How to Save Time in the Grading Process Guidelines
|
|
- Annabella Adams
- 5 years ago
- Views:
Transcription
1 Hw t Save Time in the Grading Prcess Barbara E. Walvrd, Ph.D. Prfessr Emerita, University f Ntre Dame Interim Directr, Center fr Excellence in Teaching, Simmns Cllege walvrd@nd.edu Guidelines 1. Establish clear instructins and standards ahead f time. Share with students. Rubric? List f criteria fr an A? List f qualities yu will lk fr? 2. D nt spend the mst time n the wrst papers. 3. Cnsider gateway criteria and share with students. 4. Suit the respnse t the situatin and purpse: a. Draft respnse t guide revisin b. Final grade, but student can use these suggestins fr the next paper c. N further papers in this curse 5. Identify what yu want the student t d and t learn. Is this a teachable mment? 6. Find ut what the student knws. Lg shwing hw much time was spent and hw, and If I had mre time t revise this paper, I wuld. 7. Select a medium: written respnse, synchrnus ral cmments (face-t-face r nline), r recrded ral cmments. 8. Respnd t mst imprtant issues first. Dn t verwhelm the student with cmments. 9. Select key instances f a prblem; dn t mark everything. 10. D nt edit grammar and punctuatin. Instead, ensure that the student has edited r gtten apprpriate editrs. Mark a sample passage r paragraph fr illustratin. 11. Fcus n what the student can d next. 12. Respect the student s space and authrship. Chse the lwest respnse level that yu think will be effective: a. Lwest: reflect yur reading experience: I was cnfused here. b. Middle: Suggest mre than ne pssible change c. Higher: Suggest nly ne pssible change d. Highest, mst directive: rewrite the passage 1
2 Example 1: 100-level curse in Western Civilizatin Assignment (summarized): In 5-8 pages, prpse t the ruler f a hypthetical natin a type f gvernment that wuld be the best slutin t 17 th century anarchy in Eurpe. Draw n yur knwledge f the 17 th century gvernments we have studied. Respnse t Draft: Instructr makes an utline as he reads; shares it with the student: Intrductin: Facts abut 17 th century anarchy Thesis: strng gvernment is best slutin t anarchy Alternative 1: Descriptin f French abslute mnarchy Facts: What it did Alternative 2: Descriptin f English mixed gvernment Facts: What it did Thesis: English mixed mdel wuld be best slutin t anarchy Instructr Writes Final Cmment n Draft: This essay puts frward a very clear thesis that a strng gvernment is needed t end anarchy. After reviewing alternatives, yu end by saying that a mixed gvernment n the English mdel wuld wrk best fr ur hypthetical natin. What is missing here is argument and evidence in favr f the thesis that yu state s clearly. WHY wuld this system wrk s well? Listen carefully in class when we g ver the kinds f evidence that wuld wrk, and read the class website page n Using evidence fr histrical arguments. Remember that the revisin must be well edited fr grammar and punctuatin. Yu have sme its/it s cnfusin and sme sentence fragments, plus ther issues. The Writing Center can help. Marginal Cmments n Draft: At end f alternative 1: Yu have described the facts abut the French mnarchy, but nw I wnder hw effective it is in ending anarchy? At end f alternative 2: Yu have described the facts abut the English gvernment, but nw I wnder hw it cmpares t the French system in ending anarchy? Next t the statement that the English mdel wuld be best: I m nt cnvinced, because yu have nt given me argument and evidence abut WHY the English mdel wuld be the best slutin fr anarchy. Rubric 2
3 Respnse t Final Revisin: Rubric fr final revisin, with new mark. Cmment n Final Revisin Yu began t prvide evidence and argument abut why the English mdel wuld be the best slutin t anarchy. Keep wrking n this issue f evidence and argument in yur next papers. Example 2 Assignment: Research paper. Student has chsen gun cntrl (INSTRUCTOR S COMMENTS ) WHENEVER SOMEONE ANSWERED HE Whever answer the questin wrng had t put the gun t his head and pull the trigger. FINALLY ONE MAN MADE A MISTAKE, AND WHEN HE PULLED THE TRIGGER HE WAS KILLED INSTANTLY. The man answered the questin wrng He pulled the trigger and was killed instantly. AS DANGEROUS GAMES The thers were arrested and charged with accessries t a murder. Dangerus games LIKE THIS COULDN T HAPPEN IF GUNS WERE NOT SO EASILY AVAILABLE. like this culd lead many peple t be killed r jailed. TOO OBVIOUS TO MENTION. Paper n childless wmen. Same student, different class: I want t talk abut a tpic which is nt talked abut ften childless wmen. Believe me, there are wmen ut wh d nt want children just as much as wmen wh d. Childless wmen aren t as equally respected as their maternal cunterparts. They are cnsidered selfish wmen wh are nt ding their duty. Instructr Writes: Yu need a mre definite thesis. What d yu believe abut this? What s yur argument? (Sternglass, Marilyn. Time t Knw Them, 1997, p. 126) 3
4 Example 3 Assignment: Summarize in ne page a scientific article fr an audience f yur classmates. Learning Gals: students wuld learn hw t read, understand, and summarize bilgical literature. Students wuld als get an idea abut hw bilgists wrk and hw they present their wrk t thers. Student Writes: (I have numbered the sentences fr ease f reference in the wrkshp) (1) The purpse f this study was t examine the rle f activity in prey selectin. (2) The first f three experiments reprted herein examined the rle f prey activity when a Red-Tailed Hawk (Bute jamaicensis) was ffered a chice between tw live prey animals. (3) The secnd experiment examined changes in prey activity preferences when the hawk was ffered tw cmparatively large prey animals. (4) In the third experiment the hawk was ffered tw prey f different weights t determine if this wuld affect the selectin against mre active prey. (5) In the first experiment the hawk preferred the mre active f the tw prey animals when n ther differences were apparent between them. (6) The secnd experiment varied in its results. (7) If ne f the large prey was relatively inactive, the hawk went fr it. (8) Over many trials, hwever, the preference fr the less active animal was ften replaced by a high-activity preference if the hawk was successful in subduing the larger animals. (9)Experiment three shwed a clear preference fr heavier, less active prey. (10) Cmparing the data in experiment ne, shwing a strng preference fr the mre active prey, with the third where the larger prey was less active and still preferred, may have demnstrated a tendency in the hawk t chse the apparently mre prfitable prey item in terms f relative bimass. Walvrd, Helping Students Write Well, 2 nd ed., 1986, p Article summarized is Rn L. Snyder, Sme Prey Preference Factrs fr a Red-Tailed Hawk. AUK July 1975: ) NOTE: what is nt clear in this student s summary is that the 2 nd prey was rats, wh are capable f injuring a hawk, and the 3 rd prey was chicks, wh are nt. Par. 1 is almst directly quted frm the 1 st paragraph f the article; final paragraph is almst directly quted frm the final paragraph f the article. Respnses by Varius Instructrs in a Wrkshp #1: I wuld like t see a mre cmplete explanatin f the prblem these experiments seek t address. What is at stake? What pssible cmbinatins culd r culd nt have resulted? In fllwing thrugh yu need t take anther lk at sme f yur sentences (see ntatins) fr clarity. #2: It appears that there are three main factrs that yu want t discuss (size, activity, weight) and then want t cmpare. Am I crrect? If s, write ne paragraph fr each (T = 4 paragraphs) r ne paragraph in which all three factrs are discussed. At present the cntent f each paragraph is nt apprpriate. Can yu explain this article using yur wn wrds, nt the article s? 4
