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She has also served as administrative assistant, English department chairperson. Instructional Teacher Leader in English, yearbook advisor, and CAS (Gifted) facilitator.
She is a part-time English instructor at the Community College of Allegheny County, and she serves as an Advanced Placement consultant for the College Board. Andrea is a member of the NCTE, PCTE, WPCTE, and a sister of ADK. Linda Norris was a high school English teacher from 1974-1985. Currently she is the educational coordinator of the Making Thinking Visible Project at CMU, and is com- pleting her Ph. She particularly enjoys work- ing with prospective teachers and teaching writing classes.
She likes doing research in the city, but she loves living in the countiy with her husband, two daughters, Irish setter, and cat, Snowball. Her pastimes are cooking, aerobics, and travelling. Peck is an educational researcherwith an interest in the uses of literacy in community settings. Wayne is a Presbyte- rian minster who works with "at risk" students through the Center for Community Literacy located athis church. Wajrne is interested in working with community wri ters producing documents that lead to action in the com- munity. Nancy Nelson Spivey is on the Rhetoric Faculty in the Department of English at Carnegie Mellon University. At CMU she teaches graduateandundergraduatecourscsinRhetoric, serves as Director of Graduate Studies in English, and con- ducts research for the Center for the Study of Writing. Her research interests include writing processes, read- ing processes, and connections between reading and writing. For the Making Thinking Visible Project, she serves as Director of Evaluation. Pamela Turley teaches help me write a narrative essay developmental composition at Community Collegeof Allegheny County, Allegheny Campus where she has recently accepted a position as an assistant professor.
She is particulariy interested in research in composition in the areas of teacher comments on papers, error analysis and inter- active pedagogy. In what little spare time she has, Pamela lov iS to hunt and fish with her husband, do cross-stitch and crochet and care for her (too many! Wallace is in the Rhetoric program at Carnegie Mellon, com- pleting his dissertation. He is researcher with the Center for the Study of Writing at Carnegie Mellon and teaches freshmen com- position and technical writing courses.
Before coming to Carnegie Mellon, he worked in li teracy development with basic writers in a university writing center and trained tutors in the writing center program.
When not working on research, teaching, or writing, he spends as much time as possible water-skiing, playing volleyball, and reading detective novels. Dear Teacher, In this age of the information explosion, we can easily feel overwhelmed by the enormous quantity of material available to us. Theories and techniques (both new and recycled) compete for our attention daily. Yet the information piling up on our desks and in our minds is how to find someone to write my paper how to find someone to write my paper often useless precisely because of its large volume. How do we begin to sort out the bits and pieces that are interesting and useful to us? This series of teaching resources taps the rich collection of instructional techniques collected in the ERIC database. Focusing on specific topics and grade levels, these lesson outlines have been condensed and reorganized from their original sources to offer you a wide but manageable range of practical teaching suggestions, useful ideas, and classroom techniques. We encourage you to use the citations to refer to the sources in the ERIC database for more comprehensive presentations of the material outlined here.
Beginning with resources found in the ERIC database, these lessons have been redesigned in a consistent format for your convenience. In many instances, the TRIED text also addresses your students directly.
These directions to the students are bulleted 14 Read these instructions to your students, or revise them, as you prefer. You know your students better than anyone else does. Adapt these lessons, taking into account the ability levels present in your classroom. Some of the lessons were specifically written for certain levels, but they can be easily modified. Think of these lessons as recommendations from your colleagues who TRIED them and found that they worked well.
Try them yourself, improve on them where you can, and trust your students to respond with enthusiasm. Am I facilitating success and enjoyment by guiding each student to read what he or she, at his or her own level of ability and expression of interest, will enjoy reading? Am I fostering satisfaction and a sense of achievement by guiding each student to read to his or her highest potential? Am I helping how to find someone to write my paper my students exercise their intellects with the same joy that they sense when the coach guides them in the exercise of their bodies? Am I affirming their reading choices, even when I myself would not choose to read what they selected?
Am I going to the trouble to help those students who are not having fun how to find someone to write my paper reading to start having fun reading? Am I helping them attain the skills they need to make reading easier and therefore more pleasurable? Am I being effective at guiding their taste in reading towards intelligence and maturity?
Am I diagnosing their reading levels and reading difficulties accurately? If not, what do I need to know about reading instruction that I do not know? Am I devising enough different learning activities so that students with different frames of mind, learning styles, and other individual differences can make the most of their reading?