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Beat the Robots: How to essay, Get Your Resume Past the System Into Human Hands. Mark Slack and Erik Bowitz. Landing an interview for a position in a giant organization can feel impossible if you don’t have any personal connections. People often blame the sheer volume of resumes that are submitted—HR simply can’t review them all with enough detail to see what a perfect candidate you are! And this is partially true—one study suggests that recruiters spend only six seconds looking at each resume. However, many resumes are trashed before they’re even seen by human eyes. How is that possible? Here’s how: Many large organizations rely on applicant tracking systems (ATS) to help pre-filter resumes. The systems work by essay, scanning resumes for contextual keywords and key phrases, mathematically scoring them for relevance, and sending only the essay on tkam, most qualified ones through for human review. Cheap In London! Essentially, they’re the 21st century version of the troll under the bridge. Undoubtedly, this saves HR managers the time and trouble of sorting through irrelevant, underprepared, and weak resumes to find the golden candidates.
But it also means that your application could slip through the cracks if you don’t format your resume just right or include the exact keywords the hiring manager is searching for. To make sure you get past the troll and into the door for an interview, check out essay on tkam, these tips for writing a resume that an analysis essay ATS will approve—and a hiring manager will love. While you might want to highlight your creativity or individuality to a hiring manager, ATS require cold conformity and simplicity. Therefore, you’ll need to delete any extra touches you’ve added to your resume, like logos, pictures, symbols, and essay on tkam, shadings. Also, stick to essay stalin, standard resume formatting in a normal font like Arial, Courier, or Times New Roman—the ATS can’t read fancy fonts and will reject your resume out of essay on tkam confusion. Furthermore, only include the usual sections of a resume: Qualifications, Professional Experience, Education, Skills, and the like. Adding unfamiliar headings like Affiliations, Publications, or Memberships can choke up an ATS. On Joseph! Finally, send your resume as a Word doc or in rich text format instead of on tkam a PDF. Though ATS software is becoming better at essay, reading PDFs, it can still miss important things when trying to process them. Essay On Tkam! For any profession, there’s always lingo, software, responsibilities, basic skills, and licenses or certificates associated with performing the job well—and an ATS will be looking for key phrases and contextual information related to those qualifications.
To make sure the software recognizes that you’re a good fit for reflective essay the job, use these tips to successfully keyword optimize your resume: Include verb phrases and essay on tkam, skills written in on progress the job description on your own resume. These are very likely to be the essay, same keywords and phrases the essay, hiring manager has programmed the ATS to pick up—“project manager,” “Final Cut Pro,” or “social media marketing,” for on tkam example. Try services like Wordle and TagCrowd to help you figure out on a farewell, which keywords to on tkam, focus on. Input the job descriptions into these tools to create a word cloud that visually highlights the most frequently used words, and essays to arms, make sure they’re sprinkled throughout your resume. Essay On Tkam! Use both the analysis, acronym and on tkam, the spelled-out form of any given title, certification, or organization, so you’re set regardless of which format the thematic, ATS is looking for. Essay On Tkam! For example: Certified Public Accountant (CPA). An important note here: Don’t go overboard. In the past, people thought that they could exploit the essay on progress, system by overstuffing their resumes with keywords, thus ranking them higher in the eyes of the ATS. This is a very bad idea: Not only is the software sophisticated enough to on tkam, see this kind of condorcet on progress keyword stuffing, if your resume does make it into human hands, no one will be impressed by a nonsensical resume dressed to the nines in keywords.
Aim for essay repeating important skills-related keywords two or three times (and no more). How can you do that without repeating job responsibilities or sounding obnoxious? Try this: WANT TO GIVE YOURSELF AN EXTRA BOOST? Are there people who would say no to that? 3. Ditch the Career Objective Section.
Career objective sections are kind of a waste of space. Thematic Essay On Joseph Stalin! That boring boilerplate “I am a hard working person who wants to work in (blank) industry” is a bit obvious: Why else would you be submitting your resume? Furthermore, it’s not about how you want to apply your skills, it’s about how the company needs you to apply them. Instead, try replacing this with a qualifications summary—a six-sentence (or bullet pointed) section filled with ATS-friendly keywords. Even better, use those six sentences to concisely present the creme of the essay, crop of your achievements, major skills, and important experiences. By doing this, you’re killing two birds with one stone: You’re appeasing the ATS with keywords, and you’re also giving the hiring manager the juicy, important bits right at the top where he or she can quickly scan and understand the value you would bring the company. Seriously, spelling mistakes are the death of your resume.
While a human being can at least figure out what you mean (before tossing your resume into the trash in on joseph disapproval), an ATS will terminate you immediately because it will simply have no idea what you’re talking about. So double, triple, and quadruple check your resume before sending it in. Have someone else do the on tkam, same. Spelling mistakes can be easily avoided if you’re careful. So take the time to follow these tips, and you’ll have a resume that will make it onto a hiring manager’s desk—and ultimately snag you the interview. Feeling on a roll with your resume? Why not check out thematic essay on joseph, how to optimize your contact information or beef up your skills section? Photo of essay on tkam person on laptop courtesy of Sawitree Pamee/EyeEm/Getty Images#46; Mark Slack and Erik Bowitz are Senior Resume Consultants and on a farewell, content managers of the Resume Companion Blog.
Resume Companion is a leading online resume building company with over 650,000 registered users, and over 8 million resumes created to date. Hmmm, seems you#39;ve already signed up for essay on tkam this class. While you#39;re here, you may as well check out all the amazing companies that are hiring like crazy right now.
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Simple Ways to Assess the Writing Skills of Students with Learning Disabilities. Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Essay On Tkam! Writing samples also should be assessed across a variety of purposes for essays farewell to arms, writing to give a complete picture of a student's writing performance across different text structures and genres. These simple classroom help in identifying strengths and weaknesses, planning instruction, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress. Simple ways to assess the writing skills of students with learning disabilities. A teacher's first responsibility is to on tkam, provide opportunities for writing and american veteran encouragement for students who attempt to write. A teacher's second responsibility is to promote students' success in essay, writing. The teacher does this by thematic essay on joseph stalin carefully monitoring students' writing to assess strengths and weaknesses, teaching specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems.
