Language



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|(1) Writing in your subject: Students learn to write by writing. Research indicates that students write more when using a computer |

|than when writing by hand. |

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|Develop a computer-based writing assignment relevant to the theme of your portfolio. |

|Explain how this assignment will promote writing skills through the use of computer based resources. |

Assignment: write a 1 page biography of the life of one of the following people: Galileo, Newton or De-cartes. Biography should include origin, beliefs, contributions, at least 2 famous formulas and something you liked about his lifestyle/life. Please format your paper so it looks appealing to your audience.

It is said that the more you read the better you write. When doing a biography usually it requires a lot of research before it is done.

|(2) Editing: Research indicates that students edit and revise more when writing on a computer than when writing by hand. |

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|Use the footnote feature to identify all of the mistakes you can find in this document without the aid of a grammar checker, and |

|repeat with the aid of a grammar checker. |

Errors I found without the use of a grammar checker.

The causes of the Revolutionary Warr[?] was[?] that the the [?]English put tacks in their[?] tea. Also, the colonists would send their parcels through the post without stamps. During the War.[?] the Red Coats and Paul Revere was[?] throwing balls over stone walls. The dogs were barking and peacocks crowing[?]. Finally the colonists won and no longer had too[?] pay for taxis [?]. delgats[1] from the original 13 states formed an[?] Contented[?] Congress. Thomas Jefferson and Benjamin Franklin were towo[?] singers[?] of the Declaration of Independence. Frankin declared "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead.[?] Soon the Constitiion[?] of the united states[?] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent[?]. Lincoln's mother died in infancy[?], and he was born in a log cabin which he built with his own hands.[?] Lincoln said,:[?] "in onion[?] there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary Warr[?] was that the the[?] English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. During the War. the[?] Red Coats and Paul Revere was throwing balls over stone walls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too pay for taxis[?] . delgats[?] from the original 13 states formed an Contented Congress. Thomas Jefferson and Benjamin Franklin were towo[?] singers of the Declaration of Independence. Frankin declared "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion[?] of the united states[?] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent. Lincoln's mother died in infancy, and he was born in a log cabin which he built with his own hands. Lincoln said,: [?]"in onion there is great strength."

|What kinds of errors are generally not detected by the software? Give examples. Would you encourage your students to use a |

|grammar/style checker? If so, explain how it might be best employed. If not, explain why not. |

The computer doesn’t detect logical errors or sentence structure. For example, in the paragraph above “Lincoln’s mother die in infancy”, if Lincoln’s mother had did in infancy she couldn’t have Lincoln. It detects names and some places as erroneous because it is not in the computer dictionary. Also, it may not catch mistakes like whole or hole if you miss a “W”.

Keeping in mind that computers are far from perfect I would still recommend error checking. The computer can still catch fragment, misspellings and extra spaces.

|(3) Analysis of your textbook: Readability is a measure of the comprehensibility or understandability of written text. There are |

|many methods and formulas for determining readability and the related reading age. Teachers should be aware of the readability |

|level of their text as well as the reading level of their students. |

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|Scan three or more paragraphs from your textbook into a word processor file using OCR software. Perform a document check and |

|readability estimate on the text and include the results in your portfolio. |

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|According to the computer-generated readability estimates, does this text appear to be appropriate for your students? Explain. |

|(Note: In some programs, document analysis appears at the end of a grammar check). |

For the purpose of my class (at least 9th grade) the readability is obviously not good. It should also be consider that in math courses, sentence structure is not a main concern. Yet its important that they are expose with their reading level or higher.

|(4) Equations: Many teachers have the need to incorporate equations into handouts, tests and notes. Equation editors allow you to |

|make equations and then export them as graphics to word processors. |

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|Use an Equation Editor to create two or more complex equations from your discipline. If your discipline does not use many |

|equations, you may select from the following list. |

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|(5) Word relationships : English dictionaries contain more than 250,000 words, while Spanish dictionaries contain approximately |

|100,000 words, and most other languages have far fewer. English has an extensive vocabulary and many synonyms. This can cause |

|difficulties for English learners. An electronic thesaurus may be used to help students understand the complex relationship within |

|the English lexicon. |

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|Using a thesaurus, paraphrase the preamble of the Constitution. Include at least ten logical substitutions for the original words. |

|You may use the built-in thesaurus (Tools/Language/Thesaurus) in Word or internet resources such as Merriam Webster's Dictionary & |

|Thesaurus, or Roget's Thesaurus. Describe (with an example) how you can use a thesaurus when tring to explain the meanings of |

|difficult words to your students |

Use thesaurus here

Preamble: We the People of the United States, in Order to form a more ideal alliance, establish righteousness, insure domestic Tranquility, provide for the common protection, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and found this Constitution for the United States of America.

