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biography.om Malcolm X was born Malcolm Little on pens May 19, 1925 in Omaha, Nebraska. His mother, Louise Norton Little, was a homemaker occupied with the journal family#8217;s eight children. His father, Earl Little, was an outspoken Baptist minister and avid supporter of Black Nationalist leader Marcus Garvey. Writing For Fountain Pens. Earl#8217;s civil rights activism prompted death threats from the 1984 tale essay white supremacist organization Black Legion, forcing the family to relocate twice before Malcolm#8217;s fourth birthday. Regardless of the Little#8217;s efforts to elude the Legion, in 1929, their Lansing, Michigan home was burned to the ground. Two years later, Earl#8217;s body was found lying across the town#8217;s trolley tracks. Police ruled both incidents as accidents, but the Littles were certain that members of the Black Legion were responsible. Louise suffered emotional breakdown several years after the writing pens death of her husband and was committed to a mental institution, while her children were split up among various foster homes and orphanages.
Eventually, Malcolm and his long-time friend, Malcolm #8220;Shorty#8221; Jarvis, moved back to Boston. In 1946, they were arrested and convicted on burglary charges, and carawiay Malcolm was sentenced to writing pens, 10 years in prison, although he was granted parole after serving seven years. Recalling his days in school, he used the time to further his education. It was during this period of self-enlightenment that Malcolm#8217;s brother Reginald would visit and discuss his recent conversion to the Muslim religion. Reginald belonged to 1984 essay, the religious organization the Nation of Islam (NOI). Intrigued, Malcolm began to study the teachings of writing paper for fountain pens NOI leader Elijah Muhammad. Muhammad taught that white society actively worked to keep African-Americans from empowering themselves and dissertation achieving political, economic, and social success. Among other goals, the NOI fought for a state of writing for fountain pens their own, separate from carawiay, one inhabited by white people. By the time he was paroled in 1952, Malcolm was a devoted follower with the new surname #8220;X#8221; (He considered #8220;Little#8221; a slave name and writing for fountain chose the #8220;X#8221; to signify his lost tribal name.).
Intelligent and articulate, Malcolm was appointed as a minister and national spokesman for the Nation of Islam. Elijah Muhammad also charged him with establishing new mosques in cities such as Detroit, Michigan, and handmaids tale Harlem. Paper For Fountain Pens. Malcolm utilized newspaper columns, as well as radio and bishop television, to communicate the NOI#8217;s message across the United States. His charisma, drive, and conviction attracted an astounding number of new members. Malcolm was largely credited with increasing membership in the NOI from 500 in 1952 to 30,000 in 1963. Paper For Fountain. The crowds and controversy surrounding Malcolm made him a media magnet. He was featured in a weeklong television special with Mike Wallace in 1959, called The Hate That Hate Produced. The program explored the siting website fundamentals of the NOI, and paper for fountain pens tracked Malcolm#8217;s emergence as one of its most important leaders. After the special, Malcolm was faced with the my belief essays on life uncomfortable reality that his fame had eclipsed that of his mentor Elijah Muhammad. In addition to writing for fountain, the media, Malcolm#8217;s vivid personality had captured the government#8217;s attention.
As membership in the NOI continued to grow, FBI agents infiltrated the organization (one even acted as Malcolm#8217;s bodyguard) and secretly placed bugs, wiretaps, cameras, and other surveillance equipment to monitor the group#8217;s activities. Malcolm#8217;s faith was dealt a crushing blow at the height of the civil rights movement in 1963. Handmaids Essay. He learned that his mentor and leader, Elijah Muhammad, was secretly having relations with as many as six women within the Nation of Islam organization. As if that were not enough, Malcolm found out that some of these relationships had resulted in children. Since joining the NOI, Malcolm had strictly adhered to writing, the teachings of Muhammad, which included remaining celibate until his marriage to Betty Shabazz in 1958. Malcolm refused Muhammad#8217;s request to help cover up the affairs and 1984 tale subsequent children. He was deeply hurt by Muhammad#8217;s actions, because he had previously considered him a living prophet. Malcolm also felt guilty about the masses he had led to writing paper for fountain pens, join the NOI, which he now felt was a fraudulent organization built on carawiay too many lies to ignore.
Shortly after his shocking discovery, Malcolm received criticism for a comment he made regarding the assassination of President John F. Kennedy. #8220;[Kennedy] never foresaw that the writing pens chickens would come home to roost so soon,#8221; said Malcolm. After the statement, Elijah Muhammad #8220;silenced#8221; Malcolm for 90 days. Malcolm, however, suspected he was silenced for of david another reason. Writing. In March 1964, Malcolm terminated his relationship with the NOI. Journal. Unable to look past Muhammad#8217;s deception, Malcolm decided to found his own religious organization, the Muslim Mosque, Inc. That same year, Malcolm went on a pilgrimage to Mecca, which proved to be life altering for him. For the first time, Malcolm shared his thoughts and beliefs with different cultures and found the writing for fountain pens response to be overwhelmingly positive. When he returned, Malcolm said he had met #8220;blonde-haired, blued-eyed men I could call my brothers.#8221; He returned to aisthesis journal, the United States with a new outlook on integration and a new hope for the future.
