We Learn …

We Learn …We Learn …

10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we discuss80% of what we experience95% of what we teach others.

William Glasser

The Writing Centre Nancy Marenick

The Writing Centre Nancy Marenick

Writing Across the CurriculumWriting Across the Curriculum

http://people.stfx.ca/nmarenic/

Communication Skills are Crucial Communication Skills are Crucial

Students must have the ability:

To solve problems

To examine ideas carefully and support them with evidence

To incorporate and synthesize information

(Sully,1995, Malaspina University-College’s Writing-Across-the-Curriculum Project) http://www.mala.bc.ca/www/wac/proj.htm

Vigorous Writing is Concise. Vigorous Writing is Concise.

Elements of Style

William Strunk

http://www.bartleby.com/141/

END PRODUCT

A Nation of Wimps A Nation of Wimps

http://www.psychologytoday.com/articles/200411/nation-wimps

Hara Estroff Marano

One can write….. only as well as one reads.

One can write….. only as well as one reads.

Kurland, D. (2002) Reading and Writing Ideas As Well As Words www.criticalreading.com

Do You Think Critically?Do You Think Critically?

Ask questions and seek answers Evaluate evidenceIsolate assumptions and biases

fact or opinion

Accept complexity

Look for connections

Attempt to synthesize

Evaluate interpretations, other’s views

Active ReadingActive Reading

Judging the quality/value of the information (Evaluating)Making connections (Synthesizing)Examining for details (Analyzing)Comparing (Applying)Finding the main ideas (Summarizing and inferring)

E

Synthesis

Analysis

Application

Comprehension

Knowledge

Active ReadingActive Reading

Actively Involved

Close ReadingReading for detail

Recording important information

Thinking SkillsThinking Skills

3. Demonstrate what Goldilocks would use if she came to your house.

2. Explain why Goldilocks liked Baby Bear’s chair the best.

1.List the items used by Goldilocks while she was in the Bears’ house.

Application

Comprehension

Knowledge

Thinking SkillsThinking Skills

6. Judge whether Goldilocks was good or bad. Defend your opinion.

5. Propose how the story would be different if it were Goldilocks and the Three Fish.

4. Compare this story to reality. What events could not really happen?

Synthesis

Analysis

Evaluation

Biology 200Biology 200

List one way in which ….are similar and two ways in which they are different. Give an example…..

Biology 200Biology 200

Explain why shorter people begin running at a slower speed than taller people. Remember – this is NOT a long answer question (4 pts ~ 4 minutes).

Biology 200Biology 200

Describe the components of a fixed action pattern. Is it an example of a learned or innate behaviour?

Biology 200Biology 200

Long Answer (20 points out of 50):CHOOSE ONLY ONE OF THE THREE TOPICS.

a) Compare and contrast……..b) Discuss….supporting your arguments with

examples.c) Compare and contrast…….solutions to

these challenges…..

Medieval Help DeskMedieval Help Desk

http://www.youtube.com/watch?v=pQHX-SjgQvQ&mode=related&search

Interactive ResourcesInteractive Resources

http://www.globalclassroom.org/ecell00/javamath.htmlReading in the Content Areas: Intgrating Reading and Geography http://www.macalester.edu/geography/mage/teachers/institutes/2006nclb/literacy/reading_content_area.pdf

Secondary School Literacy Instruction: http://www.nelsonbrain.com/shop/content/roe09500_0495809500_01.01_toc.pdf

Interactive ResourcesInteractive Resources

http://www.readingquest.org/

http://www.readingquest.org/strat/storymaps.html

http://score.rims.k12.ca.us/score_lessons/content_area_literacy/

Interactive ResourcesInteractive Resources

http://wac.colostate.edu/intro/pop5.cfm

http://www.thewritingsite.org/resources/curriculum/default.asp

Retrieved October 2007, from http://pirate.shu.edu/~katzdani/Learning%20Station.htmRetrieved October 2007, from http://pirate.shu.edu/~katzdani/Learning%20Station.htm

Literacy Patterns in the Content Areas

Social Studies Mathematics Literature

•Cause and Effect •Definition and Explanation •Chronological and sequential events •Compare/Contrast•Question and Answer Patterns

•Patterns and key words for solving word problems •Evidence & Reasoning •Graphic Relationships •Symbolic Relationships and operations

•Characters: main and supporting •Relationships and authenticity •Setting •Plot & Episodes •Moral or message •Genre

Problem Solving QuestionsProblem Solving Questions

Good: Is X good or bad?

