3.47 score from hupso.pl for:
anthonyteacher.com



HTML Content


Titleanthony teacher.com | welcome to

Length: 32, Words: 5
Description pusty

Length: 0, Words: 0
Keywords pusty
Robots
Charset UTF-8
Og Meta - Title exist
Og Meta - Description exist
Og Meta - Site name exist
Tytuł powinien zawierać pomiędzy 10 a 70 znaków (ze spacjami), a mniej niż 12 słów w długości.
Meta opis powinien zawierać pomiędzy 50 a 160 znaków (łącznie ze spacjami), a mniej niż 24 słów w długości.
Kodowanie znaków powinny być określone , UTF-8 jest chyba najlepszy zestaw znaków, aby przejść z powodu UTF-8 jest bardziej międzynarodowy kodowaniem.
Otwarte obiekty wykresu powinny być obecne w stronie internetowej (więcej informacji na temat protokołu OpenGraph: http://ogp.me/)

SEO Content

Words/Characters 7420
Text/HTML 34.70 %
Headings H1 17
H2 1
H3 14
H4 0
H5 0
H6 0
H1
welcome to
recent posts
subscribe to blog via email
@twitter
powerpoint hack: use powerpoint like a whiteboard
writing for the world / a world of writing skills: a wikipedia project
to be or not to be or to not be: an exploration of corpora and viscera
one more thanksgiving lesson: four skills and synthesis writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective
what does “intensive” mean in “intensive english programs”?
arc priming: a quick idea for getting students started with academic reading circles
posts navigation
welcome
recent posts
subscribe to blog via email
@twitter
email me
H2
anthony teacher.com
H3
share this:
like this:
share this:
like this:
share this:
like this:
share this:
like this:
share this:
like this:
share this:
like this:
share this:
like this:
H4
H5
H6
strong
step 1: the developer tab
file -> options -> customize ribbo
step 2: adding a text box
step 3: changing the text-box properties
step 4: copy, paste, resize
step 5: save
caveats
rationale
procedure
context
genre analysis
assignment and topic selection
drafting and publishing
[topic]
reflection
links to student articles
reading
speaking and listening
writing
reflection
b
step 1: the developer tab
file -> options -> customize ribbo
step 2: adding a text box
step 3: changing the text-box properties
step 4: copy, paste, resize
step 5: save
caveats
rationale
procedure
context
genre analysis
assignment and topic selection
drafting and publishing
[topic]
reflection
links to student articles
reading
speaking and listening
writing
reflection
i
em step 1: the developer tab
file -> options -> customize ribbo
step 2: adding a text box
step 3: changing the text-box properties
step 4: copy, paste, resize
step 5: save
caveats
rationale
procedure
context
genre analysis
assignment and topic selection
drafting and publishing
[topic]
reflection
links to student articles
reading
speaking and listening
writing
reflection
Bolds strong 20
b 20
i 0
em 20
Zawartość strony internetowej powinno zawierać więcej niż 250 słów, z stopa tekst / kod jest wyższy niż 20%.
Pozycji używać znaczników (h1, h2, h3, ...), aby określić temat sekcji lub ustępów na stronie, ale zwykle, użyj mniej niż 6 dla każdego tagu pozycje zachować swoją stronę zwięzły.
Styl używać silnych i kursywy znaczniki podkreślić swoje słowa kluczowe swojej stronie, ale nie nadużywać (mniej niż 16 silnych tagi i 16 znaczników kursywy)

Statystyki strony

twitter:title pusty
twitter:description pusty
google+ itemprop=name pusty
Pliki zewnętrzne 55
Pliki CSS 11
Pliki javascript 44
Plik należy zmniejszyć całkowite odwołanie plików (CSS + JavaScript) do 7-8 maksymalnie.

Linki wewnętrzne i zewnętrzne

Linki 230
Linki wewnętrzne 25
Linki zewnętrzne 205
Linki bez atrybutu Title 186
Linki z atrybutem NOFOLLOW 0
Linki - Użyj atrybutu tytuł dla każdego łącza. Nofollow link jest link, który nie pozwala wyszukiwarkom boty zrealizują są odnośniki no follow. Należy zwracać uwagę na ich użytkowania

Linki wewnętrzne

skip to content #content
blog topics #
more #
contact #ppsshowpopup_100
- //www.bluehost.com/track/smssaid/
my tweets
rationale #rationale
procedure #procedure
reflection #reflection
links to students articles #links
- //www.bluehost.com/track/smssaid/
- //www.bluehost.com/track/smssaid/
my tweets
cancel #cancel

Linki zewnętrzne

welcome to

anthony teacher.com

http://www.anthonyteacher.com/
home http://www.anthonyteacher.com
activity http://www.anthonyteacher.com/tag/activity
anthony http://www.anthonyteacher.com/tag/anthony
assessment http://www.anthonyteacher.com/tag/assessment
board http://www.anthonyteacher.com/tag/board
code http://www.anthonyteacher.com/tag/code
course books http://www.anthonyteacher.com/tag/course-books
ddl http://www.anthonyteacher.com/tag/ddl
autonomy http://www.anthonyteacher.com/tag/autonomy
eap http://www.anthonyteacher.com/tag/eap
google http://www.anthonyteacher.com/tag/google
grammar http://www.anthonyteacher.com/tag/grammar
ice breakers http://www.anthonyteacher.com/tag/ice-breakers
ideas http://www.anthonyteacher.com/tag/ideas
learning styles http://www.anthonyteacher.com/tag/learning-styles
linguistics http://www.anthonyteacher.com/tag/linguistics
listening http://www.anthonyteacher.com/tag/listening
ma tesol http://www.anthonyteacher.com/tag/ma-tesol
materials http://www.anthonyteacher.com/tag/materials
mobile learning http://www.anthonyteacher.com/tag/mobile-learning
music http://www.anthonyteacher.com/tag/music
professional development http://www.anthonyteacher.com/tag/professional-development
pronunciation http://www.anthonyteacher.com/tag/pronunciation
rant http://www.anthonyteacher.com/tag/rant
reading http://www.anthonyteacher.com/tag/reading
reflections http://www.anthonyteacher.com/tag/reflections
research http://www.anthonyteacher.com/tag/research
resumes http://www.anthonyteacher.com/tag/resumes
reviews http://www.anthonyteacher.com/tag/reviews
rubrics http://www.anthonyteacher.com/tag/rubrics
self-study http://www.anthonyteacher.com/tag/self-study
tools http://www.anthonyteacher.com/tag/tools
video http://www.anthonyteacher.com/tag/videos
vocabulary http://www.anthonyteacher.com/tag/vocabulary
website http://www.anthonyteacher.com/tag/website
writing http://www.anthonyteacher.com/tag/writing
research bites http://www.anthonyteacher.com/category/blog/researchbites
principled washback http://www.anthonyteacher.com/category/blog/principledwashback
listening resources http://www.anthonyteacher.com/listening-resources
elt job interview question database http://www.anthonyteacher.com/elt-job-interview-database
student work http://www.anthonyteacher.com/category/studentwork
facebook http://www.facebook.com/anthonyteacherr
twitter http://www.twitter.com/anthonyteacher
powerpoint hack: use powerpoint like a whiteboard http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard
writing for the world / a world of writing skills: a wikipedia project http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
the coming war in eap (writing) http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
research bites now has its own site! http://www.anthonyteacher.com/blog/researchbites/research-bites-now-has-its-own-site
academic reading circles in the university classroom http://www.anthonyteacher.com/blog/academic-reading-circles-in-the-university-classroom
- http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard
powerpoint hack: use powerpoint like a whiteboard http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/pptwhiteboard1.jpg
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/developeroptions.jpg
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/developertab.jpg
facebook http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard?share=facebook
twitter http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard?share=twitter
google http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard?share=google-plus-1
email http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard?share=email
http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard
anthony schmidt http://www.anthonyteacher.com/author/admin
ideas http://www.anthonyteacher.com/tag/ideas
tools http://www.anthonyteacher.com/tag/tools
2 comments http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard#comments
- http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
writing for the world / a world of writing skills: a wikipedia project http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
disposable http://opencontent.org/blog/archives/2975
christina hendricks called “renewable assignments: student work adding value to the world” http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/
this blog post https://hapgood.us/2015/10/30/why-renewable-assignments-must-be-recyclable-as-well/
“writing for the world: wikipedia as an introduction to academic writing” by christine tardy writing in english teaching forum https://americanenglish.state.gov/files/ae/resource_files/10-48-1-c.pdf
simple english wikipedia http://simple.wikipedia.org
plant https://simple.wikipedia.org/wiki/plant
coffea https://simple.wikipedia.org/wiki/coffea
drink https://simple.wikipedia.org/wiki/drink
resort city https://en.wikipedia.org/wiki/resort_town
sevier county https://en.wikipedia.org/wiki/sevier_county,_tennessee
tennessee https://en.wikipedia.org/wiki/tennessee
united states https://en.wikipedia.org/wiki/united_states
holiday https://en.wikipedia.org/wiki/holiday
canada https://en.wikipedia.org/wiki/canada
united states https://en.wikipedia.org/wiki/united_states
caribbean islands https://en.wikipedia.org/wiki/caribbean
liberia https://en.wikipedia.org/wiki/liberia
hunger marketing https://en.wikipedia.org/wiki/hunger_marketing
timbomba https://en.wikipedia.org/wiki/timbomba
tabasco mud turtle https://en.wikipedia.org/wiki/tabasco_mud_turtle
american eskimo dog https://simple.wikipedia.org/wiki/american_eskimo_dog
touch rugby https://simple.wikipedia.org/wiki/touch_rugby
synchronized diving https://simple.wikipedia.org/wiki/synchronized_diving
machalilla national park https://simple.wikipedia.org/wiki/machalilla_national_park
hammamatsu festival https://simple.wikipedia.org/wiki/hamamatsu_festival
street cricket https://simple.wikipedia.org/wiki/vaganova_ballet_academy
vaganova ballet academy https://simple.wikipedia.org/wiki/vaganova_ballet_academy
kishiwada danjiri festival https://simple.wikipedia.org/wiki/kishiwada_danjiri_festival
facebook http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project?share=facebook
twitter http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project?share=twitter
google http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project?share=google-plus-1
email http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project?share=email
http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
anthony schmidt http://www.anthonyteacher.com/author/admin
eap http://www.anthonyteacher.com/tag/eap
genre http://www.anthonyteacher.com/tag/genre
writing http://www.anthonyteacher.com/tag/writing
leave a comment http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project#respond
- http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/tonotgooglengram.jpg
transformed the google n-gram corpus into a pos-tagged database http://googlebooks.byu.edu/x.asp
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/byugooglengramnotto.jpg
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/byugooglengramtonot.jpg
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocanotto.png
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocatonot.png
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocatonotkwicacademic.jpg
the placement of “not” does not necessarily imply emphasis https://corpling4efl.wordpress.com/2016/12/07/to-not-mention-it-just-feels-right/
facebook http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be?share=facebook
twitter http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be?share=twitter
google http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be?share=google-plus-1
email http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be?share=email
http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
anthony schmidt http://www.anthonyteacher.com/author/admin
corpus http://www.anthonyteacher.com/tag/corpus
ddl http://www.anthonyteacher.com/tag/ddl
rant http://www.anthonyteacher.com/tag/rant
reflections http://www.anthonyteacher.com/tag/reflections
1 comment http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be#comments
- http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
newsela provided the source material https://newsela.com/articles/smi-first-thanksgiving-meal/id/23661/
similar to my previous thanksgiving post http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
my adapted version can be downloaded here http://www.anthonyteacher.com/wp-content/uploads/2016/11/thanksgiving.pdf
facebook http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing?share=facebook
twitter http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing?share=twitter
google http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing?share=google-plus-1
email http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing?share=email
http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
anthony schmidt http://www.anthonyteacher.com/author/admin
ideas http://www.anthonyteacher.com/tag/ideas
reading http://www.anthonyteacher.com/tag/reading
writing http://www.anthonyteacher.com/tag/writing
leave a comment http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing#respond
- http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
crash course http://youtube.com/crashcourse
teach a us history-themed course http://www.anthonyteacher.com/blog/on-teaching-history
the new york times called “what really happened? comparing stories of the first thanksgiving http://learning.blogs.nytimes.com/2010/11/23/what-really-happened-comparing-stories-of-the-first-thanksgiving/?_r=0
you can see the articles i used here http://www.anthonyteacher.com/wp-content/uploads/2016/11/thanksgiving-jigsaw.pdf
the first thanksgiving http://kids.nationalgeographic.com/kids/stories/history/first-thanksgiving/
the real first thanksgiving https://www.manataka.org/page269.html
the real meaning of thanksgiving http://www.aier.org/research/briefs/819-the-real-meaning-of-thanksgiving-the-triumph-of-capitalism-over-collectivism
something that is explained more in this new york times article http://www.nytimes.com/2010/11/21/weekinreview/21zernike.html
facebook http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective?share=facebook
twitter http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective?share=twitter
google http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective?share=google-plus-1
email http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective?share=email
http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
anthony schmidt http://www.anthonyteacher.com/author/admin
ideas http://www.anthonyteacher.com/tag/ideas
reading http://www.anthonyteacher.com/tag/reading
1 comment http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective#comments
- http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
englishusa http://www.englishusa.org/about-english-usa/standards
uciep http://www.uciep.org/
facebook http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs?share=facebook
twitter http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs?share=twitter
google http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs?share=google-plus-1
email http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs?share=email
http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
anthony schmidt http://www.anthonyteacher.com/author/admin
rant http://www.anthonyteacher.com/tag/rant
reflections http://www.anthonyteacher.com/tag/reflections
leave a comment http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs#respond
- http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
twitter http://www.twitter.com/anthonyteacher
academic reading circles http://www.anthonyteacher.com/tag/arc
- http://www.anthonyteacher.com/wp-content/uploads/2016/11/arcpriming.jpg
facebook http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles?share=facebook
twitter http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles?share=twitter
google http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles?share=google-plus-1
email http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles?share=email
http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
anthony schmidt http://www.anthonyteacher.com/author/admin
arc http://www.anthonyteacher.com/tag/arc
reading http://www.anthonyteacher.com/tag/reading
12 comments http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles#comments
http://www.anthonyteacher.com/page/2
powerpoint hack: use powerpoint like a whiteboard http://www.anthonyteacher.com/blog/powerpoint-hack-use-powerpoint-like-a-whiteboard
writing for the world / a world of writing skills: a wikipedia project http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
the coming war in eap (writing) http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
research bites now has its own site! http://www.anthonyteacher.com/blog/researchbites/research-bites-now-has-its-own-site
academic reading circles in the university classroom http://www.anthonyteacher.com/blog/academic-reading-circles-in-the-university-classroom
proudly powered by wordpress http://wordpress.org/
automattic http://automattic.com/
anthony teacher.com http://www.anthonyteacher.com/
proudly powered by wordpress http://wordpress.org/

Zdjęcia

Zdjęcia 22
Zdjęcia bez atrybutu ALT 3
Zdjęcia bez atrybutu TITLE 22
Korzystanie Obraz ALT i TITLE atrybutu dla każdego obrazu.