This time when Malcolm spoke, instead of just preaching to African-Americans, he had a message for all races. After Malcolm resigned his position in the Nation of Islam and renounced Elijah Muhammad, relations between the two had become increasingly volatile. FBI informants working undercover in the NOI warned officials that Malcolm had been marked for assassinationone undercover officer had even been ordered to help plant a bomb in Malcolm#8217;s car. After repeated attempts on his life, Malcolm rarely traveled anywhere without bodyguards. On February 14, 1965 the home where Malcolm, Betty, and their four daughters lived in paper for fountain East Elmhurst, New York was firebombed. Luckily, the family escaped physical injury. One week later, however, Malcolm#8217;s enemies were successful in website apa essay their ruthless attempt. Writing For Fountain. At a speaking engagement in the Manhattan#8217;s Audubon Ballroom on February 21, 1965, three gunmen rushed Malcolm onstage.
They shot him 15 times at dissertation, close range. The 39-year-old was pronounced dead on writing paper pens arrival at New York#8217;s Columbia Presbyterian Hospital. Fifteen hundred people attended Malcolm#8217;s funeral in Harlem on February 27, 1965 at the Faith Temple Church of God in Christ (now Child#8217;s Memorial Temple Church of essays bishop God in Christ). After the ceremony, friends took the shovels away from the waiting gravediggers and buried Malcolm themselves. Writing. Later that year, Betty gave birth to their twin daughters. Malcolm#8217;s assassins, Talmadge Hayer, Norman 3X Butler, and Thomas 15X Johnson, were convicted of first-degree murder in March 1966.
The three men were all members of the my belief on life Nation of Islam. Malcolm X’s legacy has moved through generations as the subject of numerous documentaries, books, and movies. A tremendous resurgence of interest occurred in 1992 when director Spike Lee released the acclaimed movie, Malcolm X. The film received Oscar nominations for Best Actor (Denzel Washington) and Best Costume Design. Malcolm X is buried at paper pens, the Ferncliff Cemetery in Hartsdale, New York.
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objectives in resume This articles provides a collection of sample resume objectives. Career objective is the most important part of resume which describe your motive for for fountain job. This statement helps employer to determine whether your goal is in line with their organization and the position available. Essays On Life? Take your time to create a powerful opening for paper for fountain resume.
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A Brief Summary of writing paper for fountain pens Othello by William Shakespeare. Othello is a tragic Shakespearian play which was written around the year 1603 and handmaids essay, was based on a sixteenth century Italian story titled Un Captiano Moro which means ‘A Moorish Captain’. Othello is portrayed as a Moorish general serving in the Venetian army of the time. The play addresses issues of that time period, most of which are still seen in existence today. It highlights the impact of racial discrimination, jealousy, love and betrayal; elements which are not alien to most Shakespearian plays. These elements are amongst other reasons why the play has been adapted into modern times in the form of paper pens film, literature and broadcasting. Shakespeare: The English Poet and Playwright. William Shakespeare was baptized on the 26 th of April, 1564 (his actual birthdate is unknown) in Warwickshire, England. He is considered by many as the greatest writer in journal, the history of the English language which is why he remains in odes of admiration today. He is also regarded as England’s national poet and the ‘Bard of Avon’. He married Anne Hathaway at writing paper for fountain the age of 18 and rose to be an actor, playwright and the owner of a theatrical enterprise which was later known as King’s Men.
He died in 1616 at the age of fifty two. Today, four hundred years later, his legacy is 1984 handmaids tale essay no stranger to conspiracy and controversy regarding the originality of his work, his appearance, his sexuality and his beliefs. Setting and Main Theme of paper Othello’s Story: Portrayal of L ove, Revenge and Jealousy and Their Disastrous Consequences. The play was set in Venice during the invasion of the Island of Cyprus by the Turks. Othello is shown as a general in sestina, the Venetian army and the play revolves around the roles of individual characters and their relationships during a time of incoming warfare. The play also brings into focus, like most Shakespearian plays , the effects of love and betrayal. It portrays intricate, complicated, subtle and forbidden forms of relationships that are still prevalent in writing pens, modern society. Main Characters in the Play of Othello.
With an intricate web of relationships comes a diverse array of characters. 1984 Tale? Some of the notable names in this infamous play include: Why did Shakespeare Write Othello? Shakespeare lived in a time when racism was prevalent and racial discrimination and segregation were acceptable norms in writing for fountain, developed societies and civilizations. Elizabeth? He tried to shorten the gaping divide between the white race and writing for fountain pens, peoples of color. Handmaids Essay? It meant to writing paper for fountain pens counter the commonly accepted philosophy of racial superiority of the white race hence it was bound to essays on life create waves and controversy in a time when slavery was perfectly acceptable in human societies. Although traveling was not as frequent in that age and racial compositions were more homogenous, Venice was a major trading hub in the entire world and it attracted sailors and merchants from countries and continents afar. Therefore racial intermingling was relatively common.
Through Othello, Shakespeare intended to humanize the for fountain pens perception of other racial groups and showed how they fitted into creative department columbia chicago the virtues and ills of society just like ordinary locals did. For Fountain Pens? As with most of his plays, Othello showed human passion and human weakness through tales of seduction, love, power and betrayal. Shakespeare’s works always possessed a tinge of subtlety which was a double-edged sword. It beautified his writing prowess yet it also led to conflicting interpretations of his work. Several critics argue that Othello contains slurs of racist jargon which were prevalent in that society. Although it shows the helplessness of columbia college chicago black men, it consistently shows the writing paper pens West as the beacon of rationality and writing department, the East as its irrational counterpart. Turks were not considered to be of equal mental ability and devoid of humane mannerisms in the eyes of the European characters, and arguably, in Shakespeare’s. His critics include A.C. Bradley and Anthony Gilbert. Despite the paper controversy, Othello survived the engulfing tides of time and is a part of modern theatricals and has been inscribed in literary history for all times to come.
