Checklist For Writing

In class we do two types of writing some sometimes we do writing where we’re just learning in class and that’s it it’s timed or we do extended writing whether I have them take it home well usually I have them plan take it home think about it give it to me then give it back and we write multiple times right also to their forms of feedback right you talked about it earlier a lot of times if you look at the pre webinar content that I left you I gave you some of the checklists that I use with my students and these checklists can do with content or they can do with language hey so by contact what I mean is what’s inside what’s inside the essay and the checklist for me it is a kind of contract that I use with students so I say okay here’s a checklist look at your essay go through the checklist check yes or no whether you think that’s there so when it’s time for you to sit down and two.

Look at what’s there then you say okay well this person said it was there but it’s not fair right and the first couple times we do that the students start to see you know what I really do have to make sure that my thesis statement is there I really do have to make sure that the climax is there right because the teacher is going to be looking at that right you can’t lie about it all right there’s different kinds of feedback teacher vs student Billy like I said before with the student feedback I try to give them one question nothing too hard just to get them talking about the essay and I just want to emphasize too and I emphasize this to the students to make sure that they understand it their place is that correcting languaging class right there place is not correcting the language of the essay the language um that’s up to the teaching right that’s up to the teacher trying to help the student forward with the language in a way that lets the student try to solve their own problems.

So we’re going to look at that just a second and also do what I’m giving feedback to students I try to do it in two ways shine and refine so what does this mean shine like the sun is shining right and were five this is what do you need to fix and what do you need to change so I try to make sure that i put both there no matter what the essay looks like right if you want to give them something that you’re proud of and you want to give them some feedback out what they need to fix alright so usually you know when I give them ready to go home I like to give them more than one drive give them one on one chance so you’re on thing si means to be able to know that I could write it again.

Distractions on Your Path

If you choose to text all day long and be distracted with Facebook well you know what you’re gonna build a habit that’s gonna affect your productivity if you choose to say I’m not gonna be distracted by this technology you know and you make that choice you’re gonna be more productive and what is that going to do for you all right number two under making wise choices don’t choose at all and you made the choice to be the passive receiver of whatever comes your way I love this statement. Everything about personal statements on Edusson.

Sometimes we don’t want to choose we don’t want to make a choice but by not making a choice we’re making a choice we’re making a choice and so we become the receiver of whatever comes to us and I always tell the system’s when we teach what I’m talking to them about goal setting if you don’t set the goals for your life and what you want come the end of your life you may end up or you don’t necessarily want to be because you went where everyone else directed you you know whatever your parents thought you should do or someone else or your best friend because you didn’t want to choose a path for yourself.

You didn’t want to set what you want in your life Jasmine and I are very focused on this right now we’re doing many exciting things that are helping us and being better leaders with our business and being able to reach more assistants worldwide so just remember that’s key I would say if the best information I can give you out of this whole webinar today it’s that making wise choices and then I love the next one as well recognizing opportunities for growth I could actually spend a half hour talking to you about this one if you have the reaching stardom workbook this is going to be on pages 32 32 so please go back and read this piece this is key let’s fill in the blanks opportunities for growth might be more commonly known as obstacles barriers or roadblocks.

So what other people call obstacles barriers roadblocks when they’re working on their goals I call them opportunities for growth because every time I’ve hit an obstacle every time I’ve hit a barrier and I’ve hit many and 25 years of trying to you know reach out and train and develop administrative professionals and have them be taken seriously I’ve learned I really learned every single time and the one thing is if you you see it as a learning opportunity you are going to reach out to people you would not normally talk to if you view your obstacle is a learning opportunity you’re gonna realize you don’t know everything you think you knew and you’re gonna want to be schooled and educated and you’re gonna want to learn and you’re gonna make you know maybe better choices in the future because you’re learning that that didn’t work out.

Rhetorical Devices to Know

These are the Rhetorical Devices you have to know. Learning them in a playful way will be the best way.

