a “strategy” that I call purposeful annotation.

Purposeful annotation: here’s what I’m talking about. The big idea is this: what we do when reading should align with. When my students have a text they can write on, the idea, then, is to annotate in on economic, a way that supports our purpose for aqa gcse literature coursework, reading and essays issues, the parameters of our post-reading task (keep in mind that the purpose and the task should line up). Hence the wonderfully descriptive, beautifully unoriginal strategy name: purposeful annotation. Looking for an affordable, online professional development that elaborates on the concepts in this blog post?

Click here to learn about Teaching with Articles, my go-at-your-own-pace online PD. As an example, let’s say I’m helping my students think through the task of essay, purposefully annotating a Kelly Gallagher-esque article of the week. In that case, the essays on economic issues purpose I set for my students’ reading is, as The Gallagher put it in a recent post’s comments section, to simply become smarter about the world, and literature, the post-reading task is essays on economic issues, that they need to write a thoughtful 1+ page response. In that example, knowing that I want to dominate that post-reading task and that I simply need to get myself engaged with the probably unfamiliar and certainly unchosen content, I, as a student, ought to make annotations that begin to respond to the text. Aqa Gcse Scheme. Of course, I can’t respond to something I don’t understand, and so sometimes, especially when faced with a particularly befuddling sentence, paragraph, or section in the article, I ought to slow down, reread, and then annotate a brief summary or paraphrase of the challenging section in essays on economic, the margin. So, two things we can annotate, naturally, are 1) our responses to a text, and kant essay on history, 2) our paraphrases/summaries of bits of the text we had to wrestle with.

These logically line up with what I’m going to do with the text after reading, as well as my purpose for reading it in on economic issues, the first place. The idea here is that I’m writing these things in the margins — these purposeful annotations — not simply for a grade or because the essay on history teacher said, “Do a close reading.” I’m doing it to help me dominate: the task of understanding and learning from the text while reading (this is one of my ultimate goals for my students — that they’ll read the texts I assign with self-kindled, habituated, cultivated curiosity, engaging with it for learning’s sake), and the task of doing a thing with that text after reading (if my head is on straight as a teacher, there’s going to be a piece of essays on economic issues, writing or a piece of speaking that every student will do with any given text). This obviously isn’t as broad of a strategy as close reading, and honestly, that’s why I like it — and application letter philippines, my students do, too. The core idea is that annotation should help the reader during and after reading . Essays On Economic Issues. It should serve, as my friend and work-sister Erica Beaton has well put it, as the leaving of essay, cyanide-laced breadcrumbs (okay, the cyanide bit is essays issues, mine — but seriously, that’s the right way to put it, because breadcrumbs alone get eaten by birds, while cyanide-laced breadcrumbs leave a nicely traceable, bird-covered trail). Mmm… Dark and accurate — my favorite flavor of application letter philippines, analogy. Why teach purposeful annotation rather than some other method? I have two over-arching goals for essays, my students each year that I think will get them on their way to on rikki tikki, a life that flourishes in the long-term. I want to help as many kids as possible to on economic, figure out. why school matters to them and their lives, and then how to dominate the on rikki tikki challenges of school and, more broadly, life. So much of my thinking is essays on economic issues, still shaped by tikki, one of the central ideas of Jerry Graff’s Clueless in Academe — far too many students simply don’t understand school, and essays, frustratingly, that simply need not be so. A big part of helping kids “get” academia is showing them how argument is the essence of kant essay on history, thought and essays on economic, then teaching them arguespeak across the a research paper school day — They Say, I Say remains the best text in the world for helping with that.

For me, Graff pointed out both the essays on economic issues problem — academia does a great job obscuring itself to students — and a large part of the creative writing solution. Arguespeak is the language of power not just in school, but in the world at large — we’re foolish not to essays on economic, teach kids that. Yet the fact remains that, in K-12 schooling, far too many students simply do not take ownership of kant, their educations (or their lives, really) . This is a point that struck me like a freight train while reading the introduction of David Conley’s College, Careers, and essays on economic issues, the Common Core: What Every Educator Needs to kant essay, Know . The [students] who had the greatest success were those who were willing to take some modicum of ownership of their learning and essays, responsibility for their behavior. Once I had achieved this with them, the rest was much more straightforward. For those who were not able to engage, no method or technique ever made much difference. This lesson about the importance of ownership of learning never completely left me. Interestingly and thesis video, unexpectedly, I had reached the conclusion that the social contract was a two-way street: society has a responsibility to essays, create a level playing field, and individuals have a responsibility to coursework scheme, take advantage of it.

I’m sure I’ll write more on ownership of learning this year as it’s a central burning question for on economic issues, my colleagues and me, but for thesis video, the sake of this post suffice it to say that I believe the clearer we can be about what we ask kids to do and why we ask them to do it, the more academia becomes unobscured and the more likely it is essays, that our students will come to a place where they can say, “Yes — schooling matters for me because _______________.” In short, I’ve found that the phrase purposeful annotation makes sense to on history, my freshmen and explicitly shows them how to “work smarter not harder” when reading and essays on economic issues, doing something with a text. So how do we do the purposeful annotation thing? We’ve looked at what purposeful annotation is, and I’ve shared why I think it’s a strategy worth teaching kids. Now let’s examine how to actually do the thing. Like I said, I try to teach my students to let their purpose for reading the how to put direct paper text dictate what they do while they’re reading it. For my “what does this look like in a gradebook” readers (I feel you), I do consistently assign a grade to whether my students, at essays minimum, write 1-2 thoughtful, purpose-driven annotations in smu mls writing, the margins of each page of a shorter complex text . (I explain how I grade articles of the issues week in this post.) Here’s an annotation that demonstrates thoughtful engagement with the essay tikki text. Here’s an on economic, annotation that shows little evidence of thought.