These responsibilities reveal, upon essay inspection, that assessment is clearly an integral part of good instruction. In their review of the existing research on on a to arms, effective instruction Christenson, Ysseldyke, and Thurlow (1989) found that, in addition to other factors, the following conditions were positively correlated to pupil achievement: The degree to which there is an appropriate instructional match between student characteristics and task characteristics (in other words, teachers must assess the student's prior knowledge and current level of skills in order to match them to a task that is relevant and on tkam appropriate to their aptitudes); The degree to which the teacher actively monitors students' understanding and essays on a to arms progress; and The degree to which student performance is on tkam evaluated frequently and an essay on fast food appropriately (congruent with what is taught). Assessment, therefore, is an essential component of effective instruction. Airasian (1996) identified three types of classroom assessments. The first he called sizing-up assessments, usually done during the first week of school to provide the teacher with quick information about the students when beginning their instruction.
The second type, instructional assessments, are used for the daily tasks of planning instruction, giving feedback, and on tkam monitoring student progress. The third type he referred to as official assessments, which are the periodic formal functions of assessment for grouping, grading, and reporting. In other words, teachers use assessment for on fast food restaurants, identifying strengths and on tkam weaknesses, planning instruction to reflective, fit diagnosed needs, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress. Simple curriculum-based methods for on tkam, assessing written expression can meet all these purposes. Curriculum-based assessment must start with an inspection of the farewell to arms curriculum. Many writing curricula are based on essay on tkam, a conceptual model that takes into account process, product, and purpose. This conceptual model, therefore, forms the framework for the simple assessment techniques that follow. Simple ways to assess the process. The diagnostic uses of assessment (determining the reasons for writing problems and the student's instructional needs) are best met by looking at the process of writing, i.e., the steps students go through and strategies they use as they work at writing.
How much planning does the student do before he or she writes? Does she have a strategy for organizing ideas? What seem to be the obstacles to getting thoughts down on paper? How does the student attempt to spell words she does not know? Does the student reread what she has written? Does the essay on joseph student talk about or share her work with others as she is writing it? What kind of changes does the student make to her first draft? In order to make instructionally relevant observations, the observer must work from on tkam a conceptual model of what the condorcet on progress writing process should be. On Tkam! Educators have reached little consensus regarding the number of steps in the writing process.
Writing experts have proposed as few as two (Elbow, 1981) and as many as nine (Frank, 1979). Englert, Raphael, Anderson, Anthony, and Stevens (1991) provided a model of a five-step writing process using the acronym POWER: Plan, Organize, Write, Edit, and Revise. Each step has its own substeps and strategies that become more sophisticated as the students become more mature as writers, accommodating their style to specific text structures and purposes of writing. Condorcet On Progress! Assessment of the writing process can be done through observation of students as they go through the steps of writing. Having students assess their own writing process is also important for two reasons.
First, self-assessment allows students an opportunity to observe and reflect on their own approach, drawing attention to essay, important steps that may be overlooked. Second, self-assessment following a conceptual model like POWER is a means of internalizing an essay on joseph explicit strategy, allowing opportunities for the student to mentally rehearse the strategy steps. Figure 1 is essay a format for both self-observation and teacher observation of the reflective analysis essay writing process following the POWER strategy. Similar self-assessments or observation checklists could be constructed for other conceptual models of the writing process. ____did the best I could. ____looked in a book. ____asked my partner. ____asked the teacher.
Simple ways to assess the product. An effective writing process should lead to a successful product. A writing product fulfills its communicative intent if it is of appropriate length, is on tkam logical and essay coherent, and has a readable format. It is essay on tkam a pleasure to read if it is composed of well-constructed sentences and a rich variety of essays on a farewell, words that clearly convey the author's meaning. Essay On Tkam! When various conceptual models of an essay on fast restaurants, writing are compared side by side (Isaacson, 1984) five product variables seem to emerge: fluency, content, conventions, syntax, and vocabulary. Too often teachers focus their attention primarily on surface features of a student's composition related to essay on tkam, the mechanical aspects of writing, or conventions. A balanced assessment should look at all five aspects of a student's writing.
The following are simple methods for assessing each product variable. On Joseph! In some instances quantifiable measures are used; in others, qualitative assessments seem more appropriate. The first writing skill a teacher might assess with a beginning writer is fluency: being able to translate one's thoughts into essay on tkam, written words. As concepts of print and fine motor skills develop, the student should become more proficient at veteran essay project writing down words and sentences into compositions of gradually increasing length. The developmental route of essay, very young writers involves trying to understand what written language is dissertation binding in london about as they look at on tkam books, become aware of environmental print, and put pencil to paper (Clay, 1982). Then children try to relate their experiences in writing using invented spelling. As they begin to construct little stories they explore spelling patterns and develop new language patterns. Clay (1979, 1993) recommends a simple rating scale for emerging writing skills that focuses on language level (from only letters to sentences and paragraphs), message quality, and directional principles (Figure 2). 2. Word (any recognizable word) 3. Cheap Binding! Word group (any two-word phrase)
4. Sentence (any simple sentence) 5. Punctuated story (of two or more sentences) 6. Paragraphed story (two themes) 1. He has a concept of signs (uses letters, invents letters, used punctuation. 2. He has a concept that a message is conveyed. 3. A message is copied. 4. Repetitive use of essay on tkam, sentence patterns such as Here is a… 5. Attempts to record own ideas. 6. Successful composition. 1. No evidence of directional knowledge.
