Vignette: Writing In High School

Think about your experiences of writing at college. Which types of assignments have you found helpful in strengthening your writing skills? Where do you want to improve your writing? What’s the most useful advice you’re received that’s helped you improve your writing. Be as specific as possible.

Student shows an excellent understanding of language and how it is used in their chosen

Each film has a distinct purpose associated with it. Whether this purpose is as simple as teaching children a valuable lesson or as complex as criticizing a society 's barriers, there are explicit goals which must be discerningly conveyed. There are specific elements to filmmaking which are designed to contribute to the goals set forth when making a film. Such elements include what would be considered "aesthetics of astonishment," or striking images, editing conflict and other techniques associated with montage filmmaking. Each of these techniques imprint a thought or logic on a film – a kind of "watermark" – that pushes the film itself towards the accomplishment of the original goals. Regardless of the need for the completion of these

This scene gives the viewer a clue to the story and intrigues the

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

Modified from Laurie Coleman and resources at The Writing Center, University of North Carolina at Chapel Hill 1

Writing is an evolving skill that may be fine-tuned through years of improvement and learning. As a product of the evolving nature of my writing skills, a primary difference between my writing in high school and my writing in college would most certainly be the quality of the writing itself. Thus, my writing should also see an increase in focus, depth and clarity as compared to its high school form. A major component of high school writing, especially in my experience, was the issue of predetermined length in writing. Often, this mandate of length required excessive amounts of filler content that was entirely irrelevant to the general theme or purpose of the piece. In contrast, my writing in college applications should see an increased

    I assisted with Ms. Martin’s first period English I class on September 23, 2017. The class began with a bell ringer related to the short story, “Lamb to the Slaughter” by Ronald Dahl which had been read in class. The assignment projected on the smartboard requested that students explain the difference between verbal, situational, and dramatic irony and find examples of each in the story. After a class discussion of their answers, the students drew a plot diagram in their interactive notebook. Then students mapped the story (identifying exposition, incremental action, climax, falling action and resolution). Earlier, Ms. taped a piece of paper with one of the story elements under one of the desks in each group. Students were asked to draw an illustration demonstrating that story element in the story.

In short, the video titled, “Extending Lesson Understanding: Vocabulary Development,” explored the practice of covering vocabulary at the end of the unit rather than the beginning. While this is a rather uncommon practice, the video captured 7th grade English teacher Katie Langlois’ attempt to do so. Langlois utilized the “Jigsaw” strategy and divided her students into heterogeneous groups of four to determine vocabulary words from clues. All of the vocabulary words related to Abraham Lincoln’s “Gettysburg Address,” which the class previously covered. Each student possessed a clue—the first letter, number of syllables, last letter, and definition—that would help reveal what the vocabulary word in question was. Students had to work together

In this course, students will read accomplished authors in the genres of poetry, flash-fiction, short fiction, non-fiction, memoir and the novel. Students will pay particular attention to the tone and voice of each author he or she is introduced to. Each week we will study one author who is writing in the genre of flash fiction, short story, the novel, non-fiction, memoir, poetry or the comic, with the goal of deconstructing the elements of writing that lend to the author’s unique voice. After coming to a collective understanding of how each author is accomplishing his or her work, students will be challenged to write their own original piece that mirrors the writing style of the selected author. We will be studying James

Hansly soon followed her, but before he did he stare at Joshua with extreme disappointment. His dark brown eyes left Joshua stunned, as he never seen him so upset about anything. Joshua turned his face toward the window and starred at the atmosphere where he saw a gray clouds shrouding the blue and sunlit sky with a frigid air. As the bus stopped at Detroit Cristo Rey High School, Joshua then proceeded to go to his homeroom class where he would find his friends and try to apologize to them for his actions. As he enters the classroom he only found Rose, his father, and his teacher, Mr. Peter, conversing to each other.

“Alexia Landry, get your butt out of that bed! You are going to make your brother late for his classes,” my dad shouts at the top of his lungs.

How to Survive High School Rule 10: Beware the main hallway. It’s a lot like traffic. It will surely test your patience. Especially when there’s that one group walking slower than a snail. We all wanna scream, we know, we know.

The new interns were assembling the badges for us. Most of them were giddy over the assignments on the roster. Today’s class was an introduction to the green screen and hologram integration. The first time I was part of this study, we visited a country music concert, which no one my age had even heard of before the trip. I secretly enjoyed it, but I don’t think I was the only one.

Patrick walked into his English class and slid in his toward the back of the room. Once he was settled, the second bell rang, signaling that class had officially started.