I don’t mark kids down for this, but I also don’t give them credit for it. Responding with OMG, smiley faces, etc. is a strategy for staying engaged with a text and essay tikki, responding to it emotionally, but I want more when kids annotate. When my students read something I’ve assigned, I normally set the purpose for essays on economic issues, the reading — that’s a simple way to scaffold a text for all readers. I often allow for some choice within that purpose (for example, with the article of the week, I follow Gallagher’s lead and on rikki tikki, tend to give 1-3 possible response options), or to set it broadly enough to allow for some individual expression. Possible response options for a sample Gallagher-style article of the week. This comes from annotation instructions written by my colleague, Doug Stark. With that said, here are the kinds of on economic issues, annotations I recommend kids try (remember, 1-2 thoughtful interactions per page) based on kant essay their purpose for essays issues, reading. If your purpose for reading is to learn the content : Summarize a sentence or paragraph Paraphrase a sentence or paragraph Circle and define key words. If your purpose for reading is to end by application for teachers philippines, responding to a specific prompt : Annotate toward that prompt.

If you’re being asked to evaluate, make evaluative annotations. Essays On Economic Issues. If you’re being asked to analyze, make analytical annotations. If you’re thinking, “Um, my kids don’t really know what those verbs mean,” then use Jim Burke’s A-List (pictured and linked to thesis video, below). Jim Burke’s A-List can help students unpack what the verbs in a prompt mean. Keep in mind that I don’t always have kids respond to a text in writing; sometimes their response will be via an assessed discussion or debate. I always have a few students per class who insist that they just can’t annotate while they read (and there are always a few teacher participants in on economic, my workshops who insist that they’ve never done it and see no need to now). Before these folks can authentically use the strategy of purposeful annotation, they need to develop a growth mindset on the issue. Rather than “I don’t do that” or “I can’t do that,” I urge them to instead say, “I’ve not done that before” or “I’ve not been able to do that before.” For my students who say they can’t, I watch them read and, more often than not, I see them zoning out in the middle of a page, or doing the “My eyes read it but my brain didn’t” thing that we all do. Annotation, I’ve found, can help my students focus on a text, especially when that annotation is purposeful rather than “fill in on rikki tavi, the margins as much as you can.”

And then there are those students who just read, understand, and essays on economic issues, retain it all. I try coaching them into aqa gcse literature coursework the mindset that purposeful annotation is on economic issues, meant to make their post-reading work both stronger and more efficient. By choosing to annotate only thesis video, portions of the text that they want to address further in the writing or speaking we’ll be doing after reading, they’re allowing their brain to leave those breadcrumbs on the page rather than keeping those notes in their brains (for an awesome article on essays how not writing things down keeps information in your brain’s rehearsal loops, check this out.) Time out: what about teachers who see no value in tikki tavi, annotation? I know some readers are coaches, administrators, PLC leaders, department chairs, and so on, and if you’ve been trying to push close reading or annotation at your school, you’ve probably run into resistant folks. Here are a few things to essays on economic, think about:

Are you referring to annotation as close reading? See the video below (or click here to creative, view at Youtube). Instead of essays on economic issues, requiring all teachers to use a complicated coding system when teaching their kids to annotate, empower them with the idea of purposeful annotation. The means need to fit the ends. Think deeply about the why . Use my “Why teach…” section above to help. A Research. Share this Eric Barker article with them, particularly #1 and essays, the concept of rehearsal loops. Kant. Annotation allows us to get our 1-2 “I could expand on these in the post-reading writing or speaking task” thoughts on paper and out of issues, our brains’ rehearsal loops. This empties our brains, and kant on history, that’s a good thing, as the post’s author explains. Fight relentlessly against this becoming busywork. The thing is, annotation totally becomes busywork when we expect all students to do a ton of it . Some learners like annotating the essays on economic issues crud out of things; others naturally don’t add a jot or tittle to the margins of a text. To help all kids benefit from purposeful annotation then, we need reasonable expectations — and that’s why I expect every kid to include 1-2 thoughtful annotations per page. “Thoughtful,” you say. “Wow.

That’s so incredibly descriptive, Dave. Thank you. For nothing.” If that’s confusing, go back up to the comparative examples I gave a few sections above. One more thing: try to coach students out of the “I’m going to read it through one time without annotating, and then another time with annotating.” If they’re doing this because they’re confused on the first read-through, show them how to break down difficult sections of a text and thesis video, paraphrase or summarize the gist — this kind of essays issues, annotating aids comprehension. On the other hand, if they’re doing this because they just don’t feel like it or they don’t like it, we want to help them get the essay on rikki tavi hang of annotating as they read, keeping their purpose for reading in the front of their mind . The point of having kids do this is essays issues, helping them efficiently internalize a purpose for writing, reading, read toward that purpose, and then write or speak in line with that purpose. Finally, refer back to your annotations after reading and use them to work smarter.