5 #3: I had truble figuring ut the prey activity f the hawk. Perhaps if yu put each experiment and result tgether this wuld help. #4: Yur infrmatin appears t me t be accurately presented frm the surce yu cite. Yur abstract is successful t a pint. I like yur preview sentence. A few suggestins: 1. Begin with an rienting sentence r tw befre yu state yur purpse. 2. Watch yur spelling, misused wrds, redundant wrds, etc. a. apparent, p. 2 b. herein, p Amplify each experiment a bit mre. 4. Grammar if ne f the were, p. 3 Last sentence needs rewriting t act as a residual r summary. Avid clsing withut summary. #5: Jack, yu d well t begin with a clear statement f the purpse. Next yu seem t utline first the chices ffered in each experiment and then the results f each. But the whle sectin was nt clear as I read it. Suggestins: 1. Stick rigidly t a plan that gives chices fr each experiment, then results fr each, as nw, OR treat all infrmatin n exp. 1 tgether, then all n exp. 2, then exp. 3. Chse whichever yu think will be clearer t the reader. 2. Fr each exp., give all essential infrmatin. Ask yurself, What des the reader need t knw, and when? Fr example, ne f my questins was, In exp. 1 and 2, were bth prey equally active? 3. Yur final sentence rightly presents the results and their significance, but it is clumsy because t many wrds separate subject frm verb. Example 4 The main pint f this tpic is that the Children an Cllege students aren t learning hw t read and write fr that they will used later in life. I dn t believe sciety has prepared me fr the wrk I want t d that. is in educatin speaking, that my pint in being here, If this isn t a essay. f a thusand wrd s that because I dn t have much t say. fr it has been fur years since I last wrte ne, and by the time I am finish here I hpe t be able t write an number f essay. (Mina Shaughnessy. Errrs and Expectatins. New Yrk: Oxfrd, 1977, p. 14) 5
6 Appendix A: Peer and Self-Checklists Peer Checklist fr First Draft f Term Papers in Scilgy Authr f draft Name f reviewer By answering the fllwing questins thughtfully and clearly, be as helpful as pssible t the authr f this draft. Use cmplete sentences and specific examples t ensure clarity in yur advice. Yu will be evaluated n the thughtfulness and helpfulness f yur respnses. 1. Overall situatin: Hw near t cmpletin is this draft? What steps shuld the authr take t cmplete this term paper? Be bth specific and helpful in listing the three mst imprtant steps belw: A. B. C. 2. Organizatin: Is this draft rganized in a standard pattern: an intrductry sectin; the bdy f the paper, presenting the infrmatin in a reasnable sequence; and a summary and analysis f the situatin? If there is an alternative rganizatin, say what it is and whether it is effective. 3. Intrductry sectin: The first few paragraphs shuld prepare the reader (anther student in the curse) fr the research that has been dne n the tpic. A. Des the intrductin explain the tpic and why it is imprtant? Briefly state why yu think it is imprtant. B. After reading the paper, say whether yu think the intrductin intrduces what yu ve read. Des it? Hw? 4. Bdy f the paper: The majr prtin f the paper shuld present the cllected infrmatin in an rderly and clear fashin. A. In the space belw, utline in sme detail the majr pints established in the bdy f the paper and the evidence used t supprt the pints. B. Is the style f the writing apprpriate t the intended audience, yu and the thers in the class? C. Cmpared with that f the textbk, is the style mre r less frmal? Hw? D. Has the authr thrughly paraphrased the infrmatin frm the references s that the writing style is cnsistent? Remember that inadequate paraphrasing is a cmmn student prblem and may even apprach plagiarism. E. Has the writer rganized the infrmatin in the mst effective way? 1. If nt, suggest imprvements. 2. Hw wuld yu characterize the rganizatin? Is it a list f equal pints, an arrangement f tpics and subtpics, a chrnlgical sequence, an argument with tw r mre ppsing viewpints, r what? F. Hw has the writer handled citatins? 6
7 1. Are they in an acceptable style, used cnsistently? 2. Is the number f citatins adequate t the infrmatin taken frm surces? 3. Hw has the infrmatin frm surces been rganized? a. One surce per paragraph (give an example) b. Multiple surces fr each paragraph (give an example) G. Are the tables and figures used in the paper 1. Clear and easy t understand? 2. Referred t in the text? 3. Labeled with a title r legend? 4. Cited (at the end f the title r legend)? 5. Cnclusins: A cnclusin can take several frms: a restatement f the verall argument f the paper, a summary f the key pints, a cmbinatin f several pints t make a final pint, an analysis f the data, and s n. A. What frm has the writer used t cnclude the paper? B. Des the cnclusin seem t be supprted by the evidence? Hw r hw nt? 6. Features f the writing: A. Are there any prblems in the grammar, spelling, punctuatin, paragraph structure, sentence structure, transitin? Which ne(s) in particular? D these prblems interfere with the meaning the writer is trying t express? B. Has the writer acknwledged the help f thers? 7. General evaluatin: In the space remaining, give yur general impressin f the paper. Did yu like it and why? What did yu learn frm it? What else d yu wish yu had learned frm it? Give any ther ideas that yu think might help. (Walvrd and Andersn, Effective Grading, 2010, pp ). Student Self-Check Sheet fr a Literary-Critical Essay I read the shrt stry at least twice. I revised this essay at least nce. I spent at least five hurs n this essay. I started wrk n this essay at least three days ag. I have tried hard t d my best wrk n this essay. I have used the grading criteria (in the assignment sheet) t check and revise my wrk I prfread the essay at least twice fr grammar and punctuatin. I asked at least ne ther persn t prfread the essay. I ran the essay thrugh a spelling check. If I were t revise this paper again, I wuld. 7
8 Appendix B: Sample Grading Sheets/Rubrics (Nte: these examples are actual classrm dcuments develped by faculty; they are nt perfect; I chse them because they raise imprtant issues) Grading Sheet fr First-Year Western Civilizatin Curse by Jhn Breihan, Histry, Lyla Cllege in Maryland The scale describes a variety f cmmn types f paper but may nt exactly describe yurs; my mark n the scale dentes rughly where it falls. Mre precise infrmatin can be derived frm cmments and cnferences with the instructr. [Breihan wuld ffer written cmments n the paper, in additin t his mark n this scale.] Grade: 1. The paper is dishnest F 2. The paper cmpletely ignres the questins set. 3. The paper is incmprehensible due t errrs in language r usage. 4. The paper cntains very serius factual errrs. D 5. The paper simply lists, narrates, r describes histrical data, and includes several factual errrs 6. The paper crrectly lists, narrates, r describes histrical data but makes little r nt attempt t frame an argument r thesis. 7. The paper states an argument r thesis, but ne that des nt address the questin set. C 8. The paper states an argument r thesis, but supprting subtheses and factual evidence are: a. Missing b. Incrrect r anachrnistic c. Irrelevant d. Nt sufficiently specific e. All r partly bscured by errrs in language r usage 9. The paper states an argument n the apprpriate tpic, clearly supprted by relevant subtheses and specific factual evidence, but cunterarguments and cunterexamples are nt mentined r answered. B 10. The paper cntains an argument, relevant subtheses, and specific evidence; cunterarguments and cunterexamples are mentined by nt adequately answered: A. Factual evidence incrrect r missing r nt specific B. Linking subtheses either unclear r missing C. Cunterarguments and cunterexamples nt clearly stated; Straw Man A 11. The paper adequately states and defends an argument, and answers all cunterarguments and cunterexamples suggested by: A. Lectures 8
