Sentences with phrase «need examples of your writing»

If you need examples of your writing, blogs can be a great way to show off your creativity, or you could write for publications in your own time, such as student newspapers and local magazines, which are always looking for contributors.

Not exact matches

For example, if you were an author writing a book about how to drive traffic to a website, you need to find an example of how your business suffered when it didn't have traffic to its site.

Two of his colleagues who wrote a book on the myth of the paperless office found, for example, that for non-recreational reading, people usually need three documents simultaneously: one for reference, one for note - taking, and one containing whatever they're reading.

In his letter to employees, Bezos wrote, «Even if it's rare or isolated, our tolerance for any such lack of empathy [like in the examples in the New York Times article] needs to be zero.»

I write from the standpoint of a Church of England parish priest and many of my examples are from that tradition, but I recognize that the Church of England is one church amongst many churches, just as Christianity is one religion amongst many world religions which are slowly learning to share with each other their spiritual treasures and to work together for peace, the relief of human need and the preservation of the planet.

She uses several examples — the story that all Africans are helpless and in need of white saviors, the story that all Mexicans are sneaking across the American border to steal jobs, the story that all writers must have difficult childhoods to write well, the story that people in poverty are to be only pitied, etc..

As Stratford Caldecott wrote in his preface: «There is a crying need for holiness, among both clergy and laity, a holiness which takes the example of Christ himself as its source, and it seems to me that it would be most helpful to have such «centres of holiness» in this country.»

For example, when Dennis Hirota writes that Shinran «avoids a voluntaristic... view of reality, with such concomitant problems as predestination, the need for a theodicy, and a substantialist understanding of reality or of self», I applaud Shinran and hope that the Christian tradition to which I belong succeeds equally well in these respects.

Reinhold Niebuhr, for example, wrote an exuberant review of Science and the Modern World in which he saw Whitehead's philosophy as «exactly the emphasis which modern religion needs to rescue it from defeat on the one hand and from a too costly philosophical victory on the other.

Yet Wilson is guilty of some over-interpretation here, as, for example, when he writes: «We hardly need to dwell on the psychological significance of the Wardrobe in the first story; we do not need, though some will be tempted to do so, to see in this tale of a world which is reached by a dark hole surrounded by fur coats an unconscious image of the passage through which Lewis first entered the world from his mother's body.»

Jeremy — earlier, you wrote — Dave, Just to riff on the United States example a bit more... When we went to war with Iraq, many of our nation's religious leaders said that this was God's will, and that we needed to bomb Iraq back into the dark ages.

Danielle Mayfield writes a blog for RELEVANT about the princess propaganda our culture promotes and why girls need a better example of what it means to be a woman of God.

Here's another, scarcely less oratorical in character, from the Congregation for the Doctrine of the Faith: the title of this document (another wonderful example of Vatican bogus academic language when what is needed is a competent journalist used to writing informative headlines) is «Considerations regarding proposals to give legal recognition to unions between homosexual persons» (2003): The Church's teaching on marriage and on the complementarity of the sexes reiterates a truth that is evident to right reason and recognised as such by all the major cultures of the world.

The executive committee will then turn to the section when it needs to construct a policy on that specific issue; for example, the majority of information on infant feeding that gets filtered through to the public via the AAP website is written by the Section on Breastfeeding.

(Ok I'm actually cracking up at the absurdity of my example as I write this comment, just FYI) I also want to live in a society where if Dr. Sears feels he needs to comment on my parenting he's allowed to do so, because otherwise, as has been pointed out, how will anyone find out he's an asshole?

In fact, if you feel that communication between myself and another professional, your pediatrician, for example, would be of benefit to you, you will need to authorize this in writing.

LITRG's guide is available from the Group's website via the link: http://www.litrg.org.uk/News/2011/2011-repayments The guide includes: An explanation of who will be getting letters from HMRC Guidance on how to check if HMRC's calculations are accurate Information on what to do if you think the calculation is wrong or incomplete, or you do not understand it Information about how to claim money owed from previous tax years Examples of the letters taxpayers could write in response to receipt of a tax calculation Additionally, a question and answer guide on the 2011 PAYE reconciliation process is available on the website of the Chartered Institute of Taxation: http://tinyurl.com/taxqa2011 LITRG Chairman John Andrews said: «Taxpayers receiving letters from HMRC need to check their calculations carefully — even if the letter says they are getting a refund.

An example of the Herb - talk from the federal complaint: In a 2011 email in which Howe begged Percoco to take care of the needs of an executive with the Maryland - based energy company Competitive Power Ventures, the lobbyist wrote, «This goes south Herb, you will have to clean out the «herb cave» downstairs at the estate as I'll have to move in!!!»

For example, you don't need to have a list of every poster delivered or abstract written.

This stuff doesn't come easy for everyone, and if writing isn't your thing you need to get your hands on a copy of Magnetic Profiles and use the copy - and - paste examples I have in there to make your profile push the right buttons with women.

The Only Dating Guide You'll Ever Need Online Dating Profile Examples << Return to Main Page — or — Go to Next Page: Writing Messages >> Here are a few examples of unique online dating pExamples << Return to Main Page — or — Go to Next Page: Writing Messages >> Here are a few examples of unique online dating pexamples of unique online dating profiles.

