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Reading habits are types of reading behaviour which have been developed during the constant process of reading. It is obvious that reading habits appear during the permanent and systematic reading of various books, periodicals, articles and all sort of literature.
Every source and type of literature influences the human reading skills in the different way and develops the human perception, analytical and critical thinking skills. There is a great number of various reading habits but the most important and popular number of them is quite limited. The initial reading habit is called reading for enjoyment or for pleasure but not only when there is a need to read something. When the person reads a lot, she develops this habit and very soon she starts reading for entertainment and the process of reading stops being a routine of a task but becomes an everyday need and desire. The nest habit is the ability to read everywhere without losing attention even in the crowded place.
The following habit is related with the total understanding and prediction of the following text. The individual reads not separate words but phrases and sentences and often misses several words but understands the point excellently. An experienced reader catches information from the first attempt and does not have to reread the parts of the text to understand the point. The wise reader also uses this practice to collect new words, learn them and enrich personal vocabulary and use it in everyday speech. There are much more various reading habits related with the use of the index card, increase of the time of reading per day, etc.
The topic on reading habits is quite useful for the research, because the student starts generating various ideas related with the development and improvement of the reading habits. It is important to understand the mechanism of the professional and intensive reading and the student is able to suggest this issue for the analysis in the research proposal. The proposal should explain the student’s choice of the topic and contain the most constructive ideas which can be useful for the development of the reading habits. One should also dwell on the expectations of the results of the research and demonstrate the methodology of the process of investigation of the issue.
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Educators today must acquire and develop specific teaching skills in order to assure classroom success.
Paper Masters shows you the importance of being a skilled teacher in this brief outline of the topic you see here. Every teacher must think about the skills required to be a teacher and often times, research papers are required on the topic for education majors. Paper Masters can custom write a research paper on teaching skills for you today.
It has been said that teaching combines both art and science. As such, the individual instructor, despite the best teacher training, must acquire and develop specific teaching skills in order to assure classroom success. These skills go beyond the ability to write a lesson plan and can be incorporated into any teacher’s repertoire.
The education of the youth of the nation is one of the most important tasks for ensuring a strong community and a strong nation. The learners and their parents are important elements in this endeavor, but the key element is the teacher in the assuring the quality of the educational system. Therefore the attitude of the teachers toward their work is an important component in the quality of the schools. Total absolute quality control is impossible, but each individual teacher sets the tone in his or her classroom. The quality of the educational system depends on the dedication of teachers to provide excellent programs for the students. Some teachers enter their classrooms thinking of teaching as an art, others enter thinking that they are performing a science, and still others believe that the profession is both an art and a science. A definitive answer to this question is elusive for the topic has been debated since the first classroom was constructed. However, a discussion of the topic offers insight to those who continue to teach.Three Critical Teaching Skills
The teacher must be certified and have professional knowledge and skill, but the personality of the teacher interacting with the students is an important component in producing strategies that will reach the individual students in the classroom. Each teacher must use a wide range of skills, knowledge and an understanding of the individual students to achieve optimum results. Teachers can attest to the fact that their jobs are unpredictable whether their students are students in high school or elementary school .Related Research Paper Topics
Career Development Programs in Elementary School research papers look at how these programs influence a child's educational and socioemotional growth.
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Education in America - The educational system in America is divided into four basic levels: elementary, middle, secondary and post-secondary.
Multiple Intelligences and Gardner research papers discuss Gardner's theory of learning, which is a notion that is comprised of multiple intelligence.
Social Studies Lesson Plan Research Papers discuss pitfalls to a lesson plan, and also how the lesson should be created with a lesson plan template.
Multicultural Lesson Plan Research Papers look at an example of how to order an education research paper on a lesson plan format for a pre-school setting.
Teaching Reading Strategies research papers discuss strategies that effectively demonstrate the mastery of comprehension of reading by students.