  • Anaphora
  • Tricolon
  • Invective
  • Allegory
  • Understatement
  • Syllogism
  • Litotes
  • Antimetabole
  • Persona
  • Allusion
  • Parody
  • Zeugma
  • Catalogue
  • Meiosis
  • Irony
  • Periodic
  • Conceit
  • Inversion
  • Asyndeton
  • Loose
  • Sentence
  • Oxymoron
  • Tautology
  • Antecedent
  • Alliteration
  • Paradox
  • Antithesis
  • Euphemism
  • Juxtaposition
  • Apostrophe
  • Synecdoche
  • Colloquialism
  • Parallelism

Rhetorical Devices Glossary Learning Idea

Teach to Learn

Every discipline employs a special vocabulary; rhetoric is no exception. To encourage you to remember and understand these terms, you will be creating a glossary as a class. Each student will teach five assigned terms to the class. You can present your “lesson” via posters, powerpoint or handout, demonstrating an understanding of your assigned terms.
During the presentation, all non-presenters will be responsible for recording every entry for their own personal glossary that I will check at a later date. This will become an invaluable resource for the AP Language exam – trust me!

Part I: Lesson Requirements

Your lesson must be interactive – meaning quiz, fill-in handout, power point, review game, etc. –that doubles as a visual aid/guide to your “lesson”. The lesson will take approximately 15-20 minutes. Remember YOU are the expert on these terms. Define, give an example and explain the term’s purpose/function to the class. Your examples must come from the texts we study in class (summer reading and dialectical journals are included). There will be three lessons per class and sign-up dates will be provided.

Part II: Glossary Requirements

The end product is a complete set or “glossary” of all rhetorical terms taught in alphabetical order. Each glossary entry should include: term, example and function. Each student will complete all of glossary entries according to this format EXACTLY. The glossary will be submitted in early spring (March/April) and reviewed quickly so you can use it as a study guide for the exam.

Format
Term: Definition of the rhetorical term [ii]
Example: Quotation, followed by source, including title, page/line number
Function: Author’s purpose in employing this language resource at this point in the work. How does this particular rhetorical strategy enhance the writer’s
argument, purpose, tone? You may comment on theme, character, style, or
whatever else is important in explaining how this device functions in this
particular instance.
Example 1

Allusion: A reference to a literary, mythological, or historical person, place, or event that is generally deemed to be common knowledge.
Example: Referring to Biff and Happy, Willy Loman states, “That’s why I thank
Almighty God you’re both built like Adonises. Because the man who makes an
appearance . . . .” (Death of a Salesman Act I, 21).
Function: According to Greek myth, Adonis was such a beautiful baby that Aphrodite put him in a chest to keep him safe. In keeping with his value system and idealistic beliefs, Willie is supremely grateful that his sons were “Adonises,”
ensuring (at least in Willy’s mind) that their good looks would lead to
immediate success in the business world. Ironically — and contributing to the
tragedy of Death of a Salesman – his sons’ looks did not help them “get
ahead.”

Expository Writing: Access and Privacy in the Technological Age

Cooperative Learning Activity Idea

New technologies bring changes, not all of them unquestionably good. With more of the world run by computers, is there any way to keep privacy? With popular social networks like MySpace and Facebook, should someone be responsible for protecting its users? Given existing technology, is there any ways to stop surveillance via cell phones? Do we have the technology to create national identification cards that are not easily faked by black market? Even we have
the technology, do we want to have national IDs that may provide others with even more information about us that is already collected, thanks to computer technology? Technology and homeland security and privacy issues all bump into one another in this new, wired century.
In groups of four, you will read articles on one of these issues and discuss the claims, the use of appeals and value of the articles. Then, as a group, you will summarize the articles for the class, discuss their merit, and then make up THREE questions to ask the class about access and privacy that you want to discuss with the class. You should use the articles as a springboard for
presenting to the class. EACH GROUP MEMBER MUST SPEAK to receive participation points.
Group 1– Will Privacy and Technology Ever Get Along?
Group 2 – The Last Days of Privacy
Group 3 – National IDs Won’t Work and Carlson’s The Case for National ID Card
Group 4 – MySpace and Sex Offenders: What’s the Problem? and Alexander’s
MySpace is Not Responsible for Predators
Group 5 –NPR’s transcript of Conan’s Talk of the Nation: Surveillance via Cell Phones
For the first part of class, your group will read and digest the articles and its relevancy to homeland security and privacy issues as well choose your three discussion questions. Toward the end of class, your group will present your articles, findings, and discussion questions to the class as practice for your research presentation. We will finish presenting next class.

90 Alternatives to a Book Report Part 3

And here they are, the last 30 ideas! Enjoy!

