Right now, I’m most interested in… Trying to live a good life
My favorite musical artist is…. Boyce Avenue
My favorite movie is…. Braveheart
One thing I like to do in my spare time is… Play Soccer
When it comes to technology, I’m most comfortable with…(put X next to all that apply)
Microsoft Word X Microsoft Powerpoint X Email X Cellphone X Text messaging X Taking cellphone pictures X Taking cellphone video Taking cellphone audio Video editing Blogging or Social Networking (e.g., Facebook) X Making websites
My favorite teachers were the ones who… Were passionate about what they did.
But I didn’t like classes in which… They made us do only book work.
In this class, I’m most nervous about… The technology.
In this class, I’m most excited about… Learning about different perspectives on writing.
he
If there’s one thing you should know I
9/19/10 Writing Analysis III Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project. Genre Documents_Examples Documents created during the time of the Salem Witch Trials What effective choices did the writer make regarding use of information, appearance, and point of view? 1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance authenticity and mood? Appearance Font □ Arrangement on page □ Graphics □ Other □X
3. What point of view did the writer select? The subject’s □ An inanimate object’s □ Other □X
Organization How did the writer choose to organize the piece to accomplish the purpose? 1. Organizational pattern Chronological □ Order of importance □X Categorical □ Inverted pyramid □ Problem solution □ Spatial □ Other □
2. Lead Makes reader want to read on □ Introduces subject □ X
3. Transitions Uses words or phrases to link ideas □ Ideas lead naturally one to the next □ X Lack of transitions is appropriate for piece □
4. Ending Smooth and natural □ Piece feels like a unified whole □X Writer effectively leaves the reader in suspense or wonder □
Language and Style Which word choices are particularly effective? Specific action verbs □ Specific nouns □ Unique language use □ Sentence variety □X
What language techniques did the writer use to enhance authenticity and mood? Spelling □ Sentence style □ Dialect □ Register □ Other □ X
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project. Genre Documents_ Examples Documents created during the time of the Salem Witch Trials What effective choices did the writer make regarding use of information, appearance, and point of view? 1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance authenticity and mood? Appearance Font □ Arrangement on page □ Graphics □ Other □X
3. What point of view did the writer select? The subject’s □ An inanimate object’s □ Other □X
Organization How did the writer choose to organize the piece to accomplish the purpose? 1. Organizational pattern Chronological □ Order of importance □X Categorical □ Inverted pyramid □ Problem solution □ Spatial □ Other □
2. Lead Makes reader want to read on □ Introduces subject □ X
3. Transitions Uses words or phrases to link ideas □ Ideas lead naturally one to the next □ X Lack of transitions is appropriate for piece □
4. Ending Smooth and natural □ Piece feels like a unified whole □X Writer effectively leaves the reader in suspense or wonder □
Language and Style Which word choices are particularly effective? Specific action verbs □ Specific nouns □ Unique language use □ Sentence variety □X
What language techniques did the writer use to enhance authenticity and mood? Spelling □ Sentence style □ Dialect □ Register □ Other □ X Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project. Genre Party Programs_Examples Talks about specific people that played apart in the trials What effective choices did the writer make regarding use of information, appearance, and point of view? 1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance authenticity and mood? Appearance Font □ Arrangement on page □ Graphics □X Other □X
3. What point of view did the writer select? The subject’s □X An inanimate object’s □ Other □
Organization How did the writer choose to organize the piece to accomplish the purpose? 1. Organizational pattern Chronological □ Order of importance □X Categorical □x Inverted pyramid □ Problem solution □ Spatial □x Other □
2. Lead Makes reader want to read on □ x Introduces subject □
3. Transitions Uses words or phrases to link ideas □ x Ideas lead naturally one to the next □ X Lack of transitions is appropriate for piece □
4. Ending Smooth and natural □ Piece feels like a unified whole □X Writer effectively leaves the reader in suspense or wonder □
Language and Style Which word choices are particularly effective? Specific action verbs □ Specific nouns □x Unique language use □ Sentence variety □
What language techniques did the writer use to enhance authenticity and mood? Spelling □ x Sentence style □ x Dialect □ x Register □ Other □ X tinued) Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project. Genre Party Invitations_ Examples Talks about specific people that played apart in the trials What effective choices did the writer make regarding use of information, appearance, and point of view? 1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance authenticity and mood? Appearance Font □ x Arrangement on page □X Graphics □X Other □
3. What point of view did the writer select? The subject’s □X An inanimate object’s □ Other □X
Organization How did the writer choose to organize the piece to accomplish the purpose? 1. Organizational pattern Chronological □ Order of importance □X Categorical □x Inverted pyramid □X Problem solution □ Spatial □ Other □
2. Lead Makes reader want to read on □ Introduces subject □ X
3. Transitions Uses words or phrases to link ideas □ x Ideas lead naturally one to the next □ X Lack of transitions is appropriate for piece □
4. Ending Smooth and natural □ Piece feels like a unified whole □X Writer effectively leaves the reader in suspense or wonder □
Language and Style Which word choices are particularly effective? Specific action verbs □x Specific nouns □x Unique language use □X Sentence variety □
What language techniques did the writer use to enhance authenticity and mood? Spelling □ x Sentence style □ x Dialect □ x Register □ Other □ X tinued)
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project. Genre Magazine Examples Talks about Reverend Paris What effective choices did the writer make regarding use of information, appearance, and point of view? 1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance authenticity and mood? Appearance Font □ x Arrangement on page □X Graphics □X Other □
3. What point of view did the writer select? The subject’s □X An inanimate object’s □ Other □X
Organization How did the writer choose to organize the piece to accomplish the purpose? 1. Organizational pattern Chronological □X Order of importance □X Categorical □ Inverted pyramid □ Problem solution □ Spatial □ Other □
2. Lead Makes reader want to read on □ X Introduces subject □
3. Transitions Uses words or phrases to link ideas □ x Ideas lead naturally one to the next □ X Lack of transitions is appropriate for piece □
4. Ending Smooth and natural □ X Piece feels like a unified whole □X Writer effectively leaves the reader in suspense or wonder □ X
Language and Style Which word choices are particularly effective? Specific action verbs □x Specific nouns □x Unique language use □X Sentence variety □
What language techniques did the writer use to enhance authenticity and mood? Spelling □ x Sentence style □ x Dialect □ x Register □ Other □ X tinued)
9/19/10 Writing analysis II
Writing Analysis Strategy: Part II: Holistic Analysis
Genre
Party Invitation that talks about the corruption of the Purtian Church there.
