Of all the arts, writing should be among the most democratic: The goal is for students to improve their writing and simultaneously develop myriad approaches to writing that empower students to effectively evaluate and improve their own writing and thinking. To this end, students will participate in writing workshops of at least forty-five minutes three to five times a week.
The best presentation is the most persuasive, not the most dazzling.
Select Powerful Images Much of the clip art commercially available to students is quite limited and limiting. We would expect them to use digital cameras and their own art whenever possible to deliver more punch and power to their presentations.
We would also expect that they honor copyright when employing images scanned from the press or downloaded from Web sites, teaching them that "fair use" may allow such use by students within classrooms for reports but would not be permitted if they were adults in the workplace and is not permitted on school Web sites.
Distill Words Slides are meant to share main ideas, phrases and key points. The student first expands upon these main ideas in an essay fully substantiated with evidence as mentioned earlier in this article. The slide presentation is a summary or abstract of this longer, more carefully elaborated piece of writing.
Slides should rarely offer more than a dozen words each. Students should prepare to speak concisely and effectively to a group about the ideas represented by the slides.
They should not read the slides to the group. Honor Criteria Artists and those who write or speak for a living usually devote considerable energy and attention to design criteria.
Even if they violate design values, it is usually in some conscious manner to create a special effect. It is unlikely that most students will apply such design criteria to their own work unless the teacher takes the time to teach and demonstrate the criteria. Here again, exemplars can be an effective way to illustrate the power of good design.
Students will be most effective if they consider and address values such as the following: Harmony How well do the elements ideas, images, sounds, etc. If not harmonious, does the lack of harmony help to create meaning, as with juxtaposition or cognitive disssonance?
Is the discordance intentional and functional? Or is it jarring? Mere noise and static? Proportion Is the scale or relative importance of the elements in keeping with their importance? Do big ideas appear in larger fonts than details?
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|Writing Mini-Lessons||Each element should be followed by the punctuation mark shown here. Earlier editions of the handbook included the place of publication and required different punctuation such as journal editions in parentheses and colons after issue numbers.|
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Is the size of the graphic appropriate in relationship to the words? Templates - because they allocate a certain amount of space for text and a certain amount of graphics - can sometimes skew the emphasis placed on one part of the slide.
Inserting images into predefined spaces tends to expand them to fill all available space. Students should decide how big these items should be in advance and should give them the space on the page their value warrants.
Balance Do the elements of the page stand together visually? Or do they seem likely to "fall down" or topple? Restraint Have various devices and special effects been used judiciously so as to contribute to meaning?
Do choices of fonts and styles match intention? Originality Do the slides, the design and the ideas show signs of personal style and inventiveness?
Or do they suffer from same-old, same-old, template design? Do the pages seem hastily constructed with a slap-dash, cut-and-paste approach? Or can we see a devotion to thoughtful, intentional design? This list of design principles is meant as an illustration. For more completely developed models, consult some of the following excellent and user friendly resources: The Non-Designer's Design Book: Design and Typographic Principles for the Visual Novice.
ISBN order from Amazon.
Com This is a delightfully illustrated book demonstrating the power of proximity, alignment, repetition and contrast to increase communication power.
Middle school and high school students would enjoy and understand this book. Creativity for Graphic Designers: ISBN X order from Amazon This book, while aimed at adult design professionals, would work with middle school and high school students as a way of helping them to push their ideas toward originality.
Divided into three sections Preparing for Ideas, Getting to Ideas, and Growing Ideasthis book provides excellent suggestions for communicating with pizazz and freshness. Deliver Dramatically There is an ever present danger that the excitement of creating multimedia slides and presentations will distract students from the very real and difficult challenge of addressing a human audience, face-to-face, eye-to-eye.The Andrew Jackson site has been retired from ashio-midori.com To find similar history and technology content on ashio-midori.com, explore our American Experience site.
Or, try our keyword search or browse the. This rubric was designed for essays and research papers in history, CMU. Projects Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' writing.
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We use the term “generic essay” to talk about non-specific essay writing tasks. They can be assigned to us in many diverse fields – high school, college or work, as part of pre pharmacy coursework or any asa style paper in general. Evaluating a College Writing Sample RUBRIC CRITERIA / SCALE Exceeds Expectations Meets Expectations essay Some evidence of critic analysis and/or insight There are some exam and evid Central idea and clarity purpose are absent or incompletely ex and maintained. Notes. Grading sections (Presentation, Arrangement, Style, Invention) No problems in a section, the section is G; Only one problem per section, the section is OK; More than one problem per section (or one large problem like plagiarism), and the section is NW; Grading the homework.
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