9 B. Reading assignments: specific arguments and authrs are mentined by name C. Cmmn sense Rubric fr Jurnals in Beginner's Spanish III, by Drthy Sle, Univ. Cincinnati 4 - The cntent f the jurnal is by and large cmprehensible. Althugh there are errrs, verb tenses sentence structure, and vcabulary are in the main crrectly used. The authr has taken sme chance s, emplying sentence structures r expressing thughts that are n the edge f what we have been studying. The entries are varied in subject and frm. 3 - There is sme use f apprpriate verb tenses and crrect Spanish structure and vcabulary, but incrrect usage and/r vcabulary interferes with the reader's cmprehensin. 2 - The reader finds many f the entries difficult t understand, and/r many entries are simplistic and/r repetitius. 1 - The majrity f the entries are virtually incmprehensible. In additin t this scale, part f the grade is based n the number f entries and their length. (Walvrd and Andersn, 2010, p. 36) Rubric fr Jurnals in English Literature General-Educatin Curse: Students Ability t Cnnect Literature t Their Own Lives and Values Trait: Cnnecting literature t students= wn lives and values 1 Jurnal entry merely summarizes the literature OR merely reflects n the student=s wn life and values 2 Jurnal entry summarizes the literature AND reflects n the student=s life and values, but makes little r n explicit cnnectin between the tw 3 Entry uses the literature in a very simple way t draw Alessns@ t apply t his/her wn life 4 Entry makes thughtful links between the literature and his/her wn life and values. It uses the literature as a vehicle fr pushing and explring the student=s wn life and values. It recgnizes the cmplexity bth f the literary wrk and f life and values. (Walvrd, persnal material) Rubric fr Statistical Investigatin Curse, Used fr Departmental Discussin f Students Critical Thinking and Quantitative Reasning William Marsh, Raymnd Walters Cllege f the University f Cincinnati (tw-year, pen admissins.) Frm Walvrd and Andersn, Effective Grading, 2 nd ed., 2010, pp ) 9
10 Assignment: Cnduct a statistical investigatin, including identifying a prblem, develping an hypthesis, btaining a randm sample, measuring variables, analyzing data, and presenting cnclusins. The rating sheet belw cntains nly three f the factrs that affect the grade. These factrs were separately and carefully analyzed and shared with clleagues, t identify prgress n cllege s gen-ed gal f critical thinking and quantitative reasning. Methdlgy 5 Crrect statement f prblem with accmpanying null and alternative hypthesis. Well-defined ppulatin with apprpriate randm sample. Data cllectin is free f bias and cntaminatin 4 One part f the 5 level is nt as high as it shuld be, and verall the quality f the methdlgy is just slightly lwer than the highest level. 3 All the necessary parts f the methdlgy are present, but the quality level is nly adequate 2 There is a serius deficit in the methdlgy in the frm f prly perfrmed tasks r sme prtins simply mitted. The results are cmprmised and may be unusable. 1 There is a ttal failure t understand the task. The results will be invalidated because the methdlgy is errneus. Data Analysis 5 Uses apprpriate statistical test with crrect results Prvides an interval estimatin f the values f the parameter. Includes a hypthesis test and gives accmpanying p-level stating prbability f type 1 errr. 4 Prvides mst f level 5, but ne f the characteristics is missing r unclear. 3 Uses crrect statistical test, but estimatin r interpretatin is mitted. 2 Uses crrect statistical tests, but there are errrs in calculatin and ther wrk. 1 Incrrect statistical test. Data are errneus r missing. Cnclusin 5 A cmplete presentatin f results with cnclusins, estimatins, and p-levels fr type 1 errrs. Identifies pssible threats t the study and als any areas in need f additinal study. 4 As in 5, but ne characteristic culd be imprved. 3 The presentatin is nly adequate. Cnciseness and clarity are lacking. 2 Cnclusins are vague and inaccurate. There has been an effrt by the student, but there is an bvius lack f understanding and thrughness. 1 A failure t make the necessary cnclusins and implicatins 10
11 Rubric fr Student Literary-Critical Essays Nte: such a rubric may be develped fr use by all faculty teaching the gen-ed literature curse, r faculty may be free t develp their wn rubrics, perhaps using this as a guideline, r faculty may be asked t incrprate ne r tw cmmn items int their wn rubric Thesis: The thesis f the paper is clear, cmplex, and challenging. It des nt merely state the bvius r exactly repeat thers viewpints, but creatively and thughtfully pens up ur thinking abut the wrk. The thesis is bth clear and reasnably cmplex. The thesis f the paper is clear. It takes a stand n a debatable issue, thugh the thesis may be unimaginative, largely a recapitulatin f readings and class discussin, and/r fairly bvius. Thesis is relevant t the assignment. It is discernible, but the reader has t wrk t understand it. Thesis is irrelevant t the assignment and/r nt discernible. Cmplexity and Originality: The essay is unusually thughtful, deep, creative, and far-reaching in its analysis. The writer explres the subject frm varius pints f view, acknwledges alternative interpretatins, and recgnizes the cmplexity f issues in literature and in life. Other wrks we have read and ideas we have discussed are integrated as relevant. The essay shws a curius mind at wrk. The essay is thughtful and extensive in its analysis. It acknwledges alternative interpretatins and recgnizes cmplexity in literature and in life. Sme ther wrks are integrated as relevant. The writer ges smewhat beynd merely paraphrasing smene else=s pint f view r repeating what was discussed in class. AND/OR the essay des nt integrate ther relevant wrks we have read. Writer mves nly marginally beynd merely paraphrasing smene else s pint f view r repeats what was discussed in class. The paper is mere paraphrase r repetitin. Organizatin and Cherence: The reader feels that the writer is in cntrl f the directin and rganizatin f the essay. The essay fllws a lgical line f As fr 5" but subpints may nt be fashined t pen up the tpic in the mst effective way. The reader feels that the writer is in cntrl f the directin and rganizatin f the essay mst f the The essay has sme discernible main pints. The essay has n discernible plan f rganizatin. 11