It has had several influences on modern works as well. Creative Writing Department Columbia? The play has been adapted in multiple films which include: Jarum Halus (2008) a Malaysian version. Omkara (2006) a Bollywood feature. Eloise (2002) set in Australia. Kaliyattam (1997) a Kerala based production. Othello (1995, 1982, 1965, 1955, 1914 and 1909) made in different countries all over the world. The Tragedy of writing for fountain Othello (1952) Othello has been performed in theatricals and operas all across the modern world which includes Naples and Milan based operas. It has also surfaced in the form of ballet in New York City. The play has also been made into a few television series in 1981, 1990 and 2001 for 1984 handmaids, various production houses such as the British Broadcasting Corporation. It has also been adapted into a graphic novel by Oscar Zarate . The pla y is still taught and performed in modern schools and colleges and paper for fountain pens, the legacy of of david William Shakespeare and his controversial Othello thrives on into the future alongside other memorable Shakespearian works such as:
It shapes the paper for fountain Shakespearian legacy that is revered and remembered in modern times. We cannot all be masters, nor all masters cannot be truly follow’d. You are one of those that will not serve God, if the devil bid you. The robb’d that smiles, steals something from the thief. O thou invisible spirit of wine, if thou hast no name to be known by, let us call thee devil! Poor and content is rich and rich enough. He that is robb’d, not wanting what is stolen, Let him not know ’t, and he’s not robb’d at honors aisthesis journal all. Writing For Fountain? The Literary Genius Percy Bysshe Shelly. Lord Byron#8217;s Biography: An Inquiry Into the Eccentric Lord Who Went Poetic.
Edgar Allan Poe: A Concise Biography of Famous American Writer and Poet.
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English Language Arts Grade 6. Language Standard 2. a. Writing Paper For Fountain Pens? English Language Arts Grade 6. Language Standard 2. b. English Language Arts Grade 6. Language Standard 3. In this 28 day unit, students will gain background information on historic wars, compare different genres’ presentations of events, recognize different points of sestina elizabeth bishop, view, research an essential question, compile evidence, create warrants that lead to a claim which answers the essential question, and write an argumentative essay. Cheryl Dominguez helped to crystallize the writing for fountain, Essential Question #2 Graphic Organizer idea.
Main Curriculum Tie: English Language Arts Grade 6Writing Standard 1. Write arguments to support claims with clear reasons and creative college chicago, relevant evidence. Copy a class set for each attached graphic organizer. Background For Teachers: Many books are provided for teachers to select texts from. It is the pens, teacher's responsibility to preread the texts that will be used in class to decide which are appropriate for the current school population. Teachers can change out any texts listed in journal the Bibliography Section for texts containing similar information that are already in the class or school library. Jigsaw is an instructional strategy that utilizes cooperative learning. This website explains the strategy: www.jigsaw.org/overview.htm. Intended Learning Outcomes:
English Language Arts Objectives: By the end of the unit: Each student will compare different genres' presentations of events. Each student will recognize different authors' points of view in different genres. Each student will be able to research an essential question and compile evidence to make conclusions for a claim. Each student will write an pens argumentative essay including basic bibliographic information. Social Studies Objectives: By the end of the unit: Each student will understand causes and effects from World War I and World War II.
Each student will understand different perspectives and of david carawiay, events of WWI and WWII. 1. Start reading Number the Stars by for fountain, Lois Lowry as a class read-aloud. Day One: Gallery Picture Walk (set up pictures of WWI and WWII around the essays on life, classroom, use books #1, #2, #3, and #4 from the Bibliography Section)-Give the following prompt: As you go on a silent walk around the room look at writing pens the pictures and siting website apa essay, write a short description of what you see. Small Groups-Students share their descriptions of the pictures with their small group and the group chooses the pens, most descriptive one to share with the class. Group Share-Small groups share with class the description they chose. Open Class Question-What common words do we hear in these descriptions? Individual Work-What questions do these pictures make you have?
Write two questions to share. Handmaids Essay? Small Groups-Each person shares the paper pens, two questions and the small group decides on three questions to share with the class. Group Discussion-Small groups share their three questions and the class votes on the most important ones. Write these questions on a poster to dissertation carawiay, hang in the room for paper for fountain, the remainder of the unit. Quote: The first half of the 20th century was dominated by essays bishop, world wide conflict. During the paper for fountain, First World War and the Second World War most of the same nations were pitted against each other.
To some, this made it seem like one long war, with a 20-year lull between fighting. At stake was the mastery of the world. Carawiay? But the final outcome was not what many of the leading players on either side would have hoped for-or expected. In seeking to defend or increase their power, Britain, France and writing paper, Germany lost their dominant position to department college chicago, the United States and Soviet Russia. ( The World Wars: an Introduction to writing paper for fountain pens, the First Second World Wars , p. 6, Bibliography Section book #5) The First World War was fought on such a massive scale that people called it the Great War.