61. Make a travel brochure advertising the setting of the story.
62. Choose five “artifacts” from the book that best illustrate the happenings and
meanings of the story. Tell why you chose each one.
63. Stories are made up; on conflicts and solutions. Choose three conflicts that take place in the story and give the solutions. Is there one that you wish had been handled differently?
64. Pretend that you are going to join the characters in the story. What things will you need to pack? Think carefully, for you will be there for a week, and there is no going back home to get something!
65. Retell the story as a whole class, writing down the parts as they are told. Each child illustrates a part. Put on the wall.
66. Each child rewrites the story, and divides into 8 parts. Make this into a little book of 3 folded pages, stapled in the middle (Outside paper is for a title of a book.) Older children can put it on the computer filling the unused part with a square for later illustrations.
67. Teacher chooses part of the text and deletes some of the words. Students fill in the blanks.
68. Make a chart of interesting words as a whole class activity. Categorize by parts of speech, colorful language, etc.
69. Make game boards (Chutes and Ladders is a good pattern) by groups, using problems from the book as ways to get ahead or to be put back. Groups exchange boards, then play.
70. Imagine that you are the author of the book you have just read.
71. Suddenly the book becomes a best seller. Write a letter to a movie producer trying to get that person interested in making your book into a movie. Explain why the story, characters, conflicts, etc., would make a good film. Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.
72. Write a one-sentence summary of each chapter and illustrate the sentence.
73. Mark a bookmark for the book, drawing a character on the front, giving a brief summary of the book on the back after listing the title and author.
74. Write a multiple choice quiz of the book with at least ten questions.
75. Pretend you are making a movie of your book and are casting it. Choose the actors and actresses from people in the classroom.
76. Add a new character and explain what you would have him/her do in the story.
77. Write an obituary for one of the characters. Be sure to include lifetime
accomplishments.
78. Choose a job for one of the characters in the book and write letter of application.
79. You must give up your favorite pet (whom you love very much) to one of the characters in the book. Which character would you choose? Why?
80. Invite one of the characters to dinner, and plan an imaginary conversation with the person who will fix the meal. What will you serve, and why?
81. Write an ad for a dating service for one of the characters.
82. Nominate one of the characters for an office in local, state or national government. Which office should they run for? What are the qualities that would make them be good for that office?
83. Pretend that you can spend a day with one of the characters. Which character would you choose? Why? What would you do?
84. Write a scene that has been lost from the book.
85. Write the plot for a sequel to this book.
86. Rewrite the story for younger children in picture book form.
87. Make a gravestone for one of the characters.
88. What other stories could have taken place at this same time and setting? Write the plot about 4 or 5 characters in this new book.
89. How would this story change if it were set in a different time period – the past or the future for instance?
90. If there was an unlikeable character in the book, write some ways that the character could be seen as good or at least not a villain.

In case you missed Part 1 and Part 2, they are waiting for you to read them!

90 Alternatives to a Book Report Part 2

Here is the second part! If you missed the Part 1, go back and take a look. I hope you like it so far:

31. Create a newspaper for your book. Summarize the plot in one article, cover the weather another, do a feature story on one of the more interesting characters in another. Include an editorial and a collection of ads that would be pertinent to the story.
32. Do a collage/poster showing pictures or 3-d items that related to the book, and then write a sentence or two beside each one to show its significance.
33. Do a book talk. Talk to the class about your book by saying a little about the author, explain who the characters are and explain enough about the beginning of the story so that everyone will understand what they are about to read. Finally, read an exciting, interesting, or amusing passage from your book. Stop reading at a moment that leaves the audience hanging and add “If you want to know more you’ll have to read the book.”
If the book talk is well done almost all the students want to read the book.
34. Construct puppets and present a show of one or more interesting parts of the book.
35. Draw a comic strip of your favorite scene.
36. Use magazine photos to make a collage about the story
37. Make a mobile about the story.
38. Practice and the read to the class a favorite part.
39. Write about what you learned from the story.
40. Write a different ending for your story.
41. Write a different beginning.
42. Write a letter to a character in the book.
43. Write a letter to the author of the book.
44. Write Graffiti about the book on a “brick” wall (your teacher can make a brick-like master and then run this off on red construction paper.) Cut your words out of construction paper and glue them on the wall.
45. Sketch a favorite part of the book–don’t copy an already existing illustration
46. Make a timeline of all the events in the book.
47. Make a flow chart of all the events in the book.
48. Do character mapping, showing how characters reacted to events and changed.
49. Make a poster advertising your book so someone else will want to read it.
50. Make a cutout of one of the characters and write about them in the parts.
51. Make a character tree, where one side is an event, the symmetrical side is emotion or growth.
52. Choose a quote from a character. Write why it would or wouldn’t be a good motto by which to live your life
53.Learn something about the environment in which the book takes place and explain how the setting affects the plot
54. Retell part of the story from a different point of view
55.Choose one part of the story that reached a climax. If something different had
happened then, how would it have affected the outcome?
56. Make a Venn diagram of the ways you are like and unlike one of the characters in your story.
57. Write about one of the character’s life twenty years from now.
58. Write a letter from one of the characters to a beloved grandparent or friend
59. Send a postcard from one of the characters. Draw a picture on one side, write the message on the other.
60. Plan a party for one or all of the characters involved. Choose a theme and gifts for one of the characters involved. Tell why you chose them.

