Essay on Irregular Spelling Lesson Activity

Writing is examined in the first chapter of “Writing about Writing”, a textbook by Elizabeth Wardle and Doug Downs. Not only does it examine articulate writing, but specifically the threshold Concepts of writing: “ideas that change the way you think, write, and understand a subject,” (Wardle, Downs 2011). Terms are used to educate readers, these terms are essential for the writer to better understand how to write, and for the reader to better understand composition. Three terms seem to do this; construct, contingency, and rhetoric.

The sections are objectives, topic materials, assignments, discussion questions, and participation. There is also details, credit hours,

This chapter of the textbook by E. Shelley Reid’s Ten Ways To Think About Writing: Metaphoric Musings for College Writing addresses writing students. Reid uses expository and descriptive types of writing in her text. She describes and explains about the ten different important things when it comes to writing. One example in her chapter is where she explains how to write by the rules, describes the steps on how to be a successful writer and why some people struggle with writing essays or paragraphs sometimes. The writer quoted, “Write about what you know about so that you can show not just tell in order to adapt to your audience’s needs and accomplish your goals. Unless you do a good job showing what you mean, your audience will not understand your message.” (4) She also stated in one of her steps that sometimes the audience or readers of an essay or writing cannot exactly understand what the writer is trying to tell them. She tells her audience to

Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

It is a common occurrence for high school students in their senior year to experience declines in motivation and performance; most call it ‘senioritis.’ When students contract seniorits they become lax, neglecting their homework, turning in late papers, and generally losing effort. The majority of seniors continue on to graduate, only to receive a rude awakening once they enter college. While students may be able to graduate from high school without putting in too much hard work, college is indisputably a different story. In the documentary,”The Expos 5,” five college students provided a first hand look into how they learned to navigate the difficulties of expository writing. I related best to Arpan and Yasmeen, but I learned great lessons from all of the students.

Write, or speak with a natural narrative voice, as if telling a story to a friend. Use complete sentences to express your ideas, and make sure that your explanations are thorough by providing details from the lesson. At least five complete sentences.

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction by cause of it being about my experience as a writer. The context of writing made my writing more interesting and more effective. Knowing those elements helps you to compose writing that is more effective due to you needing to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail about my experiences with reading and writing through my life. As shown in the following sentence from my literacy narrative I shared how fun and exciting it was when my second-grade class received the opportunity to write a book, A Book of Future Astronauts, “Everyone in the class was truly excited to be writing our own book,” (Writing is Good).

During guided practice students will work in groups as the teacher walks around monitoring group work. At this time student’s will receive more individual instruction if needed. Students will work in groups to summarize (using their own words) by identifying the beginning, middle, and end of the third mini story provided.

The students will sit on the reading/writing rug, this is where writing instruction happens daily. (This will be part of their daily program, so the students will be familiar with this type of whole group instruction).

Moreover, a writing strategy that would support the students become better writers would be Chalk Talk. This strategy would benefit the students since many of them have a difficult time establishing, and linking ideas. Moreover, the purpose of this activity is for students; assist each other in developing their ideas further and questioning one another. Also, this activity aids students to silently respond in writing both to the prompt and his or her peers. This strategy would not only enhance the students writing, but it creates a dialogue between them. According to the book Making Thinking Visible (2011) this silent conversation provides learners with time to follow through without interruption.

I am very unclear on what exactly expository writing is all about. I have come to understand theme writing, or should I say themewriting, throughout my life writing experiences. It is all I've ever known. Maybe all I ever want to know, but I guess it's a little late for that. It was what was expected from you by all who read and critiqued your papers. You may have not put anything into the paper that was part of you, but you included all that would explain your point and/or purpose for writing that paper.

Expository writing, in general, is present everywhere. When you pick up a magazine or examine a newspaper article on the newsstand, you are reading a form of exposition because the author's main purpose of writing that article or essay is to inform the reader about a topic. In the classroom, many students are required to produce research papers about a specific topic, such as migration patterns of birds. The purpose of that research paper is to inform the reader, the teacher, about what are the migratory patterns of birds. Finally, at the workplace, many people are required to create business reports and memorandums to inform their supervisors and co-workers about the company's finances and progress. In order to analyze these expository

Extension Activity: Each student will create a short story (either written or verbal) based on their inferences about a picture that will be provided by the teacher.