Zdjęcia bez atrybutu TITLE

//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png
http://www.anthonyteacher.com/wp-content/uploads/2016/12/developertab-770x112.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/pptwhiteboard1.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/developeroptions.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/developertab.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/propertysheet.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/wikipedia.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/byugooglengramtonot-770x183.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/tonotgooglengram.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/byugooglengramnotto.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/byugooglengramtonot.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocanotto.png
http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocatonot.png
http://www.anthonyteacher.com/wp-content/uploads/2016/12/cocatonotkwicacademic.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/11/tgfood.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/11/firstthanksgiving-770x493.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/11/maxresdefault-e1479005598220.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/11/croppedarcpriming.jpg
http://www.anthonyteacher.com/wp-content/uploads/2016/11/arcpriming.jpg
//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png
//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png
http://www.anthonyteacher.com/wp-content/plugins/jetpack/modules/sharedaddy/images/loading.gif

Zdjęcia bez atrybutu ALT

//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png
//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png
//bluehost-cdn.com/media/partner/images/smssaid/180x150/bh-ppc-banners-dynamic-180x150.png

Ranking:


Alexa Traffic
Daily Global Rank Trend
Daily Reach (Percent)









Majestic SEO











Text on page:

welcome to anthony teacher.com menu widgets social links search skip to content home blog topics activity anthony assessment board code course books ddl autonomy eap google grammar ice breakers ideas learning styles linguistics listening ma tesol materials mobile learning music professional development pronunciation rant reading reflections research resumes reviews rubrics self-study tools video vocabulary website writing research bites principled washback more listening resources elt job interview question database student work contact facebook twitter recent posts powerpoint hack: use powerpoint like a whiteboard writing for the world / a world of writing skills: a wikipedia project to be or not to be or to not be: an exploration of corpora and viscera one more thanksgiving lesson: four skills and synthesis writing comparing stories of the first thanksgiving – a lesson in understanding author perspective what does “intensive” mean in “intensive english programs”? arc priming: a quick idea for getting students started with academic reading circles the coming war in eap (writing) research bites now has its own site! academic reading circles in the university classroom subscribe to blog via email enter your email address to subscribe to this blog and receive notifications of new posts by email. join 97 other subscribers email address @twittermy tweets search for: powerpoint hack: use powerpoint like a whiteboard sometimes, i don’t feel like writing things on the whiteboard. sometimes, i want to collect student ideas, but want them to be written clearly, neatly, and quickly, this blog post will demonstrate how i use powerpoint to achieve this. the end result looks like this: recording student-elicited vocabulary into my ppt step 1: the developer tab in order to accomplish this “hack,” you will need to have the developer tab activated on your toolbar/ribbon. to do this, you will need to go to file -> options -> customize ribbon and check the “developer” in the right-hand column. this will give you the following tab: step 2: adding a text box next, you will need to add a text box to your slide. click the [abc] icon (circled red above) and then draw your box anywhere on your slide. step 3: changing the text-box properties the text box is very limited in functionality unless you make several important changes to its properties. to do so, right-click on the box and choose “property sheet.” there are numerous changes that you can make. the most important are enterkeybehavior – change to “true”. this allows you to use the “enter” key to make new lines multiline – change to “true”. this allows the text box to display multiple lines font – this sets up your font, font size, and other font properties. other properties of note include: backcolor – change the background color forecolor – change the font color scrollbars – to have scrollbars in case text goes beyond the text box dimensions step 4: copy, paste, resize to use multiple text boxes, you do not have to complete the above steps. just copy and paste the box throughout your powerpoint. step 5: save save it. any text you type will be saved, too! caveats you are limited in color and making the box transparent has never worked for me. boxes cannot be animated. if you accidentally select “view code” instead of “property sheet” when you right-click on the box, saving might become more difficult as sometimes powerpoint thinks you have edited a macro and therefore need to save as a .pptm. if this happens, delete the code. i hope that you found this useful. please let me know if you have any questions or any suggestions for creative ways to use this! share this:facebooktwittergoogleemaillike this:like loading... december 20, 2016anthony schmidt ideas, tools 2 comments writing for the world / a world of writing skills: a wikipedia project the following blog post is written to explore why and how i had my students writing articles for wikipedia. it’s a somewhat long read, so i have broken it into the following sections: rationale procedure reflection links to students articles rationale writing is one of my favorite skills to teach, especially at the advanced level. however, i always feel like i am cheating the students. they spend hours planning, drafting, revising, and polishing. i read their work several times during drafting and for assessment – maybe 30 minutes total. after that, i their work never sees the light of day again. rarely do i look at their work again unless i am building a student corpora. rarely do students return to their own work. their hard work, their effort, the audience (i.e. me) all of it is so disposable. peer editing and peer review was not really an audience, and even student blogging offers an imaginary audience (no one really reads the posts except me and other students if they are required to do so). so, even these types of assignments feel disposable. this is not only something i have noticed. i first came across this concept in this article by christina hendricks called “renewable assignments: student work adding value to the world” (see also this blog post). the idea of renewable assignments – something that was authentic, had an audience, and had a persistent quality that could be revisited time and time again – appealed to me. however, such an assignment was hard to design, hard to figure out, especially for the types of writing my students have to do: paragraphs, essays, research papers. earlier this year, i happened to stumble upon just the solution to my conundrum: “writing for the world: wikipedia as an introduction to academic writing” by christine tardy writing in english teaching forum. the article argued that writing a wikipedia article is the perfect context in which to teach and practice academic literacy and writing skills. these include the ability to find research, evaluate sources, summarize, paraphrase, and avoid plagiarism while writing from a position of “expertise”. in addition, tardy touches on concepts of genre awareness as another skill such a writing project would require students to develop. being able to understand and then join an academic discourse community is a vital skill. beyond the benefits that tardy mentions, there are several others that become clear when thinking this project through. it allows students to have a greater focus on considering audience, writing for an authentic audience who may actually read their work, and having the ability for themselves or others to return to their work to edit or improve upon it in some way, making this wikipedia writing project a very renewable one indeed. i recently had the chance to employ this project in my own class. this blog post will detail what i did and offer some reflections on the process, benefits, and student reactions. procedure context this project was included as part of an advanced 8-week writing course. whereas tardy promotes this project as one that teachers important academic skills such as the research process, i used this project as a capstone after group and individual research papers, which was where a majority of the academic skills students would need for a wikipedia article were taught. genre analysis before beginning any writing or even learning the details of the assignment, i followed tardy’s advice of examining wikipedia. we did this by first discussing what they knew about wikipedia, what they knew about encyclopedias (very little), discussing the various meanings of free in wikipedia’s subtitle “the free encyclopedia”, and general guidelines of what wikipedia expects. next, i select a few topics that were roughly of the same genre (e.g. coffee, tea, beer) and had students analyze the article following genre analysis questions similar to what tardy presents: what kind of information is included in the article? what kind of information is excluded? using several sample articles in your category, look for any patterns in the organization of the articles. how are the articles organized? what information is typically included first? next? if there are sections in the articles, do you notice any that are commonly used? how much background knowledge of the topic do readers need to understand the article? is any specialized language used? if so, is it defined? what kind of information has citations? this allowed for a great discussion of what wikipedia articles contain and how different topics might suggest different information to be included. this was my students’ first attempts at analyzing genre. incidentally, it was also my first attempt at teaching genre analysis. next, i told students about the assignment and gave them the task of selecting a topic for homework. we met in a lab the next day and i gave them a “wikipedia article analysis” assignment for which they had to select several topics similar to theirs and answer analysis questions like they had the day before. the goal of this assignment was to allow students to examine how topics such as theirs are written and to gather ideas for their own article’s organization, including any specialized language or even formatting they would have to include. assignment and topic selection the assignment was to write a wikipedia article on a topic that has not been written on before. this assignment was to include at least 3 sections of text beyond the basic background information. because so much is already included in wikipedia, and because some students still struggled with basic english mechanics such as grammar and spelling, i gave students the option of using either regular english wikipedia or simple english wikipedia. the benefit of simple english wikipedia is that there are far less topics written about, making topic selection much easier. to help students choose a topic, i gave students a few tips. first, they could choose a topic they already knew well (many of my students are former professional athletes, so sports was a natural topic) and follow articles until they find red links (i.e. wikipedia articles without content) they could write about. another method was to choose an aspect of their own culture to write about. if it was not included on wikipedia already, it would make for a great article. in the end, i had a combination of both types of topics. drafting and publishing students brought their laptops to class for the drafting process. i broke the writing into several different stages of analysis followed by writing. as students worked on each stage, i visited with each student to give feedback. this lessened the amount of feedback i would need to give later. we didn’t move on to one stage until a majority of the students had finished the first. we began the way all wikipedia articles begin, with the topic sentence, which consists of a definition that follows a formulaic pattern: “[topic] is a [definition].” examples of topic sentences from wikipedia: coffee is a plant (coffea) and the name of the drink that is made from this plant. gatlinburg is a mountain resort city in sevier county, tennessee, united states. thanksgiving day is a national holiday celebrated in canada, in the united states, in some of the caribbean islands and in liberia. students’ first jobs were to write a clear definition of their topic. writing a straight-forward definition turned out to be harder than thought and some students struggled with this more than any other part of the writing process. to help students, we drafted a sentence about our institution, including definition, together. this, combined with the wikipedia exemplars, were very important in giving students a framework for composition. next, we looked at several full paragraphs from wikipedia articles in order to determine what kind of background knowledge was needed. students made a bullet-point outline for their background, to which i gave feedback. we also planned and wrote one together, using the definition we had written earlier about our institution. and then spent the rest of the class time (~20 mins) writing that section. like the topic sentence, writing the background information was quite challenging, as students really had to divorce themselves from their own knowledge in order to see their topic the way a reader may see it. as i was unfamiliar with many of their topics (especially cricket), my feedback was crucial here. students were expected to finish their background paragraphs for homework. the next day, we met again and began looking at sections from different wikipedia articles. we also looked at the differences between section and subsection. i had students write a list of sections and subsections that could be included in their articles. i then had them choose two or three to focus on for this particular project. i gave feedback on their section selection and then gave them the rest of class to research and write their sections. i read each of their articles and provided content and grammar feedback. we met again to work on revising their work. in the next session, i introduced them to the wikipedia visual editor. i showed them how to sign-up, use the sandbox (a practice writing area), and create a page. i also showed them how to write, link, and cite. they were very impressed with what the visual editor could do, and loved the fact that wikipedia automatically looked up internal links to other wikipedia articles, and that citation only required inputting information and