2. Part of the thematic directional pattern is known: start top left, move left to right, or return down left. 3. Reversal of the essay on tkam directional pattern (right to left and return down right) 4. Correct directional pattern. 5. Reflective Essay! Correct directional pattern and spaces between words. 6. Extensive text without any difficulties of arrangement and spacing of text. A simple curriculum-based measure of essay on tkam, fluency is total number of words written during a short writing assignment. When fluency is the focus, misspellings, poor word choice, and faulty punctuation are not considered. Attention is to arms only directed to essay on tkam, the student's facility in translating thoughts into words. A baseline of at least three writing samples should be collected and the total number of words counted for each. For the purpose of evaluation, this total can be compared with those of food, proficient writers of the same age or grade level. However, total words may be used best in monitoring the essay on tkam student's progress, comparing performance with his or her own previous fluency.
A resulting IEP objective might be written like this: After a group prewriting discussion with the teacher, Daniel will write original narrative compositions of  words or more. A rough guideline for setting the criterion can be established from research reported by Deno, Mirkin, and Wesson (1984) and Parker and Tindal (1989): If the total number of words is less than 20, aim for doubling it by the end of the school year. If the essay on joseph stalin number of words is between 25 and 30, aim for a 50% increase. Essay! If the essays to arms number of words is between 35 and essay 45, aim for a 25% increase. If the number of words is condorcet on progress greater than 50, choose another objective. Content is the second factor to consider in the writing product. Content features include the composition's organization, cohesion, accuracy (in expository writing), and originality (in creative writing). General questions the classroom teacher can ask regarding a composition's organization include: Is there a good beginning sentence?
Is there a clear ending? Is there a logical sequence of subtopics or events? Cohesion questions include: Does the essay writer stick to the topic? Is it clear what words like it, that, and they refer to? Does the writer use key words that cue the reader to the direction of the discourse (First… , Then… , Therefore… , On the other hand… )? Originality is dissertation in london assessed through questions like: Did the writer attempt humor? Did the writer present a unique point of view? Analytical scales are the best way to lend some objectivity to evaluation of content. One can choose from essay a general rating scale, appropriate to almost any writing assignment, or one tailored to essays farewell to arms, a specific genre or text structure. Spandel and Culham (1993) developed an analytical trait scoring guide for six aspects of writing, three of essay on tkam, which address content: Ideas and content, organization, and on progress voice. (Voice refers to the author's own unique personality, style, and honesty reflected in essay, the writing.) Each of these traits is scored on a five-point scale. For example, organization is scored using the following guidelines: 5 The organization enhances and showcases the on a to arms central idea or storyline.
The order, structure or presentation of information is compelling and essay moves the cheap in london reader through the text. 3 The organizational structure is essay strong enough to move the reader through the text without undue confusion 1 The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion-or else there is no identifiable internal structure. (Spandel Culham, 1993) To promote agreement between raters, each of the on joseph stalin guidelines above is further defined by specific criteria (or rubrics). A rating of 3, for example, requires these attributes:
The paper has a recognizable introduction and conclusion. On Tkam! The introduction may not create a strong sense of anticipation; the conclusion may not tie up all loose ends. Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content. Pacing is fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on details that do not matter. Transitions often work well; at thematic on joseph stalin other times, connections between ideas are fuzzy.
The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to slip in a transition or move things around. (Spandel Culham, 1993) A composition that is on tkam somewhat better organized than described by the guidelines for 3 but does not quite fit the descriptors for 5 would receive a rating of 4. On Fast! Similarly, a rating of 2 falls between the descriptors for 1 and 3. Analytical scoring guidelines such as these are used in many state writing assessments. There are two limitations to scales such as these. First, teachers must spend many hours learning the rubrics and essay on tkam discussing student compositions in order to establish any degree of integrater reliability.
Second, these scales may not be sensitive enough to essay, measure growth in students with emerging literacy skills who are unable to achieve a rating above 1 or-at the most-2. For many students, writing instruction begins with smaller units of discourse, such as a paragraph. Welch and Link (1992) recommended an informal paragraph assessment that focuses on on tkam, each of a paragraph's three parts: topic sentence, supporting sentences, and cheap binding in london clincher sentence (Figure 3). Each part can receive a point for essay on tkam, its existence, its form (grammatical correctness), and its function (relevance to the topic). Both topic sentence and clincher sentence can earn only one point for each of the three criteria, but up to three supporting sentences can be scored for existence, form, and veteran essay function. This scale could be used to evaluate almost any kind of paragraph. Source: Welch, M. Link, D.P. (1992) Informal assessment of paragraph composition. Intervention in School and Clinic, 27(3), 145-149. The large cactus you see in pictures the desert is saguaro cactus. The Squaro cactus is very painfull if you toutch it. But it isn't as painful as being stabbed with a knife.
It is against the law kill saguaros in the desert. I have seen som with about therty arms. Writing instruction for students with special needs also may focus on specific text structures. Essay! An example of a structure-specific scale is one that Isaacson (1995) devised for evaluating factual paragraphs written by middle school students (Figure 4). Isaacson's scale reflects the essay stalin conceptual definition of fact paragraphs taught to the students: (a) A fact paragraph has more than one sentence; (b) The first sentence tells the topic; (c) All other sentences are about the essay topic; (d) Sentences tell facts, not opinions; and (e) The most important information is given first. Judgments of factual accuracy and fact vs. opinion make the scale specific to american project, factual paragraphs.
1 = Some facts are questionable (content not covered in source material. 2 = All facts seem accurate. 1 = Sufficient information is provided. 1 = Some improvement possible. 2 = Clear, logical order. Harris and essay Graham (1992) provided another example of a structure-explicit measure for assessing the inclusion and quality of eight story elements in stories written by on progress students with learning disabilities: introduction of the main character, description of the locale, the time in which the story takes place, a precipitating event (or starter event), the goal formulated by the character in response to the starter event, action(s) carried out in on tkam, an attempt to achieve the goal, the ending result, and reflective analysis essay the final reaction of the essay main character to the outcome.
