Language - California State University, Northridge



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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. |

| |

|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: The students just became the new owner of a fitness club. With the aid of the computer / Internet, research and select 1 exercise or fitness equipment that is a must have in the gym. Give me some detailed account as to the price, w here to get it. why did you select that particular equipment – what it is the main purpose of the equipment? And is it easy to use or accessible for most people? These are just some factors that come into play. Write a ½ - 1 page paper regarding this product.

This assignment gives the student freedom to choose equipment that they feel can best fit the needs of a new fitness club. As long as, they can validate or justify that choice. It gets them to explore the vast possibilities that are available when they search the web.

|(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 that the the[2] English put tacks[3] in their tea. Also, the colonists would send their parcels through the post without stamps. During the War.[4] the[5] 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 .[6] delgats[7] from the original 13 states formed an Contented Congress. Thomas Jefferson and Benjamin Franklin were towo[8] singers[9] of the Declaration of Independence. Frankin[10] declared[11] "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion[12] of the united states[13] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent. [14] Lincoln's mother died in infancy, and he was born in a log cabin which[15] he built with his own hands. Lincoln said,: [16]"in onion[17] there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary War were that the English put taxes 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 stonewalls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too pay for taxis. Delegates from the original 13 states formed a Contented Congress. Thomas Jefferson and Benjamin Franklin were two signers of the Declaration of Independence. Franklin declared, "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitution of the United States was adopted to secure domestic hostility. Abraham Lincoln became America's greatest President. Lincoln's mother died in infancy, and he was born in a log cabin, which he built with his own hands. Lincoln said, "In union 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. |

Errors that are not detected by the software generally are words that are spelled correctly

But is out of context when it comes to the meaning of the passage as a whole.

|(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. |

|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). |

|(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. |

P = [pic] [pic]

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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. |

| |

|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 form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Preamble: We the Citizens of the United States, in Order to form a more ideal Merger establish Fairness, insure domestic Calm, provide for the common protection, promote the general Wellbeing, and secure the Blessings of Autonomy to ourselves and our Posterity, do proclaim and establish this Foundation 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) |

|Iso- |Equal, uniform; equality,|Isokinetic exercise (Exercise performed with a specialized apparatus that |

| |similarity |provides variable resistance to a movement, so that no matter how much |

| | |effort is exerted, the movement takes place at a constant speed. Such |

| | |exercise is used to test and improve muscular strength and endurance, |

| | |especially after injury.), isotonic (Physiology Of or involving muscular |

| | |contraction in which the muscle remains under relatively constant tension |

| | |while its length changes.), isometric (Physiology Of or involving muscular |

| | |contraction against resistance in which the length of the muscle remains the|

| | |same.), isometropia (Equality of refraction in both eyes.), isoprene (A |

| | |colorless volatile liquid, C5H8, used chiefly to make synthetic rubber.) |

| | | |

| | | |

|-itis |Inflammation of an organ,|Tendonitis (inflammation of the tendon), bursitis (inflammation of a bursa, |

| |disease, excessive |especially in the shoulder, elbow, or knee joint), laryngitis (inflammation |

| |enthusiasm |of the larynx), tonsillitis (inflammation of tonsils), appendicitis |

| | |(inflammation of the vermiform appendix) |

|Mono- |One, alone, solitary, |Monocular (Having or relating to one eye.), monofilament (A single strand of|

| |single |untwisted synthetic fiber, such as nylon, used especially for fishing |

| | |line.), monogenic (Of or regulated by one gene or one of a pair of allelic |

| | |genes.), monogram (A design composed of one or more letters, typically the |

| | |initials of a name, used as an identifying mark.), monodrama (A dramatic |

| | |composition written for one performer.) |

| | | |

| | | |

| | | |

|-ous |Having the properties of,|Precocious (Manifesting or characterized by unusually early development or |

| |full of |maturity, especially in mental aptitude.), ambitious (greatly desirous, |

| | |eager.), curious (Unduly inquisitive; prying.), precious (Of high cost or |

| | |worth; valuable.), meticulous (Extremely careful and precise.) |

|Re- |Again, back, anew, a |Regenerate (To give new life or energy to, revitalize,), rehydrate (To |

| |second time |replenish the body fluids of.), revitalize (To impart new life or vigor |

| | |to:), resign (To give up (a position, for example), especially by formal |

| | |notification.), resolve (To make a firm decision about.) |

|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. |

These words: kick, catch, throw, jump, and run are translated from English to various languages. These action verbs are commonly used in physical education.

