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We can work on Understanding Nonfiction
Option 1
A writer’s intent means what we think the writer meant to convey and to whom. What do you think is Langston Hughes’ intent in “Salvation”? That means explain who should learn something from the essay and what some things are that Hughes may want those people to learn.
Option 2
Literature is about the human condition. Martin Luther King Jr.’s “Letter from Birmingham Jail” covers many aspects of the human condition. He is addressing eight clergymen in his Letter. What did those eight clergymen do that made King write to them? What aspect/s of the human condition would you put those eight clergymen in and why? From his Letter, what aspect/s of the human condition would you put King in and why?
Option 3
Bias is something a writer can bring (consciously or not) to her or his work. Gretel Erhlich, however, in “About Men,” claims society is biased against the cowboy. Write to Erhlich: You can say she is right and explain why or you can say she is wrong and explain why. Be specific and refer to the essay and to your own experience for proof.
Option 4
A readerâs own background can help her/him to understand what a nonfiction piece is saying. For example, many past students identify with the young Langston Hughes being pressured in the revival. What is an essay we are reading this week that you identify with? What should you be careful about when drawing parallels between the essay and your experience? Please explain.
Sample Solution
other settings and people; therefore, it is a procedure that is effective (Hart and Risley, 1975). Training in settings that are natural, increases the amount of instruction that can be provided to autistic children (McGee, Krantz, Mason, & McClannahan, 1983). Incidental teaching has an appropriate blend of systematic instruction and normalized environment for the child to learn (McGee, Morrier, & Daly, 1999). In addition, the procedure encourages children to make their own choices and aids social initiation since the initiations are being rewarded (McGee et al., 1999). Incidental Teaching and Verbal Communication Hart and Risley (1975) stated that the procedure is most common in a pre-school setting, since that is when most of the language is achieved. McGee and Daly (2007) developed a study that evaluated incidental teaching with three preschool aged boys with autism to promote the use of age appropriate social phrases. The study taught the social phrases, âAll rightâ and âYou know what?â with prompt fading, and transfer across teachings and settings (McGee & Daly 2007). The results of the study illustrated that the three young boys with ASD acquired the social phrases and were able to generalize the social phrases across different situations (McGee & Daly 2007). A benefit of incidental teaching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the childâs learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the childâs routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the bett>
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other settings and people; therefore, it is a procedure that is effective (Hart and Risley, 1975). Training in settings that are natural, increases the amount of instruction that can be provided to autistic children (McGee, Krantz, Mason, & McClannahan, 1983). Incidental teaching has an appropriate blend of systematic instruction and normalized environment for the child to learn (McGee, Morrier, & Daly, 1999). In addition, the procedure encourages children to make their own choices and aids social initiation since the initiations are being rewarded (McGee et al., 1999). Incidental Teaching and Verbal Communication Hart and Risley (1975) stated that the procedure is most common in a pre-school setting, since that is when most of the language is achieved. McGee and Daly (2007) developed a study that evaluated incidental teaching with three preschool aged boys with autism to promote the use of age appropriate social phrases. The study taught the social phrases, âAll rightâ and âYou know what?â with prompt fading, and transfer across teachings and settings (McGee & Daly 2007). The results of the study illustrated that the three young boys with ASD acquired the social phrases and were able to generalize the social phrases across different situations (McGee & Daly 2007). A benefit of incidental teaching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the childâs learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the childâs routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the bett>
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