not formatting in-text citations or a reference list (these are automatic). they also liked the ease with which you could create sections, and that the wikipedia content box was also automatically created. i demonstrated all of these features by including my own practice article based on the paragraph we had written previously. i then gave them the remained of class time to work on their own pages. we met in the lab one final time to clean up any formatting or language issues and finish the publication process. some students were surprised to see warning boxes (such as issues of clarity, the article being an orphan, missing links, etc.) already on their articles. i showed students how to see the history of their article, explained that the changes could be from a person or from a bot (i honestly did not know), and that once they make the edits, they can delete the boxes). we spent the rest of the class time working on their articles. finally, when they were satisfied and felt it was finished, students shared a link to their page with the rest of class. reflection tardy, author of the original article that inspired this project, meant for this to be an introduction to research. however, i used it as a capstone project. after completing this project, i feel i made the right decision. the genre analysis, very technical writing, and a new publishing environment already made students apprehensive of this project. if i had to tack on teaching about how to research, evaluate, summarize, paraphrase, and do citation as well, students would have definitely been overwhelmed. academic writing, especially of the encyclopedic nature, requires a world of writing skills. having this project at the end of the course allowed students to apply the skills they had already learned (and in the case of citations, modify) while being able to put more focus on genre analysis and even model text analysis. by foregrounding those skills in other assignments, students were more prepared for the challenges of writing for wikipedia and could easily assimilate new ideas into existing conceptions of composition. a definite major benefit of this approach was the emphasis on audience. not only did writing for a real audience of potentially millions serve as a motivational (and stress) factor, but being able to consider their audience’s ability to understand their topic forced students to rethink clarity, background information, and conciseness. many students struggled with this at first, which shows me that notions of audience had not been dealt with much in their writing experience. students also struggled with the semi-technical nature of the writing, that is, the very matter-of-fact, straight forward, just the facts ma’am, encyclopedic style that  wikipedia requires. many students struggled with not interjecting their own opinion into their topics, while a few more had issues with the lack of prose of a wikipedia article. they had wanted to add the little flourishes of language that make things like essays interesting to read – things they had been taught to use time and time again. i truly believe this was their first non-essay assignment in english ever. conveying the idea that this was not an essay was difficult because that is much of what we teach in our institute. this emphasizes an important point, one that is not new to many: that the essay is but one genre of many and that a well-rounded eap students should have experience writing in multiple genres (e.g. essay, summary, literature review, case report). for my own teaching, and perhaps my own program, this also highlights the need for moving beyond an essay focus and branching out to other genres, especially at the upper levels. finally, the idea of genre analysis in general was new to both my students and myself. as i stated above, my program focuses mostly on essays, as did my previous university. however, there are other genres of importance that students should learn about. genre analysis, the reading of multiple exemplars of a text and then striving to write one’s own text that fits within the discourse community being studied, is, as christine tardy mentioned during a workshop of hers that i attended, “…complicated and nuanced and it takes a lot of time”. (at this point, i’d like to say that i just realized the author of the wikipedia article and the speaker at this presentation i attended were the same person, but i had no clue. i literally had a “holy shit” moment as i looked at the workshop flyer and saw the speaker’s name!). both my and my students’ lack of experience with it did present a challenge, but given that the encyclopedia/wikipedia genre isn’t such a deviation from the essay genre, we were able to understand its different features. like the above reflection regarding the need for multiple genres, this also shows that not only do students need more exposure to multiple genres, but they to learn a framework for analysis. likewise, instructors need to not only offer opportunities for genre analysis but to better learn how to deliver such opportunities in the classroom. in other words, they need more training in genre analysis. finally, my students themselves regarded this project as very interesting and worthwhile. i could tell many of them were motivated to explain the topics that interested them. in a follow-up survey, i asked students several questions about the project. here is how they responded: do you think it [this project] was beneficial to you? all students answered “yes”. do you think a reader will find it useful? every student but one answered “yes”. the other students answered “maybe”. are you satisfied with your article? same results. will you tell other people about the article you wrote? all students answered “yes”. any comments about the wikipedia project? only three students left comments: “it was very difficult to me, i don’t know how to use technologies i guess but i know i need it and it was challenging but at the end you feel ok with things you did” “it was really interesting project, but i am still not sure that what i wrote is really useful ^^;;;;” “it was very useful and good experience.” the survey questions themselves show me that this was a positive and beneficial experience. the open-ended questions lead me to believe students did not really feel finished with their work. “at the end you feel ok with things you did” actually sounds quite negative, but i’m not sure if it can be interpreted like that. “i am still not sure what i wrote is really useful” shows me the student is still considering their readers, and although they may not feel it is useful, what they wrote adds to a greater body of knowledge in the world, which is something i think all students who completed this project should realize. they not only wrote something and put it online for the world to see, but they actually added knowledge to the world in some way. perhaps this was something i should have stressed more in class.i learned a lot from the topics that they wrote about, things i would not have learned or heard about otherwise. all in all, i feel that i have learned so much from this process and from the students. i feel it was extremely beneficial to both of us and it is a project i will definitely repeat in the future. links to student articles below are links to my students’ actual wikipedia article. i consider many of the articles to be of very good quality, though there are several that need to be cleaned up in terms of their grammar or citations. at least one needs more clarity and clarification. the nature of wikipedia, however, is that, because it is free and open, others can come along and add, subtract, and rework what my students have done, reaffirming that this wikipedia project is truly renewable. hunger marketing timbomba tabasco mud turtle american eskimo dog touch rugby synchronized diving machalilla national park hammamatsu festival street cricket vaganova ballet academy kishiwada danjiri festival share this:facebooktwittergoogleemaillike this:like loading... december 15, 2016anthony schmidt eap, genre, writing leave a comment to be or not to be or to not be: an exploration of corpora and viscera the sentence was “learn personal safety techniques, but i urge you to not buy a gun.” this was on a proofreading exercise looking for errors in gerund and infinitive usage. though i had not taught it, many students highlighted the “to not buy” part and corrected it as “not to buy”. i told one of my students that either is acceptable and he said to me, “that feels weird”. this made me think of two things. this student has internalized a grammatical structure to the point where it had a sense of visceralness on par with “native speakers”. the other thought was, am i wrong? in this blog post, i will mostly focus on the latter thought, but i will come back to the more philosophical implications of the former. to me, the placement of “not” in regards to an infinitive is fluid. it feels right to me in either place, though coming right before the verb does also have a feeling of emphasis as opposed to coming before “to”. i have been corrected on this before by a well-respected colleague i work with (one who i really enjoy getting into playful language tiffs with), but i always feel many of their corrections come down to prescriptivism and style rather that straight up grammar (we sti’ll argue about singular “they”). so, in order to answer my question of whether “to not” or “not to” is correct, i turned to my friends google and coca. a google n-gram search for “not to, to not” returned the following: hmm…maybe i am wrong. “to not” barely lifts its head in recognition. but, what’s this? “not to” seems to be falling with a slight upward tilt at around the same time “to not” makes an appearance. is one trying to assert its dominance? that is probably a different story. “to not” exists, but may not be as common as thought, at least in books, edited by those who follow style guides what about coca? well, before drinking a cup of coca, i noticed that the great corpus gods at brigham young have transformed the google n-gram corpus into a pos-tagged database, which could give me a better look at the above search. a search for “not to [vv0*]”, that is, “not to” + base verb form gave me the following… …and “to not [vv0*]” gave me… while the actual tokens are still worlds less for “to not” than “not to,” the increase has been almost double from 1990 to 2000 while “not to” has clearly been on a slow decline. interesting. six years later, this trend is likely continuing time to do some lines of coca: “not to” “to not” coca mirrors the rise of “to not” from google, especially in spoken english, though it is not absent in academic english. in fact, here are some kwic examples of “to not” in academic english: all of this data tells me several things. first, “to not” is on the rise, most likely due to the fact that the ability to separate an infinitive has become more accepted and “to not” has probably rolled in through a snowball effect. second, the placement of “not” does not necessarily imply emphasis, as can be seen in the sentences above. third, while my speech may make some of the older generations shake their first with anger, possibly telling me i am killing english, i can now reply confidently that my speech is the vanguard of an english where “not” is as placement-fluid as “they” is gender-fluid. my speech may be a speech that is likely to boldly go where few have gone before. or to not boldly go, because language change is really unpredictable, and this is just a tiny thing. of course, i wouldn’t actually say any of this. i’m neither a grammar pedant nor an in-your-face defender of anything goes linguistic descriptivism. however, the last thing it tells me is that grammar is not correct because of writers, style guides, or lines of random sentences. no, grammar correctness, and what is “correct” to a “native speaker” is something visceral. it is what “feels” right. language is not a set of rules but a shared set of feelings about how we communicate, passed on as naturally to us as other concepts, such as love or morality. that is, we begin learning these things at or before birth from family, friends, and our environment. of course, as second language students, language gets internalized later and in different ways, but at some point, things do get internalized. students begin to develop gut feelings about the language based on prior experiences, whether or not we consider them correct. language is the internal made external, and what comes out is never based on a set of rules, but what “feels” right and has felt right since we began listening to our first sounds of the language. so, to me, both forms feel right and i am correct. to my student, one form feels right and they are correct. to teach or prescribe otherwise would be to not follow the spirit of communication and to deny the very “feeling” of being a speaker of a language. (updated and edited for typos and clarity.) share this:facebooktwittergoogleemaillike this:like loading... december 6, 2016anthony schmidt corpus, ddl, rant, reflections 1 comment one more thanksgiving lesson: four skills and synthesis writing what do you do when you have finished a project the day before and there is one more day before a 4-day holiday? games? party? how about some reading and writing? i love games and fun days “off” from teaching in the classroom, but i wanted to gives students some context and substance for the day they might be celebrating – one which seems like a big deal to many americans: thanksgiving. newsela provided the source material, which i adapted into a jigsaw, similar to my previous thanksgiving post. i began the lesson by asking students about the food they have heard about or eaten for thanskgiving. i showed a picture of a thanksgiving spread and went through some of the common foods: turkey, stuffing, potatoes, salad, pumpkin pie, etc. i then asked them why we eat these foods and had them recall the story of thanksgiving. there were vague notions of harvests and thanking the land. i gave a very brief overview of the story of thanksgiving, including explaining who pilgrims and native americans are. then, i introduced the activity for the day. we were going to answer the question: did the colonists eat the same foods in 1621 that we eat today? i explained we would read some information, share it with each other, and then write about it. reading i showed the introduction to the article on the screen so that everyone had the same background. we read and discussed it together. i then gave students each a different section of the article to read. my adapted version can be downloaded here. in my adapted version, there were four sections: what about turkey?, please pass the eels, no pie?, and modern thanksgiving. after reading it for five minutes and me helping students with unknown vocab or concepts, i put students together in groups, jigsaw-style, so that each group member had read a different article. speaking and listening students had to share what they had learned from their article. while listening, students had to take notes. i gave about 10 minutes for this activity. students worked to give their information, clarify (for example, the difference between clams and mussels), and finally, ask me