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Boxing is College, Not a Violent Sport Essay. Boxing was found back in 697B.C in Germany. When it was first aired on argumentative words ICS — School TV people didn’t like it much and was commented as the worst TV show. But as the years went on Algonquin more people started to get interested in the sport, and then kids wanted to become like their favorite boxer. And soon after boxing was the number one show that everyone watched. This caught the eye of Muhammad Ali the of article College, world’s best boxer who had won four titles and the W.B.C championship.

With more boxers coming into the business every year, making their names known to the world that they are the define critically Algonquin, best. Critique Of Article. But it also show more content With more money means more taxes, and define critically Algonquin College, pulse the coaching fee, doctor fee, and the arena fee. Means less for the boxer and if the ICS —, boxer gets seriously injured in define, his matches he would have to how to write literature essay Algonquin College, pay extra for staying in the hospital. The dangers about define critically College, this sport is getting punched in the head and stomach multiply times that can lead to broken ribs, swelling, painful stomach pains, hemming, skull fractures, concussion, broken nose, and critique of article Conestoga, jaw bones. Boxers risk their lives to put on a show for the fans, but the loser gets paid less or might not get paid depending on define Algonquin the contract. A boxer’s worst fear is getting seriously hurts and not being able to provide for their family. Some of paper of the them would spend more time in the gym training with their coaches thinking of new ways of beating their opponents and gaining more support from the fans, which takes away spending time with their family. Define. All boxers wanted to become the best boxer they can be and win lots of belts along with more money. But by doing that puts their family in write literature essay, jeopardy of define falling apart. The best thing about this sport is what paper Pacific, being a V.I.P fan. A V.I.P. is define critically College, a person who has won or earned the argumentative words Community School, right to choose what they want, and for Algonquin boxing that means having front row seats to three matches, gift bags, interviews with their favorite boxers, autographs, and after parties.

With more fans The Debate on the Banning of Boxing Essay. Boxing keeps young people off the how to write American University Washington, streets and urges boxers away from the temptation of alcohol and drugs. Boxing as a sport give a chance of a career, a chance to be somebody, possibly even a celebrity. Boxing is a highly regulated sport, “the B.B.B.C are able to take away the define critically, licence of how to Algonquin College a boxer if they consider them to be unfit”. Many boxers have long healthy careers and retire fit and well. The sport is considered one of much skill and discipline. The spectators body by critically Algonquin College getting into a boxing fitness training program,”(Markovsky, The Benefits of Boxing Training for Fitness).When people hear the word boxing they think of the most sordid and disgusting sport but the truth is that boxing relieves stress and makes people feel good knowing that they are getting into shape and that they can protect themselves. University Of The Pacific. Boxing works the muscles hard so that they recuperate quickly allowing the body to work again the define Algonquin College, next day. Most people train in boxing simply to relieve stress Boxing Should Not be Banned Essay.

benefits of the ancient sport outweigh its negative side. This is shown in critique Conestoga College, their enthusiasm to take potentially high risks in order to gain the rewards of winning. Like all sports, there is an critically College element of danger involved however we have the how to write Algonquin College, freedom to decide whether or not to take part in it. One of the main arguments for boxing being banned is that serious medical injury can result from boxing due to continuous blows to the head. “In boxing when the head is knocked Analysis of a Boxing Article Essay. Although it says many good points that disagree with boxing e.g. “its too dangerous”, “of course it’s brutal and cruel”, near the closing stage of the editorial it backs up boxing by talking about other sports which have also resulted in serious injuries and tragic deaths. E.g. “How many rugby players are paralyzed with broken necks?” The tabloid finishes with the question “why should boxing be banned when all those other sports continue?” This question makes a big point, and Argument Against a Ban on define College Boxing Essay. removal of professional boxing. This was just temporary.

Slight changes within league rules, such as weight class regulations and softening of boxing gloves, soon decreased the what is research paper Pacific, already low health-damaging rates back to legal standards. Anybody who believes that there should be a complete elimination of the sport really needs to put things in perspective. In terms of numbers, I am almost one-hundred percent certain that the number of deaths caused in other sports is much higher. Consider also corruption in boxing, as illegal gambling on fixed matches can lead to define critically Algonquin College, gang crime and murders. As shown in the film Snatch, a gang leader is led to placing extraordinary amounts of money on a fixed bout and ends up in trouble with his clients when one of the fighters had a different bet and caused him to lose. These chains of events can be seen as a justice for those who take part in illegal gambling, but nonetheless it should be stopped. Boxing leads us to believe Are Violent Videogames the Trigger to Extremely Violent Acts? behind this massacre, it was found out that the shooters had spent a lot of time playing violent video games.

The question that has been asked by many is “Do violent video games cause violence in write a plot analysis essay Lake College, real life?” The answer is yes. They do cause violence in real life, but not to the extent publicized. Many different studies and College, experiments have shown varying results. Most say that violence in video games does cause violent behavior. Argumentative Words Community School. However, it is too simplistic to create a direct link to violence because Gender and Sexuality in Sports Essay. not thought of as being physically strong or physically capable of being strong.

Once women began to enter the sports world, their coaches and spectators had different standards for them. They were expected to look feminine, to wear feminine uniforms, and to compete against each other but to have no physical contact with other players. The fact is that when women first began to play sports they were still something to be objectified. They were something to survey, and critically Algonquin College, they had to write, be pleasing to the A Crime is A Crime: Violent and non-Violent Criminals Essay. overlook a non-violent criminal. Algonquin College. Most criminal can be very unpredictable and skeptical about their actions. We as society need to act fast upon their first attempt so their next attempt want escalade to something bigger. Although drug abusers aren’t harming anyone other than themselves; they’re still abusing their body. So in order to protect them from purpose and Monson Academy, drug abuse they should be incarcerated to protect them from endangering themselves.

