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1.** The inquiry based activity that I reviewed, Serendipitous Dueling Audiences, can be found through the following link: @http://writingfix.com/right_brain/Serendipitous_Dueling_Audiences1.htm  This activity is for English Class 12th graders and deals with the term “audience” in writing. Its aim is to make the writer adjust and edit their writing for different audiences. The students begin by pressing the first button to choose randomly two different audiences to write for. The second button the students must press, gives them a random topic they must write about. The audiences the site chose for me was my sibling and my teacher. My topic was to talk about what I think the president does at his job. It then gives the following links: · [|**Rough draft sheet with voice checklist embedded on second page.**] · **[|Sheet of 6 Voice Revision Post-Its for students to use to respond to each other's rough draft writing.]** (Click **[|here]** to visit WritingFix's Post-It page) These links, once followed, gives the students the opportunity to use a rough draft sheet which has a helpful checklist for an author’s desired voice. There is also a link to share your work with other students for peer editing. The writingfix sounds as though through technology, the computer will let you know what works and what does not. And here lies why I did not like the site that much. There is nothing that is on this site that cannot be given to students in a handout. The way the site worked at first appeared the student will work with the computer in an interactive way but that is not the case. ===2.  Standard 1  === ===Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. ===  Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.  Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.  Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.  1. Creativity and Innovation 3. Critical thinking, problem solving, decision making.  **Inquiry**: is a form of higher-level learning that is used to solve problems, develop new theories or applied to new ideas (original or fictitious). It may be used to create new ideas. Also, it can also be used to discredit existing theories or to bolster support for them. Most learning requires gathering of information, but inquiry differs because once the data, information, or knowledge is gathered, it is then applied to a limitless amount of possibilities.
 * Mark Janis
 * [|**WritingFix's List of Tone Words**] (for pre-determining what tone you'll use with your audience)
 * NYS ELA Standards **
 *  Standard 2 **
 *  Standard 3 **
 * <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> Standard 4 **
 * <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> NETS-S Standards  **
 * <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> 2A **
 * <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> 3. **

Was planned for. Instead an existing one was redone ||  An existing concept, idea, or product was either disproved, supported, or improved upon. || The concept, idea or product has total originality. || || A regurgitation of data with no application exists. || Some higher-level of thinking was present. Thoughts created were applied to end results. || Higher-level thinking dominated this project. Not only was it present during creation, but also the result requires higher-level thinking. || ||
 * || ** Not Evident **
 * 1 ** || ** Partial **
 * 2 ** || ** Exemplary **
 * 3 ** || ** Score ** ||
 * ** Originality of  **
 * Concept, idea, or product ** ||  No new concept, idea or product
 * ** Research  ** ||  Research was gathered and stated, yet nothing was done with it.  ||  Research was gathered and used to bolster or disprove an existing claim.  ||  Research was gathered and used to create a new concept, idea, product or claim.  || ||
 * ** Higher level  **
 * Thinking required ** ||  No higher-level thinking was needed in creation.
 * ** Application  ** ||  The end result is not applicable in any way.  ||  The end result has a limit to what it can be applied to.  ||  The end result can be applied to limited possibilities.  || ||
 * ** Results  ** ||  There is only one answer.  ||  There is more than one answer but no more than five answers.  ||  There are an infinite number of answers.  || ||

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