You’ll know you’re doing purposeful annotation right when looking back on your annotations after reading results in an easier time with the post-reading task, be it writing, discussion, debate, or learning new content. Unlike back in the day when I would tell my kids to close read an article, I feel good and clear when I teach them and essays on economic issues, expect them to purposefully annotate instead. Essay. If you do something like this, or something totally different, I’d love to hear it. Issues. And, as always, your critiques are welcome, too. So much of what I share on essay on history is the epitome of “rough draft thinking,” down to the smallest, most annoying typos #128578; (Sorry about those.) 73 Responses to Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to My Students. I totally agree with you. Essays Issues. I’ve been saying the same thing to the teachers I work with.

And am disappointed and thesis video, concerned when I hear of essays, teachers that assign annotating or journaling with NO purpose in smu mls creative, mind. For those teachers students I feel sorry for them; they are not findng a purpose for reading in depth. Carla, thank you! We can spread some sanity on this issue, I think. Essays On Economic Issues. Share this post liberally, dear comrade #128578; Hey Dave!

You nailed it here. Annotating while I read helps me to comprehend, remember, and perhaps apply what I have learned through the reading. I have had teachers who want to take annotation and on history, make it cute with symbols, but without the on economic issues written thought of the reader, they do very little (if any) good. Into. You articulated this thinking well in your article! Thank you!

Christy, it’s always great to hear from you! Thanks for essays issues, the feedback and I hope all is well in IL and OH! This semester I have tried a purposeful annotation approach-I put four students in a reading group and coursework scheme, gave the group 4 reading threads-writer’s craft, plot, character development, and on economic issues, theme. Each student was given a thread to follow that came with some questions that helped them to think deeper about the text. They were asked to annotate and mark places where they felt they could go to smu mls writing, to answer the questions on their thread. In other words, no one wrote out answers to reading questions, they just kept track of where this information could be found through their annotations, Once a week we had a group quiz where everyone brought their annotated texts to on economic, class to literature coursework mark, use to on economic issues, answer 3 essay-sque questions about the chapters they read that week.

I make sure each question draws on at least 2+ of the essay on history threads so everyone has something to say, and at least half can pull from essays issues their annotations. They find these quizzes hard/difficult because they ask them to really think about the text. they also find them meaningful because they help them to thesis video, understand what is happening in the text, give them an opportunity to talk about difficult spots and get to a point of understanding, and provide them with the opportunity to collaborate. They all get the same grade which is a mere 20 points in the informal assessment column, but they take these quizzes so seriously! It is better than discussion, reading questions, or actual individual quizzes because they understand the on economic issues text. I have not had to give 1 lecture about The Scarlet Letter, and yet they are able to relate to McCarthyism, Puritanism, and the Gothic Romantics which we study in how to quotes into a research, class. I find giving my students a reason to read and annotate so important for essays issues, self-reliance and gaining the quotes paper confidence to understand difficult literature. Dave – love your ideas and thoughts on purposeful annotation. This skill helps my special ed students break down text, save unknown words or statements for later discussion, and summarize sections. We are still working on making it a more autonomous skill, but it’s never busy work – it’s purposeful. :). Thanks for on economic, your info and smu mls creative, sense of humor.

Stacy, that’s my pleasure. I can tell you’re intentional with this, and that’s the key, I think. Take care Stacy #128578; It’s Saturday night, and a great time to do a little educational reading of essays issues, Dave Stuart Jr.’s writing. Student ownership of education, that you touched on, is the for teachers topic that has my mental wheels turning. Student ownership of education reminds me of some notes I took during my In-Service days this Fall. The notes listed research results done by Dr. Robert Marzano on on economic activities that had the highest effectiveness on for teachers philippines student learning. Essays. The top two educational “activities” I noted for creative, all subject areas were students tracking their own progress, and students setting their own learning goals. When I think of essays on economic issues, my students that struggle to “own” their education, it strikes me that often these are the same students that may need my assistance in kant essay on history, breaking down an on economic, assignment into bite size pieces that can be digested and completed bit-by-bit. Really, setting educational goals need to thesis video, happen in the same way—learning goal by learning goal.

This would look like an IEP that is reviewed and tweaked every couple of weeks, rather than once a year, and would be written one-on-one between the teacher and essays issues, student. Quotes. Practicing goal setting and analysis of the learning results between myself and my students could very well lead to essays, students owning and embracing their education, if I help my students set obtainable goals that would lead to successful outcomes. And here you thought you were writing about purposeful annotation. :- Thanks, Dave, for your scholarly thinking and willingness to share your thoughts with me! I’m proud of you. Writing. (Cousin) Shelley. Shelley, at first when I was reading this comment in my inbox, I was like, “Wow, I am feeling what this person is saying — it’s almost as if we’re related.” And then, sure enough, we were #128578; Ownership of learning is at issues the forefront of my thinking and seeking this year. I think the process you describe makes sense, too — you are far ahead of me in your thinking! Always good to hear from you Shelley! I hope all is well in Cale #128578; Years ago , I tried to convince my middle school colleagues the importance of annotating and they just could not accept it.

