Provides the opportunity for students to work intensively on developing the research claims and arguments in their writing. Open to both Master's and Ph.D. students and designed to maximize cross-fertilization between programs and research areas. First part devoted to reading and writing assignments that guide students in focusing on the connections between their research claims, the evidence that supports those claims, and the reasoning that underlies that support. In the latter part, students provide successive drafts of their project for group commentary and guidance in revision. The purpose of this seminar is to expose the student to a number of different types of writing that one may encounter in a professional career. The class is an opportunity to write, review, rewrite and present a point of view both orally and in written form.

After reading "The Alphabet Tree" by Leo Lionni to students, the students will retell the events on a flow map. Then using Kid Pix software, each child will choose an event, illustrate it, and write a caption for it. The students will then put their events in order in a Kid Pix Slide Show they can present to the class.

You learn to write a letter apologizing for canceling an appointment.

This textbook has been designed to support students who are studying Communication during the first semester of the first year. This textbook has been created by lecturers from the University of Malawi - Bunda College of Agriculture. The intention of the Communication Skills course and this textbook is to provide students new to tertiary education, with the prerequisite language skills required to excel in the higher education environment. To this end the courseŐs objectives are: All students at BCA on completion of the Communication Skills course should be able to use study techniques to process, store and use the information and skills taught in their subjects; apply the various systems and processes used by the institutional library to search and retrieve information; listen actively and create accurate comprehensive and accurate notes; read books and resources and retain the information gleaned therein; express themselves clearly using the written word; perform well in examinations and tests.

This textbook has been designed to support students who are studying Communication during the first semester of the first year. This textbook has been created by lecturers from the University of Malawi - Bunda College of Agriculture. The intention of the Communication Skills course and this textbook is to provide students new to tertiary education, with the prerequisite language skills required to excel in the higher education environment. To this end the courseŐs objectives are: All students at BCA on completion of the Communication Skills course should be able to: use study techniques to process, store and use the information and skills taught in their subjects; apply the various systems and processes used by the institutional library to search and retrieve information; listen actively and create accurate comprehensive and accurate notes; read books and resources and retain the information gleaned therein; express themselves clearly using the written word; perform well in examinations and tests.

A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.

A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.

The students will measure the surface area and wrapper area of five pieces of candy. They will use appropriate formulas and measuring techniques to complete information needed for a spreadsheet and database. They will write a letter to the company with the most wasted paper to explain how the waste affects them as consumers and a suggestion for correcting the problem.

Subject focused on forms of exposition, including narration, critique, argument, and persuasion. Frequent writing assignments, regular revisions, and short oral presentations are required. Readings and specific writing assignments vary by section. See subject's URL for enhanced section descriptions. Emphasis is on developing students' ability to write clear and effective prose. Students can expect to write frequently, to give and receive response to work in progress, to improve their writing by revising, to read the work of accomplished writers, and to participate actively in class discussions and workshops. Focus: What can we believe when we read an autobiography? How do writers recall, select, shape, and present their lives to construct life stories? Readings that ground these questions include selections from Incidents in the Life of a Slave Girl by Linda Brent (pseudonym for Harriet Jacobs), "A Sketch of the Past" by Virginia Woolf, Notes of A Native Son by James Baldwin, "The Achievement of Desire" by Richard Rodriguez, The Woman Warrior by Maxine Hong Kingston, and "Our Secret" by Susan Griffin. Discussion, papers, and brief oral presentations will focus on the content of the life stories as well as the forms and techniques authors use to shape autobiography. We will identify masks and stances used to achieve various goals, sources and interrelationships of technical and thematic concerns, and "fictions" of autobiographical writing. Assignments will allow students to consider texts in terms of their implicit theories of autobiography, of theories we read, and of students' experiences; assignments also allow some autobiographical writing.

At the end of this lesson you will be able to write a letter asking for sponsoring for a good cause. What sentences will encourage people to support your plan? How can you best formulate this letter to ensure that its appeal is clear and motivating?

Introduction to French language and culture. Emphasis on the acquisition of vocabulary and grammatical concepts through active communication. Immediate exposure to authentic French via video sources and printed materials for developing cultural awareness as well as linguistic proficiency. Coordinated language lab program. For graduate credit see 21F.351.

Further development of linguistic proficiency through active communication. Expansion of vocabulary and completion of the basics of French grammar. Continued exposure to culturally authentic audio and video materials in the classroom and the language lab. Study of short texts. Increased practice in writing. For graduate credit see 21F.352.

Students will draw snowmen using various tools in the illustration component of their program. Our students use KidWorks2 by Davidson but others may be used instead. They will then write original stories to accompany their illustrations.

After finishing their social issues research paper for their English class (or any other type of research paper), students will write and present orally a critique of one information source used in their research papers. Students will work in pairs to videotape each other, and they must also design appropriate backdrops for their oral presentations. Students will watch and evaluate all critiques. This interdisciplinary assignment combines information skills and language arts skills, and requires collaboration between the media specialist and the English teacher.

This lesson plan is designed to use a basic third grade math fact as a prompt to write and illustrate a math story. A hands on math activity using math manipulatives will serve as the focus and review for this lesson. A writing activity will serve as a conclusion as well as an assessment for understanding.

Students read biographical information on Maya Angelou and her poem, "Still I Rise." Students identify support and elaboration in poem, then respond by either writing a letter to the author or his/her own poem in response.

Students will listen to the story by Dr. Seuss "Oh, the Places You'll Go!" The students will brainstorm a list of places they would like to go. Places such as nouns and proper nouns will be separated during the listing process. The students will write a response to: "Oh, the places I will go! I will go..." and illustrate their responses. Each student response will be collected for a class book entitled "Oh, the Places We Will Go!"

After working on numerous letter names and sounds, the children will use a paint program to draw a picture and write the word to name the picture. The pictures will be printed out to make a class book or alphabet page.

In this lesson plan, students will think and write creatively using nouns and adjectives. They will experience all phases of the writing process.