Seleccion de Antecedentes - Escuela Normal Superior nº 2 “Mariano Acosta”- abril 2008

Llamado a Inscripción para posibles interinatos y suplencias

Validez orden de mérito: a partir de la decisión del jurado hasta el ciclo lectivo 2009 inclusive
La Rectoría y el Consejo Consultivo del Profesorado en Nivel Primario de la Escuela Normal Superior nº 2 “Mariano Acosta” convoca a selección de antecedentes para cubrir interinatos y/o suplencias de los siguientes espacios curriculares.

TRAYECTO DE CONSTRUCCIÓN DE LAS PRÁCTICAS DOCENTES PROFESORADO DE EDUCCIÓN PRIMARIA

Turnos varios
Talleres del 1er. Tramo (3 hs)
Talleres del 2do. y 3er. Tramo (9 hs)
Requisitos para el cargo:
- Título de grado específico para la cátedra – Prof./lic. Ciencias de la Educación,
Pedagogía, con carreras de cuatro años o más.
- Título habilitante: Título de grado específico de las Áreas de la Enseñanza.
- Profesor Nivel Primario (con experiencia no menor de 10 años)
- Experiencia laboral en el trayecto de las prácticas en la Formación docente
- Disponer de horario a contraturno
Requisitos para la inscripción: Presentación en carpeta de tres solapas, con ficha de inscripción, currículo vitae fechado, foliado y firmado con carácter de Declaración Jurada y fotocopia de títulos y postítulos.
Lugar de inscripción: en la Secretaría de la Escuela. Dirección Moreno 3117 1er. Piso. Responsables: Ermelinda Montenegro, Liliana Stivelman. Horario de 18 a 21 horas.
Integrantes de la Comisión evaluadora: Profesores Alejandro Rosetti, Delia Azzerboni, Patricia Nordenstrôm
Evaluación de los antecedentes: El jurado sólo evaluará la documentación que cumpla con las condiciones solicitadas en el currículum vitae (ver formato y condiciones más abajo).
Inscripción / Fecha: espacios curriculares de los tres Trayectos: 26/03 al 4/4/2008
Evaluación: entre el 7/4 al 9/4/2008
Notificación del orden de mérito (En la Secretaría de la Escuela): 10/4 al
11/4/2008
Pedidos de Reconsideración: 14/4 al 15/4/2008
Dictamen del Consejo Directivo: 16/4 al 18/4/2008

EL CURRICULUM VITAE DEBERÁ SER PRESENTADO DE ACUERDO AL SIGUIENTE FORMATO

Nombre de los espacios curriculares:
………………………….
………………………….
Datos personales (incluyendo DNI, Domicilio, Teléfono, celular y dirección de correo electrónico)
Títulos
Indicar Título completo e Institución que lo otorgó.
1.1 De grado
1.1.1 Superior o universitario para el cargo o la cátedra que se postula
1.1.2 Otros títulos de grado afines a la materia concursada
1.1.3 Otros títulos afines
1.2 Post- Título (con acreditación oficial y carga horaria) 1
1.2.1 doctorado,
1.2.2 maestrías, especializaciones
1.2.3 diplomaturas,
1.2.4 Tecnicaturas,
1.2.5. Adscripciones
1.2.6 Otros postítulos afines
2- Actuación Profesional
2.1 Desempeño en la instancia curricular y/o cargo para el que se postula
Institución ............ .. años ............ ... meses-……..
2.2 En el Nivel Superior no universitario en cátedras afines
Institución ............ ... años ............ ... meses-………..
2.3 En el Nivel Primario: Institución ............ ... años ............ ... meses…..-
2.4 En el Nivel Superior Universitario: Institución ............ ...
años ............ ... meses……..-
2.5 En otros niveles: Institución …………..años …………meses……
3 - Especializació n específica para la cátedra o cargo en los que se postula (se priorizarán los últimos 10 años)
3.1 Congresos, Jornadas, Simposios, Ateneos, Foros, Conferencias
Completar en cada rubro: Nombre, Institución y tiempo de duración
Carácter de la asistencia (panelista, expositor, coordinador, asistente
Ordenar por fecha en orden descendente
3.2. Seminarios, cursos, talleres, otras especializaciones (Específicos)
Completar en cada rubro: Nombre, Institución y tiempo de duración
Indicar carácter de la asistencia (dictados, coordinados, asistente, etc.)
. Ordenar por fecha en orden descendente
4 - Publicaciones:
Libros. Artículos publicados, cuadernillos material de cátedra, Video/CD (relacionados con la cátedra) debidamente registrado. Con mención del Autor, co-autor, autor capítulo del libro, director de colección. Autor de video/CD. Autor artículos-Publicacio nes en revistas. Publicaciones electrónicas. .
5 - Investigación, proyectos. Adscripciones. Otros. (Relacionados con la cátedra)
Indicar Institución que aprueba la Investigación / proyecto. -Lapso de tiempo. Participación como director, co-director / investigador/ coordinador/ colaborador
Asesor. Tutor/Director de Tesis..
6 – Otros antecedentes académicos
6.1 Cursos, seminarios, congresos, talleres (No específicos)
(Se priorizarán los últimos 10 años)
Consignar: Nombre, Institución y tiempo de duración.
Carácter de la asistencia: como panelista, expositor, coordinador, asistente.
Especificar en forma descendente.
6.2 Seminarios, cursos, talleres, otras especializaciones (No específicos)
Consignar: Nombre, Institución y tiempo de duración.
Carácter de la asistencia: dictado, coordinación ,asistente.
Especificar en forma descendente.
6.3 Cargos de gestión
6.3.1 Cargos de conducción
6.3.2 Asesorías, coordinación de Áreas, tutorías
6.4 Desempeño como Jurado de concursos docentes (aclarar Institución, fecha y cátedra).
6.5 Premios, Becas y distinciones (Institución que otorga, fecha y relación con la educación y/o instancia curricular)
6.6. Exposiciones. Otros (Institución, fecha, temática)