I strongly believe society should incarcerate all non-violent offenders: Essay on Pro Athletes and Violent Crimes. disregard foe the Algonquin College, opponent(s) that their aggression is being aimed at. I think the aggressiveness in write a plot analysis essay, sports - just making the play, charging past people or dominating somebody physically - really needs to be separated by athletes from appropriate off field behavior.(Tom Jackson, Univ. Arkansas psychology professor.) This is one cause for the controversy over Algonquin the amount of violence in today's sports, and the apparent nurturing and rewarding of athletes who display this over aggressive attitude. According

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Simple Ways to critically Assess the how to write essay Algonquin College, Writing Skills of Students with Learning Disabilities. Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Define Critically. Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and genres. Of Writing An Essay Academy. These simple classroom help in identifying strengths and weaknesses, planning instruction, evaluating instructional activities, giving feedback, monitoring performance, and define critically Algonquin College, reporting progress. Simple ways to assess the writing skills of students with learning disabilities. A teacher's first responsibility is to provide opportunities for writing and encouragement for students who attempt to write.

A teacher's second responsibility is to promote students' success in writing. Of Article Conestoga. The teacher does this by carefully monitoring students' writing to assess strengths and weaknesses, teaching specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems. These responsibilities reveal, upon inspection, that assessment is clearly an integral part of good instruction. In their review of the existing research on effective instruction Christenson, Ysseldyke, and Thurlow (1989) found that, in addition to other factors, the define critically, following conditions were positively correlated to pupil achievement: The degree to purpose of writing an essay Academy which there is an appropriate instructional match between student characteristics and task characteristics (in other words, teachers must assess the student's prior knowledge and current level of skills in order to match them to a task that is relevant and appropriate to their aptitudes); The degree to which the teacher actively monitors students' understanding and progress; and The degree to which student performance is evaluated frequently and appropriately (congruent with what is taught). Assessment, therefore, is an essential component of effective instruction.

Airasian (1996) identified three types of classroom assessments. The first he called sizing-up assessments, usually done during the define College, first week of school to Conestoga provide the teacher with quick information about the students when beginning their instruction. The second type, instructional assessments, are used for Algonquin the daily tasks of planning instruction, giving feedback, and monitoring student progress. Write Algonquin College. The third type he referred to as official assessments, which are the periodic formal functions of assessment for grouping, grading, and reporting. In other words, teachers use assessment for identifying strengths and weaknesses, planning instruction to fit diagnosed needs, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress. Simple curriculum-based methods for assessing written expression can meet all these purposes. Curriculum-based assessment must start with an inspection of the curriculum.

Many writing curricula are based on a conceptual model that takes into account process, product, and purpose. This conceptual model, therefore, forms the framework for the simple assessment techniques that follow. Simple ways to assess the process. The diagnostic uses of assessment (determining the define critically College, reasons for writing problems and the student's instructional needs) are best met by looking at the process of writing, i.e., the steps students go through and International School, strategies they use as they work at writing. How much planning does the student do before he or she writes? Does she have a strategy for organizing ideas? What seem to be the define, obstacles to getting thoughts down on paper? How does the student attempt to spell words she does not know? Does the student reread what she has written? Does the student talk about or share her work with others as she is writing it? What kind of changes does the student make to her first draft?

In order to make instructionally relevant observations, the observer must work from a conceptual model of college American, what the writing process should be. Educators have reached little consensus regarding the number of steps in the writing process. Writing experts have proposed as few as two (Elbow, 1981) and as many as nine (Frank, 1979). Englert, Raphael, Anderson, Anthony, and Stevens (1991) provided a model of define critically Algonquin, a five-step writing process using the acronym POWER: Plan, Organize, Write, Edit, and Revise. Each step has its own substeps and strategies that become more sophisticated as the students become more mature as writers, accommodating their style to specific text structures and purposes of writing. Assessment of the writing process can be done through observation of students as they go through the steps of purpose of writing an essay Wilbraham and Monson, writing. Having students assess their own writing process is also important for two reasons. First, self-assessment allows students an opportunity to observe and reflect on their own approach, drawing attention to Algonquin College important steps that may be overlooked. Second, self-assessment following a conceptual model like POWER is a means of internalizing an argumentative School, explicit strategy, allowing opportunities for the student to mentally rehearse the strategy steps.

Figure 1 is critically Algonquin College a format for both self-observation and teacher observation of the writing process following the POWER strategy. Similar self-assessments or observation checklists could be constructed for other conceptual models of the writing process. ____did the best I could. ____looked in a book. ____asked my partner.

____asked the teacher. Simple ways to assess the product. An effective writing process should lead to a successful product. A writing product fulfills its communicative intent if it is of appropriate length, is how to the perfect American Washington logical and College, coherent, and has a readable format. It is a pleasure to read if it is how to write essay Rosseau College composed of well-constructed sentences and a rich variety of define Algonquin College, words that clearly convey the author's meaning. Argumentative Words Community School. When various conceptual models of writing are compared side by side (Isaacson, 1984) five product variables seem to emerge: fluency, content, conventions, syntax, and vocabulary. Too often teachers focus their attention primarily on surface features of a student's composition related to the mechanical aspects of writing, or conventions. A balanced assessment should look at all five aspects of a student's writing. The following are simple methods for assessing each product variable. In some instances quantifiable measures are used; in others, qualitative assessments seem more appropriate. The first writing skill a teacher might assess with a beginning writer is fluency: being able to translate one's thoughts into written words.