Each story element receives a numerical score for thematic essay, its inclusion and quality of development. Essay! The validity of the scale was demonstrated by its correlation with Thematic Maturity scores on the Test of Written Language and veteran holistic ratings of story quality (Graham Harris, 1986). A resulting IEP objective for content might read: Using a story map, John will plan, write, and on tkam revise a story which includes a description of the character, setting, problem or goal, two or more events, and conclusion. (A story map is a planning sheet that prompts students to think about and write down their ideas concerning the cheap dissertation character, setting, and essay other components of a good story before they write.) In order to fulfill the communicative function of writing, the product must be readable. Writers are expected to essay project, follow the standard conventions of written English: correct spelling, punctuation, capitalization, and essay on tkam grammar and legible handwriting. On Fast Restaurants! Consequently, even if the message is communicated, readers tend to be negatively predisposed to compositions that are not presentable in essay, their form or appearance. Teachers traditionally have been more strongly influenced by length of paper, spelling, word usage, and cheap in london appearance than by appropriateness of essay, content or organization (Charney, 1984; Moran, 1982). Counting correct word sequences is one quantitative method of measuring and monitoring students' use of conventions.
Correct word sequences (CWS) are two adjacent, correctly spelled words that are grammatically acceptable within the context of the phrase (Videen, Deno, Marston, 1982). Essays! Capitalization and punctuation also can be considered within the sequence. Essay! To calculate the proportion of CWS: Place a caret (^) over every correct sequence between the two words that form the thematic on joseph stalin sequence. Place a large dot between every incorrect sequence. Place dots before and after misspelled words. Example: o my ^ dog o chasd o the ^ ball^. Essay! The first sequence is not comprised of two words but marks how the sentence was begun. (Sentence beginning to first word my is marked as an incorrect sequence because the M is not capitalized.) The last sequence is the last word to period, question mark, or other appropriate ending punctuation.
To control for american, length of composition either (a) time the writing sample for 3 minutes (the student may continue writing after a mark is made indicating the on tkam last word written in the 3-minute period) and/or (b) divide the number of CWS by the total number of sequences (correct and incorrect), which gives the proportion of cheap, CWS. Proportion of correct word sequences, however, does not in itself pinpoint specific concerns about the student's spelling, punctuation, capitalization, grammar, or handwriting. The diagnostic function of assessment will only be met if the essay teacher also notes the student's strengths and weaknesses as in Figure 5. About Sell My Cow. I go to the Ranch at essay on joseph stalin 5:30 in on tkam, morning. Thematic! I Ride my Horse with My Dad. get my Cow in the Barn. I Leave My cow and essay Calf. My DaD gave Shot to veteran, Calf. We took My Calf to Downtown. My fReind ride my horse.
My horse is Black. Essay! My freind have red horse. But I need my cow to Born in feB 1st 1992. I am sell my Cow to calf for town But I have fun in Ranch in town. But I Like my money Back to for sell my Calf. But I need money Back to me. My Dad Siad no money back now Wait to little to me. Like the other assessments discussed in this article, these methods can be useful for instructional planning. A resulting IEP objective addressing conventions, for example, might read: Using a 4-step editing strategy, Kevin will reread his composition checking for correct capitals, punctuation, spelling, and overall appearance, writing a final draft with 2 or less mechanical errors. As discussed previously, a child's early attempts at writing move from writing single words to writing word groups and sentences (Clay, 1993).
Beginning writers often produce sentences that follow a repeated subject-verb (S-V) or subject-verb-object (S-V-O) pattern. American Veteran Essay! The composition in Figure 5 was written by a ten-year-old female deaf student. The beginning of the composition reveals this typical repetitious pattern to a certain degree in its first few sentences: I go… I Ride my Horse… [I] get my Cow… I Leave My cow… A more mature writer will vary the sentence pattern and combine short S-V and S-V-O sentences into longer, more complex sentences. Powers and essay Wilgus (1983) examined three parameters of condorcet, syntactic maturity: (a) variations in the use of sentence patterns, (b) first expansions (six basic sentence patterns formed by essay the addition of adverbial phrases, infinitives, and on fast food restaurants object complements, and the formation of essay, simple compound sentences), and (c) transformations that result in relative and subordinate clauses. Adapting Power and Wilgus's analysis of patterns suggests a simple schema for evaluating the syntactic maturity of an essay food, a student's writing: Fragment : A group of words that does not make a complete sentence. Examples: His old shirt. Nina and Fred too. Level 1 Repetitious use of essay, a single pattern (simple sentences)
Example: I like my horse. I like my dog. I like my kitty. I like to feed my kitty. Level 2 Use of a variety of dissertation, simple sentence patterns. Examples: I have a new toy. (S-V-O) It is big. (S-Vbe -Adj) It came in the mail. Essay On Tkam! (S-V-PP) Level 3 First expansions: (a) addition of an adverbial or gerund phrase, or (b) the making of project, a compound sentence by combining two simple sentences with the word and.
Examples: Our baby sitter sleeps all the time. To go faster, we push it. I ate the essay on tkam cookie and my brother ate the candy bar. Level 4 Complex sentences (transformations in which one sentence is embedded within another as a subordinate clause) Examples: The man wants to live where there is on fast no pollution. Essay! Since John was late, we had to start without him.
Seldom does a student write sentences at only one level of syntactic maturity. One determines a syntactic level by analyzing all the sentences in the sample and summarizing them according to the type most often used. Occasionally one might characterize a student's syntactic level as being a transitional Level 2/Level 3 or Level 3/Level 4. A resulting IEP objective for syntax might read: Daniel will plan, write, and revise a descriptive paragraph using mature sentences, at least half containing embedded clauses or adverbial phrases. The words used in a student's composition can be evaluated according to the uniqueness or maturity of the words used in the composition. Both quantitative and qualitative methods can be used to evaluate vocabulary.
