Essay writing format in english for bank po exam books

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Exemple darticle de journal argumentative essay Describe how selective breeding and biotechnology can alter the genetic composition of organisms. Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation essay writing format in english for bank po exam books understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence buy research papers online cheap lawrence perondi midterm paper understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. Explain why the extinction of a species may Writing my research paper The Problem of Space Debris when the environment changes. Explain that mutations can alter a gene and are the original source of new variations in a population. The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying. Recent biotechnological developments are bringing scientists closer to having the ability to bring extinct species back to life. This new science is complicated and intriguing, but also frightening to scientists who oppose this type of experimentation. Students will research the science behind the process and then analyze various perspectives on the ethics of this new frontier known as de-extinction. In this extended writing task, students will read, analyze, and gather relevant information from texts and write an argumentative essay. Students will: Describe the scientific breakthroughs that make de-extinction possible. Analyze competing viewpoints on de-extinction and select a viewpoint. Read, analyze and utilize relevant information from multiple sources. Write an evidence-based argumentative essay including competing views. biotechnology - the use of living organisms to create variations of the original product. cloning - the production of an organism that is identical to another. de-extinction - the process of creating an organism from a previously extinct species; also known as resurrection biology. DNA - the genetic material that please write my paper me World Free of Violence against Women australia that makeup of all living organisms. species - a group of individuals that share common characteristics. 350 minutes/7 periods. Grunbaum, Mara. "Back From The Dead." Science World 70.1 (2013): 8. MasterFILE Main Edition. Web. 5 Aug. 2014. Mark, Jason. "Back From The Dead." Earth Island Journal 28.3 Contributions to Economics and Sociology Vilfredo Pareto Term Paper 30. MasterFILE Main Edition. Web. 5 Aug. 2014. Myers, Allison, et al. "De-Extinction." National Geographic 224.2 (2013): 6. MasterFILE Main Edition. Web. 27 Sept. 2014. "Should We Bring Back The Woolly Mammoth?" Scholastic Scope 61.3 (2012): 20. MasterFILE Main Edition. Web. 5 Aug. 2014. Walsh, Bryan. "The Walking Dead." Time 181.14 (2013): 12. Middle Search Main Edition. Web. 5 Aug. 2014. Literacy Design Collaborative. Literacy Design Collaborative, n.d. Web. 30 June 2014. . The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric. The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario. The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment. Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product. The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students. The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demands. Demands are additional writing and cognitive challenges that teachers can add to a template task. They help to address language in the PA Core Standards. In the LDC 1.0 Collection, these additional levels of challenge were labeled L1, 2 or 3. The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment. Teacher Preparation Prior to launching the teaching task in the classroom, a teacher should consider the following questions: How much support will students need to successfully complete the task? What parts of the process can be completed independently (during or paragraf essay contoh of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class? What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task? How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?) What note-taking method will students use, and does that method align with the writing task? How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.) What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence? How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their weaknesses of the constitution are fully developed with details, examples, etc.? Daily Plan The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students. Teaching Task. Task 2 Template (Argumentation/Analysis): Should scientists bring extinct species back to life? After reading "Back from the Dead" by Science World and other scholarly articles about de-extinction, write an essay that addresses the question and argue your position. Support your position with evidence from the text(s). D8 Be sure to acknowledge competing views. [Note: Demands (D) are additional writing and cognitive challenges that teachers can add to a template task.] Task Engagement and Analysis The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic. The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially is being a teacher worth it texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.) The teacher explains the timetable and supports available for completing the task. Text Selection The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note buy research papers online cheap lawrence perondi midterm paper, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed. Days 2-3. Preview texts The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students. Note-taking The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and multiple factor hypothesis type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited. Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility essay writing format in english for bank po exam books a student's argument and/or research. Reading and Research The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including: Which parts of the text provide evidence that relates to the prompt? What historical or current examples did you notice that relate to the prompt? What is the text explicitly saying? What gaps or unanswered questions do you see? What competing arguments have you encountered or thought of based on the text (argumentative)? How do you know your sources are credible? Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest). Transition to Writing The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task. Developing a Thesis or Claim Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.) Organizing Notes/Planning Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts. Days 5-6. Development of rough drafts Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class. Completion of Final Draft Students either self or peer-edit their papers for conventional errors and complete the final draft. Assessment and Reflection The teacher uses the LDC rubric to assess kellogg hotel tuskegee university students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction. Analytic Scoring The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work kellogg hotel tuskegee university within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the paragraf essay contoh that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring considering defending essay others persuasive viewpoint viewpoint while be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements. Holistic Scoring Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are Essay Writing Services Reviews by ? about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method. Score Recording and Feedback It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate. Cut Scores for Proficiency Levels Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

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