12 reasning t supprt its thesis and t deal with cunterevidence and alternative viewpints. Sub-pints are fashined s as t pen up the tpic in the mst effective way. time. The essay generally fllws a lgical line f reasning t supprt its thesis. Evidence, Supprt: The writer s claims and interpretatins are richly supprted with evidence frm the wrks we have read, secndary surces, and sensible reasning. The writer assumes the reader has read the wrk and des nt need the plt repeated, but the writer refers richly and ften t the events and wrds f the literature t supprt pints. As fr 5" but the writer may briefly drp int mere plt summary The writer s claims and interpretatins abut the wrks are generally backed with at least sme evidence frm the wrks. The writer may briefly drp int mere plt summary The writer s claims are smetimes backed with evidence and/r the paper drps ften int mere plt summary. The paper is primarily plt summary. Style: The language is clear, precise, and elegant. It achieves a schlarly tne withut sunding pmpus. It is the authentic vice f a curius mind at wrk, talking t ther readers f the literary wrk. The language is clear and precise. The language is understandable thrughut. The language is smetimes cnfusing. Sentences d nt track. The language is ften cnfusing. Sentences and paragraphs d nt track. Surces: The essay integrates secndary surces smthly. It qutes when the exact wrds f anther authr are imprtant, and therwise paraphrases. It des nt just string tgether secndary surces, but uses them t supprt the writer s wn thinking. Each surce is As fr 5" but surces may ccasinally be quted with n cntextual explanatin AND/OR writer may use direct qutatin and paraphrase in less The essay des nt just string tgether secndary surces, but uses them t supprt the writer s wn thinking. The essay strings tgether secndary surces. There is n use f secndary surces. 12
13 identified in the text, with sme statement abut its authr; there are n qutes just stuck int the text withut explanatin. than ptimal ways. Grammar, Punctuatin: There are n discernible departures frm Standard Edited Written English (ESWE) There are a few departures frm ESWE There are n mre than an average f 2 departures frm ESWE per page in the critical areas listed belw. There are mre than 2. Sme prtin f the essay is impssible t read because f departures frm ESWE. Critical Areas: -Spelling r typ -Sentence bundary punctuatin (run-ns, cmma splices, fused sentences, fragments) -Use f apstrphe, -s, and -es -Prnun frms -Prnun agreement, and prviding antecedents fr prnuns -Verb frms and subject-verb agreement -Use f gender-neutral language -Capitalizatin f prper nuns and f first wrds in the sentence (Walvrd, 2011, pp ) Student Self-Reprt n Discussin in Literature Class Nte: These self-reprts are used t determine part f the grade fr the curse (based n percentage f class sessins fr which the student has received credit) Name Date T receive credit fr this class sessin, yu must hnestly check all f the fllwing: 1. I made every effrt t cme t class n time (lateness that was nt yur fault is Excused, e.g. the previus prfessr held the class vertime. Oversleeping is NOT excused) 2. I had read all the assigned wrks carefully befre I came 3. I brught t class my written ntes n the wrks we read 4. I had prepared fr class by being well-rested, well-nurished, alert, and mentally ready 5. I cntributed at least nce t class discussin tday 6. I did nt t heavily dminate the class, but gave thers a chance t cntribute 13
14 7. I listened actively t thers at all times, and I shwed by my face and bdy psture that I was listening 8. My gal was t cntribute effectively t the high quality f the GROUP s discussin and learning, rather than just t demnstrate my wn excellence. As in team sprts, I played fr the well-being f the team 9. My cntributins tended t d the fllwing: Start the grup n a rich, prductive track by psing a questin r psitin that is nt t bvius, but richly debatable, dealing with a significant questin r aspect f the wrk Respnd t thers cntributins by: Asking fr clarificatin r evidence Helping t supprt the pint by cntributing evidence and examples Linking the pint creatively t ther readings r issues Pinting ut unspken assumptins behind the ther persn s pint Raising a prblem r cmplicatin fr the ther persn s pint Synthesizing r pulling tgether the discussin s far Stating a different pint f view and backing it up Talking abut hw this literature has helped develp my wn thughts 10. When I had a genuine questin that seemed stupid r simple, I asked it anyway The fllwing questins d nt cunt fr credit, but they help me t assess hw well the discussins are ging and hw we can imprve: 11. I thught the discussin tday went extremely well very well quite well nt at all well Why did yu answer as yu did? 12. What culd the prfessr have dne t make the discussin mre successful? 13. What culd I, the student, have dne t make the discussin mre successful? (Walvrd and Andersn, 2010, p. 68) Resurce Barbara E. Walvrd and Virginia J. Andersn (2010). Effective Grading, 2 nd ed. San Francisc: Jssey-Bass. 14
Paragraph 1: Introduction
Editr s Name: Authr s Name: Date: Argument Essay EDITING WORKSHEET SPECIAL DIRECTIONS FOR EDITORS: ANY TIME YOU MARK NO ON THIS WORKSHEET, BE SURE TO ALSO MARK THIS ON THE WRITER S ACTUAL PAPER/ESSAY WITH
More informationRomeo and Juliet Essay
Rme and Juliet Essay Texts may be analyzed and interpreted in many ways. Shakespearean wrks are n different in that they have been subject t varius types f investigatin and analysis. Indeed, entire curses
More informationPlease Stop Laughing at Me and Pay it Forward Final Writing Assignment
Kirk Please Stp Laughing at Me and Pay it Frward Final Writing Assignment Our fcus fr the past few mnths has been n bullying and hw we treat ther peple. We ve played sme games, read sme articles, read
More informationEnglish 10 Pacing Guide : Quarter 2
Implementatin Ntes Embedded Standards: Standards nted as embedded n this page are t be cntinuusly spiraled thrughut the quarter. This des nt mean that nging explicit instructin n these standards is t take
More informationGetting Involved O. Responsibilities of a Member. People Are Depending On You. Participation Is Important. Think It Through
f Getting Invlved O Literature Circles can be fun. It is exciting t be part f a grup that shares smething. S get invlved, read, think, and talk abut bks! Respnsibilities f a Member Remember a Literature
More informationWeathering. Title: Chemical and Mechanical Weathering. Grade Level: Subject/Content: Earth and Space Science
Weathering Title: Chemical and Mechanical Weathering Grade Level: 9-12 Subject/Cntent: Earth and Space Science Summary f Lessn: Students will test hw chemical and mechanical weathering can affect a rck
More informationFive Whys How To Do It Better
Five Whys Definitin. As explained in the previus article, we define rt cause as simply the uncvering f hw the current prblem came int being. Fr a simple causal chain, it is the entire chain. Fr a cmplex
More informationWRITING THE REPORT. Organizing the report. Title Page. Table of Contents
WRITING THE REPORT Organizing the reprt Mst reprts shuld be rganized in the fllwing manner. Smetime there is a valid reasn t include extra chapters in within the bdy f the reprt. 1. Title page 2. Executive
More informationName: Block: Date: Science 10: The Great Geyser Experiment A controlled experiment
Science 10: The Great Geyser Experiment A cntrlled experiment Yu will prduce a GEYSER by drpping Ments int a bttle f diet pp Sme questins t think abut are: What are yu ging t test? What are yu ging t measure?
