Tutor profile: Haley H.
Please explain each step of the writing process. Then, discuss why purpose and audience are essential to consider in your writing.
The writing process includes 5 steps: Prewriting, drafting, revision, editing, and publishing. Prewriting is the process of organizing your thoughts. It may be helpful to use a graphic organizer or outline for the prewriting process. Drafting is the process of beginning to actually write; you piece together your thoughts from the prewriting process to form coherent sentences. Revision involves improving flow and structure and editing is the process of fixing spelling and grammar mistakes. Finally, publishing is the act of sharing your finished work. It is essential to consider the audience and purpose so you can appropriately cater to the needs of your audience. The audience is who is reading your work. The age, status, and interests of the audience should determine your voice. The purpose of your writing determines why you are writing in the first place. Is it to inform, entertain, or persuade?
What is the difference between reliability and validity in a psychological experiment?
Reliability is the degree to which a measure gives the same result on repeated occasions. However, validity emphasizes the accuracy of a measure. Construct validity is the extent to which a measure manipulates what it is designed to measure or manipulate (e.g., manipulation checks). Whereas, measurement validity is the degree to which a measurement is measuring what you are supposed to be measuring in the experiment.
Subject: English as a Second Language
How would you teach ESL student(s) (Lower Intermediate (B1) in high school) how to order at a cafe?
For the first 10 minutes of class, I will get the student(s) to start thinking about cafés. I will begin the class by showing students realia of coffee and tea. I will then ask students if they know what the realia is. If they do know, I will ask students to raise their hand if they like coffee or to raise their hand if they like tea. After students cast their vote, I will ask students if they know where they can buy coffee and tea. Students may or may not know that the answer is at a café. After the answer is revealed, I will pass out a café menu to students to show them what else is usually sold at a café. We will review all the menu items before the controlled-speaking activity. I will end the review session by informing students that we will learn how to order at a café. At the beginning of the activity, students will be assigned into pairs. Each student will receive a fill-in-the-gap dialogue. First, students will be instructed to take 2 minutes to read through the fill-in-the-gap dialogue. After these two minutes are up, the pairs will take turns reading for the barista and the customer role. For a free-speaking activity, the paired students will roleplay a barista and customer without the help of the dialogue worksheet. Instead, they will only have the menu. I will randomly assign the paired students to either the barista or customer role. I will instruct students to stand across from each other during the roleplay. The barista character will get to use an apron, three-sized cups (small, medium, and large), and a menu as a prop. The customer character will get to use fake cash or a credit card, as well as the menu as a prop. After this activity concludes, I will consolidate the target language by concept checking (e.g., What questions does a barista ask you?). These activities can also be practiced between the tutor and the student.