We Learn

1
We Learn

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we see and hear
• 70 of what we discuss
• 80 of what we experience
• 95 of what we teach others.

William Glasser
2
Writing Across the Curriculum

• The Writing Centre
• Nancy Marenick

http//people.stfx.ca/nmarenic/
3
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-Colleges
  Writing-Across-the-Curriculum Project)
  http//www.mala.bc.ca/www/wac/proj.htm

4
Vigorous Writing is Concise.

• Elements of Style
• William Strunk

• http//www.bartleby.com/141/

5
END PRODUCT
6
(No Transcript)
7
A Nation of Wimps

• http//www.psychologytoday.com/articles/200411/nat
  ion-wimps
• Hara Estroff Marano

8
One can write.. only as well as one
reads.
Kurland, D. (2002) Reading and Writing Ideas As
Well As Words www.criticalreading.com
9
Do You Think Critically?
Ask questions and seek answers
Evaluate evidence
Isolate assumptions and biases fact or opinion
Accept complexity
Attempt to synthesize
Look for connections
Evaluate interpretations, others views
10
(No Transcript)
11
Active 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)

12
Active Reading

• Actively Involved
• Close Reading
• Reading for detail
• Recording important information

13
Thinking Skills

• 3. Demonstrate what Goldilocks would use if she
  came to your house.
• 2. Explain why Goldilocks liked Baby Bears chair
  the best.
• 1.List the items used by Goldilocks while she was
  in the Bears house.

14
Thinking 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?

15
Biology 200

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

16
Biology 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).

17
Biology 200

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

18
Biology 200

• Long Answer (20 points out of 50)
• CHOOSE ONLY ONE OF THE THREE TOPICS.
• Compare and contrast..
• Discuss.supporting your arguments with examples.
• Compare and contrast.solutions to these
  challenges..

19
Medieval Help Desk

• http//www.youtube.com/watch?vpQHX-SjgQvQmoder
  elatedsearch

20
Interactive Resources

• http//www.globalclassroom.org/ecell00/javamath.ht
  ml
• Reading 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_0
  495809500_01.01_toc.pdf

21
Interactive Resources

• http//www.readingquest.org/
• http//www.readingquest.org/strat/storymaps.html
• http//score.rims.k12.ca.us/score_lessons/content_
  area_literacy/

22
Interactive Resources

• http//wac.colostate.edu/intro/pop5.cfm
• http//www.thewritingsite.org/resources/curriculum
  /default.asp

23
(No Transcript)
24
Retrieved October 2007, from http//pirate.shu.edu
/katzdani/Learning20Station.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
25
Problem 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)

26
(No Transcript)
27
http//www.stfx.ca/resources/writingcentre/multipl
e20article20graphic20organizer.pdf
28
(No Transcript)
29
(No Transcript)
30
Essential Components
SAY IT SUPPORT IT EXPLAIN IT
Topic sentence Paraphrase Integrated into the text. Defense Why is this point so important?
YOUR VOICE CREDIBLE SCHOLARLY SOURCES YOUR VOICE
31
(No Transcript)
32
Research

• Internet
• Wise Use
• Reference sources
• Ownership
• Articles and Books

33
Revising

• Questions are answered?
• Ideas are clear, logical, and consistent?
• Supporting evidence is accurate?
• Properly documented?
• Correct grammar and sentence structure?

34
Proofreading

• Read out loud.

35
(No Transcript)
36
Vocabulary Building

• http//dictionary.reference.com/
• http//www.yourdictionary.com/
• http//www.dailywritingtips.com/taller-than-he/

37
Great Sites

http//grammar.ccc.commnet.edu/grammar/ http//ow
l.english.purdue.edu/handouts/
38
Common Error
Manuela is Ramons lifeline, he doesn't
appreciate all she does for him.
39

• ?
• __________________ . _________________
• __________________ , and ______________
• __________________ _________________
• __________________ however, _________

Complete sentence
Complete sentence
40

• ?
• _ . _ . _ . _ ._ . _ , _________________

Phrase
complete sentence
41
Solutions
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 . . ..
42
Common Errors

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

43
Common Error

• Theres many reasons for this effect.

44
Solutions

• There are many reasons for this effect.
• Many reasons for this effect are ..
• Smith discussed many reasons for this effect
  including ..

45
Wordy

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

46
Common Error

• The group presented their report.

47
Whats the difference?
Time flies like an arrow Fruit flies like an orange
48
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 (????)
49
Would have / Would of

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

50
Affect/Effect

• Affect Action Verb
• The researchers results affected later studies.
• Effect Result Noun
• The effect of the drums added suspense.

51
Its/Its (it is)

• ___ your turn to present your proposal.
• Its your turn to present your proposal.
• The dog wagged _____ tail.
• The dog wagged its tail.

contraction
possessive
52
Wordiness..Solution

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

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

53
Punctuating Properly
http//www.youtube.com/watch?vlm2OzAX86JU
54

• http//shopping.sympatico.msn.ca/prices/quick-acce
  ss-reference-for-writers-third-canadian-edition/it
  emid19598759/?itemtextitemnamequick-access-refer
  ence-for-writers-third-canadian-edition

ISBN 0132384213
55

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

56
The Grammar Lady

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

57
Punctuation

• http//www.youtube.com/watch?vHG5xxK9xDvo
• http//www.youtube.com/watch?vsZqDUJEICV0feature
  related

58
Helpful LInks

• http//www.chompchomp.com/
• http//english-zone.com/index.php?ID1
• 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/

59
Writing Centre

• http//www.stfx.ca/