More informationAP Literature and Composition. Summer Reading Packet. Instructions and Guidelines
AP Literature and Cmpsitin Summer Reading Packet Instructins and Guidelines Accrding t the Cllege Bard Advanced Placement prgram: "The AP English curse in Literature and Cmpsitin shuld engage students
More informationLab 1 The Scientific Method
INTRODUCTION The fllwing labratry exercise is designed t give yu, the student, an pprtunity t explre unknwn systems, r universes, and hypthesize pssible rules which may gvern the behavir within them. Scientific
More informationLutgert College of Business Writing Guidelines Update on September 5, 2018
Lutgert Cllege f Business Writing Guidelines Update n September 5, 2018 In the wrkplace yu are expected t write clearly and cherently. The Lutgert Cllege f Business faculty expect cllege level writing
More informationWriting Guidelines. (Updated: November 25, 2009) Forwards
Writing Guidelines (Updated: Nvember 25, 2009) Frwards I have fund in my review f the manuscripts frm ur students and research assciates, as well as thse submitted t varius jurnals by thers that the majr
More informationo o IMPORTANT REMINDERS Reports will be graded largely on their ability to clearly communicate results and important conclusions.
BASD High Schl Frmal Lab Reprt GENERAL INFORMATION 12 pt Times New Rman fnt Duble-spaced, if required by yur teacher 1 inch margins n all sides (tp, bttm, left, and right) Always write in third persn (avid
More informationAssessment Primer: Writing Instructional Objectives
Assessment Primer: Writing Instructinal Objectives (Based n Preparing Instructinal Objectives by Mager 1962 and Preparing Instructinal Objectives: A critical tl in the develpment f effective instructin
More informationHow do scientists measure trees? What is DBH?
Hw d scientists measure trees? What is DBH? Purpse Students develp an understanding f tree size and hw scientists measure trees. Students bserve and measure tree ckies and explre the relatinship between
More informationBASD HIGH SCHOOL FORMAL LAB REPORT
BASD HIGH SCHOOL FORMAL LAB REPORT *WARNING: After an explanatin f what t include in each sectin, there is an example f hw the sectin might lk using a sample experiment Keep in mind, the sample lab used
More informationLesson Plan. Recode: They will do a graphic organizer to sequence the steps of scientific method.
Lessn Plan Reach: Ask the students if they ever ppped a bag f micrwave ppcrn and nticed hw many kernels were unppped at the bttm f the bag which made yu wnder if ther brands pp better than the ne yu are
More informationGrade Level: 4 Date: Mon-Fri Time: 1:20 2:20 Topic: Rocks and Minerals Culminating Activity Length of Period: 5 x 1 hour
Lessn Plan Template 1. Lessn Plan Infrmatin Subject/Curse: Science Name: Janne Kmiec Grade Level: 4 Date: Mn-Fri Time: 1:20 2:20 Tpic: Rcks and Minerals Culminating Activity Length f Perid: 5 x 1 hur 2.
More informationSubject description processes
Subject representatin 6.1.2. Subject descriptin prcesses Overview Fur majr prcesses r areas f practice fr representing subjects are classificatin, subject catalging, indexing, and abstracting. The prcesses
More informationEffective Scientific Writing. Brian Quinn, PhD
Effective Scientific Writing Brian Quinn, PhD brian.quinn@gmit.ie My Backgrund EPA funded envirnmental txiclgist & PI Published 17 papers (inc. invited review) & 2 bk chapters N expert in writing Review
More informationCS 477/677 Analysis of Algorithms Fall 2007 Dr. George Bebis Course Project Due Date: 11/29/2007
CS 477/677 Analysis f Algrithms Fall 2007 Dr. Gerge Bebis Curse Prject Due Date: 11/29/2007 Part1: Cmparisn f Srting Algrithms (70% f the prject grade) The bjective f the first part f the assignment is
More informationA Quick Overview of the. Framework for K 12 Science Education
A Quick Overview f the NGSS EQuIP MODULE 1 Framewrk fr K 12 Science Educatin Mdule 1: A Quick Overview f the Framewrk fr K 12 Science Educatin This mdule prvides a brief backgrund n the Framewrk fr K-12
More informationDeath of a Salesman. 20 formative points. 20 formative points (pg 3-5) 25 formative points (pg 6)
Death f a Salesman Essential Questins: What is the American Dream? What des it mean t be successful? Wh defines what it means t be successful? Yu? Yur family? Sciety? Tasks/Expectatins Pints Yu will be
More informationIf (IV) is (increased, decreased, changed), then (DV) will (increase, decrease, change) because (reason based on prior research).
Science Fair Prject Set Up Instructins 1) Hypthesis Statement 2) Materials List 3) Prcedures 4) Safety Instructins 5) Data Table 1) Hw t write a HYPOTHESIS STATEMENT Use the fllwing frmat: If (IV) is (increased,
More informationLab #3: Pendulum Period and Proportionalities
Physics 144 Chwdary Hw Things Wrk Spring 2006 Name: Partners Name(s): Intrductin Lab #3: Pendulum Perid and Prprtinalities Smetimes, it is useful t knw the dependence f ne quantity n anther, like hw the
More informationStandard Title: Frequency Response and Frequency Bias Setting. Andrew Dressel Holly Hawkins Maureen Long Scott Miller
Template fr Quality Review f NERC Reliability Standard BAL-003-1 Frequency Respnse and Frequency Bias Setting Basic Infrmatin: Prject number: 2007-12 Standard number: BAL-003-1 Prject title: Frequency
More informationDifferentiation Applications 1: Related Rates
Differentiatin Applicatins 1: Related Rates 151 Differentiatin Applicatins 1: Related Rates Mdel 1: Sliding Ladder 10 ladder y 10 ladder 10 ladder A 10 ft ladder is leaning against a wall when the bttm
More informationVarying Sentence Length
WR.3.C NARRATIVE SUPPLEMENTAL SKILLS INSTRUCTION Varying Sentence Length Lessns WR.3.A F ffer direct instructin n discrete skills and shuld be implemented between Lessns 10 and 11. Students may benefit
More informationGive a personal point of view on a text. Re-explain a text with confidence.
Reading Nn-Negtiables (Minimum end f year expectatins) Y3 Y4 Y5 Y6 Decding/ Phnics Patterns and Rhymes Cmprehensin and Understanding Cmment n the way characters relate t ne anther. Knw which wrds are essential
More informationCollege of Engineering Writing & Communication Resource Center
Cllege f Engineering Writing & Cmmunicatin Resurce Center 1250 BELLFLOWER BLVD. LONG BEACH, CA 90840 VIVIAN ENGINEERING CENTER 128B MS Thesis/Prject Wrkshp Handut The Scpe/Abstract The Abstract What? An
More informationSPECIMEN. Candidate Surname. Candidate Number
Candidate Frename General Certificate f Secndary Educatin Mdern Freign Languages Prtuguese - Writing Specimen Paper Candidates answer n the questin paper. Additinal materials: nne Centre Number Candidate
More informationThis section is primarily focused on tools to aid us in finding roots/zeros/ -intercepts of polynomials. Essentially, our focus turns to solving.
