Sophie Adamson World Languages and Cultures Department
|
|
- Chrystal Greer
- 6 years ago
- Views:
Transcription
1 Long Assignment for Introduction to Literary Analysis French 350 Sophie Adamson World Languages and Cultures Department Introduction for Faculty Colleagues About the Course French 350 is a required course for all French minors and majors and prepares students to read, think, speak and write more critically and thoughtfully in the target language. Students learn the basic skills for interpreting and enjoying texts in French from a variety of genres and cultures. How the Assignment Fits into the Course This long assignment is an overview of a three-part final project. It will be given to students early in the term so that they see the product towards which they will be working throughout the semester. Shorter weekly assignments will provide the tools, practice and scaffolding needed to produce a successful and rewarding final three-part product. The Assignment I Distribute to Students FRE 350 Introduction to Literary Analysis Final Project Tahar Ben Jelloun s novel, L école perdue, examines important themes such as intolerance, ignorance, racism and child labor in a universal context that touches readers of all ages on every continent. The novel is particularly rewarding for this introductory course on literature because it is compelling, creative and accessible. For your final project, choose a topic from L école perdue that is conducive to literary analysis (so that you can analyze where and how it is treated in the novel) and compelling enough to go public with a wider audience. The project will have three parts with drafts and feedback embedded into every step of the process. 1) You will write a paper integrating your literary analysis with research sources in French that inform and deepen your understanding of the topic; 2) You will write an accompanying abstract suitable for submission to our Student Undergraduate
2 Research Forum (SURF); and 3) you will give a brief PowerPoint presentation several weeks before submitting your final paper so that you can share your work-in-progress and receive useful feedback from our class. Objectives The objectives for these tasks align with our course and department goals: to read, think, write and discuss thoughtfully and critically in French. Each task will increase your writing skills in a variety of genres, deepen your engagement with course material, encourage critical thinking, help you learn the discipline s methods of inquiry, analysis and argument, and facilitate the exchange of ideas in the classroom (and potentially across campus through SURF if you choose to submit a proposal in the spring!). This assignment differs from a conventional term paper in that it promotes various kinds of thinking and writing, and it involves interactive elements for a wider audience. Paper Choose a topic or problem from L école perdue and identify where and how it is treated by the author in his novel. Consider and apply appropriate literary techniques we are studying such as vocabulary, imagery, tone, structure and symbolism. In addition, incorporate at least two scholarly or journalistic sources (from French-language sources worldwide) to inform your perspectives. Refer to the requirements and criteria for evaluation below. Multiple steps, drafts and revisions with deadlines will help ensure a rewarding process and a final project that will make you proud! Requirements: Student proposes a clear, precise and defendable thesis. Paper is written in Microsoft Word (.doc) format using Times New Roman 12 pt font, double-spaced, 1 inch margins with words (approximately 5-7 pages) not including bibliography. Paper follows disciplinary standards using MLA style. Student cites at least 2 credible sources from French-language resources worldwide. Paper is turned in on or before (date/time).
3 Final Paper Excellent Very good/ Good Fair/Less than fair Literary Analysis Demonstrates close reading of the novel; High level of detail; Conveys understanding of complex ideas; Analysis is informative, thorough, original and creative. (30-28) Analysis conveys a clear understanding of novel; Analysis is informative and original. (27-25) Understanding and/or analysis of the novel may not be sufficiently demonstrated. (24-0) Textual Evidence References and quotes from the novel are abundant, well-chosen, and integral to the analysis. (10-8) References and quotes from the novel are relevant and sufficient in illustrating the thesis. (7-5) There may be insufficient support of analysis; Examples may not clearly relate to or illustrate the thesis. (4-0) Sources Presents the issue/topic from more than one perspective; Cites credible and relevant sources; Critically evaluates viewpoints expressed by experts; Integrates and synthesizes sources coherently into analysis. (30-28) Presents the issue/topic from more than one perspective; Cites credible and relevant sources; Clear effort to integrate elements and make connections. (27-25) Number of sources and/or choice of sources may be limited or inadequate; There may be little or no integration of sources into analysis; Elements may be analyzed as separate ideas. (24-0) Written Expression Demonstrates proficiency and sophistication with grammatical structures, tenses and syntax; Expresses ideas fluently and precisely using vocabulary and sentence variety effectively; Minor grammar errors do not hinder communication; Substantiates viewpoints clearly; Makes effort to include vocabulary and sentence variety. (17-15) Grammar errors and/or written expression may make it difficult to read the paper for content; May not express ideas clearly or efficiently. (14-0)
4 Substantiates viewpoints in detail without hindrance of language. (20-18) Coherence Begins with a coherent and engaging introduction; Articulates thesis clearly and consistently; Ideas flow; Transitions are well-structured throughout paper; Conclusion synthesizes analysis. (10-8) Begins with a coherent introduction; Articulates thesis; Ideas, transitions and conclusion are solid. (7-5) May be missing a coherent introduction, conclusion and/or thread of ideas throughout. (4-0) Abstract An abstract is a brief summary of an academic research paper, article, thesis, conference proceeding or any in-depth analysis of a particular subject. It states the essential question addressed by one s research along with the methodology, implications, and results. Abstracts are very common in academic writing. They are required for all academic conferences including our own annual Student Undergraduate Research Forum (SURF) at Elon. It is therefore extremely useful and rewarding to learn to write a successful abstract. Requirements: Abstract is written in Microsoft Word (.doc) format using Times New Roman 12 pt font, 1 inch margins with 350 words excluding title and author information. Abstract follows disciplinary standards using MLA style. Abstract is turned in on or before (date/time).