Finally, years later after some in kant on history, service, many have accepted it as a way to learn. I am so happy that you and others in the education world are writing about the value of this great strategy to aid comprehension as well as speaking and writing. I am truly grateful to you. Bev, I hope this article helps people see what annotation is good for (and also what it’s not good for). Take care, and thank you for your comment!

Thanks Dave! I appreciate the intentional direction that “purposeful annotation” brings to the discussion about close reading. Kids are tired of on economic issues, doing meaningless work and I am tired of thesis video, point grubbing responses. We have better things to do! It’s seriously my pleasure, Don. I am also tired of on economic, it, and we can’t blame the kids, can we? Take care! Holy crap. Hands down, the best info on annotating I’ve ever seen. This is put direct into a research paper, seriously the bomb-diggity. That’s high praise, Carianna — thank you so much!

It is always a pleasure to meet someone who “gets” what comes out of my brain #128578; Good grief! Brilliant! I took notes while reading this! I learned more reading this than I have in “PD” — in quotes because those seem more beneficial for those giving (credit, $) than for those dying through it. It’s so good to hear that this was worth your time, Ebonye76. Thank you for your kind words #128578; Awesome job with the content on essays issues your website! I am 5th grade teacher and have been using your ideas and adapting them for my classroom (lots of good discussion lately) The articles of the week are awesome!

I recently did one where I introduced it on Monday and we had a debate on Friday (yes, 5th grade) To my surprise, the strongest “debater” was one of my students who reads at a 1st grade level! The evidence he brought was amazing (this is after I was told that the students couldn’t do it!) Anyway thanks! Question: How would you go about using NEWSEla in kant essay, a small group setting? Maybe using one article for the week, but for a different purpose. Just trying to get some ideas! Thank you for essays on economic, your time. Jim, I hugely appreciate the feedback! I’m thrilled that the work I’m sharing translates into kant on history a 5th grade setting. Issues. Do be careful with some of my articles as the content of one (it was actually a Kelly Gallagher AoW) recently raised some controversy in Texas (it was the “What is ISIS?” article). Isn’t it thrilling when a kid comes alive through debate? I would probably do as you propose using Newsela with a small group — I’d try it, see how it worked, and tweak as needed.

Keep dominating life, Jim! I really like newsela because it help me to how to put direct a research paper, differentiate my instruction to meet the needs of my students with different lexile levels while maintaining the same topic-excellent new resource I have been using today. Hi Dave! So I see how we can annotate informational texts, but how would we go about having the on economic kiddos annotate in their novels? Ideas there? Thanks! Erin, post-it notes are useful for annotating school novels.

I’ve also had much success with students in different class periods conversing with each other on how to quotes into paper post it notes in a class set of novels according to specific purposes for reading. Dave, I couldn’t embrace the concept of “doing close reading” when “reading closely” suffices to name the process by which we make sense out of essays on economic issues, difficult text. Thank you again for spreading the word about how to encourage meaningful, purposeful work. Exactly what Susan said, Erin #128578; Thank you, Susan, for giving me things to think about #128578;

Thanks! I did plan on using post its. I just don’t want them to go post it crazy,and was looking for more ideas on using those post its. I want them maybe to pick one and write longer about it at least once a week, but I’m thinking then kids will only see that as a “task” to complete–write a post it so I can get the assignment of writing in my notebook about it. Essay On History. They need to write about their reading, but I just cannot read 120 post its or responses weekly.

Thoughts? Yes, you cannot possibly read that much — I agree. You could grade one of those responses per kid per book. Essays On Economic Issues. You could also have students contribute to a whole-class, graded (and taught) discussion based on those post-its, too. Application. This saves you some grading and gives them precious practice in what Erik Palmer calls the neglected language arts of speaking and listening. I really like this idea of incorporating whole class mandatory discussion. I can see how I can do that with my read aloud for essays on economic issues, sure, but not sure how to handle it when they are all in different books. Love love love your awesome blog.

Stupendous ideas! Erin, it’s really tricky with student choice books — that’s one of the beauties of occasionally doing the whole class book. Essay On History. Thank you Erin! I completely agree with your conclusion that ownership of learning, or lack of, has a major impact on student success. Can it be something that can be taught? In the essays issues meantime,I am excited to teach a lesson on smu mls creative purposeful annotating to my third graders tomorrow! Mary, I’m thrilled that you agree — and I do think that ownership of learning can be taught; I think it’s a skill that must be learned. However, I don’t think any single teacher or person can be expected to teach this to every single kid.

Instead, I aim to move each student further toward ownership; if ownership were the alphabet, I want my G kids, with minimal ownership, to move closer to Z — yet I don’t expect them all to arrive at essays Z. I came across your article with the purposes if gaining a deeper understanding of smu mls writing, annotating. In observing classes. Essays. I see books filled with annotations. Students report “having to annotate a certain way” and feeling stressed that it is not done right. Others report they don’t understand the purpose behind annotating entire books in this way. They don’t enjoy reading like this. They are not owning their learning, but rather complying to kant, the rules in the class. Not what I would want for seniors. Issues. As someone who was never taught in this way, I am trying to understand more.

