#6
Core Standards
When I was reading the Common Core Standards I came across the writing samples that meet these standards. the types of writing are writing—argument, informative/explanatory text, and narrative.
Something I have noticed based on the standards is that most of my teachers from high school didn't follow these standards.
The one that stood out that made me realize this is 'research to build and present knowledge', especially the second one 'Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.' when teachers told students to gather secondary sources we weren't given the tools to apply to the current writing we did or were doing. Teachers never really checked for plagiarism, but what they did care the most about is the flows of ideas.
For the project portion, As a teacher, it is sort of difficult to get students interested in something that we pick out and it's difficult for the student to find something school appropriate or subject appropriate to work on.
NES pages 89-129
while reading through these pages I realized that I barely remember or were never taught most of these things, for example.
Double quotation marks with other punctuation, dependent clauses, and syntax.
All I know is how and where to put punctuation at the end of a sentence or paragraph. If or when I teach English in high school I definability need to re-learn and teach myself these methods.
When I was reading the Common Core Standards I came across the writing samples that meet these standards. the types of writing are writing—argument, informative/explanatory text, and narrative.
Something I have noticed based on the standards is that most of my teachers from high school didn't follow these standards.
The one that stood out that made me realize this is 'research to build and present knowledge', especially the second one 'Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.' when teachers told students to gather secondary sources we weren't given the tools to apply to the current writing we did or were doing. Teachers never really checked for plagiarism, but what they did care the most about is the flows of ideas.
For the project portion, As a teacher, it is sort of difficult to get students interested in something that we pick out and it's difficult for the student to find something school appropriate or subject appropriate to work on.
NES pages 89-129
while reading through these pages I realized that I barely remember or were never taught most of these things, for example.
Double quotation marks with other punctuation, dependent clauses, and syntax.
All I know is how and where to put punctuation at the end of a sentence or paragraph. If or when I teach English in high school I definability need to re-learn and teach myself these methods.
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