Genre
Party Program. It includes information about people who were part of the trials.
Genre
Documents of the Salem Witch Trials. It was appropriate.
Genre
Documents of the Salem Witch Trials.
It was appropriate.
Quickly look over the entire project. In each box write the genre of each piece and the type of information it appears the writer has chosen to include. Do you think the genre is appropriate for that kind of information?
Topic The Salem Witch Trials
Genre Song about the damage afflicated by the trials
Genre Poem. It talked about how these people were treated during the trial so unfairly
Genre Magazine Article. It is about the Pastor during the witch trials. And how significant an impact he had.
Genre
Recipe. It shows the reader how ridiculous the people of Salem thought you could become a witch just because of one of these symtoms.
Genre Told from the perspective of the poppet doll. It talked about what the purpose of the doll was. And why it was so important.
The seventh genre was taken from the Crucible. What this section of reading depicts, is just that the witch trials were based on lies and not the truth. The eight genre is a short story. It is told in first person about a little girl, who did what the people told her to do. That was to confess that she was a witch. She did so, and thought she was going home. Instead, she locked away in prison, away from her mommy.
The ninth genre is a poem. What it is about is about Georgy Porgey who is wrongly accused of being a witch. Because of that, she was hung wrongfully, even though people knew she was not a witch.
The tenth genre is about a woman who lived during the time of the witch trial. It was an autobiography. She knows that the trials where based on lies. And there is great disgruntlness between the people that were part of the trials, and her.
The eleventh genre is a letter. This woman is wrongly accused of being a witch. And now she is paying the ultimate price for being accused.
Does the project have unity? I believe that this project showed unity throughout the entire project. It was well done. Can you see how the writer created cohesion among the pieces? If so, how? Yes I could because what I saw was there was a flow, and a distinct connection between all the genres. All of them drew similar connections to the Salem Witch Trials.
Topic Choice: William Wallace List five facts that you already know about this person: 1.Live from 1270-1307 AD
2.William Wallace was born in Scotland during the rule of King Edward “The Longshanks” 1st
3.William Wallace lead a rebellion against Edward 1st
4.His most famous battle was the battle of Sterling Bridge in 1297
5.He was executed because of high treason against the King of England
Answer these questions about this person: 1. How did this person impact the world?
This person impacted the world because he was one of the first people to inspire nationalism into one country. And he started that that kind of revolution throughout the world.
2. Why do we still learn about this person and his/her works today?
Because he is a person that most people aspire to be. The way that he fought for his country and lived his life is incredibly inspiring
3. Why are you interested in researching this person?
Because I believe that he is a man to model my life after. To be passionate about things and follow my hopes and dreams.
4. How do you personally connect with this person? Well he is a man that I would like to model my life after.
Resources What resources do you think will be useful to you? Specific books? Series of books? Magazines? Periodicals? Interviews? Internet sites? Films? Other?
I will probably use a ton of books that are important. There are so many books that are important on this person. There are also a lot of poems that are written about this person. And also movies that depict his life like Braveheart. Topic Talk: Event, Issue, or Other Topic of Interest
Topic Choice:D-Day List five facts that you already know about this topic:
The event took place on June 6, 1944
The commander of the American army was Eiesenhower
The commander of the German army was Rommel.
The five beaches were Gold, Utah, Omaha, Juneau, Sword
It took place in Normandy, France
Answer these questions about this topic: 1. How did it/will it impact the world? It impacted the world because it was the start of the Allie’s entrance into Europe.
2. Why is there still interest in it today, or why will there continue to be interest in it? Because it was one the proudest moments in American history, and it put an end to Hitler’s rule.
