practice precis

practice precis
practice precis on two different articles from the NYT Sunday Review https://www.nytimes.com/pages/opinion/index.html?module=SectionsNav&action=click&version=BrowseTree&region=TopBar&contentCollection=Opinion/Sunday%20Review&contentPlacement=2&pgtype=article#sundayreview
The word précis is French for “precise” or “exact.” A rhetorical précis is a highly structured summary designed to explain the rhetorical structure and purpose of an argument.
The short version of a précis has five elements:
[1] Bibliographic citation (either MLA or APA style)
[2] A sentence with a rhetorically active verb that both puts the article into some context—the type of journal or book in which it appears—and describes what the writer is doing with the text (“suggests that,” “argues that,” “implies that,” “urges that,” “claims that,” etc.)
[3] An explanation of how the writer develops, structures, and supports the argument. This is usually done by comparing and contrasting, illustrating, defining, or putting the article into context
[4] An explanation of the writer’s purpose, followed by an “in order to” clause, which explains the intended effect on the audience
[5] A description of the intended audience
Note that the précis form is not evaluative, but analytic—i.e., your readers
don’t care if you liked it or not—rather, they want your analysis of the text.
Here’s my sample précis—you don’t need to add [bracketed numbers] in yours; I do it here so you can see the “map” of my précis:
[1] Kitwana, Bakari. “Walking the Tight Rope: The Art and Reality of Tupac Shakur.” Tough Love: The Life and Death of Tupac Shakur. Ed. Michael Datcher and Kwame Alexander. Alexandria, VA: Alexander Publishing Group, 1996: 31-33.
[2] In this essay, part of a collection designed to reflect on and celebrate Tupac Shakur’s life and career, Kitwana argues that Shakur and his music are misunderstood by many of his fans and critics. [3] Kitwana reviews some of Shakur’s musical releases, showing how they were both a part of, and a response to, changes in the rap-music industry in the 1980’s and 1990’s. [4] Because Shakur was a controversial artist, Kitwana puts rap music in its cultural and economic contexts in order to make distinctions between entertainment and the realities of black culture. [5] Tough Love contains critical commentary, poetry, and personal responses to Shakur’s life and career, and is aimed toward an academic audience of music and cultural critics.

A Scholarly Conversation

A Scholarly Conversation
  Assignment: Select an exhibit that raises or exemplifies an intellectual problem. Then choose two or three of the following texts to work with: Cronon, Nash, Vance, Price, or Turner. Write an essay of 1700-2100 words in which you use close-reading of your exhibit through the conversation between your chosen texts to make a claim. By orchestrating this scholarly conversation and making a contribution to it you should make an original argument that shows your audience a new way to interpret/understand your chosen exhibit and its broader implications.
 Audience: Your audience for this essay is another Columbia undergraduate who is unfamiliar with your exhibit and texts. Your rhetorical goal is to convince your reader not only that you are right, but also why your exhibit is worth making claims about and that this problem is worth exploring.
 Goals:
 ? Continue to develop the skills introduced in the first essay: identify a problem, make a claim, close-read effectively, use structure to present your argument clearly and effectively, establish motive and exigence.
 ? Create a rich, original argument about your exhibit that develops with exploration and deals with potential counter-arguments or complications. This argument should arise out of the conversation you orchestrate.
 ? Use your sources thoughtfully and deliberately. Fairly assess their uses and limitations; engage with them ethically and characterize them accurately. Sources can: establish motive, provide useful key terms, support your claim, or challenge/complicate your claim or the claim of another text. Use quotes and paraphrases judiciously. Practice ICE: introduce, cite, explain.
 ? Integrate your sources and put them in conversation with one another and with your own ideas.
 ? Structure your paragraphs and your entire essay with cohesion and coherence. Build your argument through structure in a way that clearly and powerfully conveys your ideas.
 A note on the term exhibit: An exhibit can be a text, event, news story, work of art, performance, speech, image, or anything that can be interpreted, and so carries the potential for analysis. We use the term “exhibit” rather than “example” to convey a site of sustained and expansive examination. While an example merely supports an argument, an exhibit incites one. It is dynamic in that it can raise problems with our status quo understanding, and our understanding may grow and change through thoughtful exploration. (definition adapted from Sue Mendelsohn)
 Include citations and a Works Cited page in MLA style. Essays must be in a 12-point font, double- spaced, with at least one-inch margins. Include page numbers and essay word count.
 Sources to use:
 Cronon – “The trouble with wilderness”
 Nash – “Why Wilderness”

