Monday, February 19, 2007
Writing Skills Evaluation
Writing Skills and the ISTEP+ Test from Indiana Statewide Testing for Educational Progress (Note: words in parentheses indicate highest level of proficiency)
Writer shows ability to:
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader
More specifically, the good writer must:
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic
Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text
Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)
Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting
Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments
Writer shows ability to:
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader
More specifically, the good writer must:
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic
Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text
Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)
Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting
Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments
50 Writing Tips from Poynter
Friday, February 9, 2007
Writing Summaries
Summaries-- What are they?
Definition: a brief restatement in your own words of a text's main ideas (Holt Handbook, 5th edition); a condensation of an extended idea or argument into a sentence or more in your own words" (Little, Brown Handbook, 5th edition).
Characteristics:
Summaries identify the source of original text.
Summaries demonstrate your understanding of a text's subject matter.
Summaries are shorter (at least 60% shorter) than the original text--they omit the original text's examples, asides, analogies, and rhetorical strategies: (Holt Handbook, 5th edition).
Summaries differ from paraphrases--paraphrases more closely follow the original text's presentation (they still use your words, but they are longer than summaries).
Summaries focus exclusively on the presentation of the writer's main ideas--they do not include your interpretations or opinions.
Summaries normally are written in your own words--they do not contain extended quotes or paraphrases.
Summaries rely on the use of standard signal phrases ("According to the author..."; "The author believes..."; etc.).
Tips on Writing Summaries
Step One (Prewriting): Read the article quickly. Try to get a sense of the article's general focus and content.
Step Two (Drafting): Restate the article's thesis simply and in your own words. Restate each paragraph's topic simply and in your own words.
Step Three (Revising): Combine sentences in Step Two to form your summary; Organize your summary sentences in the same order as the main ideas in the original text. Edit very carefully for neatness and correctness.
Definition: a brief restatement in your own words of a text's main ideas (Holt Handbook, 5th edition); a condensation of an extended idea or argument into a sentence or more in your own words" (Little, Brown Handbook, 5th edition).
Characteristics:
Summaries identify the source of original text.
Summaries demonstrate your understanding of a text's subject matter.
Summaries are shorter (at least 60% shorter) than the original text--they omit the original text's examples, asides, analogies, and rhetorical strategies: (Holt Handbook, 5th edition).
Summaries differ from paraphrases--paraphrases more closely follow the original text's presentation (they still use your words, but they are longer than summaries).
Summaries focus exclusively on the presentation of the writer's main ideas--they do not include your interpretations or opinions.
Summaries normally are written in your own words--they do not contain extended quotes or paraphrases.
Summaries rely on the use of standard signal phrases ("According to the author..."; "The author believes..."; etc.).
Tips on Writing Summaries
Step One (Prewriting): Read the article quickly. Try to get a sense of the article's general focus and content.
Step Two (Drafting): Restate the article's thesis simply and in your own words. Restate each paragraph's topic simply and in your own words.
Step Three (Revising): Combine sentences in Step Two to form your summary; Organize your summary sentences in the same order as the main ideas in the original text. Edit very carefully for neatness and correctness.
Writing Summaries
Summaries-- What are they?
Definition: a brief restatement in your own words of a text's main ideas (Holt Handbook, 5th edition); a condensation of an extended idea or argument into a sentence or more in your own words" (Little, Brown Handbook, 5th edition).
Characteristics:
Summaries identify the source of original text.
Summaries demonstrate your understanding of a text's subject matter.
Summaries are shorter (at least 60% shorter) than the original text--they omit the original text's examples, asides, analogies, and rhetorical strategies: (Holt Handbook, 5th edition).
Summaries differ from paraphrases--paraphrases more closely follow the original text's presentation (they still use your words, but they are longer than summaries).
Summaries focus exclusively on the presentation of the writer's main ideas--they do not include your interpretations or opinions.
Summaries normally are written in your own words--they do not contain extended quotes or paraphrases.
Summaries rely on the use of standard signal phrases ("According to the author..."; "The author believes..."; etc.).
Tips on Writing Summaries
Step One (Prewriting): Read the article quickly. Try to get a sense of the article's general focus and content.
Step Two (Drafting): Restate the article's thesis simply and in your own words. Restate each paragraph's topic simply and in your own words.
Step Three (Revising): Combine sentences in Step Two to form your summary; Organize your summary sentences in the same order as the main ideas in the original text. Edit very carefully for neatness and correctness.