3. Why are you interested in researching this topic? Because it is such an important event in our country’s history.
4. How do you personally connect with this topic? Without this day, we would not be where we are today in this world. Resources What resources do you think will be useful to you? Specific books? Series of books? Magazines? Periodicals? Interviews? Internet sites? Films? Other?
There are so many resources that could be very useful to me. There are so many things that are resourceful. So many books, documentary, and internet sits are dedicated to this event.
Once you have completed worksheets for TWO topics, please answer these two questions; be prepared to discuss your answers in class: 1. Of your two topic choices, which one do you think you will find the most information about? Please explain.
I will probably find more information on D-Day. I feel this way because it was done in a more modern time time. Also, there are so many people that have been affected by this event across the whole world.
2. Of your two topic choices, which one do you really like the best? Please explain. I will have to say William Wallace, because he is the man, and he is also is the coolest person in the world.
9/15/10
Revisit your teaching attempt and your healthy meal research/presentation:
How did genre, audience, and purpose figure in those processes?
Post your answers in the discussion forum on your personal page (hint: you can copy and paste this question into a post)
In terms of teaching Shelby how to play ping, I believe that genre, audience and purpose played a hugh part in how I presented my stuff. My purpose for Shelby was to try and inform her about the simple rules of how to play ping pong. My audience was her, which made this much less formal, and more relaxed in the process. And my genre was basically sports. It was about teaching the rules of sports, so it falls under the genre. In terms of the healthiest meal plan, there also was the same kind of concepts. For genre, I would classify as like informative, like something that you would find on the food network, or something of that sort. In terms of audience, my audience was more formal, and more sturctured. And in terms of purpose, my idea was to inform people about what is the healthiest meal.
9/5/10 Teaching Someone to Play Ping-Pong
--To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)?
So one thing that I tried to teach was that I was trying to teach my friend Shelby how to play ping-pong. The style of intelligence that I had tried to use was kinesthetic. The reason was because ping-pong is a sport and kinesthetic has to deal with sports.
--In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts?
The problem was that Shelby was able to learn with kinesthetic intelligence. She does not learn that way. She is more of a interpersonal intelligence. So while I was trying to teach her how to play, she got really frusturated and did not want to keep playing. However, I insisted that we keep playing, and sure enough, with a little bit of time, she started to understand the game and it was epic to watch.
--What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take?
What I was saw was that Shelby was playing by the rules. She was hitting the ball with great consistancy, and she was enjoying herself. With that she did very well, and I was very proud.
As I look back on the learning styly profiles, I can see how they came up with the results that they did. My highest score told me I am a interpersonal type of guy. My thought is that I would have to agree with that. Since my freshman year of high school, I have been able to interact with peopole on different levels. It did not matter who they were or where they came from, I could interact with them, and be able to connect on a personal level. This little excercise that we did was a good way to open my eyes to see what my strong points of learning are, and what are my weak points. All in all it was just a nice way to learn more about myself and the way that I think and learn in everyday life.
Learning Styles Profile Rate each of the following on the basis of 1 to 4. 1=least like you; 2=a little like you 3=quite a bit like you; 4=most like you
Learning Style #1
Do you:
Like to write? 2
Like to learn new words? 2
Like to tell stories? 4
Enjoy reading? 4
Give good directions to others so that they understand the first time? 2
Have a good memory for names, dates, facts? 3
Enjoy making or hearing puns? 2
Enjoy metaphors? 2 Total score 21
Learning Style #2
Do you:
Like to work with computers and calculators? 1
Enjoy math class? 2
Easily add numbers in your head? 3
Enjoy doing science experiments? 1
Ask a lot of questions about how things work? 2
Enjoy chess, checkers, or other strategy games? 2
Enjoy logic puzzles or brainteasers? 1
Like to go by steps, from A to B to C, rather than jumping from A to D? 3 Total score 15 Learning Style #3
Do you:
Read maps, charts, or diagrams more easily than text? 2
Build interesting three dimensional constructions (like LEGO buildings or others)? 1
Prefer to draw pictures rather than tell stories? 1
Find your way to a new place easily? 1
Like to take things apart and then try to figure out how to put them back together? 1
Doodle a lot on notebooks? 3
Visualize the back side of an object from looking at the front? 2
Estimate distances between objects easily? 1 Total score 12
Learning Style #4
Do you:
Find activities like riding a bike, skating, or walking on a balance beam easy? 3
Run, swim, and exercise without getting tired? 4
Learn to play new sports easily and quickly? 4
Learn a new dance step easily and quickly? 1
Use a lot of hand gestures and body movements when talking to friends? 2
Like touching things you’ve just seen?3
Cleverly mimic other people’s gestures or mannerisms? 4
Move, tap, or fidget while seated for a long time in one spot? 4 Total score 23
Learning Style #5
Do you:
Enjoy playing a musical instrument? 1
Listen to music a lot?4
Hum or sing a lot?4
Tell people when music sounds off-key?2
Have a good singing voice?4
Remember the melodies of songs?4
Sing harmony?2
Compose music in your head or on paper?1 Total score22 Learning Style #6
Do you:
Like to work and/or play with others?4
Understand how people are feeling by looking at their faces?3
Give advice to friends who have problems?4
Have a good sense of empathy or concern for others?4
Seem to be street-smart?3
Seem to be a natural leader on teams?4
Get energy from being with people rather than being alone?3