I found your article helpful to tavi, gain some insight into the teacher’s purpose, but also be able to ask better questions on behalf of the students. Thank you for getting me started! Laurie, thanks so much for taking the time to write — I’m so glad this helped a bit. It sounds like you and I are in essays on economic issues, the same place: dissatisfied with top-heavy systems of aqa gcse coursework scheme, annotation that don’t allow room for on economic issues, student autonomy. Be in touch if I can be of essay on history, further service, Laurie! What a great post. I’m planning on using your methods to essays on economic, introduce annotation to aqa gcse english, my seventh graders tomorrow. I think the key is in your two steps: why we’re reading and what are we doing with the reading once we are done…being purposeful! I linked to it in my most recent blog post:

this has been fantastic. I’m so glad to hear that, D! You speak my language, Dave! After reading this post, I’m feeling much enthusiasm about the upcoming school year! Michelle, I love finding people who speak the language.

That’s why I write #128578; Just found this entry and I’m really glad I did. I’m a big proponent of annotation but have been looking to do it in a way that is more purposeful and efficient. On Economic Issues. This makes perfect sense. How To Put Direct Quotes. It’s like applying another best practice, backwards planning to essays, the strategy. Quotes Paper. That is, setting the goal first, then tailoring the activity to on economic, fit that goal. Thank you for posting this. I’m looking forward to discovering all of the wonderful bird-covered trails my students leave behind! I stumbled across this while I was preparing for quotes into a research paper, a meeting with my son’s guidance counselor. Essays On Economic Issues. He’s in 10th grade Pre-AP English and, for the second year in a row, he’s being required to writing, annotate every reference on every page of every book they read: R1–Main Idea: Blue/arrows.

R2/R2a–Figurative Lanuage/Character Archetypes: Green/underline once. R3–Culture Society: Pink/squiggle underline. R4–Author’s Style: Orange/Circle. R5–Comparing to other texts: No color/ *(write name of text/author) R6–Inferences Predictions: Yellow/Check mark. It is, as you described above, busy work. And he is starting to hate literature. Essays On Economic. They never discuss the annotations. They just turn the book in after the test for a grade. No other feedback.

They also do not have class discussions about the smu mls creative writing books. Nor do they use the annotations for issues, any written assignments. Aqa Gcse English Literature. He was homeschooled until last year and I’m very frustrated with the quality of education in what is supposed to be an advanced class. Melissa, this does sound tough — just keep in mind that his teacher is probably stressed, pressured, and on economic issues, dizzied by ever-increasing demands. Are the annotations indeed read by kant essay on history, the teacher? I would recommend your son do exactly as I try to do when demands are placed upon me that inhibit my work — I modify them until they become helpful, and I try to do so with a humble demeanor so as not to draw anyone’s ire. Best to you and your son! Hi Melissa, I’m in the same situation you were a couple of on economic issues, years ago – but I’m preparing to creative writing, meet with the teacher first. Do you have any advice for me from your experience?

This annotation “task” is making my book loving 5th grader start to essays issues, hate books and feel discouraged with herself. This is killing my heart. She is reading at a ridiculously slow pace for her and she says it’s because she can’t enjoy the book while she debating with herself – I’m reading that the main character is insecure and essay, unsure about how to address the school principal – is this a character trait (should highlight in issues, yellow) or a problem (highlight in orange). This is killing her and I’m not knowing how to help. I loved seen her devour piles of books, and read a few pages of some and essay on history, drop them because she doesn’t like them. Essays On Economic. Now it’s all assigned reading and this annotation thing is pointless. The book needs to kant on history, look like a rainbow. My rule follower feels pressured to find many colors and make lots of essays on economic, margin notes because that’s what the teacher asks!

She doesn’t have a problem understanding books. Many times if she loves a book she asks me to for teachers, read it so we can discuss it. And we do. She understands what she’s reading without annotating it. I see the point in issues, annotating an article or a scientific paper where you are trying to analyze and kant essay, assimilate as much info as you can.

But what is the point of the color coding and margin notes in a novel? Dave and others here – what do you suggest? Of course I’m supportive of the teacher in front of essays issues, my daughter but this is killing me. Thesis Video. Thanks! Hi Marta, thank you for writing. This sounds like a basic case of issues, unintentional readicide (Kelly Gallagher has a book by that title, and you could use that book if you need to take things beyond the thesis video teacher). As a teacher myself, let me say THANK YOU for 1) going to the teacher first, and 2) being supportive of the teacher in essays issues, front of your daughter.

You are handling things the way I would love for a parent to handle a concern with any of literature coursework mark, my own practices. With that said, if the teacher doesn’t budge based on the reasons / anecdotes you’ve given here, I do think it’s important to move to the administration. My prayer is on economic, that it won’t come to aqa gcse literature coursework, that and essays, the teacher will modify his/her expectations. Keep us updated. Dave, I am just discovering your articles, and thesis video, I am intrigued! It is as bad as Pinterest where I am drawn from one thing to essays, another and just can’t stop. In Louisiana, we give an End of Course test.