Criteria for Effective Writing Skills
Criteria for Effective Writing Skills
(words in parentheses indicate highest level of proficiency)
Writer's ability to . . .
Overall
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader
Specific Areas
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic
Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text
Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)
Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting
Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments
Writing Activities from College Writer Text
English 82A Written Communication College Writer Text
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
Writing Activities from College Writer Text
English 82A Written Communication College Writer Text
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
Wednesday, February 7, 2007
Spelling and Pronunciation
| Spelling Rules | |
| syllables | Every syllable has one vowel sound. |
| c | C can be prounced as /k/ or /s/. |
| c | C is pronounced as /s/ before an e, i, or y (cent, city, cycle). |
| c | It is pronounced as /k/ before everything else (cat, clip). |
| g | G is pronounced as /g/ or /j/. |
| g | G may be pronounced as /j/ before an e, i, or y (gem, giant, gym). |
| g | It is pronounced as /g/ before everything else (garden, glad). |
| q | Q is always followed by a u (queen). |
| f, l,s | Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass). |
| k | To spell the sound of /k/ at the end of a word, we use ck or k. Use ck after a short vowel (sick). After everything else, use a k (milk). |
| a,e,o,u | A, e, o, and u usually say their name at the end of a syllable (a-pron, me, go, u-nit). |
| v, j | Words do not end in v or j. We add a silent-e at the end of the word (have). |
| I,o | I and o may be pronounced as /i/ and /o/ before two consonants (kind, sold). |
| j | /J/ is spelled dge after a short vowel (edge). |
Monday, February 5, 2007
Syllabus
English 82B Syllabus Lincoln University
Written Communication II
Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Semester: Spring 2007
Units: 3 Contact hours: 40
Course Days: T Time: 9:30 – 12:15; Location: Room 302
Course sites: http://wcom072.blogspot.com/
Course Website: writCommunication.tripod.com;
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
E-mail: docsyl072@gmail.com
Objectives
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources.
Description:
English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.
Course Materials
Required Texts
VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Dictionary, thesaurus
Library cardFormat
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation/Grading:
Essays, assignments, exercises, class participation, portfolios /projects, presentations, midterm and final (see schedule) are averaged in determining the final grade in the following proportions:
Written Communication II
Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Semester: Spring 2007
Units: 3 Contact hours: 40
Course Days: T Time: 9:30 – 12:15; Location: Room 302
Course sites: http://wcom072.blogspot.com/
Course Website: writCommunication.tripod.com;
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
E-mail: docsyl072@gmail.com
Objectives
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources.
University learner goals 1 -6, and specifically in English:: To develop
basic academic and professional skills(1); To develop the ability to communicate
effectively in English, orally and in writing, and to read with understanding
(1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Description:
English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.
Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I, II
ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice
in writing themes, book reviews and other short papers is given. Particular
attention is directed toward sentence structure, syntax, and general rhetorical
principles. Second term: Critical reading and evaluation of selected texts and
writings; composition of well-organized expository papers; a careful
consideration of methods of research, organization in a clear, logical manner
and other elements involved in writing research papers. (3 + 3
units)
Course Materials
Required Texts
VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Dictionary, thesaurus
Library cardFormat
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation/Grading:
Essays, assignments, exercises, class participation, portfolios /projects, presentations, midterm and final (see schedule) are averaged in determining the final grade in the following proportions:
Essays: 20%)Policies:
Homework/in-class work: 20%
Midterm:20%
Final:20%
Projects: 20%
· Assignments are to be submitted in a timely manner. Late work will receive
reduced points and must be accompanied with a written explanation for its
tardiness.
· Plagiarized work will receive 0 points, and if persistent will
result in course failure.
· All assignments must be typed, include in the
top right hand corner your name, course, date submitted, assignment name and
revision number.
· Attendance is mandatory. Missed classes will constitute 0
points for the day’s class participation points. Excused absences are limited to
serious medical or other problems, and are to be explained in writing either
before or immediately after the absence. Persistent unexcused absences will
result in course failure.
