Writing Development Discussion Essay Help

WRITING DEVELOPMENT AS A NECESSARY DIMENSION OF LANGUAGE AND LITERACY EDUCATION

Q1. How to make a balloon hovercraft?

Ans: First of all, you will need a CD. A light brown wooden cotton reel, a hot glue gun, glue sticks, and a big green balloon is required to make a balloon hovercraft.

Q2. How did Mr. Cole perform the experiment?

Ans: Mr. Cole performed the experiment by using a number of methods. First of all, he tried with the hot glue gun, and then some problems arose with the pushing of the hovercraft. Finally, all the issues were solved, and the entire equipment was made. It was kept on the table for a complete display.

Q3. How to teach “tense” in class?

Ans: Tense is a very vital chapter in grammar. Without the proper knowledge of tense, the students cannot write properly. It becomes impossible for the students to communicate in a language without a sound knowledge of tense. It becomes very important for the teacher to teach by the means of an analytical approach along with examples to impart proper knowledge to the students.

Q4. How to teach the  “adverb”?

Ans: This is also an important chapter of grammar. Describe the meaning of the term, “adverb” along with suitable examples. The students can be divided into two groups, and they can use form sentences with certain verbs, or adverbs chosen by them. The teacher should be encouraging the use of thesaurus for proper information. A proper interaction between a teacher and a student is a must to facilitate better learning.

Q5. How to teach the experiment “making of balloon hovercraft” in a science class?

Ans: Science is a subject that is mainly based on experimentation and own observation. A student will not be able to learn anything without a proper observation on their own part. The teacher must explain to the students about the purpose of such experimentation, and encourage own observations of the students. The teacher must also ask the students about their experience with the last experiment.

Q6. How can “recounting of events” develop a true potential in a student’s mind?

Ans: This is a very old method of teaching. Here, the teacher would ask the students to recount the previous events, or the things that are explained in the previous classes. It develops the communication skills, ability of language along with inquisitiveness. Moreover, the clause of time must be used by the student while recounting the events of a previous class.

Q7. How to develop the English language skills for the students?

Ans: The English language skills of the students can be developed by making the students read their own writing aloud. This will help solve their pronunciation deficits, and it will make them loosen their tongue while speaking. This is a very effective training for language communication. Moreover, it helps the students to analyze their own writing, and its faults.

Q8. How the technique of reflection works for students?

Ans: A student must reflect on what is actually written. If a student writes an essay, the student must understand his/her own fault. This is very important for human learning progress. A teacher should not pick the faults of the students all the time. A student should read his/her own essay and pick out the flaws. After that, the teacher will encourage the student to write again. This is mainly known as the process of reflection, and it is very essential in the entire process of learning.

Q9. How to use a flow chart for language learning?

Ans: Flow chart enhances any process of learning. A teacher must use flow chart to understand the progress of the students. In the same way, the students can analyze any situation with the help of flow charts. With the proper use of flow chart, the teacher can understand if the student is able to understand monosyllabic instructions in a particular language.

Q10. How to use text strips to facilitate proper learning?

Ans: Text strips are generally used to understand if the student can understand a particular message. If the students understand the message, it is time for them to reconstruct the sentence, and write it in a proper way. Once it is done, the knowledge of synonyms are developed by the students through this method.

Q11. How to build proper topic knowledge?

Ans: Proper topic knowledge is the main requirement of language learning. This can mainly be done with the help of vocabulary development. Vocabulary of a person can be developed by using different patterns of one particular word. This is mainly done by mixing the flowchart method, and the method of reflection.

Summary:

The entire questionnaire is about the language learning procedure. Here, the effective methods of teaching are discussed, which can facilitate proper learning of language. Thus, various methods are applied including the method of reflection and flow charts. Mainly the entire system focuses on language learning through the use of different charts. While teaching “tenses”, the teacher focuses on the use of a chart to explain the different grammatical nuances. Moreover, the writing skills are imparted to the students by means of reflection. All these things completely contribute to the understanding of the student.