Never before had any war been fought on so many battlefields, with such a vast array of powerful and destructive weapons, and resulted in so many deaths. The War was a human tragedy on a global scale. It began in Europe, but countries from around the 1984, world were soon dragged into the fighting. The war lasted for four dark years and a staggering 65 million men were mobilized to fight. Over 21 million people died, including 13 million civilians. The terrible impact of the war sparked revolutions, toppled once-great empires and changed the political map of Europe forever. ( The World Wars: an Introduction to writing paper for fountain pens, the First Second World Wars , p. 9, Bibliography Section book #5) World War II was the most catastrophic conflict in history. Almost every continent on Earth was drawn into its fiery cauldron. Fought between two opposing alliances, known as the Allies and the Axis, the war began on September 1, 1939, when Germany invaded Poland. Apa Essay? It ended six years and a day later with the official surrender of Germany's ally Japan on pens, September 2, 1945. In that time, as many as 50 million men and women may have been killed. ( The World Wars: an Introduction to the First Second World Wars , p. 124, Bibliograpy Section book #5)
Essential Question #1-Write the following question on the front board: What were the contributing factors (causes) to the beginning of WWI and WWII? Teacher Think-Aloud-Read p. 6-9 of 1984 handmaids tale essay, book #6 in the Bibliography Section and list the contributing factors (causes)of war that you see in those pages. Small Groups-Students read book #5 in the Bibliography Section p. 12-17 for WWI and p. 126-131 for WWII or books #5a/b p. 2-3 as small groups and writing, compile a list of causes for WWI and WWII. Group Discussion-Share small group causes of WWI and WWII on dissertation, the front board. Look for paper pens, similarities and differences in siting apa essay the causes of both wars? What are the common causes of war that the class sees? Graphic Organizer-Hand out the cause/effect graphic organizer. As a class right the Essential Question at the top of the for fountain pens, organizer and fill out the common causes. (see attachment #1 in the Materials Section) Save graphic organizer to use later in the unit. Building Justification Criteria: See Chapter 2 p. 41-49 of Book #7 in the Bibliography Section. Follow Hillocks suggestions for What Makes a Good Mascot and complete the activity with your class.
I would use a new school close to your area as the school and choose mascots that students will know their characteristics. Hillocks uses lemurs and creative columbia chicago, manatees. Writing Paper Pens? Most Utah students are unaware of what the characteristics of dissertation of david carawiay, these mascots would be. See Chapter 2 p. 49-66 of Book #6 in writing the Bibliography Section. Follow Hillocks suggestions for A Picture Is Worth a Thousand Words and honors aisthesis journal, complete the activity with your class. Before War-Common Causes: Essential Question #2: Write-Is war ever justified? on the front board. Discuss that our class will be learning about WWI and writing paper, WWII in more depth. Siting Apa Essay? As we go through the writing for fountain, unit I want you to look for evidence to answer this question for YOU. Honors Journal? Each person may feel differently.
You are going to explore how you feel and make a decision for for fountain, the essential question. Hand out the Essential Question #2 Notes Graphic Organizer (see attachment #2 in the Materials Section). Using your notes on honors aisthesis, common causes of war from Day Two, fill out the first section Before(Causes) of your graphic organizer deciding if you want to put the pens, common causes under the No or the Yes column. During War-Building Knowledge: (Could use Jigsaw as an bishop instructional strategy during this section especially in the Biography and Historical Fiction Sections to save time and to differentiate instruction-see Background Knowledge Section and Strategies for Diverse Learners Section for writing paper for fountain, an explanation of this strategy) Small Groups-Read in small groups from the following texts and add justifications with reference citation for each in the No or Yes columns of your Essential Question #2 Graphic Organizer in the During(Conflict) section. Selections from Book #8-Bibliography Section Selections from sestina elizabeth bishop Book #9-Bibliography Section Selections from Book #10(More Complex)- Bibliography Section Book #11 (More Complex)-Bibliography Section Book #12(Less Complex)-Bibliography Section:Margaret Davidson p. 192-195, Calvin Graham p. 202-204, Terry Grimmesey p. 205-208. Book #13-Bibliography Section Book #14-Bibliography Section Book #15(More Complex)-Bibliography Section Book #16(Less Complex)-Bibliography Section. Book #17-Bibliography Section: Read Foreword as an introduction together as a class p. xi-xxi, then choose select poems from the rest of the book.
Group Discussion-Hand out the Genre-Point of View Graphic Organizer (see attachment #7 in the Materials Section). Writing Pens? Project teacher's copy using a document camera or an overhead on the front board. Explain the different columns of the my belief essays, graphic organizer. Small Group Work-Allow small groups time to write what books they read under the Genre column and complete the graphic organizer together. Group Discussion-Bring the writing for fountain, class back together and honors aisthesis, have a whole class discussion using the information the students wrote in small groups. After War-Building Knowledge: Small Groups-Read in small groups from Book #5-Bibliography Section, WWI p. For Fountain? 107-115, WWII p. 232-238 or Books #5a p. Handmaids? 16-17 and #5b p. 15-17, add justifications for each effect of war in the No or Yes column of your Essential Question #2 Graphic Organizer in the After(Results/Effects)section. Group Discussion-Discuss how to writing paper pens, transfer your After(Results/Effects) section ideas to the cause/effect graphic organizer. Discuss the causes of war and the effects of war. Group Discussion-Write Warrants using the format from Chapter Two: Hillock's book (Book #7-Bibliography Section)p. 60-65 for the essential question: Is war ever justified?
Group Discussion-We are going to write an argumentative essay for our essential question. Write-What does the word argument mean? Pair Share-Discuss the question with a partner. Group Discussion-Pairs share with the whole class their answers for the question. Show students the following quote from the department columbia, Common Core(See Bibliography Section), Arguments are used for many purposes-to change the reader's point of view, to bring about some action on the reader's part, or to ask the reader to accept the writer's explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer's position, belief, or conclusion is valid. Writing For Fountain? In history/social studies, students analyze evidence from multiple [sources] to advance a claim that is best supported by the evidence, and they argue for a historically. situated interpretation. Group Discussion-What is this quote telling you an argument is/is not? As a whole class make a T-Chart on department columbia college chicago, the board for writing for fountain, what argument is/is not. Students are going to write an argumentative (argument) essay using this meaning for 1984 handmaids, the word argument. Group Discussion-Look at your graphic organizer and decide what conclusion you can draw for Essential Question #2 from the information you have in your graphic organizer.
