Name: Jessica De Bruin October 16, 2008jtdb1481/Assignments/Assignment3.pdf · Name: Jessica De Bruin October 16, 2008 2 over stone walls. The dogs were barking and 4peacocks5 crowing

Name: Jessica De Bruin October 16, 2008

1

(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.

Each student will be assigned to one major event of the Revolutionary War.

Events will include Paul Revere’s Ride, Battle of Saratoga, Treaty of Paris, etc. They will need to use the Internet to find 30 facts about their topic. For example, dates, names, location, lasting effects, and any other relevant information they can find on their subject. Once they have found their 30 facts, they will need to complete a writing assignment that includes all the information they have gathered and write about their topic from a first hand account. That is, they will need to be able to explain their event as if they were alive during that time. They can choose to be a witness of the event or a participant. This assignment will not only force them to research their information, but to translate it for their own understanding.

This assignment will promote writing skills through the use of the Internet

while researching their topic. Students will need to find information by searching online through several different websites. They will need to include footnotes and cite where they found their sources. Students will also need to use Microsoft Word to type up their 30 facts and final draft. (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 Warr1 was that the2 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 was3 throwing balls

1 War (mis-spelling) 2 the (extra) 3 were (more than one)


2

over stone walls. The dogs were barking and 4peacocks5 crowing. Finally the colonists won and no longer had too6 pay for taxis7 . delgats8 from the original 13 states formed an9 Contented Congress. Thomas Jefferson and Benjamin Franklin were towo10 singers11 of the Declaration of Independence. Frankin declared12 "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead13. Soon the Constitiion14 of the united states15 was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent.16 Lincoln's mother died in infancy17, and he was born in a log cabin18 which he built with his own hands. Lincoln said,:19 "in onion20 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 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 were throwing balls over stonewalls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too paid for taxis. Delegates from the original 13 states formed a Contented Congress. Thomas Jefferson and Benjamin Franklin were two singers of the Declaration of Independence. Franking 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 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.

4 the (missing word) 5 were (missing word) 6 to (wrong word) 7 taxes (wrong word) 8 Delegates (capitalize and mis-spelled) 9 a (wrong word) 10 two (mis-spelled) 11 signers (wrong word) 12 comma (before a quote) 13 already said that 14 Constitution (mis-spelled) 15 United States (capitalize) 16 President (wrong word) 17 during his infancy (structure of sentence) 18 comma ( pause between two thoughts) 19 comma (before a quote) 20 union (wrong word)


3

Most of the errors that were checked for were spelling. Although the sentence doesn’t make sense, the spell/grammar check didn’t identify it. For example: During the War. Its not a grammatically correct sentence (missing verb.) The software also only corrected spelling errors, but did not replace with correct words. For example: Finally the colonists won and no longer had too paid for taxis. The sentence uses the wrong “too,” wrong tense (paid), and doesn’t make sense (taxis.) I would encourage my students to use the grammar checker because there might be some errors they might have missed, as I did. However, they should not rely on it because its not completely accurate. Perhaps for their first draft they can grammar check and for the final draft they should go over without the use of the software. (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.

complicated institutions. By the 1780s, many people who had tired of rationalism accepted Rousseau’s philosophy. His influence was greatest in the later years of the Enlightenment. His work foreshadows romanticism, which became significant during the first half of the 1 800s.

Enlightened Despotism The philosophes argued and worked to make a better world based on reason. They did not criticize religion and people’s faith, as it might have appeared. Rather, they fought superstition, the institution of the church, and the ignorance of sonic of the clergy. They recognized the role of monarchy, hut they disliked absolute monarchy. Most philosophes favored enlightened despotism—a system of government in which absolute monarchs ruled according to the principles of the Enlightenment. In countries with absolute monarchies and strong censorship, rulers and clergy fought the ideas of the philosophes. They prohibited the publishing of books by philosophes, or they censored the books, removing any material unflattering to public officials or the church. The clergy preached against the philosophes, whom they accused of undermining the church. Faced with this unfavorable attention, the philosophes became cautious. Some, such as Voltaire, moved to other countries, out of the reach of the French authorities. Later, other people not content merely to discuss such ideas preferred instead to act on them. By the late 1700s, both North America and France, the home of the Enlightenment, were settings for major political and social revolutions.

Section 1 Review ) 2.

Define Enlightenment, rationalism, philosophes, salons, popular sovereignty, enlightened despotism Identify Denis Diderot, Baron de Montesquieu, Voltaire, Jean-Jacques Rousseau

3. Understanding Ideas What were the main characteristics of Enlightenment thinking? 4. Summarizing Ideas Describe three examples of systems of government that philosophes found to be praiseworthy.


4

5. Contrasting Ideas Compare and contrast the ideas of the following philosophes: Diderot, Montesquieu, Voltaire, and Rousseau.

The Amerkdn Revolution

Focus Questions

• How did the colonists’ attitudes toward Britain change during the early and mid-hOGs? • Why were the Articles of Confederation considered to be inadequate? • What system of government ôìÔ the Constitution establish?

New ideas were not confined to Europe in the 1 700s. In North America, the British colonists’ new way of life and their distance from Britain began to create new attitudes about their relationship with the home country. Their immediate concerns had to do with British trade regulations and how they affected the colonists’ quality of life. The colonists also disliked the French along their borders. After defeating the French, however, the North American colonists struggled increasingly with the British and finally declared their independence.