any questions. writing finally, for the remaining 15-20 minutes, i told students they would need to describe, in writing and using both their article and their notes, the foods eaten during the first thanksgiving and why our modern thanksgiving menu is different. i reminded students about writing a clear topic sentence and gave a model outline, though students were free to organize their writing in any way they wanted. i gave feedback as they wrote. reflection i was actually very surprised at the quality of the work. they were able to incorporate many of their partners’ details and most write in a very logical way. i felt, though i did not explain, that this was good practice for synthesizing information, and i think i could use this similar framework for teaching synthesis in the future. i wish students had more time to write, but given the brevity of the class, what they turned in (about a paragraph) seemed very good. i will give some general feedback and return their papers in december. this activity also gave me a chance for informal assessment of writing organization, grammar, mechanics, etc., which i will definitely incorporate into our final weeks together. like my previous thanksgiving lesson, this one was not “fun” in the traditional sense, but was received as very interesting and, as i explained, would make a great conversation topic for anyone sitting down to a thanksgiving feast. share this:facebooktwittergoogleemaillike this:like loading... november 23, 2016anthony schmidt ideas, reading, writing leave a comment comparing stories of the first thanksgiving – a lesson in understanding author perspective i’m no historian, but i am a fan of history. i have binge watched crash course, attended local history events, enjoy reading history books for fun, and from time to time, teach a us history-themed course. whenever i can, i inject us history into my classes, not as a form of patriotism, but because it provides a great platform for critical thinking and contextual / cultural understanding. thanksgiving is in several days and i was inspired to do something related to the holiday in my reading class, where most of my critical thinking instruction happens. i found a great lesson plan from the new york times called “what really happened? comparing stories of the first thanksgiving“. in this lesson, students are supposed to investigate competing stories of the first thanksgiving and by doing so consider evidence and author perspective. they link to several general articles about thanksgiving, several articles written from a native american perspective, and several from a more conservative or right-wing perspective. the articles they link to are great, but are written in a way that is very inaccessible to english language learners, even at advanced level. furthermore, the lesson plan as they described it would likely take several hours or class sessions. given that my learners are advanced but still would struggle with the readings, and that i simply wanted to do a one-off pre-thanksgiving lesson, i heavily adapted their suggestions and did the following in jigsaw reading lesson in class: i found three suitable articles, one from each perspective, and simplified the language so that they were short (could be read in less than 10 minutes) and relatively easy to understand. you can see the articles i used here. i divided the class into three groups and gave each group copies of their respective articles. they had 10 minutes to read the article. students then discussed the article in their groups. they had to answer the following questions: what were the main events of the article? what was interesting or surprising about the article? who wrote the article? why do you think they wrote it? after about 10 minutes, i broke the students up into new groups, where 1 student from each article came together to form a group of students who read different articles. i then gave them the final discussion question: briefly summarize your article. what differences exist between the stories? why do you think the stories are different? i walked around, monitored and facilitated student discussions, hinting at them to check the article’s authors to help answer the last two questions. finally, we came together as a whole class and i asked them about the last question. we talked about perspective and the need to understand who the author is and why they may be writing something. we then briefly review each article and why they were written. i frame this debriefing discussion in terms of “myths” and explain how all countries have them, and that the story of thanksgiving is an important founding myth of out country. “the first thanksgiving” from national geographic kids is the typical story of thanksgiving, but it is simplified story missing many details. this is due to the general audience, trying to take a neutral stance, and the fact that kids should probably not be exposed to violence. we talked about what a neutral stance means and the fact that this may be the only story americans are exposed to. “the real first thanksgiving” is told from the native american perspective. it is described as one event in a long series of injustices against the native people, and it is mostly historically accurate. i reviewed briefly how squanto and the wampanoags are treated in these first two stories. (note: despite its unprofessional look, the website contains information that is very accurate – i checked them against several other sources). “the real meaning of thanksgiving” is told from a conservative, right-wing political perspective. students generally have little background on what this means in the american context, so this needs a brief explanation. i also point out that the article focuses on individualism, capitalism, and american values, but it has debatable accuracy (something that is explained more in this new york times article). by the end of this lesson (which, by the way, i taught for the first time), students were shocked by the details of thanksgiving, but they also really enjoyed seeing a story from multiple perspectives and they told me they realized how important it is to not only judge an article based on where it was published, but also on who wrote it, and that this may actually have an effect on how something is interpreted. this is a lesson i will definitely reuse again, as it was very timely and interesting for the students, and introduced a powerful lens of critical thinking. hopefully, next time i can take more time and get students to do deeper reads on this and similar topics. share this:facebooktwittergoogleemaillike this:like loading... november 22, 2016anthony schmidt ideas, reading 1 comment what does “intensive” mean in “intensive english programs”? i’ve worked in several contexts that have been called “intensive”. most recently, i have spent the last three years teaching in one full-time – an “intensive english program,” or iep. despite knowing the pedagogy and politics of these programs, i have always wondered what the word “intensive” really means, and how teacher’s and administrator’s (and maybe student’s) interpretation of this word effects instruction. based on iep organizations such as englishusa and uciep, and communication with colleagues at other ieps, it seems that there is a lot of variety in terms of how a program is structured, but there are also some common features.. common features typically include 8-week terms, a minimum of 18-hours of instruction per week (required for f-1 visa holders and therefore a staple of ieps), multiple levels of instruction per skills-based course (e.g. reading, grammar, listening), faculty with a minimum of master’s degrees, being part of or associated with a university, and being accredited by an outside organization. they also share the word “intensive” despite this word not being defined by any standards or mission statement i have seen. what does the word “intensive” means in terms of language stud? maybe i’m being obtuse, but, to me, this word seems to have two important definitions that, when applied to pedagogy, are at odds with each other: thorough, rigorous, in-depth, concentrated fast, accelerated, vigorous an intense workout can be rigorous, in that it works out multiple areas of your body thoroughly. it can also mean a fast-paced workout that hits key areas of your body. despite being described by the same word, the exercise takes on different forms and likely has different results. applied to language learning, i’m not sure the second definition, the one that focuses on speed, is apt. or, at least it shouldn’t be. yes, 8-weeks is an accelerated period in which to learn language, but that is not the i’m talking about. students are not expected to master english after 8-weeks. eight weeks are the period in which they can hopefully improve key skills which can put them on a trajectory towards their ultimate goal of entering the university. the speed i’m talking about is in the sense of covering multiple units, hitting multiple curricular goals, addressing a bunch of grammar points or reading skills, or churning out essay after essay each week. i’ve seen colleagues do this. by the way published coursebooks like to cram so many units into a single book, they expect us to do this, too. however, to me, language is not learned by rushing through it. i like to take my time when i teach, being as detailed as possible and working with language from multiple cognitive and linguistic aspects. in almost all my classes currently, we are only on the second unit after one month of instruction. adaptation and supplementation, assessment and reteaching really slow things down – but in a good way. most terms, i feel bad because only a portion of the coursebook actually gets used (another charge against the notion that we even need coursebooks!). in my writing classes, students spent the first several weeks on research, planning, subskills, and drafting, and now they are doing it again. we’ll be feeling time pressure at the end of the term when trying to finish our third paper. yet, i know some instructors who try to get an essay done each week. i’m not sure how they do it! the adage of “quality over quantity” comes to mind. the meaning of intensity as rigor and not speed was brought home to me the other day by an observer in my class who commented that my class seemed “intense in the sense that [my students had to] do/accomplish a lot during the class hour.” this was interesting. we really only had two or three activities, but those activities demanded a lot of students. it was a lesson based on reading, and this lesson involved them in vocabulary review, re-reading and highlighting, discussion, and critical thinking questions. this may seem like a lot, but we took are time and moved naturally from activity to activity, doing about three-quarters of what i had planned. they did accomplish a lot, but they also worked with a text in-depth, from multiple angles, and were challenged on both linguistic and cognitive levels. to me, this fits the very definition of intensive: thorough, rigorous, and in-depth. as teachers – language or otherwise – time is always against us, and in that sense, there is always some element of speed to our teaching. however, it should not be a defining element of pedagogy, and it certainly should not be seen as a key aspect of intensive english programs. share this:facebooktwittergoogleemaillike this:like loading... november 18, 2016anthony schmidt rant, reflections leave a comment arc priming: a quick idea for getting students started with academic reading circles if you are a reader of my blog or a follower on twitter, you will probably note that i am a big fan of academic reading circles. i have convinced at least one other faculty member to use them regularly, and i have given several presentations about arcs. i own the e-book, but hope to get the paper edition one day, signed by tyson himself. anyway, i am always trying to find new ways of tweaking arcs to fit student levels, class needs, and in general, improve the quality of the work students do. sometimes, the biggest struggle is getting students to analyze texts in-depth from the different perspectives (roles). it’s not uncommon for students to ask superficial questions as the leader, choose irrelevant vocabulary as the highlighter, or unimportant references as the contextualizer. a lot of this comes down to introducing and scaffolding arcs in the right way. we typically build an abbreviated version of arc handouts together as a class, working with all roles. i also get students of the same role to work together during their first arc so that they can work together to build knowledge of their role, and so i can easily give feedback. we also work on the different microskills that arcs encourage throughout the term, such as working with contextual references during non-arc readings. however, i have also found one other idea to be very effective at introducing and maintaining arc perspectives: priming articles with guiding questions. i believe tyson has mentioned this before, but i’m not sure where – i don’t think in his book. what i mean by priming is giving students articles that are annotated with a few questions meant to get them thinking and reading through the lens they have been assigned. i always provide printed copies of the articles and add line numbers for ease of discussion. i also provide comments in the margins that ask different roles questions. i have found that this priming is effective at getting students in the right mindset, assuring deeper analysis, and, in turn, a quality discussion. check out my example below: a recent “primed” article given to students for an upcoming arc. share this:facebooktwittergoogleemaillike this:like loading... november 16, 2016anthony schmidt arc, reading 12 comments posts navigation ← welcome welcome to my blog, where i share my reflections, feelings, thoughts, research and experiences about english language teaching. recent posts powerpoint hack: use powerpoint like a whiteboard writing for the world / a world of writing skills: a wikipedia project to be or not to be or to not be: an exploration of corpora and viscera one more thanksgiving lesson: four skills and synthesis writing comparing stories of the first thanksgiving – a lesson in understanding author perspective what does “intensive” mean in “intensive english programs”? arc priming: a quick idea for getting students started with academic reading circles the coming war in eap (writing) research bites now has its own site! academic reading circles in the university classroom subscribe to blog via email enter your email address to subscribe to this blog and receive notifications of new posts by email. join 97 other subscribers email address @twittermy tweets © 2009-2017 anthony schmidt | proudly powered by wordpress | theme: sorbet by automattic. the thoughts expressed on this site are my own and do not represent any other institution. email me *name: *email: subject: *message: send cancel anthony teacher.com proudly powered by wordpress theme: sorbet child. send to email address your name your email address cancel post was not sent - check your email addresses! email check failed, please try again sorry, your blog cannot share posts by email. %d bloggers like this:


