Ernest Hemingway Case Study Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Ernest Hemingway Case Study Assignment
Why is it that that some people seem to be able to capture all of the important?
information when attending a lecture, presentation, or other organized meeting?
I like to listen. I have learned a great deal from listening carefully. Most people never listen. — Ernest Hemingway
Prior Learning
Whereas hearing is not learned, it is an involuntary action, listening is a learned
voluntary action and a critical skill for effective learning.
Pretest
How would you rate your ability to pick up on key words and phrases when you are
listening? Rate your level of ability from 0 to 100, 0 being no ability, and 100 being
totally able.
Activity
Before attending the lecture, you should prepare by reading any materials that the
instructor has assigned or will be accessing for the lecture. Preparation decreases
stress by providing a margin of control as to what to anticipate during class. A method
such as SQ3R is very useful particularly if you write down notes, in our own words,
with regard to the SQ3R processes (See section 9.1).
- Survey or Skim the title, objectives, section headings, section subheadings,
introduction or abstract, and summary.
- Question that this chapter is asking? What questions are the sections asking?
- Read only a section at a time and as you read each section attempt to answer the
associated question.
- Recite or Recall using your own words in a written form answers to the questions
and summary the topic of each section.
- Review all of the major points you have produced for the chapter sections.
Assuming that your instructor is organized and tends to teach in a somewhat
consistent format will allow you to anticipate important information during a
classroom session. The consistency of format presumes some sort of lesson planning
process is in place and, as a result, you should be able to identify key instructional
elements of the lecture (Figure 23.2).
Figure 23.2. Example of class procedure and associated questioning and note taking.
Be aware of key phrases the instructor may use during the lecture that relate to future
expectations and testing regarding topics presented. Phrases relating to goals,
objectives, evaluation, testing, overview, examples, and specifics are potentially
important.
Additionally, don’t be afraid of asking questions for clarification. Much of the fear of
asking questions in class can be lowered by simply preparing for the class so that you
don’t feel as though you are asking a silly question.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify personal tactics for recognizing phrases that are associated with key concepts
that might be expected during a lecture.
Follow-up
What sort of presentation formats do you see in your classes?
Given these formats, how might you identify key phrases that your instructors use?
Whole Task Objectives Follow-up
How would you relate the concept of key words to that of communication?
Toolbox Key words/phrases
23.3 Objective
Develop a personal system for note-taking.
Whole Task Objective
Understand the concept of communication.
Relevancy
You have been taking notes for years as you went through grade school and perhaps
also in college or vocational training. Recall that hearing is not learned, it is an
involuntary action, listening is a learned voluntary action and a critical skill for
effective learning. In light of your understanding of listening, just how effective is your
note taking?
Every person I work with knows something better than me. My job is to listen long enough to find it and use it. — Jack Nichols
Prior Learning
Recall that your presenter or instructor has typically organized information into some
sort of lesson plan and, as a result, you should be able to identify key instructional
elements of the lecture.
Pretest
How would you rate your ability to take notes? Rate your level of ability from 0 to 100,
0 being no ability, and 100 being totally able.
Activity
Wikipedia (2009) defines note taking as the practice of writing pieces of information,
often in an informal or unstructured manner. A number of note taking systems have
emerged including shorthand techniques such as Gregg and EasyScript Note Taking.
Alternatives to shorthand methods include such time honored methods as outlining
using a combination of roman numerals, letters, numbers, and indentures can be
effective (Fig 23.3a).
- First key topic A. Subtopic relating to the first key topic 1. Detail note relating to the subtopic 2. Detail note relating to the subtopic B. Subtopic relating to the first key topic II. Second key topic
- Subtopic relating to the second key topic etc.
Figure 23.3a. Outlining technique for note taking.
Another popular method is the Cornell note-taking system tha twas devised in the
1950s by Walter Pauk, an education professor at Cornell University. There are several
approaches to dealing with the system, but it typically involves five or six steps
requiring that you to Record during lecture, and following the lecture to Reduce or
question, Recite, Reflect, Recapitulate and Review (e.g. The Cornell Note-Taking
System, 2009, Notetaking, 2009).
Figure 23.3b. Cornell Notes PDF Generator
- Record. Format your notebook page such that you have about a 6 inch wide
Notes column, 2.5 inch Cues column, and about 2 inch Summary area. You can
simply draw the lines on your page or use a web-based option or template to
preprint your pages. You may also want to write your name, course, date, and
page number in the notes area. During lecture record your facts and ideas in the
Note column. Focus on meaningful information and use phrases to capture the
main points of the lecture. If you get lost, leave room in the notes area so that you
can fill in the information following the class.