1 Sólo se evaluará la especialización afín a la cátedra

Homenaje a nuestros Heroes de la Patria!!!!! - abril 2008

Marcha de Las Malvinas

El día 10 de Junio de cada año se conmemora en Argentina la Designación del Primer Gobernador argentino en las Islas Malvinas, en 1829. En aquel año, el Gobierno de Buenos Aires designó Gobernador del Archipiélago a Luis Vernet, quien estaba trabajando en la colonización del puerto Soledad. Es este un hito más entre los antecedentes que dan apoyo a los reclamos de la Soberanía Argentina sobre las Islas.

Posteriormente a los hechos sucedidos en 1982, después de la Guerra de Malvinas, se celebra el 2 de Abril, conmemorando la Soberanía Argentina sobre las Islas Malvinas e Islas del Atlántico Sur.Selecciona aquí para ampliar la foto

En 1939, la "Junta de Recuperación de las Malvinas", mediante un concurso, seleccionó la mejor composición poético-musical. Tuvo ese honor el trabajo realizado por José Tieri en la música, y Carlos Obligado en la letra. A partir de allí, se canta esta Marcha de las Malvinas en los actos celebratorios y reclamatorios de Derechos Soberanos.

MARCHA DE LAS MALVINAS

Tras su manto de neblinas,
no las hemos de olvidar.

"¡Las Malvinas, Argentinas!",
clama el viento y ruge el mar.

Ni de aquellos horizontes
nuestra enseña han de arrancar,
pues su blanco está en los montes
y en su azul se tiñe el mar.

¡Por ausente, por vencido
bajo extraño pabellón,
ningún suelo más querido;
de la patria en la extensión!

¿Quién nos habla aquí de olvido,
de renuncia, de perdón? ...
¡Ningún suelo más querido,
de la patria en la extensión.

¡Rompa el manto de neblinas,
como un sol, nuestro ideal :
"Las Malvinas, Argentinas
en dominio ya inmortal"!

Y ante el sol de nuestro emblema,
pura, nítida y triunfal,
brille ¡oh Patria!, en tu diadema
la perdida perla austral.

Coro
¡Para honor de nuestro emblema
para orgullo nacional,
brille ¡oh Patria!, en tu diadema
la pérdida perla austral.

Seleccion de Antecedentes - Marzo 2008

El Instituto Superior del Profesorado en Educación Especial llama a Selección de Antecedentes para la cobertura de la suplencia de:

Abordaje Pedagógico para el sujeto con Deficiencia Auditiva III. 2º Ciclo del Nivel Primario/ EGB 2 y posterior. (Cuatrimestral) correspondiente al TFO – Da y PL (Trayecto de Formación Orientado en Deficiencias Auditivas y Perturbaciones del Lenguaje )
Cantidad de horas cátedras: 6 hs/c teóricas
Horario: Lunes y jueves de 20:10 a 22:10 hs (Comisión 1).
COMISIÓN EVALUADORA:
Prof. Elsa BONAFINE- Celia SACCHET- Concepción VENTURA
Inscripción
12 al 19 de marzo de 18:30 a 21:00 hs en Secretaría.
Requisitos:
Presentar carpeta de tres solapas con ficha de inscripción que será completada al momento de inscribirse, curriculum vitae foliado y firmado y fotocopias de títulos y certificación de antecedentes.
Los postulantes deberán presentar conjuntamente con el currículum el Proyecto de Cátedra tomando en cuenta las consideraciones relativas al modelo bilingüe mencionadas en los ejes temáticos de la instancia curricular.
El Diseño Curricular está a disposición de los mismos en la Biblioteca del Instituto
Criterios Específicos (No implica orden prioritario)
Licenciado en Psicopedagogía en concurrencia con Profesor de la Especialidad (en Disc. de Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos, o:
Licenciado en Ciencias de la Educación en concurrencia con Profesor de la Especialidad (en Disc. De Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos, o:
Profesor de la Especialidad (en Disc. De Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos.
Evaluación de Antecedentes y de Proyectos de Cátedra 25 al 31 de marzo.
A partir del 1º de abril los postulantes serán convocados para el coloquio.

Teaching Knowledge Test Course 2008

TKT
Teaching Knowledge Test
A new teaching award for English language teachers
Knowledge about the theory and practice of English language teaching increases teachers' confidence, improves their teaching and provides access to higher - level teaching awards and professional support materials.

TKT
A new test for teachers of English to speakers of other languages.
Focuses on core teaching knowledge.
For teachers of primary, secondary or adult learners, anywhere in the world.
For both experienced and novice teachers.
Ideal for teachers in work and pre - service.
Motivates and develops teachers.

Flexible and accessible for teachers from all backgrounds
Tests will be available throughout the year at centres all over the world.
Modules can be taken on their own or as a complete package.
No need to follow a preparation course.
Fast turnaround of results.

A modular approach to testing
TKT's three modules can be taken together in one exam session or separately. Each module consists of a test of 80 questions, lasting 80 minutes, which require candidates to select the correct answer.

Module 1 Language and background to language learning and teaching
Describing language and language skills
Background to language learning.
Background to language teaching.

Module 2 Planning lessons and use of resources for language teaching.
Planning and preparing lessons.
Selection and use of resources and materials.