As concepts of print and define critically Algonquin, fine motor skills develop, the student should become more proficient at how to write literature Algonquin College writing down words and sentences into compositions of gradually increasing length. The developmental route of very young writers involves trying to understand what written language is about as they look at books, become aware of Algonquin College, environmental print, and put pencil to argumentative words International School paper (Clay, 1982). Then children try to define critically Algonquin relate their experiences in writing using invented spelling. As they begin to construct little stories they explore spelling patterns and develop new language patterns. Clay (1979, 1993) recommends a simple rating scale for emerging writing skills that focuses on purpose of writing an essay Wilbraham, language level (from only letters to sentences and paragraphs), message quality, and directional principles (Figure 2). 2. Word (any recognizable word) 3. Word group (any two-word phrase) 4. Sentence (any simple sentence) 5. Punctuated story (of two or more sentences)

6. Define Algonquin College. Paragraphed story (two themes) 1. He has a concept of signs (uses letters, invents letters, used punctuation. 2. He has a concept that a message is is research paper conveyed. 3. A message is copied. 4. Repetitive use of sentence patterns such as Here is define a… 5. Attempts to record own ideas.

6. Successful composition. 1. No evidence of directional knowledge. 2. Of Writing And Monson. Part of the directional pattern is known: start top left, move left to critically right, or return down left. 3. Reversal of the directional pattern (right to left and how to literature College, return down right) 4. Correct directional pattern. 5. Correct directional pattern and spaces between words.

6. Critically Algonquin. Extensive text without any difficulties of arrangement and spacing of text. A simple curriculum-based measure of fluency is total number of words written during a short writing assignment. When fluency is the focus, misspellings, poor word choice, and faulty punctuation are not considered. Attention is only directed to the student's facility in translating thoughts into words. A baseline of at least three writing samples should be collected and the total number of words counted for each. For the purpose of evaluation, this total can be compared with those of proficient writers of the same age or grade level. However, total words may be used best in monitoring the argumentative words ICS — Community, student's progress, comparing performance with his or her own previous fluency. A resulting IEP objective might be written like this: After a group prewriting discussion with the define, teacher, Daniel will write original narrative compositions of [40] words or more. A rough guideline for what paper University of the setting the define Algonquin College, criterion can be established from research reported by Deno, Mirkin, and Wesson (1984) and Parker and Tindal (1989): If the total number of words is less than 20, aim for doubling it by the end of the school year.

If the number of of writing an essay and Monson Academy, words is between 25 and 30, aim for a 50% increase. Define Critically. If the number of words is between 35 and 45, aim for a 25% increase. If the number of words is greater than 50, choose another objective. Content is the second factor to consider in the writing product. Content features include the composition's organization, cohesion, accuracy (in expository writing), and write literature essay Algonquin College, originality (in creative writing). General questions the classroom teacher can ask regarding a composition's organization include: Is there a good beginning sentence? Is there a clear ending? Is there a logical sequence of subtopics or events?

Cohesion questions include: Does the writer stick to the topic? Is it clear what words like it, that, and they refer to? Does the writer use key words that cue the reader to define critically Algonquin the direction of the discourse (First… , Then… , Therefore… , On the other hand… )? Originality is assessed through questions like: Did the writer attempt humor? Did the how to a plot essay College, writer present a unique point of view? Analytical scales are the best way to lend some objectivity to evaluation of content. Critically Algonquin. One can choose from a general rating scale, appropriate to almost any writing assignment, or one tailored to a specific genre or text structure.

Spandel and write college essay University Washington, Culham (1993) developed an analytical trait scoring guide for six aspects of writing, three of which address content: Ideas and content, organization, and voice. (Voice refers to the author's own unique personality, style, and honesty reflected in define College the writing.) Each of these traits is scored on a five-point scale. For example, organization is scored using the essay Washington, following guidelines: 5 The organization enhances and showcases the define Algonquin, central idea or storyline. The order, structure or presentation of information is how to essay compelling and moves the reader through the text. 3 The organizational structure is strong enough to move the reader through the text without undue confusion 1 The writing lacks a clear sense of direction. Define Critically Algonquin. Ideas, details or events seem strung together in a loose or random fashion-or else there is no identifiable internal structure. (Spandel Culham, 1993) To promote agreement between raters, each of the guidelines above is further defined by specific criteria (or rubrics). A rating of ICS — International Community School, 3, for example, requires these attributes: The paper has a recognizable introduction and College, conclusion.

The introduction may not create a strong sense of argumentative ICS — International School, anticipation; the conclusion may not tie up all loose ends. Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content. Pacing is define fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on details that do not matter. Transitions often work well; at other times, connections between ideas are fuzzy. The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to of the slip in a transition or move things around. (Spandel Culham, 1993) A composition that is somewhat better organized than described by the guidelines for 3 but does not quite fit the descriptors for 5 would receive a rating of 4. Similarly, a rating of 2 falls between the descriptors for Algonquin 1 and analysis essay, 3. Analytical scoring guidelines such as these are used in many state writing assessments. There are two limitations to define critically Algonquin College scales such as these. First, teachers must spend many hours learning the rubrics and discussing student compositions in order to establish any degree of integrater reliability.

Second, these scales may not be sensitive enough to measure growth in is research University students with emerging literacy skills who are unable to achieve a rating above 1 or-at the most-2. For many students, writing instruction begins with smaller units of discourse, such as a paragraph. Welch and Link (1992) recommended an informal paragraph assessment that focuses on each of define College, a paragraph's three parts: topic sentence, supporting sentences, and clincher sentence (Figure 3). Analysis Essay College. Each part can receive a point for critically Algonquin its existence, its form (grammatical correctness), and American, its function (relevance to the topic). Both topic sentence and clincher sentence can earn only one point for each of the three criteria, but up to define Algonquin College three supporting sentences can be scored for existence, form, and function. This scale could be used to evaluate almost any kind of paragraph. Source: Welch, M. Link, D.P. What Is Research University Of The Pacific. (1992) Informal assessment of paragraph composition. Intervention in define critically Algonquin College School and Clinic, 27(3), 145-149. The large cactus you see in an essay Wilbraham pictures the desert is saguaro cactus. The Squaro cactus is Algonquin College very painfull if you toutch it.

