Saturday, December 28, 2019

Analyzing And Comprehend Works Of Literature And Math

It’s hard to believe that it’s already the end of the second quarter. Half of my junior year has passed by and the AP Language Composition exam is only a short one-hundred and eighteen days away. But in the past four months, I have been able to develop the skillsets needed to analyze and comprehend works of literature and conquer the AP exam. This second quarter has definitely brought growth in my ability to analyze and comprehend literature; however, I also experienced some stagnation in my writing abilities. Throughout the second quarter, I wrote several different essays in which I was able to develop and see my writing abilities. However, as the quarter progressed, I did not see a clear development in my writing abilities. Instead, my writing abilities fluctuated up and down like a roller coaster cart going up and down the hills. At the end of the first quarter, I had slowly improved my abilities in writing rhetorical analyses. In the last rhetorical essay of the qu arter (Last Child in the Woods by Richard Louv), I was able to recognize and express the rhetorical devices that I found in the article. My explanation for the author’s purpose for a rhetorical device was clear and well worded as shown in the following sentence. â€Å"When people hear this question, they will notice how they don’t watch nature anymore and then realize how they have grown apart from it.† However, there were still lapses in my diction and prose. At some points, my prose was not as elegant as itShow MoreRelatedEffectiveness Of Interactive Online Algebra Learning Tools1502 Words   |  7 Pagesthe observed differences were not significant enough to conclude a real difference between using interactive graphing tools and not using these tools. 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However, after going through the struggle of stayingRead More Philosophy Ess ay1556 Words   |  7 Pagesperforming science experiments, students are more apt to excel when involved in learning experiences that allow them to put their interests and skills to work. Once a teacher realizes the interests and aptitudes of a student, she should encourage her to pursue them while continuing to stress the importance of basic subjects such as reading, writing, and math. I believe this scenario forms a solid foundation for a well-rounded person. The world we live in today is relative--knowledge is ever growingRead MoreA Teacher s Pedagogic Creed1608 Words   |  7 Pagesstudents; it seems like they play an active role in their students learning by finding a balance between developing a relationship with students but also not getting too involved with students lives. Through this style students proceed to do course work and then the teacher incorporates activities that encourage a students performance directly. The student’s have an active engagement in the classroom by social interactions and problem solving. When incorporated students also take an effective partRead MoreEssay on Being Unprepared for Adult Learning1693 Words   |  7 Pagessome of its students by not teaching them the correct set of models that will employ to be successful at the collegiate level. Completing some assignments may be difficult for the aforementioned student because they lack skills in rhetorically analyzing and critically thinking. Skills like these play a huge role in the adult education world. For example, we’ll use these skills to complete classes with satisfactory grades, then continue to use these skills after we graduate and move into the workingRead MoreTeaching Methods : Banking And Problem Posing1580 Words   |  7 Pagesof personal experience. There are many reasons why Freire claims that problem-posing is the better of the two. The problem-posing technique, which is a liberating education, overall helps not only the students, but the teachers as well, because they work together. Since problem-posing is a liberating education, it acts as cognition, not just the idea of â€Å"depositing† the information into students (Freire, 1993). In the Pedagogy of the Oppressed, it stated that the teacher-student and the student-teacherRead MoreEffectiveness Of Interactive Online Algebra Learning Tools1693 Words   |  7 Pagesthe observed differences were not significant enough to conclude a real difference between using interactive graphing tools and not using these tools. To be honest, the discussion of the data obtained from the study is difficult to follow and comprehend because of terminology used such as â€Å"skewness and kurtosis values,† â€Å"negatively skewed and leptokurtic,† and â€Å"ANOVA using the Type III SS set.† Aside from the research that I did in order to understand the terminology, I did find that the graphsRead MoreComputer Science Is Not A Basic Complexity1808 Words   |  8 Pagesand math classes have increased in the past 20 years, the number of students enrolled in computer science has actually decreased. This can be attributed to the neglect exhibited by schools on computer science. In these 20 years, 1 billion computers have been built which makes computer science â€Å"integrated†: so baked into human life that it is not surprising to encounter, with social, technological, and futuristic aspects of the world. Unlike other integrated disciplines such as English or math, computerRead MoreAre Tee ns Magazines Be Considered As Academic Writings?1819 Words   |  8 Pagesperson view. Therefore, the strengths of the arguments are stated assertively, using language that is impersonal, not aggressive or indifferent. Diction refers to the choice of words an author uses and is heavily considered when writing a scholarly work. Awareness of the words used in the paper is vital in an academic writing because words that have almost the same denotation, a dictionary definition, can have unalike connotations, a slang definition. This is true in academic writing because wordsRead MoreMeta-Cognitive Process1794 Words   |  8 PagesCognitive strategies are the basic mental abilities we use to think, study, and learn (e.g., recalling information from memory, analyzing sounds and images, making associations between or comparing/ contrasting different pieces of information, and making inferences or interpreting text). They help an individual achieve a particular goal, such as comprehending text or solving a math problem, and they can be individually identified and measured. In contrast, metacognitive strategies are used to ensure that

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