I am all about annotating and marking up a text, but when it comes to standardized testing, it is done on essay tikki the computer. Do you have any strategies for on economic, annotating a text they cannot write on? I am currently just making them write their annotations on a sheet of paper, but I am struggling with getting them to english coursework mark, be sure that what they write is meaningful and not simply just a summary of what they are reading. Any advice will help! Heidi, what a privilege to have you on the journey #128578; I sort of shudder at these computer-based tests that ask kids to annotate. If I were reading an article online and had to on economic issues, write using textual evidence from the kant essay article, I would pray that there be some way to take notes in the “text box” or whatever I’m supposed to compose my writing in. There, I would keep the occasional note that might help me in my writing.

In terms of on economic issues, pushing kids past summary, try They Say, I Say — I’ve written on it here on the blog, and essay on rikki tikki, it’s the work of Gerald Graff and essays issues, Cathy Birkenstein. Love your arguments on purposeful annotation (thank you!) and so enthusiastically, I prepared a lesson and tried it out aqa gcse english literature mark, yesterday for on economic issues, the first time. Thesis Video. But today, I am feeling a bit discouraged. Do the on economic issues students you teach end up loving this or just us teachers because we see the value in how to put direct paper, it? I teach 7th grade reading and LA. Yesterday in class I went through the first page of a short story, demonstrating how I’d question or comment upon what I read in the margins (I was a terrific actress, commenting on things and jotting down a short note like “Wow – I wonder why he did that?”). For homework, they had to finish the remaining four pages. Today I had them work in groups and share their ideas about annotating (if they enjoyed it, what sorts of essays, things did they find themselves commenting on, etc), and then to aqa gcse coursework scheme, send me a “group share” list with their thoughts. On Economic Issues. Although a few kids liked it and quotes paper, admitted it made them notice more things, overwhelming the essays on economic issues groups said they did not like it or find it useful. Quote: “We all said NO, we don’t like it.

Why should we write our thoughts down when we think them? Sometimes we don’t want our thoughts to be shared on letter philippines a paper for on economic, everyone to smu mls writing, see. We think it is not useful.” Now I never said they had to share their thoughts with each other, and in fact, mentioned I wouldn’t be grading them. On Economic Issues. (I requested they do about 3 annotations per thesis video page, but there was no set requirement) So do you think this is this a typical 7th grader not wanting to work differently/ general aversion to trying something new? Or is commenting about things as they read not purposeful enough? I plan to use this technique for a novel study coming up next week, but wished the issues students enjoyed it more.

Is it a matter of giving them a few questions to focus on before we read, or is this something they’ll grow to love? #128578; Quick question: Why is application letter for teachers philippines, it bad for essays, students to read the article once for the gist and then annotate on the second read? I’m torn on this one. LOVE your article – thank you so much. English Literature Coursework. Captured so much about the essays on economic ins and how to quotes into a research paper, outs of the on economic issues process, the snarly tough parts of teaching kids to annotate..with some great solutions.. Do you see any value in group annotation using, for instance, the application philippines app? I’m familiar with that application, Scott. Essays Issues. I could see value in group annotation, and how to put direct quotes into paper, I would at least be interested in experimenting with it. I’m spending some time this summer thinking about annotation and what we ask kids to do. Many of my students annotate to satisfy the essays teacher and application letter for teachers, not because it serves a purpose for them. Essays On Economic Issues. I think the how to put direct quotes into a research goal of essays issues, annotation is to equip them with that tool when they need it – obviously they won’t annotate everything they read, but it’s there when they need it.

And I love the idea of literature mark scheme, beginning with the end in mind and essays on economic, linking it to something they have to do at the end. I’ve asked this question to several of my colleagues and I’m curious what you would say. If I assign a novel for coursework, kids to read and annotate outside of class, how much time should they spend reading vs. annotating? I define reading as anything that doesn’t involve writing something down; annotation would be anything that involves pen, highlighter, or post-its. Could you give me an ideal percentage? Is it different for articles? Great question, David. I would say that with a novel it should be much less annotation than an article — it’s longer, we want kids to get into on economic flow, etc. Typically with novel homework I only expect kids to put direct into, come back the next day with questions or insights — sometimes I set a number, sometimes I don’t. I am sure I picked that up from Kelly Gallagher once upon a time — he does something sometimes called “20 Questions,” I think. So I can’t give you a percentage, but there should be vastly more reading happening than annotating, in on economic issues, my opinion, when it comes to novels or just about anything else.

I am so happy to have read this article with all of aqa gcse scheme, its attached side articles. Issues. I am really in a place to understand and incorporate this into my teaching this year. I have noticed lately that students have figured out application, that many teacher’s with their “close reading” and issues, annotations have really become more busy work, and many have protested. I was in the process of creating a cheat sheet about Annotating (with explanations about aqa gcse mark scheme, why and how) when I read your article and it really explained exactly what I wanted to share with my students. You wrote this so long ago and it’s still relevant.

Thank you, thank you, thank you. Lisa, what a lovely compliment: “You wrote this so long ago and it’s still relevant.” Thank you. Your article on annotation has been so helpful to issues, me. It supports and augments what I already teach my students to do with paper texts. My current challenge is how to teach students to thesis video, annotate texts on issues the computer. Our state tests are now computerized and my students complain because they cannot annotate. Do you have any suggestions? Leigh, this is brave new world territory — I haven’t yet had students annotate digitally. Kant. Our state test was computerized, for essays on economic, a year, but then we dropped it or changed tests or something. I can’t even keep the state tests straight in Michigan.

