TheGardenofEnglish

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United States - Massachusetts - Taunton
TheGardenofEnglish
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Warning: Ingestion of English Content May Cause the Rise of Intellectual Ability!
 
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This is a quick, two page guide--using examples from Swift's masterpiece, "A Modest Proposal"--that may help students navigate the layers of satire. There is a writing assignment on the second page (with a template) that you can match with ANY
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This is a quick guide designed to give students quick templates and tips to answer primarily synthesis prompts; however, the tips and templates do lend themselves to argument as well. This is designed for the AP or Pre-AP English classroom.
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This activity focuses on allowing students to creatively engage with synthesis skills by relating said skills to their lives in high school. The document provides two prompts--modeled after Advanced Placement synthesis prompts--that require
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This is a graphic organizer for students intended to help them evaluate sources and their credibility. It forces students to focus on potential biases of source speakers and audiences, in conjunction with prompting them to look at sources as being
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This material is comprised of 10 writing prompts that require students to creatively engage with the content of their rhetoric courses: traditionally Advanced Placement English Language and Pre-AP English courses. These prompts lead students to
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This guide provides comprehensive strategies, templates, and examples that will help students conquer the rhetorical analysis essay on the AP Language exam. The templates can also work to assist students when writing rhetorical analysis essays
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This document is designed to help give students a succinct and purposeful list of purposeful verbs to use—rather than the word “use” or its more eloquent synonyms—while completing rhetorical analysis assignments. It is governed by the philosophy
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TEACHING EXPERIENCE

I have known that I wanted to be a high school English teacher since I was a high school freshman in 2000, and I have been teaching since 2008. In 2010 I was offered the opportunity to build the AP English Language program at my place of employment, and a year later I was asked to collaborate in instructing, and ultimately restructuring, the school's burgeoning AP Lit program. Since 2011 I have been working with students all across the state of MA assisting them and their teachers with strategies to maximize AP exam performance, and this year I was asked to run my first professional development. I currently teach all four grade levels 9-12, and have taught every level of learner imaginable; I have read at the national AP reading in Missouri; in the end, I wouldn't trade any of this experience for the world.

MY TEACHING STYLE

I don't teach English; I teach students: living, breathing, thoughtful, emotional individuals. I don't assign work; I teach skills. I strongly advise my students to build their skills while using my templates, and as the year continues, I encourage them to break free from my molds while keeping the critical components of my templates in their writing. I stress writing growth and reading freedom. Besides in timed settings, my students hardly ever think to write a five paragraph essay; surprisingly I never mention paper length to them; rather, they have one stipulation: make it good. I hardly ever see a paper less than 4 pages. Kids have something to say, so I encourage them to say it. There is no reason why learning should be boring, so I try to make sure it isn't.

HONORS/AWARDS/SHINING TEACHER MOMENT

2008--Armand Desmaris Award for Excellence in Teaching 2015--Invited to present at the Mass Insight Education Two-Day Teachers' Seminar

MY OWN EDUCATIONAL HISTORY

B.A.: Rhetoric, Writing, and Communications UMass Dartmouth. 3.91/4.0 MAT Secondary English Education UMass Dartmouth 4.0/4.0

ADDITIONAL BIOGRAPHICAL INFORMATION

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