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Brooks, Kim. (2011). Death to high school English. Salon: Life: Topic: Education, 2011.05.10. Retrieved May 17, 2011.
in list: Writing
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As for the students who did make it to more accelerated English courses,
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they have bigger fish to fry. They have professors in every area and every discipline telling them they're going to fail if they don't learn how to write a comprehensible, grammatical and at least marginally organized academic essay.
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Although this entire document focuses on N. American higher education settings (Part One, ¶1), Part Two: Guidelines for Writing and Writing-Intensive Courses will interest and hopefully inform administrators, course designers, program planners, and teachers working in other regional and perhaps even global contexts as well. Part two covers: Class Size, Assignment Design, Assessment, Textual Borrowing, Teacher Preparation, and resource provisions. Part Four: Guidelines for Teacher Preparedness will interest those involved in teacher education, or pre- and in-service teacher development. Part Six comprises an extensive bibliography for further reading.
in list: Teacher Education
Video feedback (2:53) on a student's two-paragraph self-intro. See the LTD Project Blog for reflections:
http://ltdproject.edublogs.org/2007/11/30/video-feedback-on-a-students-essay-reflection/
in list: Writing
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