Feel that several minds working on something are better than one?4 Total score29
Learning Style #7
Do you:
Often need a quiet place to work or just be alone? 3
Like to make collections of things that have special meaning for you?3
Remember your dreams?2
Display a sense of independence or strong will?3
Have a realistic sense of your own strengths and weaknesses?4
Accurately express how you are feeling?3
Have an interest or a hobby that you don’t talk much about?1
Get energy from being alone rather than being with people?3 Total score 21 Learning Style #8
Do you:
Enjoy collecting bugs, flowers, or rocks?1
Like to closely examine what you find in nature?3
Keep detailed records of your observations of nature?2
Like to watch natural phenomena like the moon/tides and hear explanations about them?2
Become fascinated with one thing from nature and want to learn about it thoroughly?3
Want to find out the name of a bird or a bug you’ve seen?1
Like to classify things?1
Want to become a geologist, biologist, or some other type of scientist?1 Total score14
Done taking the survey? Now read the explanation below
Multiple Intelligences (back to top)
Intelligence is often considered to be how well you score on tests or what your grades are in school. In the 1900s, French psychologist Alfred Binet tried to come up with some kind of measure that would predict the success of failure of children in the primary grades of school. The result was the forerunner of the standards IQ test we use today. This gave us a dimension of mental ability by which we could compare everyone.
In the 1980s, Harvard University psychologist, Howard Gardner conceived a pluralistic view of the mind, and recognized the many discrete facets of cognition. Gardner defines intelligence as the ability to solve problems or to fashion products that are valued in one or more cultural settings. He acknowledges that people have different cognitive strengths as well as different cognitive styles. Gardner bases his view in part on findings from sciences that were nonexistent in Binet’s time. One involves studying what people are capable of who have sustained localized brain damage to certain cognitive centers. Out of this came Gardner’s “theory of multiple intelligences.”
Instead of looking for a correlation between tests, he argues, we should look to how people develop skills that are pertinent in their culture. When a child learns to play the piano, s/he is learning several skills. Will the training s/he received learning the piano skills enhance mathematics skills, or vice versa? The standard IQ test measures how intelligent a person is in traditional areas involving math and language. All other areas that a person may excel at or have natural ability in are not taken into consideration. Each individual is unique. We all have different physical features—we are not all blue-eyed, brown-haired, six-foot tall men; we each have different personalities—some are jokesters and comedians while others are quiet, reserved, and serious; likewise, we all have our own set of talents, gifts, and abilities. Not everyone will excel in math and language. Why should we compare how smart children are or how successful they will be based on a test that measures only two aspects of who they are?
Gardner has identified eight intelligences. These areas in a culture are valued as abilities to solve a problem or create a particular product. The intelligences are like talents and gifts in that there are many combinations possible; indeed, all people have all of these qualities to some degree. Intelligences can also be strengthened. How readily the improvement occurs depends upon the biology of the person’s brain and the teacher/cultural context.
Style 1: Linguistic – the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric.
Style 2: Logical/mathematical – the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling.
Style 3: Spatial – the ability to perceive and represent the visual-spatial world accurately, to arrange color, line, shape, form, and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to transform visual or spatial ideas into imaginative and expressive creations.
Style 4: Bodily-Kinesthetic – the ability to use the body and tools to take effective action, to construct or repair, to build rapport, to console, to persuade, or to support others; to plan strategically or to critique the actions of the body, to appreciate the aesthetics of the body and to use those values to create new forms of expression.
Style 5: Musical – the ability to understand and develop musical technique, to respond emotionally to music and to use music to meet the needs of others, to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions.
Style 6: Interpersonal – the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal.
Style 7: Intrapersonal – the ability to assess one’s own strengths, weaknesses, talents, and interests and to use them to set goals, to understand oneself and to be of service to others, to form and develop concepts and theories based on examination of oneself, and to reflect on one’s inner moods, intuitions, and temperament in order to use them to create or express a personal view.
Style 8: Naturalist – the ability to recognize and classify plants, minerals, and animals, including rocks, grass, and all variety of flora and fauna, and to recognize patterns and cultural artifacts.
For more info on this subject:
Gardner, H. (1993) Multiple intelligences: The theory into practice. New York: Basic Books.
Gardner, H. (2004) Changing minds: The art and science of changing our own and other people’s minds. Boston, MA: Harvard Business School Press.
Done reading the explanation? Now post a reaction at the top of your personal page
Personal page2
back
to personal pages
Before Bloomsburg, I lived in… Williamsport, PA
At Bloomsburg, I want to major in… Education
Right now, I’m most interested in… Trying to live a good life
My favorite musical artist is…. Boyce Avenue
My favorite movie is…. Braveheart
One thing I like to do in my spare time is… Play Soccer
When it comes to technology, I’m most comfortable with…(put X next to all that apply)
Microsoft Word X
Microsoft Powerpoint X
Email X
Cellphone X
Text messaging X
Taking cellphone pictures X
Taking cellphone video
Taking cellphone audio
Video editing
Blogging or Social Networking (e.g., Facebook) X
Making websites
My favorite teachers were the ones who… Were passionate about what they did.