Quantitative methods include calculating the use of unrepeated words in relation to the total number of words, such as Morris and Crump's (1982) corrected type-token ratio. Analysis Essay! A simpler classroom-based method of looking at vocabulary is to essay on tkam, simply make note of words used repetitiously (over-used words) as well as new and mature words the student uses. Example: Over-Used Words: New Mature Words. A resulting IEP objective for vocabulary might read: Diana will revise her expository compositions, substituting at food least five over-used words (e.g., is) for more interesting action words. Being skilled is not just knowing how to perform some action but also knowing when to perform it and adapt it to varied circumstances (Resnick Klopfer, 1989, p. 4). Being a skilled writer requires knowing how to employ the on tkam writing process across a range of essay, writing tasks and adapt the process to the specific purpose for essay on tkam, writing. Instruction often begins with story structures because they represent the genre most familiar to children.
Children also use and essay on joseph depend upon narrative as their principal mode of thinking (Moffett, 1983). However, several educators (Hennings, 1982; Sinatra, 1991; Stotsky, 1984) have called for more emphasis on descriptive and expository text structures which relate more closely to real life writing tasks. Different purposes for writing call for different text structures. Writing a story calls for a narrative text structure that includes a character, setting, problem, etc. Writing about one's beliefs calls for a persuasive text structure that includes discussion of the problem, statement of belief, two or three reasons for the belief, facts and examples that support the reasons, etc. Assessment of writing skills, therefore, should take into account a variety of essay, purposes and text structures. Purposes and genres to consider include: personal narrative (my trip to the state fair), story narrative, descriptive, explanation of a process (how to give your dog a bath), factual report, letter, compare-contrast (compare the Allegheny Mountains with the Rocky Mountains), and persuasive. Simple curriculum-based assessments can be used to assess the writing process and products of students with learning disabilities, as well as take into account purpose. The assessments recommended in this article also adequately fulfill the purposes of assessment as discussed at the beginning of the article: identifying strengths and on a farewell weaknesses, planning instruction to fit diagnosed needs, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress.
A teacher might use these methods at the beginning of the year to do a quick sizing-up of student instructional needs. The process checklist in Figure 1 gives the teacher important diagnostic information about the essay strategies a student does or does not use when writing. A quick assessment of product variables from the dissertation binding first two or three writing assignments also gives the teacher important diagnostic information about skill strengths and weaknesses. The teacher then should use the initial assessment to identify instructional targets. Some students, for example, may do pretty well at essay on tkam planning their composition, but do little in the way of effective editing. Other students may have creative ideas, but need considerable work on conventions. Some students may do pretty well with writing stories, but need to on a farewell, learn how to essay, write factual paragraphs.
All classroom-based assessment should involve the student. Self-assessment helps students take ownership for their own writing and helps them internalize the strategies they are learning. The teacher's feedback should be given judiciously: generous in the encouragement of ideas and improved skills, but cautious in correction. Corrective feedback should only focus on those few skill targets that have been addressed in instruction. Simple classroom-based methods also can be used to monitor student performance and report progress. Figure 6 is an assessment summary sheet that could be used to give a profile of a student's skills across a variety of writing purposes and genres. In an assessment portfolio the summary sheet would be accompanied by veteran project representative samples of a student's writing with both the student's and teacher's evaluations. After an initial assessment of essay on tkam, student strengths and on progress weakness across fluency, content, conventions, syntax, and vocabulary, the teacher would not necessarily need to monitor all the product factors, just those that focus on the student's greatest challenges and on tkam priority instructional objectives. In conclusion, on-going assessment of writing is integral to effective teaching of writing. A teacher cannot make an appropriate instructional match between a student's skills and appropriate tasks without assessment. A teacher cannot ensure a student's success and make necessary adjustments in instruction without engaging in frequent assessment.
Careful, thorough assessment of essay, a student's writing requires that the teacher have a sound conceptual model of essay on tkam, written expression taking into account process, product, and purpose. Click the References link above to hide these references. Airasian, P. W. (1996). Assessment in the classroom. New York: McGraw-Hill. Charney, D. (1984). The validity of condorcet essay on progress, using holistic scoring to evaluate writing: A critical overview. Research in the Teaching of English, 18, 65-81. Christenson, S. L., Ysseldyke, J. E., Thurlow, M. L. (1989). Critical instructional factors for students with mild handicaps: An integrative review.
Remedial and Special Education, 10, 21-31. Clay, M. On Tkam! M. (1979). The early detection of reading difficulties: A diagnostic survey with recovery procedures (2nd ed.). Auckland New Zealand: Heinemann. Clay, M. M. (1982). Learning and teaching writing: A developmental perspective. Language Arts, 59, 65-70. Clay, M. M. (1993). An observation survey of early literacy achievement. Auckland New Zealand: Heinemann.
Deno, S., Mirkin, P. K., Wesson, C. (1984). How to write effective data-based IEPs. Teaching Exceptional Children, 16, 99-104. Elbow, P. (1981). Writing with power: Techniques for mastering the condorcet writing process. New York: Oxford University Press. Englert, C. S., Raphael, T. On Tkam! E., Anderson, L. M., Anthony, H. M., Stevens, D. D. Essays On A Farewell To Arms! (1991).
Making strategies and self-talk visible: Writing instruction in essay, regular and special education classrooms. American Educational Research Journal, 23, 337-372. Frank, M. (1979). If you're trying to teach kids how to write, you've gotta have this book! Nashville, TN: Incentive Publications. Graham, S., Harris, K. (April, 1986). Improving learning disabled students' compositions via story grammar training: A component analysis of self-control strategy training. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. Harris, K. American Essay! R., Graham, S. (1992).
Helping young writers master the craft: Strategy instruction self-regulation in the writing process. Cambridge, MA: Brookline Books. Hennings, D. G. Essay! (1982). Essay! A writing approach to reading comprehension - schema theory in essay, action. Language Arts, 59, 8-17. Isaacson, S. (1984). Evaluating written expression: Issues of reliability, validity, and instructional utility. Diagnostique, 9, 96-116. Isaacson, S. (February, 1995). A comparison of reflective essay, alternative procedures for evaluating written expression.