Module 3 Managing the teaching and learning process
Teachers' and learners' language in the classroom.
Classroom management


Further information
TKT is available as from 2005; the test is currently undergoing extensive trialling throughout the world.
Many existing Cambridge ESOL centres and supplier institutions are likely to offer courses to prepare teachers for the test. Tutors may also use TKT as part of their teacher training courses to ensure core teaching knowledge is adequately covered and assessed.

Course Aims
Provide candidates with a strong foundation in the core areas of EFL/ESL teaching knowledge.
Develop, through keeping an on-going Portfolio of teaching and work experience, reflective practitioners.
Identify the methodologies that are most effective in the English language classroom.
Analyse the impact of teaching on student’s learning

Course Details
Modular Approach
TKT’s can be taken together in one exam session nor sat separately
Sessions covering all areas of knowledge as detailed by the University of Cambridge
Maximun 8 participants
On line consulting before sitting for the exam
Any time e-tutoring
Assignments and examination practaice
Enrolment for the examination takes place mid-course

Entry Requirements
Open to native and non-native English Speakers
Open to primary, secondary or adult teachers
Open to inexperienced teachers starting a career in EFL/ESL
Open to experienced teachers as part of their on-going development programme

Level of English Required
Applicants should have a level of spoken English which is sufficient for active participation in classes, discussions and workshops. A reasonable level of written English is necessary for the assignments (equivalent to FCE ¨A¨ or CAE, IELTS level 6/7)

Tutor
Prof. Marcela Santafé y Soriano

Marcela Santafé y Soriano is a graduate teacher and technical, literary and scientific translator of English (Instituto Nacional Superior del Profesorado en Lenguas Vivas "Juan Ramón Fernández"). She has vast experience both as an EFL teacher and Teacher Trainer and has specialised in Methodology. She studied Licenciatura en Lengua Inglesa at Universidad de Belgrano. Marcela has run courses for teachers for over 15 years now. She worked as Language and ELT Metholodology lecturer at several Teacher Training Colleges in Buenos Aires. In 2006 she started teaching Estudios Literarios I and II at Licenciatura en Lengua Inglesa (UTN). She has worked as an Oral Examiner for University of Cambridge ESOL Examinations for the past 13 years and currently works as Language and Methodology lecturer at Instituto Superior de Formación Docente N0 52.

Venue
ADVICE PREP SCHOOL
San Jerónimo 3127
3000 Santa Fe

Frequency
one full day meeting per month
2nd Saturday - April to November

April, May, June
Module 1
Language and background to language
learning and teaching.

July, August (two meetings)
Module 2
Planning lessons and use of resources for
language teaching.

September, October, November
Module 3
Managing the teaching and learning process.

For More information and registration

ADVICE BOOK SHOP
San Martín 3031 - Santa Fe
Tel/Fax: 0342-4533392
email: advice@arnet.com.ar
www.advicebook.com.ar
0800-222 6657

ENROLL TODAY http://www.advicebook.com.ar/insc-tkt2008.asp

Traductor Público Nacional en Idioma Inglés - 2008

Universidad Nacional del Comahue
Escuela Superior de Idioma

Dirección : Mendoza 1050 General Roca
Provincia : Rio Negro
Teléfono : 02941 422057
URL : http://esui.uncoma.edu.ar/

Carrera: Traductor Público Nacional en Idioma Inglés

Título: Traductor Público Nacional en Idioma Inglés

Duración: 5 años

Objetivos de la carrera:
El Traductor Público Nacional poseerá dominio de la lengua nacional extranjera (inglés), entendiéndose por "dominio de la lengua" su correcta comprensión en el nivel de lectura y su correcto empleo escrito.
Podrá identificar y promover la conciencia sobre los contenidos culturales y sociopolíticos que se expresan a través de conductas lingüísticas.
Será capaz de reflexionar sobre el sentido de la función de traductor público y su proyección individual y sociopolítica, comprendiendo la realidad de los pueblos cuyo idioma ha adquirido.

Qué se estudia
La adquisición del idioma extranjero y el perfeccionamiento del castellano. El plan de estudios pone el énfasis necesario a la teoría y práctica de la traducción jurídica, científica, técnica y comercial.

Campo laboral
El título de Traductor Público Nacional en idioma inglés habilita al egresado a verter al castellano y/o de éste al inglés documentos de índole jurídica, comercial, científica y técnica.

Donde Estudiar? Profesorado en Inglés

Universidad Nacional del Comahue
Escuela Superior de Idioma

Dirección : Mendoza 1050 General Roca
Provincia : Rio Negro
Teléfono : 02941 422057
URL : http://esui.uncoma.edu.ar/

Carrera: Profesorado en Inglés
Titulo Intermedio: Profesor en Inglés para E.G.B.
Duración: 4 años
Título: Profesor de Inglés
Duración: 5 años

Objetivo de la carrera
La comunicación internacional es esencial para la inserción del país en el contexto sociopolítico, cultural y económico universal.
En el conjunto de las lenguas modernas, el idioma inglés ha alcanzado singular preponderancia por ser el más utilizado en el intercambio científico, comercial y cultural entre la mayoría de los países del mundo.
El presente plan tiene por objetivo la formación y capacitación de un docente que reúna las condiciones necesarias para satisfacer las demandas a nivel nacional y regional en el campo de la enseñanza y aprendizaje del idioma inglés.

Qué se estudia
Es una carrera de cinco años, y un promedio de 25 horas de clases semanales, de las que una parte importante se destina a la adquisición del idioma extranjero. El plan de estudios se completa con materias de formación pedagógica, introducción a la lingüística y literatura de habla inglesa, como asignatura optativa se ofrece también la Cátedra Libre de Lengua y Cultura Mapu Che. Todo ello contribuye a la sólida preparación del futuro docente.

