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Self Assessment - For Students - Writing and Communication Center - UW Bothell

Self Assessment - For Students - Writing and Communication Center - UW Bothell
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LPT: When negotiating always use the 3 D's : Draft, Devil's Advocate, and Deliver. Using these steps will help deliver a more compelling argument and reach an agreeable decision. : LifeProTips Writing the Essay Intro and Conclusion Your essay lacks only two paragraphs now: the introduction and the conclusion. These paragraphs will give the reader a point of entry to and a point of exit from your essay. Introduction The introduction should be designed to attract the reader's attention and give her an idea of the essay's focus. Begin with an attention grabber. The attention grabber you use is up to you, but here are some ideas:Startling information This information must be true and verifiable, and it doesn't need to be totally new to your readers. Conclusion The conclusion brings closure to the reader, summing up your points or providing a final perspective on your topic. All the conclusion needs is three or four strong sentences which do not need to follow any set formula.

Reading Assessment Techniques - The Cognitive Foundations of Learning to Read: A Framework We have created this summary of the different types of assessment that can be used for measuring development in reading skills in the hopes that teachers will better understand how single skills can be assessed by multiple measures. This description of the various assessment techniques may also help teachers to design their own classroom assessments, and may help teachers to better understand the district or campus assessments that are already being used with their students. Each of the elements of the framework is briefly described, and descriptions of various forms of assessments that could be used for that framework element are provided. Reading comprehension assessments are the most common type of published reading test that is available. Reading comprehension should not be confused with reading accuracy, another very common form of reading assessment. Find published reading assessments that test Reading Comprehension. Find published reading assessments that test Decoding.

An Illustrated Book of Bad Arguments A reader recently wrote in asking if I could share a bit about the process of putting the book together and talk about how the project started. Certainly. I go on two solitary walks every day. There is a small park off the Embarcadero that is tucked away in a quiet spot. It has a pleasant stream flowing through it and an unassuming bench beside that stream. It was on a day in October of last year when, during one of those quiet moments on that bench, I recalled my college years and how outspoken I happened to be during them, an observation only made interesting by the fact that I have since turned into the quietest of beings. A realization that coincided with that nostalgic whiff was that a sizable amount of the discourse nowadays continues to be plagued with bad reasoning. Hence, the idea that finally shook me into soberness was one that had been fermenting for a while. The cover is inspired by one of my favorite games growing up: LucasArts' Monkey Island series.

Introductions - The Writing Center What this handout is about This handout will explain the functions of introductions, offer strategies for creating effective introductions, and provide some examples of less effective introductions to avoid. The role of introductions Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. Note that what constitutes a good introduction may vary widely based on the kind of paper you are writing and the academic discipline in which you are writing it. Why bother writing a good introduction? 1. 2. 3. 4. 5.

Developmental Reading Assessment®, 2nd Edition PLUS (DRA2+) The Basics The DRA2 Benchmark Assessment measures each student’s reading proficiency through systematic observation, recording, and evaluating of performance. Administer the Benchmark Assessment to identify an instructional plan that will meet the needs of each student. The Process By following the straightforward, four-step process, the DRA2 Benchmark Assessment pinpoints student strengths, abilities, and needs. Step 1: Reading Engagement Observe Student reading habits, preferences, and goals Step 2: Oral Reading Fluency Analyze and record oral reading Step 3: Comprehension Evaluate how well students understand the information they have read Step 4: Teacher Analysis Use Assessment results to personalize instruction to meet the needs of every learner The Package The DRA2+ K-3 Comprehensive Package includes: Download Brochure **Also available in Spanish Evaluación del desarrollo de la lectura®

STANDARD OUTLINE FOR  RESEARCH P Not only will this outline help you write, it will help you skim college-level reading. Note: In a group project, each individual’s paper—like chapters-- may follow IV-VII. Later, write I, II, III &, VII-VIII to frame all of the individual sections coherently. I. II. III. IV. V. Exploratory: Differences exist between Mt. Argument: Because of the implications of Mt. VI. · compare/contrast (cultures, genders, nations, ethnicities, etc. produce multiple viewpts. to compare) · cause/effect (or correlation) · problem/solution VII. VIII. IX. · It is hard to do all this credibly in less than 10 pages + References + Abstract + Title Page. · You may choose to use subtitles for your sections. · Remember: if what you are saying is complex and would be more easily understood in a graph or other visual, include one!!! · Be very careful with your tone and analyze tone in others' writing. · Sound confident, like you know your stuff. ABSTRACT: first, read Lester 143-144.