|[pic] |English |[pic] |kick |  |  |  |

|[pic] |Italian |[pic] |calcio ; pedata |[pic] |  |  |

|[pic] |Spanish |[pic] |patada ; puntapié |  |  |  |

|[pic] |French |[pic] |coup de pied |  |  |  |

|[pic] |Arabic |[pic] |ركلة |  |  |  |

|[pic] |Chinese |[pic] |踢 |  |  |  |

|[pic] |Albanian |[pic] |shkelm |  |  |  |

|[pic] |English |[pic] |catch |  |  |  |

|[pic] |Breton |[pic] |tapout |  |  |  |

|[pic] |Irish |[pic] |ceapaim |  |  |  |

|[pic] |Manx |[pic] |daar |  |  |  |

|[pic] |Scots Gaelic |[pic] |ceap |  |  |  |

|[pic] |Setswana |[pic] |kapa |  |  |  |

|[pic] |Welsh |[pic] |dal |  |  |  |

|[pic] |English |[pic] |throw |  |  |  |

|[pic] |Italian |[pic] |lanciare |  |  |  |

|[pic] |Spanish |[pic] |tirar |  |  |  |

|[pic] |French |[pic] |lancer |  |  |  |

|[pic] |German |[pic] |werfen |  |  |  |

|[pic] |Breton |[pic] |teurel ; teuler ; taoler ; skeiñ ; stlepel |  |  |  |

|[pic] |Catanese |[pic] |abbjiari |  |  |  |

|[pic] |English |[pic] |jump ; leap ; spring |  |  |  |

|[pic] |Italian |[pic] |saltare |[pic] |  |  |

|[pic] |Spanish |[pic] |saltar ; brincar |  |  |  |

|[pic] |French |[pic] |Sauter |  |  |  |

|[pic] |German |[pic] |springen |  |  |  |

|[pic] |Russian |[pic] |прыгать ; скакать |  |  |  |

|[pic] |Aragones |[pic] |blincar |  |  |  |

|[pic] |English |[pic] |run |[pic] |  |  |

|[pic] |Italian |[pic] |correre |  |  |  |

|[pic] |Spanish |[pic] |correr |  |  |  |

|[pic] |French |[pic] |courir |  |  |  |

|[pic] |German |[pic] |rennen |  |  |  |

|[pic] |Russian |[pic] |бегать |  |  |  |

|[pic] |Arabic |[pic] |سَالَ |  |  |  |

|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. |

1. Jacob

Gender: Masculine

Usage: English, Dutch, Scandinavian, Biblical

Pronounced: JAY-kub (English), YAH-kawp (Dutch)   [key]

From the Latin Jacobus, which was from the Greek Ιακωβος (Iakobos), which was from the Hebrew name יַעֲקֹב (Ya'aqov). In the Old Testament, Jacob (later called Israel) was the son of Isaac and Rebecca and the father of the twelve founders of the twelve tribes of Israel. He was born holding his twin brother Esau's heel, and his name is explained as meaning "holder of the heel" or "supplanter". Other theories claim that it is in fact derived from a hypothetical name like יַעֲקֹבְאֵל (Ya'aqov'el) meaning "may God protect". A famous bearer of this name was Jacob Grimm, the German linguist and writer who was, with his brother Wilhelm, the author of 'Grimm's Fairy Tales'.

2. Emily

Gender: Feminine

Usage: English

Pronounced: EM-i-lee   [key]

Medieval feminine form of Aemilius (see EMIL). The British writer Emily Bronte, author of 'Wuthering Heights', and the American poet Emily Dickinson are two famous bearers of this name.

