2/12/2024 0 Comments A guide to annotating an article![]() ![]() More information about essay structure and other topics to facilitate this genre study can be found at Seven Types of Paragraph Development and Writing Resources from Harvard University's Writing Center. For students who are less ready to embark on a genre study of this sort, consider focusing on a work that is more accessible ( Of Mice and Men rather than Grapes of Wrath, for example) or shift the activity to a collaborative project rather than an independent one. This lesson requires a fairly sophisticated level of understanding of reading, writing, and literary analysis.Hamlet, Beloved, The Great Gatsby), as students need to have a substantial selection of criticism from which to choose. This assignment works best with a work that is widely read, taught, and discussed (e.g. Students should finish a literary text before beginning this assignment.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. ![]()
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