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In language teaching, this refers to the mode or manner in which language is used. Listening, speaking, reading and writing are generally called the four language skills. Speaking and writing are the productive skills, while reading and listening are the receptive skills.
a level of music examination ("Guitar grade 4"). Usually refers to ABRSM or Trinity College London examinations. (n. & v.) teacher's assessment of a student's work (UK also mark) level or year of a student in elementary, middle, or high school ("in 10th grade") (UK equiv.: year); hence grader, a student in a specified grade ("a 10th grader")
In recitations that supplement lectures, the leader will often review the lecture, expand on the concepts, and carry on a discussion with the students. [ 4 ] [ 5 ] In its most basic form, a student would recite verbatim poems or essays of others, [ 6 ] either to the teacher or tutor directly, or in front of a class or body of assembled students.
A lecture (from Latin: lectura ' reading ') is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories, and equations.
A performance lecture or lecture-performance is a genre of presenting ideas live, that blends aspects of teaching and performance art.Performance lectures draw attention to the form of knowledge presentation, the situational elements of teaching, and the dynamics of lecturer and audience interaction.
The overall grade for the class is then typically weighted so that the final grade represents a stated proportion of different types of work. For example, daily homework may be counted as 50% of the final grade, chapter quizzes may count for 20%, the comprehensive final exam may count for 20%, [1] and a major project may count for the remaining ...
Academic writing often features prose register that is conventionally characterized by "evidence...that the writer(s) have been persistent, open-minded and disciplined in the study"; that prioritizes "reason over emotion or sensual perception"; and that imagines a reader who is "coolly rational, reading for information, and intending to formulate a reasoned response."
A study published in 2010 by Wichita State University compared two note-taking methods in a secondary English classroom, and found that the Cornell note-taking style may be of added benefit in cases where students are required to synthesize and apply learned knowledge, while the guided notes method appeared to be better for basic recall.