Paper presented at essay on tkam the Pacific Coast Research Conference, Laguna Beach, California. Moffett, J. An Essay On Fast Restaurants! (1983). On Tkam! Teaching the universe of discourse. Essay On Progress! Boston, MA: Houghton Mifflin. Moran, M. R. (1982). Analytical evaluation of formal written language skills as a diagnostic procedure.
Diagnostique, 8 17-31. Morris, N. T., Crump, D. T. (1982). Syntactic and vocabulary development in the written language of learning-disabled and non-learning-disabled students at four age levels. Learning Disability Quarterly, 5, 163-172. Parker, R., Tindal. G. (1989).
Progress monitoring with direct, objective writing assessment for middle school students in special education (Resource Consultant Training Program Research Report No. 1). Eugene, OR. University of Oregon, Special Education Area. Powers, A. R., Wilgus, S. On Tkam! (1983). Linguistic complexity in stalin, the written language of essay, hearing-impaired children. Volta Review, 85, 201-210. Resnick, L. B., Klopfer, L. E. (1989). Toward the thinking curriculum: An overview. In L. B. Resnick L. E. American! Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (1989 Yearbook of the Association for Supervision and Curriculum Development).
Alexandria, VA: ASCD. Sinatra, R. On Tkam! (1991). Condorcet On Progress! Integrating whole language with the learning of text structure. Journal of Reading, 34, 424-433. Spandel, V., Culham, R. (1993). Analytical trait scoring guide. Portland, OR: Northwest Regional Educational Laboratory. Stotsky, S. On Tkam! (1984). Commentary: A proposal for improving high school students' ability to read and cheap dissertation in london write expository prose. Essay! Journal of Reading, 28, 4-7. Videen, J., Deno, S., Marston, D. Thematic Essay! (1982).
Correct word sequences: A valid indicator of proficiency in written expression (Research Report No. 84). On Tkam! Minneapolis: University of Minnesota, Institute for Research in Learning Disabilities. Welch, M., Link, D. P. (1992). Informal assessment of veteran essay, paragraph composition. Essay On Tkam! Intervention in essays on a, School and Clinic, 27(3), 145-149. Stephen L. Isaacson Portland State University This article is adapted for LD OnLine from a similar article by Isaacson published in The Volta Review, 1996, Vol. 98, No. Essay! 1, pp.
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the farm. Essays On A Farewell! Observation took place along the farm during the hours of 10:00 am – 1:00 pm on Mr. Mullings peasant farm. . PRESENTATION AND ANALYSIS OF DATA INTRODUCTION A peasant is a member of a traditional class of farmers , either laborers or owners of on tkam, small farms, or more generally, in on a to arms, any pre-industrial society. Essay On Tkam! It is mainly defined as rearing of animals and cultivation of crops on a small scale. On most peasant farm it has approximately 2 plots of land and mostly. Agriculture , Cultivation , Farm 590 Words | 8 Pages.
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Local marketing has expanded beyond farmers ’ markets and farmlands, although these are still popular and the number of US farmers ’ markets is veteran, growing rapidly. Essay! New regional supply networks are linking farmers with their customers in innovative ways and an essay on fast food taking advantage of opportunities. Agriculture , Department store , Farmer 625 Words | 3 Pages. Sector 1. On Tkam! Mr. Pesales (Father of farmer who was killed) Farmers or Rural poor sector Death of his son, lack of essays to arms, justice . Investigate the death of his son, Human rights violation Low influence, has potential power if he unites and works with farmers ’ group 2. Col. Tabora Philippine government; Philippine military Men accused of violating human rights Farmers accusations are false; all propaganda Influential in community; has force of arms 1. Erning de Castro Farmer tenants; Sharecroppers; Peasants. Farmer , Human rights , Justice 681 Words | 1 Pages. of atmosphere, which is essay, clogged with pollutants and other substances from forest fires.
The haze is direct effect of forest fire in project, Kalimantan due to slash . and essay burn method of farming. The Indonesian authorities appear to have no power to control farmers from practicing by most Malaysian. Cheap! Open-field burning of rice straw by essay the rice planters and open burning of condorcet essay, dried leaves and garbage done by the public are a few examples that done by Malaysian. Essay On Tkam! Many are ignorant of the on a farewell health effects of open burning. Air pollution , Bibliography , Citation 537 Words | 3 Pages. very little input into how it is dispersed thorough out the on tkam world. The reality was that farmers who grew the crop to condorcet essay, feed others were . basically on the verge of economic collapse.
The small farmers were fighting with the large corporations, who were driving up the cost of the commodities needed by the small farmers to grow and essay on tkam produce crops and livestock. Cheap Binding In London! One farmer shared how he was a fourth generation farmer and essay how the farm had been with his family all this time, and an essay food not only was he challenged. Economics , Farmer , Globalization 864 Words | 3 Pages. THE IMPACT OF GLOBILIZATION ON THE MANUFACTURING OF SUGAR CANE RUM INDUSTRY IN DOMINICA. noted in essay on tkam, component #1 of the respective assignment. Questionnaire: Fifteen five (15) surveys were conducted, with respondents selected from the larges. . The selected parishes mentioned have the greatest proportion of farm land and active working farmers , which will thus give a more accurate measure of the farming population. Ten (10) men and five (5) women, totaled that questionnaire respondents. Interview: Five (5) informal interviews via telephone were conducted due to the respective individual’s. Agricultural economics , Agriculture , Cost-benefit analysis 1306 Words | 3 Pages. Agricultural Mechanization: a Sustainability Tool for National Food Security.
security. This paper discus the problem facing developing country food security with regards to agricultural production in relationship with peasant . farmers that produces 90% of american veteran project, food. Essay On Tkam! Application of an essay on fast food restaurants, Agricultural mechanization is examined as a means of sustaining developing nations as regards to food security problems. Key words-Poverty, Peasant farmer , food security and Infrastructural amenities. On Tkam! INTRODUCTION Poverty is very severe in some of the developing country, most especially in. Agricultural machinery , Agriculture , Farmer 1742 Words | 7 Pages. ?KUSOM Report on Small Farmer Summit 2014 Prashant Shrestha (14134) MBA Fall 2014 1. Main Objective : Small Farmer . Summit 2014 held on 2nd and 3rd of November, 2014 was conducted to convene the parties who are involved and concerned to develop Nepal’s rural communities financially and socially.
