Language - California State University, Northridge



[pic]

|(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. |

| |

|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. |

Rather than simply looking at poetry to identify literary devices such as meter, similie etc. students will follow the link and listen to the artist’s song and write down the lines with literary devices that they can identify (minimum of 8 devices must be listed). Though poetry is a big part of Literature, students will see how these concepts actually connect to their everyday lives.

Identify the Literary Devices in the lines of this song.

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

| |

|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[1] was[2] that the the[3] English put tacks[4] in[5] their tea. Also, the colonists would send their parcels through the post without stamps. During the War.[6] the Red Coats and Paul Revere was[7] throwing balls over stone walls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too[8] pay for taxis[9] .[10] delgats[11] 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 line that reads, “in onion there is great strength” was not picked up as a mistake by the spelling/grammar checker because onion is spelled correctly and as far as sentence structure goes, it is a complete sentence. Yes I would suggest to my students to use the checker, but I would let them know about the inconsistencies that go with it, and tell them that they should also, afterward, check through the document themselves to pick up mistakes like the one above.

|(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. |

| |

|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. |

During the 1820s, writers and critics called for nationalistic literature to reflect the new sense of cultural independence from Britain. After Andrew Jackson’s victory at the Battle of New Orleans to end the War of 1812, a heroic national myth grew up around him that asserted the strength and optimism of the American character and suggested a hopeful trajectory for national literature that concentrated on ordinary people. British literary nationalists looked down on the efforts of American authors to establish a distinct or “emancipated” literary tradition, and many of the most successful U.S. writers of the 1820s saw themselves in conversation with European culture rather than separated from it. Instabilities in the territorial boundaries of the growing country and unresolved sectional contradictions regarding approaches to slavery, tariffs, and federal works projects made any consensus on how American literature should represent its culture extremely difficult to achieve. By and large, though, authors in the 1820s shared a sense of the distinctiveness of the American landscape, its colonial history, and the legitimacy of its traditions, and worked to represent the ways that ordinary Americans were coming to grips with their country’s contradictions.

The geographical expansion and population growth of the United States in the first fifty years of the nineteenth century was matched by a marked increase in publication of books and periodicals. As cities grew in size and transportation to the interior of the country became faster and easier thanks to the construction of canals and railroads, the market for printed materials expanded. The professional writer’s ability to devote his or her time to creative writing during the antebellum years was often challenged by differences in international and American copyright laws and by negative attitudes about the writer’s occupation. American readers might have benefited from cheap pirated editions of novels and poems, but the unpredictability of copyright royalties meant that many authors had to support themselves through another occupation, such as editing or writing short journalistic criticism for a newspaper or magazine. Social stigmas made it difficult on the one hand for male writers to justify sole occupation as poet or novelist, and on the other hand for women to enter the public sphere as authoritative social commentators.

Despite these economic difficulties, antebellum writers had the ability to reach a larger and more educated audience than ever before. Many used this opportunity to argue for reform and to represent the necessity of resolving looming cultural conflicts. Ralph Waldo Emerson’s writings, in particular, argued for the creative power of the imagination and implied an agency for the individual in rethinking his or her role in society. Emerson’s influence on authors such as Whitman, Hawthorne, Fuller, and Melville can be found in their willingness to question current institutions and reinterpret the status quo of American society within their works. Much of the energy for reform during these years derived from literature’s ability to cause readers to sympathize with other people’s plights by representing characters from unequal positions of privilege or freedom—slaves, Native Americans, and poor immigrants in urban settings. Many women writers, rising to prominence through abolitionist or urban reform efforts, also wrote about the right to vote for women and the need for greater legal equality between men and women. The Seneca Falls Convention of 1848, the first national suffrage meeting of its kind, is one example of the expanded role of women in national politics, but the massive popularity of women’s temperance and anti-slavery literature (especially Harriet Beecher Stowe’s Uncle Tom’s Cabin) speaks to the power of women’s involvement in these social issues. One typical rhetorical tactic used by both suffragist and abolitionist reformers was to remind their readers of the unrealized potential of the Declaration of Independence. Margaret Fuller, for example, argued in “The Great Lawsuit” (1843) that Jefferson’s “Declaration” implied that the right to vote ought to extend to women as well as to men. Henry David Thoreau’s speech “Slavery in Massachusetts” (1854), meanwhile, objected strenuously to the hypocrisy of a northern state that had voted to outlaw slavery yet abetted the recapture by southerners of fugitive slaves. As reform movements increasingly were replaced by violent harbingers of the Civil War to come, writers of the renaissance turned increasingly to expressions of disillusionment with the failed promise of the American Revolution.

