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School of Education and Human Development Department of Teacher Education
READING AND WRITING ACROSS THE CURRICULUM
Final Examination
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Purpose: The exam is to integrate course theory, content, readings, class notes, and applications.
Directions: Please respond to the following questions. Answers should be word-processed, double spaced and no longer than ten pages total. Please be brief, specific and to the point. Be sure to utilize the vocabulary and terminology used in the course readings, lectures and discussions. Deliver your exam to our Crystal City classroom by 6:00 pm, Monday, December 8. Answer all of the following questions. You may pick-up your exam, Tool-Box and narrative curriculum project at the GWU GSEHD TRED 4th floor office at the beginning of the 1998 spring semester. 1. Create a concept map that graphically depicts the main concepts of Reading and Writing Across the Curriculum. Establish propositional links among the concepts and develop concept linkages. 2. Evaluate your concept map as a graphic representation of the growth or modification of your schemata for reading and writing. Discuss the growth in terms of both your teaching and your learning. 3. Create a rubric for the critical analysis of web-site resources within your curriculum discipline. Discuss how the rubric will facilitate your students’ active participation in the reading/thinking/writing process. Reference the levels of thinking/reading as defined by Vacca & Vacca and Findlay. 4. Drawing upon Bruner’s discussion of “the narrative construal of reality”, evaluate the use of narrative and storytelling as a way of “knowing” or “reading” about your discipline. Give examples from your narrative curriculum project to support your point of view. 5. Describe methods you will use to identify individual learning styles and adapt content area reading instruction to the needs of learners. |
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| Last Updated: December 1996 For more information contact: marchellis@aol.com |
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