Core Teaching Strategies - In the modern field of education, there are several core teaching strategies that instructors use his or her class curriculum.How to Write a Research Paper on Teaching Skills
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Paper Masters Custom Research Papers on Teaching Skills
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On our blog you will find a lot of useful tips and advice from professional academic writers, along with the specific examples of their writing. Here you may read various sample research papers and case studies, theses and dissertations, essays and reviews. All the sample papers we post on our blog may only serve as an example for our visitors and cannot be submitted as their own work, since this will result in plagiarism accusations. However, if you like a certain paper and would like to order a similar one on your specific topic – do not hesitate to place an order on our website and have your paper completed from scratch by our professional PhD and Master's degree holding writers.Research Paper on Writing Process Sample Research Paper on Writing Process
The aim of this research paper is to provide comprehensive assessment of a writing tool developed by a teacher and made available though the Internet, namely the Writing Timeline. This topic is the most appealing because it helps to train Internet research skills and critical thinking along with accumulating factual knowledge about the process of writing. This research paper will have the following structure: first of all, it will provide a short summary of the Writing Timeline as a classroom tool; secondly, it will focus on the advantages and disadvantages of using this tool; and finally, it will refer to extant research on the topic and investigate whether the Writing Timeline is in line with this research.
The Writing Timeline
As explained by Kim, the teacher who designed the Writing Timeline, the rationale behind the creation of this tool was the need to divide long writing assignments into several steps. Copies of the timeline are distributed among students, and they are informed about due dates for each step and how many daily points each step is worth. Kim’s advice is to give all of the points or none of the points for the completion of each step; in exceptional cases, partial points for partial work can be granted. As concerns the final assessment, the completed writing assignment is graded as a 100 point test: half of the points are allotted for ideas and content, and the other 50 points are based on the correct format and required length.
The Writing Timeline is a table consisting of four columns and nine rows. The columns are Check-off (for the teacher to tick off the box for each completed step), Due date, Description, and Points. In turn, each row corresponds to a particular step of the writing process. These steps are as follows: the first brainstorming session, choice of a topic, the second brainstorming session, graphic organizer, the first draft, peer revision conference, the second draft, peer revision and editing conference, and the final draft. Graphic organizer refers to a visual representation of different stages of the writing process, such as the pre-writing stage (getting thoughts and facts together), writing a rough draft (preparing the first draft and the second draft, if necessary), revising (looking for ways to improve the paper), editing (checking for spelling and grammar errors), and publishing the completed paper.
Strength and Weaknesses
This section focuses on the advantages and disadvantages of the utilization of the Writing Timeline. First of all, it is necessary to acknowledge that this tool has certain strengths. As Kim herself notes, students are provided with a plan for completing long writing assignments, and the teacher has an opportunity to talk with them almost every day about their progress or lack of progress. Such a continuous check on the writing process makes it possible to carry out early intervention in case a problem arises and gives students a sense of direction. Furthermore, students can keep track of their own progress, which has an added value of training students’ abilities to work independently from the teacher.
However, there are certain limitations to this approach. The success of the utilization of the Writing Timeline to a great extent depends on the skills and abilities the teacher possesses. If the teacher has all the necessary qualifications and displays required qualities, the Writing Timeline can become a powerful learning tool; alternatively, it will be an impediment to the learning process.
More specifically, the use of the Writing Timeline requires certain flexibility from the teacher’s side, for example, with regard to due dates for each step of the writing process. In the Kim’s model, due dates are subject to change depending on the overall progress of the class. In case most of the students need more time even though they have been working, a deadline for a certain step can be extended. Furthermore, if a student misses a class, special arrangement should be made for him of her in order to allow the student to follow the further steps of the Writing Timeline together with the rest of the class.
Another key skill requires from the teacher in order to effectively implement the Writing Timeline is the ability to offer support and facilitation. For instance, if a student fails to complete a certain step in time, the student receives a zero; however, the teacher conferences with the student about it. Adequate support and facilitation can help the student to catch up with the rest of the class and confront his or her problems with the writing process. The student might feel excessive psychological pressure from having to follow a strict timeline, being wary of receiving a zero if a certain step is not finished by the due time. Therefore, in the absence of support and facilitation from the teacher’s side, students would be enormously stressed and uncomfortable with this planning tool. On the contrary, counseling by the teacher can equip students with the skills necessary to organize their work efficiently and meet the deadlines.