It gave a common platform to all the general Nepali agencies and representatives of different rural areas to participate and contribute in the common goal of building strong grassroots level institution. Agriculture , Economic development , Farmer 1233 Words | 5 Pages. Marketing plays a very important role for farmers in the federation of essay, St. Kitts and Nevis. Marketing provides ways for farmers . to get their products sold regularly. Essay! To what extent marketing affect the farmers of essays farewell, Old Road community? (1) Abstract The researcher plans to question local farmers in essay, the Old Road community by the uses of questionnaires. The researcher’s goal is to highlight how the absent of a good marketing facility is restaurants, a huge problems to essay on tkam, the farmers in Old Road. An Essay Restaurants! Having a marketing facility. Community , Customer relationship management , Farmer 1700 Words | 7 Pages. benefits. V. Areas of essay on tkam, Consideration | ANALYSIS | IMPLICATIONS | Strengths | 1. Trade directly with democratically organized small . farmer cooperatives 2. Money from Fair Trade help build schools, day care centers and carpentry workshops 3. Provides high-quality food products | 1. With this, businesses owned and governed by the farmers themselves.
Decisions are made within the co-op, on their terms. 2. Equal Exchange never fails to make a difference to every individual around. Business cycle , Coffee , Fair trade 801 Words | 4 Pages. agricultural sector in farewell, the 1990s can be characterized as fragmented with a fragile infrastructure. The mode of operation especially, soybean farming, has . remained unchanged since their early ancestors. Along with unchanged practice, most of India’s farmers are illiterate and live in remote villages. The ITC’s e-Choupal tackles the challenges posed by Indian agriculture to identify how to improve the essay on tkam inefficient supply chain of agricultural goods. Reflective Essay! ITC is a multi divisional company and it had identified. Agriculture , Echoupal , Farmer 1781 Words | 5 Pages.
strategy sheet • Note book/ pad • Clipboard • Measuring tape • Camera • Clinometer or protractor • Meter ruler Students will . form groups of essay on tkam, four and essays on a farewell conduct data collection. This will be achieved through interviewing the farmers , noting observations, conducting field measurements, drawing sketches and on tkam taking photographs. The Peasant Farm ? Farm location, size and setting 1. Describe the relief of the area – hilly, flat, gently sloping 2. Estimate the size of. Agriculture , Crop , Crops 544 Words | 5 Pages. Essays are generally scholarly pieces of writing written from an binding author's personal point of on tkam, view, but the definition is vague, overlapping with . those of an article, a pamphlet and a short story.
Essays can consist of a number of binding in london, elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and on tkam reflections of the author. Almost all modern essays are written in condorcet essay on progress, prose, but works in verse have been dubbed essays (e.g. Alexander Pope's. Alexander Pope , Essay , Essays 1053 Words | 4 Pages. REPORT ON EFFECTS OF DROUGHT ON FARMERS IN KUNENE REGION 1. INTRODUCTION This report has been written because of drought in Kunene region. . This report was requested by on tkam Mrs. Liyamine (EAP lecturer) on 25 March 2013. The aim of thematic essay on joseph stalin, this report is to find out the effects of drought on essay on tkam farmers in the region mention above. This report examines effects of drought on farmer’s livestock, foods and crop production, economy or income, children and education in food restaurants, Kunene region.
Kunene region has a total population. Agriculture , Farmer , Government 997 Words | 4 Pages. crops and rearing of animals on a small scale. Peasant farmers are found in markets selling produce and are also found in rural areas. Essay! They . have small farming equipment mostly manual tools.
Peasant Farmers face more problems with crop infestations, pests and diseases and restaurants massive loss of crops and animals. They use simple agricultural products to aid in the plant’s growth. On Tkam! Most of on joseph, today's farmers are peasant farmers . On Tkam! The peasant farmer practiced mixed farming. This is growing of cheap dissertation in london, two or more. Acre , Agriculture , Farmer 1014 Words | 7 Pages. with rural farmers for procurement of on tkam, agricultural / aquaculture produce like soybeans, wheat, coffee, and prawns. e Choupal was conceived to . tackle the challenges posed by the unique features of Indian agriculture, characterized by fragmented farms, weak infrastructure and the involvement of numerous intermediaries. A powerful illustration of corporate strategy linking business purpose to larger societal purpose, e-Choupal leverages the Internet to empower small and marginal farmers – who constitute. Echoupal , Farmer , ITC Limited 1129 Words | 4 Pages. may do some of the primary processing, or they may collect together sufficient quantities of coffee from thematic on joseph many individual farmers to transport . Essay On Tkam! or sell to a processor, another intermediary, or to a dealer. Farewell To Arms! There may be as many as five intermediary links in essay, the chain • processors - individual farmers who have the equipment to process coffee, or a separate processor, or a farmers , co-operative that pools resources to buy the american veteran equipment • government agencies - in some countries the government controls. Caffeine , Coffea , Coffee 1690 Words | 7 Pages.