But I didn’t like classes in which… They made us do only book work.
In this class, I’m most nervous about… The technology.
In this class, I’m most excited about… Learning about different perspectives on writing.
he
If there’s one thing you should know I
9/19/10 Writing Analysis III
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece
Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.
Genre Documents_ Examples Documents created during the time of the Salem Witch Trials
What effective choices did the writer make regarding use
of information, appearance, and point of view?
1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance
authenticity and mood?
Appearance
Font □
Arrangement on page □
Graphics □
Other □X
3. What point of view did the writer select?
The subject’s □
An inanimate object’s □
Other □X
Organization
How did the writer choose to organize the piece to
accomplish the purpose?
1. Organizational pattern
Chronological □
Order of importance □X
Categorical □
Inverted pyramid □
Problem solution □
Spatial □
Other □
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2F
2. Lead
Makes reader want to read on □
Introduces subject □ X
3. Transitions
Uses words or phrases to link ideas □
Ideas lead naturally one to the next □ X
Lack of transitions is appropriate for piece □
4. Ending
Smooth and natural □
Piece feels like a unified whole □X
Writer effectively leaves the reader in
suspense or wonder □
Language and Style
Which word choices are particularly effective?
Specific action verbs □
Specific nouns □
Unique language use □
Sentence variety □X
What language techniques did the writer use to
enhance authenticity and mood?
Spelling □
Sentence style □
Dialect □
Register □
Other □ X
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece
Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.
Genre Documents_ Examples Documents created during the time of the Salem Witch Trials
What effective choices did the writer make regarding use
of information, appearance, and point of view?
1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance
authenticity and mood?
Appearance
Font □
Arrangement on page □
Graphics □
Other □X
3. What point of view did the writer select?
The subject’s □
An inanimate object’s □
Other □X
Organization
How did the writer choose to organize the piece to
accomplish the purpose?
1. Organizational pattern
Chronological □
Order of importance □X
Categorical □
Inverted pyramid □
Problem solution □
Spatial □
Other □
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2F
2. Lead
Makes reader want to read on □
Introduces subject □ X
3. Transitions
Uses words or phrases to link ideas □
Ideas lead naturally one to the next □ X
Lack of transitions is appropriate for piece □
4. Ending
Smooth and natural □
Piece feels like a unified whole □X
Writer effectively leaves the reader in
suspense or wonder □
Language and Style
Which word choices are particularly effective?
Specific action verbs □
Specific nouns □
Unique language use □
Sentence variety □X
What language techniques did the writer use to
enhance authenticity and mood?
Spelling □
Sentence style □
Dialect □
Register □
Other □ X
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece
Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.
Genre Party Programs_ Examples Talks about specific people that played apart in the trials
What effective choices did the writer make regarding use
of information, appearance, and point of view?
1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance
authenticity and mood?
Appearance
Font □
Arrangement on page □
Graphics □X
Other □X
3. What point of view did the writer select?
The subject’s □X
An inanimate object’s □
Other □
Organization
How did the writer choose to organize the piece to
accomplish the purpose?
1. Organizational pattern
Chronological □
Order of importance □X
Categorical □x
Inverted pyramid □
Problem solution □
Spatial □x
Other □
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2F
2. Lead
Makes reader want to read on □ x
Introduces subject □
3. Transitions
Uses words or phrases to link ideas □ x
Ideas lead naturally one to the next □ X
Lack of transitions is appropriate for piece □
4. Ending
Smooth and natural □
Piece feels like a unified whole □X
Writer effectively leaves the reader in
suspense or wonder □
Language and Style
Which word choices are particularly effective?
Specific action verbs □
Specific nouns □x
Unique language use □
Sentence variety □
What language techniques did the writer use to
enhance authenticity and mood?
Spelling □ x
Sentence style □ x
Dialect □ x
Register □
Other □ X
tinued)
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece
Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.
Genre Party Invitations_ Examples Talks about specific people that played apart in the trials
What effective choices did the writer make regarding use
of information, appearance, and point of view?
1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance
authenticity and mood?
Appearance
Font □ x
Arrangement on page □X
Graphics □X
Other □
3. What point of view did the writer select?
The subject’s □X
An inanimate object’s □
Other □X
Organization
How did the writer choose to organize the piece to
accomplish the purpose?
1. Organizational pattern
Chronological □
Order of importance □X
Categorical □x
Inverted pyramid □X
Problem solution □
Spatial □
Other □
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2F
2. Lead
Makes reader want to read on □
Introduces subject □ X
3. Transitions
Uses words or phrases to link ideas □ x
Ideas lead naturally one to the next □ X
Lack of transitions is appropriate for piece □
4. Ending
Smooth and natural □
Piece feels like a unified whole □X
Writer effectively leaves the reader in
suspense or wonder □
Language and Style
Which word choices are particularly effective?