 

report

report
The name of subject: private tuition
1-Create a 10 minute ‘get to know you’ communicative based activity for an upper beginner adult.
2- Create a 20 minute TPR activity using a song for an intermediate adolescent.
3– Create a 45 minute lesson plan utilising all four language skills on a topic of your choice for an upper intermediate adult using AV& IT.
4-.Create a 45 minute lesson plan utilising all four language skills on a topic of your choice for an upper beginner child using AV& IT.
5. List 5 possible websites you could advertise on to find students to tutor?
6 List 5 activities and 5 resources that could be used to help with pronunciation.
7 Create a 20 minute TPR activity focusing on pronunciation for Asian intermediate children.
8.Create a 45 minute lesson plan focusing on the listening and speaking skills on a topic of your choice. The lesson plan must incorporate a reading and a writing task. Choose the age and level of your student.
9- For each of the 5 listening sub-skills provide an example activity that can be used to enhance your students’ listening skills.
This is 5 listening
1. Predictive skills
2. Specific information (scanning)
3. General idea (skimming)
4. Detailed information
5. Deduction from context
10 Create a formal assessment tool to evaluate an Intermediate adolescent’s listening and speaking skills.
11-Create a 45 minute lesson plan to informally evaluate your upper beginner 8-10year old student’s progress.
12.Create a 45 minute lesson plan to informally evaluate your upper intermediate adult student’s progress
Create a lexical approach based activity for beginner children on a topic of your choice.
13-Create a communicative approach activity for Intermediate adolescents on a topic of your choice.
14- Create a TPR approach activity for Upper-Intermediate children to teach one grammar point of choice.
15-Create a 45 min lesson plan using the Eclectic approach for an Intermediate adult whose goal is to travel to America. The adult is also considered a ‘righty’ and prefers activities that are visual and kinaesthetic in nature.
16-Which learning styles would you categorise yourself to possess? Provide 3 examples of the types of activities that you would prefer.
17- List 10 activities that incorporate the use of technology that could be conducted in a private tutoring class.
18 – As a tutor, you may come across students from various cultures. Explain why it is important to be aware of cultural differences of your students.
Name of the subject : English for adolescents ages 13-19
1- Create a 45 minute lesson plan for Upper Intermediate Teenagers and include a minimal pair activity.
2- What is the purpose of communication in the TESOL classroom?
3- Create a communication activity for Intermediate Teenagers and build it into a full 45 minute lesson.
4- Create a 45 minute lesson plan for Advanced adolescent students, include the use of video in your lesson plan and a communicative activity.
5- Create a 45 minute lesson plan for Intermediate Teenagers include the use of a song.
6- Why is it important that TESOL teachers provide numerous opportunities for students to utilise their listening skill?
7- Create a 45 minute lesson plan incorporating the Communicative Approach for Upper Intermediate Teenagers.
8- What is the focus in the Principled Eclecticism Approach?
9- What can you use to give you an idea of the specific interests of your students?
10 -List 4 ways to get students involved in the teaching.
11- Why is it important for the TESOL teacher to understand why an adolescent student is learning English?
12- What are the adolescent years?
13- Why can Teenagers become confused, excited and frustrated easily?
14 – How do Teenagers help themselves to deal with the changes they are facing?
15 – Why would an adolescent from Australia act differently to an adolescent from China?
16- What effect on Teenagers do Culture and Society have and how does this influence how they deal with puberty?
17- How do biological changes affect Teenagers feelings?
18 -What is ‘de-idealisation’?

Exercise

Exercise
n preparation for the Week Three assignment, look ahead in the course syllabus and post a draft topic and objectives for your training and development plan.
To Plan, Design, Deliver, and Evaluate an Original Training Program
Based on your draft topics and objectives for your training and development plan and the peer feedback you received in Week Two, finalize the topic and objectives for your training program. Include the following in a 20- to 25-slide PowerPoint presentation:
Conduct a needs assessment for your proposed training program. This should include both an individual and a task analysis.
Develop specific training objectives based on your needs assessment and any assumptions you may need to make.
Develop a detailed training proposal. This should include the following:
Title and brief description of the program
Training objectives
Training methods to be used, and a justified rationale for using them, based on training theory
Proposed instructors and the reason for using them
A tentative training outline
A tentative list and description of training materials needed
An evaluation plan including both short-term and long-term evaluation, where appropriate.