(Norton Anthology of American Literature)

|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). |

[pic]

This text has been labeled as appropriate for 12th grade, which is a correct analysis. Because I hope to teach a senior English class I could consider using this text. However, I would also like to teach at the 10th and 11th grade levels and would therefore look for other books put out by the same company for lower levels.

|(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. |

| |

|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. |

[pic]

|(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. |

| |

|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 |

Preamble: We the People of the United States, in Order to structure a more ideal League, institute impartiality, insure domestic Tranquility, supply for the common protection, endorse the general Welfare, and make safe the Blessings of freedom to ourselves and our Posterity, do ordain and found this Constitution for the United States of America.

|(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) |

| |

|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) |

|Meta- |pertaining to or |• Later in time: metestrus. |

|(from metaphor) |occupying two positions |• At a later stage of development: metanephros. |

| | |• Situated behind: metacarpus. |

| | |• Change; transformation: metachromatism. |

| | |• Alternation: metagenesis. |

|Anti- |Against | |

|(from antihero) | |Opposite: antimere. |

| | |Opposing; against: antiapartheid. |

| | |Counteracting; neutralizing: antacid. |

| | |Destroying: antiaircraft. |

| | |Inverse: antilogarithm. |

|Arch- |• Extreme or most |Archenemy, archbishop, archconservative, archenteron, archenteron |

|(from archaism) |characteristic of its | |

| |kind | |

|Dis- |a Latin prefix meaning |disability; disaffirm; disbar; disbelief; discontent; |

|(from dissociation) |“apart,” | |

|Para- |with the meanings “at or |parabola; paragraph; parallel; paralysis paragogue |

|(from paradox) |to one side of, beside, | |

| |side by side” | |

|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. |

metaphor- [pic]English [pic]metaphor       [pic]Italian [pic]metafora       [pic]Spanish [pic]metáfora       [pic]French [pic]métaphore ; comparaison ; image       [pic]German [pic]Metapher

dialogue- [pic]Spanish    dialogue  -  Form of the verb dialogar [pic]Portuguese    dialogue  -  Form of the verb dialogar [pic]French    dialogue  -  Form of the verb dialoguer

genre- [pic]English    genre [pic]French    genre

meter- [pic]Bresciano    meter  -  Error of: mèter [pic]German    meter [pic]English    meter [pic]Spanish    meter [pic]Flemish    meter [pic]Galician    meter [pic]Luxembourgish    meter [pic]Dutch    meter

rhyme- [pic]English [pic]rhyme       [pic]Italian [pic]rima       [pic]Spanish [pic]rima ; ritmo       [pic]French [pic]rime       [pic]Chinese [pic]韵       [pic]Breton [pic]klotenn       [pic]Esperanto [pic]rimo       [pic]Estonian [pic]riim

|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. |

ADAM

Gender: Masculine

Usage: English, French, German, Polish, Russian, Ukrainian, Romanian, Jewish, Biblical

Other Scripts: אָדָם (Hebrew), Адам (Russian, Ukrainian)

Pronounced: A-dam (English), AH-dahm (German, Polish), ah-DAHM (Russian)   [key]

This is the Hebrew word for "man". It could be ultimately derived from Hebrew אדם ('adam) meaning "to be red", referring to the ruddy colour of human skin, or from Assyrian adamu meaning "to make". According to Genesis in the Old Testament Adam was created from the earth by God (there is a word play on Hebrew אֲדָמָה ('adamah) "earth"). He and Eve were supposedly the first humans, living happily in the Garden of Eden until Adam ate a forbidden fruit given to him by Eve.

TRISTAN

Gender: Masculine

Usage: Welsh, English, French, Celtic Mythology

Pronounced: TRIS-tan (English), trees-TAWN (French)   [key]

From the Celtic name Drystan, which was probably derived from drest meaning "riot" or "tumult". It is sometimes associated with Latin tristis "sad", but this connection is doubtful. In Celtic legend Tristan was sent to Ireland in order to fetch Isolde, who was to be the bride of King Mark of Cornwall. Instead, Tristan and Isolde end up falling in love.

LORELEI

Gender: Feminine

Usage: Germanic Mythology

Pronounced: lawr-e-LIE, LAWR-e-lie   [key]

From a Germanic name meaning "luring rock". This is the name of a rock headland on the Rhine River. Legends say that a maiden named the Lorelei lives on the rock and lures fishermen to their death with her song.

GINA (2)

Gender: Feminine

Usage: Japanese

Means "silver" in Japanese.

