Transcript Edu Tech synthesis - Ms. Kitchens` Corner

Tech & Education
Synthesis
Weed #1—Kill “to be”!




They be dead.
Them was killed.
They is dying.
“To Be” verbs are the
weakest verb possible
 Am
 Is
 Was
 Were
 Be
 Being
 Been
Weed #1—Kill “to be”!
 “to be” = helping verb when used with another verb =
progressive verb tense
 Implies action is ongoing:
 Ms. K is wearing her kitten’s mittens.
 Ms. K was nominating herself as Queen of the class.
 In your writing, consider: do you need to show ongoing
action, or has the action started and stopped?
Observe the differences in these
sentences:
 My cat is a mouse hunter and will probably bring back
a large dead rat.
 My cat, a mouse hunter, will probably bring back a
large dead rat.
 How was did this sentence changed? How is What
makes it stronger?
Observe the differences in these
sentences:
 Necessity is just as important as communication.
 Necessity and communication bear equal importance.
 How was did this sentence changed? How is What
makes it stronger?
A few ways to kill them:
1.
2.
3.
4.
5.
Simply eliminate the “to be” verb
Drop the –ing (this frequently goes along with #1)
Find a stronger verb
Rewrite the sentence
Just let it sit there. But get mad at it. Really mad. Call
it a few names.
Weed #2—Affect vs. Effect
 Affect = to influence
 Effect = as a result of, as in cause and effect
The affect of El Nino effected my hair, turning it into a
bird’s nest. Such motley hair affected my demeanor all
day and the effect was that I missed the last train
home.
Weed #3—Vary Syntax
“To begin, it is absurd for schools to incorporate technology into
their curriculum if it does not provide any educational benefits.
Despite this, schools such as Empire HS in AZ have already
begun to supply students with iBooks in order to get them “more
engaged in learning” (Source A). However, the school
administers overlooked one fatal aspect of the laptop: internet
access. For instance, David Gelernter, a computer scientist…”
What do you notice about all these sentences?
Weed #4—Blue or black pen ONLY!
 Because I’m the Mommy, that’s why!
No, really:
Versus:
“Technology fills our world, surrounding us nearly every
minute of every day. Starting with iPod alarm clocks
that kick-start morning with an earful of music,
followed by cellphones and bluetooth headsets that
keep everybody connected and talking, people are
constantly plugged into technology. It is even starting
to creep into schools.”
What works in the intro above?
Roses!
 Conclusions showed MAJOR improvement!
 Techniques that worked:
 Rhetorical questions
 Shifting to the larger picture
 Discussing long-term implications
 Providing personal opinion on subject
 Returning to hook
Roses!
 Your are use of integration of quotes and sources is
appears seamless—well done!
 “It is crucial for schools to consider the money it takes,
the affects on the students, and if technology is really
necessary before spreading the “frosting” in their
curriculum and instruction.
 Source E says this about the internet: “…”
Emerging Voice
 “Technology has even slowly begun to crawl its way
into our educational system. So do we open the door
and lit it in, or leave it waiting on the welcome mat?
There are many considerations to ponder before
letting technology into our schools.”
What is voice? Why does this sample have it? How is it
using/showing voice?
Scores
9
8
7
6
5
4
3
2
1
0
2
7
7
9
8
2
1
0
RER
Work with a partner to complete these tasks (each on
her own handout):
Circle ALL “to be” verbs. Change/eliminate at least ¾
of them.
2. Vary the syntax.
3. Write 3 sentences each using affect and effect
correctly.
1.