Campo laboral
El título de Profesor de Inglés de Enseñanza General Básica habilita al egresado para desempeñarse en la docencia en el nivel medio en escuelas nacionales, provinciales y municipales de jurisdicción nacional. El Profesor de Inglés está facultado para enseñar el idioma en escuelas primarias, secundarias, oficiales y privadas en nuestro país.
Puede asimismo ejercer la profesión en forma particular:
En institutos de enseñanza de inglés, laboratorios de idiomas y compañías nacionales y extranjeras donde los cursos de idiomas extranjeros contribuyen a la capacitación del personal.
También puede insertarse en instituciones oficiales, tales como embajadas, delegaciones diplomáticas, empresas estatales, etc.

Plan de Estudios

PRIMER AÑO
1. Primer Año Inglés I * 2. Lengua y Gramática Española I 3. Elementos de Gramática Inglesa I * 4. Elementos de Fonética y Dicción Inglesa * 5. Introducción a la Filosofía 6. Introducción a la Sociología
SEGUNDO AÑO
	7. Segundo Año Inglés II * 8. Fonética y Fonología Inglesa I * 9. Sintaxis Inglesa I * 10. Psicología I 11. Educacion, Sociedad y Política 12. Sintaxis Inglesa II * 13. Epistemología 14. Historia de la Cultura y del Pensamiento*
TERCER AÑO
15. Tercer Año Ingles III * 16. Fonética y Fonología Inglesa II * 17. Semántica y Análisis del Discurso 18. Psicología II * 19. Historia Contemporánea * 20. Sintaxis Inglesa III * 21. Didáctica General 22. Introducción Literaria en Lengua Inglesa *
CUARTO AÑO
	23. Cuarto Año Inglés IV * 24. Didáctica Especial y Residencia I * 25. Análisis Constrastivo Ingles-Español I * 26. Literatura en Lengua Inglesa I * 27. Lingüística Teórica * 28. Literatura en Lengua Inglesa II * 29. Optativa/S
QUINTO AÑO
30. Quinto Año Inglés V * 31. Didáctica Especial y Residencia II * 32. Adquisición del Lenguaje * 33. Literatura en Lengua Inglesa III * 34. Seminario Rotativo de Investigación * 35. Literatura en Lengua Inglesa IV * 36. Optativa/S

*Indica materias que se dictan en Inglés.
(2)Requisito de Idioma Extranjero: El alumno deberá aprobar este requisito en cualquier año de la carrera, pero es exigencia haberlo aprobado para recibir su primer título. El alumno podrá optar entre los idiomas que ofrece la U.N.C.

How to Write a Literature Review

from wikiHow - The How to Manual That You Can Edit

This article will help you understand the essentials of writing a literature review. Whether it is for a school report, a newspaper, or just a review for a friend, literature reviews can make you seem smart and help others find the gift of reading. Knowing how to properly write one is a very important skill to have.

Steps

1. Read the Book. This may seem obvious, but reading the book is key to a good review.
   
2. Understand the Book. If you don't understand the book, you can not write a good review.
   
3. As you read, make note of different things about the book (is it in 1st person or 3rd person, does it use a good selection of intelligent and eloquent words, does it accuratly paint a picture in your mind, etc.).
   
4. When you have sufficient notes you are ready to write the actual article.
   
5. Begin with an introduction. Briefly state the author, title, publisher, and any other information about the book you see pertinent.
   
6. In the first section, give a brief history of the author (previous works, awards, etc.)
   
7. In the second section, outline the plot of the book (see Warnings).
   
8. Next, use your notes to write a paragraph explaining your opinion of the way the book was written, as before mentioned.
   
9. Use the final paragraph as a summary of the whole review. Give your opinion of the book (I enjoyed this book, I hated this book, etc.) and finish by recommending the book. State who would enjoy this book, using general terms (children, action lovers, etc.). At the end, include your full name and, optionally, your e-mail address.
   

Tips

• If the book was made into a movie, watch the movie, but reread the book after to refresh your memory, because movies often leave out parts and twist parts to make a good movie. If you do not want to reread the book, or even view an online summary, do not watch the movie.
  

Warnings

• When you are outlining the plot, DO NOT reveal any major happenings. Reading about character deaths, marriages, or other spoilers can do just that, spoil the book. If someone reads all of these revelations in an article, they may not want to read the book, or not enjoy the suspense if they do read the book.
  

Things You'll Need

• a book to review
  
• something to take notes on
  
• the ability to write well
  
• something to write or type the final review onto
  
• (optional) the internet to read the online summaries
  
• (optional) the movie adaptation of the book
  

Related wikiHows

• How to Review an Album
  
• How to Write a Review for GameFAQs
  
• How to Write a Movie Review
  
• How to Write a Car Review
  

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Literature Review. All content on wikiHow can be shared under a Creative Commons license.

How to Write a Play Review

from wikiHow - The How to Manual That You Can Edit

Writing a play review is something that must be done with much time and care. People will read the review and it may affect their decision to go/not go to the play you are writing about. To learn how to write a review, please read more below.

Steps

1. Include the who, what, where, when. Example: What: "George and Margaret" Who: Norhshore Drama Dept. Where: Northshore High When: January 10th, 2008.
   
2. Write about the casting. Was it well cast or poorly cast? Who were the students/people that were cast? Why do you think they cast it the way they did?
   
3. Write about the plot. Include a plot description! (If you need help, you can look for one online). Was the plot interesting? Boring? Sad? Funny? Romantic?
   
4. Consider the theme of the show. What elements make up that theme?
   
5. Think about the style of the play. How can you tell the type of style this play has? Is there more than one style choice?
   
6. Comment on the costumes. Did they fit the character? Who designed them?
   
7. Comment on the set. Does the set add something extra to the play? Who designed/worked on the set? Make sure to give credit!
   