Looking at the disadvantages of the Writing Timeline, the fact that the design of the writing process is pre-arranged by the teacher can prevent students from completing their assignment in a timely manner. Some students might feel that the timeline does not fit their particular needs. For instance, some students tend to spend more time on the choice of the topic, while for others revising and editing is the most time-consuming part. Therefore, a more appropriate strategy would be to offer students to design their personal timelines themselves, with the help of the teacher who should provide them with example timelines and give advice on a continuous basis. In this way, the timeline can be adjusted to meet individual students’ needs; furthermore, students are likely to accept greater responsibility for the progress of their assignments due to the fact that they designed the timeline individually.
If students design the timeline themselves, no deadline flexibility should be allowed. Students have to be able to complete each step of the writing process by the designated due date if they set deadlines themselves. Under the current model, deadlines can be changed and extended; this communicates a wrong message to the students concerning the non-obligatory nature of deadlines. This might slow down the progress of the writing process.
Another questionable aspect of the Writing Timeline is the presence of two peer review conferences. The necessity of two events of such nature can be contested. Students might have problems with sharing their work with fellow students for the reasons of diffidence, competitiveness, or distrust. Furthermore, students are reluctant to accept the authority of their fellow students. While one peer reviewing conference is an objective necessity (Brooklyn College, 2006), two conferences can be seen by the students as a waste of time or excessive psychological burden. Most models of the writing process encompass only one peer review activity (e.g. Gardner and Johnson, 1997; in North Central Regional Educational Laboratory, 2008; Robinson, 2008); this appears to be more logical than having two peer review conferences.
Research on the Writing Process
There are different approaches to the design of the writing process, and certain approaches appear to be of greater utility than the Writing Timeline. For example, Gardner and Johnson (1997; in North Central Regional Educational Laboratory, 2008) suggest that the writing process should consist of the following stages: prewriting (brainstorming; reading literature; creating life maps, webs, and story charts; developing word banks; deciding on form, audience, voice, and purpose); rough draft (getting the ideas on paper without concern for conventions); rereading (proofing rough drafts by reading aloud and reading for sensibility); peer revision (sharing and making suggestions for improvement; asking questions about parts of the story the peer does not understand; improving the word choice; talking about the ways to perfect the assignment); revising (improving what the narrative says and how it says it; writing additions, imagery, and details; eliminating unnecessary content; integrating peer suggestions for improvement; and clarifying ambiguous points); editing (working together on editing for mechanics and spelling); preparing the final draft (producing the final copy to discuss with the teacher); and publishing.
This model offers more clarity with regard to what each step of the writing process entails. Under this model, the four initial stages of the Kim’s Writing Timeline (i.e. the first brainstorming session, choice of a topic, the second brainstorming session, and graphic organizer) are united under the category titled ‘pre-writing activities.’ Indeed, it makes little sense to separate such intrinsically linked activities as brainstorming, choice of a topic, and planning of the writing process. Another advantage of Gardner and Johnson’s model is the presence of the rereading stage, which allows students to take a critical look at their own work before sharing it with a peer revisor. More importantly, the Kim’s Writing Timeline lacks a revising component after the first peer reviewing conference.
The Kim’s Writing Timeline can also be criticized for its inflexibility. As the website of the Massachusetts Institute of Technology (1999) informs, writing should be seen as a recursive process, i.e. sometimes it is necessary to return to the prewriting step to develop and expand one’s ideas. The Kim’s Writing Timeline perceives writing as a linear process and makes it impossible to return to the previous stage at any point in time. The website of the University of Texas at Austin (2008) reminds of the following:
“In practice, writing rarely progresses linearly, even for experienced writers. Writers more often move ahead, then circle back to earlier stages to conduct more research, rethink ideas and organization, and so on” (para. 6).
In a blog post by Arvind (2006), it is noted that it might be desirable to engage in certain stages of the writing process simultaneously, and this is also not possible under the Kim’s Writing Timeline.
Therefore, taking into account all the advantages and disadvantages of the tool in question, it is better to utilize other techniques for planning the writing process in classroom settings.
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