Difference Between Quick Questions and Deep-Thinking Questions
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Difference Between Quick Questions and Deep-Thinking Questions
Name
EDUC 280 Other Literacies Final
Use your Fletcher, R. (2013). What a writer needs. Portsmouth, NH: Heinemann.
Gear, A. (2011). Writing Power. Portland, ME: Stenhouse Publishers. To complete the Final.
Matching (10 points)
_______ 1. writing process A. invite readers to question what is happening, why something happened, or how a character might be feeling
_______ 2. six writing traits B. producing a “good copy”
_______ 3. A Star, A Wish, and a Think C. twisting words, stretching them, linking them in outlandish ways, and teasing out new meanings
_______ 4. inferring D. the WHAT of effective writing
_______ 5. climbing stories E. the “maybes” that engage and deepen a reader’s understanding
_______ 6. anchor book F. a structured approach to writing instruction
_______ 7. publishing G. the HOW of effective writing
_______ 8. Writing Power H. used to introduce a topic
_______9. thinking I. the link between reading and writing
_______ 10. word play J. conference/editing technique
Brief Essay Questions – According to our text(s) . . .
1.) Describe the difference between quick questions and deep-thinking questions. From a children’s book of your choice, give an example of each. Remember to include the title of the book you chose. (15 points)
2.) List a quote from Writing Power that defines inferring? Describe an activity you can do to help students learn about inferring and its importance in writing. (15 points)\
3.) Choose one of the anchor books listed throughout Chapter 10 in Writing Power. Describe how you would use it to teach students how to write as to transform the thinking of the reader. (20 points)
4.) There are six different ways a writer can deal with the issue of time when writing. List each one with a brief description. (18 points)
5.) What was the Kagan strategy you think you will use most in your classroom? Describe the activity you will do. (15 points)
6). Reflect on this quote from What a Writer Needs. “As writing teachers we should highlight those moments when students create powerful images, when they use language to boldly extend their thinking.” (Fletcher) (7 points)
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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