Criteria relevant for notebooks (from those outlined in Grading section of the course outline

you have written for me the previous entries (notebook assignment ) I received the marks of the first 3 I got B- and i will attach the prof comments about the writing please read them and take them into consideration. she wants more focus, more details (you can use first person) and to make sure it is entery not summary. i want you please to write 3 other separate entries for each of the attached readings one of them will be a video ted talk ( please in text citation is very important for our prof). in other words, one entry (2 pages) about each reding this a literacy learning class please read the 2 attached articles and make sure you follow all instructions below. NOTE: i’m an international student who learned english in Canada and my first language is Arabic, and i used to be an elementary school – grade”2″ teacher. PLEASE USE A CLEAR LANGUAGE NOT TOO COMPLICATED prof instructions; The overall purpose of this assignment is to provide you with an opportunity to make sense of your own learning through the process of writing. The notebook is a place for you to reconfigure your beliefs and understandings about what it means to be a teacher/learner of language and literacy. It is also a place to realize the elasticity and usefulness of theory in practice. A high degree of engagement with ideas and a willingness to stretch and challenge your thinking is expected. This means that you move beyond the superficial and the general—and really work with ideas and insights. Approximately once a week, you will choose a specific issue, question, quote, insight, or idea that arises from your work with the required course materials. Explore the issue/question/insight/idea and also make connections with one or two of the following: your own experiences with language and literacy (both in school and out of school), your teaching experiences, other readings/resources, and/or class work. I encourage you to revisit articles/resources that seem relevant as you write. The notebook can be handwritten or in electronic and/or blog form. Please date each entry. And, please do not use the actual names of teachers, students, schools, etc. if they arise in the course of your work. The notebook normally serves as a springboard for the synthesis paper. Criteria relevant for notebooks (from those outlined in Grading section of the course outline): • demonstration of clear commitment to the course through active and thoughtful engagement with issues, ideas, and activities • willingness to take intellectual risks and to stretch the boundaries of your thinking and learning • ability to make insightful connections among readings, class activities and discussions, previous experiences with language and literacy, and present learning/teaching contexts • ability to use written language as ways of making sense of new ideas and sorting out thinking Also considered, in relation to each entry: • a clear central focus/question/issue has emerged through the writing/reading process • the focus/question/issue is examined in depth as opposed to superficially • a spirit of questioning and/or a reflective stance is apparent, as is questioning about your educational context, teaching practice and/or previous experiences • clear consideration of assigned reading(s) and in-class discussions

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