Assignment Schedule
| Unit | Week | Date | Topics/Assignment | Notes |
| Unit 1 | Wk 1 | 1/16/2007 | Introduction | Recommended reference texts: Handbook, Dictionaries |
| Introduction | Wk 2 | 1/23/2007 | Introductory Essay: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success) | QnA-- Interviews Essay: Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain) |
| Wk3 | 1/30/2007 | Peer Evaluation | Unit 1 Paper Due | |
| Unit 2: | Wk 4 | 2/6/2007 | Introductory essay due | Language, Literature, Art, Music Story of English; Do You Speak American? |
| Humanities Focus | Wk 5 | 2/13/2007 | C24, Writing about Literature and the Arts | MLA Format |
| Wk 6 | 2/20/2007 | Literary Analysis (357), oral presentations (319), web writing (399) | ||
| Wk 7 | 2/27/2007 | C25, Academic Essays | Unit 2 Paper Due | |
| Wk 8 | 3/6/2007 | Review; Presentations | ||
| Wk 9 | 3/13/2007 | Midterm | ||
| 3/20/2007 | Spring Recess | |||
| Unit 3 | Wk 10 | 3/27/2007 | C26, Writing for the Workplace | APA Format |
| Social Sciences Focus | Wk 11 | 4/3/2007 | Abstracts/summaries(538,540,550) | Business, Economics America at Work |
| Wk 12 | 4/10/2007 | experiment report (341), observation report (319), research paper(423) | Unit 3 Paper Due | |
| Unit 4 | Wk 13 | 4/17/2007 | C27,, Writing and Designing in the Web | Cosmos |
| Physical Sciences | Wk 14 | 4/24/2007 | Field Report (341), research paper (423) | Nature/ Ecology Micrososmos |
| Wk 15 | 5/1/2007 | Review; Presentations | Unit 4 Paper Due | |
| Conclusion | Wk 16 | 5/8/2007 | Final | |
Wednesday, January 31, 2007
SQ4R Method
| S | Survey | |
| Q | Questions | |
| 4R | Read | Read the text. Use a pencil or pen to mark the text (Do not use a highlight marker!). Underline, star, or flag vocabulary words or ideas that you think are important. |
| Respond | As you read, try to find the answers to the questions you asked. Remember, as you read, you might ask more questions. Be sure to write your answers in the margins. | |
| Review | When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask? | |
| Reflect | Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn? | |
Parts of Speech
n. (noun) - a name word; name of a person, place, thing, or idea
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word
HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.
ADJECTIVES AND ADVERBS
As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.
Two Positions of the Adjective
Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word
HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.
ADJECTIVES AND ADVERBS
As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.
| THE SENTENCE PLAN | ||
| Subject | Verb | Object |
| Adjective | Adverb | Adjective |
| Adverb | Adverb | Adverb |
Two Positions of the Adjective
Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.
Check Your Spelling, Anyone? -- from the Net
The Trouble with Spell Checkers
Pome
1
I have a spelling checker -
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot sea.
2
Eye ran this poem threw it,
Your sure reel glad two no.
Its vary polished in it's weigh,
My checker tolled me sew.
3
A checker is a bless sing,
It freeze yew lodes of thyme.
It helps me right awl stiles two reed,
And aides me when aye rime.
4
To rite with care is quite a feet
Of witch won should be proud.
And wee mussed dew the best wee can,
Sew flaws are knot aloud.
5
And now bee cause my spelling
Is checked with such grate flare,
Their are know faults with in my cite,
Of nun eye am a wear.
6
Each frays come posed up on my screen
Eye trussed to bee a joule
The checker poured o'er every word
To cheque sum spelling rule.
7
That's why aye brake in two averse
By righting wants too pleas.
Sow now ewe sea why aye dew prays
Such soft wear for pea seas!
Pome
1
I have a spelling checker -
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot sea.
2
Eye ran this poem threw it,
Your sure reel glad two no.
Its vary polished in it's weigh,
My checker tolled me sew.
3
A checker is a bless sing,
It freeze yew lodes of thyme.
It helps me right awl stiles two reed,
And aides me when aye rime.
4
To rite with care is quite a feet
Of witch won should be proud.
And wee mussed dew the best wee can,
Sew flaws are knot aloud.
5
And now bee cause my spelling
Is checked with such grate flare,
Their are know faults with in my cite,
Of nun eye am a wear.
6
Each frays come posed up on my screen
Eye trussed to bee a joule
The checker poured o'er every word
To cheque sum spelling rule.
7
That's why aye brake in two averse
By righting wants too pleas.
Sow now ewe sea why aye dew prays
Such soft wear for pea seas!