Here you find all texts from your page as Google (googlebot) and others search engines seen it.

Words density analysis:

Numbers of all words: 7305

One word

Two words phrases

Three words phrases

the - 7.65% (559)
and - 2.98% (218)
his - 1.64% (120)
this - 1.52% (111)
student - 1.52% (111)
for - 1.51% (110)
not - 1.36% (99)
students - 1.29% (94)
that - 1.23% (90)
all - 1.04% (76)
article - 0.92% (67)
are - 0.82% (60)
they - 0.81% (59)
out - 0.77% (56)
you - 0.74% (54)
our - 0.74% (54)
their - 0.73% (53)
writing - 0.71% (52)
read - 0.7% (51)
per - 0.68% (50)
was - 0.66% (48)
with - 0.57% (42)
what - 0.56% (41)
one - 0.56% (41)
but - 0.56% (41)
how - 0.55% (40)
like - 0.53% (39)
work - 0.53% (39)
wikipedia - 0.53% (39)
about - 0.52% (38)
use - 0.51% (37)
have - 0.49% (36)
had - 0.49% (36)
each - 0.47% (34)
some - 0.47% (34)
than - 0.47% (34)
any - 0.47% (34)
other - 0.44% (32)
arc - 0.42% (31)
from - 0.42% (31)
giving - 0.42% (31)
here - 0.41% (30)
them - 0.41% (30)
time - 0.41% (30)
topic - 0.4% (29)
articles - 0.4% (29)
can - 0.4% (29)
were - 0.38% (28)
form - 0.38% (28)
thanksgiving - 0.38% (28)
eat - 0.37% (27)
class - 0.36% (26)
first - 0.34% (25)
project - 0.34% (25)
get - 0.34% (25)
reading - 0.34% (25)
text - 0.33% (24)
thing - 0.33% (24)
feel - 0.33% (24)
very - 0.33% (24)
also - 0.31% (23)
par - 0.31% (23)
less - 0.31% (23)
email - 0.3% (22)
way - 0.3% (22)
language - 0.3% (22)
back - 0.3% (22)
red - 0.29% (21)
teach - 0.29% (21)
own - 0.29% (21)
more - 0.29% (21)
genre - 0.29% (21)
need - 0.29% (21)
see - 0.29% (21)
real - 0.27% (20)
english - 0.27% (20)
- 0.27% (20)
end - 0.27% (20)
skill - 0.27% (20)
new - 0.26% (19)
met - 0.26% (19)
question - 0.26% (19)
several - 0.26% (19)
skills - 0.25% (18)
day - 0.25% (18)
learn - 0.25% (18)
your - 0.25% (18)
search - 0.25% (18)
gave - 0.25% (18)
now - 0.25% (18)
has - 0.25% (18)
add - 0.23% (17)
different - 0.23% (17)
box - 0.23% (17)
lesson - 0.23% (17)
think - 0.22% (16)
which - 0.22% (16)
“i - 0.22% (16)
this: - 0.22% (16)
follow - 0.22% (16)
point - 0.22% (16)
will - 0.22% (16)
then - 0.22% (16)
able - 0.21% (15)
analysis - 0.21% (15)
may - 0.21% (15)
right - 0.21% (15)
sent - 0.21% (15)
its - 0.21% (15)
blog - 0.21% (15)
did - 0.19% (14)
really - 0.19% (14)
say - 0.19% (14)
many - 0.19% (14)
idea - 0.19% (14)
would - 0.19% (14)
post - 0.19% (14)
academic - 0.19% (14)
mean - 0.19% (14)
not” - 0.19% (14)
story - 0.19% (14)
share - 0.19% (14)
there - 0.19% (14)
section - 0.19% (14)
questions - 0.19% (14)
intensive - 0.18% (13)
perspective - 0.18% (13)
multiple - 0.18% (13)
only - 0.18% (13)
rest - 0.18% (13)
into - 0.18% (13)
“to - 0.18% (13)
course - 0.18% (13)
information - 0.18% (13)
know - 0.18% (13)
research - 0.18% (13)
give - 0.18% (13)
again - 0.18% (13)
assignment - 0.18% (13)
though - 0.18% (13)
world - 0.18% (13)
could - 0.16% (12)
being - 0.16% (12)
google - 0.16% (12)
who - 0.16% (12)
write - 0.16% (12)
include - 0.16% (12)
essay - 0.16% (12)
before - 0.16% (12)
come - 0.16% (12)
“not - 0.16% (12)
topics - 0.16% (12)
most - 0.15% (11)
grammar - 0.15% (11)
is, - 0.15% (11)
term - 0.15% (11)
twitter - 0.15% (11)
link - 0.15% (11)
comment - 0.15% (11)
where - 0.15% (11)
anthony - 0.15% (11)
audience - 0.15% (11)
such - 0.15% (11)
wrote - 0.15% (11)
things - 0.15% (11)
line - 0.15% (11)
look - 0.15% (11)
“intensive - 0.15% (11)
background - 0.14% (10)
understand - 0.14% (10)
together - 0.14% (10)
ice - 0.14% (10)
base - 0.14% (10)
written - 0.14% (10)
ways - 0.14% (10)
even - 0.14% (10)
something - 0.14% (10)
teaching - 0.14% (10)
week - 0.14% (10)
tab - 0.14% (10)
edit - 0.14% (10)
correct - 0.14% (10)
word - 0.14% (10)
answer - 0.12% (9)
feedback - 0.12% (9)
sections - 0.12% (9)
let - 0.12% (9)
plan - 0.12% (9)
program - 0.12% (9)
make - 0.12% (9)
been - 0.12% (9)
next - 0.12% (9)
great - 0.12% (9)
actual - 0.12% (9)
definition - 0.12% (9)
show - 0.12% (9)
however, - 0.12% (9)
final - 0.12% (9)
i’m - 0.12% (9)
reflection - 0.12% (9)
important - 0.12% (9)
powerpoint - 0.12% (9)
unit - 0.12% (9)
context - 0.11% (8)
these - 0.11% (8)
me, - 0.11% (8)
interesting - 0.11% (8)
tardy - 0.11% (8)
should - 0.11% (8)
after - 0.11% (8)
because - 0.11% (8)
schmidt - 0.11% (8)
lot - 0.11% (8)
explain - 0.11% (8)
sure - 0.11% (8)
address - 0.11% (8)
facebook - 0.11% (8)
american - 0.11% (8)
bot - 0.11% (8)
focus - 0.11% (8)
stories - 0.11% (8)
list - 0.11% (8)
author - 0.11% (8)
sentence - 0.11% (8)
following - 0.11% (8)
change - 0.11% (8)
group - 0.11% (8)
fact - 0.11% (8)
when - 0.11% (8)
same - 0.11% (8)
war - 0.11% (8)
ask - 0.11% (8)
while - 0.11% (8)
discussion - 0.1% (7)
struggle - 0.1% (7)
three - 0.1% (7)
times - 0.1% (7)
minutes - 0.1% (7)
general - 0.1% (7)
take - 0.1% (7)
included - 0.1% (7)
articles. - 0.1% (7)
part - 0.1% (7)
site - 0.1% (7)
finish - 0.1% (7)
links - 0.1% (7)
“intensive” - 0.1% (7)
experience - 0.1% (7)
key - 0.1% (7)
posts - 0.1% (7)
once - 0.1% (7)
article. - 0.1% (7)
select - 0.1% (7)
this:facebooktwittergoogleemaillike - 0.1% (7)
this:like - 0.1% (7)
loading... - 0.1% (7)
both - 0.1% (7)
2016anthony - 0.1% (7)
seem - 0.1% (7)
why - 0.1% (7)
ideas - 0.1% (7)
fit - 0.1% (7)
based - 0.1% (7)
always - 0.1% (7)
actually - 0.1% (7)
try - 0.1% (7)
through - 0.1% (7)
made - 0.08% (6)
told - 0.08% (6)
“the - 0.08% (6)
thought - 0.08% (6)
finally, - 0.08% (6)
ease - 0.08% (6)
still - 0.08% (6)
article? - 0.08% (6)
already - 0.08% (6)
style - 0.08% (6)
much - 0.08% (6)
consider - 0.08% (6)
used - 0.08% (6)
quality - 0.08% (6)
two - 0.08% (6)
knowledge - 0.08% (6)
citation - 0.08% (6)
history - 0.08% (6)
require - 0.08% (6)
learned - 0.08% (6)
thinking - 0.08% (6)
detail - 0.08% (6)
allow - 0.08% (6)
found - 0.08% (6)
check - 0.08% (6)
to” - 0.08% (6)
corpora - 0.08% (6)
process - 0.08% (6)
does - 0.08% (6)
choose - 0.08% (6)
getting - 0.08% (6)
circles - 0.08% (6)
feeling - 0.08% (6)
subscribe - 0.08% (6)
useful - 0.08% (6)
common - 0.08% (6)
just - 0.08% (6)
above - 0.08% (6)
want - 0.08% (6)
native - 0.08% (6)
step - 0.08% (6)
brief - 0.08% (6)
develop - 0.08% (6)
especially - 0.08% (6)
terms - 0.08% (6)
priming - 0.08% (6)
listening - 0.08% (6)
work. - 0.08% (6)
hers - 0.08% (6)
review - 0.08% (6)
activity - 0.08% (6)
light - 0.08% (6)
during - 0.08% (6)
food - 0.07% (5)
reader - 0.07% (5)
provide - 0.07% (5)
struggled - 0.07% (5)
set - 0.07% (5)
board - 0.07% (5)
vocab - 0.07% (5)
questions. - 0.07% (5)
weeks - 0.07% (5)
instruction - 0.07% (5)
so, - 0.07% (5)
us, - 0.07% (5)
few - 0.07% (5)
books - 0.07% (5)
organization - 0.07% (5)
paper - 0.07% (5)
viscera - 0.07% (5)
reflections - 0.07% (5)
iep - 0.07% (5)
well - 0.07% (5)
effect - 0.07% (5)
learning - 0.07% (5)
enter - 0.07% (5)
eap - 0.07% (5)
coming - 0.07% (5)
similar - 0.07% (5)
university - 0.07% (5)
role - 0.07% (5)
recent - 0.07% (5)
showed - 0.07% (5)
genres - 0.07% (5)
least - 0.07% (5)
good - 0.07% (5)
likely - 0.07% (5)
worked - 0.07% (5)
down - 0.07% (5)
feels - 0.07% (5)
comments - 0.07% (5)
put - 0.07% (5)
definite - 0.07% (5)
clear - 0.07% (5)
drafting - 0.07% (5)
maybe - 0.07% (5)
tell - 0.07% (5)
given - 0.07% (5)
present - 0.07% (5)
speaker - 0.07% (5)
concept - 0.07% (5)
coca - 0.07% (5)
sense - 0.07% (5)
lines - 0.07% (5)
internal - 0.07% (5)
color - 0.07% (5)
note - 0.07% (5)
font - 0.07% (5)
speed - 0.05% (4)
expect - 0.05% (4)
feedback. - 0.05% (4)
adapted - 0.05% (4)
in-depth - 0.05% (4)
over - 0.05% (4)
rigor - 0.05% (4)
answered - 0.05% (4)
source - 0.05% (4)
about. - 0.05% (4)
arcs - 0.05% (4)
fun - 0.05% (4)
spent - 0.05% (4)
information, - 0.05% (4)
previous - 0.05% (4)
wanted - 0.05% (4)
help - 0.05% (4)
second - 0.05% (4)
begin - 0.05% (4)
benefit - 0.05% (4)
speech - 0.05% (4)
either - 0.05% (4)
saw - 0.05% (4)
taught - 0.05% (4)
fits - 0.05% (4)
project. - 0.05% (4)
example - 0.05% (4)
way. - 0.05% (4)
finished - 0.05% (4)
levels - 0.05% (4)
main - 0.05% (4)
seen - 0.05% (4)
features - 0.05% (4)
thanksgiving, - 0.05% (4)
full - 0.05% (4)
looked - 0.05% (4)
november - 0.05% (4)
critical - 0.05% (4)
perspective. - 0.05% (4)
probably - 0.05% (4)
groups - 0.05% (4)
trying - 0.05% (4)
seems - 0.05% (4)
explained - 0.05% (4)
rise - 0.05% (4)
frame - 0.05% (4)
citations - 0.05% (4)
turned - 0.05% (4)
typical - 0.05% (4)
foods - 0.05% (4)
linguistic - 0.05% (4)
working - 0.05% (4)
means - 0.05% (4)
name - 0.05% (4)
against - 0.05% (4)
despite - 0.05% (4)
clarity - 0.05% (4)
definitely - 0.05% (4)
last - 0.05% (4)
began - 0.05% (4)
kind - 0.05% (4)
order - 0.05% (4)
four - 0.05% (4)
comparing - 0.05% (4)
understanding - 0.05% (4)
return - 0.05% (4)
next, - 0.05% (4)
8-week - 0.05% (4)
quick - 0.05% (4)
boxes - 0.05% (4)
ability - 0.05% (4)
using - 0.05% (4)
hard - 0.05% (4)
classroom - 0.05% (4)
via - 0.05% (4)
advanced - 0.05% (4)
find - 0.05% (4)
free - 0.05% (4)
ideas, - 0.05% (4)
december - 0.05% (4)
details - 0.05% (4)
sometimes - 0.05% (4)
hope - 0.05% (4)
practice - 0.05% (4)
synthesis - 0.05% (4)
edited - 0.05% (4)
assignments - 0.05% (4)
properties - 0.05% (4)
vocabulary - 0.05% (4)
renewable - 0.05% (4)
students’ - 0.05% (4)
assessment - 0.05% (4)
elt - 0.05% (4)
home - 0.05% (4)
whiteboard - 0.05% (4)
save - 0.05% (4)
content - 0.05% (4)
it. - 0.05% (4)
type - 0.05% (4)
including - 0.05% (4)
analysis. - 0.05% (4)
never - 0.05% (4)
beyond - 0.05% (4)
audience, - 0.05% (4)
themselves - 0.05% (4)
selection - 0.04% (3)
internalized - 0.04% (3)
enjoy - 0.04% (3)
corpus - 0.04% (3)
become - 0.04% (3)
those - 0.04% (3)
placement - 0.04% (3)
“not” - 0.04% (3)
colleague - 0.04% (3)
making - 0.04% (3)
infinitive - 0.04% (3)
might - 0.04% (3)
welcome - 0.04% (3)
buy - 0.04% (3)
asked - 0.04% (3)
essays - 0.04% (3)
believe - 0.04% (3)
called - 0.04% (3)
point, - 0.04% (3)
came - 0.04% (3)
types - 0.04% (3)
genres, - 0.04% (3)
required - 0.04% (3)
focuses - 0.04% (3)
mostly - 0.04% (3)
attended - 0.04% (3)
again. - 0.04% (3)
that, - 0.04% (3)
leave - 0.04% (3)
beneficial - 0.04% (3)
“yes”. - 0.04% (3)
“it - 0.04% (3)
hours - 0.04% (3)
students. - 0.04% (3)
case - 0.04% (3)
body - 0.04% (3)
long - 0.04% (3)
wikipedia. - 0.04% (3)
needs - 0.04% (3)
please - 0.04% (3)
national - 0.04% (3)
data - 0.04% (3)
thanksgiving. - 0.04% (3)
allows - 0.04% (3)
