Category: English

For your final project, you will write reflections that recount your experience in the class as well that focus on the writing of two specific assignments from this class. One of those two focused reflections MUST be done on your Researched Argument paper. For the other writing-reflection, you can reflect on any other paper you have written for class, and you will also revise it and submit that revised essay as well. Therefore, we are creating a digital portfolio of sorts, with separate documents submitted. You may upload these files, separately or copied together, or you may print these out and turn them in altogether before leaving our final class.
You should begin with an overall reflection on the class, then add individual reflections for each of two essays chosen, then close or wrap up the “letter” in some way.
Steps for Your Reflective Writing Part of the Portfolio:
Give a quick overview of your experience in the class, including any concept/s you learned from the class, such as genre, analysis, rhetoric, etc., and describe how your new understanding of that concept/s will help you going forward in college or in life.
Discuss two assignments that you will reflect upon for your portfolio (one is the researched argument; the other is your choice).
For each included essay in this portfolio, state what you like/d best about that assignment and why you chose that one to revise (in the case of the “U Pick”). 
Perhaps state what was easiest about the assignment, and/or discuss the challenges and (and how you overcame that challenge).
Discuss any punctuation, grammatical, or formatting rules you struggled with on the assignment and steps you took to improve these matters.
Describe what parts of the assignment you changed when you revised for this final project and state why you picked those items to address. Remember, please change 2 -3 elements of your chosen essay. 
Attach your chosen revised assignment, along with your overall reflection letter to this assignment posting.
Close out your reflection with any last thoughts on the semester; state what you learned overall, tell of your biggest take-away/s, review the improvements you made in writing or reading, mention items to continue working on, and/or a final message or sign off.
Outcome
Your goal for this assignment is to develop an understanding of your writing’s strengths and skills you may wish to continue working on and to reflect on those in a public setting, showing (“showing off”) two examples of work from the class.

plz use the reference to do this project
Project topic: “How cognitive development is affected by the age at which the second language is acquired and the amount of exposure an individual has to that language.”
Purpose of the project:
Our project aims to compare the differences of cognitive development on child and adult bilinguals. This topic is controversial which there are research showing bilingualism can help or worsen one’s cognitive development. As such, this project is going to compare individual who acquire more than one language at the age of child and adult, and analyse which stage of bilinguals have better development on their cognitive ability.
Reference list
Schroeder, S. R. (2018, August 24). Do Bilinguals Have an Advantage in Theory of Mind? A Meta-Analysis. Frontiers in Communication, 3. https://doi.org/10.3389/fcomm.2018.00036
Costa, A., & Sebastián-Gallés, N. (2014, April 17). How does the bilingual experience sculpt the brain? Nature Reviews Neuroscience, 15(5), 336–345. https://doi.org/10.1038/nrn3709
KOVELMAN, I., BAKER, S. A., & PETITTO, L. A. (2008, July). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203–223. https://doi.org/10.1017/s1366728908003386
Rossi, E., & Diaz, M. (2016, January 25). How aging and bilingualism influence language processing. Linguistic Approaches to Bilingualism, 6(1–2), 9–42. https://doi.org/10.1075/lab.14029.ros
Klein, D., Mok, K., Chen, J. K., & Watkins, K. E. (2014, April). Age of language learning shapes brain structure: A cortical thickness study of bilingual and monolingual individuals. Brain and Language, 131, 20–24. https://doi.org/10.1016/j.bandl.2013.05.014

The assignment is “select 2 texts, at least one that you have read or viewed independently, and explain why you consider them to be suitable for teaching particular aspects of the year 12 English ATAR syllabus” 
The two texts that I have chosen is movie ‘Pretty Woman’ directed by Garry Marshall’s and the novel ‘Of mice and Men’ by John Steinbeck. 
In page 2, that I sent in it says ‘select from the points below an aspect of the syllabus that interests you” the point that I have chosen is “analyse and evaluate how different texts present similar ideas in different ways” (so write around that) 
It is to be presented in an oral presentation that I read infront of the class so make it sound as if I am talking to a class but also sounds professional. – I am in year 12

make sure to follow the instructions and be descriptive and explain well and dont cut any sentences short. and the part where ghe instructions mention “Nepantla research article (1+ paragraphs):” I listed the article for you to use below.