CHELSEA

Gender: Feminine

Usage: English

Pronounced: CHEL-see   [key]

From the name of a district in London meaning "landing place for chalk or limestone" in Old English.

|(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. |

| |

|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. If possible, show this to someone who is fluent in |

|English and the language into which you have translated it, and explain any potential problems. |

Dear Parent(s),

Welcome to 11th grade English Literature, I hope it will be a pleasant and even fun ride for all those involved! As a lover of the written word I hope to enliven your children by showing them how everything that they are interested in builds in the creation of truly great literature; I expect, and will aid, your children in becoming logical thinkers, historians, sociologists, and fashion and art critics, while still learning the core requirements of the state, such as tone, meter, point-of-view etc.

I became a teacher because I wanted to enrich the lives of young adults, but in order to do so I will need your help; I will now ask you to become active participants in your children’s educations: I promise to do my best to answer any uncertainties and recognize floundering, but please feel free to contact me any time with yours, or your child’s, questions, concerns or problems, and I will do my best to work with you to solve them; you may leave a message addressed to me, with the school main office, (818) 555-5555 or email me at my school account: xyz.ghchs.edu.

Attached is my grading scale as well as a list of the classroom rules and procedures that I expect your children to follow everyday that they enter my room. Your child is required to keep the attached page in their notebook at all times so that they, and I, may refer back to it at any time.

Thank you for you time!

¡Estimado Padre (Padres) () bienvenido al grado undécimo la Literatura inglesa, yo espero que será un agradable e incluso el paseo divertido para todo esos implicado! Cuando un amante de la palabra escrita que espero avivar sus niños mostrandolos cómo todo que ellos son interesados en construye en la creación de la literatura sinceramente gran; espero, y ayudaré, sus niños en pensadores, en los historiadores, en los sociólogos, y en críticos de moda y arte lógicos bonitos, mientras aprendiendo todavía los requisitos del centro del estado, tal como el tono, el metro, etc. de punto de vista. Llegué a ser un maestro porque quise enriquecer el vive de jóvenes adultos, pero para hacer tan necesitaré su ayuda; yo ahora pediré que usted llegue a ser participantes activos en sus educaciones de niños: Prometo hacer mi contestar mejor cualquier incertidumbre y reconocer andar con dificultad, pero se siente por favor libre contactarme tiempo con suyo, o con su niño, pregunta, concierne o los problemas, y yo harán mi trabajar mejor con usted resolverlos; usted puede dejar algún recado dirigido a mí, con la oficina principal de la escuela, (818) 555-5555 o me manda correo electrónico en mi cuenta de escuela: Www.xyz.ghchs.edu. Conectado es mi escala de la graduación así como una lista de las reglas de aula y procedimientos que esperan que sus niños sigan diario que ellos entran mi cuarto. Su niño es requerido a mantener la página conectada en su cuaderno siempre para que ellos, y yo, pueda referirme atrás a en tiempo. ¡Gracias para usted tiempo!

It reckoned Father (Parents) () welcome al eleventh degree the English Literature, I expect that will be a pleasant one and even the amusing walk for all those implied! When a lover of the word written that I expect to enliven his children showing them how all that are interested in builds in the creation of the sincerely great literature; I expect, and I will help, his children in thinkers, in the historians, in the sociologists, and in fashionable critics and pretty logical art, while learning still the requirements of the center of the state, just as the tone on the metro, etc. of point. I came I be a teacher because I wanted to enrich the he lives on adult youths, but to do so I will need his aid; I now will ask that you come to be active participants in his educations of children: I promise to do my to answer better any uncertainty and to recognize to walk with difficulty, but he feels please he free to contact me time with its, or with its boy, question, he concerns or the problems, and I they will do my to work better with you to resolve them; you can leave a message directed to me, with the main office of the school, (818) 555-5555 or e-mail in my account of school sends me: Www.xyz.ghchs.edu. It connected is my scale of the graduation as well as a list of the rules of classroom and procedures that expect that its children continue newspaper that enter my room. Their boy is required to maintain the page connected in his notebook always so that they, and I, he can refer me behind to in time. Thanks for you time!

-Because English has so many words and other languages don’t it is difficult to translate something from English to another language like Spanish, without having the meaning of the original document be lost.

-----------------------

[1] War (mis-spelling)

[2] were (grammatical error)

[3] the (repetition of word)

[4] homonym (use “a tax”)

[5] on (grammatical error)

[6] , (grammatical error)

[7] were (grammatical error)

[8] to (grammatical error)

[9] taxes (mis-spelling)

[10] delete extra space

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download