![]() ![]() Then, we made a foldable and anchor chart to review the differences between paraphrasing, summarizing, and quoting. Update: I now have an entire post on teaching summarizing! Click here to read more about summarizing, too. They came out so nice, and they all agreed that it was such a fun way to practice summarizing! ![]() They had to use text and dialogue to tell the story and include all of the information their summary had (without just rewriting, of course). Next, I had them transfer their summaries into comics. Then, they wrote summaries of their events. So, if they chose a major war, they had to pick one battle. They had to really focus in on one event that only spanned the course of about a day. I began by having my students select a book from our library focusing on an event in history. ![]() She does a great job of explaining it, and her kids actually used the Comic Creator software to make really neat and authentic-looking comics! I LOVED this idea, and you should really read her original post. Oh, and the fact that standardized testing is coming in less than month was excellent incentive as well.įirst, I used an idea that I got from Teaching in Room 6 about summarizing nonfiction texts with comic strips. It's also a huge skill for 5th graders to be able to paraphrase well, so I decided it was worth taking the time to do. I should have done this a long time ago! I often see it taught in the context of research, but when I started seeing summaries that used direct quotes or lines from the text, I knew it was time. Last week, we did a brief review of the difference between summarizing, paraphrasing, and quoting texts. My students are slowly growing to love (okay, maybe like is still a better word) informational text, and that was truly one of my main goals in all of this. New classical scholars assert that the economy is never unbalanced, as Keynesian scholars believe, but instead that changes in an economy result from people's changing their spending habits as they interpret the news about the world.We are SO close to being done with our nonfiction unit, and I'm looking forward to jumping back in to novel studies. Corrected draftĪccording to the article "Macroeconomics" on, scholars in the school of new classical economics, which emerged in the 1970s, focus on the belief that the school of Keynesian economics is misguided. To eliminate this type of plagiarism, you should provide parenthetical or endnote or footnote citations for the paragraph(s) that include material derived from a source or incorporate the original source into the body of your draft to acknowledge that the ideas the draft is based upon were originally another person's, along with a parenthetical or endnote of footnote citation. He or she has not acknowledged that the notion of the difference between new classical economics and Keynesian economics was derived wholly from another author's ideas, and this constitutes plagiarism. ![]() This writer has adequately paraphrased the source material, but the draft is based almost completely on the ideas she or he discovered in the source. New classical scholars assert that the economy is never unbalanced, as Keynesian scholars believe, but instead that changes in an economy result from people's changing their spending habits as they interpret the news about the world. Scholars in the school of new classical economics, which emerged in the 1970s, focus on the belief that the school of Keynesian economics is misguided. Fluctuations in aggregate variables follow from the individuals in the society continuously re-optimizing as new information on the state of the world is revealed. This school asserts that it does not make sense to claim that the economy at any time might be "out-of-equilibrium". its assertions are not founded in basic economic theory. The original theoretical impetus was the charge that Keynesian economics lacks microeconomic foundations - i.e. Paraphrasing or summarizing without citation occurs when a writer changes the words of an original source, but uses the ideas in it without acknowledging that those ideas are not his or her original thoughts, even if the writer adds his or her own "spin" to the original. ![]()
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