-One can use the thesaurus all the time to when writing a paper. Actually it will almost be impossible not to use it when writing an essay.

Example I want to explain the concept of proof in geometry class aside from going over the algorithm process and the procedure of deduction-conclusion, I can show them words in the thesaurus. For proof some are: evidence, testimony, verification, confirmation, attestation, corroboration, substantiation. I wouldn’t say is such a good idea but after seeing many word they may get a feel of what is about.

|(6) Mastering Content Vocabulary: Although modern English has the largest and most complex lexicon of any language in history, the |

|meanings of many words can be determined if one knows the common prefixes, suffixes and root words. Knowledge of such morphemes is |

|particularly useful for English learners who face the formidable challenge of mastering English vocabulary, with all of its many |

|nuances. According to Richard E. Hodges of the University of Puget Sound ("Improving Spelling and Vocabulary in the Secondary |

|School; 1982, p 30) ,“If you were to examine the 20,000 most used English words, you would find that about 5,000 of them contain |

|prefixes and that 82 percent (about 4,100) of those words use one of only fourteen different prefixes out of all the available |

|prefixes in the language.” Thus, if students master these prefixes, they will know clues to the meanings of thousands of words." |

|*TPE-tip. TPE 7 requires teachers to "implement an instructional program that facilitates English language development, including |

|reading, writing, listening and speaking skills" You may wish to develop a root-word bank for the subject you teach and show how it|

|facilitates vocabulary development (TPE-7) |

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|Identify five words commonly used in your subject. Identify one or more prefixes, suffixes or roots from each. Use an online |

|dictionary to identify 5 or more other words in the English language that use these morphemes as per the example. When searching, |

|you will need to use standard wildcards: *=multiple characters; ?=single character. |

|Root |Meaning |Five or more related words that share this root |

|dict- |tell, pronounce |dictator (one whose word is law), diction (enunciation), edict (a formal |

|(from dictionary) | |pronouncement or command.), dictum (an authoritative, often formal |

| | |pronouncement), dictate (to say or read aloud to be recorded or written by |

| | |another) |

|theor |To look at |Theorem- Mathematics. a theoretical proposition, statement, or formula |

| | |embodying something to be proved from other propositions or formulas. |

| | |Theory-a coherent group of general propositions used as principles of |

| | |explanation for a class of phenomena: Einstein's theory of relativity. |

| | |Theorbo-an obsolete bass lute with two sets of strings attached to separate |

| | |peg boxes, one above the other, on the neck. Theorematic- Mathematics. a |

| | |theoretical proposition, statement, or formula embodying something to be |

| | |proved from other propositions or formulas. |

| | |Theoremic-Grew. |

|Di |two |Diacid-capable of combining with two molecules of a monobasic acid. |

| | |Diversity-the state or fact of being diverse; difference; unlikeness. |

| | |Diacritics-Diacritical. |

| | |Medicine Diagnostic or distinctive. Diabetics-Of, relating to, having, or |

| | |resulting from diabetes: diabetic patients; a diabetic coma. |

| | |Diagenesis-the physical and chemical changes occurring in sediments between |

| | |the times of deposition and solidification. |

|Hexa |six |Hexagon-a polygon having six angles. Hexacid-Having six atoms or radicals |

| | |capable of being replaced by acids; hexatomic; hexavalent; -- said of bases;|

| | |as, mannite is a hexacid base. Hexagram-a six-pointed starlike figure formed|

| | |of two equilateral triangles placed concentrically with each side of a |

| | |triangle parallel to a side of the other and on opposite sides of the |

| | |center. Hexane-any of five isomeric hydrocarbons having the formula C6H14, |

| | |of the alkane series, some of which are obtained from petroleum: used as |

| | |solvents and chemical intermediates and in fuels. Hexapla- and edition of a |

| | |book, esp. the Old Testament, containing six versions of text in parallel |

| | |colums, esp. the edition compiled by Origen. |

|Macro |Large, great |Macroadenoma-A pituitary adenoma that is larger than ten millimeters in |