According to the aforesaid discussion, it can be said that the entire learning activity focuses on the development of students by means of their own understanding. Generally, teachers can only explain the basics of any particular chapter. Different students understand one particular thing from different perspectives.

Q1, Q2 & Q5 Balloon hovercraft

The Balloon hovercraft experiment imparts a first hand experience which is also known as learning by doing. This is a creative way of making students learn the objectives of the experiment in the most effective way. The facilitator put forward objectives of the experiment where the students learn about the hovercraft movement on air cushion to overcome friction, the law of physic as presented by Newton can be experimented and lastly, lifting of the hovercraft with the help of air pressure can be seen. Now the facilitator asked one of the students to help in performing the experiment as a model experiment and the remaining students performed it simultaneously with the facilitator. Students should critically ask to observe different points in the experiment such as energy can be stored secondly it can be transformed from one object to another. There are four situations that need to be addressed in the experiment (Wayne-book, 2013).

Get Help on WhatsApp

 (Wayne-book, 2013).

According to hovercraft.com (2013), a hovercraft is superior to a boat as it consumes less horsepower. As far the history of hovercraft is concerned, in early 1950’s Sir Christopher cockerel designed a modern hovercraft which helped him in passing English Channel located between Dover, England and Calais, France in two hours. Since then hovercraft is used to carry approximately 2000 people from England to France in not more than thirty-five minutes. This practical experiment as presented before students can be witnessed in the real life in the form of seaplanes. Giant air-cushions to keep the seaplanes moving are provided by the expensive aviation in the hovercrafts. On the contrary it can be said that less use of hovercraft is one of the reasons of expensive fuel utilization so it is a drawback for the hovercraft (Navigatingbyjoy, 2013).

Another practical example of hovercraft can be seen in the military hovercraft. This usage is because of the ability to cross water, tarmac, flat terrain, sand and marshland that are commonly used in the military. The students learn the mechanism by remembering the experiment in the class. Students can be asked about the biggest hovercraft in the world which is Zubr, in Russian. This hovercraft is made by Russia and it is found on the Russian beach filled with hundreds of sunbathers. This fact is another learning associated with future application (Navigatingbyjoy, 2013).

Adverbs Q3 and Q4

Durán (2006) explains that scaffolding is the technique used by the facilitator in which learning or tenses are intended to be completed in chunks. A tool or structure is associated with each step and then one leads to another resulting in ultimate learning of the student. In this particular context an adverb is required to be discussed in the class room setting. However, Hertzberg (2012) points out that scaffolding enables students to think out of the box or at least differently from traditional learning. The definition of adverb allows students to add words to vocabulary and also to objectivity the verb by adding adverb to it (edutopia, 2013). 

According to Reiser (2004), scaffolding of adverb is the contribution of learning tenses by the facilitator. In this way, students can locate adverbs in the rooms which increases the length of remembering the process and is a lifetime learning experience. However, Hertzberg (2012) adds that when all the students are done identifying the list of adverbs then recounting is done by the students supported by the facilitator. The visual aid provided to the students in the form of adverbs written on the chart paper hanging in the class allows students to focus on their thinking skills. But Longman, (2010) explains that this provides a comparison of how simply adverbs were perceived and what the current form of tenses is in the manner of usefulness thus enhancing the language skills of the students.

Q 6 Recount

According to Hertzberg (2012), recount is the process in which learning and communication skills are intended to be enhanced by the facilitator. Recount is best for the learning of students as it allows them to assemble or gather all the information as experienced previously. However, Longman (2010) points out that students can learn a lot of hidden points after summarizing the experiences or events. As part of the application in the practical world, recounting can also enhance the communication skills of the students and allow them to choose the words carefully. Durán (2006) further highlights that recounting activity is linked with the theory through which students can summarize past events and draw relevant or useful information out of it which enhances their learning process and will facilitate their learning in the future.