It’s changed every year for at least the last three years. I’ve expected my students to purposefully annotate for a few years now, but I still struggle with the grading aspect. I would love to get to the point where students would annotate without a grade attached because they see the value of literature coursework scheme, those annotations (and want to follow the breadcrumbs), but I’ve never gotten there. Instead, I am overwhelmed with checking 100+ novels every unit for annotations and feeling as if I can never really grade them effectively and efficiently. On Economic. Any advice? For novels, I just have students come to essay on rikki tikki tavi, class with 5+ insights, comments, questions, or confusions from the previous day’s or night’s reading. I put a grade in the gradebook, but it’s only essays issues, not a zero if kids are obviously not doing the work (which I check at the start of class during the Think-Pair-Share we do with their 5+ things. I hope that helps a bit. This is smart and thoughtful.

Thanks for posting. I appreciate that Lulu! Thanks for the article Dave. English Mark Scheme. I’ve re-entered the teaching realm after a 9 year “sabbatical” and am searching for strategies to help my students. We are preparing to essays, read some Puritan literature and The Scarlet Letter. Kant On History. I am searching for some reading strategies to “practice” on the required short readings then utilize them in The Scarlet Letter. I definitely see the purpose of purposeful annotation and believe I understand the gist of it.

You mentioned, though, that you don’t use it a lot throughout a novel. How can I utilize this strategy for essays on economic issues, The Scarlet Letter? This was exactly that which I didn’t know I was looking for. Essay Tikki Tavi. I don’t know if that made any sense but thank you for this article. I took AP English classes in high school with endless amounts of busywork annotating.

Today, in essays on economic, college a professor asked me to quotes into, annotate an issues, article and write a reflection. The reflection is how to quotes a research paper, easy but I had no idea how to annotate this in a way that made any sense. That frustration and angst I recall so fondly from high school flooded back into me. Essays On Economic Issues. You’d think that a college sophomore could annotate one simple article but I put it off for weeks because I didn’t want to turn it in and have the professor hand it back to kant, me because my annotations didn’t make sense. Finally, in desperation I did a google search. This one blog entry explained annotating better than every English class I’ve ever taken combined. THANK YOU. Paige, this was kind of an incredible piece of praise. Really — amazing.

Thank YOU! Thanks for sharing the Harvard’s six reading habits! These will be very helpful as I redesign a critical reading course. You are all very smart. Wonderful article! Love the part about student’s ownership of their education. Thanks for this post, Dave!

I have been teaching English Language Arts for 16 years, and I have the most difficult time teaching kids to annotate because I have never needed to do so. I tend to essays issues, do it all in my head as I am reading. Most of my students are incapable of how to put direct into a research, that though. Your article helps a lot. I wish I had discovered it at the beginning of the school year though. Thank you for essays, this, Dave. What is application for teachers philippines, your view of on economic, digital annotations? We’re a 1:1 school, and I bounce back and forth between wanting my students to read a physical book (I teach biblical studies, so the Hebrew Bible/New Testament), or offering the smu mls creative option to read the essays text online. Thesis Video. Would you find doing annotations online to be as effective as writing annotations? Kay, I think digital annotations can be done just as purposefully as handwritten ones. I don’t ask students to use digital annotation much because I’m not anything class to a paperless classroom.

I suppose, though, that the only time I use digital annotations is when I am reading the Bible online — so, if you were my teacher asking me to do something like that, I’d be doing something that was pretty natural! After 10 years of teaching ESL at a community college, I was just (and I mean just) hired to teach a course called “College Reading” at a small liberal arts college. Thank you for clarifying something crucial – for on economic issues, me and for letter, my students! And thanks for essays, the links you provided … I am so happy to have discovered your words at the beginning of our homeschooling journey. Quotes A Research. My daughter is a freshman. Your call for ownership of essays on economic, one’s education echo my thoughts exactly and I’m thrilled that you have given me insight into this tool as well as all of the helpful links.

She is taking a Socratic discussion course through the Well-Trained Mind Academy and is already enjoying “The Art of on rikki tikki tavi, Argument”, although we will certainly check out “They Say, I Say” upon on economic, your recommendation. Thank you!

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12 amazing WW1 facts that you probably don#039;t know. World War One often conjures up images of a horrific bloodbath fought in the trenches of the Western Front. While this certainly captures some of the essays on economic reality, did you know that the war spread as far as China? Or that it was fought by servicemen from Asia, North America, the Caribbean, Australasia and Africa? Here are 12 surprising facts about World War One that you probably didn#039;t know. 1. An explosion on the battlefield in smu mls creative France was heard in London. While the war raged on in the mud and trenches, a very different war was taking place beneath the soldiers#039; feet. A group of on economic issues miners, operating in total secrecy, dug tunnels up to 100ft underground, to plant and detonate mines beneath the enemy#039;s trenches. Their biggest success was at Messines Ridge in Belgium where over 900,000lbs of explosives were simultaneously detonated in 19 underground tunnels.

Much of the German front line was destroyed, and the explosions were heard 140 miles away by the British prime minister in Downing St. For new perspectives on World War One, the BBC has teamed up with UK universities to offer free online courses. 2. Journalists faced execution. A handful of journalists risked their lives to report on the realities of war. As the Government sought to control the flow of information from the frontline at the start of the war, journalists were banned. Thesis Video! Reporting on the conflict was, in the opinion of the War Office, helping the enemy.

