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COLLABORAIIVE PLANNING: CoNCETTS, PROCESSUS, AND ASSIGNMENTS 139 ERIC 1 4 i Karen Gist has taught high school English, grades 9-12 for the Pittsburgh Public Schools, for 1 7years.
She is a Western Pennsylvania Writing Fellow and a staff menrtber of a training program which helps teachers to use critical discussion in the classroom. Thomas Hajduk has taught college English since 1986 at the University of Pittsburgh and at the Community College of Allegh- eny County. He is completing his doctorate in the Rhetoric program at Carnegie Mellon and is a re- searcher with the Center for the Study of Writing and the Center for Educational Computing in English.
In the two or three free weekends Tom has, he pretends to play golf. Martine has taught every level of high school English at Allderdice High School in Pittsburgh for the last 24 years. 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 thesis proposal writing service 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 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.
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. Besides its role in developing the ERIC database, the ERIC Clearinghouse on Reading and Communication Skills is thesis proposal writing service responsible for synthesizing and analyzing selected information from the database and making it available in printed form. The name TRIED reflects the fact that these ideas have been tried by other teachers and are here shared with you for your consideration. We hope that these teaching supplements will also serve as a guide or introduction to, or reacquaintance with, the ERIC system and the wealth of material available in this information age. The authors — all of them experienced professional experts in the teaching of reading and writing — recommend following "the pleasure principle" in communicating the joy of reading and writing to youthful literates.
This TRIED volume results from an effort to integrate instruction in the language arts. Above all, reading and writing are fun and games for minds.
LESSON DESIGN These lessons offer ideas that were first tried and tested in the classroom environment, and then reported in the ERIC database.
The ED numbers for sources in Resources in Education (RIE) are included to enable you to go directly to microfiche collections for the complete text, or to order the complete document from the ERIC Document Reproduction Service (EDRS). The citations to journal articles are from the Current Index to Journals in Education, and these articles can be acquired most economically from library collections or through interlibrary loan. 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 thesis proposal writing service each student to read what he or she, at his or her own level of ability and expression of interest, will enjoy reading?