Describe what is involved in revising a rough draft of a paper. Be specific, including at least five things to look at or do.
What will be an ideal response?
Once you have written the rough draft of a paper, then it is a good idea to set it aside for a day or two before coming back to it. This time helps you clear your mind and come back to the writing with a fresh perspective. When you come back to it, you edit the paper looking for any spelling or grammar errors and punctuation mistakes. This is also the time to add other details you didn't include in the rough draft or take out those that are unnecessary. Finally, by reading the paper aloud, you can discover what doesn't sound or look right, giving you a last opportunity to make necessary changes.
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Compare deductive and inductive logic as pertains to the presentation of hypotheses and arguments of critical thinking. Provide a short example of each
What will be an ideal response?
Objectives are statement of the activities students will pursue during a lesson or unit
Indicate whether the statement is true or false.
Answer the following statement(s) true (T) or false (F)
1. Attention Deficit Hyperactivity Disorder often negatively affects students’ memories and organizational skills. 2. Keishea is a student with autism. She is in Mr. Boyd’s class, which is highly structured and predictable. Mr. Boyd finds out that there will be a schoolwide fire drill on Thursday. True or false: It would likely help Keisha if Mr. Boyd begins talking about the fire drill a few days before it occurs. 3. Most of the experts whose work has been covered in this book would be likely to say that teachers should enforce expectations consistently, regardless of a student’s individual situation or disability. 4. Episodes of rage typically occur when a student doesn’t get something that they wanted. 5. When a student is in meltdown, the teacher should speak quietly with the student, encouraging them to calm down.
Intermittent reinforcement strives to promote
a. acquisition and fluency of the behavior b. maintenance and generalization of the behavior c. fluency and maintenance of the behavior d. none of the above