8. Talk about the director(s). Try to get an interview with them.
   
9. Discuss memorable quotes. List several examples and explanations into why they are memorable.
   
10. Type the review and feel free to do what you wish with it!
    

Tips

• Don't forget about a catchy intro and a good conclusion!
  
• Add your name at the bottom!
  

Warnings

• If you give someone a bad review, BEWARE! Things could get bad for you.
  

Things You'll Need

• A Play to go see
  
• A play bill
  
• A computer
  
• Printer
  
• Paper
  
• This wiki
  

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Play Review. All content on wikiHow can be shared under a Creative Commons license.

How to Write a Movie Review

from wikiHow - The How to Manual That You Can Edit

While it seems easy to write a movie review, there are many difficulties involved. You have to keep your mind open, and view it with an open mind. Look at it as it is written, and not because you may not like the actor or director. Remember millions of people will take your opinion seriously and a movie reviewer can make or break a movie.

Steps

1. Watch a movie, and during the movie, think about what you like and don't like about it. Try to remember these things, because you will need them during the writing part.
   
2. Go home, and write down all the information that you gathered during the movie. Let all the information sit for up to a day because you need time to think over the movie. But, don't let yourself take more than a day, because if you wait too long, you tend to lose interest and forget important things that you felt.
   
3. Write all the information down in a format that is readable for others. Remember to include a basic summary for people who haven't heard of the movie, but remember to not give away the ending, or any other part that they wouldn't want to have ruined for them.
   
4. Remember to aim for about 600-700 words for the entire review.
   
5. Hand out copies of your review to other people, so they can have the chance to read your opinion, and after time, you may start to get people wanting more and more reviews.
   
6. Another step would be to submit your reviews to movie review sites.
   

Tips

• Remember, try reviewing every movie you see, because when you get into the habit, it will become easier.
  
• Once you gain more confidence in your reviews, try to match the tone of each with the style of the movie. For example, a humorous writing style would work well for a comedy, whereas a more serious tone would be good for writing a drama review.
  
• When joining movie review sites, develop a personality for yourself. The best critics in the world are known for their personalities not really if they think movies are good or bad. It may be good to put your favorite movies together on a top movie list.
  
• Make your review much like a newspaper article, put your most important things at the top and your least important facts or comments at the end.
  

Warnings

• Try not to slam actors too much, because if it gets too out of hand, they may consider legal action against you. Just be careful.
  

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• How to Become a Movie Fanatic
  
• How to Attend a Movie Premiere
  
• How to Convince Your Parents to Let You See a Movie
  

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How to Write an Essay

from wikiHow - The How to Manual That You Can Edit

Essays can range from being five paragraphs to twenty pages or more, covering any topic, whether it's what you learned from your dog, or why societies become hierarchies. What all essays have in common, however, is that they must stay true to the roots of the word "essay" which derives from the French infinitive essayer, meaning "to try" or "to attempt". An essay is essentially your attempt to explain your point of view, and a skillfully written essay is clear, illuminating and informative.

Steps

1. Define the context. If the essay is assigned, certain parameters will usually be defined for you, such as the length of the essay, format of the title page, and the intended audience (e.g. your teacher, an admissions committee). and what length is appropriate. No matter what, if you're given directions, follow them. A brilliant essay might still fail to get its point across if it doesn't follow the rules.
   
2. Choose a topic. Often this will be decided for you, but if not, try to choose something you're interested in or, better yet, passionate about. It will make the essay easier to write. You can also think of your thesis statement at this point, but it shouldn't be set in stone since it may be elaborated or changed as you do your research in the next step. A thesis statement is what your essay is attempting to explain and prove. You can brainstorm a few different thesis statements and use them to guide your research. Some examples:
   
   • I deserve this scholarship because I am going to give back to the community.
     
   • Crop failure is directly caused by lack of fertility in soils, not by drought.
     
   • Making people take tests before they're allowed to keep pets would benefit society in many ways.
     
   
   
3. Gather your information. Whether it's personal observations or scientific facts, you'll need evidence to back up your thesis statement. Take detailed notes, keeping track of which facts come from which sources. As you're researching your topic, don't ignore facts and claims that seem to disprove your thesis statement. A good essayist includes the contrary evidence and shows why such evidence is not valid.
   
   • Going with the example about crop failure above, what if you find a research study with graphs showing that every time there's a drought, there are more crop failures? Maybe all those crop failures occurred on farms that had poor soils, and unless the condition of the soils can be provided, the crop failures can't be attributed solely to drought.
     
   
   
4. Plan your essay. This is the time to solidify your thesis statement. Look over all of your research and notes: Can you observe any patterns or observations? Try making a mind map to organize your thoughts. Maybe you started out wanting to show how you'd give back to the community, but now you see a better point would be that you're a good role model for others like yourself. Let the evidence speak for itself. If you don't have enough information to demonstrate anything, you may need to do more research or modify your thesis statement (or even your topic). If you have enough material to sustain a thesis statement, however, make an outline to organize your research with headings and sub-headings.
   
5. Write the body of your essay first. Identify three or more points that support and/or explain your thesis statement. Each point should be supported by specific evidence, examples or arguments. In shorter essays, such as a five-paragraph essay, each point should be supported by a single paragraph; but in longer essays, an entire page or more might be required to demonstrate a single point. Use your outline as a guide, presenting the information in full sentences that flow logically from one to the next. After you write out all of your points, arrange the points themselves so that they flow logically from one to the next.
   
   • Be careful about generalizing. Statements such as "_____ is the most important problem facing the world today," can cause your reader to dismiss your position out of hand if he/she disagrees with you. On the other hand, "_____ is one of the most important problems facing the world today," is at least a bit harder to argue with.
     