Then, highlight the information from paper for fountain your graphic organizer that you will use to justify your position for my belief on life and art, a yes or no answer to Essential Question #2. This will be your claim. Paper For Fountain? On your Cause/Effect Graphic Organizer highlight the warrants that justify your claim. Lastly, highlight the evidence/justifications you wrote under the No or Yes sections from the Essential Questions #2 graphic organizer that go with your claim. These will be your supporting details. Group Discussion-Show students the Essay Map (attachment #3 in the Materials Section). Essays Sestina Elizabeth? Have students fill out the for fountain pens, three main warrants they will be addressing from their Cause/Effect Graphic Organizer in the Main Reasons Section of the Essay Map. Group Discussion-Have students copy evidence/justification from their Essential Question #2 Graphic Organizer to support their Warrants in the Supporting Details Section of the Essay Map. Make sure the evidence/justification used is matched to the appropriate warrants.
Group Discussion-Write this question on the front board-What is a claim? Partner work/Group Discussion-partners look in honors the dictionary for meanings of the word claim and then the class shares out ideas. Crystallize the definition down to one like: A claim is your conclusion to for fountain pens, the essential Question based on the evidence you have to support the and art, warrants. Group Discussion-Show students the Essay Map graphic organizer again and for fountain pens, discuss how to fill out the Claim Section by giving them the following scaffolding: War is or is not ever justified (depending on what the student decides) because of Warrant #1, Warrant #2, and Warrant #3. You may want to model one using an Essay Map from one of your students.
Individual Work-Students work to write an individual claim in the Claim Section of their Essay Maps. Writing the Body Paragraphs Group Discussion-Review writing a paragraph with a topic sentence, three specific supporting details, and tale, a concluding sentence. Writing Pens? Each Main Reason (Warrant) from the Essay Map is the Topic Sentence for each of the three body paragraphs in the argumentative essay. The three Supporting details from the Essay Map are the supporting details that follow the topic sentence in website apa essay each body paragraph. Paper Pens? Students need to write a concluding sentence for each of the three body paragraphs. So, again, each of the three body paragraphs in their essay contains a Topic Sentence (Main Reason Section), three supporting details (Supporting Details Section), and a concluding sentence to tie the paragraph together.
Individual Work-students work to write the dissertation of david carawiay, body of the argumentative essay by writing three paragraphs, one for each Main Reason. Writing the Introduction Paragraph Group Discussion-How to write an writing pens introduction paragraph which contains a hook and the claim. See Craft Lessons by Ralph Fletcher p. 66-67, Nonfiction Craft Lessons by Ralph Fletcher p. 57, and 6+1Traits of Writing by Ruth Culham p. Honors Journal? 87-90 for teaching ideas. Individual Work-Students work to write the introduction paragraph for paper, their essay. Group Discussion-Hand out the Writing Organization Sheet (see attachment #4 Writing Organization Sheet in the Materials Section) and review the Opening Section ideas for creative writing department columbia college, good hooks in an introduction paragraph. Individual work-Students revise their introduction paragraphs to for fountain pens, create better hooks for aisthesis, their readers. Writing the Conclusion Paragraph Group Discussion-How to write a concluding paragraph for an argumentative essay which includes: A. Student's individual thoughts about if war is writing for fountain, ever justified; B. A restatement of the siting website apa essay, Claim; and writing for fountain, C. Honors Aisthesis Journal? A concluding wrap-up sentence.
See Craft Lessons by Ralph Fletcher p. 68-71, Nonfiction Craft Lessons by Ralph Fletcher p. Writing For Fountain? 106, and 6+1Traits of Writing by sestina elizabeth, Ruth Culham p. 87-90 for teaching ideas. Individual Work-Students work to write the conclusion paragraph for their essay. Group Discussion-Look at paper the Writing Organization Sheet (see attachment#4 in the Materials Section) and review the Conclusions section ideas for good wrap-ups in essay a conclusion paragraph. Individual Work-Students revise their conclusion paragraphs to create better wrap-ups for their readers. Group Discussion-Model how to tie essay paragraphs together using transition words so that the essay has an introduction paragraph, followed by a transition at the beginning of paper for fountain pens, each of the three body paragraphs, followed by a transition at the beginning of the conclusion paragraph. See 6+1 Traits of of david carawiay, Writing by Ruth Culham p. 91-92 and the Transitions section of the paper, Writing Organization Sheet for ideas. Have students look over the Writing Organization Sheet for ideas to use in aisthesis journal their essays. Individual Work-Students write their whole essay in one piece with an introduction paragraph, three body paragraphs (transitions at the beginning of for fountain, each of the three body paragraphs), and a conclusion paragraph (transition at the beginning). Partner Share-Students get with a partner and using a crayon highlight each of the transition words and discuss with partner if the words make sense in the context of the essay, keeping in mind that transition words help the reader understand the organization of the essay. Revising and aisthesis, Editing Essay Group Discussion-How do I revise my essay: A. Read essay out loud to see if it reads smoothly and makes sense-make any changes; and B. Add details to the essay that will help the reader more clearly understand your position in the essay. Individual Work-Students revise their essays.
Individual Work-Students reflect and revise their essays again using the Self-Teacher Assessment Rubric (attachment #5 in the Materials Section). Students fill out just their section of the rubric. The teacher can then use this same rubric for writing paper for fountain pens, grading purposes when the essay is submitted for apa essay, grading. Individual Work-Student use the paper for fountain, Editing Checklist to aisthesis, edit their essays(see attachment #6-Materials Section) Creating a Works Cited Page.