Specific action verbs □x
Specific nouns □x
Unique language use □X
Sentence variety □
What language techniques did the writer use to
enhance authenticity and mood?
Spelling □ x
Sentence style □ x
Dialect □ x
Register □
Other □ X
tinued)
Writing Analysis Strategy: Part III: Analysis of a Multigenre Piece
Read each piece of the project carefully and check all that apply. Write specific examples in the space below for each of the genres in the project.
Genre Magazine
Examples Talks about Reverend Paris
What effective choices did the writer make regarding use
of information, appearance, and point of view?
1. The reader learns about the topic from the piece. □ X
2. What visual techniques did the writer use to enhance
authenticity and mood?
Appearance
Font □ x
Arrangement on page □X
Graphics □X
Other □
3. What point of view did the writer select?
The subject’s □X
An inanimate object’s □
Other □X
Organization
How did the writer choose to organize the piece to
accomplish the purpose?
1. Organizational pattern
Chronological □X
Order of importance □X
Categorical □
Inverted pyramid □
Problem solution □
Spatial □
Other □
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2F
2. Lead
Makes reader want to read on □ X
Introduces subject □
3. Transitions
Uses words or phrases to link ideas □ x
Ideas lead naturally one to the next □ X
Lack of transitions is appropriate for piece □
4. Ending
Smooth and natural □ X
Piece feels like a unified whole □X
Writer effectively leaves the reader in
suspense or wonder □ X
Language and Style
Which word choices are particularly effective?
Specific action verbs □x
Specific nouns □x
Unique language use □X
Sentence variety □
What language techniques did the writer use to
enhance authenticity and mood?
Spelling □ x
Sentence style □ x
Dialect □ x
Register □
Other □ X
tinued)
9/19/10 Writing analysis II
Writing Analysis Strategy: Part II: Holistic Analysis
Party Invitation that talks about the corruption of the Purtian Church there.
Party Program. It includes information about people who were part of the trials.
Documents of the Salem Witch Trials. It was appropriate.
Documents of the Salem Witch Trials.
It was appropriate.
The Salem Witch Trials
Song about the damage afflicated by the trials
Poem. It talked about how these people were treated during the trial so unfairly
Magazine Article. It is about the Pastor during the witch trials. And how significant an impact he had.
Recipe. It shows the reader how ridiculous the people of Salem thought you could become a witch just because of one of these symtoms.
Told from the perspective of the poppet doll. It talked about what the purpose of the doll was. And why it was so important.
The seventh genre was taken from the Crucible. What this section of reading depicts, is just that the witch trials were based on lies and not the truth.
The eight genre is a short story. It is told in first person about a little girl, who did what the people told her to do. That was to confess that she was a witch. She did so, and thought she was going home. Instead, she locked away in prison, away from her mommy.
The ninth genre is a poem. What it is about is about Georgy Porgey who is wrongly accused of being a witch. Because of that, she was hung wrongfully, even though people knew she was not a witch.
The tenth genre is about a woman who lived during the time of the witch trial. It was an autobiography. She knows that the trials where based on lies. And there is great disgruntlness between the people that were part of the trials, and her.
The eleventh genre is a letter. This woman is wrongly accused of being a witch. And now she is paying the ultimate price for being accused.
Does the project have unity? I believe that this project showed unity throughout the entire project. It was well done.
Can you see how the writer created cohesion among the pieces? If so, how? Yes I could because what I saw was there was a flow, and a distinct connection between all the genres. All of them drew similar connections to the Salem Witch Trials.
If you cannot detect how this was done immediately, how do you think cohesion might be created in a topic like this?
1.
2.
3.
©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project. Portsmouth, NH: Heinemann.
HANDOUT 2E
9/17/10
Topic Talk: Person
Topic Choice: William Wallace
List five facts that you already know about this person:
1.Live from 1270-1307 AD
2.William Wallace was born in Scotland during the rule of King Edward “The Longshanks” 1st
3.William Wallace lead a rebellion against Edward 1st
4.His most famous battle was the battle of Sterling Bridge in 1297
5.He was executed because of high treason against the King of England
Answer these questions about this person:
1. How did this person impact the world?
This person impacted the world because he was one of the first people to inspire nationalism into one country. And he started that that kind of revolution throughout the world.
2. Why do we still learn about this person and his/her works today?
Because he is a person that most people aspire to be. The way that he fought for his country and lived his life is incredibly inspiring
3. Why are you interested in researching this person?
Because I believe that he is a man to model my life after. To be passionate about things and follow my hopes and dreams.
4. How do you personally connect with this person?
Well he is a man that I would like to model my life after.
Resources
What resources do you think will be useful to you? Specific books? Series of books? Magazines? Periodicals? Interviews? Internet sites? Films? Other?
I will probably use a ton of books that are important. There are so many books that are important on this person. There are also a lot of poems that are written about this person. And also movies that depict his life like Braveheart.
Topic Talk: Event, Issue, or Other Topic of Interest
Topic Choice:D-Day
List five facts that you already know about this topic:
Answer these questions about this topic:
1. How did it/will it impact the world?
It impacted the world because it was the start of the Allie’s entrance into Europe.