rigorous, - 0.04% (3)
receive - 0.04% (3)
jigsaw - 0.04% (3)
briefly - 0.04% (3)
summarize - 0.04% (3)
thanksgiving” - 0.04% (3)
stance - 0.04% (3)
started - 0.04% (3)
event - 0.04% (3)
priming: - 0.04% (3)
meaning - 0.04% (3)
perspectives - 0.04% (3)
programs”? - 0.04% (3)
lesson: - 0.04% (3)
works - 0.04% (3)
doing - 0.04% (3)
exploration - 0.04% (3)
be: - 0.04% (3)
classes - 0.04% (3)
skills: - 0.04% (3)
coursebook - 0.04% (3)
notion - 0.04% (3)
hack: - 0.04% (3)
bites - 0.04% (3)
rant - 0.04% (3)
professional - 0.04% (3)
build - 0.04% (3)
code - 0.04% (3)
roles - 0.04% (3)
described - 0.04% (3)
email. - 0.04% (3)
course, - 0.04% (3)
accomplish - 0.04% (3)
changes - 0.04% (3)
feelings - 0.04% (3)
gets - 0.04% (3)
later - 0.04% (3)
click - 0.04% (3)
correct. - 0.04% (3)
comes - 0.04% (3)
otherwise - 0.04% (3)
love - 0.04% (3)
big - 0.04% (3)
out, - 0.04% (3)
etc. - 0.04% (3)
this, - 0.04% (3)
developer - 0.04% (3)
join - 0.04% (3)
result - 0.04% (3)
americans - 0.04% (3)
version - 0.04% (3)
this. - 0.04% (3)
difference - 0.04% (3)
don’t - 0.04% (3)
sometimes, - 0.04% (3)
class, - 0.04% (3)
papers - 0.04% (3)
lesson, - 0.04% (3)
reading, - 0.04% (3)
contextual - 0.04% (3)
holiday - 0.04% (3)
little - 0.04% (3)
difficult - 0.04% (3)
stage - 0.04% (3)
(e.g. - 0.04% (3)
way, - 0.04% (3)
writing, - 0.04% (3)
create - 0.04% (3)
first, - 0.04% (3)
framework - 0.04% (3)
aspect - 0.04% (3)
analysis, - 0.04% (3)
knew - 0.04% (3)
together. - 0.04% (3)
improve - 0.04% (3)
wikipedia, - 0.04% (3)
students, - 0.04% (3)
project, - 0.04% (3)
process. - 0.04% (3)
page - 0.04% (3)
(and - 0.04% (3)
position - 0.04% (3)
issues - 0.04% (3)
notice - 0.04% (3)
articles, - 0.04% (3)
another - 0.04% (3)
concepts - 0.04% (3)
person - 0.04% (3)
others - 0.04% (3)
research, - 0.04% (3)
broke - 0.04% (3)
suggest - 0.04% (3)
sentences - 0.04% (3)
reference - 0.04% (3)
typically - 0.04% (3)
felt - 0.04% (3)
before. - 0.04% (3)
natural - 0.04% (3)
formatting - 0.04% (3)
introduction - 0.04% (3)
offer - 0.04% (3)
experience. - 0.04% (3)
major - 0.04% (3)
nature - 0.04% (3)
between - 0.04% (3)
class. - 0.04% (3)
introduced - 0.04% (3)
shows - 0.04% (3)
emphasis - 0.04% (3)
here. - 0.04% (3)
straight - 0.04% (3)
goal - 0.04% (3)
paragraphs - 0.04% (3)
question: - 0.03% (2)
events - 0.03% (2)
copies - 0.03% (2)
discussed - 0.03% (2)
analyze - 0.03% (2)
individual - 0.03% (2)
simplified - 0.03% (2)
section. - 0.03% (2)
minutes, - 0.03% (2)
talked - 0.03% (2)
site! - 0.03% (2)
quite - 0.03% (2)
ppt - 0.03% (2)
myth - 0.03% (2)
kids - 0.03% (2)
(writing) - 0.03% (2)
capstone - 0.03% (2)
neutral - 0.03% (2)
exposed - 0.03% (2)
teachers - 0.03% (2)
course. - 0.03% (2)
sentence, - 0.03% (2)
used? - 0.03% (2)
examples - 0.03% (2)
pass - 0.03% (2)
roughly - 0.03% (2)
readers - 0.03% (2)
incorporate - 0.03% (2)
followed - 0.03% (2)
seemed - 0.03% (2)
discussing - 0.03% (2)
grammar, - 0.03% (2)
tweets - 0.03% (2)
composition. - 0.03% (2)
sense, - 0.03% (2)
outline - 0.03% (2)
planned - 0.03% (2)
institution. - 0.03% (2)
and, - 0.03% (2)
@twittermy - 0.03% (2)
member - 0.03% (2)
fan - 0.03% (2)
learners - 0.03% (2)
classes, - 0.03% (2)
subscribers - 0.03% (2)
groups, - 0.03% (2)
students a - 0.03% (2)
demonstrate - 0.03% (2)
majority - 0.03% (2)
modern - 0.03% (2)
definition, - 0.03% (2)
york - 0.03% (2)
notifications - 0.03% (2)
perspective, - 0.03% (2)
conservative - 0.03% (2)
right-wing - 0.03% (2)
organize - 0.03% (2)
lack - 0.03% (2)
visited - 0.03% (2)
accurate - 0.03% (2)
element - 0.03% (2)
simple - 0.03% (2)
texts - 0.03% (2)
tools - 0.03% (2)
tyson - 0.03% (2)
signed - 0.03% (2)
website - 0.03% (2)
teaching. - 0.03% (2)
about, - 0.03% (2)
introducing - 0.03% (2)
lot, - 0.03% (2)
theirs - 0.03% (2)
activities - 0.03% (2)
job - 0.03% (2)
database - 0.03% (2)
done - 0.03% (2)
third - 0.03% (2)
references - 0.03% (2)
regular - 0.03% (2)
former - 0.03% (2)
powered - 0.03% (2)
cancel - 0.03% (2)
send - 0.03% (2)
teacher.com - 0.03% (2)
thoughts - 0.03% (2)
sorbet - 0.03% (2)
theme: - 0.03% (2)
wordpress - 0.03% (2)
proudly - 0.03% (2)
ddl - 0.03% (2)
experiences - 0.03% (2)
menu - 0.03% (2)
discussion. - 0.03% (2)
organization, - 0.03% (2)
mechanics - 0.03% (2)
option - 0.03% (2)
article’s - 0.03% (2)
effective - 0.03% (2)
lab - 0.03% (2)
homework. - 0.03% (2)
move - 0.03% (2)
terms, - 0.03% (2)
thorough, - 0.03% (2)
pedagogy, - 0.03% (2)
applied - 0.03% (2)
defined - 0.03% (2)
faculty - 0.03% (2)
contain - 0.03% (2)
minimum - 0.03% (2)
colleagues - 0.03% (2)
in-depth, - 0.03% (2)
eaten - 0.03% (2)
instruction. - 0.03% (2)
allowed - 0.03% (2)
i’ve - 0.03% (2)
deeper - 0.03% (2)
lens - 0.03% (2)
specialized - 0.03% (2)
brought - 0.03% (2)
intense - 0.03% (2)
until - 0.03% (2)
attempt - 0.03% (2)
cognitive - 0.03% (2)
book, - 0.03% (2)
units - 0.03% (2)
coursebooks - 0.03% (2)
published - 0.03% (2)
week. - 0.03% (2)
skills, - 0.03% (2)
hopefully - 0.03% (2)
workout - 0.03% (2)
master - 0.03% (2)
talking - 0.03% (2)
period - 0.03% (2)
accelerated - 0.03% (2)
8-weeks - 0.03% (2)
or, - 0.03% (2)
areas - 0.03% (2)
topics. - 0.03% (2)
expected - 0.03% (2)
language. - 0.03% (2)
ribbon - 0.03% (2)
survey - 0.03% (2)
considering - 0.03% (2)
rationale - 0.03% (2)
interpreted - 0.03% (2)
procedure - 0.03% (2)
sounds - 0.03% (2)
lead - 0.03% (2)
teach, - 0.03% (2)
level. - 0.03% (2)
see, - 0.03% (2)
technical - 0.03% (2)
did” - 0.03% (2)
challenging - 0.03% (2)
publishing - 0.03% (2)
environment - 0.03% (2)
people - 0.03% (2)
results. - 0.03% (2)
meant - 0.03% (2)
sections: - 0.03% (2)
well, - 0.03% (2)
cricket - 0.03% (2)
therefore - 0.03% (2)
it, - 0.03% (2)
paraphrase, - 0.03% (2)
exercise - 0.03% (2)
summarize, - 0.03% (2)
delete - 0.03% (2)
evaluate - 0.03% (2)
festival - 0.03% (2)
heard - 0.03% (2)
satisfied - 0.03% (2)
touch - 0.03% (2)
shared - 0.03% (2)
suggestions - 0.03% (2)
inspired - 0.03% (2)
it’s - 0.03% (2)
below - 0.03% (2)
future. - 0.03% (2)
every - 0.03% (2)
planning, - 0.03% (2)
corrected - 0.03% (2)
program, - 0.03% (2)
christine - 0.03% (2)
exemplars - 0.03% (2)
(no - 0.03% (2)
university. - 0.03% (2)
reads - 0.03% (2)
levels. - 0.03% (2)
serve - 0.03% (2)
perhaps - 0.03% (2)
workshop - 0.03% (2)
review, - 0.03% (2)
upon - 0.03% (2)
happened - 0.03% (2)
notions - 0.03% (2)
truly - 0.03% (2)
value - 0.03% (2)
earlier - 0.03% (2)
mentioned - 0.03% (2)
peer - 0.03% (2)
drafting, - 0.03% (2)
features. - 0.03% (2)
encyclopedic - 0.03% (2)
requires - 0.03% (2)
skills. - 0.03% (2)
rarely - 0.03% (2)
better - 0.03% (2)
opportunities - 0.03% (2)
instructors - 0.03% (2)
genre, - 0.03% (2)
takes - 0.03% (2)
model - 0.03% (2)
work, - 0.03% (2)
easily - 0.03% (2)
presentation - 0.03% (2)
(i.e. - 0.03% (2)
realized - 0.03% (2)
me) - 0.03% (2)
disposable. - 0.03% (2)
buy” - 0.03% (2)
things. - 0.03% (2)
adding - 0.03% (2)
boldly - 0.03% (2)
visual - 0.03% (2)
“feels” - 0.03% (2)
properties. - 0.03% (2)
right-click - 0.03% (2)
“property - 0.03% (2)
“true”. - 0.03% (2)
thing. - 0.03% (2)
“they” - 0.03% (2)
naturally - 0.03% (2)
older - 0.03% (2)
scrollbars - 0.03% (2)
imply - 0.03% (2)
write, - 0.03% (2)
due - 0.03% (2)
tells - 0.03% (2)
editor - 0.03% (2)
rules - 0.03% (2)
concepts, - 0.03% (2)
english, - 0.03% (2)
rant, - 0.03% (2)
day, - 0.03% (2)
looking - 0.03% (2)
deal - 0.03% (2)
differences - 0.03% (2)
days - 0.03% (2)
slide. - 0.03% (2)
games - 0.03% (2)
communication - 0.03% (2)
unless - 0.03% (2)
process, - 0.03% (2)
forms - 0.03% (2)
essays, - 0.03% (2)
chance - 0.03% (2)
recently - 0.03% (2)
provided - 0.03% (2)
revising - 0.03% (2)
limited - 0.03% (2)
fact, - 0.03% (2)
goes - 0.03% (2)
structure - 0.03% (2)
verb - 0.03% (2)
friends - 0.03% (2)
benefits - 0.03% (2)
whether - 0.03% (2)
argue - 0.03% (2)
me. - 0.03% (2)
community - 0.03% (2)
clean - 0.03% (2)
fluid. - 0.03% (2)
to, - 0.03% (2)
surprised - 0.03% (2)
clarity, - 0.03% (2)
cannot - 0.03% (2)
thought, - 0.03% (2)
“native - 0.03% (2)
discourse - 0.03% (2)
missing - 0.03% (2)
n-gram - 0.03% (2)
but, - 0.03% (2)
complete - 0.03% (2)
paste - 0.03% (2)
years - 0.03% (2)
interesting. - 0.03% (2)
slow - 0.03% (2)
clearly - 0.03% (2)
almost - 0.03% (2)
[vv0*]” - 0.03% (2)
copy - 0.03% (2)
search. - 0.03% (2)
greater - 0.03% (2)
automatically - 0.03% (2)
noticed - 0.03% (2)
guides - 0.03% (2)
having - 0.03% (2)
throughout - 0.03% (2)
story. - 0.03% (2)
authentic - 0.03% (2)
around - 0.03% (2)
basic - 0.03% (2)
of the - 0.67% (49)
at the - 0.47% (34)
in the - 0.41% (30)
the article - 0.3% (22)
to not - 0.29% (21)
and the - 0.27% (20)
that i - 0.27% (20)
for the - 0.22% (16)
to the - 0.21% (15)
students a - 0.21% (15)
on the - 0.21% (15)
that the - 0.18% (13)
wikipedia article - 0.18% (13)
that is - 0.16% (12)
“to not - 0.16% (12)
not to - 0.16% (12)
i have - 0.16% (12)
this project - 0.16% (12)
my students - 0.15% (11)
not be - 0.15% (11)
to not” - 0.15% (11)
it was - 0.15% (11)
of their - 0.14% (10)
with a - 0.14% (10)
and in - 0.14% (10)
need to - 0.14% (10)
“to not” - 0.14% (10)
genre analysis - 0.12% (9)
students to - 0.12% (9)
like this: - 0.12% (9)
“not to - 0.12% (9)
as the - 0.12% (9)
the first - 0.12% (9)
the world - 0.11% (8)
first thanksgiving - 0.11% (8)
i gave - 0.11% (8)
they had - 0.11% (8)
about the - 0.11% (8)
here are - 0.11% (8)
from the - 0.11% (8)
of this - 0.11% (8)
this was - 0.11% (8)
is not - 0.1% (7)
there are - 0.1% (7)
the class - 0.1% (7)
to me, - 0.1% (7)
this:facebooktwittergoogleemaillike this:like - 0.1% (7)
the end - 0.1% (7)
a wikipedia - 0.1% (7)
with the - 0.1% (7)
their work - 0.1% (7)
how to - 0.1% (7)
of writing - 0.1% (7)
from a - 0.1% (7)
share this:facebooktwittergoogleemaillike - 0.1% (7)
this:like loading... - 0.1% (7)
2016anthony schmidt - 0.1% (7)
that this - 0.1% (7)
writing for - 0.1% (7)
a great - 0.1% (7)
what i - 0.1% (7)
the following - 0.1% (7)
the articles - 0.1% (7)
such as - 0.1% (7)
had to - 0.1% (7)
and that - 0.1% (7)
email address - 0.1% (7)
any of - 0.1% (7)
the same - 0.1% (7)
text box - 0.08% (6)
and then - 0.08% (6)
of thanksgiving - 0.08% (6)
the student - 0.08% (6)
have a - 0.08% (6)
write a - 0.08% (6)
and it - 0.08% (6)
this blog - 0.08% (6)
not sure - 0.08% (6)
do you - 0.08% (6)
based on - 0.08% (6)
many of - 0.08% (6)
not only - 0.08% (6)