   • Be careful not to use 'I statements' such as "I think this..." For most essay topics, your opinions will not be persuasive. Use evidence instead.
     
   • Unless you are writing a personal opinion piece, you should not need to use the personal pronouns "I" , "you" or "we", nor "my", "your" or "our". If you can't rephrase the statement to remove the first-person pronoun, then you probably don't have enough information to back up your point. E.g. Instead of writing, "I found Frum to be conservatively-biased", show why your statement is true: "Clearly, Frum is conservatively-biased when he writes...".
     
   
   
6. Conclude your essay. Summarize your points and suggest ways in which your conclusion can be thought of in a larger sense. What are the implications of your thesis statement being true? What's the next step? What questions remain unanswered? This is not the place to introduce any new information that supports your thesis--you should only be "repackaging" what you already discussed, using a broader perspective.
   
7. Write the introduction. Now that you've written the body and the conclusion, you're in the best position to tell the reader what they're getting into. Explain your thesis statement, and how you're going to affirm it, without being too specific. Do not use obvious expressions such as, "This essay is about..." or "The topic of this essay is..." or "I will now show that...". One approach is to begin with a general statement, then follow it with a question or problem, then with your thesis statement, and a brief overview of your points.
   
   • Example: Every year, thousands of animals end up in shelters, unwanted and sometimes abused. This not only causes suffering to the animals, but it also costs local governments millions of dollars. Is there any way that this can be prevented? One proposed solution is to require pet-owners to become educated before they can buy a pet. While many people may resist this requirement, it may be more readily accepted if the benefits are clearly shown to outweigh the costs.
     
   • For longer essays, it's useful to follow the "inverted pyramid" whereby you start off with a very broad description of your topic and gradually narrow it down to your specific thesis statement. This is the typical structure of a "literature review" in a scientific paper and may constitute up to half, sometimes more, of your essay.
     
   
   
8. Read through your essay. For now, don't worry about typos or grammatical errors; underline them so you can go back and fix them later. Go from start to finish to see how your essay flows. Does each sentence lead smoothly to the next? Does each paragraph flow logically to the next? Each statement should be connected or related somehow to the one before it, not thrown randomly together. There are many ways to transition from one idea to the next:
   
   • one happens before or after the other:I first started to realize that I was in the minority when I was in middle school...My realization was confirmed when I proceeded to high school.
     
   • one elaborates on the other:Plants need water to survive...A plant's ability to absorb water depends on the nutrition of the soil.
     
   • one contrasts with the other: Vegetarians argue that land is unnecessarily wasted by feeding animals to be eaten as food...Opponents argue that land being used for grazing would not be able to be used to create any other kind of food.
     
   • one is caused or affected by the other: I will be the first person in my family to graduate from college...I am inspired to continue my family's progress through the generations.
     
   • one is similar to the other: Organic food is thought to be better for the environment...Local food is believed to achieve the same goals.
     
   
   
9. Revise, revise, revise! Writing the paper the first time is not the most important part of writing an essay—revision is! Sometimes the paper you write is not the essay you originally planned. It is difficult to accomplish all that one sets out to in a paper, and sometimes you may find that your ideas about your subject have changed as you've been writing. Make sure you're happy with the way your paper presents its points. Don't like it? Re-arrange it (that's one of the great things about writing with a word processor; it's easy to do things like this). Once you're happy with the body, make sure the conclusion and introduction (in that order) still match it AND match the way you see your topic now. If not, rewrite them to fit the essay you did write (not the one you started out to write) and the way you see your topic now.
   
10. Proofread. Now check for spelling and/or grammatical errors. If using a word processor's spell checker, remember that it only checks to see if a word is misspelled. For example, if you meant to use the word "write" and instead used "writ" the spell checker will pass it without noticing, since 'writ' is an actual word.
    
    • Pick out any repetitive words. Vary your language with the help of a thesaurus. Consult a dictionary to make sure that you're using the synonym correctly.
      
    • Avoid using colloquial (informal) writing. Do not use contractions or abbreviations, such as don't, can't, won't, shouldn't, could've, or haven't. Use formal English: do not, cannot, will not, should not, could have, have not. Your essay should have a serious tone, even if written in a light or lyrical style.
      
    • Use English punctuation correctly. Consult a style book if you are unsure how to properly use quotation marks, colons, semi-colons, apostrophes, or commas. Avoid using exclamation points to emphasize your statements.
      
    
    

Tips

• Have someone read your paper aloud to you or read it aloud to a tape recorder and play it back. Your ears are sometimes better than your eyes at picking up mistakes in language—-after all, they've had more practice.
  
• Avoid the following:
  
  • making columns of point-form lists
    
  • making a comma-spliced list inside a paragraph
    
  • using et cetera (etc.); it's a cop-out. When teachers see "etc.", they may interpret it to mean, "and I can’t think of anything else".
    
  
  
• Refer to all illustrations and diagrams as Figure 1, 2, 3, etc. You can refer to tables and charts as Table 1, 2, 3, etc. or as figures. Photos can be referred to as Photo 1, 2, 3, etc., or as figures. Make sure you do refer to all figures in the text of your essay. A figure should not be included if you do not specifically mention it in the body of the essay or research report.
  
• Remember that writing is a skill and, like any other skill, requires practice to become a master of it. One easy way to practice is to read more essays in the style and subjects that you write yours.
  
• In short, to your readers, your essay should tell them what you are going to tell them (introduction), tell them (body paragraphs), and tell them what you just told them (conclusion).
  