OWL Contributors:Allen Brizee.Summary: This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience. The following sections outline the generally accepted structure for an academic argument paper. Keep in mind that these are guidelines and that your structure needs to be flexible enough to meet the requirements of your purpose and audience. You may also use the following Purdue OWL resources to help you with your argument paper: Introduction The introduction is the broad beginning of the paper that answers three important questions: What is this? You should answer these questions by doing the following: First, I will define key terms for my argument, and then I will provide some background of the situation. Thesis checklist Induction

Placement test for beginners Most placement tests are for adults. There are few placement tests for young students. Thus, when a teacher tries to test his or her students’ proficiency in English using a standard placement test, the students quickly become discouraged because they don’t understand anything. Then the final results tell you nothing about the students´ knowledge.This placement test is different. There are two versions of the test. To play the quiz on the full screen click the button below: Placement test – full screen Or you can try the paper version of the test here. Placement test for level A1 I hope the test will help you know your students better and choose the right level for each of them. This placement test is for students 9-13 years old.

Free English Grammar Lessons and Tests How to Write Faster, Better, and Easier If you are a writer, you’ve probably wished that you could write faster, better, and easier. I have too. I’ve been writing for many years now and I’ve found some tricks that help. They just may help you too! This system is about being organized and prepared. 1. 2. 3. 4. Planning: Before you go to Google or other sources, write out in bullet points the questions you need to answer.Clipping: When you find information you need “clip it” which means to collect it somehow. 5. If you normally write on the computer, give longhand a try for your first draft. If you are tired, just type your outline assuming you have it in longhand. 6. 7. 8. 9. 10. These steps may seem longer when you read through them, but they truly will make your writing better, and your ideas will flow faster and easier. What are your tips for writing? Written for Pick the Brain by K.

AlfaCert Test di livello Skip to main content Non sei collegato. ( Login ) Skip Risorse didattiche Risorse didattiche Attività Moduli Prove Idoneità Moduli AlmaEnglish Autoapprendimento Moduli in autoapprendimento Corsi di lingua Test interattivi Test campione Prove Idoneità Romagna Scambi Internazionali Esami Scienze Politiche Informazione e test per le Scuole Orientamento studenti Test Docenti Scuola Primaria Skip Login Login Inizia adesso a creare un nuovo account! Dimenticato la password? {*style:<b> Piattaforma e-learning delle sedi della Romagna del Centro Linguistico di Ateneo Alma Mater Studiorum - Università di Bologna </b>*} Benvenuti in , la piattaforma e-learning del CLA - sedi della Romagna . Attività in autoapprendimento Informazioni per le Scuole Alcuni materiali sono espressamente riservati agli studenti dell'Università di Bologna, ma gran parte di essi sono ad accesso libero ed utilizzabili da tutti coloro che siano interessati ad apprendere una lingua straniera. Leggi la presentazione Resource D-Room

mshesso:Grammar AA = Avoid Anthropomorphism Do not assign uniquely human qualities to inanimate objects. For instance, results do not think and the literature does not believe. See Section 3.09 (Precision and Clarity - Attribution), p. 69 of the APA Publication Manual for further details. Return to the Table of Contents. AWO = Awkward Word Order Clear writing depends on a logical word order; placing words in an awkward order can obscure the meaning entirely or confuse the reader. , may have been used to suggest an alternative word order. The APA Publication Manual does not provide further details. BL = Biased Language It is very important to make sure that our language is unbiased and to avoid subtle forms of unintential bias. Describe at the appropriate level of specificity. Typical specificity problems involve using terms that are overly broad and do not accurately describe the sample. Be sensitive to labels. Acknowledge Participation. CS = Comma Splice See also ROS and NIC. IS = Incomplete Sentence SP?

Guidelines on how to evaluate a research article | Irene C L Ng Preparing to do Research, © Irene Ng Guidelines for Article Evaluation The following are four key criteria commonly used to assess the quality of researcharticles and academic thesis/dissertation. These are: 1. Is the theory, if any, behind the research logically applied and thoroughly justified? Does the article correctly interpret and appropriately synthesize relevant priorresearch? Are the hypotheses, if any, derived from the theory to be tested, clearly stated,and are they actually tested? 2. Is the research design (sample, procedure, measures etc.) appropriate for theproblem studied? Are the appropriate analytical techniques applied to the data collected? Are the results correctly interpreted? Are the conclusions and/or implications correctly derived from the researchfindings? 3. Does the article advance knowledge in/of the discipline? Are the findings and their implications noteworthy? 4. Is the article clearly written? Is the article laid out in a logical format?