Sectin 3.2: Many f yu WILL need t watch the crrespnding vides fr this sectin n MyOpenMath! This sectin is primarily fcused n tls t aid us in finding rts/zers/ -intercepts f plynmials. Essentially, ur fcus
More informationVarying Sentence Length
WR.2.E INFORMATIVE SUPPLEMENTAL SKILLS INSTRUCTION Varying Sentence Length Lessns WR.2.A G ffer direct instructin n discrete skills and shuld be implemented between Lessns 10 and 11. Students may benefit
More informationSUPPLEMENTARY MATERIAL GaGa: a simple and flexible hierarchical model for microarray data analysis
SUPPLEMENTARY MATERIAL GaGa: a simple and flexible hierarchical mdel fr micrarray data analysis David Rssell Department f Bistatistics M.D. Andersn Cancer Center, Hustn, TX 77030, USA rsselldavid@gmail.cm
More informationBuilding Consensus The Art of Getting to Yes
Building Cnsensus The Art f Getting t Yes An interview with Michael Wilkinsn, Certified Master Facilitatr and authr f The Secrets f Facilitatin and The Secrets t Masterful Meetings Abut Michael: Mr. Wilkinsn
More informationWho is the Holy Spirit?
ill at w w this h t h in SS est abut erence u O q L G ka iff hink : As m t t es a d K S k A the n ma. wn help rmati ur Jesus. y f t u inf e life ab h iple in t alk a disc f T : RE ce as ece t i A p SH
More informationCAUSAL INFERENCE. Technical Track Session I. Phillippe Leite. The World Bank
CAUSAL INFERENCE Technical Track Sessin I Phillippe Leite The Wrld Bank These slides were develped by Christel Vermeersch and mdified by Phillippe Leite fr the purpse f this wrkshp Plicy questins are causal
More informationComprehensive Exam Guidelines Department of Chemical and Biomolecular Engineering, Ohio University
Cmprehensive Exam Guidelines Department f Chemical and Bimlecular Engineering, Ohi University Purpse In the Cmprehensive Exam, the student prepares an ral and a written research prpsal. The Cmprehensive
More informationYear 5 End of Year Expectations Reading, Writing and Maths
Year 5 End f Year Expectatins Reading, Writing and Maths Year 5 Reading Wrd reading Apply their grwing knwledge f rt wrds, prefixes and suffixes (mrphlgy and etymlgy), as listed in Appendix 1 f the Natinal
More informationLevel One: What new technologies were introduced during the Industrial Revolution? (5 points)
Tpic One: AZSS. S2. C6. PO6: Industrial Revlutin Level One: What new technlgies were intrduced during the Industrial Revlutin? (5 pints) Respnse (5 pts.) Respnse Descriptin: This respnse shuld list at
More informationENSC Discrete Time Systems. Project Outline. Semester
ENSC 49 - iscrete Time Systems Prject Outline Semester 006-1. Objectives The gal f the prject is t design a channel fading simulatr. Upn successful cmpletin f the prject, yu will reinfrce yur understanding
More informationUnit 1: Introduction to Biology
Name: Unit 1: Intrductin t Bilgy Theme: Frm mlecules t rganisms Students will be able t: 1.1 Plan and cnduct an investigatin: Define the questin, develp a hypthesis, design an experiment and cllect infrmatin,
More informationCHM112 Lab Graphing with Excel Grading Rubric
Name CHM112 Lab Graphing with Excel Grading Rubric Criteria Pints pssible Pints earned Graphs crrectly pltted and adhere t all guidelines (including descriptive title, prperly frmatted axes, trendline
More informationCHAPTER 24: INFERENCE IN REGRESSION. Chapter 24: Make inferences about the population from which the sample data came.
MATH 1342 Ch. 24 April 25 and 27, 2013 Page 1 f 5 CHAPTER 24: INFERENCE IN REGRESSION Chapters 4 and 5: Relatinships between tw quantitative variables. Be able t Make a graph (scatterplt) Summarize the
More informationLesson 19. Introduction. Standards
12.1.1 Lessn 19 Intrductin In this lessn, students analyze a sectin frm chapter 14 f The Autbigraphy f Malclm X, pages 268 270 (frm In 1961, ur Natin flurished t Nthing that Mr. Muhammad ever said t me
More informationExperiment #3. Graphing with Excel
Experiment #3. Graphing with Excel Study the "Graphing with Excel" instructins that have been prvided. Additinal help with learning t use Excel can be fund n several web sites, including http://www.ncsu.edu/labwrite/res/gt/gt-
More information2004 AP CHEMISTRY FREE-RESPONSE QUESTIONS
2004 AP CHEMISTRY FREE-RESPONSE QUESTIONS 6. An electrchemical cell is cnstructed with an pen switch, as shwn in the diagram abve. A strip f Sn and a strip f an unknwn metal, X, are used as electrdes.
More informationLifting a Lion: Using Proportions
Overview Students will wrk in cperative grups t slve a real-wrd prblem by using the bk Hw D yu Lift a Lin? Using a ty lin and a lever, students will discver hw much wrk is needed t raise the ty lin. They
More informationANALOGY ESSAY PRE-WRITING
ANALOGY ESSAY PRE-WRITING THE PROCESS PROCESS: 1. First, chse a subject that cncerns yu: Sme issue in yur career field, frm persnal experience, r f natinal cncern plitics, war, ecnmy, histry, educatin
More informationRULES AND SUBMISSION GUIDE FOR PUBLICATION OF "WIPO-WTO COLLOQUIUM PAPERS"
Intrductin RULES AND SUBMISSION GUIDE FOR PUBLICATION OF "WIPO-WTO COLLOQUIUM PAPERS" The publicatin "WIPO-WTO Cllquium Research Papers" has been develped t shwcase the academic papers f participants.
More informationRhetorical Analysis Essay: Assembly through Disassembly- Breaking Down the Parts to Put Together the Whole English 1301 Composition I
Rhetrical Analysis Essay: Assembly thrugh Disassembly- Breaking Dwn the Parts t Put Tgether the Whle English 1301 Cmpsitin I Rhetrical Analysis Essay (10% f final grade) Length: 800+ Wrds, 3-3.5 pages
More informationTuring Machines. Human-aware Robotics. 2017/10/17 & 19 Chapter 3.2 & 3.3 in Sipser Ø Announcement:
Turing Machines Human-aware Rbtics 2017/10/17 & 19 Chapter 3.2 & 3.3 in Sipser Ø Annuncement: q q q q Slides fr this lecture are here: http://www.public.asu.edu/~yzhan442/teaching/cse355/lectures/tm-ii.pdf
More informationKepler's Laws of Planetary Motion
Writing Assignment Essay n Kepler s Laws. Yu have been prvided tw shrt articles n Kepler s Three Laws f Planetary Mtin. Yu are t first read the articles t better understand what these laws are, what they
More informationYour appetizing introduction should consist of three important ingredients:
The Delicius Structure f an Essay I. Intrductry Paragraph: The Scintillating Appetizer Make yur readers salivate with desire t learn mre Yur appetizing intrductin shuld cnsist f three imprtant ingredients:
More informationActivity Guide Loops and Random Numbers
Unit 3 Lessn 7 Name(s) Perid Date Activity Guide Lps and Randm Numbers CS Cntent Lps are a relatively straightfrward idea in prgramming - yu want a certain chunk f cde t run repeatedly - but it takes a
More informationSPH3U1 Lesson 06 Kinematics
PROJECTILE MOTION LEARNING GOALS Students will: Describe the mtin f an bject thrwn at arbitrary angles thrugh the air. Describe the hrizntal and vertical mtins f a prjectile. Slve prjectile mtin prblems.