But it isn't as painful as being stabbed with a knife. It is against write essay Algonquin College the law kill saguaros in the desert. I have seen som with about therty arms. Writing instruction for define critically Algonquin College students with special needs also may focus on specific text structures. An example of a structure-specific scale is one that Isaacson (1995) devised for evaluating factual paragraphs written by how to write a plot essay Lake College, middle school students (Figure 4). Isaacson's scale reflects the conceptual definition of fact paragraphs taught to the students: (a) A fact paragraph has more than one sentence; (b) The first sentence tells the topic; (c) All other sentences are about the topic; (d) Sentences tell facts, not opinions; and (e) The most important information is given first.

Judgments of factual accuracy and fact vs. opinion make the scale specific to critically College factual paragraphs. 1 = Some facts are questionable (content not covered in source material. 2 = All facts seem accurate. 1 = Sufficient information is provided. 1 = Some improvement possible. 2 = Clear, logical order. Harris and Graham (1992) provided another example of a structure-explicit measure for assessing the inclusion and quality of eight story elements in stories written by students with learning disabilities: introduction of the purpose an essay, main character, description of the locale, the time in which the story takes place, a precipitating event (or starter event), the goal formulated by the character in response to define critically Algonquin the starter event, action(s) carried out in an attempt to achieve the goal, the ending result, and the final reaction of the main character to the outcome. Each story element receives a numerical score for University its inclusion and quality of define critically, development.

The validity of the scale was demonstrated by Algonquin, its correlation with Thematic Maturity scores on the Test of Written Language and holistic ratings of story quality (Graham Harris, 1986). A resulting IEP objective for content might read: Using a story map, John will plan, write, and revise a story which includes a description of the character, setting, problem or goal, two or more events, and conclusion. Critically Algonquin College. (A story map is a planning sheet that prompts students to think about and write down their ideas concerning the character, setting, and other components of College, a good story before they write.) In order to fulfill the communicative function of writing, the product must be readable. Writers are expected to define Algonquin College follow the standard conventions of written English: correct spelling, punctuation, capitalization, and grammar and legible handwriting. Consequently, even if the message is communicated, readers tend to be negatively predisposed to compositions that are not presentable in their form or appearance.

Teachers traditionally have been more strongly influenced by length of purpose of writing Wilbraham and Monson Academy, paper, spelling, word usage, and appearance than by appropriateness of critically College, content or organization (Charney, 1984; Moran, 1982). Counting correct word sequences is one quantitative method of measuring and monitoring students' use of conventions. Correct word sequences (CWS) are two adjacent, correctly spelled words that are grammatically acceptable within the context of the phrase (Videen, Deno, Marston, 1982). Capitalization and punctuation also can be considered within the sequence. To calculate the proportion of CWS: Place a caret (^) over every correct sequence between the two words that form the sequence. Place a large dot between every incorrect sequence. Place dots before and what is research Pacific, after misspelled words. Example: o my ^ dog o chasd o the ^ ball^. The first sequence is not comprised of two words but marks how the sentence was begun. (Sentence beginning to first word my is marked as an define critically, incorrect sequence because the M is not capitalized.) The last sequence is the last word to period, question mark, or other appropriate ending punctuation. To control for length of a plot analysis College, composition either (a) time the writing sample for 3 minutes (the student may continue writing after a mark is made indicating the critically Algonquin, last word written in the 3-minute period) and/or (b) divide the number of CWS by the total number of argumentative words ICS — Community School, sequences (correct and incorrect), which gives the Algonquin College, proportion of CWS.

Proportion of correct word sequences, however, does not in ICS — International itself pinpoint specific concerns about the student's spelling, punctuation, capitalization, grammar, or handwriting. The diagnostic function of assessment will only define be met if the teacher also notes the student's strengths and weaknesses as in Figure 5. About Sell My Cow. I go to the Ranch at 5:30 in morning. How To Write College University. I Ride my Horse with My Dad. Algonquin. get my Cow in the Barn. I Leave My cow and Calf.

My DaD gave Shot to Calf. We took My Calf to argumentative International School Downtown. My fReind ride my horse. My horse is Black. My freind have red horse. Critically. But I need my cow to Born in feB 1st 1992. Purpose Of Writing An Essay Wilbraham And Monson. I am sell my Cow to calf for town But I have fun in Ranch in critically College town. But I Like my money Back to purpose of writing an essay Wilbraham for sell my Calf.

But I need money Back to me. Define. My Dad Siad no money back now Wait to little to me. Like the other assessments discussed in this article, these methods can be useful for instructional planning. A resulting IEP objective addressing conventions, for example, might read: Using a 4-step editing strategy, Kevin will reread his composition checking for correct capitals, punctuation, spelling, and overall appearance, writing a final draft with 2 or less mechanical errors. As discussed previously, a child's early attempts at writing move from writing single words to argumentative words ICS — Community School writing word groups and sentences (Clay, 1993).

Beginning writers often produce sentences that follow a repeated subject-verb (S-V) or subject-verb-object (S-V-O) pattern. The composition in define Figure 5 was written by a ten-year-old female deaf student. The beginning of the composition reveals this typical repetitious pattern to a certain degree in its first few sentences: I go… I Ride my Horse… [I] get my Cow… I Leave My cow… A more mature writer will vary the sentence pattern and combine short S-V and S-V-O sentences into longer, more complex sentences. Powers and Wilgus (1983) examined three parameters of how to write the perfect essay University, syntactic maturity: (a) variations in the use of sentence patterns, (b) first expansions (six basic sentence patterns formed by the addition of adverbial phrases, infinitives, and object complements, and College, the formation of simple compound sentences), and (c) transformations that result in relative and subordinate clauses. Adapting Power and how to write college, Wilgus's analysis of patterns suggests a simple schema for define College evaluating the syntactic maturity of a student's writing: Fragment : A group of words that does not make a complete sentence. Examples: His old shirt. Nina and Fred too. Level 1 Repetitious use of a single pattern (simple sentences)

Example: I like my horse. I like my dog. I like my kitty. I like to feed my kitty. Level 2 Use of a variety of simple sentence patterns. Examples: I have a new toy. Write College Washington. (S-V-O) It is big. (S-Vbe -Adj) It came in the mail. (S-V-PP) Level 3 First expansions: (a) addition of an adverbial or gerund phrase, or (b) the making of a compound sentence by combining two simple sentences with the word and.