2. Why is there still interest in it today, or why will there continue to be interest in it?
Because it was one the proudest moments in American history, and it put an end to Hitler’s rule.
3. Why are you interested in researching this topic?
Because it is such an important event in our country’s history.
4. How do you personally connect with this topic?
Without this day, we would not be where we are today in this world.
Resources
What resources do you think will be useful to you? Specific books? Series of books? Magazines? Periodicals? Interviews? Internet sites? Films? Other?
There are so many resources that could be very useful to me. There are so many things that are resourceful. So many books, documentary, and internet sits are dedicated to this event.
Once you have completed worksheets for TWO topics, please answer these two questions; be prepared to discuss your answers in class:
1. Of your two topic choices, which one do you think you will find the most information about? Please explain.
I will probably find more information on D-Day. I feel this way because it was done in a more modern time time. Also, there are so many people that have been affected by this event across the whole world.
2. Of your two topic choices, which one do you really like the best? Please explain.
I will have to say William Wallace, because he is the man, and he is also is the coolest person in the world.
9/15/10
Revisit your teaching attempt and your healthy meal research/presentation:
How did genre, audience, and purpose figure in those processes?
Post your answers in the discussion forum on your personal page (hint: you can copy and paste this question into a post)
In terms of teaching Shelby how to play ping, I believe that genre, audience and purpose played a hugh part in how I presented my stuff. My purpose for Shelby was to try and inform her about the simple rules of how to play ping pong. My audience was her, which made this much less formal, and more relaxed in the process. And my genre was basically sports. It was about teaching the rules of sports, so it falls under the genre. In terms of the healthiest meal plan, there also was the same kind of concepts. For genre, I would classify as like informative, like something that you would find on the food network, or something of that sort. In terms of audience, my audience was more formal, and more sturctured. And in terms of purpose, my idea was to inform people about what is the healthiest meal.
9/5/10 Teaching Someone to Play Ping-Pong
--To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)?
So one thing that I tried to teach was that I was trying to teach my friend Shelby how to play ping-pong. The style of intelligence that I had tried to use was kinesthetic. The reason was because ping-pong is a sport and kinesthetic has to deal with sports.
--In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts?
The problem was that Shelby was able to learn with kinesthetic intelligence. She does not learn that way. She is more of a interpersonal intelligence. So while I was trying to teach her how to play, she got really frusturated and did not want to keep playing. However, I insisted that we keep playing, and sure enough, with a little bit of time, she started to understand the game and it was epic to watch.
--What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take?
What I was saw was that Shelby was playing by the rules. She was hitting the ball with great consistancy, and she was enjoying herself. With that she did very well, and I was very proud.
As I look back on the learning styly profiles, I can see how they came up with the results that they did. My highest score told me I am a interpersonal type of guy. My thought is that I would have to agree with that. Since my freshman year of high school, I have been able to interact with peopole on different levels. It did not matter who they were or where they came from, I could interact with them, and be able to connect on a personal level. This little excercise that we did was a good way to open my eyes to see what my strong points of learning are, and what are my weak points. All in all it was just a nice way to learn more about myself and the way that I think and learn in everyday life.
Learning Styles Profile
Rate each of the following on the basis of 1 to 4.
1=least like you; 2=a little like you 3=quite a bit like you; 4=most like you
Learning Style #1
Do you:
Like to write? 2
Like to learn new words? 2
Like to tell stories? 4
Enjoy reading? 4
Give good directions to others so that they understand the first time? 2
Have a good memory for names, dates, facts? 3
Enjoy making or hearing puns? 2
Enjoy metaphors? 2
Total score 21
Learning Style #2
Do you:
Like to work with computers and calculators? 1
Enjoy math class? 2
Easily add numbers in your head? 3
Enjoy doing science experiments? 1
Ask a lot of questions about how things work? 2
Enjoy chess, checkers, or other strategy games? 2
Enjoy logic puzzles or brainteasers? 1
Like to go by steps, from A to B to C, rather than jumping from A to D? 3
Total score 15
Learning Style #3
Do you:
Read maps, charts, or diagrams more easily than text? 2
Build interesting three dimensional constructions (like LEGO buildings or others)? 1
Prefer to draw pictures rather than tell stories? 1
Find your way to a new place easily? 1
Like to take things apart and then try to figure out how to put them back together? 1
Doodle a lot on notebooks? 3
Visualize the back side of an object from looking at the front? 2
Estimate distances between objects easily? 1
Total score 12
Learning Style #4
Do you:
Find activities like riding a bike, skating, or walking on a balance beam easy? 3
Run, swim, and exercise without getting tired? 4
Learn to play new sports easily and quickly? 4
Learn a new dance step easily and quickly? 1
Use a lot of hand gestures and body movements when talking to friends? 2
Like touching things you’ve just seen?3
Cleverly mimic other people’s gestures or mannerisms? 4
Move, tap, or fidget while seated for a long time in one spot? 4
Total score 23
Learning Style #5
Do you:
Enjoy playing a musical instrument? 1
Listen to music a lot?4
Hum or sing a lot?4
Tell people when music sounds off-key?2
Have a good singing voice?4
Remember the melodies of songs?4
Sing harmony?2