More informationModelling of Clock Behaviour. Don Percival. Applied Physics Laboratory University of Washington Seattle, Washington, USA
Mdelling f Clck Behaviur Dn Percival Applied Physics Labratry University f Washingtn Seattle, Washingtn, USA verheads and paper fr talk available at http://faculty.washingtn.edu/dbp/talks.html 1 Overview
More informationI.S. 239 Mark Twain. Grade 7 Mathematics Spring Performance Task: Proportional Relationships
I.S. 239 Mark Twain 7 ID Name: Date: Grade 7 Mathematics Spring Perfrmance Task: Prprtinal Relatinships Directins: Cmplete all parts f each sheet fr each given task. Be sure t read thrugh the rubrics s
More informationAssociated Students Flacks Internship
Assciated Students Flacks Internship 2016-2017 Applicatin Persnal Infrmatin: Name: Address: Phne #: Years at UCSB: Cumulative GPA: E-mail: Majr(s)/Minr(s): Units Cmpleted: Tw persnal references (Different
More informationPipetting 101 Developed by BSU CityLab
Discver the Micrbes Within: The Wlbachia Prject Pipetting 101 Develped by BSU CityLab Clr Cmparisns Pipetting Exercise #1 STUDENT OBJECTIVES Students will be able t: Chse the crrect size micrpipette fr
More informationREADING STATECHART DIAGRAMS
READING STATECHART DIAGRAMS Figure 4.48 A Statechart diagram with events The diagram in Figure 4.48 shws all states that the bject plane can be in during the curse f its life. Furthermre, it shws the pssible
More informationHistory the Hood Way. Amy Shell-Gellasch Betty Mayfield Hood College. MD-DC-VA Section October 27, 2012
Histry the Hd Way Amy Shell-Gellasch Betty Mayfield Hd Cllege MD-DC-VA Sectin Octber 27, 2012 Weaving histry int the majr Mathematics as part f the liberal arts Frm the Department s Missin Statement: Students
More informationCESAR Science Case The differential rotation of the Sun and its Chromosphere. Introduction. Material that is necessary during the laboratory
Teacher s guide CESAR Science Case The differential rtatin f the Sun and its Chrmsphere Material that is necessary during the labratry CESAR Astrnmical wrd list CESAR Bklet CESAR Frmula sheet CESAR Student
More information, which yields. where z1. and z2
The Gaussian r Nrmal PDF, Page 1 The Gaussian r Nrmal Prbability Density Functin Authr: Jhn M Cimbala, Penn State University Latest revisin: 11 September 13 The Gaussian r Nrmal Prbability Density Functin
More informationDepartment: MATHEMATICS
Cde: MATH 022 Title: ALGEBRA SKILLS Institute: STEM Department: MATHEMATICS Curse Descriptin: This curse prvides students wh have cmpleted MATH 021 with the necessary skills and cncepts t cntinue the study
More informationFinal Exam: English 4 / Mr. Neff This exam consists of 50 multiple choice questions followed by two essays from a choice of four prompts.
This exam cnsists f 50 multiple chice questins fllwed by tw essays frm a chice f fur prmpts. David Auburn s Prf Match the character with his/her descriptin. Sme will be used mre than nce. Catherine: Claire:
More informationYEAR 5 TRINITY TERM EXAMINATIONS 2013
YEAR 5 TRINITY TERM EXAMINATIONS 2013 Maths 1 hur 1 hur nn calculatr paper. The main fcus f the exam will be. Term 3 Averages Understand the usefulness f expressing a set f data as ne number Can find the
More informationWe can see from the graph above that the intersection is, i.e., [ ).
MTH 111 Cllege Algebra Lecture Ntes July 2, 2014 Functin Arithmetic: With nt t much difficulty, we ntice that inputs f functins are numbers, and utputs f functins are numbers. S whatever we can d with
More informationPhysics 2010 Motion with Constant Acceleration Experiment 1
. Physics 00 Mtin with Cnstant Acceleratin Experiment In this lab, we will study the mtin f a glider as it accelerates dwnhill n a tilted air track. The glider is supprted ver the air track by a cushin
More informationmaking triangle (ie same reference angle) ). This is a standard form that will allow us all to have the X= y=
Intrductin t Vectrs I 21 Intrductin t Vectrs I 22 I. Determine the hrizntal and vertical cmpnents f the resultant vectr by cunting n the grid. X= y= J. Draw a mangle with hrizntal and vertical cmpnents
More informationBootstrap Method > # Purpose: understand how bootstrap method works > obs=c(11.96, 5.03, 67.40, 16.07, 31.50, 7.73, 11.10, 22.38) > n=length(obs) >
Btstrap Methd > # Purpse: understand hw btstrap methd wrks > bs=c(11.96, 5.03, 67.40, 16.07, 31.50, 7.73, 11.10, 22.38) > n=length(bs) > mean(bs) [1] 21.64625 > # estimate f lambda > lambda = 1/mean(bs);
More informationMODULE FOUR. This module addresses functions. SC Academic Elementary Algebra Standards:
MODULE FOUR This mdule addresses functins SC Academic Standards: EA-3.1 Classify a relatinship as being either a functin r nt a functin when given data as a table, set f rdered pairs, r graph. EA-3.2 Use
More informationMath Foundations 20 Work Plan
Math Fundatins 20 Wrk Plan Units / Tpics 20.8 Demnstrate understanding f systems f linear inequalities in tw variables. Time Frame December 1-3 weeks 6-10 Majr Learning Indicatrs Identify situatins relevant
More informationWhy Don t They Get It??
Why Dn t They Get It?? A 60-minute Webinar NEURO LINGUISTIC PROGRAMMING NLP is the way we stre and prcess infrmatin in ur brains, and then frm the wrds we use t cmmunicate. By learning abut NLP, yu can
More informationWhat Pronouns Can You Use for Informational/Expository and Argumentative Writing Prompts?