Group Discussion-How to write a Works Cited page. Hand out paper for fountain pens a copy of the Works Cited Page-How To Create (see attachment #9 in the Materials Section) to my belief on life, each student. Discuss the first page together as a class and demonstrate how to appropriately cite a source on the second page (Works Cited Information Collection Page)by using book #6 in the Bibliography Section. Individual Work-Lay out all the texts utilized during this unit on writing paper pens, a table. Students can work in writing department columbia chicago groups of paper for fountain pens, two or three to fill out the Works Cited Information Collection Page for all books in the unit. Individual Work-Students create a beginning Works Cited page for their essay. Publishing Essay Individual Work-Student publish their essays by writing a final copy (or word processing it on a computer). Celebration of Writing!-Partner Share-Students trade essays with two other students and fill out the Peer Assessment Rubric (see attachment #7 in the Materials Section)
Strategies For Diverse Learners: Students that are slower readers could be mixed within the different small groups so that they can focus on writing notes as a faster reader reads the text to the group. Longer/more complex texts and creative department chicago, shorter/less complex texts are labeled in the Historical Fiction and Biography sections of Days Eight-Fifteen. Teachers could utilize the Jigsaw instructional strategy explained in writing the Background for Teachers Section to help differentiate for diverse classroom learners. Assessment rubrics are built into unit instructional procedures. Number the Stars by Lois Lowry Quote from Appendix A: Common Core State Standards for honors, ELA and Literacy in History/Social Studies, Science, and Technical Subjects, p. 23 Craft Lessons by Ralph Fletcher Nonfiction Craft Lessons by Ralph Fletcher 6+1 Traits of paper for fountain, Writing by Ruth Culham Elementary CORE Academy 2004, Academy Handbook for Fifth Grade, p. 3:6. Books #1-#4 are used for their pictures of WWI and WWII. Teachers could substitute other pictures that they have in the classroom. Book #1-World War One: Life in the Trenches by Robert Hamilton Book #2-World War One: The Great Battles by Robert Hamilton Book #3-World War Two: D-Day to sestina elizabeth, Berlin by Robert Hamilton Book #4-World War Two: War in writing pens the Pacific by Robert Hamilton. Many books are provided for teachers to select texts from.
It is the teacher's responsibility to preread the texts that will be used in department class to decide which are appropriate for the current school population. Teachers can change out any texts listed in paper for fountain the Bibliography Section for texts containing similar information that are already in the class or school library. Book #5-The World Wars: An Introduction to the First Second World Wars by Usborne books (Buy enough for each small group to have a copy-After using, I would buy one book as a teacher reference and use Books #5a/b for students. They are less expensive and easier for students to gather information) Book #5a-World War I: Putting up a Front; Kids Discover magazine (Buy enough for creative columbia college, each small group to have a copy)-EASIER READ than Book #5, could be used instead of Book #5 Book #5b-World War II; Kids Discover magazine (Buy enough for each small group to have a copy)-EASIER READ than Book #5, could be used instead of paper for fountain, Book #5 Book #6-The First World War by my belief essays on life, Usborne books Book #7-Teaching Argument Writing by Gearge Hillocks, Jr. Book #8-Heroes of the paper for fountain, Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun (Valuable background information in the Introduction) Book #9-Survivors: True Stories of children in the Holocaust by Allan zullo and handmaids essay, Mara Bovsun (Valuable background information in the Introduction) Book #10-We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust by Jacob Boas (More graphic with mature themes, possibly 8th grade) Book #11-Surviving Hitler: A Boy in the Nazi Death Camps by Andrea Warren (Excellent Biography) Book #12-We Were There, Too!: Young People in U.S.
History by Phillip Hoose Book #13-Rose Blanche by Roberto Innocnti Book #14-The Butterfly by writing pens, Patricia Polacco Book #15-Journey to Topaz by Yoshiko Uchida Book #16-Passage to Freedom: The Sugihara Story by my belief on life, Ken Mochizuki Book #17-. I never saw another butterfly. Children's Drawings and Poems from Terezin Concentration Camp, 1942-1944 (Expanded Second Edition), (Valuable background information in the Introduction) Aug 08 2012 15:16 PM. UEN does not endorse and is not responsible for content on external websites linked to from this page.
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Guidelines for writing a literature review. by Helen Mongan-Rallis. Last updated: November 21, 2014. [Note: For these guidelines, in writing paper, some sections I have quoted directly some of the creative department college chicago, the steps from: Galvan, J. Writing For Fountain! (2006). Writing literature reviews: a guide for students of the behavioral sciences (3rd ed.) . Glendale, CA: Pyrczak Publishing. ] A literature review is not an website annotated bibliography in which you summarize briefly each article that you have reviewed. While a summary of the what you have read is contained within the writing for fountain, literature review, it goes well beyond merely summarizing professional literature.
It focuses on a specific topic of interest to chicago you and includes a critical analysis of the relationship among different works, and relating this research to writing paper for fountain your work. It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study (such as a thesis or dissertation). These guidelines are adapted primarily from Galvan (2006). Galvan outlines a very clear, step-by-step approach that is very useful to use as you write your review. I have integrated some other tips within this guide, particularly in suggesting different technology tools that you might want to consider in helping you organize your review. In the sections from Step 6-9 what I have included is the outline of those steps exactly as described by Galvan. I also provide links at the end of this guide to resources that you should use in order to apa essay search the literature and as you write your review. In addition to using the step-by-step guide that I have provided below, I also recommend that you (a) locate examples of paper for fountain pens literature reviews in creative department college, your field of study and skim over these to get a feel for what a literature review is and writing for fountain pens, how these are written (I have also provided links to a couple of examples at the end of these guidelines (b) read over journal other guides to writing literature reviews so that you see different perspectives and approaches: Some examples are: Read through the links provided below on APA guidelines so that you become familiar with the writing paper for fountain pens, common core elements of how to write in APA style: in particular, pay attention to general document guidelines (e.g. font, margins, spacing), title page, abstract, body, text citations, quotations.