Compose music in your head or on paper?1
Total score22
Learning Style #6
Do you:
Like to work and/or play with others?4
Understand how people are feeling by looking at their faces?3
Give advice to friends who have problems?4
Have a good sense of empathy or concern for others?4
Seem to be street-smart?3
Seem to be a natural leader on teams?4
Get energy from being with people rather than being alone?3
Feel that several minds working on something are better than one?4
Total score29
Learning Style #7
Do you:
Often need a quiet place to work or just be alone? 3
Like to make collections of things that have special meaning for you?3
Remember your dreams?2
Display a sense of independence or strong will?3
Have a realistic sense of your own strengths and weaknesses?4
Accurately express how you are feeling?3
Have an interest or a hobby that you don’t talk much about?1
Get energy from being alone rather than being with people?3
Total score 21
Learning Style #8
Do you:
Enjoy collecting bugs, flowers, or rocks?1
Like to closely examine what you find in nature?3
Keep detailed records of your observations of nature?2
Like to watch natural phenomena like the moon/tides and hear explanations about them?2
Become fascinated with one thing from nature and want to learn about it thoroughly?3
Want to find out the name of a bird or a bug you’ve seen?1
Like to classify things?1
Want to become a geologist, biologist, or some other type of scientist?1
Total score14
Done taking the survey? Now read the explanation below
Multiple Intelligences (back to top)
Intelligence is often considered to be how well you score on tests or what your grades are in school. In the 1900s, French psychologist Alfred Binet tried to come up with some kind of measure that would predict the success of failure of children in the primary grades of school. The result was the forerunner of the standards IQ test we use today. This gave us a dimension of mental ability by which we could compare everyone.
In the 1980s, Harvard University psychologist, Howard Gardner conceived a pluralistic view of the mind, and recognized the many discrete facets of cognition. Gardner defines intelligence as the ability to solve problems or to fashion products that are valued in one or more cultural settings. He acknowledges that people have different cognitive strengths as well as different cognitive styles. Gardner bases his view in part on findings from sciences that were nonexistent in Binet’s time. One involves studying what people are capable of who have sustained localized brain damage to certain cognitive centers. Out of this came Gardner’s “theory of multiple intelligences.”
Instead of looking for a correlation between tests, he argues, we should look to how people develop skills that are pertinent in their culture. When a child learns to play the piano, s/he is learning several skills. Will the training s/he received learning the piano skills enhance mathematics skills, or vice versa? The standard IQ test measures how intelligent a person is in traditional areas involving math and language. All other areas that a person may excel at or have natural ability in are not taken into consideration. Each individual is unique. We all have different physical features—we are not all blue-eyed, brown-haired, six-foot tall men; we each have different personalities—some are jokesters and comedians while others are quiet, reserved, and serious; likewise, we all have our own set of talents, gifts, and abilities. Not everyone will excel in math and language. Why should we compare how smart children are or how successful they will be based on a test that measures only two aspects of who they are?
Gardner has identified eight intelligences. These areas in a culture are valued as abilities to solve a problem or create a particular product. The intelligences are like talents and gifts in that there are many combinations possible; indeed, all people have all of these qualities to some degree. Intelligences can also be strengthened. How readily the improvement occurs depends upon the biology of the person’s brain and the teacher/cultural context.
Style 1: Linguistic – the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric.
Style 2: Logical/mathematical – the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling.
Style 3: Spatial – the ability to perceive and represent the visual-spatial world accurately, to arrange color, line, shape, form, and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to transform visual or spatial ideas into imaginative and expressive creations.
Style 4: Bodily-Kinesthetic – the ability to use the body and tools to take effective action, to construct or repair, to build rapport, to console, to persuade, or to support others; to plan strategically or to critique the actions of the body, to appreciate the aesthetics of the body and to use those values to create new forms of expression.
Style 5: Musical – the ability to understand and develop musical technique, to respond emotionally to music and to use music to meet the needs of others, to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions.
Style 6: Interpersonal – the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal.
Style 7: Intrapersonal – the ability to assess one’s own strengths, weaknesses, talents, and interests and to use them to set goals, to understand oneself and to be of service to others, to form and develop concepts and theories based on examination of oneself, and to reflect on one’s inner moods, intuitions, and temperament in order to use them to create or express a personal view.
Style 8: Naturalist – the ability to recognize and classify plants, minerals, and animals, including rocks, grass, and all variety of flora and fauna, and to recognize patterns and cultural artifacts.
Adapted from:
Barnard, Spencer. Seven intelligences checklist. http://www.mitest.com/o7inteel~1.htm
Teaching to the Multiple Intelligences. http://www.nauticon.net/www/cokids/teacher1.html
For more info on this subject:
Gardner, H. (1993) Multiple intelligences: The theory into practice. New York: Basic Books.
Gardner, H. (2004) Changing minds: The art and science of changing our own and other
people’s minds. Boston, MA: Harvard Business School Press.
Done reading the explanation? Now post a reaction at the top of your personal page