academic reading - 0.08% (6)
to use - 0.08% (6)
i will - 0.08% (6)
to write - 0.08% (6)
reading circles - 0.08% (6)
their own - 0.08% (6)
intensive english - 0.07% (5)
to understand - 0.07% (5)
the fact - 0.07% (5)
what they - 0.07% (5)
time to - 0.07% (5)
i then - 0.07% (5)
able to - 0.07% (5)
to their - 0.07% (5)
stories of - 0.07% (5)
for an - 0.07% (5)
like a - 0.07% (5)
the article? - 0.07% (5)
they were - 0.07% (5)
a lesson - 0.07% (5)
by the - 0.07% (5)
story of - 0.07% (5)
students had - 0.07% (5)
“not to” - 0.07% (5)
the wikipedia - 0.07% (5)
lesson in - 0.07% (5)
the topic - 0.07% (5)
wikipedia project - 0.07% (5)
my own - 0.07% (5)
at least - 0.07% (5)
getting students - 0.07% (5)
the students - 0.07% (5)
their topic - 0.07% (5)
gave them - 0.07% (5)
students were - 0.07% (5)
as very - 0.07% (5)
here is - 0.05% (4)
kind of - 0.05% (4)
they wrote - 0.05% (4)
writing in - 0.05% (4)
but they - 0.05% (4)
lot of - 0.05% (4)
similar to - 0.05% (4)
then gave - 0.05% (4)
of what - 0.05% (4)
was to - 0.05% (4)
time and - 0.05% (4)
a world - 0.05% (4)
i showed - 0.05% (4)
what kind - 0.05% (4)
the day - 0.05% (4)
my class - 0.05% (4)
trying to - 0.05% (4)
in order - 0.05% (4)
what does - 0.05% (4)
assignment was - 0.05% (4)
this is - 0.05% (4)
in this - 0.05% (4)
could be - 0.05% (4)
topic sentence - 0.05% (4)
the rest - 0.05% (4)
use powerpoint - 0.05% (4)
on their - 0.05% (4)
your email - 0.05% (4)
subscribe to - 0.05% (4)
me the - 0.05% (4)
so that - 0.05% (4)
more than - 0.05% (4)
“intensive english - 0.05% (4)
you will - 0.05% (4)
the last - 0.05% (4)
loading... november - 0.05% (4)
we met - 0.05% (4)
comparing stories - 0.05% (4)
or not - 0.05% (4)
language is - 0.05% (4)
world of - 0.05% (4)
spent the - 0.05% (4)
one more - 0.05% (4)
rest of - 0.05% (4)
to see - 0.05% (4)
the way - 0.05% (4)
order to - 0.05% (4)
them the - 0.05% (4)
their articles - 0.05% (4)
is one - 0.05% (4)
the right - 0.05% (4)
can be - 0.05% (4)
a topic - 0.05% (4)
something i - 0.05% (4)
i also - 0.05% (4)
was not - 0.05% (4)
in terms - 0.05% (4)
i feel - 0.05% (4)
fact that - 0.05% (4)
critical thinking - 0.05% (4)
you think - 0.05% (4)
links to - 0.05% (4)
to give - 0.05% (4)
– change - 0.05% (4)
terms of - 0.05% (4)
the text - 0.05% (4)
a text - 0.05% (4)
author perspective - 0.05% (4)
“intensive” mean - 0.05% (4)
i’m not - 0.05% (4)
did not - 0.04% (3)
a reader - 0.04% (3)
class time - 0.04% (3)
this lesson - 0.04% (3)
all of - 0.04% (3)
of class - 0.04% (3)
work on - 0.04% (3)
looked at - 0.04% (3)
their articles. - 0.04% (3)
to research - 0.04% (3)
gave feedback - 0.04% (3)
to work - 0.04% (3)
we also - 0.04% (3)
day before - 0.04% (3)
they can - 0.04% (3)
write about - 0.04% (3)
though i - 0.04% (3)
loading... december - 0.04% (3)
leave a - 0.04% (3)
have been - 0.04% (3)
article and - 0.04% (3)
to answer - 0.04% (3)
or “not - 0.04% (3)
search for - 0.04% (3)
a different - 0.04% (3)
into a - 0.04% (3)
lines of - 0.04% (3)
ability to - 0.04% (3)
that we - 0.04% (3)
will definitely - 0.04% (3)
is really - 0.04% (3)
answer the - 0.04% (3)
set of - 0.04% (3)
of thanksgiving, - 0.04% (3)
the story - 0.04% (3)
gave a - 0.04% (3)
some of - 0.04% (3)
right and - 0.04% (3)
to teach - 0.04% (3)
and to - 0.04% (3)
thanksgiving lesson: - 0.04% (3)
four skills - 0.04% (3)
and synthesis - 0.04% (3)
my students’ - 0.04% (3)
project i - 0.04% (3)
link to - 0.04% (3)
the idea - 0.04% (3)
introduction to - 0.04% (3)
i used - 0.04% (3)
feel i - 0.04% (3)
this may - 0.04% (3)
end of - 0.04% (3)
being able - 0.04% (3)
and why - 0.04% (3)
wanted to - 0.04% (3)
to read - 0.04% (3)
an essay - 0.04% (3)
articles. i - 0.04% (3)
the need - 0.04% (3)
in their - 0.04% (3)
gave me - 0.04% (3)
read the - 0.04% (3)
had no - 0.04% (3)
need for - 0.04% (3)
is very - 0.04% (3)
native american - 0.04% (3)
answered “yes”. - 0.04% (3)
the other - 0.04% (3)
“it was - 0.04% (3)
students are - 0.04% (3)
was very - 0.04% (3)
a comment - 0.04% (3)
all students - 0.04% (3)
that they - 0.04% (3)
students answered - 0.04% (3)
framework for - 0.04% (3)
from multiple - 0.04% (3)
background information - 0.04% (3)
of corpora - 0.04% (3)
an exploration - 0.04% (3)
use the - 0.04% (3)
not be: - 0.04% (3)
skills: a - 0.04% (3)
world / - 0.04% (3)
the above - 0.04% (3)
where i - 0.04% (3)
you have - 0.04% (3)
if you - 0.04% (3)
and how - 0.04% (3)
i always - 0.04% (3)
they are - 0.04% (3)
and had - 0.04% (3)
thanksgiving – - 0.04% (3)
types of - 0.04% (3)
started with - 0.04% (3)
idea for - 0.04% (3)
a quick - 0.04% (3)
the ability - 0.04% (3)
arc priming: - 0.04% (3)
in some - 0.04% (3)
a very - 0.04% (3)
part of - 0.04% (3)
project as - 0.04% (3)
one that - 0.04% (3)
the very - 0.04% (3)
would need - 0.04% (3)
and viscera - 0.04% (3)
in understanding - 0.04% (3)
topics that - 0.04% (3)
does “intensive” - 0.04% (3)
research bites - 0.04% (3)
hack: use - 0.04% (3)
powerpoint like - 0.04% (3)
a whiteboard - 0.04% (3)
writing skills: - 0.04% (3)
be: an - 0.04% (3)
exploration of - 0.04% (3)
corpora and - 0.04% (3)
more thanksgiving - 0.04% (3)
lesson: four - 0.04% (3)
skills and - 0.04% (3)
synthesis writing - 0.04% (3)
understanding author - 0.04% (3)
mean in - 0.04% (3)
in “intensive - 0.04% (3)
priming: a - 0.04% (3)
quick idea - 0.04% (3)
for getting - 0.04% (3)
students started - 0.04% (3)
with academic - 0.04% (3)
posts by - 0.04% (3)
the university - 0.04% (3)
by email. - 0.04% (3)
powerpoint hack: - 0.04% (3)
i don’t - 0.04% (3)
them to - 0.04% (3)
will need - 0.04% (3)
to have - 0.04% (3)
english programs”? - 0.04% (3)
to get - 0.04% (3)
down to - 0.04% (3)
and gave - 0.04% (3)
like to - 0.04% (3)
students about - 0.04% (3)
topic for - 0.04% (3)
with each - 0.04% (3)
i told - 0.04% (3)
the word - 0.04% (3)
of instruction - 0.04% (3)
the next - 0.04% (3)
the writing - 0.04% (3)
students struggled - 0.04% (3)
the assignment - 0.04% (3)
schmidt ideas, - 0.04% (3)
on this - 0.04% (3)
and there - 0.04% (3)
are the - 0.04% (3)
them a - 0.04% (3)
this word - 0.04% (3)
to help - 0.04% (3)
is that - 0.04% (3)
like the - 0.04% (3)
feedback. we - 0.04% (3)
of information - 0.04% (3)
english wikipedia - 0.04% (3)
gave students - 0.04% (3)
some students - 0.04% (3)
information is - 0.04% (3)
working with - 0.04% (3)
first thanksgiving” - 0.03% (2)
circles in - 0.03% (2)
own site! - 0.03% (2)
a minimum - 0.03% (2)
use this - 0.03% (2)
my adapted - 0.03% (2)
typically include - 0.03% (2)
classroom subscribe - 0.03% (2)
to blog - 0.03% (2)
has its - 0.03% (2)
the native - 0.03% (2)
about 10 - 0.03% (2)
bites now - 0.03% (2)
quality of - 0.03% (2)
(writing) research - 0.03% (2)
in eap - 0.03% (2)
thanksgiving and - 0.03% (2)
i could - 0.03% (2)
“the real - 0.03% (2)
modern thanksgiving - 0.03% (2)
coming war - 0.03% (2)
writing comparing - 0.03% (2)
circles the - 0.03% (2)
minimum of - 0.03% (2)
my classes - 0.03% (2)
receive notifications - 0.03% (2)
read and - 0.03% (2)
began the - 0.03% (2)
reading 1 - 0.03% (2)
address @twittermy - 0.03% (2)
but it - 0.03% (2)
asked them - 0.03% (2)
get students - 0.03% (2)
proudly powered - 0.03% (2)
a thanksgiving - 0.03% (2)
previous thanksgiving - 0.03% (2)
introduced the - 0.03% (2)
have an - 0.03% (2)
the details - 0.03% (2)
might be - 0.03% (2)
teaching in - 0.03% (2)
article based - 0.03% (2)
by wordpress - 0.03% (2)
and do - 0.03% (2)
out that - 0.03% (2)
subscribers email - 0.03% (2)
via email - 0.03% (2)
article on - 0.03% (2)
enter your - 0.03% (2)
to subscribe - 0.03% (2)
to this - 0.03% (2)
blog and - 0.03% (2)
of new - 0.03% (2)
common features - 0.03% (2)
email. join - 0.03% (2)
that there - 0.03% (2)
of these - 0.03% (2)
against the - 0.03% (2)
i explained - 0.03% (2)
meaning of - 0.03% (2)
thanksgiving” is - 0.03% (2)
97 other - 0.03% (2)
eat the - 0.03% (2)
means in - 0.03% (2)
applied to - 0.03% (2)
would make - 0.03% (2)
more time - 0.03% (2)
minutes to - 0.03% (2)
why do - 0.03% (2)
who wrote - 0.03% (2)
is always - 0.03% (2)
it should - 0.03% (2)
sense of - 0.03% (2)
element of - 0.03% (2)
should not - 0.03% (2)
be seen - 0.03% (2)
minutes, i - 0.03% (2)
copies of - 0.03% (2)
each group - 0.03% (2)
which they - 0.03% (2)
here. i - 0.03% (2)
expected to - 0.03% (2)
from each - 0.03% (2)
i’m talking - 0.03% (2)
a neutral - 0.03% (2)
broke the - 0.03% (2)
the lesson - 0.03% (2)
talked about - 0.03% (2)
probably not - 0.03% (2)
the term - 0.03% (2)
thanksgiving, but - 0.03% (2)
why they - 0.03% (2)
they may - 0.03% (2)
two or - 0.03% (2)
lot, but - 0.03% (2)
a lot, - 0.03% (2)
together to - 0.03% (2)
we talked - 0.03% (2)
language or - 0.03% (2)
us, and - 0.03% (2)
together as - 0.03% (2)
check the - 0.03% (2)
the stories - 0.03% (2)
each week. - 0.03% (2)
students who - 0.03% (2)
that my - 0.03% (2)
english language - 0.03% (2)
in that - 0.03% (2)
the second - 0.03% (2)
because it - 0.03% (2)
and add - 0.03% (2)
into my - 0.03% (2)
us history - 0.03% (2)
to students - 0.03% (2)
teach a - 0.03% (2)
fan of - 0.03% (2)
writing leave - 0.03% (2)
they have - 0.03% (2)
of your - 0.03% (2)
your body - 0.03% (2)
recent posts - 0.03% (2)
whiteboard writing - 0.03% (2)
very interesting - 0.03% (2)
areas of - 0.03% (2)
to write, - 0.03% (2)
thinking and - 0.03% (2)
thanksgiving is - 0.03% (2)
americans are - 0.03% (2)
and so - 0.03% (2)
least one - 0.03% (2)
are written - 0.03% (2)
they link - 0.03% (2)
the quality - 0.03% (2)
perspective, and - 0.03% (2)
introducing and - 0.03% (2)
work together - 0.03% (2)
also work - 0.03% (2)
in several - 0.03% (2)
one other - 0.03% (2)
effective at - 0.03% (2)
articles with - 0.03% (2)
new york - 0.03% (2)
lesson plan - 0.03% (2)
i found - 0.03% (2)
period in - 0.03% (2)
that are - 0.03% (2)
welcome to - 0.03% (2)
but given - 0.03% (2)
before a - 0.03% (2)
may actually - 0.03% (2)
knew about - 0.03% (2)
they knew - 0.03% (2)
details of - 0.03% (2)
learning the - 0.03% (2)
or even - 0.03% (2)
majority of - 0.03% (2)
a capstone - 0.03% (2)
academic skills - 0.03% (2)
writing project - 0.03% (2)
this wikipedia - 0.03% (2)
return to - 0.03% (2)
a writing - 0.03% (2)
analysis questions - 0.03% (2)
paraphrase, and - 0.03% (2)
research, evaluate - 0.03% (2)
to find - 0.03% (2)
writing skills. - 0.03% (2)
