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Published jointly by NCTE and the International Reading Association IRA inThe Standards for the English Language Arts is designed to complement other national, state, and local standards and contributes to ongoing discussion about English language arts classroom activities and curricula.
Guiding Visions All students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities—reading and writing, and associating spoken words with their graphic representations.
They encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school.
These standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction. These standards The writing process handout interrelated and should be considered as a whole, not as distinct and separable. The Standards book is now available as a free download!
View the Table of Contentsread the background and overview or download the entire document. The Standards Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions e. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features e.
Students adjust their use of spoken, written, and visual language e. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions e. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources e. Students use a variety of technological and information resources e. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.Revising Drafts Rewriting is the essence of writing well—where the game is won or lost. —William Zinsser.
Writing is a process of discovery, and you don’t always produce your best stuff when you first get started. We consulted these works while writing the original version of this handout. This is not a comprehensive list of. UHR, Employee Development 1 Writing S.M.A.R.T.
Goals Developing sound goals is critical to managing your own and your employees’ performance. The 5-Step Writing Process: From Brainstorming to Publishing.
Every writer follows his or her own writing process. Often the process is a routine that comes naturally and is not a step-by-step guide to which writers refer. Published jointly by NCTE and IRA, The Standards for the English Language Arts is designed to complement other national, state, and local standards and contributes to ongoing discussion about English language arts classroom activities and curricula.
Thesis or Dissertation. S. Joseph Levine, Ph.D. Michigan State University East Lansing, Michigan USA ([email protected])) Become a Fan.
This guide has been created to assist my graduate students in thinking through the many aspects of crafting, implementing and defending a thesis or dissertation. What this handout is about. This handout provides definitions and examples of the two main types of abstracts: descriptive and informative.
It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting.