Effective Comprehension and Writing Strategies for Students: CST 221, Exams of Technical English

Download Effective Comprehension and Writing Strategies for Students: CST 221 and more Exams Technical English in PDF only on Docsity! CST 221 CST 221 Study Guide Exam Review Questions Containing 273 terms with Certified Solutions 2024. When students practice fluency: - Answer: They practice by reading connected pieces of text. they don't read word by word - they will read a sentence straight through. Reading fluently is important because: - Answer: It enables students to comprehend what they are reading. Students who are not fluent in reading would: - Answer: Sound out each letter or word slowly and pay more attention t the phonics of each word. CST 221 Fluent readers: - Answer: Will read a sentence aloud using appropriate intonations. The best way to test for fluently: - Answer: Have a student read something ALOUD - preferably a few sentences in a row. Fluency is a good predictor of: - Answer: Comprehension Reading aloud to young children is: - Answer: One of the most important things that an adult can do because they are teaching children how to: 1. Monitor 2. Question 3. Predict 4. And confirm what they hear in in the stories Word Consciousness - Answer: Children who have access to books can first tell the story through the pictures. They then begin to realize the connection between the spoken words and the printed words. They realize that the written words tell a story. Language and conventions of print - Answer: During this stage, children learn how to: - hold a book - where to begin to read - the left-to-right motion CST 221 Cognitive Approach - Answer: Language knowledge derives from both syntactic and semantic structures. Supporters of the cognitive approach maintained that: Children acquire knowledge of linguistic structures after they have acquired the cognitive structures necessary to process language. One must understand and process an idea or object cognitively before being able to produce it verbally. - One must recognize objects before having the ability to verbally name them. Sociocognitive Approach - Answer: Language development results from sociolinguistic competence. - language, cognitive, and social competence are interactive elements of total human development The sociocognitive approach allowed that determining the appropriateness of of language in given situations for specific listeners is as important as understanding semantic and syntactic structures. - by engaging in conversation, children at all stages of development have the opportunities to test their language skills, receive feedback and make modifications. According to this theory: Language is a result of social reasons. You need language to communicate when in social settings - therefore you must learn language. Children are constantly applying cognitive skills to using language in social interactions. If the capacity to acquire language is inborn without an environment to practice it in then a child would not be able to communicate beyond grunts and gestures. CST 221 Phonological Awareness - Answer: This is the ability of the reader to recognize the sounds of spoken language. this includes how sounds can be: - blended together - segmented - and manipulated Phonological awareness leads to: - Answer: Phonics: a method for teaching children to read. It helps children 'sound out words'. Phonemic Awareness - Answer: An understanding that words are composed of sounds. to be phonemically aware means that the reader and the listener can recognize and manipulate specific sounds in spoken words. Phonemic Awareness Tasks - Answer: 1. Ability to hear rhymes and alliterations 2. Ability to do oddity tasks (recognize the member of a set that is different, or odd, among the group) 3. Ability to orally blend words and split syllables 4. Ability to orally segment words 5. Ability to do phonics manipulation tasks Why do children need a strong background in phonemic awareness? - Answer: So that phonics instruction (sound-spelling relationship - printed materials) will be effective. CST 221 The Alphabetic Principle/Graphophonemic Awareness - Answer: The theory that written words are composed of patterns of letters that represent the sounds of spoken letters - this is sound-letter correspondence Four Basic Features of the Alphabetic Principle - Answer: 1. Students need to be able to take spoken words apart and blend different sounds together to make new words 2. Students need to apply letter sounds to all their reading 3. Teachers need to use a systematic effective program in order to teach children to read 4. The teaching of the alphabetic principle usually begins in kindergarten Morphology - Answer: The study of word structure. - Morphemic skills: an ability to understand the patterns within words. For instance, cat, cats, and caterpillar all have similarities in structure. - Readers are able to recognize words at a faster and easier rate because they don't have to decode each individual word. Syntax - Answer: The rules or patterned relationships that correctly create phrases and sentences from words. When you have an understanding of syntax then you will begin to understand the structure of how sentences are built and ultimately the beginning of grammar. CST 221 The purpose of reading is to - Answer: Convert visual images (the letters and words) into a message. Pronouncing the words IS NOT ENOUGH. The reader MUST be able to extract the meaning of the texts. When people read, they utilize four sources of background information to comprehend the meaning behind the literal text. Four sources of background information to comprehend the meaning behind the literal text: - Answer: 1. Word Knowledge 2. Syntax and Contextual Information 3. Semantic Knowledge 4. Text Organization Word Knowledge - Answer: Information about words and letters. One's knowledge about word meanings is lexical knowledge (the words you know are part of your lexicon). Knowledge about spelling patterns and pronunciation is orthographic knowledge. Syntax and Contextual Information - Answer: When children encounter unknown words in a sentence they rely on their background knowledge to choose a word that makes sense. Semantic Knowledge - Answer: This includes the reader's background knowledge about a topic, which is combined with the text information as the reader tries to CST 221 comprehend the material. New information is compared the background information and incorporated into the reader's schema. Text Organization - Answer: Good readers are able to differentiate types of text structure such as: - story narrative, exposition, compare-contrast or time sequence. Readers will use knowledge of text to build expectations and construct a framework of ideas on which to build meanings. Characteristics of good readers: - Answer: * they think about the information that they will read in the text * formulate questions that they reduce will be answered in the text * confirm those predictions from the information in the text * attempt to pronounce unfamiliar words using analogies to familiar words * establish a purpose for reading * as they read they continually test and confirm their predictions, go back when something does not make sense and make new predictions. The topic of a paragraph/story - Answer: Is what the paragraph or story is about The main idea of a paragraph/story - Answer: States the important ideas that the author wants the reader to know about a topic. - Sometimes the topic/main idea are directly stated and other times they are simply implied. - you can find the main ideas by examining how paragraphs are written. CST 221 Topic Sentence - Answer: This indicates what the passage is about. It is the subject of that portion of the narrative. - the ability to identify the topic sentence will enable the student to focus on the concept being discussed and better comprehend the information provided. Paragraph - Answer: This is a group of sentences about one main idea. paragraphs usually have two types of sentences: 1. A topic sentence - contains the main idea 2. Two or more Detail sentences - support, prove, provide more information, explain or give examples. How can you be sure that you have a topic sentence? - Answer: Switch the sentence you think is the topic sentence into a question. If the other sentences seem to 'answer' the question then you've got the right topic sentence. Tips for finding the topic sentence - Answer: 1. The topic sentence is usually first. 2. A topic sentence is usually more general than other sentences. 3. Detail sentences are usually more specific than the topic. 4. Most of the detail sentences support, give examples, prove, talk about or point toward the topic in some way. The Supporting Sentences - Answer: Provide more information and details about the topic and the main idea CST 221 An Argument - Answer: This is a generalization that is proven or supported with facts. - if the facts ARE NOT ACCURATE, the generalization remains unproven. - Using inaccurate facts to support and argument is called a FALLACY in reasoning. - even if facts are true and have a profound effect on the argument, may not be relevant to the case at hand. Factors to consider when judging whether facts that support and argument are accurate - Answer: 1. Are the facts current or are they out of date? 2. Where was the data obtained, and is that source reliable? 3. Are the calculations on which the facts are based reliable? An Analogy - Answer: This can be useful in making a point, BUT: - the comparison MUST MATCH up in all characteristics or IT WILL NOT BE RELEVANT. Analogies should be used very carefully - it is often just as likely to destroy an argument as it is to strengthen it. How many facts do you need to support and argument? - Answer: Three strong supporting facts are sufficient to establish the thesis of an argument. - sometimes, more than three arguments are too many. - however, it is not unusual to hear public speakers etc. use a long litany of facts to support their positions CST 221 A writer makes choices about which facts will be used and which will be discarded in developing an argument. - Answer: - he may exclude anything that is not supportive of the point of view that he is taking. - therefore, the reader should do some research to identify the omission and to consider whether they affect the point of view presented in the argument. Making Predictions/Asking Inferential and Critical Thinking Questions - Answer: This is a theory/approach to the teaching of reading. This strategy of asking inferential and critical thinking questions would CHALLENGE AND ENGAGE the children to read text. - this approach to reading went BEYOND THE LITERAL LEVEL of what was stated in the text to and INFERENTIAL LEVEL of using text clues to MAKE PREDICTIONS and to a CRITICAL LEVEL of involving the child in EVALUATING THE TEXT. Prior Knowledge - Answer: This is defined as all of an individual's PRIOR EXPERIENCES, learning, and development that PRECEDE his or her entering a specific learning situation or attempting to comprehend a specific text. - sometimes, prior knowledge can be erroneous or incomplete. Whatever prior knowledge that the child brings to the school setting, the independent reading and writing the child does in school IMMEASURABLY EXPANDS HIS PRIOR KNOWLEDGE and broadens that child's reading comprehension capabilities. Literacy response skills are dependent on: - Answer: - prior knowledge - schemata CST 221 - and background Schemata - Answer: Are this structures that represent generic concepts stored in our memory. - Readers who effectively comprehend text use bother their SCHEMATA AND PRIOR KNOWLEDGE plus the ideas from the printed text for reading compression. Graphic Organizers - Answer: Solidify in a CHART/DIAGRAM format a VISUAL RELATIONSHIP among various reading and writing ideas. These visual relationships will include: - sequence - timelines - character traits - fact and opinion - main idea and details - differences and likenesses Various graphic organizers include: - Answer: * Venn diagrams of interlocking circles * KWL charts KWL Charts - Answer: - aid reading comprehension by outlining what students KNOW, what they WANT to know, and what they've LEARNED - a KWL chart serves to support the children's comprehension of a particular expository text. CST 221 The purpose of comprehension instruction: - Answer: To help students learn strategies that they can use independently with any text - not just the one their are focusing on at the point of instruction. Common Methods of Teaching Instruction - Answer: 1. Summarization: students go over the main point along with strategically chosen details that highlight the main point. Teaching students how to summarize will help them look for the most critical areas in a text. 2. Question Answering: students answer questions regarding a text. the best questions are those that cause students to have to think about the text. 3. Question Generating: opposite of question answering. We want students to constantly question texts as they read. it causes students to become more critical readers. 4. Graphic Organizers: graphical representations of content within a text. - Venn diagrams: highlight the difference between two characters etc. - Flowcharts: used to talk bout the steps in a process/chronological events - Semantic organizers: focus on words or concepts. A word web is a semantic organizer 5. Text Structure: text structures will give important clues to readers about what to look for. Interpreting text structure will give students tools in which to tackle other texts. 6. Monitoring Comprehension: it is important to teach students what to do when the text stops making sense. 7. Textual Marking: the students interact with the text as they read. It helps students focus on the importance of the small things especially when reading CST 221 large works. It gives students a reference point on which to go back into the text when reviewing the text. 8. Discussion: this stimulates thoughts about texts and gives students a larger picture of the impact of those texts. Strategies of Careful Reading - Answer: - sounding out words - focusing on fluency - obtaining meaning Various reasons why people read - Answer: - people read for pleasure: can decide to skim through quickly for the content or read slowly to savor ideas and language - people read to find information quickly: will skim or scan - for some texts people may reread in order to fully comprehend the information Reading Strategies - Answer: 1. Skimming: readers read quickly, paying little attention to specific words. Done when want a full picture of a text and don't want to focus on details. Skimming can be done as a preview or review. 2. Scanning: readers go straight to specific ideas, words, sections or examples. They pick and choose what they will read within a text. Done when the reader does not need to know everything from a text. 3. In-Depth Reading: most people think this is the only legitimate type of reading. Done when when readers want to enjoy a text or learn from it thoroughly. Readers move through the text quickly and don't stop to focus on a specific word or idea. Readers don't skip over or read fast to get information. They read everything carefully and thoroughly. CST 221 Critical Literacy Related Activity - Answer: Searching for information from printed and electronic sources. - it is impossible to memorize or even be exposed to the majority of basic facts in our world today. Therefore, one must know how to: - access, judge, and synthesize information and it will help students throughout their life's. Gathering of Information - Answer: - this requires students to be competent with everything from a traditional library catalog system to Web-based collections. - the best way to get students comfortable with sources of information is simply to have to spear her for specific items with PROPER TEACHER GUIDANCE. How to evaluate the quality of information - Answer: - teachers should model for students how decisions are made in the judging process. The teacher can do a 'think-aloud' where she expresses an opinion about the whether the information demonstrates quality or lack thereof. Interpreting Information from Sources - Answer: - information sources are often opinionated, embedded in other ideas or works, part of a greater dialogue, or highly slanted. - to teach students how to interpret nonfiction sources, one must have them focus on the components of the work CST 221 Maps - Answer: - information can be gained by looking at a map that might take hundreds of words to explain otherwise. - maps are made in different ways so maps must be understood in order to make the best sense of them. - maps provide a meaningful and useful tool in communicating a particular point of view. Knowledge of Strategies to Promote Literacy Response Skills - Answer: Two sides regarding the construction of meaning and the application of strategies: 1. Behavioral Learning Theory: suggest that people learn socially or through some sort of stimulation or repetition 2. Cognitive Learning Theory: suggest that learning takes place in the mind and that the mind processes ideas through brain mapping and connections with other materials and experiences. - learning is internal. Most educators believe that children learn: - Answer: Cognitively Real-world experiences - Answer: It is important for students to connect learning with real-world experiences. Literature Circles - Answer: - involves a group discussion with no more than six children who have read the same work of literature. CST 221 - they talk about key parts of the work, relate it to their own experiences, listen to the response of others and discuss how parts of the text relate to the whole. - literature circles are excellent for the classroom setting because they mimic BOOK CLUBS while providing a format for the discussion meeting for students who are learning to discuss literature. Book Clubs - Answer: - another excellent opportunity for students to discuss reading in an open setting - they promote reading in an enjoyable setting not attached to traditional homework assignments and book reports Prewriting - Answer: - students gather ideas before writing - prewriting may include: clustering, listing, brainstorming, mapping, free writing and charting - during prewriting remind students that they need to consider their audience - not all prewriting must eventually produce a FINISHED piece of writing Prewriting strategies - Answer: - keep an idea book so that they can jot down ideas that come to mind - write in daily journal - write down what comes to mind - free writing (written stream of consciousness) - a variation of this is focused free writing - writing on a specific top Focused Free Writing Techniques - Answer: - brainstorming: make a list of all ideas connected with the topic CST 221 - ask the Who, What, When, Where, Why and How. This helps the writer approach a topic from several perspectives - create a visual map on paper to gather ideas - cluster circles and lines connect ideas - observe details of sight, hearing, taste, touch, and smell - visualize by making mental images of something and write down the details in a list Teaching-Learning Strategies - Answer: 1. Teacher-Guided 2. Student Empowerment 3. Specific Strategies Teacher-Guided Before Writing - Answer: - discovering what to say about a particular topic - considering the variables of purpose, audience and for - planning Student Empowerment Before Writing - Answer: - what is my topic? My purpose? - who is my audience? - what should I say? - what form should I use? - how should I organize my ideas? Specific Strategies Before Writing - Answer: - talking, interviewing, reading, researching CST 221 - revision and editing go hand-in hand. - students must learn to analyze and improve their own works as well as the works of their peers. Revision Techniques - Answer: - Students working in pairs analyze sentences for variety - students work in pairs/groups to ask questions about unclear areas in the writing or to help students add details/information Writer's Workshop - Answer: - teachers introduce their students to this to maximize learning about the writing process. - the main idea is for students to become comfortable with the writing process to produce written work. A Basic Writer's Workshop - Answer: - a block of classroom time is committed to writing various projects - students use this time to write, meet with others to review/edit writing, make comments on writing, revise their own work, proofread, meet with the teacher and publish their work. Proofreading, Revising, and Editing Strategies - Answer: - guide sheets of forms for students to use during peer response - have students work in pairs - model the use of the guide sheet or form CST 221 - give the students a time limit or number of written pieces to be completed in a specific time amount - have the students read their partner's paper and ask at least three questions - a mini lesson that focuses on problems students might be having may be appropriate - provide students with a series of questions that will assist in revising writing After students have revised their writing, it is time for the final editing and proofreading. Writing Introductions - Answer: - the introduction should be written last. - the basic purpose of the introduction is to lead the audience into the discourse. It can let the reader know what the purpose of the discourse is. - the introduction often ends with the thesis - the point or purpose of the paper. - the purpose and structure of the introduction should be DELIBERATE if it is to serve the purpose of leading the reader into the discussion. Writing Conclusions - Answer: - it is easier to write a conclusion after the decisions regarding the introduction have been made. - a conclusion should strive to do five things: 1. Inspire the reader with a favorable opinion of the writer 2. Amplify the force of the points made in the body of paper 3. Reinforce the points made in the body 4. Rouse appropriate emotions in the reader 5. Restate in a summary what what has been said CST 221 An effective conclusion: recapitulation, a brief restatement of the main points or certainly of the thesis Text Organization - Answer: Stages of Writing * a discovery stage when ideas, materials, supporting details are collected * organization stage: the purpose, thesis and supporting points are determined * Writing of the paper * editing stage: this takes place once the paper is written. Is probably the most IMPORTANT stage. decisions must be made regarding whether the reasoning is COHESIVE. - best writers engage in all of these stages recursively. - a teacher needs to give students adequate practice in the various stages and encourage them to engage deliberately in the creative thinking that makes writers successful. Revising: Misplace/Dangling Modifiers - Answer: Misplaced modifiers: phrases that are not placed near the word they modify Dangling modifier: phrases that do not relate to the subject being modified Sentence Completeness - Answer: - avoid fragments and run-on sentences. - ensure proper use of independent and dependent clauses. Simple Sentence - Answer: Joyce wrote a letter CST 221 Punctuation: Quotation Marks - Answer: - In a quoted statement that is either DECLARATIVE or IMPERATIVE, place the period INSIDE the closing quotation marks. - if the quotation is FOLLOWED BY OTHER WORDS in the sentence, place a comma INSIDE the closing quotation marks and a period at the end of the sentence. - A quoted title or expression: this will occur at the END of a sentence and the PERIOD is placed before either the single or double quotation marks. * "hkjljljlj 'jkhkjlk.'" * jkljkfljlj "jkljljlk." - Interrogatory or exclamatory sentences: the question mark or exclamation point should be OUTSIDE the closing quotation marks if the quote itself is a statement, command or cited title. - Declarative sentences where the quotation is a question or exclamation: place the question mark or exclamation point INSIDE THE QUOTATION marks. Using periods with parantheses - Answer: - place the period INSIDE the ( ) or [ ] if they enclose a COMPLETE SENTENCE that is INDEPENDENT of the other sentences around it. - If the parenthetical expression is a STATEMENT INSERTED WITHIN ANOTHER STATEMENT the period in the enclosure is OMITTED. Commas - Answer: - separate two or more COORDINATE ADJECTIVES modifying the same word - used to separate three or more mounds, phrases, or clauses in a list CST 221 - used to separate ANTITHETICAL OR COMPLIMENTARY EXPRESSIONS from the rest of the sentence Semicolons - Answer: - used to separate INDEPENDENT CLAUSES when the semiconductor clause is introduced by a transitional adverb * The Elixabethans....; thus, ..... . - used to SEPARATE ITMES IN A SERIES that are long and complex, or have internal punctuation. Colons - Answer: - place a colon at the beginning of a list of items. - do not use a colon if the list is PRECEDED by a verb Dash - Answer: - place dashes to denote sudden breaks in though - use dashes instead of commas if commas are already used elsewhere in the sentence for amplification or explanantion Italics - Answer: - use italics to punctuate the titles of long works of literature, art, music, motion picture. - if unable to write in italics then underline Use of technology to plan, create, revise, edit, publish, present: - Answer: - There are many uses of technology for each of the steps of the writing process. * multimedia elements: photography, short video, music, poetry, narration - Technology is very instrumental in the writing and learning process CST 221 * things can be easily cut, moved, deleted and modified by the movement of a mouse - Technology has assisted writers in feeling more confident with making spontaneous changes to text. * must remember that a first draft looks nothing like a good final draft Pros of technology when writing - Answer: 1. Forms of technology allow us to create and revise and give us the opportunity to create rough sketches and constantly modify the sketches. 2. Editing is so simple through technology - so we can genuinely focus on content for the majority of the time. - editing can be done at the end once the content is the way we want it. 3. Publish and sharing work through technology does not have to be an 'end- product' activity. - we can share work with others before we consider it to be a final draft Writing for a variety of reasons - Answer: - will help students be meaningfully engaged in their writing - writing for different audiences and aims allows student to be more involved in their writing Writing in creative and critical ways - Answer: - write letters to the editor, college, friend, student - write stories that would be read aloud to a group or published in a literary magazine or class anthology CST 221 P.O.V. Expressed Explicitly - Answer: - clear-cut argumentative essay: students should portray their points of view and opinions explicitly. They should make it very clear what their belief or argument is. P.O.V Expressed Implicitly - Answer: - persuasive/critical essay: intended to slowly draw someone from one perspective to the student's perspective. Here it is a better idea to hide the argument within the examples and other areas of support. Supportive Audience - Answer: - the audience already agree's with the author's perspective and so it is useful to CLEARLY STATE THE ARGUMENT. Nonsupportive Audience - Answer: - this audience may not agree with the writer's perspective so it is safer to ease the audience into the argument with examples and support first. Logical Organization for SUPPORTIVE AUDIENCE - Answer: - argument - weak example - adequate example - strong example The writer CLEARLY STATES THE OPINION UP FRONT. then the writer arranges the arguments from weakest to strongest so that there will be a strong, emphasis- filled conclusion Logical Organization for NONSUPPORTIVE AUDIENCE - Answer: - example CST 221 - example - example - argument OR - argument (stated very slightly - implicitly) - strong example - adequate example - weak example In this case, we want the audience to be drawn in by the facts of the case first. then once they believe the examples you ease in the argument. - this approach works for persuasive writing, argumentation, critical analysis and evaluation. In these writings, we are trying to convince the reader of our theses. Balanced Argument - Answer: - if we want to write either for or against an idea we don't want to utilize biased language. Therefore, we must write as much as possible in an ACTIVE VOICE and be CONCISE. * remove biases by putting yourself in the frames of mind of various people for or against the issue. * reread the essay. CST 221 Writing about Literature / Response to a Literary Selection - Answer: - this is a very tough task. you must fully comprehend the text. therefore, you have to understand the UNSTATED ELEMENTS of the text (character motive). - you must make connections between the written work and the author's intentions. - consider other works of literature to help explain literary conventions and issues. Tips for writing about literature - Answer: - utilizing GRAPHIC ORGANIZERS will help students make VISUAL SENSE of various literary elements - give students a more AUTHENTIC TASK than simply writing about literature in an abstract sense. * give students SPECIFIC WRITING TASKS - build students up to the task by having them experiment with writing about the literature in fun, authentic, natural ways. Awareness of voice in writing - Answer: - children literature can enlighten students on the various aspects of THEME and STYLE as well as many other literacy elements - VOICE includes: * point of view, originality, authenticity, and individuality * the piece of writing needs to be written in such a way that the INDIVIDUALITY of the author shows through - written in a way that only that author would write it. * use your own words. * originality: the ideas belong to the writer * authenticity: the piece sounds like the author wrote it. CST 221 Classroom methods for good listening skills - Answer: - practice following complex directions - have students orally retell stories These activities give students DIRECT PRACTICE in the very important skills of listening. The students are provided with outlets where they can slow improve their abilities to comprehend oral language and take decisive action based on oral speech. Analyzing Features of Spoken Language and Nonverbal Cues - Answer: - Analyzing the speech of others is a VERY GOOD TECHNIQUE for helping students improve their own PUBLIC SPEAKING ABILITIES. - When students get the opportunity to critique, question and analyze other's speeches: they begin to learn what works and what doesn't work in effective public speaking. Volume - Answer: A speaker should use an appropriate volume Pace - Answer: The rate at which words are spoken should be appropriate Pronunciation - Answer: A speaker should make sure words are spoken clearly. Body Language - Answer: While animated body language can help a speech too much of it is distracting. Body language should help convey the message and not detract from it. CST 221 Word Choice - Answer: The words speakers choose should be consistent with their intended purpose and the audience. Visual aids - Answer: These should enhance a message and not distract and detract from the message. Features of Spoken Language - Answer: Voice: people will either use a monotone or talk too fast. These are caused by anxiety. Monotone: restricts your natural inflection. Talking fast: not necessarily a bad thing if the speaker is exceptionally articulate. Don't be afraid of brief silences. The audience needs TIME to absorb what you are saying. Volume: problems with volume can usually be combated with practice. Suitable volume is beneficial for both you and the audience. Pitch: this refers to the length, tension and thickness of a person's vocal bands. In ORAL PERFORMANCE, pitch reflects upon the EMOTIONAL AROUSAL LEVEL. Posture: maintain a straight but not stiff posture. Movement: don't stay glued to one spot. Take maybe a step to the side every once in a while. AVOID DISTANCING yourself from the audience - you want them to feel involved and connected CST 221 Gestures: Gestures are a great way to keep a natural atmosphere when speaking publicly. They should be utilized for ADDED EMPHASIS. Eye Contact: eye contact usually helps the speaker overcome speech anxiety by connecting with their attentive audience and easing feelings of isolation. Varied Speaking Strategies - Answer: - in public speaking, not all speeches requires the same type of speaking style - during group discussions, it is important for speakers to ensure that they are listening to other speakers carefully and tailoring their messages so that the messages fit into the general mood and locations f the discussion at hand. - students should receive guidance and modeling from video of various types of speeches appropriate to the types they are giving themselves. - communication is not just good or bad. We have to adjust communication styles for various audiences. - all communications should be tailored so that it conveys appropriate messages and tones to listeners. Oral language conventions varied in social situations - Answer: - Informal and formal language is a distinction made on the basis of the occasion as well as the audience. Formal Language - Answer: - uses fewer or no contractions, less slang, longer sentences and more organization in longer segments - used during a meeting of executives, or of government officials CST 221 - Setting: the place or location where a story occurs. The setting serves as a reason for various conflicts to occur. - Theme: the underlying message that writers want to convey. Themes are NEVER EXPLICITLY STATED, rather they are the result of the portrayal of characters, settings, and plots. - Mood: the atmosphere or attitude the writer conveys through descriptive language. Mood simply helps us better understand the writer's theme and intentions through descriptive, stylistic language. Devices within Drama - Answer: - These devices enhance the viewers' understanding of the plot: SUSPENSE: this occurs when the audience knows something that a character on stage does not which will cause the character adverse effects. SOLILOQUY: this is a speech to oneself. The character shares his or her feelings to the audience - the character is thinking out loud. ASIDE: Soliloquies may occur in an aside. Not all asides contain soliloquies. An aside is where 'real' time in the drama stops so that the character can address the audience - or addresses his thoughts aloud so that the audience hears them. Nonfiction comes in a variety of styles - Answer: - nonfiction can include opinion and perspective CST 221 - expose students to a variety of types of nonfiction and discuss how those types are similar and different from one another. In other words when teaching students about nonfiction - the key is EXPOSURE. Types of Nonfiction - Answer: 1. Informational Texts: these books explain concepts or phenomena. These texts are based on research 2. Newspaper Articles: these rely completely on factual information. the PURPOSE of these texts is to present information to readers in a quick and efficient manner 3. Essays: essays take an option and describe how the option was arrived at or why the opinion is a good one. 4. Biographies: explain the lives of individuals. Based on extensive research 5. Memoirs: a memoir is like an autobiography - usually based on a specific idea, concept, issue or event in life 6. Letters: students are generally studying the writer's style or the writer's true deep-down options and feelings about certain events. 7. Journals: present very personal ideas. Gives students an opportunity to see peoples' thought processes about various events or issues Authors portray ideas in very subtle ways through their skillful use of language: Ways to Convey Ideas: - Answer: 1. Style: how the author writes something. The artful adaptation of language to meet various purposes. Authors modify their word choice, sentence structure and organization in order to convey certain ideas. 2. Tone: the attitude an author takes toward his or her subject. The tone is exemplified in the language of the text. Tones reveal through language different options and attitudes about the subject. CST 221 3. Point of View: the perspective through witch the story is told. Point of view also helps explain a lot of language and presentation of ideas in nonfiction and fiction texts. Three points of view are represented, and each creates a different style of language. - Students need to learn that language and text is CHANGED DRAMATICALLY by tone, style and point of view. Poetry - Answer: - people read poetry for many reasons and they may be the very same reasons poets would have for writing the poem. - good poetry constantly surprises - the MAJOR PURPOSE a writer has for writing poems is the SHARING OF AN EXPERIENCE, FEELING, EMOTION. That is also the reason a reader will turn to poetry rather than prose. - poets are interpreters of life. they often bring understanding to life's big (or not- so-big) questions The Pattern of the Sound and Rhythm - Answer: - we are referring to two things: 1. VERSE FORM: the rhythmic pattern of a SINGLE VERSE 2. STANZA FORM: a group of a certain number of verse/lines having a RHYME SCHEME. Rhyme and Free Verse - Answer: - Poets use devices to establish form that will underscore the meanings of their poems. - When poetry was ONLY RHYMED it was easy to define it. CST 221 Iam - Answer: A foot made up of one unstressed syllable and one stressed one Iambic Pentameter - Answer: A line made up of five iambs. - - Answer: Unstressed (slack) syllable ' - Answer: Stressed syllable iambic and anapestic - Answer: - known as rising because the movement is from SLACK TO STRESSED syllables Trochaic and dactylic - Answer: - known as falling. Moving from stressed to unstressed syllables Meter - Answer: - a measurement. A line of a foot(s) Caesura - Answer: A definite pause within a line - indicated by a double line // Stanza - Answer: A group of a certain number of lines with a rhyme scheme or a particular rhythm or both Blank verse - Answer: Unrhymed iambic pentameter CST 221 Couplet - Answer: Two-lined stanza, usually rhymed Heroic couplet/closed couplet - Answer: Two rhymed lines of iambic pentameter - the first ends in a light pause - the second in a more heavily end-stopped Tercet - Answer: A three lined stanza - if it rhymes it usually keeps to one rhyme sound Terza Rima - Answer: The middle line of the tercet rhymes with the first and third lines of of the next tercet Quatrain - Answer: Four lined stanza - most popular in English Ballad stanza - Answer: Four iambic feet in lines one and three Three in lines two and four Rhyme is: ABCB Refrain - Answer: A line or lines repeated in a ballad (a chorus) Terminal Refrain - Answer: Follows a stanza in a ballad - five-line stanza occur - not frequently - six-line stanzas - more frequently CST 221 Sestina - Answer: - six six-line stanzas and a tercet. - repeats in each stanza the same six end-word words in a different order Rime Royal - Answer: Seven-line stanza in iambic pentameter with rhyme ABABBCC Ottawa Rima - Answer: Eight-line stanza of iambic pentameter rhyming ABABABCC Spenserian Stanza - Answer: - nine lines - rhyme for eight lines: ABABBCBCC - concludes with an alexandrine The Alexandrine - Answer: A line of iambic hexameter (of line of six feet) Free Verse - Answer: No conventional patterns of rhyme, stanza or meter Sonnet - Answer: A fourteen-line poem in iambic pentameter English Sonnet - Answer: - Sometimes called a Shakespearean sonnet - Rhymed in four clusters: Abab, cdcd, feed, gg Italian or Petrarchan Sonnet - Answer: - first eight lines (the octave): abbaabba - then the sestet - the last six lines add new rhyme sounds in almost any variation - does not end in a couplet CST 221 HISTORICAL FICTION: based on real-life events and people who have overcome adversity and left a mark on society in DEEDS AND EVENTS. The themes are BASED IN HISTORICAL EVENTS and teach the reader something about history. BIOGRAPHY: take true-life people and create real life drama about their lives or relevant segments of their lives. EDUCATIONAL BOOKS: core subject books used in teaching students ACADEMIC FACTS AND REQUIRED KNOWLEDGE. Important Works and Authors of Literature for Children and Adolescents - Answer: - the social changes of post WWII significantly affected adolescent literature. * CONTEMPORARY FICTION: helped adolescents understand and cope with the world they live in. - popular books for preadolescents deal more with establishing relationships with members of the opposite sex and learning to cope with their changing bodies, personalities, or life situations. - Adolescents are still interested in the fantasy and science fiction genres as well as popular juvenile fiction. - Classic and contemporary works combine the characteristics of multiple theories Literature for Seventh and Eighth Graders - Answer: - these students are still functioning cognitively, psychologically, and morally as sixth graders. CST 221 * they are becoming concerned with establishing INDIVIDUAL AND PEER GROUP IDENTITIES that presents conflicts with BREAKING FROM AUTHORITY AND THE RIGIDITY OF FULES. - ENRICHMENT READING for this group must help them COPE with life's rapid changes or provide ESCAPE and thus must be realistic or fantastic depending on the child's needs. Themes and Elements in Literature for Children and Adolescents - Answer: Children's literature often contain themes RELATED TO MORAL ISSUES. This literature is a vehicle for VARIOUS CULTURES to instill PROPER VALUES IN CHILDREN. - Themes in children's literature are not difficult to figure out. - when themes are presented in children's literature, typically, they are much easier to pick up on. - children's literature does indeed FOCUS GREATLY on themes that PERTAIN to choices, morals and values. * they are intended to instruct students while also promoting an interest in the very act of reading itself. Major Literary Genres - Answer: - allegory - ballad - drama - epic - epistle CST 221 - essay - fable - legend - Myth - novel - poem - romance - short story - children's literature Allegory - Answer: A short story in erase or prose with characters REPRESENTING VIRTUES AND VICES. - there are two meanings: symbolic and literal Ballad - Answer: An in media's res story, told or sung USUALLY IN VERSE AND ACCOMPANIED BY MUSIC. Drama - Answer: Plays: comedy, modern, or tragedy typically in five acts Epic - Answer: Long poem usually of book length REFLECTING VALUES inherent in the generative society Epistle - Answer: A letter that is not always originally intended for public distribution but due to the fame of the sender/recipient becomes public domain. CST 221 Fables - Answer: Animals that act like humans and reveal human foibles or SOMETIMES TEACH A LESSON Myth - Answer: Stories about events from the earliest times Legends - Answer: - similar to myths, but tend to deal with events that happened more RECENTLY Tall Tales - Answer: Purposely exaggerated account of individuals with superhuman strength Modern Fantasy - Answer: - start out based in reality which makes it easier for reader to suspend disbelief and enter worlds of reality - helps elementary grade children develop their senses of imagination Science Fiction - Answer: - most presume ADVANCES IN SCIENCE on other planets or in future time Modern Realistic Fiction - Answer: - real problems that real children face - young children can find insight into their own problems. - children also tend to experience a broadening of interests as the result of this kind of reading Historical Fiction - Answer: - presented in a historically accurate setting CST 221 - provides a good opportunity to introduce younger children to history in a beneficial way Biography - Answer: - helps children to see that one person can make a difference - open new vistas for children to think about when they choose an occupation to fantasize about Informational Books - Answer: - ways to learn about something you are interested in or something you know knowthing about - encyclopedias etc...