Examples: Our baby sitter sleeps all the time. To go faster, we push it. Critically Algonquin College. I ate the how to essay, cookie and my brother ate the candy bar. Level 4 Complex sentences (transformations in which one sentence is embedded within another as a subordinate clause) Examples: The man wants to live where there is no pollution.

Since John was late, we had to start without him. Seldom does a student write sentences at define critically Algonquin College only one level of syntactic maturity. One determines a syntactic level by analyzing all the of writing an essay Wilbraham and Monson, sentences in the sample and summarizing them according to define critically Algonquin College the type most often used. Occasionally one might characterize a student's syntactic level as being a transitional Level 2/Level 3 or Level 3/Level 4. A resulting IEP objective for syntax might read: Daniel will plan, write, and is research paper Pacific, revise a descriptive paragraph using mature sentences, at least half containing embedded clauses or adverbial phrases. The words used in a student's composition can be evaluated according to the uniqueness or maturity of the Algonquin, words used in the composition. Both quantitative and what, qualitative methods can be used to evaluate vocabulary. Quantitative methods include calculating the use of unrepeated words in relation to define critically the total number of words, such as Morris and Crump's (1982) corrected type-token ratio. A simpler classroom-based method of looking at how to the perfect American vocabulary is to simply make note of words used repetitiously (over-used words) as well as new and mature words the student uses.

Example: Over-Used Words: New Mature Words. A resulting IEP objective for vocabulary might read: Diana will revise her expository compositions, substituting at least five over-used words (e.g., is) for more interesting action words. Being skilled is not just knowing how to perform some action but also knowing when to perform it and adapt it to varied circumstances (Resnick Klopfer, 1989, p. Critically College. 4). Being a skilled writer requires knowing how to employ the writing process across a range of writing tasks and adapt the argumentative words ICS — International, process to the specific purpose for writing. Instruction often begins with story structures because they represent the genre most familiar to critically children. Children also use and what paper University, depend upon narrative as their principal mode of thinking (Moffett, 1983). However, several educators (Hennings, 1982; Sinatra, 1991; Stotsky, 1984) have called for define College more emphasis on descriptive and expository text structures which relate more closely to real life writing tasks.

Different purposes for writing call for different text structures. Writing a story calls for a narrative text structure that includes a character, setting, problem, etc. Writing about one's beliefs calls for a persuasive text structure that includes discussion of the problem, statement of of writing Wilbraham Academy, belief, two or three reasons for the belief, facts and examples that support the reasons, etc. Assessment of writing skills, therefore, should take into account a variety of purposes and text structures. Purposes and genres to consider include: personal narrative (my trip to the state fair), story narrative, descriptive, explanation of define Algonquin College, a process (how to give your dog a bath), factual report, letter, compare-contrast (compare the what is research paper, Allegheny Mountains with the Rocky Mountains), and define critically, persuasive.

Simple curriculum-based assessments can be used to how to write essay College assess the writing process and products of Algonquin, students with learning disabilities, as well as take into account purpose. The assessments recommended in this article also adequately fulfill the purposes of assessment as discussed at how to Algonquin the beginning of the define Algonquin, article: identifying strengths and weaknesses, planning instruction to fit diagnosed needs, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress. A teacher might use these methods at the beginning of the year to do a quick sizing-up of student instructional needs. Of Article Conestoga College. The process checklist in Figure 1 gives the teacher important diagnostic information about the strategies a student does or does not use when writing. A quick assessment of product variables from the first two or three writing assignments also gives the teacher important diagnostic information about skill strengths and weaknesses. The teacher then should use the initial assessment to identify instructional targets.

Some students, for example, may do pretty well at College planning their composition, but do little in the way of International School, effective editing. Other students may have creative ideas, but need considerable work on conventions. Define Algonquin. Some students may do pretty well with writing stories, but need to learn how to write factual paragraphs. All classroom-based assessment should involve the student. Self-assessment helps students take ownership for their own writing and helps them internalize the strategies they are learning.

The teacher's feedback should be given judiciously: generous in the encouragement of how to essay American University Washington, ideas and improved skills, but cautious in critically correction. Corrective feedback should only how to a plot essay College focus on those few skill targets that have been addressed in instruction. Simple classroom-based methods also can be used to monitor student performance and report progress. Figure 6 is an assessment summary sheet that could be used to College give a profile of a student's skills across a variety of writing purposes and genres. How To Write Literature Essay College. In an assessment portfolio the summary sheet would be accompanied by representative samples of define, a student's writing with both the student's and teacher's evaluations. After an initial assessment of student strengths and weakness across fluency, content, conventions, syntax, and vocabulary, the School, teacher would not necessarily need to monitor all the product factors, just those that focus on the student's greatest challenges and priority instructional objectives. In conclusion, on-going assessment of writing is integral to effective teaching of define Algonquin, writing. A teacher cannot make an appropriate instructional match between a student's skills and appropriate tasks without assessment. A teacher cannot ensure a student's success and make necessary adjustments in instruction without engaging in frequent assessment. Careful, thorough assessment of a student's writing requires that the teacher have a sound conceptual model of written expression taking into critique Conestoga account process, product, and purpose.

Click the define critically, References link above to is research of the Pacific hide these references. Airasian, P. Define College. W. College. (1996). Assessment in the classroom. Define Critically Algonquin. New York: McGraw-Hill. Charney, D. (1984). The validity of using holistic scoring to evaluate writing: A critical overview. Research in the Teaching of English, 18, 65-81. Christenson, S. L., Ysseldyke, J. E., Thurlow, M. L. (1989). Critical instructional factors for how to the perfect college Washington students with mild handicaps: An integrative review.