The ‘Rival Causes Research’ assignment will teach you to look for other possibilities for the cause of an issue. This is valuable for two reasons: 1)It forces you to think from a more critical and complete perspective. 2) It strengthens the viability of your counterarguments. Please submit your pdf response by the due date.

Entire paper must be written in MLA format.Entire paper (including title page, Works Cited, etc.) must be double-spaced throughout, 12 pt font, Times New Roman, 1” margins all around. Separate Title Page, with assignment format

https://ncase.me/trust/
Reflect on playing the Evolution of Trust. What did you think? Which choices were hard and which were easy? How does this game relate to the real world?
For your blog you need to include at least two inline citations that show me you used course materials to get full credit for the assignment.

Part 1: Teaching Channel World Discussion 
For this week’s discussion, you will watch a 6th-grade teacher, Tracy Anderson, from England explore the topic of rationing food and other resources during World War II. Not only is she discussing world history, but she is also from another country which provides us with a new perspective to further analyze our own practices here in the United States. I added the video for this part in the files below. 
These are the questions I would like you to answer in your initial post:
How is this lesson used as an assessment tool? (2 or more sentences)
How does the teacher keep her students engaged? (3 or more sentences)
Part 2: Geography, Critical Thinking and Maps 
For this week’s discussion, you will read the article:
McCall, A. L. (2011). Promoting critical thinking and inquiry through maps in elementary classrooms. Social Studies, 102(3),
132-138. doi: 10.1080/00377996.2010.538759.
Answer the following questions in your initial post:
“Are elementary students capable of critically examining maps and other geographic tools?” (McCall, 2011, p. 134).
What is the purpose of having students create their own maps and compare them with those of other students?
Mention one piece of information that you learned from reading this article.
Part 3: Reading/Writing Assignment 5
Prompt: First read “Program Models for English Language Learners” by Wayne E. Wright, then write a three to four paragraph response that addresses the following questions:
The article describes five different bilingual models and four different English-medium models currently in use for ELD students. Discuss the merits of the various models, then make an argument for the model(s) that you feel would be the best fit for the school system where you hope to work in the future. 
When answering this prompt, be sure to reference the reading assignment. I added the article in the file below. 

The final assignment of Enl-101 is a review/recommendation essay where students recommend to their professor a new reading to include in Enl-101 the next time the professor teaches it. The students should explain what the new text offers in terms of learning about credibility, argument, and how it adds something new to the class’s semester-long conversation/topic. We will do drafts of this exercise to have the strongest possible final product.
To prepare for this exercise, we will first look at the world of reviewing and discuss how we can justify our tastes and argue for what we are passionate about. You are allowed to choose one of the authors from our anthology only if you a read an entire book by them, or you can choose something from anything that you love and want to argue for including. Remember this is a persuasive essay! We will enlarge our definition of text to include movies, podcasts, graphic novels, and multimedia presentations. You will need to incorporate both primary and secondary source research into this exercise (need a minimum of 5 sources). Remember we do not have a final exam in this class so this paper will be weighted very heavily. We will use the attached rubric for the paper which needs to be 4-5 pages long (not including cover page or bibliography) double spaced, or approximately 1500 words.

1. Read Lorber’s article attentively and take notes on her discussion of sports.
2. Collect several issues of sports magazines like Sports Illustrated.
3. Watch several days of ESPN, Fox Sports, and other similar mass-mediated outlets.
4. Pay attention to the depiction of male and female athletes in the media.
5. Analyze the portrayal of female athletes during the 2023 FIFA Women’s World Cup and/or International Track & Field competitions.
6. Take note of how femininity, masculinity, sexuality, race, and ethnicity are constructed by these mass-mediated outlets.
7. Use your notes to construct a well-researched essay on the topic.