Why English is Baffling
| 1 | The bandage was wound around the wound. |
| 2 | The farm was used to produce produce. |
| 3 | The dump was so full that it had to refuse more refuse. |
| 4 | We must polish the Polish furniture. |
| 5 | He could lead if he would get the lead out. |
| 6 | The soldier decided to desert his dessert in the desert. |
| 7 | Since there is no time like the present, he thought it was time to present the present. |
| 8 | A bass was painted on the head of the bass drum. |
| 9 | When shot at, the dove dove into the bushes. |
| 10 | I did not object to the object. |
| 11 | The insurance was invalid for the invalid. |
| 12 | There was a row among the oarsmen about how to row. |
| 13 | They were too close to the door to close it. |
| 14 | The buck does funny things when the does are present. |
| 15 | A seamstress and a sewer fell down into a sewer line. |
| 16 | To help with planting, the farmer taught his sow to sow. |
| 17 | The wind was too strong to wind the sail. |
| 18 | After a number of injections my jaw got number. |
| 19 | Upon seeing the tear in the painting I shed a tear. |
| 20 | I had to subject the subject to a series of tests. |
| 21 | How can I intimate this to my most intimate friend? |
Reading Strategies
Reading Strategies
1. Learn to read actively.
2. Understand the vocabulary in context
3. Look for basic structures in what you read
4. Make inferences
5. Appreciate the writer's craft: intros, conclusions, signal words, type of support, patterns of organization, tone, purpose, audience, signal words (connectors, time words, transitions)
6. Learn to outline or map and summarize
7. Discuss your ideas
1. Learn to read actively.
2. Understand the vocabulary in context
3. Look for basic structures in what you read
4. Make inferences
5. Appreciate the writer's craft: intros, conclusions, signal words, type of support, patterns of organization, tone, purpose, audience, signal words (connectors, time words, transitions)
6. Learn to outline or map and summarize
7. Discuss your ideas
Reading Comprehension Tips from How to be a Successful Student
How to Improve Reading Comprehension
Key Point
Good reading means building frameworks for connecting words to thoughts.
The Purpose of Reading.
The purpose of reading is to connect the ideas on the page to what you already know. If you don't know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don't retain much. For example, try reading these numbers:
7516324 This is hard to read and remember.
751-6324 This is easier because of chunking.
123-4567 This is easy to read because of prior knowledge and structure.
Similarly, if you like sports, then reading the sports page is easy. You have a framework in your mind for reading, understanding and storing information.
Improving Comprehension.
Reading comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques. Here are some suggestions.
Develop a broad background.
Broaden your background knowledge by reading newspapers, magazines and books. Become interested in world events.
Know the structure of paragraphs.
Good writers construct paragraphs that have a beginning, middle and end. Often, the first sentence will give an overview that helps provide a framework for adding details. Also, look for transitional words, phrases or paragraphs that change the topic.
Identify the type of reasoning.
Does the author use cause and effect reasoning, hypothesis, model building, induction or deduction, systems thinking? See section 20 for more examples on critical thinking skills.
Anticipate and predict.
Really smart readers try to anticipate the author and predict future ideas and questions. If you're right, this reinforces your understanding. If you're wrong, you make adjustments quicker.
Look for the method of organization.
Is the material organized chronologically, serially, logically, functionally, spatially or hierarchical? See section 10 for more examples on organization.
Create motivation and interest.
Preview material, ask questions, discuss ideas with classmates. The stronger your interest, the greater your comprehension.
Pay attention to supporting cues.
Study pictures, graphs and headings. Read the first and last paragraph in a chapter, or the first sentence in each section.
Highlight, summarize and review.
Just reading a book once is not enough. To develop a deeper understanding, you have to highlight, summarize and review important ideas.
Build a good vocabulary.
For most educated people, this is a lifetime project. The best way to improve your vocabulary is to use a dictionary regularly. You might carry around a pocket dictionary and use it to look up new words. Or, you can keep a list of words to look up at the end of the day. Concentrate on roots, prefixes and endings.
Use a systematic reading technique like SQR3.
Develop a systematic reading style, like the SQR3 method and make adjustments to it, depending on priorities and purpose. The SQR3 steps include Survey, Question, Read, Recite and Review. See Section 14 for more details.
Monitor effectiveness.
Good readers monitor their attention, concentration and effectiveness. They quickly recognize if they've missed an idea and backup to reread it.
Should You Vocalize Words?
Yes, although it is faster to form words in your mind rather than on your lips or throat. Eye motion is also important. Frequent backtracking slows you down considerably.
Copyright 1991 Donald Martin, How to be a Successful Student
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