Name: Date: Perid: #: Sectin: WRITING TYPES OF WRITING IN 7 TH GRADE Types f Writing Infrmatinal/ Expsitry Writing Argumentative Writing Narrative Writing (Uses first persn prnuns) Gal/Purpse Gal f expsitry/infrmatinal
More informationLesson 5. Introduction. Standards
11.2.1 Lessn 5 Intrductin In this lessn, students read and analyze paragraph 4 f Of Our Spiritual Strivings frm The Suls f Black Flk by W.E.B. Du Bis (frm The histry f the American Negr is the histry f
More informationDepartment of Electrical Engineering, University of Waterloo. Introduction
Sectin 4: Sequential Circuits Majr Tpics Types f sequential circuits Flip-flps Analysis f clcked sequential circuits Mre and Mealy machines Design f clcked sequential circuits State transitin design methd
More informationCONSTRUCTING STATECHART DIAGRAMS
CONSTRUCTING STATECHART DIAGRAMS The fllwing checklist shws the necessary steps fr cnstructing the statechart diagrams f a class. Subsequently, we will explain the individual steps further. Checklist 4.6
More informationAP Statistics Notes Unit Two: The Normal Distributions
AP Statistics Ntes Unit Tw: The Nrmal Distributins Syllabus Objectives: 1.5 The student will summarize distributins f data measuring the psitin using quartiles, percentiles, and standardized scres (z-scres).
More informationGuide to Using the Rubric to Score the Klf4 PREBUILD Model for Science Olympiad National Competitions
Guide t Using the Rubric t Scre the Klf4 PREBUILD Mdel fr Science Olympiad 2010-2011 Natinal Cmpetitins These instructins are t help the event supervisr and scring judges use the rubric develped by the
More informationAdvanced Placement BIOLOGY
Advanced Placement BIOLOGY 2014-2015 CHS Student Handbk There will nt be a secnd semester final exam fr students that take the AP Exam The New AP Bilgy Exam Design Example f a Multiple Chice Questin 1.
More informationPart C (Comparative Essay) Student Copy (Suggested planning and writing time 40 minutes) Percent of Section II score 33 1/3
Part C (Cmparative Essay) Student Cpy (Suggested planning and writing time 40 minutes) Percent f Sectin II scre 33 1/3 Directins: Yu are t answer the fllwing questin. Yu shuld spend 5 minutes rganizing
More informationYear 3 End of Year Expectations Reading, Writing and Maths
Year 3 End f Year Expectatins Reading, Writing and Maths Year 3 Reading Wrd reading Apply their grwing knwledge f rt wrds, prefixes and suffixes (etymlgy and mrphlgy) as listed in Appendix 1 f the Natinal
More informationAP Language and Composition Hints
AP Language and Cmpsitin Hints Basic Infrmatin abut Sectin I 1) 50 t 54 questins, five answer chices 2) 4 t 5 prse passages with 10 t 15 questins each 3) at least 1 passage will be a pre-20 th century
More informationUnit 2 Expressions, Equations, and Inequalities Math 7
Unit 2 Expressins, Equatins, and Inequalities Math 7 Number f Days: 24 10/23/17 12/1/17 Unit Gals Stage 1 Unit Descriptin: Students cnslidate and expand previus wrk with generating equivalent expressins
More informationMedium Scale Integrated (MSI) devices [Sections 2.9 and 2.10]
EECS 270, Winter 2017, Lecture 3 Page 1 f 6 Medium Scale Integrated (MSI) devices [Sectins 2.9 and 2.10] As we ve seen, it s smetimes nt reasnable t d all the design wrk at the gate-level smetimes we just
More informationInstructional Plan. Representational/Drawing Level
Instructinal Plan Representatinal/Drawing Level Name f Math Skill/Cncept: Divisin Prcess and Divisin with Remainders Prerequisite Skills Needed: 1.) Mastery f dividing cncrete bjects int equal grups. 2.)
More informationA New Evaluation Measure. J. Joiner and L. Werner. The problems of evaluation and the needed criteria of evaluation
III-l III. A New Evaluatin Measure J. Jiner and L. Werner Abstract The prblems f evaluatin and the needed criteria f evaluatin measures in the SMART system f infrmatin retrieval are reviewed and discussed.
More informationCHAPTER 3 INEQUALITIES. Copyright -The Institute of Chartered Accountants of India
CHAPTER 3 INEQUALITIES Cpyright -The Institute f Chartered Accuntants f India INEQUALITIES LEARNING OBJECTIVES One f the widely used decisin making prblems, nwadays, is t decide n the ptimal mix f scarce
More informationNUROP CONGRESS PAPER CHINESE PINYIN TO CHINESE CHARACTER CONVERSION
NUROP Chinese Pinyin T Chinese Character Cnversin NUROP CONGRESS PAPER CHINESE PINYIN TO CHINESE CHARACTER CONVERSION CHIA LI SHI 1 AND LUA KIM TENG 2 Schl f Cmputing, Natinal University f Singapre 3 Science
More informationArea of Learning: Mathematics Pre-calculus 12
Area f Learning: Mathematics Pre-calculus 12 Big Ideas Elabratins Using inverses is the fundatin f slving equatins and can be extended t relatinships between functins. Understanding the characteristics
More informationHypothesis Tests for One Population Mean
Hypthesis Tests fr One Ppulatin Mean Chapter 9 Ala Abdelbaki Objective Objective: T estimate the value f ne ppulatin mean Inferential statistics using statistics in rder t estimate parameters We will be
More informationCredits: 4 Lecture Hours: 4 Lab/Studio Hours: 0
Cde: MATH 025 Title: ELEMENTARY ALGEBRA Divisin: MATHEMATICS Department: MATHEMATICS Curse Descriptin: This curse is a review f elementary algebra and requires previus experience in algebra. The curse
More informationTrigonometric Ratios Unit 5 Tentative TEST date
1 U n i t 5 11U Date: Name: Trignmetric Ratis Unit 5 Tentative TEST date Big idea/learning Gals In this unit yu will extend yur knwledge f SOH CAH TOA t wrk with btuse and reflex angles. This extensin
More informationComments on draft SNA chapter: Chapter 25: Informal aspects of the economy
Cmments n draft SNA chapter: Chapter 25: Infrmal aspects f the ecnmy Deadline fr s: 30 September 2008 Send s t: sna@un.rg Yur name: Yur cuntry/rganizatin: Cntact (e.g. email address): Mr Sanjiv Mahajan
More informationUnit Project Descriptio
Unit Prject Descriptin: Using Newtn s Laws f Mtin and the scientific methd, create a catapult r trebuchet that will sht a marshmallw at least eight feet. After building and testing yur machine at hme,
More informationProfessional Development. Implementing the NGSS: High School Physics
Prfessinal Develpment Implementing the NGSS: High Schl Physics This is a dem. The 30-min vide webinar is available in the full PD. Get it here. Tday s Learning Objectives NGSS key cncepts why this is different
More informationAIP Logic Chapter 4 Notes
AIP Lgic Chapter 4 Ntes Sectin 4.1 Sectin 4.2 Sectin 4.3 Sectin 4.4 Sectin 4.5 Sectin 4.6 Sectin 4.7 4.1 The Cmpnents f Categrical Prpsitins There are fur types f categrical prpsitins. Prpsitin Letter
More informationNYS Common Core ELA & Literacy Curriculum Grade 11 Module 1 Unit 3 Lesson 8
11.1.3 Lessn 8 Intrductin In this final lessn f 11.1.3, the End f Unit Assessment, students craft a multi paragraph respnse analyzing the relatinship between Virginia Wlf s text and the character f Ophelia.
More information