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

For example, you may need to hire a content creator / subject matter expert to write the actual text, and then contract an Instructional Designer to integrate that text into the layout of the module, in case of outsourcing.

The Powerpoint has a number of examples to use which you will need to write on, as well as a starter, plenary and worksheet with answers!

Some examples of the activities are: * Plato Fact File * Analysing a key Plato quote * Summarising Plato's analogy of the cave * Strengths and Weaknesses of the analogy ************************************************************************************************************************ If you have any queries, questions or concerns, then please email thomassaunders00@gmail or alternatively write a comment describing your needs, where I will be happy to help!

Some examples of the content is: Key Terms Key Philosophers Sources of Wisdom and Authority Miracles, Resurrection - Video Wider reading Student task - check their understanding Critiques to refute If you have any queries, questions or concerns, then please email thomassaunders00@gmail or alternatively write a comment describing your needs, where I will be happy to help!

Students need to be explicitly taught and given opportunities to practice using executive functions to organize, prioritize, compare, contrast, connect to prior knowledge, give new examples of a concept, participate in open - ended discussions, synthesize new learning into concise summaries, and symbolize new learning into new mental constructs, such as through the arts or writing across the curriculum.

For example, a student's understanding of the laws of motion may be «Proficient» and writing mechanics may be «Needs Development.»

The research is there, the examples of programs exists, and now we need people who get inspired by an idea and run with it in practice until all schools offer students the community to love reading, writing, and discussing all of their brilliant ideas.

Key skills needed on one side and then example exam questions on the back for each style of writing.

This provides you with a good example of the balance between how much evidence needs to be written, and the types of evidence you can upload to demonstrate you have successfully met the competencies.

- «The Streets of London» Ralph McTell exploration - «London» by William Blake poem exploration - consideration of bullying - leaflet examples - investigation into homeless charities Resources provide opportunities to: - explore homelessness through case studies and exploring the law - write persuasively - structure formal letters - explore and create missing person posters - explore poetry - analyse texts - investigate and create leaflets # - debate whether more housing is needed

Participants learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails, by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.

These examples and others help show students what skills look like, but students also need to examine their own application of the skills in their own writing, where they demonstrate effective use or not.

Have students brainstorm or find abbreviations they can use for recurring words so they won't need as much time to write them down when taking notes — for example, «b / c» instead of «because» or «chem» instead of either «chemistry» or «chemical.»

For example, when editing writing, students address Writing standard 5 («Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of lanwriting, students address Writing standard 5 («Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of lanWriting standard 5 («Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of lanwriting as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of language).

Mea culpa on using that example, as I've written more extensively here, but at the same time, it doesn't refute the fundamental point of our argument that customization — or personalization — is needed if we are to help every child reach his or her fullest potential.

We need «courage and small acts,» writes Maarit, who shares many examples of this from classrooms all over Finland.

Jenny decided that her students all needed to see examples of well - structured published writing.

So, when strategies need to be the focus of the learning, it's best to write the rationale or end goal directly into the target; for example, «I am learning to chunk parts of words I already know so that I can recognize words quickly.»

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

• Closing the achievement gap for student sub-populations — with a potential focus on the area or subject of most critical need (for example writing or mathematics).

Instead of merely entering a number into the computer system and sometimes also a code that spouts out a phrase like «student excels at subject,» they would need to write multiple paragraphs for every single teen in their class, focusing on strengths and weaknesses, and citing specific examples of outstanding work.

The 100 percent proficiency target set by No Child, for example, was an ambitious statement that all kids should get the education they need to write their own life stories, while AYP's emphasis on subgroup accountability made clear that states, districts, and schools need to do well by all children, regardless of who they are.

In another example, Erica wrote, «I definitely agree that teachers should look at different curriculum [sic] with a critical eye and tweak them so that they fit the needs of their classrooms.»

The intervention attended to both the language and literacy needs of English language learners; for example, the student booklets included activities and strategies to strengthen students» reading and writing by using «specific comprehension questions about inquiry activities, strategies to enhance comprehension of science information in expository text at the end of each lesson, and [focus on] various language functions (e.g., describing, explaining, reporting, drawing conclusions «in the context of science inquiry»)» (Lee et al., 2008b, p. 38).

For example, the judge wrote that the state's teacher evaluation system is «little more than cotton candy in a rainstorm» since «[s] tate standards are leaving teachers with uselessly perfect evaluations and pay that follows only seniority and degrees instead of reflecting need and good teaching.»

History of Gardner — Douglas Ormrod writes about this American - built car produced from 1919 to 1931 / La Licorne (The Unicorn)-- A restored example of this French make is described and photographed by David Hawtin / Standard in the twenties — Michael Worthington - Williams recounts the early history of the all - British Standard / Arrol - Johnston «Victory» — Why this model was a disaster which need not have happened.

As we wrote at the time, this example makes the point that authors already have a lot of the tools for marketing their work, and in some cases — as with Hocking, Locke and other self - publishers such as J.A. Konrath — this can make them so self - sufficient that they no longer need the support of a traditional publishing deal.

Will you tell, for example http://www.authorhouse.co.uk, whose advertisement I can see at the top of the page as I write this, that they need to change their name to «indiewriterhouse.co.uk», or shall I?