which to - 0.03% (2)
christine tardy - 0.03% (2)
an introduction - 0.03% (2)
just the - 0.03% (2)
students have - 0.03% (2)
hard to - 0.03% (2)
and time - 0.03% (2)
what wikipedia - 0.03% (2)
included in - 0.03% (2)
renewable assignments - 0.03% (2)
the benefit - 0.03% (2)
with this - 0.03% (2)
out to - 0.03% (2)
definition of - 0.03% (2)
a clear - 0.03% (2)
examples of - 0.03% (2)
topic sentence, - 0.03% (2)
we began - 0.03% (2)
students worked - 0.03% (2)
it would - 0.03% (2)
write about. - 0.03% (2)
aspect of - 0.03% (2)
because so - 0.03% (2)
for any - 0.03% (2)
topic selection - 0.03% (2)
assignment and - 0.03% (2)
would have - 0.03% (2)
specialized language - 0.03% (2)
this assignment - 0.03% (2)
goal of - 0.03% (2)
met in - 0.03% (2)
was also - 0.03% (2)
students’ first - 0.03% (2)
any specialized - 0.03% (2)
understand the - 0.03% (2)
knowledge of - 0.03% (2)
an audience, - 0.03% (2)
idea of - 0.03% (2)
about our - 0.03% (2)
university classroom - 0.03% (2)
i want - 0.03% (2)
feel like - 0.03% (2)
@twittermy tweets - 0.03% (2)
other subscribers - 0.03% (2)
join 97 - 0.03% (2)
new posts - 0.03% (2)
notifications of - 0.03% (2)
and receive - 0.03% (2)
address to - 0.03% (2)
email enter - 0.03% (2)
blog via - 0.03% (2)
site! academic - 0.03% (2)
the developer - 0.03% (2)
its own - 0.03% (2)
now has - 0.03% (2)
eap (writing) - 0.03% (2)
war in - 0.03% (2)
the coming - 0.03% (2)
programs”? arc - 0.03% (2)
perspective what - 0.03% (2)
viscera one - 0.03% (2)
project to - 0.03% (2)
posts powerpoint - 0.03% (2)
student work - 0.03% (2)
post will - 0.03% (2)
on your - 0.03% (2)
and other - 0.03% (2)
you are - 0.03% (2)
audience, and - 0.03% (2)
rarely do - 0.03% (2)
look at - 0.03% (2)
drafting and - 0.03% (2)
read their - 0.03% (2)
especially at - 0.03% (2)
into the - 0.03% (2)
project the - 0.03% (2)
2 comments - 0.03% (2)
delete the - 0.03% (2)
limited in - 0.03% (2)
not have - 0.03% (2)
do this, - 0.03% (2)
you do - 0.03% (2)
change the - 0.03% (2)
“true”. this - 0.03% (2)
change to - 0.03% (2)
you to - 0.03% (2)
this allows - 0.03% (2)
to “true”. - 0.03% (2)
you can - 0.03% (2)
your slide. - 0.03% (2)
box to - 0.03% (2)
to add - 0.03% (2)
will give - 0.03% (2)
any other - 0.03% (2)
were very - 0.03% (2)
1 comment - 0.03% (2)
feel it - 0.03% (2)
one of - 0.03% (2)
very good - 0.03% (2)
article. i - 0.03% (2)
the future. - 0.03% (2)
to both - 0.03% (2)
the students. - 0.03% (2)
and from - 0.03% (2)
have learned - 0.03% (2)
the topics - 0.03% (2)
i think - 0.03% (2)
is something - 0.03% (2)
may not - 0.03% (2)
an infinitive - 0.03% (2)
shows me - 0.03% (2)
am still - 0.03% (2)
but i’m - 0.03% (2)
their work. - 0.03% (2)
really useful - 0.03% (2)
wrote is - 0.03% (2)
still not - 0.03% (2)
you did” - 0.03% (2)
with things - 0.03% (2)
feel ok - 0.03% (2)
end you - 0.03% (2)
placement of - 0.03% (2)
this before - 0.03% (2)
but one - 0.03% (2)
what “feels” - 0.03% (2)
rant, reflections - 0.03% (2)
and they - 0.03% (2)
feels right - 0.03% (2)
correct. to - 0.03% (2)
to our - 0.03% (2)
“feels” right - 0.03% (2)
and what - 0.03% (2)
to develop - 0.03% (2)
things do - 0.03% (2)
but at - 0.03% (2)
feelings about - 0.03% (2)
of course, - 0.03% (2)
really enjoy - 0.03% (2)
of “not” - 0.03% (2)
the placement - 0.03% (2)
become more - 0.03% (2)
due to - 0.03% (2)
in academic - 0.03% (2)
do some - 0.03% (2)
what about - 0.03% (2)
style guides - 0.03% (2)
seems to - 0.03% (2)
“not to, - 0.03% (2)
google n-gram - 0.03% (2)
always feel - 0.03% (2)
i know - 0.03% (2)
beneficial to - 0.03% (2)
from wikipedia - 0.03% (2)
project. i - 0.03% (2)
not been - 0.03% (2)
notions of - 0.03% (2)
me that - 0.03% (2)
information, and - 0.03% (2)
the course - 0.03% (2)
students would - 0.03% (2)
about how - 0.03% (2)
this project, - 0.03% (2)
to other - 0.03% (2)
showed them - 0.03% (2)
i read - 0.03% (2)
on for - 0.03% (2)
is, the - 0.03% (2)
or three - 0.03% (2)
had them - 0.03% (2)
that could - 0.03% (2)
their background - 0.03% (2)
to finish - 0.03% (2)
their topics - 0.03% (2)
may see - 0.03% (2)
from their - 0.03% (2)
had written - 0.03% (2)
background knowledge - 0.03% (2)
articles in - 0.03% (2)
their writing - 0.03% (2)
wikipedia article. - 0.03% (2)
how they - 0.03% (2)
were the - 0.03% (2)
i asked - 0.03% (2)
interesting and - 0.03% (2)
a framework - 0.03% (2)
to learn - 0.03% (2)
need more - 0.03% (2)
do students - 0.03% (2)
this also - 0.03% (2)
multiple genres, - 0.03% (2)
we were - 0.03% (2)
anthony teacher.com - 0.03% (2)
and my - 0.03% (2)
i attended - 0.03% (2)
of language - 0.03% (2)
the author - 0.03% (2)
is, as - 0.03% (2)
discourse community - 0.03% (2)
the reading - 0.03% (2)
genre analysis, - 0.03% (2)
students should - 0.03% (2)
both my - 0.03% (2)
of genre - 0.03% (2)
should have - 0.03% (2)
is but - 0.03% (2)
the essay - 0.03% (2)
new to - 0.03% (2)
powered by - 0.03% (2)
this:facebooktwittergoogleemaillike this:like loading... - 0.1% (7)
share this:facebooktwittergoogleemaillike this:like - 0.1% (7)
the first thanksgiving - 0.08% (6)
do you think - 0.05% (4)
i’m not sure - 0.05% (4)
the fact that - 0.05% (4)
in order to - 0.05% (4)
the rest of - 0.05% (4)
what kind of - 0.05% (4)
this:like loading... november - 0.05% (4)
world of writing - 0.05% (4)
at the end - 0.05% (4)
gave them the - 0.05% (4)
this blog post - 0.05% (4)
your email address - 0.05% (4)
writing for the - 0.05% (4)
a world of - 0.05% (4)
comparing stories of - 0.05% (4)
more thanksgiving lesson: - 0.04% (3)
four skills and - 0.04% (3)
kind of information - 0.04% (3)
the story of - 0.04% (3)
students had to - 0.04% (3)
i gave feedback - 0.04% (3)
i will definitely - 0.04% (3)
– a lesson - 0.04% (3)
in understanding author - 0.04% (3)
this project as - 0.04% (3)
to not be: - 0.04% (3)
leave a comment - 0.04% (3)
skills: a wikipedia - 0.04% (3)
an exploration of - 0.04% (3)
world / a - 0.04% (3)
be or not - 0.04% (3)
assignment was to - 0.04% (3)
2016anthony schmidt ideas, - 0.04% (3)
to write a - 0.04% (3)
exploration of corpora - 0.04% (3)
not be: an - 0.04% (3)
powerpoint like a - 0.04% (3)
or not to - 0.04% (3)
writing skills: a - 0.04% (3)
many of their - 0.04% (3)
of the articles - 0.04% (3)
the world / - 0.04% (3)
i then gave - 0.04% (3)
that this was - 0.04% (3)
the end of - 0.04% (3)
being able to - 0.04% (3)
students struggled with - 0.04% (3)
corpora and viscera - 0.04% (3)
powerpoint hack: use - 0.04% (3)
one more thanksgiving - 0.04% (3)
getting students started - 0.04% (3)
it was very - 0.04% (3)
with academic reading - 0.04% (3)
started with academic - 0.04% (3)
arc priming: a - 0.04% (3)
“intensive english programs”? - 0.04% (3)
“intensive” mean in - 0.04% (3)
hack: use powerpoint - 0.04% (3)
like a whiteboard - 0.04% (3)
and synthesis writing - 0.04% (3)
will need to - 0.04% (3)
in the right - 0.04% (3)
lesson: four skills - 0.04% (3)
for getting students - 0.04% (3)
a quick idea - 0.04% (3)
quick idea for - 0.04% (3)
writing leave a - 0.03% (2)
quality of the - 0.03% (2)
my students have - 0.03% (2)
work on the - 0.03% (2)
the topics that - 0.03% (2)
to the world - 0.03% (2)
what i wrote - 0.03% (2)
us, and in - 0.03% (2)
wrote is really - 0.03% (2)
still not sure - 0.03% (2)
with things you - 0.03% (2)
so that they - 0.03% (2)
i always feel - 0.03% (2)
is in the - 0.03% (2)
article based on - 0.03% (2)
why do you - 0.03% (2)
articles. i then - 0.03% (2)
that is very - 0.03% (2)
and why they - 0.03% (2)
in the future. - 0.03% (2)
and the fact - 0.03% (2)
i told students - 0.03% (2)
that this may - 0.03% (2)
new york times - 0.03% (2)
the day before - 0.03% (2)
i’m talking about - 0.03% (2)
a minimum of - 0.03% (2)
the placement of - 0.03% (2)
to me, this - 0.03% (2)
to do some - 0.03% (2)
for “not to - 0.03% (2)
search for “not - 0.03% (2)
of your body - 0.03% (2)
in which to - 0.03% (2)
they had to - 0.03% (2)
placement of “not” - 0.03% (2)
my previous thanksgiving - 0.03% (2)
feedback. we also - 0.03% (2)
you feel ok - 0.03% (2)
this blog and - 0.03% (2)
time and time - 0.03% (2)
an audience, and - 0.03% (2)
text box to - 0.03% (2)
change to “true”. - 0.03% (2)
“true”. this allows - 0.03% (2)
– change to - 0.03% (2)
right-click on the - 0.03% (2)
address @twittermy tweets - 0.03% (2)
other subscribers email - 0.03% (2)
email. join 97 - 0.03% (2)
new posts by - 0.03% (2)
receive notifications of - 0.03% (2)
to subscribe to - 0.03% (2)
such as the - 0.03% (2)
via email enter - 0.03% (2)
subscribe to blog - 0.03% (2)
the university classroom - 0.03% (2)
reading circles in - 0.03% (2)
own site! academic - 0.03% (2)
now has its - 0.03% (2)
(writing) research bites - 0.03% (2)
war in eap - 0.03% (2)
circles the coming - 0.03% (2)
perspective what does - 0.03% (2)
wikipedia project to - 0.03% (2)
whiteboard writing for - 0.03% (2)
the ability to - 0.03% (2)
as a capstone - 0.03% (2)
very interesting and - 0.03% (2)
the topic sentence, - 0.03% (2)
a framework for - 0.03% (2)
the need for - 0.03% (2)
summarize, paraphrase, and - 0.03% (2)
author of the - 0.03% (2)
on their articles. - 0.03% (2)
rest of the - 0.03% (2)
to work on - 0.03% (2)
showed them how - 0.03% (2)
their articles. i - 0.03% (2)
we met again - 0.03% (2)
the way a - 0.03% (2)
the class time - 0.03% (2)
simple english wikipedia - 0.03% (2)
a majority of - 0.03% (2)
i gave students - 0.03% (2)
this assignment was - 0.03% (2)
we met in - 0.03% (2)
students about the - 0.03% (2)
of what wikipedia - 0.03% (2)
any specialized language - 0.03% (2)
need to understand - 0.03% (2)
knowledge of the - 0.03% (2)
the article? what - 0.03% (2)
of the same - 0.03% (2)
they knew about - 0.03% (2)
what they knew - 0.03% (2)
the details of - 0.03% (2)
powered by wordpress - 0.03% (2)

Here you can find chart of all your popular one, two and three word phrases. Google and others search engines means your page is about words you use frequently.

Copyright © 2015-2016 hupso.pl. All rights reserved. FB | +G | Twitter

Hupso.pl jest serwisem internetowym, w którym jednym kliknieciem możesz szybko i łatwo sprawdź stronę www pod kątem SEO. Oferujemy darmowe pozycjonowanie stron internetowych oraz wycena domen i stron internetowych. Prowadzimy ranking polskich stron internetowych oraz ranking stron alexa.