If you could divide the book/essay into sections, units of meaning, what would those sections be? How are they related to each other? Note that chapters, while they form obvious sections can themselves be grouped.Referring to the text: In writing analytic papers that address any kind of literature, it is necessary to refer to the text (the specific words on the page of the book) in order to support your argument. This means that you must quote and interpret passages that demonstrate or support your argument. Quotation is usually stronger than paraphrase. Remember also that your purpose in writing an essay is not merely to paraphrase or summarize (repeat) what the author has said, but to make an argument about how the make their point, or how they have said what they have said.
This course is designed to help educators, parents and interested persons assure that all students are learning critical 21st Century skills. Participants in this course will examine the skills that business and industry tell us are important for students to learn in order to be successful participants in a . They will evaluate the importance of integrating 21st Century skills into their curriculum. During this course they will analyze their curriculum and to determine which 21st Century skills they currently teach, and which additional skills they can integrate into their curriculum. The final product for teachers will be a project that requires their learners to learn 21st Century skills. The final product for non educators will be a project plan for themselves (for another course they are taking, for their own children or chidren in their family, etc.) I will work with you to help you determine the best audience for your final project, and way to create it.
How to develop and write an analytic essay
If you plan to teach this standard or group of standards in one or two lessons you will want to choose a problem-based approached. Begin by creating a problem statement that ties the concepts or skills to be learned with a real-life situation. Divide your students into collaborative teams, and have them begin by analyzing the problem by listing what the know and don’t know about the problem. Next have the research what they don’t know (but need to know in order to solve the problem). Then, have your student create some models or test solutions to the problem. Have them select the solution that best solves the problem, and present their solution, as well as how they arrived at it, to the class for peer feedback. Finally provide time for them to reflect on their problem solving strategies and methods (meta-cognition).