Q 7 & Q 8 English Learning Skills

Hertzberg (2012), points out that it is important to understand the writing skills of the students. The facilitator needs to ensure that students understand the essence of their writing and the message should be reflected in his writing. The students for the enhancement of learning skills are asked to read the material loud in order to ensure the feedback. However, as Longman (2012) explains, this learning is helpful for the students in corporate world, when students might read out loud the work done by them, it may increase the value in the work. Duran (2006) also adds that the feedback process and evaluation of the work is very important thus, it should be ensured by the facilitator at all level.

Q 9  and Q 10 Flow Chart

Flow chart is the most effective way in which progress can be measured. For instance, in the corporate world students can develop a chart from the beginning level to the destination intended to reach. Derewianka (2013, pp. 127) explains that flow chart is widely used in the text and other materials. The future implication is very strong thus; flow chart and its usefulness should be communicated through facilitator. However, Colombo, M. (2012) adds that flow chart can also be used to address critical issues of the student life or corporate world and present suitable solutions for the betterment of the future. Durán (2006) explains that flow chart can be in the form of text or diagram so that relevant material required for the elaboration purpose is already there. It defines step by step process and allow processes to be analyzed. Flow chart (Mindtools, 2013).

Q 11

Durán (2006) endorses that vocabulary development is an important tool in order to have right kind of knowledge for the topic. To express what is required to express plays an important role in the world. According to Coelho (2004) as a student or corporate person, vocabulary of the student should be given high value for the development purpose. However, Longman (2010) points out that as part of the practical implication, vocabulary is also helpful in communicating the real message to the management otherwise alternate words might affect the true meaning of the sentence to be delivered. Christie (2013) further explains that vocabulary plays an important role in the future related fields and other activities to be intended by the students

Place your Order Now

References

Christie, F. (2013). Writing development as a necessary dimension of language and literacy education. [online] Retrieved from: http://www.petaa.edu.au/resources/project-40/christie-essay [Accessed: 4 Oct 2013].

Coelho, E. (2004). Adding English: A Guide to Teaching in Multilingual Classrooms. Ontario: National Library of Canada.

Colombo, M. (2012). Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms. 3rd ed. Sage Publications.

Derewianka, B. (2013). Knowledge about language in the Australian Curriculum. English Australian Journal of Language and Literacy, 35 (2), p. 127.

Durán, E. (2006). Teaching English Learners in Inclusive Classrooms. 3rd ed. Charles C Thomas.

Edutopia (2013). Six scaffolding strategies to use with students [Online] Available from <http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber>[October 05, 2013]

Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classrooms. Newtown: Primary English Teaching Association Australia.

Longman, P. (2010). Are learners getting the knowledge they need [Online] Available from < http://www.pearsonlongman.com/newtotalenglish/pdfs/vocab_trainer.pdf >[October 06, 2013]

Navigatingbyjoy (2013). How to make balloon hovercraft [Online] Available from <http://www.navigatingbyjoy.com/2013/09/20/how-to-make-a-balloon-hovercraft-other-hovercraft-experiments/>[October 04, 2013]

Mindtools (2013). Flow Charts: understanding and communicating how a process works [Online] Avaialble from <http://www.mindtools.com/pages/article/newTMC_97.htm>[October 05, 2013]

Resiser, B. J. (2004). Scaffolding complex learning: the mechanism of structuring and problematizing student’s work, the journal of the learning science, 13(3), pp. 273-304. 

Wayne-book (2013). Hovercraft [Online] Available from < https://www.google.com.pk/search?q=hovercraft&oq=hovercraft&aqs=chrome..69i57j0l5.3472j0&sourceid=chrome&espvd=210&es_sm=122&ie=UTF-8#es_sm=122&psj=1&q=advantages+and+disadvantages+of+energy+baloon+hovercraft >[October 05, 2013]