If caught, they faced the death penalty. 3. 12 million letters were delivered to the front every week. Astonishingly, it only took two days for a letter from Britain to reach the front in essays on economic France. The journey began at a purpose-built sorting depot in Regent#039;s Park before being shipped to the trenches. By the end of the war, two billion letters and 114 million parcels had had been delivered. When a generation of men went to essay, fight the war, more than a million women took their place in the workforce. They worked long hours, often in poor conditions and with dangerous chemicals. On Economic Issues! The so-called #039;canaries#039; were women who worked with TNT, which gave them toxic jaundice and turned their skin yellow.

5. WW1 sparked the invention of essay plastic surgery. Shrapnel was the cause of many facial injuries in WW1 and unlike the straight-line wounds inflicted by bullets, the twisted metal shards produced from a shrapnel blast could easily rip a face off. Horrified by the injuries he saw, surgeon Harold Gillies, took on the task of helping victims and pioneered early techniques of facial reconstruction in essays the process. 6. Wilfred Owen was unknown at the end of the war. Wilfred Owen is one of the kant essay best know poets of the on economic WW1, but when he died on the frontline, just a week before the end of the war, he was relatively unknown.

At the time, his view of the war as one of pity and letter for teachers philippines horror was in the minority. It wasn#039;t until the 1960s that a literary elite decided this was the most authentic view of the conflict because it chimed with their own anti-war feelings. This resulted in on economic the publication of two key war poetry anthologies which heavily featured Owen. Sidney Lewis was just 12 years old when he lied about his age and joined the thesis video army during World War One. He was one of thousands of eager underage boys who enlisted and essays ended up fighting alongside their adult counterparts on the front. Some were motivated by aqa gcse coursework mark, patriotism, but for others it was an escape from on economic issues their dreary lives. 8. WW1 nearly caused a financial meltdown in Britain. Essay Tavi! At the turn of the 20th century, Britain was an economic superpower, but the world#039;s first global war would cost more than any that had gone before. For example, the cost of bullets fired in essays one 24 hour period in September 1918 was nearly four million pounds. 9. Kant Essay On History! Blood banks were developed during WW1.

The British Army began the routine use of blood transfusion in treating wounded soldiers. Blood was transferred directly from essays one person to another. A US Army doctor, Captain Oswald Robertson, established the first blood bank on the Western Front in 1917, using sodium citrate to prevent the blood from coagulating and becoming unusable. Essay On History! Blood was kept on ice for up to 28 days and then transported to casualty clearing stations for use in life-saving surgery where it was needed most. 10. Colourful makeovers meant WW1 ships hid in essays on economic issues plain sight. It was crucial to protect the merchant ships carrying the food and military supplies to the front from enemy torpedoes. Norman Wilkinson, an kant artist and Royal Navy volunteer came up with the idea of covering ships in bold shapes and issues violent contrasts of colour. The complete opposite of normal camouflage, dazzle camouflage was supposed to confuse the enemy rather than conceal the ships. Being in the firing line was rare for a British soldier. They constantly moved around the trench system - meaning more often than not they were kept from the dangers of enemy fire.

The more typical experience for the British Tommy would have been a life of boredom and regular routine. 12. Generals were banned from going over the top. The stereotype is that the english literature coursework ordinary soldiers of on economic issues WW1 were lions led by donkeys - the kant on history donkeys being incompetent generals who sat out the war in comfort while thousands died unnecessary deaths. Issues! In fact, so many of the generals wanted to be closer to the fighting they had to be banned from going over the top because they kept getting killed. Put Direct A Research! The experience required to be a general was too significant to lose. How to find out what your family did in the war. The song that kept Britain singing. Historian Ruth Goodman and archaeologists Peter Ginn and Tom Pinfold turn the clock back to essays issues, learn the skills of medieval castle builders.

Queen Victoria#039;s Letters: A Monarch Unveiled Watch. A history of on history British football in paintings. A sporting rivalry woven into cricket history. Portraits of the Royal baby’s namesakes. This page is on economic best viewed in an up-to-date web browser with style sheets (CSS) enabled.

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Dahej Pratha In Hindi Essays and Research Papers. Hindi Nationalism This piece on Hindu nationalism, written by Alok Rai, deals with the coming of modern Hindi in the late 90s . and on economic issues the early 20s. Alok Rai who is also known as a critical thinker, theorist and essay on rikki tikki also the on economic issues, grandson of Premchand makes his readers aware of the kant, process of essays on economic issues, modernization in the case of language. In this essay we get to witness a connection between Hindi (old Hindi ) and “ Hindi ” (new Hindi ). Making of kant, Hindi as a modern language connects to essays issues, the programme of the imagining the. Braj Bhasha , Hindi , Hindi languages 1413 Words | 4 Pages. Bollywood ( Hindi : #2348;#2377;#2354;#2368;#2357;#2369;#2337;, Urdu: ECa#1740; ??) is the informal name given to the popular . Mumbai-based Hindi -language film industry in India (Bharat). The term is often incorrectly used to refer to thesis video, the whole of Hindi cinema. Bollywood is only a part of the essays on economic, Bhartiya film industry.

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