5 Abstract Excellent Very good/ Good Fair/Less than fair Title Wording in the title matches the ideas in the abstract; Title is clear and succinct; Title stimulates the reader s interest. (10) Wording in the title matches the ideas in the abstract; Title is clear and succinct. (9-8) Wording may not align accurately with the ideas in the abstract; Title may not be clear or particularly engaging. (7-0) Thesis Thesis appears early in the abstract; Proposes an explicit idea that seems credible, compelling and unique. Thesis appears early in the abstract; Proposes an idea that seems credible and defendable. Thesis may be vague or unclear; May not seem credible or compelling in the abstract. Context Skillfully incorporates contextual information to help reader recognize the significance of the topic; May challenge inherited notions about the topic. Abstract provides contextual information to help reader recognize the significance of the topic. May be missing contextual information or may not acknowledge the significance of the topic. Sources Abstract neatly integrates the sources that will be used to prove the viability of the thesis. Abstract acknowledges the sources that will be used. Abstract may not mention or effectively cite the sources that will be used. Methodology Abstract includes the student s methodology; Mentions sound strategies for proving the viability of the thesis. Abstract mentions strategies for proving the viability of the thesis. Abstract may not provide sufficient information about methodology. Conclusion Conclusion of abstract clearly articulates the Abstract mentions the implications that are likely to Conclusion may not communicate the implications of
6 implications that are likely to arise from research findings. arise from research findings. research findings. Mechanics Abstract is skillfully crafted; Expresses ideas clearly and eloquently using vocabulary and sentence variety effectively. Abstract honors the standard rules of correct grammar, punctuation, spelling and formatting. Abstract may not consistently honor the standard rules of correct grammar, punctuation, spelling and/or formatting. Presentation Several weeks before final papers are due; students will share their researchin-progress with the class via a brief PowerPoint presentation. The rationale for this timeline and format is that peers research and perspectives may inform students own works in progress. In addition, we are each more motivated and invested in our research when it involves meaningful interaction with an authentic audience. In fact, we learn more deeply when informing others about what we have learned. Moreover, one is more likely to think about audience and organize information in a clear and concise way when asked to present it visually and orally. When done well, visual slides greatly enhance the communication of ideas which in turn helps organize the final paper. It is also worth noting that students greatly improve their oral communication skills (pronunciation, fluidity, spontaneity ) through their preparation. Finally, when students share and learn from each other, they report a stronger sense of accomplishment and enjoyment! Requirements: PowerPoint presentation lasts between 8-10 minutes which includes interaction with the class. Student may use notes but does not read directly from a paper or slides.
7 Presentation Excellent Very good/ Good Fair/Less than fair Thesis Thesis is communicated in such a way that it seems clear, credible, compelling and unique. (10-9) Thesis is communicated in such a way that it seems credible and defendable. (8-7) Thesis may be unclear; May not seem convincing or compelling as it is communicated. (6-0) Literary analysis Student provides a variety of significant textual examples from L école perdue that support the viability of the thesis. Student provides textual examples that support the viability of the thesis. Student may not provide textual examples that effectively support the thesis. Sources Outside research is succinctly integrated into the presentation; Student adeptly demonstrates how research enhances project. Outside research is clearly presented; Student demonstrates how research fits into the overall project. Research may not be clearly explained or integrated; Connection between research and L école perdue may be vague or unpersuasive. PowerPoint Text/images are professional, informative, inviting and minimal; All grammar and spelling are correct on slides. (20-19) Text/images are appropriate and informative; All or most grammar and spelling are correct on slides. (18-17) More attention could have been given to grammar, spelling and/or visual choices on slides. (16-0) Oral expression Student is expressive and eloquent; Speaks with solid control of major grammatical structures. (20-19) Minor errors in grammar and/or pronunciation do not hinder communication. (18-17) Student may read directly from notes or slides; Grammar and/or pronunciation errors may make it difficult to follow ideas. (16-0)
8 Interaction with class Connects with the entire class through steady eye contact; Student is engaging and informative during questions and comments. (20-19) Makes an effort to connect with class through eye contact; Student is informative during questions and comments. (18-17) May not maintain regular eye contact; Responses to questions and comments may be incomplete or unclear. (16-0)
Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationCARITAS PROJECT GRADING RUBRIC
CARITAS PROJECT GRADING RUBRIC Student Name: Date: Evaluator Chair: Additional Evaluators: This rubric is designed to evaluate the whole of the Caritas Project from start to finish. This should be used
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationMBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationMANAGERIAL LEADERSHIP
MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationSummer Assignment AP Literature and Composition Mrs. Schwartz
2015-2016 Summer Assignment AP Literature and Composition Mrs. Schwartz Contact Information: Email: meschwar@vbschools.com or bschwar12@gmail.com Edmodo Group Code: 534ta8 OVERVIEW This summer, you will
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationHDR Presentation of Thesis Procedures pro-030 Version: 2.01
HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationFinal Teach For America Interim Certification Program
Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationEDUC-E328 Science in the Elementary Schools
1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationMulti-genre Writing Assignment
Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.