Remedial and Special Education, 10, 21-31. Clay, M. M. (1979). The early detection of reading difficulties: A diagnostic survey with recovery procedures (2nd ed.). Auckland New Zealand: Heinemann. Clay, M. Define Critically College. M. (1982). Learning and teaching writing: A developmental perspective. Language Arts, 59, 65-70. Clay, M. Write College Essay. M. (1993). An observation survey of early literacy achievement. Auckland New Zealand: Heinemann. Deno, S., Mirkin, P. K., Wesson, C. (1984).

How to write effective data-based IEPs. Teaching Exceptional Children, 16, 99-104. Elbow, P. (1981). Writing with power: Techniques for mastering the writing process. New York: Oxford University Press. Englert, C. S., Raphael, T. College. E., Anderson, L. Write A Plot Analysis Lake College. M., Anthony, H. M., Stevens, D. Define Critically College. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 23, 337-372. Frank, M. (1979).

If you're trying to teach kids how to write, you've gotta have this book! Nashville, TN: Incentive Publications. Graham, S., Harris, K. (April, 1986). Improving learning disabled students' compositions via story grammar training: A component analysis of self-control strategy training. Paper presented at how to write University the Annual Meeting of the American Educational Research Association, San Francisco. Harris, K. R., Graham, S. (1992). Helping young writers master the craft: Strategy instruction self-regulation in define critically Algonquin the writing process. Cambridge, MA: Brookline Books. Hennings, D. A Plot Essay Rosseau Lake College. G. (1982). College. A writing approach to reading comprehension - schema theory in action. Language Arts, 59, 8-17.

Isaacson, S. (1984). Essay Lake College. Evaluating written expression: Issues of reliability, validity, and instructional utility. Diagnostique, 9, 96-116. Isaacson, S. (February, 1995). A comparison of alternative procedures for evaluating written expression.

Paper presented at the Pacific Coast Research Conference, Laguna Beach, California. Moffett, J. (1983). Teaching the universe of discourse. Boston, MA: Houghton Mifflin. Moran, M. R. (1982). Analytical evaluation of formal written language skills as a diagnostic procedure. Diagnostique, 8 17-31. Morris, N. T., Crump, D. T. (1982). Algonquin College. Syntactic and vocabulary development in the written language of learning-disabled and non-learning-disabled students at four age levels. Learning Disability Quarterly, 5, 163-172.

Parker, R., Tindal. G. Words ICS — Community. (1989). Progress monitoring with direct, objective writing assessment for middle school students in define critically Algonquin College special education (Resource Consultant Training Program Research Report No. 1). Eugene, OR. University of Oregon, Special Education Area. Powers, A. R., Wilgus, S. A Plot Essay Rosseau. (1983). Linguistic complexity in the written language of hearing-impaired children. Volta Review, 85, 201-210. Resnick, L. B., Klopfer, L. E. (1989). Toward the thinking curriculum: An overview.

In L. Define Critically. B. Resnick L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (1989 Yearbook of the Association for Supervision and Curriculum Development). Alexandria, VA: ASCD. Sinatra, R. (1991). Integrating whole language with the learning of text structure. Journal of Reading, 34, 424-433. Spandel, V., Culham, R. An Essay And Monson Academy. (1993). Define Critically. Analytical trait scoring guide.

Portland, OR: Northwest Regional Educational Laboratory. Stotsky, S. (1984). Argumentative International School. Commentary: A proposal for improving high school students' ability to read and write expository prose. Journal of Reading, 28, 4-7. Videen, J., Deno, S., Marston, D. (1982). Define. Correct word sequences: A valid indicator of proficiency in written expression (Research Report No. 84). Minneapolis: University of Minnesota, Institute for Research in Learning Disabilities. Welch, M., Link, D. P. (1992). Informal assessment of paragraph composition.

Intervention in School and Clinic, 27(3), 145-149. Stephen L. Isaacson Portland State University This article is adapted for LD OnLine from a similar article by how to the perfect essay American University, Isaacson published in The Volta Review, 1996, Vol. 98, No. Algonquin. 1, pp. 183-199. The note you developed is vital to realize the fact related to assess writing. My interest is to know more about the effect of task authenticity on students' writing performance.

Besides, what do we mean by write college American University Washington, when we say writing performance? What are the indicators of this performance? can we say accuracy, fluency appropriateness and define critically, complexity? I want to get a clear demarcation. if you are willing please send me your information about the critique of article College, mentioned points via kokeb.tedi@yahoo.com. Submitted by Anonymous (not verified) on July 10, 2013 - 7:08am. realy i learn alot from define Algonquin, this article it is very benificial and function i think its very rich resoure for is research University of the Pacific resourse room teachers thank you. Submitted by Anonymous (not verified) on August 12, 2013 - 5:49am. Very explicit and specific.

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In completing each essay , research must be conducted through 2–4 peer-reviewed, scholarly sources in addition to the Bible and the.

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SAT / ACT Prep Online Guides and Tips. If you're reading this article, I assume you're an Algonquin, IB Student, who is getting ready to write their Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our other introductory IB articles first: What is the International Baccalaureate (IB) Program? and argumentative ICS — Community What is the IB Curriculum? What are IB Diploma Requirements?. IB students around the define critically College, globe fear writing the Extended Essay. Argumentative International School. In this articles, I'll try to get you excited about College writing your Extended Essay and provide you with the essay Algonquin, resources to get an A. I'm a recipient of an define critically College, IB Diploma, and I happened to critique Conestoga receive an define, A on my IB Extended Essay. If you don’t believe me, the proof is in how to college essay Washington, the IBO pudding, If you're confused by what this report means, EE is short for Extended Essay, and English A1 is the subject that my Extended Essay topic coordinated with. In layman’s terms, my IB Diploma was graded during May 2010, I wrote my Extended Essay in the English A1 category, and I received a grade A.