of Starbucks employees in coffee. He gained responsibility in 2005 by becoming responsible for all of their global coffee procurement. He travels to . different regions which grow coffee all over the world, building relationships with generations of farmers (Promoting Sustainability in essay on tkam, the Coffee Industry, 2012). Management is defined as the pursuit of organizational goals efficiently and effectively (Kinicki amp; Williams, 2009). Reflective Essay! How does Dub Hay show this? He thinks before he acts, gathers information. Coffee , Entrepreneurship , Farmer 1239 Words | 4 Pages. With the Burgeoning pressure to feed more mouths; how sound is the health of the Ugandan farmer ? A friend of mine, a rural . farmer from eastern Uganda once told me “for the last one year I have been begging my wife to give me at least another child but she has refused.” This farmer already has eight children and he was so quick to quote the bible, saying that God tells us to produce and essay on tkam fill the world. Such cultural practices and on fast restaurants more, explain the apparent 3.4 % annual population growth rate and. Agriculture , Farmer , Government 925 Words | 3 Pages.
proletariat as the majority of the Russian population was peasants. So under the essay advice of Stolypin the tsar made more timely concession, the first of cheap dissertation, these . was that he de-revolutionised the peasantry by cancelling the mortgages payments which meant farmers would begin to farm more efficiently meaning more food would be brought into essay, the cities so it would therefore help solve starvation in Russia. This meant the reflective analysis essay peasants had more loyalty towards the tsar because they didn’t have mortgage repayments to. Coup of June 1907 , Farmer , Nicholas II of essay, Russia 874 Words | 3 Pages. other countries, or even outsource their work to other countries. Unfortunately, because of this, our own small farmers are suffering, which . means more jobs are lost. On top of that, when you buy from a chain supermarket, an average of on joseph stalin, eighty-two cents per dollar goes to middlemen, while only eighteen cents per dollar goes to the actual grower of the crop. Let's help our local farmers and cut out the middleman! You may have heard the expression “But local and support yourself.” This means you are.
Cattle , Chain store , Farmer 1178 Words | 3 Pages. considered the most water efficient in the world. Cox Inall Communications produced the Good Neighbours Campaign in 1999 for the Australian Cotton Industry . in order to implement the Best Management Practices (BMP) for cotton growers. It has educated farmers and essay changed practices and perceptions towards cotton production for the benefit of the environment and the cotton industry. In the late 1990s, Australian cotton growers were subject to continuing criticism due to the impacts cotton production has.
Australia , Best management practice for water pollution , Best practice 1931 Words | 6 Pages. especially when the plants he cultivated was in an essay food, its peak season and ready for harvest from several weeks of untiring efforts. The heat of the sun is not the essay on tkam . reason to stop working. Using a cap to shield him from it as he continued his life being a farmer and the hope of his family that the crop they planted can give them good fortune. The vegetables he raised in portion of his land gave them enough food to last for many months without depending on buying some vegetables and fruits in the market. Food Restaurants! All.
Agriculture , Crop , English-language films 910 Words | 3 Pages. revolution began in the 1970's in Malaysia. It was brought about by an advance in technology, a new form of high yielding seeds. These new seeds led to the . ability to essay, double crop, or have more than one crop yield per season. Also, many of the large farmers opted to bring in combine harvesters to increase the speed at reflective essay, which they could harvest, making it easier for them to double crop.
These new technologies may seem economically beneficial to all if viewed by the untrained observer. However, those. Agricultural machinery , Agriculture , Combine harvester 1453 Words | 4 Pages. peasant farmers in Somerset, St.Thomas. ACKNOWLEDGEMENT This SBA has served as a great learning experience and as such, . gratitude is expressed to those who helped me tremendously in on tkam, completing it. Deep gratitude is also expressed to reflective essay, my mother, who provided all the necessary supplies needed to complete this project.
PRESENTATION OF DATA Peasant farming is the cultivation of land on a small scale .Most Caribbean peasant farmers work hard. Agriculture , Farm , Farmer 716 Words | 10 Pages. REQUIREMENT AND DISCRIPTION The Sole Proprietor Project is composed of one owner that will run the activities of the Sweet Corn Farming proposed in . Zamboanga City. The Sole Proprietor Project is composed of the following Owner as a Manager, Tenant, Farmers and Driver. Table 16 shows the qualifications of different jobs, duties and responsibilities and salary per month. Table POSITION REQUIREMENTS MININUN QUALIFICATION DUTIES AND RESPONSIBILITIES MONTHLY SALARY Agricultural Tenancy 1. NBI Clearance. Driver , Farmer , Human resource management 940 Words | 7 Pages. agriculture made an essential contribution to Stalin’s transformation of the essay Russian economy? Collectivisation was a policy first introduced in 1929 with the . aim of merging many small privately owned farm lands into one large collective farm where all the farmers would work together to thematic essay on joseph, produce a greater yield.
Stalin hoped for three main economic benefits from the policy; urbanisation, an increase in grain exports and more efficient farming accompanied with mechanisation. Although these three goals were eventually. Collective farming , Economy , Farmer 998 Words | 2 Pages. Egypt : The People Approximately 32,500,000 people live in Egypt. Peasant farmers called fellahin make up over 60 percent of the . population. Essay! But less than 4 percent of thematic essay, Egypt's land is suitable for farming. Before the leaders of the 1952 revolution introduced land reform, less than 2 percent of the landowners owned half of the essay on tkam land available for farming.
Most of the fellahin were tenants or owned very tiny farms. Thematic Essay Stalin! A man who owned 3 to 5 acres was considered well-off. Now no one is. Egypt , Egyptians , Farmers 1044 Words | 3 Pages. at Cram.com Upgrade | Hi Iamsiddha. Get Access to StudyMode.com - Complete Your Registration Now. StudyMode - Premium and Free Essays , . Essay On Tkam! Term Papers Book Notes Essays Book Notes AP Notes Citation Generator More Essay On Eye Donation Wikipedia Essays and on a to arms Term Papers Search Advanced Search Documents 1 - 20 of 47 Laser Eye Surgery Research essay Laser eye surgery Laser eye surgery The eye is the organ of essay on tkam, sight.
It is used in almost everything we do, from playing sport to reading. Critical theory , Essay , Essays 1151 Words | 6 Pages.