We Learn …

1. We Learn … • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we discuss • 80% of what we experience • 95% of what we teach others. William Glasser

2. Writing Across the Curriculum The Writing Centre Nancy Marenick http://people.stfx.ca/nmarenic/

3. Communication Skills are Crucial • Students must have the ability: • To solve problems • To examine ideas carefully and support them with evidence • To incorporate and synthesize information • (Sully,1995, Malaspina University-College’s Writing-Across-the-Curriculum Project) http://www.mala.bc.ca/www/wac/proj.htm

4. Vigorous Writing is Concise. • Elements of Style • William Strunk http://www.bartleby.com/141/

5. END PRODUCT

7. A Nation of Wimps • http://www.psychologytoday.com/articles/200411/nation-wimps • Hara Estroff Marano

8. One can write….. only as well as one reads. Kurland, D. (2002) Reading and Writing Ideas As Well As Words www.criticalreading.com

9. Ask questions and seek answers Do You Think Critically? Evaluate evidence Isolate assumptions and biases fact or opinion Acceptcomplexity Attempt to synthesize Look for connections Evaluate interpretations, other’s views

11. Active Reading • Judging the quality/value of the information (Evaluating) • Making connections (Synthesizing) • Examining for details (Analyzing) • Comparing (Applying) • Finding the main ideas (Summarizing and inferring)

12. Actively Involved Close Reading Reading for detail Recording important information Active Reading

13. Thinking Skills • 3. Demonstrate what Goldilocks would use if she came to your house. • 2. Explain why Goldilocks liked Baby Bear’s chair the best. • 1.List the items used by Goldilocks while she was in the Bears’ house.

14. Thinking Skills • 6. Judge whether Goldilocks was good or bad. Defend your opinion. • 5. Propose how the story would be different if it were Goldilocks and the Three Fish. • 4. Compare this story to reality. What events could not really happen?

15. Biology 200 • List one way in which ….are similar and two ways in which they are different. Give an example…..

16. Biology 200 • Explain why shorter people begin running at a slower speed than taller people. Remember – this is NOT a long answer question (4 pts ~ 4 minutes).

17. Biology 200 • Describe the components of a fixed action pattern. Is it an example of a learned or innate behaviour?

18. Biology 200 • Long Answer (20 points out of 50): CHOOSE ONLY ONE OF THE THREE TOPICS. • Compare and contrast…….. • Discuss….supporting your arguments with examples. • Compare and contrast…….solutions to these challenges…..

19. http://www.youtube.com/watch?v=pQHX-SjgQvQ&mode=related&searchhttp://www.youtube.com/watch?v=pQHX-SjgQvQ&mode=related&search Medieval Help Desk

20. Interactive Resources • http://www.globalclassroom.org/ecell00/javamath.html • Reading in the Content Areas: Intgrating Reading and Geographyhttp://www.macalester.edu/geography/mage/teachers/institutes/2006nclb/literacy/reading_content_area.pdf • Secondary School Literacy Instruction: http://www.nelsonbrain.com/shop/content/roe09500_0495809500_01.01_toc.pdf

21. Interactive Resources • http://www.readingquest.org/ • http://www.readingquest.org/strat/storymaps.html • http://score.rims.k12.ca.us/score_lessons/content_area_literacy/

22. http://wac.colostate.edu/intro/pop5.cfm http://www.thewritingsite.org/resources/curriculum/default.asp Interactive Resources

24. Retrieved October 2007, from http://pirate.shu.edu/~katzdani/Learning%20Station.htm Literacy Patterns in the Content Areas

25. Problem Solving Questions • Good: Is X good or bad? • Better: Which is better X or Y? • Best: Which is the best among available options? What is the best solution to a given problem? (Walvoord et al. 7)

27. http://www.stfx.ca/resources/writingcentre/multiple%20article%20graphic%20organizer.pdfhttp://www.stfx.ca/resources/writingcentre/multiple%20article%20graphic%20organizer.pdf

30. Essential Components

32. Internet Wise Use Reference sources Ownership Articles and Books Research

33. Questions are answered? Ideas are clear, logical, and consistent? Supporting evidence is accurate? Properly documented? Correct grammar and sentence structure? Revising

34. Read out loud. Proofreading

36. Vocabulary Building http://dictionary.reference.com/ http://www.yourdictionary.com/ http://www.dailywritingtips.com/taller-than-he/

37. Great Sites http://grammar.ccc.commnet.edu/grammar/ http://owl.english.purdue.edu/handouts/

38. Common Error Manuela is Ramon’s lifeline, he doesn't appreciate all she does for him.

39.  __________________ . _________________ __________________ , and ______________ __________________ ; _________________ __________________ ; however, _________ Complete sentence Complete sentence

40.  _ . _ . _ . _ ._ . _ , _________________ Phrase complete sentence

41. Solutions Manuela is . . . . He doesn't . . .. Manuela is. . . , but he doesn't . . . . Manuela is . . . ; he doesn't . . .. Manuela is . . . ; however, he doesn't . . .. Although Manuela is . . . , he doesn't . . ..

42. Common Errors About one in ten of us are blessed with a variant that promotes a log-like slumber.

43. There’s many reasons for this effect. Common Error

44. Solutions There are many reasons for this effect. Many reasons for this effect are ….. Smith discussed many reasons for this effect including …..

45. It is evident that there are restrictions on the movement of fish in low-water temperatures…… Wordy

46. The group presented their report. Common Error

47. What’s the difference?

48. Sentences are complete thoughts.

49. Would have / Would of I ___________ gone to class, but I was sick. I would have gone to class, but I was sick.

50. Affect/Effect Affect = Action = Verb The researchers’ results affected later studies. Effect = Result = Noun The effect of the drums added suspense.