The IB Extended Essay (or EE) is define Algonquin College a 4,000 word structured mini-thesis that you write under the supervision of an advisor (an IB teacher at your school), which counts towards your IB Diploma (to learn about of article College all of the IB diploma requirements, check out our other article). Critically College. I'll explain exactly how the EE affects your diploma later in a plot essay, this article. For the Extended Essay, you choose a research question as a topic; this topic needs to be approved by IBO (which is not very difficult). You can do a typical research paper such as in this paper, or you conduct an define critically Algonquin, experiment/solve a problem such as in this paper. Most schools allow you to pick your advisor (an IB teacher preferably at your school, although you can also get access to words one at another school through the Pamoja Education). I'll explain how to pick your IB EE advisor below.

The IB Extended Essay must include a cover page, an abstract (one-page synopsis of your essay), a table of contents, the 4,000-word essay (which will range from 10-20 pages depending on College whether your topic requires illustrations such as an experiment would), and critique of article Conestoga a bibliography. College. Your completed Extended Essay is literature essay Algonquin then sent to the IBO to be graded (I will go into define Algonquin, more detail on grading below). What Should You Write About in Your Extended Essay? You can technically write about anything, so long as the IBO approves it. However, you should choose a topic that falls into of writing an essay Academy, one of the IB Course Categories, (such as Theatre, Film, Spanish, French, Math, Biology, etc.) which shouldn’t be difficult because there are so many class subjects. Define College. Here is a range of sample topics with the attached extended essay: You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic. The Perfect Essay Washington. So, how do you pick when the options are limitless? I will help you with that next: 6 Tips for Writing a Grade A Extended Essay.

Tip #1: Write About Something You Enjoy Because You'll Be Spending a Lot of Time on It. I love British theatre and ended up writing mine about a revolution in post-WWII British theatre #theatrenerd. I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I ended up receiving a full-tuition merit scholarship to USC’s School of Dramatic Arts program and in my interview for the scholarship, I spoke passionately about my Extended Essay. I genuinely think my Extended Essay helped me get my scholarship.

How do you find a topic you are passionate about? Start by figuring out which classes you enjoy the most and why you enjoy them. Do you like Math because you like to problem solve? Or do you enjoy English because you like to critically analyze texts? Once you have figured out a general subject area such as Physics, you should brainstorm more specific topics by putting pen to paper. What was your favorite chapter you learned in write college essay, that class?

Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending an hour on this type of brainstorming. Critically Algonquin College. After doing this preliminary brainstorming make sure to choose: Tip #2: Chose a Topic That Is Not Too Broad, But Not Too Narrow. This is a fine line.

You need to write about something specific, but not so specific that you can’t write 4,000 words on it . You can’t write about WWII because that would be a book worth of of article Conestoga material. You don’t want to write about what type of soup prisoners of College war received in POW camps because you probably can’t come up with 4000 words on it. However, you could possibly write about how the purpose and Monson, conditions in German POW camps were directly affected by the Nazis successes and failures. This may be too obvious of a topic, but you get my point. If you're really stuck trying to find a not too broad or narrow topic, I recommend trying to brainstorm a topic that uses a comparison. If you refer back to the topics I mentioned above, you may notice that two use comparisons. I also used comparison in my EE, comparing Harold Pinter's Party Time to John Osborne's Look Back in Anger in order to show a transition in British Theatre. Define College. Topics with comparisons of 2-3 plays/books/diets/etc. Argumentative Words International School. tend to be in define critically Algonquin College, the sweet spot of not too narrow or broad because you can analyze each portion and after doing in-depth analysis on each, you compare and explain the significance of the essay College, comparison. The key here is that the comparison needs to be significant. I compared two plays to show a transition in British Theatre.

Comparisons are not the only way to College get a grade A EE. Write The Perfect College Essay. If after brainstorming, you pick a non-comparison based topic and you are still unsure if a topic is too broad or narrow, spend 30 minutes doing some basic research and see how much material is out there. If there are over 1,000 books/articles/documentaries out there on the exact topic, it may be too broad. Define Critically Algonquin College. If there are only how to analysis essay Lake, 2 books that have any connection to your topic, it may be too narrow. If you are still unsure, ask your advisor! Speaking of advisors: Tip #3: Choose an Advisor Who Is Very Familiar With Your Topic and Who Seems Excited About It.

If you are not certain of define who you would like to be your advisor, I would start by creating a list of your top three choices. Next, create a list of pros and cons (I know this sounds tedious, but it really helps!). For example, Mr. Academy. Green is my favorite teacher, and we get along really well, but he teaches English, and I want to define Algonquin conduct an experiment to of article Conestoga compare the define Algonquin College, efficiency of American Hybrid Cars to Foreign Hybrid Cars. Ms. White teaches Physics, I had her a year ago, and what is research paper of the Pacific she liked me. She could help me design my experiment.

I am going to ask Ms. White! Do NOT just ask your favorite teacher to be your advisor. They may be a hindrance to you if they teach another subject. I would not suggest asking your Biology teacher to guide you in writing your English EE. EXCEPTION: If you have a teacher who is passionate and knowledgeable about your topic (as my English teacher was about my Theatre topic), you can ask that instructor. Define Algonquin College. Consider all of your options first before you do. There was no theatre teacher at my school, so I could not find a theatre-specific advisor, so I chose the next best thing.

Some IB high schools require your IB Extended Essay advisor to write essay Algonquin sign an Agreement Form. Define Critically College. Make sure you ask your IB coordinator if there is any required paperwork. IBO does not require any paperwork. If your school needs a Form signed, make sure you bring it with you when you ask a teacher to be your EE advisor. Tip #4: Choose an Advisor Who Will Push You to Be Your Best.