90 Alternatives to a Book Report Part 1

If you are willing to step away from standard book reports, here you will find 90  alternatives:

1. Create life-sized models of two of your favorite characters and dress them as they are dressed in the book. Crouch down behind your character and describe yourself as the character. Tell what your role is in the book and how you relate to the other character you have made.
2. Create a sculpture of a character. Use any combination of soap, wood, clay, sticks, wire, stones, old toy pieces, or any other object. An explanation of how this character fits into the book should accompany the sculpture.
3. Interview a character from your book. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about his/her role in the story. However, you choose to present your interview is up to you.
4. Write a diary that one of the story’s main characters might have kept before, during, or after the book’s events. Remember that the character’s thoughts and feelings are very important in a diary.
5. If you are reading the same book as one or more others are reading, dramatize a scene from the book. Write a script and have several rehearsals before presenting it to the class.
6. Prepare an oral report of 5 minutes. Give a brief summary of the plot and describe the personality of one of the main characters. Be prepared for questions from the class.
7. Give a sales talk, pretending the students in the class are clerks in a bookstore and you want them to push this book.
8. Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
9. Make several sketches of some of the scenes in the book and label them.
10. Describe the setting of a scene, and then do it in pantomime.
11. Construct puppets and present a show of one or more interesting parts of the book.
12. Dress as one of the characters and act out a characterization.
13. Imagine that you are the author of the book you have just read. Suddenly the book becomes a best seller. Write a letter to a movie producer trying to get that person interested in making your book into a movie. Explain why the story, characters, conflicts, etc., would make a good film. Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.
14. Write a book review as it would be done for a newspaper. (Be sure you read a few before writing your own.)
15. Construct a diorama (the three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a written description of the scene.
16. Write a feature article (with a headline) that tells the story of the book as it might be found on the front page of a newspaper in the town where the story takes place.
17. Write a letter (10-sentence minimum) to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. This must be done in the correct letter format.
18. Read the same book as one of your friends. The two of you make a video or do a live performance of MASTERPIECE BOOK REVIEW, a program which reviews books and interviews with authors. (You can even have audience participation!)
19. If the story of your book takes place in another country, prepare a travel brochure using pictures you have found or drawn.
20. Write a FULL (physical, emotional, relational) description of three of the characters in the book. Draw a portrait to accompany each description.
21. After reading a book of history or historical fiction, make an illustrated timeline showing events of the story and draw a map showing the location(s) where the story took place.
22. Read a book that has been made into a movie. (Caution: it must have been a book FIRST. Books written from screenplays are not acceptable.) Write an essay comparing the movie version of the book.
24. Create a mini-comic book relating a chapter of the book.
25. Make three posters about the book using two or more of the following media: paint, crayons, chalk, paper, ink, real materials.
26. Design costumes for dolls and dress them as characters from the book. Explain who these characters are and how they fit into the story.
27. Write and perform an original song that tells the story of the book.
28. After reading a book of poetry, do three of the following:

1) do an oral reading;

2) write an original poem;

3) act out a poem;

4) display a set of pictures which describe the poem;

5) write original music for the poem;

6) add original verses to the poem.
29. Be a TV or radio reporter, and give a report of a scene from the book as if it is
happening “live”.
30. Design a book jacket for the book. I STRONGLY suggest that you look at an actual book jacket before you attempt this.