- Reduce or Question. After the class and after reading your notes, reduce
important facts and ideas to key words, phrases, or develop questions based on
the facts and ideas. Write this information in the Cue column to serve as memory
cues when later reviewing your notes. As in the SQ3R process, writing questions
may help to clarify the meanings of the facts and ideas.
- Recite. Cover the Notes column and using the Cue column, recite aloud the
answers to the questions or cues you have written in the Cues column. Reciting
differs from rereading in that you using your own words to verbally respond to
the questions.
- Reflect. Reflect or think about your current learning and relate it to your prior
learning. Ask yourself these questions. What is the significance of these facts and
learning? How does this learning fit into what I already know? How can I apply
them? What’s beyond them?
- Recapitulate. After class and if possible after you have reduced, recited, and
reflected, summarize the facts and ideas at the bottom of the note page. The
summary should be in your own words and reflect the main points you want to
remember from your notes. Remember also to summarize the entire lecture on
the last page of your notes.
- Review. Minimize forgetting by reviewing and reciting your previous notes
frequently. Minimally, perform this process for at least ten minutes every week.
Ideally, review your notes nightly or several times during the week through the
reciting process. Brief review sessions will provide better retention and be far less
stressful than will cramming the day before a test.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a method for note-taking that you will maintain. If you are unsure, try
different methods of note-taking.
Follow-up
Which note-taking method did you select? Why?
Whole Task Objectives Follow-up
How would you relate the concept of note-taking to that of communication?
Toolbox Outlining Cornell note-taking system
References
Brown, A. (1987). Metacognition, executive control, self control, and other mysterious
mechanisms. In F. Weinert and R. Kluwe (Eds.), Metacognition, Motivation, and
Understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
The Cornell Note-Taking System. (2009, February 24). In Counseling and Career
Center. Retrieved February 24, 2009, from http://ccc.byu.edu/learning/note-
tak.php#top
Cornell Notes PDF Generator. (2009, February 24). In Cornell-Notes.com. Retrieved
February 24, 2009, from http://www.eleven21.com/notetaker/
Goh, C. C. (2002) Exploring listening comprehension tactics and their interaction
patterns.
Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your
Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.
Notetaking. (2009, February 22). In Wikipedia, The Free Encyclopedia. Retrieved 04:41,
February 23, 2009, from
http://en.wikipedia.org/w/index.php?title=Notetaking&oldid=272563287
http://en.wikipedia.org/w/index.php?title=Notetaking&oldid=272563287
http://www.eleven21.com/notetaker/
- Reflection
Q&A
Address any issues from prior session.
24.1 Objective
Provide a project update by reflecting on the five practices of exemplary leadership.
Whole Task Objective
Understand the concept of communication.
Relevancy
This session will focus on the line of questioning used to interview a leader and
address the five practices of exemplary leadership.
A great leader’s courage to fulfill his vision comes from passion, not position. — John Maxwell
Prior Learning
You have attempted to question how one can model the way by clarifying personal
values and aligning actions with shared values. You have attempted to question how
one can share a vision with members of a project by envisioning possibilities and
enlist others in a common vision. You have attempted to question how one can
challenge the process by searching for opportunities to improve and taken risks and
experimented through small wins and learning from mistakes. You have attempted to
question how one can enable others to act by promoting goals and trust and
strengthening others by sharing power and discretion. And, you have attempted to
question how one can encourage by recognize contributions and celebrate the values
and victories through a spirit of community.
Pretest
Do you feel you can demonstrate an understanding and application of the five
practices? Rate your commitment from 0 to 100, 0 being totally uncommitted, and 100
being totally committed to the endeavor.
Activity
Kouzes and Posner (2009) argue that despite differences in people’s individual stories,
their personal-best leadership experiences revealed similar patterns of behavior. You
have completed the questioning and have distilled this information into completing
the following the following questions.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
review the following reflective questions seeking clarification of concept.
Model the Way. Leaders establish principles concerning the way people should be
treated and the way goals should be pursued.
How does the leader convey personal values to the team members?
How does the leader engage the team members in discussion of their values?
How does the leader build team agreement on shared values?
Inspire a Shared Vision. Leaders envision the future, creating a unique image of what
the organization can become.
How does the leader convey personal vision to the team members?
How does the leader engage the team members about their aspirations and personal
visions?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!