Some teachers may just take on students because they have to and may not be passionate about reading drafts and may not give you a lot of write a plot analysis essay Rosseau College feedback. Choose a teacher who will take the define Algonquin College, time to what University of the Pacific read several drafts and give you extensive notes. I would not have gotten my A without being pushed to make the draft better. Ask a teacher that you have experience with either through class directly or through an extracurricular activity. Define Critically Algonquin College. Do not ask a teacher that you have no connection to; a teacher, who does not know you, is unlikely to push you. Note: The IBO only allows advisors to of the Pacific suggest improvements to the EE, but they may not be engaged in writing the EE. The IBO recommends that the define critically Algonquin College, supervisor spends approximately two to three hours in total with the candidate discussing the purpose an essay Wilbraham, EE. Tip #5: Make Sure Your Essay Has a Clear Structure and Flow. IB likes structure. Define Algonquin. Your EE needs a clear introduction (which should be 1-2 pages double-spaced), research question/focus (i.e. what you will be investigating), body, and conclusion (about 1 page double-spaced). An essay that has unclear or poor organization will be graded poorly.

Also, make sure your 300-word abstract is clear and briefly summarizes your whole argument. An ambiguous abstract will make it more challenging for the reader to follow your essay’s argument and will also hurt the grading of your EE. The body of your EE should make up the bulk of the essay. It should be about 8-18 pages double-spaced (again just depending on whether or not you include diagrams). Your body can be split into multiple parts.

For example, if you are doing a comparison, you might have 1/3 of write essay College your body as Novel A Analysis, 1/3 as Novel B Analysis, and the last 1/3 as Comparison of Novel A and B Analysis. If you are conducting an experiment or analyzing data such as in this EE , your EE body will have a clear and obvious parts following the scientific method: stating the research question, discussing your method, showing the data, analyzing the data, discussing uncertainties, and drawing a conclusion/evaluating the experiment. Tip #6: Start Writing Sooner Rather Than Later! You will not be able to crank out a 4,000-word essay in a week and get an A. You will be reading many, many articles (and, depending on your topic, possibly books, plays, and watching movies). Start the research possible as soon as possible. Each school has a slightly different deadline for the Extended Essay. Critically. Some schools want them as soon as November of your Senior Year; others will take them as later as February of Senior Year. Your school will give you your deadline; if they haven't mentioned it by February of Junior year, ask your IB coordinator. Some schools will give you a timeline of when you need to come up with a topic, when you need to meet with your advisor and when certain drafts are due.

Not all schools do. Ask your IB coordinator if you are unsure if you are on a specific timeline. Here is my recommended timeline, it is earlier than most schools, but it will save you so much heartache (trust me, I remember): January/February of Junior Year: Come up with your final research topic (or at what is research paper Pacific least top 3). College. February of an essay Wilbraham and Monson Academy Junior Year: Approach a teacher about Algonquin College being your EE advisor (if he or she says no, keep asking others until you find one - see my notes above on how to write Rosseau Lake how to critically College pick an EE advisor).

April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least 7-10) to your EE advisor. How To Essay. Meet with your EE advisor to define Algonquin discuss your outline. Summer between Junior and Senior Year: Complete your first full draft over the summer between Junior and Senior Year! I know, I know no one wants to work during the summer, but trust me this will save you so much stress come the fall when you are busy with college applications and other IB internal assessments for of article College your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won’t be able to Algonquin get everything you want to how to essay Algonquin College say into define, 4000 articulate words the argumentative Community, first time. Try to get this first draft into the best possible shape you can, so that you do not have to work on too many revisions during the school year on top of Algonquin your homework/college applications/work/extracurriculars/etc. August/September of Senior Year: Turn in your first draft of your EE to your advisor and how to essay Algonquin receive feedback. Work on incorporating their feedback into your essay.

If they have a lot of suggestions for improvement, ask if they will read one more draft before the critically College, final draft. How To Write The Perfect College University Washington. September/October of define Algonquin Senior Year: Submit second draft of EE to your advisor (if necessary) and how to essay American Washington receive their feedback. Work on creating the Algonquin, best possible final draft. November-February of Senior Year: Submit two copies of your final draft to how to literature essay your school to define Algonquin be sent off to IBO. You likely will not get your grade until after you graduate. The early bird DOES get the worm! Extended essays are marked by external assessors (examiners appointed by the IB) on write the perfect college essay Washington a scale of 0 to 36.

There are general and critically Algonquin College subject-specific criteria, at a ratio of 2:1 (24 possible marks for of article Conestoga College the general criteria and 12 marks for define College the subject-specific one). The total mark is converted into a grade from A to E, using the how to the perfect, below parameters: Here is the typical breakdown of scores (from 2008): How Does the Extended Essay Grade Affect Your IB Diploma? The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get towards your IB Diploma. To learn about Theory of Knowledge or how many points you need to receive your IB Diploma, read our other articles on What is the International Baccalaureate (IB) Program? or IB Diploma Requirements. Algonquin College. This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). So, let’s say you get an A on your EE and words ICS — Community a B on TOK, you will get 3 points towards your diploma.

Note: this chart is slightly outdated. Prior to the class of 2010, a diploma candidate could receive a failing grade in define College, either the extended essay or theory of knowledge and still be awarded a diploma. However, as of 2014 (for the how to College, first examination in May 2015), a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB diploma. In case you want a little more guidance on how to get an A EE. Here are 50 Excellent (grade A) sample extended essays for your reading pleasure: Want to critically improve your SAT score by write essay American 160 points or your ACT score by 4 points? We've written a guide for critically College each test about the top 5 strategies you must be using to what is research of the Pacific have a shot at improving your score. Algonquin College. Download it for free now: Have friends who also need help with test prep?

Share this article! As an SAT/ACT tutor, Dora has guided many students to of the Pacific test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. Algonquin. She graduated magna cum laude and scored in what Pacific, the 99th percentile on define critically College the ACT. She is also passionate about acting, writing, and photography. You should definitely follow us on social media. How To Write Rosseau College. You'll get updates on Algonquin College our latest articles right on how to write the perfect American Washington your feed. Follow us on critically Algonquin all 3 of our social networks: Have any questions about an essay Wilbraham and Monson Academy this article or other topics? Ask below and we'll reply!

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