• Essays come in many shapes and sizes. This is a general overview, but you can learn about the expectations associated with various kinds of essays by doing further reading here at wikiHow:
  
  • How to Write a Comparative Essay
    
  • How to Write a Law Essay
    
  • How to Write a Persuasive Essay
    
  • How to Write an Analytical Essay
    
  • How to Write an English Essay
    
  • How to Write a Descriptive Essay
    
  • How to Write a Critical Essay
    
  • How to Write an Academic Essay
    
  • How to Write a Five Paragraph Essay
    
  
  

Warnings

• Do not get bogged down in writing excessive background information or otherwise rambling off topic; it is considered essay "padding". If it does not relate to your thesis statement, cut it out.
  
• Do not plagiarize. Parenthetically reference or footnote all borrowed quotes, facts and ideas that are not your own, even if you are rewording them. Most faculty can quickly spot plagiarized content and can verify it with a 5-second Google-search. Plagiarism is a serious offense in the academic world; students have been expelled from colleges and universities for plagiarizing.
  
• DON'T BE TOO FORMULAIC. If you can't write an introduction and a conclusion without your introduction sounding like this, "In this paper I'm going to tell you this, this, and this..." or your conclusion telling us what you said before, in your essay, DON'T USE THEM!!! Come up with a more creative way of telling your audience what they need to know. An essay, contrary to what you might have been told, is not a sandwich-you don't need bread on both sides...
  

Related wikiHows

• How to Plan an Essay Using a Mind Map
  
• How to Edit or Proofread an Essay or Paper
  
• How to Understand What Is Being Asked of You in an Essay or Exam
  
• How to Avoid Going Over an Essay Word Limit
  
• How to Win an Essay Contest
  
• How to Write Your Essay Under Pressure
  

Sources and Citations

• http://www.uk-student.net/modules/wfsection/viewarticles.php?category=2
  

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write an Essay. All content on wikiHow can be shared under a Creative Commons license.

How to write a lesson plan

One of the most important things a teacher will face in his/her career is how to effectively write a lesson plan. This is extremely useful for outlining goals for all students and gives the educator direction as far as classroom management is concerned. A teacher must ask themselves three questions before figuring out how to write a lesson plan. The first two questions are: where are your students going with the material and what will determine that they have reached their destination? Teachers must then ask themselves: what will determine when the student has arrived at this destination? The following are some helpful tips for teachers trying to learn how to write a lesson plan for their students.

A teacher should always consider their intended goals for the subject material. Goals determine purpose, aim, along with rationale for both teacher and students alike during classroom hours. An educator should express intermediate goals, which take previous studies and activities into account, when learning how to write a lesson plan.

Moreover, teachers should incorporate their objectives into the study material. Objectives focus on what a teacher’s students will do to attain more knowledge and high-level skills. Objectives for the daily material should be taken from the larger aims of the unit. Students should be given a reasonable, well-defined time period in which to accomplish these goals.

Prerequisites are also used when figuring out how to write a lesson plan. Prerequisites help the teacher determine the mental state of all their students to see if they are ready to proceed ahead. It is also useful for other teachers, who already know how to write a lesson plan to review the material. This gives the teacher the ability to factor in prep activities that will guarantee each student will be able to meet all of the objectives.

Materials should be taken into consideration when learning how to write a lesson plan. Teachers can determine the amount of prep time, resources, and classroom management that will be required in order to ensure the students meet the objectives. Educators can also get a better idea of what type of materials will be needed for example books, resources, and equipment.

A teacher should always consider incorporating descriptions as they learn how write a lesson plan. This will allow the educator to easily share his/her thoughts, feelings, and advice with other fellow teachers. This description should also provide a basic overview of all of the material to be covered.

A teacher, who is learning how to write a lesson plan, should be familiar with the concepts and procedures. This is a step-by-step description, which will allow teachers to replicate the final outcome for use within the classroom and achieve all of the objectives in a timely manner. It is not only helpful in educating the teacher on how to write a lesson plan, but also ways in which to implement it. This section will focus on the items the teacher should have their students working on during class time for proper instruction. There should be a beginning (introduction), middle (main activity), and end (closure) within the program.

In order for teachers to assess the effectiveness of their objectives, an educator needs to evaluate his/her students. A teacher can do this by gathering a student’s work and coming up with some type of grading system that pertains to the particular objectives, as they were outlined, when learning how to write a lesson plan. Students can be quizzed over particular concepts and problems, in order to discover, if the objectives were achieved.

Teaching is tough enough and it can be made even more difficult if the educator is not prepared. Learning how to write a lesson plan is one of the most valuable tools a teacher can have by his or her side prior to entering the classroom.

http://www.online-distance-learning-education.com/article_info.php/articles_id/98

How to Write a Book Review

There are two approaches to book reviewing: the descriptive and the critical. A descriptive review is one in which the writer, without over-enthusiasm or exaggeration, gives the essential information about a book. This is done by description and exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages from the text. A critical review is one in which the writer describes and evaluates the book, in terms of accepted literary and historical standards, and supports this evaluation with evidence from the text. The following pointers are meant to be suggestions for writing a critical review.

Basic Requirements

Simply stated, the reviewer must know two things in order to write a critical review:

• the work being reviewed and
• the requirements of the genre to which the work belongs (novel, short story, biography, poetry, etc.).

1. Knowledge of the work demands not only an attempt to understand what the author's purpose is and how the component parts of the work contribute to that purpose, but also some knowledge of the author--his/her nationality, time period, other works etc.
2. Knowledge of the genre means understanding the art form and how it functions. Without such understanding, the reviewer has no historical or literary standard upon which to base his/her evaluation.