Better: Which is better X or Y?

Best: Which is the best among available options? What is the best solution to a given problem?

(Walvoord et al. 7)

http://www.stfx.ca/resources/writingcentre/multiple%20article%20graphic%20organizer.pdf

Essential ComponentsEssential ComponentsSAY IT SUPPORT IT EXPLAIN IT

Topic sentence Paraphrase

Integrated into the text.

DefenseWhy is this point so important?

YOUR VOICE CREDIBLE SCHOLARLY SOURCES

YOUR VOICE

Research Research

InternetWise Use

Reference sources

Ownership

Articles and Books

RevisingRevising

Questions are answered?

Ideas are clear, logical, and consistent?

Supporting evidence is accurate?

Properly documented?

Correct grammar and sentence structure?

ProofreadingProofreading

Read out loud.

Vocabulary BuildingVocabulary Building

http://dictionary.reference.com/

http://www.yourdictionary.com/

http://www.dailywritingtips.com/taller-than-he/

Great SitesGreat Sites

http://grammar.ccc.commnet.edu/grammar/

http://owl.english.purdue.edu/handouts/

Manuela is Ramon’s lifeline, he doesn't appreciate all she does for him.

Common ErrorCommon Error

__________________ . _________________

__________________ , and ______________

__________________ ; _________________

__________________ ; however, _________

Complete sentence Complete sentence

_ . _ . _ . _ ._ . _ , _________________Phrase complete sentence

Manuela is . . . . He doesn't . . ..

Manuela is. . . , but he doesn't . . . .

Manuela is . . . ; he doesn't . . ..

Manuela is . . . ; however, he doesn't . . ..

Although Manuela is . . . , he doesn't . . ..

SolutionsSolutions

Common ErrorsCommon Errors

About one in ten of us are blessed with a variant that promotes a log-like slumber.

Common ErrorCommon Error

There’s many reasons for this effect.

SolutionsSolutions

There are many reasons for this effect.

Many reasons for this effect are …..

Smith discussed many reasons for this effect including …..

WordyWordy

It is evident that there are restrictions on the movement of fish in low-water temperatures……

Common ErrorCommon Error

The group presented their report.

What’s the difference?What’s the difference?

Time flies like an arrow

Fruit flies like an orange

Sentences are complete thoughts.Sentences are complete thoughts.

Time flies like an arrow

Fruit flies like an orange

Complete thought Fragment

Subject (time)

Verb (flies)

Subject (fruit flies)

Verb (????)

Would have / Would ofWould have / Would of

I ___________ gone to class, but I was sick.

I would have gone to class, but I was sick.

Affect/EffectAffect/Effect

Affect = Action = Verb

The researchers’ results affected later studies.

Effect = Result = Noun

The effect of the drums added suspense.

Its/It’s (it is)Its/It’s (it is)

___ your turn to present your proposal.

It’s your turn to present your proposal.

The dog wagged _____ tail.

The dog wagged its tail.

contraction

possessive

Wordiness…………..SolutionWordiness…………..Solution

It is evident that there are restrictions on the movement of fish in low-water temperatures……

The evident restrictions on the movement of fish in low-water temperatures are ……

Punctuating ProperlyPunctuating Properly

http://www.youtube.com/watch?v=lm2OzAX86JU

http://shopping.sympatico.msn.ca/prices/quick-access-reference-for-writers-third-canadian-edition/itemid19598759/?itemtext=itemname:quick-access-reference-for-writers-third-canadian-edition

ISBN: 0132384213

http://books.wwnorton.com/books/978-0-393-93174-7/

The Grammar LadyThe Grammar Lady

http://www.aacton.gladbrook.iowapages.org/id3.html

PunctuationPunctuation

http://www.youtube.com/watch?v=HG5xxK9xDvo

http://www.youtube.com/watch?v=sZqDUJEICV0&feature=related

Helpful LInksHelpful LInks

http://www.chompchomp.com/

http://english-zone.com/index.php?ID=1

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/parts.htm

http://andromeda.rutgers.edu/~jlynch/Writing/

http://leo.stcloudstate.edu/acadwrite/editing.html

http://www.teachmeteamwork.com/

Writing CentreWriting Centre

http://www.stfx.ca/