More informationAPA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page
APA Formatting APA Basics Abstract, Introduction & Formatting/Style Tips Psychology 280 Lecture Notes Basic word processing format Double spaced All margins 1 Manuscript page header on all pages except
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationMaster Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management
Master Program: Strategic Management Department of Strategic Management, Marketing & Tourism Innsbruck University School of Management Master s Thesis a roadmap to success Index Objectives... 1 Topics...
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationTopic 3: Roman Religion
Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are
More informationCOMM 210 Principals of Public Relations Loyola University Department of Communication. Course Syllabus Spring 2016
COMM 210 Principals of Public Relations Loyola University Department of Communication Course Syllabus Spring 2016 Instructor: Veronica Marshall Course Schedule: Email: vmarshall@luc.edu Tuesdays and Thursdays
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationwriting good objectives lesson plans writing plan objective. lesson. writings good. plan plan good lesson writing writing. plan plan objective
Writing good objectives lesson plans. Write only what you think, writing good objectives lesson plans. Become lesson to our custom essay good writing and plan Free Samples to check the quality of papers
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationSenior Project Information
BIOLOGY MAJOR PROGRAM Senior Project Information Contents: 1. Checklist for Senior Project.... p.2 2. Timeline for Senior Project. p.2 3. Description of Biology Senior Project p.3 4. Biology Senior Project
More informationPopular Music and Youth Culture DBQ
Pop Culture Shen Name: Popular Music and Youth Culture DBQ Essay Assignment: Using information from the documents provided, the material covered in class, and your knowledge of U.S. history, write a well-organized
More informationBIOH : Principles of Medical Physiology
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 2--207 BIOH 462.0: Principles of Medical Physiology Laurie A. Minns University of Montana - Missoula, laurie.minns@umontana.edu
More informationHISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE
HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationWriting the Personal Statement
Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!
More informationSectionalism Prior to the Civil War
Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism
More informationACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017
ACCT 3400, BUSN 3400-H01, ECON 3400, FINN 3400 - COURSE SYLLABUS Internship for Academic Credit Fall 2017 Instructor Email Telephone Office Office Hours Sarah Haley, M.Ed. smitch47@uncc.edu 704.687.7568
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationIntermediate Academic Writing
Intermediate Academic Writing COURSE DESIGNATOR: MONT 3xxx NUMBER OF CREDITS: 3 LANGUAGE OF INSTRUCTION: French CONTACT HOURS: 45 COURSE DESCRIPTION This class is designed to introduce students to the
More informationDigital Media Literacy
Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim
More informationWelcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305
Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationTHESIS GUIDE FORMAL INSTRUCTION GUIDE FOR MASTER S THESIS WRITING SCHOOL OF BUSINESS
THESIS GUIDE FORMAL INSTRUCTION GUIDE FOR MASTER S THESIS WRITING SCHOOL OF BUSINESS 1. Introduction VERSION: DECEMBER 2015 A master s thesis is more than just a requirement towards your Master of Science
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationAbbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationQueen's Clinical Investigator Program: In- Training Evaluation Form
Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationDay 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.
Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1
More informationTable of Contents. Course Delivery Method. Instructor Information. Phone: Office hours: Table of Contents. Course Description
School of Science and Technology Department of Information Technology ISSC323: Computer Hardware Systems 3 Credit Hours 8 Week Course Prerequisite(s): None Instructor Information Course Description Course
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationIBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme
IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language
More informationBENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016
BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationGERMAN STUDIES (GRMN)
Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationEnglish IV Version: Beta
Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationQueensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum
CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationI. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More informationInternational Business BADM 455, Section 2 Spring 2008
International Business BADM 455, Section 2 Spring 2008 Call #: 11947 Class Meetings: 12:00 12:50 pm, Monday, Wednesday & Friday Credits Hrs.: 3 Room: May Hall, room 309 Instruct or: Rolf Butz Office Hours:
More informationChallenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy:
These shift kits have been designed by the Illinois State Board of Education English Language Arts Content Area Specialists. The role of these kits is to provide administrators and teachers some background
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More information