Tips how to write a short story,learn use typewriter keyboard,my mind keeps thinking bad thoughts,positive power cards codes - Reviews

Author: admin, 03.02.2014. Category: The Power Of Thinking

I once heard someone say, “A man with a pickup truck will always have work.”  Well, add to that a woman with good writing skills because ghostwriting, freelance writing, and speech writing are all opportunities we can go after to make extra money are even do full time. According to the Freelance Industry Report, more freelancers are happier than they were before becoming self-employed and of those polled, women seemed to be even more passionate than men about freelancing for a living. But in an unofficial poll taken by me, women are more likely to be apprehensive about charging what they believe they are really worth.
Simply put, determining your rate should be a combination of a price that you feel is worthy of your time and the highest amount your clients are willing to pay. According to the Industry Report, nearly 60 percent of freelancers charge a flat rate, 35 percent bill by the hour and just 4 percent work mostly on retainer. Although the report showed female freelancers earn more per hour than their male counterparts in the $20 to $99 range, when it comes to the $100 plus per hour range, men consistently out earn women. If you’re a good at what you do, you deserve to be paid for your services and it all begin with feeling comfortable and confident about  what you charge.
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. These tips will surely help you to draft an effective business proposal without any hassle.
Clipping is a handy way to collect and organize the most important slides from a presentation. If I were using five paragraphs to convince you, based on the argument above, you wouldn't need to read any farther.  Instead, we should use the original argumentative form Aristotle promoted but that somehow got watered down into the ordinary structure we, unfortunately, were likely taught or may currently teach. Aristotle became one of the godfathers of rhetoric by creating structures for persuasive writing and speaking that--if taught to young people today--would transform writing instruction and facilitate the implementation of the Common Core, proving that students--when guided appropriately--can succeed with critical thinking in the 21st century. According to the Common Core Web site, the "standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
Besides allowing for instructional consistency among states, the states help align instruction vertically so one grade's instruction leads to the next. The Common Core site also states that "these standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.
Example A: The longer school day in Chicago next year does not guarantee that students will be productive in classes, reminding us that young people need to find learning meaningful.
Example B: The longer school day in Chicago next year does guarantee more learning opportunities, resulting in increased student success. Example C:  Despite its widespread use, the traditional five-paragraph essay does not allow students to express ideas engagingly, proving that this structure limits students' writing development.
The image above is the handout I use with students thanks to the conversations with my mentor Robin Bennett, a fondly remembered theater and history teacher. Aristotle's form works only for persuasive essays--which need to be part of our educational system more often.  We just need to make sure that we are presenting students with persuasive prompts that have more than one reasonable response.
Occasion: What idea or incident is inspiring this need for  persuasion?  How much time to you have to write this? Audience: Who will read this?  What do they believe about the subject?  Are they a supportive or skeptical audience? Purpose: What is the job of this essay?  What specifically do you want the audience to realize? Aristotle called the last part of the persuasive event the epilogue.  Unlike the five-paragraph essay that begins with "As you can see . Finally, students will learn that their persuasive abilities, when used responsibly, will have value outside of the 46 minutes they were given to write. I'm adding  this link to student essays that use Aristotle's form to help readers understand how they work. Due to the popularity of this post since May, in October I wrote about strategies for effective narrative writing--especially for personal statements--that avoid the traditional five-paragraph form.
What strategies have you used or seen that help students develop writing and critical-thinking skills? I couldn't agree more—we need to actively teach students out of using the five-paragraph essay, which is little more than an organizational framework. The CON-Text Approach is covered in our free downloadable e-book on our home page entitled Becoming a Core Ninja: Mastering the Common Core Standards.
I have been teaching the art of good writing to students since 1972 and outside of class I help students create successful college and scholarship essays.
I have no problem with the five-paragraph essay, as long as students are exposed to the idea that this format is only the beginning of good writing; it is functional but mediocre. While agree that any format can be engaging or unengaging, I know that students will succeed if they are taught the importance of audience.

