Agroglyphes.fr - Liens... - Daniel HARRAN Page d'accueil Conférences & Livres | Contacter l'auteur | Liens Haut de page Building Blocks of Language: The Eight Parts of Speech Tutorial 1. It is always helpful to be able to place items in categories in order to MAKE SENSE OF WHAT YOU ARE STUDYING. We place foods in categories (fruits, vegetables, grains, etc.). We place sports in categories (individual or team sports, contact or non-contact sports, etc.). We place subject matter in categories (math, science, language arts, etc.). In fact, almost anything you come upon belongs in a category. 2. Readers who want to fully understand what they are reading need to have some grasp of the different words they come upon. 3. A person who is a good reader (for their age or grade level) will generally be primed to be a better writer, partly because reading gives learners exposure to a wide variety of both vocabulary and sentence structure. 4. In this same blog/discussion group, a responder stated the following: It is a fact that when learning a second language, the level of knowledge of one's first language has a direct effect on how well the second language is absorbed.
Ultra Copains The Plagiarism Spectrum Preventing plagiarism in the Digital Age GUEST COLUMN | by Jason Chu Summer 2012 was awash in breaking news of journalistic misconduct, punctuated with the exposure of Jonah Lehrer’s and Fareed Zakaria’s acts of plagiarism (for a full review of the “Summer of Sin,” see Craig Silverman’s post on Poynter.org[1]). This post is not about drawing attention yet again to how pervasive the “succeed at all costs” mentality has become in our society (at all levels), but about the steps that we can take to encourage students to make better ethical choices around the use of other’s intellectual property. Plagiarism would seem to be, on the surface, easy to recognize based on a set of straightforward criteria: Is the work the authors own? The Plagiarism Spectrum is a list of the 10 most common types of plagiarism. In addition to being ranked by severity, each type is also accompanied by an example to illustrate how each type appears within the context of a student’s paper. Like this: Like Loading...
Galaxy Zoo: Hubble | Understanding Language In the first lesson in this unit, students are introduced to the use of persuasion in visual, print, and multimodal advertisements. Many advertisements, particularly video, embed persuasive techniques in the familiar genre of narrative first to inform, engage, and interest readers and viewers emotionally, and then to persuade them to take some form of action. This action may be to buy a product, sign a petition, attend an event, or change their behavior. Sometimes the purpose is to raise awareness of an issue –the action or response required is not always made explicit. This lesson explores how the use of persuasive techniques within the narrative of advertisements accomplishes these goals. Students are introduced to a number of textual analysis standards and persuasive techniques that will be developed and deepened throughout the unit.
Itay Talgam : Du chaos émerge la musique La question posée par Itay Talgam est : comment une harmonie au sein d'un ensemble de musiciens se crée-t-elle ? Il refuse d'attribuer l'ensemble du mérite au travail de direction et se propose d'analyser en vidéo les façons de faire de quelques chefs d'orchestre pour comprendre le rôle que ceux-ci peuvent avoir dans la magie qui s'opère. Riccardo Muti exerce un contrôle absolu sur les musiciens : ils sont des instruments au service de sa version de la partition. Sa direction ne leur laisse aucun espace de liberté. Herbert von Karajan, au contraire, est très peu directif. Carlos Kleiber laisse de son côté une grande autonomie aux musiciens mais par ses gestes il ouvre et il façonne un espace d'interprétation. Itay Talgam se restreint dans son intervention au domaine de la musique qui est le sien, mais les thèmes qu'il traite – organisation collective, contrôle, autonomie, coordination, création de sens – vont bien au-delà.
Lesson | Overview | Does the emphasis on reading “informational text” in the new Common Core State Standards set up a “fiction versus nonfiction smackdown” in English classes? If so, is that good or bad? In this lesson, students will reflect on their reading experiences in and out of school and discuss the roles that both nonfiction and fiction have played. Materials | Our Reading Questionnaire handout Warm-Up | Ask students to complete our Reading Questionnaire (PDF) to begin thinking about their own reading histories, habits and preferences — and about the roles of fiction and nonfiction in their lives. Next, have students work in small groups to discuss what they wrote. In general, how much of what you read now would be considered nonfiction or informational text? Finally, ask students if they have heard of the Common Core State Standards, and what they know, or think they know, about what the standards say. Related | In her Opinionator blog post What Children Should Read,” Sara Mosle writes:
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