It will help you considerably if your topic for sestina elizabeth your literature review is the one on which you intend to do your final M.Ed. project, or is in some way related to the topic of your final project. However, you may pick any scholarly topic. Step 3: Identify the literature that you will review : Familiarize yourself with online databases (see UMD library resource links below for writing for fountain help with this), identifying relevant databases in your field of study. Using relevant databases, search for literature sources using Google Scholar and elizabeth bishop, also searching using Furl (search all sources, including the Furl accounts of writing paper for fountain pens other Furl members). Siting Website! Some tips for writing paper for fountain identifying suitable literature and narrowing your search : Start with a general descriptor from the database thesaurus or one that you know is already a well defined descriptor based on past work that you have done in this field. You will need to experiment with different searches, such as limiting your search to descriptors that appear only in the document titles, or in siting, both the document title and in the abstract. Redefine your topic if needed: as you search you will quickly find out if the topic that you are reviewing is writing paper too broad.
Try to narrow it to a specific area of interest within the broad area that you have chosen (remember: this is merely an introductory literature review for Educ 7001). It is my belief essays and art a good idea, as part of your literature search, to look for existing literature reviews that have already been written on this topic. As part of your search, be sure to identify landmark or classic studies and theorists as these provide you with a framework/context for your study. Import your references into your RefWorks account (see: Refworks Import Directions for guide on for fountain pens how to do this from essays sestina bishop different databases). Writing Pens! You can also enter references manually into RefWorks if you need to.
Once you have identified and located the of david, articles for writing paper your review, you need to analyze them and organize them before you begin writing: Overview the writing columbia, articles : Skim the articles to get an idea of the general purpose and content of the article (focus your reading here on the abstract, introduction and first few paragraphs, the conclusion of each article. Tip: as you skim the articles, you may want to record the notes that you take on each directly into RefWorks in the box for User 1. You can take notes onto note cards or into a word processing document instead or as well as using RefWorks, but having your notes in writing, RefWorks makes it easy to organize your notes later. Group the articles into categories (e.g. into topics and handmaids, subtopics and chronologically within each subtopic). Once again, it's useful to enter this information into your RefWorks record. You can record the topics in the same box as before (User 1) or use User 2 box for the topic(s) under which you have chosen to writing for fountain pens place this article. Take notes : Decide on the format in essays on life and art, which you will take notes as you read the articles (as mentioned above, you can do this in RefWorks. You can also do this using a Word Processor, or a concept mapping program like Inspiration (free 30 trial download), a data base program (e.g.
Access or File Maker Pro), in an Excel spreadsheet, or the old-fashioned way of using note cards. Paper For Fountain Pens! Be consistent in how you record notes. Define key terms: look for differences in essays sestina, the way keys terms are defined (note these differences). Note key statistics that you may want to paper for fountain pens use in carawiay, the introduction to your review. For Fountain Pens! Select useful quotes that you may want to include in your review. Important : If you copy the exact words from an article, be sure to cite the page number as you will need this should you decide to use the honors journal, quote when you write your review (as direct quotes must always be accompanied by page references). To ensure that you have quoted accurately (and to writing pens save time in note taking), if you are accessing the article in honors aisthesis journal, a format that allows this, you can copy and paste using your computer edit -- copy -- paste functions. Note: although you may collect a large number of quotes during the note taking phase of your review, when you write the writing paper for fountain pens, review, use quotes very sparingly. The rule I follow is to quote only when when some key meaning would be lost in translation if I were to paraphrase the original author's words, or if using the original words adds special emphasis to a point that I am making.
Note emphases, strengths weaknesses: Since different research studies focus on different aspects of the issue being studied, each article that you read will have different emphases, strengths. and weaknesses. Your role as a reviewer is to evaluate what you read, so that your review is not a mere description of different articles, but rather a critical analysis that makes sense of the collection of articles that you are reviewing. Creative Writing Columbia College! Critique the research methodologies used in writing paper for fountain, the studies, and distinguish between assertions (the author's opinion) and actual research findings (derived from empirical evidence). Identify major trends or patterns: As you read a range of articles on creative college your topic, you should make note of trends and patterns over time as reported in the literature. Writing Paper! This step requires you to synthesize and make sense of what you read, since these patterns and trends may not be spelled out in the literature, but rather become apparent to honors you as you review the big picture that has emerged over time. Your analysis can make generalizations across a majority of studies, but should also note inconsistencies across studies and over for fountain pens time.
Identify gaps in the literature, and reflect on why these might exist (based on the understandings that you have gained by reading literature in this field of study). Apa Essay! These gaps will be important for you to address as you plan and write your review. Identify relationships among studies: note relationships among studies, such as which studies were landmark ones that led to subsequent studies in the same area. You may also note that studies fall into different categories (categories that you see emerging or ones that are already discussed in writing for fountain pens, the literature). When you write your review, you should address these relationships and my belief essays and art, different categories and discuss relevant studies using this as a framework. Keep your review focused on your topic: make sure that the writing paper, articles you find are relevant and directly related to your topic. As you take notes, record which specific aspects of the article you are reading are relevant to your topic (as you read you will come up with key descriptors that you can record in your notes that will help you organize your findings when you come to write up your review). If you are using an electronic form of siting apa essay note taking, you might note these descriptors in a separate field (e.g. in RefWorks, put these under User 2 or User 3; in Excel have a separate column for for fountain pens each descriptor; if you use Inspiration, you might attach a separate note for key descriptors. Evaluate your references for currency and coverage: Although you can always find more articles on your topic, you have to decide at what point you are finished with collecting new resources so that you can focus on writing up your findings. However, before you begin writing, you must evaluate your reference list to ensure that it is journal up to date and paper pens, has reported the most current work. Typically a review will cover the last five years, but should also refer to any landmark studies prior to this time if they have significance in shaping the direction of the field.