| | |diameter. Macroamylase- A serum amylase in which the enzyme is present as a|

| | |complex joined to a globulin, resulting in a complex that has a high |

| | |molecular weight that inhibits its renal excretion. Macrobiosis- long life. |

| | |Macromedia-A company supplying multimedia and interactive television |

| | |services and digital arts software tools in the US and worldwide. They |

| | |produce products for Microsoft Windows and the Macintosh including: |

| | |Macromedia FreeHand, a tool for design and illustration; Macromedia |

| | |Director, an animation and authoring tool for multimedia production; |

| | |Authorware Professional, a multiplatform authoring tool for interactive |

| | |learning; MacroModel, a 3D modelling tool for multimedia, graphics and |

| | |product design; SoundEdit 16, a digital sound recording and editing system; |

| | |Fontographer, a typeface editing programme; and Action!, a multimedia |

| | |presentation application. |

| | |Chief Executive Officer: Bud Colligan. Markedly, or excessively large |

| | |handwriting. |

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|Mono |one |Monocle- lens for correcting vision in one eye. Monoacid- an acid having one|

| | |replaceable hydrogen atom. Monobasic -Chemistry. (of an acid) containing one|

| | |replaceable hydrogen atom. Monobloc-denoting or pertaining to the casting of|

| | |a complex metal object as a single piece rather than in separate parts. |

| | |Monocarbonic- Containing one carboxyl group; as, acetic acid is a |

| | |monocarbonic acid. |

| English has acquired words from many languages as seen in this story. It is helpful to show students these foreign words and |

|cognates so they can better understand the historical relationship between English and other languages and look for cognates when |

|learning new terms. Translate 5 or more words from your discipline into each of four languages using Sherlock, Logos or other |

|resources. Include the translations in your portfolio. Identify cogantes and explain how you can use them to help students master |

|English. |

|English |Chinese |Spanish |Portuguese |italian |

|mathematics |数学 |matemáticas |matemática |matematica |

|Circle | |círculo |círculo |- |

| |環狀物 | | | |

| | | | | |

|theorem |（數）定理, 法則 |teorema |teorema |teorema |

|proof |證據 |Prueba |Prova |Prova |

|angle |角 |ángulo |ângulo |- |

-many of the words above are similar, especially in all the languages I choose. I don’t know about Chinese. In mathematics many words come from Latin.

|One way to interest students in the significance of words is to have them study the meaning of their own names. Identify the |

|meaning of five common first names of students in your class. |

|MARY |

|Gender: Feminine |

|Usage: English, Biblical |

|Pronounced: MER-ee (English), MAR-ee (English)   [key] |

|[pic]Usual English form of Maria, which was the Latin form of the New Testament Greek names Μαριαμ (Mariam) and Μαρια (Maria) - the|

|spellings are interchangeable - which were from the Hebrew name מִרְיָם (Miryam). The meaning is not known for certain, but there are |

|several theories including "sea of bitterness", "rebelliousness", and "wished for child". However it was most likely originally an |

|Egyptian name, perhaps derived in part from mry "beloved" or mr "love". |

|This was the name of several New Testament characters, most importantly Mary the virgin mother of Jesus, and Mary Magdalene. Due to|

|the Virgin Mary this name has been very popular in the Christian world, though at certain times in some cultures it has been |

|considered too holy for everyday use. In England it has been used since the 12th century, and it has been among the most common |

|feminine names since the 16th century. The Latinized form Maria is also used in English as well as in several other languages. |

|This name has been borne by two queens of England, as well as a Queen of Scotland, Mary Queen of Scots. Another notable bearer was |

|Mary Shelley (1797-1851), the author of 'Frankenstein'. A famous fictional character by this name was Mary Poppins, from the |

|children's books by P.L. Travers. |

|JOSEPH |

|Gender: Masculine |

|Usage: English, French, German, Biblical |

|Pronounced: JO-səf (English), zho-ZEF (French), YO-zef (German)   [key] |

|From Iosephus, the Latin form of Greek Ιωσηφος (Iosephos), which was from the Hebrew name יוֹסֵף (Yosef) meaning "he will add". In |

|the Old Testament Joseph was the eleventh son of Jacob. Because he was the favourite of his father, his older brothers sent him |

|to Egypt and told their father that he had died. In Egypt, Joseph became an advisor to the pharaoh, and was eventually reconciled|

