Assignments Please mention specific features of the course (eg homework assignments and Did this course help you make appropriate use of texts under consideration? http://faculty-staff.ou.edu/T/Zev.M.Trachtenberg-1/courses/phil3900/assignments.
Extractions: All homework assignments are due by noon. (Please see the Syllabus for an explanation of the penalties for late homework.) Please e-mail your work as an attached word processor file. Please make sure your name is in the file, i.e. as if you were going to hand it in. After 5:00 PM on the due date, check back to this page. You will see the instructions for the response you must make to another student's homework, the name of the student whose work you will respond to, and a link to that student's paper. You should bring your response to class on Thursday. Dec. 9 Assignment 14 Assessing the course Response Guidelines For your response, please look at the suggestions provided as answers to questions 13-16 by the other students in the class. Considering them along with your own, write new answers to questions 13-16 that reflect what you now think are the best ideas for the course. Matt Dorius Josh Valentine Original Assignment For this assignment you will assess the Writing Workshop. Please answer the following questions about the course, based on your own experience in it. Some questions are based on the goals for the course listed in the syllabus; some are based on the procedures used in the course, and some ask for specific suggestions for future semesters.
B-CC High School: Academics: Departments: ADVANCED composition CREATIVE WRITING (Prerequisite Successful Students will complete practical projects that help them sharpen their ability to http://www.mcps.k12.md.us/schools/bcchs/academics/depts/english/electives.html
Extractions: A study of western and nonwestern civilizations. The course is interdisciplinary, weaving together literature, art, architecture, history, music, philosophy, dance, creative writing, popular culture, and film study. Students are encouraged to view the development of civilization through creative experiences. They attend performances and visit area museums and galleries to enrich their study. Students undertake a special independent project each semester on an area of the humanities in which they are most interested. Humanities A focuses on early through medieval civilizations with study of early nonwestern civilizations. Humanities B focuses on Renaissance through 20th-century civilizations with continued study of later and contemporary nonwestern civilizations.
Untitled Page writing abilities, with intensive practice in basic skills and processes of composition. The following suggestions will help you choose an incident. http://www.csustan.edu/english/composition/ENGL 0111/datapage.html
Extractions: ENGL 0111 Writer's Workshop Catalog Description A course emphasizing the development of individual student's writing abilities, with intensive practice in basic skills and processes of composition. Prerequisites: Freshman standing and EPT score of T142-T148. Course Description We will work together in class and in the Writing Center to help you develop the reading and writing skills you will need to participate fully in college. You will have the opportunity to work in class with your instructor and peers, and out-of-class with a Writing Center tutor on all of the assignments for the course. Your instructor will develop and plan weekly writing center assignments with you so that you can deal with the problems you are having with any particular aspect of your reading or writing. Over the course of the semester, your instructor will help you evaluate your reading and writing so that you can monitor your own progress. You must take responsibility for time in the Writing Center and working with your writing group and tutor.
Fall 1996 Course Guide Students are expected to complete 812 hours of homework per week. During the second term short polish stories and poems are read as part of the http://www.lsa.umich.edu/saa/publications/courseguide/fall/archive/fall96.cg/sla
Extractions: Slavic Languages and Literatures Courses in Russian (Division 466) 101. First-Year Russian. No credit granted to those who have completed or are enrolled in 103 or 111. (4). (LR). In this course the student is introduced to the basics of Russian pronunciation and grammar. The course begins with an intensive study of the Russian sound system and orthographic rules (the alphabet and correct spelling). Students spend an average of 1.5 hours per day working in the language lab in the first few weeks of the course. After the basics of pronunciation and spelling are mastered, the course turns to the basics of the Russian grammar and the nature of the homework shifts. Now students spend two hours each week in the language lab, but do an average of 1-1.5 hours a night writing exercises. The class is supplemented by video shows and slide shows. This class, just as Russian 102, 201, and 202, has evening exams. Students who intend to concentrate in Russian Language and Literature or in Russian and East European Studies might consider taking the intensive class, Russian 103. 102. First-Year Russian, Continued.
Slavic Languages And Literatures, Fall 1996 LS&A Course Guide homework assignments and listening to tapes on a regular basis, During the second term short polish stories and poems are read as part of the classwork, http://www.lsa.umich.edu/saa/publications/courseguide/fall/archive/fall96.cg.lat
Extractions: Slavic Languages and Literatures Courses in Russian (Division 466) 101. First-Year Russian. No credit granted to those who have completed or are enrolled in 103 or 111. (4). (LR). In this course the student is introduced to the basics of Russian pronunciation and grammar. The course begins with an intensive study of the Russian sound system and orthographic rules (the alphabet and correct spelling). Students spend an average of 1.5 hours per day working in the language lab in the first few weeks of the course. After the basics of pronunciation and spelling are mastered, the course turns to the basics of the Russian grammar and the nature of the homework shifts. Now students spend two hours each week in the language lab, but do an average of 1-1.5 hours a night writing exercises. The class is supplemented by video shows and slide shows. Students who intend to concentrate in Russian Language and Literature or in Russian and East European Studies might consider taking the intensive class, Russian 103. 102. First-Year Russian, Continued.