Creative Thinking Assignment I

Creative Thinking Assignment I
Instructions for One Page Summary (Part 1).
1) Selecting A Good Case Study or Article.
Search for and choose a business article or case study related to the topics in this course – innovation (in the broadest sense), creativity in organizations, creative teams, etc. You have a great deal of latitude here. Remember that when your instructor evaluates Part 1 he/she will also be evaluating your choice of article.

assessment procedures

assessment procedures
Develop a matrix or chart that explains various assessment tools used to determine whether a student has LD.
Include RTI as one method of assessment. You may also include specific IQ tests, academic achievement tests, surveys, and behavior rating scales.
Include the appropriate age group for the assessment, what the assessment measures, and how it can be used to determine eligibility.
Discuss who is responsible for the assessment.
In an essay of 500-750-words, discuss how the information obtained from these particular assessments helps educators and related service personnel make eligibility determinations, educational, and programming decisions for students with LD.
Prepare this assignment according to the APA guidelines found in the APA Style, located on the Student Success Center. An abstract is not required.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

Global Reflection paper #2

Global Reflection paper #2
Global Comparison and Reflection Papers Each student must write two Global Comparison and Reflection papers, using the readings from “Readings for Diversity and Social Justice” edited by Maurainne Adams, Warren J. Blumen feld, Carmelita Castaneda, Heather W. Hackman, Madeline L. Peter, and Ximena Zuniga. For each paper, students must select two articles that are thematically related but one of which must be about a global justice issue.  will place a copy of the book in the library reserve section. I have placed a “G” next to each article that is designated as a global issue article. If you have your own book, look at the table of intersections (page XV) on the pages after the contents section. The readings are designated as Global Issues. The themes of the articles are separated by sections and each section has a least one global issue article, with the exception of sections 7 and 9. Please don’t select an article from these two sections because you will not have a global article to compare and contrast. Each paper must answer the following questions. Papers are to be written in paragraph form with introduction, middle, and conclusion sections. You must refer to the title of the articles and use the APA format for citations in the paper and the reference page. Compare and contrast the two articles you’ve selected. How are they alike and how are they different? How do you feel about this issue? Explain these feelings. Why do you feel this way? Why is this issue important? Who does this issue affect? Directly? Indirectly? What moral or ethical issues arise, for you, from this issue? What questions arise for you from this issue? Use critical thinking to write about the issue and to answer the questions. Critical thinking involves looking beyond what is there. It involves thinking about the next logical step; if this is happening, what could happen next? You language that is appropriate for a college level paper, including formal language and not slang to discuss your feelings.
Also for the last paper you cannot have these articles from the same section of the readings and they must be out of the “Readings for Diversity and Social Justice” edited by Maurainne Adams, Warren J. Blumen feld, Carmelita Castaneda, Heather W. Hackman, Madeline L. Peter, and Ximena Zuniga. for the last paper you did 2 articles from acertain section I believe race and ageism. teacher stated cannot be used twice would have to pick from a different section of the book. Global issue is the key comparing and contrasting these articles
the sections 9 and 11 CANNOT be used on the paper from the book.

Capstone Edit

see the attached 3 papers titled: Ch 1 w/comments, Ch 3 w/comments and Draft w/comments.

Keep in mind each comment on all 3 documents needs to be addressed. highlight the changes you make so I can clearly tell the difference between what you have changed and what was already included.
Description of each attachment. The “Draft w/Comments is the entire paper. Ch 1 and Ch 3 are the same thing just with separate comments that need to be addressed.
edit this paper addressing each comment.
You do not need to edit Chapter 2 which is the Literature review and consists of pages 8 through 18. I only provided it for you for context and visibility to the entire paper. Please just focus on Chapters 1 and 3.

Cost Reduction Case Analysis

Cost Reduction Case Analysis

Required using lecture slides in session 3 and 4 to analyst this case study. in addition please find” week 4 required reading3″  for three sets of data to answer this case

Case Study : Algebra

Case Study : Algebra

The “assignment” section of the packet,”use the star sheets” at the end of the packets to help you complete either of this case study.your case study must be a minimum of 1 page
containing the answer to the case study questions as well as your supporting evidence.