Minimum Essentials of a Book Review

1. Description, not a summary, of the book. Sufficient description should be given so that the reader, as he reads the review, will have some understanding of the author's thoughts. This account of the contents of a book can often be woven into the critical remarks.
2. Something about, not a biography of, the author. Biographical information should be relevant to the subject of the review and enhance the reader's understanding of the work under discussion.
3. An appraisal, preferably indirect, through description and exposition and based on the aims and purposes of the author. While a critical review is a statement of opinion, it must be a considered judgement including:
   • a statement of the reviewer's understanding of the author's purpose
   • how well the reviewer feels the author's purpose has been achieved
   • evidence to support the reviewer's judgement of the author' achievement.

Preliminary Mechanical Steps

1. Read the book with care.
2. Note effective passages for quoting.
3. Note your impressions as you read.
4. Allow yourself time to assimilate what you have read so that the book can be seen in perspective.
5. Keep in mind the need for achieving a single impression which must be made clear to the reader.

The Review Outline

The review outline enables you to get an over-all grasp of the organization of the review, to determine what central point your review is going to make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.

By examining the notes you have made and eliminating those which have no relationship to your central thesis, and by organizing them into groups, several aspects of the book will emerge: e.g., theme, character, structure, etc. After ordering your topics--determining in what sequence they will be discussed--write down all the major headings of the outline and then fill in the subdivisions. Keep in mind that all parts of the outline should support your thesis or central point.

The Draft

The opening paragraph, like the concluding one, is in a position of emphasis and usually sets the tone of the paper. Among the various possible introductions are:

• a statement of the thesis
• a statement of the author's purpose
• a statement about the topicality of the work or its significance
• a comparison of the work to others by the same author or within the same genre
• a statement about the author

The main body of the review should logically develop your thesis as organized by your outline. Changes in the outline may need to be made and transitional paragraphs introduced, but the aim should be toward logical development of the central point. Quoted material should be put in quotation marks, or indented, and properly footnoted.

The concluding paragraph may sum up or restate your thesis or may make the final judgement regarding the book. No new information or ideas should be introduced in the conclusion.

Steps in Revising the Draft

1. Allow some time to elapse, at least a day, before starting your revision.
2. Correct all mistakes in grammar and punctuation as you find them.
3. Read your paper through again looking for unity, organization and logical development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of references.

Some Considerations When Reviewing:

| Fiction | Biography | History | Poetry |

Fiction

(above all, do not give away the story)

Character

1. From what sources are the characters drawn?
2. What is the author's attitude toward his characters?
3. Are the characters flat or three dimensional?
4. Does character development occur?
5. Is character delineation direct or indirect?

Theme

1. What is/are the major theme(s)?
2. How are they revealed and developed?
3. Is the theme traditional and familiar, or new and original?
4. Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent?

Plot

1. How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled?
2. What is the relationship of plot to character delineation?
3. To what extent, and how, is accident employed as a complicating and/or resolving force?
4. What are the elements of mystery and suspense?
5. What other devices of plot complication and resolution are employed?
6. Is there a sub-plot and how is it related to the main plot?
7. Is the plot primary or secondary to some of the other essential elements of the story (character, setting, style, etc.)?

Style

1. What are the "intellectual qualities" of the writing (e.g., simplicity, clarity)?
2. What are the "emotional qualities" of the writing (e.g., humour, wit, satire)?
3. What are the "aesthetic qualities" of the writing (e.g., harmony, rhythm)?
4. What stylistic devices are employed (e.g., symbolism, motifs, parody, allegory)?
5. How effective is dialogue?

Setting

1. What is the setting and does it play a significant role in the work?
2. Is a sense of atmosphere evoked, and how?
3. What scenic effects are used and how important and effective are they?
4. Does the setting influence or impinge on the characters and/or plot?

Some Considerations When Reviewing Biography

1. Does the book give a "full-length" picture of the subject?
2. What phases of the subject's life receive greatest treatment and is this treatment justified?
3. What is the point of view of the author?
4. How is the subject matter organized: chronologically, retrospectively, etc.?
5. Is the treatment superficial or does the author show extensive study into the subject's life?
6. What source materials were used in the preparation of the biography?
7. Is the work documented?
8. Does the author attempt to get at the subject's hidden motives?
9. What important new facts about the subject's life are revealed in the book?
10. What is the relationship of the subject's career to contemporary history?
11. How does the biography compare with others about the same person?
12. How does it compare with other works by the same author?

Some Considerations When Reviewing History

1. With what particular period does the book deal?
2. How thorough is the treatment?
3. What were the sources used?
4. Is the account given in broad outline or in detail?
5. Is the style that of reportorial writing, or is there an effort at interpretive writing?
6. What is the point of view or thesis of the author?
7. Is the treatment superficial or profound?
8. For what group is the book intended (textbook, popular, scholarly, etc.)?
9. What part does biographical writing play in the book?
10. Is social history or political history emphasized?
11. Are dates used extensively, and if so, are they used intelligently?
12. Is the book a revision? How does it compare with earlier editions?
13. Are maps, illustrations, charts, etc. used and how are these to be evaluated?

Some Considerations When Reviewing Poetry

1. Is this a work of power, originality, individuality?
2. What kind of poetry is under review (epic, lyrical, elegaic, etc.)?
3. What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc.), and to what effect?
4. What is the central concern of the poem and is it effectively expressed?

Sources of Book Reviews

Many indexes, such as ABI Inform and Historical Abstracts include citations to book reviews. Reviews can also be found at book-related online sites, such as Amazon.Com. The following indexes are devoted entirely to book reviews:

• Book Review Digest 1905+ (Z 1219 B72 REF INDEX)
• Book Review Index 1965+ (Z 1035 A1 B72 REF INDEX)
• An Index to Book Reviews in the Humanities 1960-1990 (Z 1219 I38 REF INDEX)
• Canadian Book Review Annual 1975+ (Z 1375 C3 REF INDEX)

http://www.library.dal.ca/how/bookrev.htm