|with his brothers when they came to Egypt during a famine. This name also occurs in the New Testament, belonging to Saint Joseph |

|the husband of Mary and Joseph of Arimathea. |

|In the Middle Ages, Joseph was a common Jewish name, being less frequent among Christians. In the late Middle Ages Saint Joseph |

|became more highly revered, and the name became popular in Spain and Italy. In England it became common after the Protestant |

|Reformation. This name was borne by rulers of the Holy Roman Empire and Portugal. Other notable bearers include Polish-British |

|author Joseph Conrad (1857-1924) and the Soviet dictator Joseph Stalin (1878-1953). |

|ANTHONY |

|Gender: Masculine |

|Usage: English |

|Pronounced: AN-thə-nee, AN-tə-nee   [key] |

|[pic]English form of the Roman family name Antonius, which is of unknown Etruscan origin. The most notable member of the Roman |

|family was the general Marcus Antonius (called Mark Antony in English), who for a period in the 1st century BC ruled the Roman |

|Empire jointly with Augustus. When their relationship turned sour, he and his mistress Cleopatra were attacked and forced to |

|commit suicide, as related in Shakespeare's tragedy 'Antony and Cleopatra' (1606). |

|The name became regularly used in the Christian world due to the fame of Saint Anthony the Great, a 3rd-century Egyptian hermit |

|who founded Christian monasticism. Its popularity was reinforced in the Middle Ages by the 13th-century Saint Anthony of Padua, |

|the patron saint of Portugal. In English it has been commonly (but incorrectly) associated with Greek ανθος (anthos) "flower", |

|which resulted in the addition of the h in the 17th century. |

|MARGARET |

|Gender: Feminine |

|Usage: English |

|Pronounced: MAHR-grit, MAHR-gə-rit   [key] |

|Derived from Latin Margarita, which was from Greek μαργαριτης (margarites) meaning "pearl", probably a borrowing from Sanskrit. |

|Saint Margaret, the patron of expectant mothers, was martyred at Antioch in the 4th century. Later legends told of her escape |

|from a dragon, with which she was often depicted in medieval art. The saint was popular during the Middle Ages, and her name has |

|been widely used in the Christian world. |

|Other saints by this name include a queen of Scotland and a princess of Hungary. It was also borne by Queen Margaret I of |

|Denmark, who united Denmark, Sweden, and Norway in the 14th century. Famous literary bearers include American writer Margaret |

|Mitchell (1900-1949), the author of 'Gone with the Wind', and Canadian writer Margaret Atwood (1939-). |

|FRANCISCO |

|Gender: Masculine |

|Usage: Spanish, Portuguese |

|Pronounced: frahn-THEES-ko (Spanish), frahn-SEES-ko (Latin American Spanish)   [key] |

|Spanish and Portuguese form of Franciscus (see FRANCIS). A notable bearer was Francisco de Goya, a Spanish painter and engraver. |

|The name was also borne by Spanish dictator Francisco Franco |

|(8) Communicating with English Learners and their families: Southern California is home to a very diverse population, many of whom |

|are immigrants from non-English speaking countries. Translation programs can help break down some of the language barriers between |

|teachers, their students, and the families of these students. |

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|Use translation software (such as Sherlock, or AltaVista Translation Service) to translate a simple document |

|from your class into one or more languages spoken by students in your class. Include the English version AND the translated |

|version |

|Show this to someone who is fluent in English and the language into which you have translated it, and explain any potential |

|problems. |

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I was surprise of how good this software is. Is obviously not perfect but with all the downsides I will definitely use this software to translate to other languages.

The problems with translating are that the software kind of fills or add words and some words are unrecognized/may be not valid.

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[1] War (mis-spelling)

[2] was is were

[3] “the” should be once only

[4] Who? are their

[5] No period

[6] Was is were

[7] Irrelevant sentence

[8] Too is to

[9] Taxis is taxes and there should be no space

[10] Delegates

[11] An is a

[12] Use thesaurus for different word

[13] should be two

[14] signers

[15] No need to repeat and still dead

[16] Constitution

[17] United States

[18] president

[19] Start another paragraph to talk about his birth

[20] He couldn’t built it because he was a baby

[21] Use a comma instead

[22] union

[i] Warr is war

[ii] the the it should be only one

[iii] fragment

[iv] No space

[v] delegates

[vi] It should be two

[vii] Constitution

[viii] United States

[ix] No space

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