I'm interested in how you help students make effective, independent decisions as they write their college essays? I guess we will have to agree to diasgree about the 5-paragraph essay format for CPS students. If there is a prompt, I have the student break the prompt into its various parts and put each part at the top of a separate page. All the writing done in my classes is done with a specific purpose, so writing to that audience is a given.
As I said, my SSS 1 & 2 classes are in the process of applying for jobs at one of my ficitious enterprises or applying for a spot at my very selective university. I agree that we need to be able to use a simple format to help students learn organization.
When I first started teaching 16 years ago, I was told that I had to teach the five paragraph essay format because it was part of the curriculum at my school. Now, the buzz is that the five paragraph essay is "out", and my superiors at school (none of whom were around in the old days) have begun to repeat the buzz they, too, have been hearing about how awful the five paragraph essay is. We need to rememeber that, as teachers, we have more control over instruction than we think we do. I hope you don't join the chorus because it's convenient; instead, I hope you speak out in the best interests of students. Nevertheless, it is difficult to speak out when you know they are looking for younger teachers to take your place each day. Ok I agree that this old format is now what is best for students, however, no one has spoken of the process for another. The reason the 5-paragraph essay made its return was because teachers needed in-depth education and ongoing support in how to teach writing well. Another option, especially for ESL students, is to use sentence stems to get their ideas going (after an appropriate brainstorming exercise). The five-paragraph essay does not develop logic or the understanding that writing is about entering a larger conversation. In law school, I learned the infamous IRAC format (issue, rule, application of the rule, and conclusion). We've been saying this same thing at National Writing Project as well as the multiple local writing project sites, but it's still a wonderful message to continue to convey. If there is a writing project site at a university near by, it's a worthy way to spend the summer in professional development. Most NWP-affliated satellite projects (usually tethered to a university) will run multiple week-long Summer Institutes, where teachers write, research and teach as part of teacher-led PD. I think you have answered your own question by example: a well-written, persuasive comment. One of the worst outcomes of the 5 paragraph approach is that it pounds the voice out of the text, even for the better writers.
Any classroom teacher who has experimented with quick-writes will recognize the benefit of this approach and the authenticity of the voices heard in each text. I am a tenth grade student and I completely agree that the 5-paragraph essay limits creativity and originality. I wish I could be taught how to persuade people in writing in the same way that I persuade people with words. Hey Ray, the five paragraph structure teaches you to use evidence to back up your arguments.
This is a bogus argument due to the fact that we do not teach all writing forms to be just used in the work place (this is what you mean by real life- right?) There is a value in learning a writing technique that is used to train good mental habits- such as supporting information with evidence.
One last point, not teaching this to students sets kids up for failure in college, where - like it or not- they are expected to know this formula.
Ignatz, if we're not preparing student for real life, we should just turn off the lights, close the doors, and go home. Looks as if notice of the death of the five-paragraph essay has, at least for now, been somewhat exaggerated. At the beginning of the year, I give students a simple prompt and ask to write for 10-25 minutes. Do your research. There are all kinds of resources for finding out how much freelance writers are paid.
At each step of the writing process we have to ask our students if we're involving the reader in some way. I meant to say that we should worry less about the type of format used and more on the end product achieving its goal.

However, I can see where teachers who only have one or two decades of experience may not have developed the skill set necessary to see the value in or to deal effectively with a variety of formats.
And of course we look at just about every word to see if it adds value to the writing or simply occupies space. I am hiring accepting only five people from each level and those people with earn an automatic bonus: a 100% on their final exam. In elementary school they have graphic organizers that look like hamburgers glued together to represent paragraphs. I would really like to read a sample of one of your student's essays, so I could share it with my colleagues who are stuck in the five paragraph essay mode. I think in our diverse, fragmented world, it's important for people to be able to show they understand opposing viewpoints, and then be able to persuade others to see their own. I think teachers are so overworked and battle weary that the 5 paragraph essay is sometimes a mindless, and easy choice.
However, you did not provide much information on what is expected to go in between your introduction and conclusion?
In reference to your example of Liberace, I also agree that rules should be learned and then broken.
I used to write for newspapers and magazines and used it (in a mutated form) all of the time. Also, when appropriate, one should give opposing viewpoints and explain why they are incorrect.
When I find the "gem" I show them how this small piece of what they've written is what's going to turn a hum-drum essay into something that stands above the crowd. Writing is thinking and even the most innovative approaches to writing will fail if our teaching of writing is built on anything other than the belief that writing begins with a thought -- a deep thought that has pluses, minuses, and interesting implications.
It's a valuable skill in any format from a brief conversation to comprehensive business proposals. I've observed English teachers in my area who just give up and don't ask the kids to write anything but short answers and journals. What questions always have objective answers, and can't be made into essays because they have essentially one sentence responses.
His reply was that he learned to play "by the rules" and once he had mastered the basics, added embellishments that represented him and his personality.
And I need to stress this point: these are strategies that work for me - others' mileage may vary. Also, the true craft of writing reflects what readers know -- how to use words and conjure images to make one's writing readable. Well, that's my job, and the answer for me is to teach genres not modes, which is essentially what you did with the history professor you mentioned. This method is used in debates and in writing college acceptance essays to name a few formats. Why questions are debatable by their nature, which gets to your excellent points about creating a thesis which requires explanation as well as proof in opposition to another position.
And "Why" essays teach a deeper kind of thinking, however it is a mistake to say that "What" essays are valueless and should be done away with.
We have a huge amount of students who can barely write a coherent paragraph, let alone a complete essay. Again, if the teacher cannot make this thinking visible, we will make no progress in an area where improvement is sorely needed.
Find good models, deconstruct them to find the stages of meaning, and then scaffold the writing, leading to independent mastery.
These students need to start with the easiest essay format to understand, remember and use. This answers the question posted above about what goes "in the middle." There's some great research to show that university instructors define assignments like "essay" and "research paper" in all sorts of different ways. Students need the skills to analyze and respond in multiple genres, not the "limited literacy" (Linda Flowers' term) of the 5-paragraph pseudo-genre.

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