3. Michael

|MICHAEL |

|Gender: Masculine |

|Usage: English, German, Czech, Biblical |

|Pronounced: MIE-kul (English), MI-khah-el (German)   [key] |

|From the Hebrew name מִיכָאֵל (Mika'el) which meant "who is like God?". This is the name of one of the seven archangels in Hebrew |

|tradition and the only one identified as an archangel in the Bible. In the Book of Revelation in the New Testament he is portrayed|

|as the leader of heaven's armies, and thus is considered the patron saint of soldiers. This was also the name of nine Byzantine |

|emperors and a czar of Russia. Other more modern bearers of this name include the 19th-century chemist/physicist Michael Faraday |

|and basketball player Michael Jordan. |

4. Emma

|EMMA |

|Gender: Feminine |

|Usage: English, French, Italian, Finnish, Dutch |

|Pronounced: EM-a (English)   [key] |

|Derived from Germanic ermen meaning "whole" or "universal". This name was borne by the mother of Edward the Confessor and by an |

|11th-century German saint. This is also the name of the central character in Jane Austen's novel 'Emma', the matchmaker Emma |

|Woodhouse. |

5. Joshua

|JOSHUA |

|Gender: Masculine |

|Usage: English, Biblical |

|Pronounced: JAH-shu-wa, JAW-shwa   [key] |

|From the Hebrew name יְהוֹשֻׁעַ (Yehoshu'a) which meant "YAHWEH is salvation". Joshua was one of the twelve spies sent into Canaan by |

|Moses in the Old Testament. After Moses died Joshua succeeded him as leader of the Israelites. The name Jesus is derived from this|

|name. |

|(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. |

I wrote an introduction letter translated from English to Spanish:

Letter of Introduction

Dear Parents,

My name is Mr.Ambrosio, I am one of three adapted physical education teachers at Lull Special Education Center. I am looking forward to teaching some of your children for the upcoming 2006 - 2007 year.

As I physical educator, I value the importance of living a physically active lifestyle. My goal as an instructor is for my students to (1) develop the fundamental physical fitness and motor skills necessary for activities of daily living and participation with peers, family and friends; (2) develop a more positive self-image and feeling of self worth; and (3) develop a skills and abilities to enable them to participate in enjoyable leisure time activities and recreational pursuits. I will adapt my lessons to the children's individual abilities and focus on what they are able to do and improve upon them.

Sincerely,

Mr. Ambrosio

Carta de presentación

Estimados Padres,

Me llamo Sr.Ambrosio, yo soy uno de tres maestros físicos adaptados de educación en el Calma Centro Educativa Especial. Espero la enseñanza a algunos de sus niños para el próximo 2006 - 2007 año.

Cuando yo educador físico, yo valoro la importancia de vivir un estilo de vida físicamente activo. Mi meta como un instructor es para mis estudiantes a (1) desarrolla la forma física fundamental y las habilidades motrices necesarios para actividades de diario viviendo y la participación con iguales, la familia y los amigos; (2) desarrolla una imagen de sí mismo más positiva y sintiéndose de auto valor; y (3) desarrolla una habilidades y las habilidades de permitirlos tomar parte en las actividades agradables de tiempo libre y persecuciones recreativos. Adaptaré mis lecciones a las habilidades individuales de niños y enfocaré en lo que ellos pueden hacer y mejorarlos.

Sinceramente,

Sr. Ambrosio

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[1] War (mis-spelling)

[2] the (repeating word)

[3] taxes (wrong word)

[4] During the War (wrong punctuation)

[5] the (excessive spacing)

[6] taxis (excessive spacing)

[7] delegates (mis-spelling)

[8] two (mis-spelling)

[9] signers (wrong word)

[10] Franklin (mis-spelling of a name)

[11] declared (need proper punctuation)

[12] Constitution (mis-spelling)

[13] United States (needs to be capitalized)

[14] Precedent (wrong word)

[15] cabin which (needs proper punctuation)

[16] Lincoln said (needs proper punctuation)

[17] union (wrong word)

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