English, Part 11

Question 1: Discuss the use of trade books for teaching content areas.

Answer 1: Trade books are instructional materials written specifically for students but are not textbooks, per se. They may be used to help improve reading skills, develop knowledge of content areas and further understand the world. Trade books can be a valued complement to teaching and curriculum. They may also affect the appreciation which a student has for content-related literature. These books should not replace thorough instruction in reading skills, however. Trade books also are not an alternative to teaching concepts of content areas, but rather, these texts can help students understand concepts by putting them into an appropriate context. Teachers can use strategies such as this to help develop better reading skills and help students comprehend the text.

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Question 2: Explain how a classroom with several computers may be used.

Answer 2: A classroom equipped with several computers can be useful in a variety of ways, including allowing the computers to serve as presentation tools, learning centers, development stations or a combination of those configurations. A classroom with several computers will be more likely to have some available when many of the students might need them, additionally providing students the ability to leave projects which are incomplete on the classroom computer and rest assured that their work will not be disturbed by students in other classes. Having several classroom computers provides an opportunity for more flexibility in the classroom without having to use a computer lab, while better still with regard to flexibility is having laptops available for all the students. Research has found that having at least three computers in a classroom is necessary to ensure that each student has an opportunity to use the computing facilities during a class period.

Question 3: Describe steps taken by authors in organizing stories.

Answer 3: Writers create and then search through their drafts to find narrative elements which might improve their work. Throughout this process they must consider the points which they are trying to make and ask themselves what messages and themes exist in their work, and how they might be expressed in final form. Additionally, a rough draft can serve as an outline that lists statements central to a story. Sentences and paragraphs need to be carefully analyzed, whether one is writing fiction or non-fiction, and during this process, labeling paragraphs helps to organize the story through the linkage of similar blocks of text. In news writing, reporters use the “inverted pyramid” model to organize a story from the most to least important pieces of information. This theoretically makes it easier in the editing process because editors know where to find the least important text. That is not always the case, however. Writers who are comparing or contrasting items may find that a point-by-point or block-by-block approach to story organization is more beneficial for their purposes.

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