If you include studies prior to the past five years that are not landmark studies, you should defend why you have chosen these rather than more current ones. Step 5: Summarize the literature in table or concept map format. Galvan (2006) recommends building tables as a key way to help you overview, organize, and summarize your findings, and writing college chicago, suggests that including one or more of the tables that you create may be helpful in your literature review. If you do include tables as part of your review each must be accompanied by paper for fountain an analysis that summarizes, interprets and synthesizes the literature that you have charted in the table. You can plan your table or do the entire summary chart of your literature using a concept map (such as using Inspiration) You can create the table using the table feature within Microsoft Word, or can create it initially in Excel and then copy and paste/import the the Excel sheet into Word once you have completed the table in Excel. Essays Sestina! The advantage of writing using Excel is that it enables you to sort your findings according to a variety of handmaids factors (e.g. sort by date, and then by writing paper author; sort by methodology and then date) Examples of tables that may be relevant to your review: Definitions of key terms and concepts. Research methods Summary of research results. Step 6: Synthesize the my belief essays on life and art, literature prior to writing your review. Using the notes that you have taken and summary tables, develop an outline of your final review. The following are the key steps as outlined by Galvan (2006: 71-79) Consider your purpose and voice before beginning to write.
In the writing paper pens, case of aisthesis journal this Educ 7001 introductory literature review, your initial purpose is to provide an overview of the topic that is of interest to you, demonstrating your understanding of key works and concepts within your chosen area of pens focus. You are also developing skills in reviewing and writing, to provide a foundation on which you will build in subsequent courses within your M.Ed. and creative writing columbia, ultimately in writing for fountain pens, your final project. Department College Chicago! In your final project your literature review should demonstrate your command of your field of paper for fountain pens study and/or establishing context for a study that you have done. Consider how you reassemble your notes: plan how you will organize your findings into a unique analysis of the honors journal, picture that you have captured in your notes. Important: A literature review is not series of annotations (like an annotated bibliography). Writing Pens! Galvan (2006:72) captures the difference between an annotated bibliography and a literature review very well: . in essence, like describing trees when you really should be describing a forest.
In the case of creative writing department chicago a literature review, you are really creating a new forest, which you will build by using the trees you found in the literature you read. Create a topic outline that traces your argument: first explain to the reader your line or argument (or thesis); then your narrative that follows should explain and justify your line of argument. You may find the program Inspiration useful in mapping out your argument (and once you have created this in a concept map form, Inspiration enables you to writing paper convert this to a text outline merely by my belief and art clicking on the outline button). Paper! This can then be exported into a Microsoft Word document. Of David! Reorganize your notes according to paper for fountain pens the path of your argument Within each topic heading, note differences among studies. Tale! Within each topic heading, look for obvious gaps or areas needing more research. Plan to describe relevant theories.
Plan to discuss how individual studies relate to and advance theory Plan to summarize periodically and, again near the end of the review Plan to for fountain present conclusions and website, implications Plan to suggest specific directions for future research near the end of the review Flesh out writing paper for fountain, your outline with details from your analysis. Step 7: Writing the review (Galvan, 2006: 81-90) Identify the broad problem area, but avoid global statements Early in the review, indicate why the topic being reviewed is important Distinguish between research finding and bishop, other sources of information Indicate why certain studies are important If you are commenting on the timeliness of a topic, be specific in paper for fountain, describing the time frame If citing a classic or landmark study, identify it as such If a landmark study was replicated, mention that and siting apa essay, indicate the results of the replication Discuss other literature reviews on your topic Refer the reader to other reviews on issues that you will not be discussing in details Justify comments such as, no studies were found. Avoid long lists of nonspecific references If the results of paper pens previous studies are inconsistent or widely varying, cite them separately Cite all relevant references in the review section of thesis, dissertation, or journal article. Step 8: Developing a coherent essay (Galvan, 2006: 91-96) If your review is long, provide an overview near the siting, beginning of the for fountain, review Near the beginning of a review, state explicitly what will and essays elizabeth bishop, will not be covered Specify your point of view early in the review: this serves as the thesis statement of the writing paper pens, review. Aim for a clear and cohesive essay that integrates the key details of the literature and aisthesis, communicates your point of view (a literature is not a series of annotated articles). Use subheadings, especially in long reviews Use transitions to paper for fountain pens help trace your argument If your topic teaches across disciplines, consider reviewing studies from on life each discipline separately Write a conclusion for the end of the review: Provide closure so that the path of the argument ends with a conclusion of some kind.
How you end the review, however, will depend on your reason for writing it. Writing For Fountain! If the review was written to dissertation stand alone, as is the paper for fountain pens, case of website apa essay a term paper or a review article for publication, the writing paper, conclusion needs to make clear how the essays bishop, material in the body of the for fountain pens, review has supported the assertion or proposition presented in the introduction. Tale Essay! On the other hand, a review in a thesis, dissertation, or journal article presenting original research usually leads to the research questions that will be addressed. Check the flow of your argument for coherence. Galvan, J. (2006). Writing Pens! Writing literature reviews: a guide for students of the behavioral sciences ( 3rd ed.).
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