Belchatow, Poland (Page 19) The Jewish business in the homework situation grew very much. A Belchatow help committee was created especially through the representatives of the http://www.jewishgen.org/yizkor/Belchatow/bel019.html
Extractions: (President and Secretary of the New York Independent Belchatower Benevolent Association) With editing by Martin Bornstein Belchatow is a Polish Shtetl in the vicinity of Piotrkow. It was a feudal shtetl (small town). In the 19th century it belonged to the Kaczkowski family. Like the majority of feudal cities Belchatow also had no limitations for Jews. They could settle there free and did not need to live in a separate ghetto. It seems that until the 18 th century the shtetl did not have the pulling power for Jews because of economic reasons. From the old Shul (synagogue) we can also learn nothing about the history of the Belchatower Jews. By the end of the 19th century the old wooden Shul (synagogue) was rotten. It was completely renovated by the year 1893. The old Mikva (ritual bath), not far from the new Mikva, in the backyard of the Bes Medrish (study house), was a broken down place to the end of the 19th century. The only place that we could find out anything about the first Jewish people from Belchatow was the official statistics that only gave us dry numbers. The first information came from the census of the Jewish people that took place in the year 1764 through the Polish government. These statistics mention that there were only seven (7) Jews in Belchatow.
Extractions: Whenever we read a text, watch a film or experience a play we approach texts from some very personal and specific perspectives. We analyze and interpret differently precisely because various elements of a novel, play or film strike us differently. Regardless of our ways of "reading" a text, as students of French literature, we are each inspired, motivated or "hooked" not only by what the texts show or say, but significantly too by the context in which we read them i.e. our own backgrounds, interest, understanding, or perhaps, identification with the author, playwright, filmmaker or characters. We do not read in a void and to be sure, our approaches to understanding literature seem to reflect discourses, preoccupations and desires of the time in which we live. The same may be said of the authors, protagonists and characters in the texts selected for this course. Literary currents and styles ranging from romanticism to realism and naturalism to symbolism span the 19th century in France. Through close and critical examination of a small selection of 19th century French texts, this course proposes two interrelated objectives: 1) to identify and understand the various passions, desires, conflicts and motivations that shape and engender the texts at hand, and 2) to relate and make sense of these issues from our own early 21st century perspective. Consequently, the specific aims of this course include:
IATEFL POLAND COMPUTER SIG JOURNAL - Internet Lesson Plans Hightech, high touch From discussion to composition in the networked classroom. For the remainder of the session and homework, students wrote a diary http://www.iatefl.org.pl/call/j_lesson16.htm
Extractions: FILM SCRIPTS ONLINE by Marcin Jonik XIX LO, Lublin , Poland marcin.jonik@wp.pl Introduction Lets face the truth, this is the real-life English to be taught. Otherwise, our best students will never be able to understand English lyrics or go to the cinema and watch English films without having to read subtitles. And sadly enough, they will have difficulty communicating in English speaking countries. Level: Pre-intermediate (A Beautiful Mind- based activity) Advanced/Proficiency (Shakespeare In Love - based activity) Time: 45 minutes or more (depending on the number of activities covered) Aims: to make students aware of the learning potential of the Internet to make students aware of film being an extremely powerful language learning tool encompassing infinite libraries of authentic spoken English in the form that can hardly be met in textbooks or elsewhere to present ways of finding film transcripts for educational purposes to introduce new expressions (contextualised in films)
How To Ask Questions The Smart Way Good questions help us develop our understanding, and often reveal Hackers are good at spotting homework questions; most of us have done them ourselves. http://www.catb.org/~esr/faqs/smart-questions.html
Extractions: Revision History Revision 3.1 28 Oct 2004 esr Document 'Google is your friend!' Revision 3.0 2 Feb 2004 esr Major addition of stuff about proper etiquette on Web forums. Table of Contents Translations: Chinese Czech Danish Estonian ... Turkish . If you want to copy, mirror, translate, or excerpt this document, please see my copying policy Many project websites link to this document in their sections on how to get help. That's fine, it's the use we intended â but if you are a webmaster creating such a link for your project page, please display prominently near the link notice that we are not a help desk for your project! We have learned the hard way that without such a notice, we will repeatedly be pestered by idiots who think that our having published this document makes it our job to solve all the world's technical problems. If you are reading this document because you need help, and you walk away with the impression you can get it directly from the authors
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