British-French Rivalry While the British established colonies along the Atlantic coast of North America, the French developed settlements to the north and west in what was called New France. In the 1700s, as American settlers moved westward across the Appalachian Mountains, conflict with the French was inevitable. The French and British governments had struggled for decades for dominance in Europe. The conflicts between these two powers were also acted out in North America, mostly in the form of frontier skirmishes. The colonies counted on British assistance for defense against the French, and both sides recruited Native Americans to fight with them. The decisive conflict that settled the British- French imperial rivalry in North America was the French and Indian War (1754—1763), known in Europe as the Seven Years’ War. The Treaty of Paris in 1763 confirmed the sweeping British victories nor only in North America hut in many other parts of the world as well, The British now controlled land from the Atlantic Ocean to the Mississippi River and from the Gulf of Mexico almost to the Arctic Ocean. British power and worldwide prestige had reached a new height.

138! CHAPTER4 Passive Sentences 8% Reading Ease 37.9 Grade Level 11.9

• 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).

The text that was scanned appears to be grade-appropriate because it was taken from an eleventh grade text book and the reading ease is such that eleventh grade students should be able to understand it. (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


5

discipline. If your discipline does not use many equations, you may select from the following list.

(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 trying 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 People of the United States, in Order to form a more perfect alliance, create fairness, assure national harmony, provide for the common protection, promote the general wellbeing, and protect the Blessings of Liberty to ourselves and our future citizens, do order and create this Constitution for the United States of America.

The Government, in trying to bring the people of the United States together, promises to treat everyone fairly and protect every individual now and in the future. For that reason they created the Constitution of the United States.


6

You can use a thesaurus when students don’t understand the meaning of a word. The thesaurus replaces a word with one that has the same or close to the same meaning. For example, if students are unsure what “Preamble” means, they can click on the word and see a list of words that mean the same thing, such as “introduction.” They can assume that preamble means the beginning of something.

(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- (from dictionary)

tell, pronounce dictator (one whose word is law), diction (enunciation), edict (a formal pronouncement or command.), dictum (an authoritative, often formal pronouncement), dictate (to say or read aloud to be recorded or written by another)

-ation (from immigration)

An action or process, a state or quality

formation (an act of giving form or shape to something or of taking form), revelation (an act of revealing or communicating divine truth), transformation (the operation of changing), salutation (an expression of greeting, goodwill, or courtesy by word, gesture, or ceremony), condensation (a chemical reaction involving union between molecules often with elimination of a simple molecule (as water) to form a new more complex compound of often greater molecular weight)


7

-ion (from revolution)

The result of an action or process

validation (act or process), regulation (result of an act or process), hydration (state or condition), translation (a rendering from one language into another), commensuration (equal in measure or extent)

Inter- (from international)

A prefix signifying among, between, amid, during, within

intercrop (between: among: in the midst), interrelation (reciprocal), interstation (located between), interborough (occurring between), interfaith (shared by, involving, or derived from two or more)

In- (from independence)

Used with certain words to reverse their meanings

inconclusive (leading to no conclusion or definite result), incorrect (not corrected or chastened), inaudible (not audible), indecisive (not clearly marked out), introverted (to turn inward or in upon itself)

-ism (from imperialism)

The action or result of a verb

Capitalism (n economic system characterized by private or corporate ownership of capital goods, by investments that are determined by private decision, and by prices, production, and the distribution of goods that are determined mainly by competition in a free market), criticism (the act of criticizing usually unfavorably), racism (a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race), alcoholism (continued excessive or compulsive use of alcoholic drinks), barbarianism (of or relating to a land, culture, or people alien and usually believed to be inferior to another land, culture, or people)

• 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 cognates and explain how you can use them to help students master English.


8

Cognates can be used to help students learn English because they can see the

similarities between their dominant language and English. Most of the words I chose sound and look similar to those in other languages. They seem to be related to one another, perhaps from the same root language.

• 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.

Jessica: \j(e)-ssi-ca\ is pronounced JESS-a-kah. It is of Hebrew origin, and its meaning is "He sees". Rebecca: \r(e)-bec-ca, reb(e)-cca\ is pronounced ree-BEK-ah. It is of Hebrew origin, and its meaning is "to bind". John: \jo-hn\ is pronounced jahn. It is of Hebrew origin, and its meaning is "the Lord is gracious".


9

Matt: \m(a)-tt\ is a variant of Matthew (Hebrew), and the meaning of Matt is "gift of the Lord". Samantha: \s(a)-man-tha, sam(a)-ntha\ is pronounced sa-MAN-thah. It is of English origin. (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 resources to translate a simple document from your class into one or more languages spoken by students in your class. Include the English version AND the translated version. Show this to someone who is fluent in English and the language into which you have translated it, and explain any potential problems.

• Translate a foreign language text-rich website into English. Discuss the values and limitations of such translation resources.


10

The students I spoke to said that the text was fairly similar, however that the text was frequently translated word-for-word. Some sentences were in the wrong tense, but the text was understandable.


11


12

The value of using a webpage translator is that students can go to any

webpage in any language and translate the entire text into their native language. It is useful when doing research, traveling, or finding important information about places all over the world.

Some limitations are that not all languages translated give the same meaning. Although the same exact text is translated into another language, meanings may be lost with the translation. Also some words in one language may not have a word for in another language.

Documents

Name: Jessica De Bruin October 16, 2008jtdb1481/Assignments/Assignment3.pdf · Name: Jessica De Bruin October 16, 2008 2 over stone walls. The dogs were barking and 4peacocks5 crowing