"Who do I see to get that cashier's job you've got in the paper?"
"I would like to apply for the cashier's job advertised in last night's paper."
"Can I apply for that cashier's job in last night's paper?"
"Where do I go to get an application form to be a cashier?"
Identify the gerund phrases in an article from a self-selected magazine.
Complete a portion of the grammar exercises in their textbooks.
Complete a test in which they circle gerund phrases in a paragraph.
Circle gerund phrases in the literature selection they are currently assigned.
Total physical response
Students can select from a range of appropriate topic ideas to use in their own writing.
The papers can model a range of techniques the students can use to realize a writing goal.
Students can begin to assess the quality of their own writing in comparison to these models.
The papers can be used to explain grading decisions the teacher makes about student writing.
Have students jot down as many types of audiences as they can, select one type, and write a paragraph describing that audience.
Define general audience, specialist audience, and peer audience and then have students individually compose working definitions of the three types.
Assign students to write an article for a self-selected academic or technical journal and encourage them to adopt the particular style of the subject area.
Ask student groups to select and read a specified number of articles from different publications and then discuss the audience each one assumes.
Are there any errors in spelling or grammar in the composition?
Should the composition be published on the class Web site or in the class anthology?
Is the topic of the composition too broad?
Will the relationships between the ideas in the composition be clear to a reader?
Making personal connections between the student and the subject matter
Decreasing the length of the writing required for the assignment
Allowing the student to ignore elements of style, grammar, and spelling
Increasing the time in which the student can complete the assignment
Your knowledge of snakes gives you several different ways to go with your paper. Focus on the most interesting angle and develop it.
People have written whole books about snakes. You can't cover so large a subject in one paper. Narrow your topic.
Great topic. Good beginning. I'll be interested in your final paper. Keep up the good work.
The words rattleskakes and mocasins are spelled incorrectly, and the apostrophe in wo'nt is misplaced.
Discussing all of the papers in the student's writing folder
Focusing on the student's most recent paper
Examining the student's portfolio and discussing the progress during the year
Having the student choose his or her best paper and discussing it
Asking about the student's knowledge of the topic before the student reads the text
Suggesting that the student read the text slowly and carefully
Suggesting that the student look up unfamiliar words from the text in the dictionary
Asking the student content questions after the student has read the text
Zora Neale Hurston
Having students rewrite several scenes using modern slang
Asking students to describe the setting of the play
Having students research world events at the time the play was written
Asking students to describe a character in their own words
Ashes of Roses by Mary Jane Auch
Roll of Thunder, Hear My Cry by Mildred D. Taylor
An Abundance of Katherines by John Green
We Were the Mulvaneys by Joyce Carol Oates
Informal reading inventory
Literature focus units
Be brief, keeping the focus of the speech on the visiting author.
Be entertaining, preparing the audience to respond well to the visiting author.
Be thorough, mentioning the names of all the visiting author's books and any prizes he or she received.
Be personal, highlighting the author's character and virtue.
A description from a classic novel of a character's actions upon hearing tragic news
An audio recording of a radio play, with sound effects
A scene from a well-acted movie, with the sound on the video monitor turned off
A textbook chapter that covers the importance of using nonverbal cues
Determine the targeted audiences of television commercials recorded by the teacher and shown in class.
Note all the commercials to which they are exposed for 1 week and write an analysis of a self-selected favorite.
Interview several people outside of the class to determine their reasons for buying certain items advertised in commercials.
Analyze self-selected commercials to determine their emotional appeals and logical fallacies and then write an analysis of their favorite.