I'm a college writing tutor, and I just saw a student who was assigned to "recontextualize" one text in the light of another.  The word is not in any online dictionary, but I believe I figured out what it means and what the professor meant by the assignment.  Have you run into this word before?  Give me an example of recontextualizing.
216403
It should mean to put a thing back into its context, and could mean to put a thing into a modified/different context.  Like "repurpose," which means to take a thing a use it for a purpose other than what it has been used for.
570604
always read the unabridged version of a book, and if you use spark notes or cliff notes, use them in addition to reading the entire text.  teachers are smart, and they know how to ask questions that aren't covered in notes.  \n\nI've never heard of a 'revisited' part of a book before, but the answer earlier about going back to it seems accurate.  If I had to guess, I would think that it is someone discussing that part of the book, not a rewrite by the author.  Its probably a discussion.  The visiting analogy above is good, but there are other ways to visit something than to go there physically.  It would be more appropriate to think of youself sitting in a committee meeting of somesort that is trying to work out different issues.  They start with issue one, but can't get anywhere on it, so they go on to issue two and three, and when they come back to issue one, they are revisiting issue one.  Its a time to come back and look at the problem (passage in the book) and consider it again, maybe from a new perspective or with new information that you didn't know the first time you 'visited' the problem/passage.
344624
Look - it's a poem about Persephone - the daughter of Zeus and Demeter. If there's an analysis on the web somewhere, you can find it with a google search. Ultimately though, you should be writing your own analysis, shouldn't you? Unless there is the highly unlikely possibility that your teacher wants you to analyze an analysis.
321148
If the person doing the rebinding holds the copyright to the 1999 book, then there's nothing wrong with it, particularly if it is not an exactly identical book. Textbook makers do this very often. They come out with new editions all the time, even though very little changes.
338615
It is figurative language. This sentence is saying that knowledge or recognition is a flash of light.  One thing is another - a metaphor.
181773
If this is a true evaluation, you have to talk about the subject being evaluated, which happens to your group. You could keep saying "the group" over and over, but that will get pretty lame after a while. I would reccomend that you just go with it, use "we." After all, you are part of the group. I don't think your teacher/prof will mind. As for past tense, that really only applies to discussing literature. You should be ok with talking in past tense about things that are done and over with.
369763
If I had to guess, I'd say that a "place tracer" is someone who describes the setting and why it is important to the story. \nThat';s what makes sense to me. Your teacher probably made it up because it sounds better than "setting describer"\n\nIf you can, double check your directions or call someone from class and ask.
434953
I'm not sure, but why don't you include a quote from the teacher or the book using these terms?  I'm sure putting them in context would help with identifying them.
34872
A 'narration' is only an account, describing incidents or events. \n...If your assignment merely involves retelling what had actually happened, try to briefly narrate all the incidents in their chronological order.\n...But if you have to discuss about what a person, or people, must have thought and felt about something, then you must begin by outlining the background of that person/people, the cause/impact of that something, and their varied reactions to it ! \n...First arrange all the points you are going to say, in their correct logical sequence [preferably as notes on paper], and then express each one of your points in separate paragraphs of not more than 3 simple sentences each, in your OWN words.\n...When completed, read what all you have written to check whether you have omitted any details, or whether you have repeated the same point twice - and correct all such mistakes and oversights. \nPut the whole passage through a spell-check, and style-check as well - and your narrative passage is, at last, ready !
273205
At my university (and I would imagine at most others), it is definitely considered cheating, and sanctions for doing it range from a reprimand to losing credit or being removed from the university.\n\nSpecific quote: "Multiple submission - submitting the same paper or oral report for credit in two courses without the instructor's permission; making minor revisions in a paper or report for which credit has already been received and submitting it again as a new piece of work." \n\nIf you're just reusing old material, you're not actually learning anything from the course, are you? (That'd be the general you, not a specific you!) It's often in the process of writing an essay that I figure things out and finally "get" them :)\n\nEdit: just noticed that someone else gave the same site - I wasn't expecting another answerer from my university!
347464
Ichi THAT is BRILLIANT......I know that in the tangential thinking that often bests me 'thinkos are the weakest links, perhaps the 'savants' of my mind and truly the innocents. Perhaps they are what saves my butt altogether.\nAbsolutely Brill!!!! I am going to ask if I may have permission to use this in my writing for in my speaking & writing i have for the first time just spoken it aloud...thank for the new concept on somethng I have been doing, another thing to obssess on, fair play to you mate, brain food doesnt often ome through the screen like this. and it just did.\nNow does this include the frontal and temporal lobes? Will Kirlean Photograhy show this in action? Or is it a different part of the brain where the lost socks of our lives go to?\nTHIS is a cool quesion. I now possess a new word..and it is awesome..."THINKOS"..now THAT is HOT!!!
544988
Help me help you... (use ADD DETAILS, or email me)... What questions do you have about this assignment? Do you need assistance finding information about abolition? Do you understand what the question is asking? What, specifically, is holding you up from finding the answers? Where are you finding yourself stuck?
523877
Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
458837
You probably know what most of the words mean, and it's really a nonsensical sentence.  Chaotical- isn't really a word, I think they mean "chaotic." but that wouldn't rhyme with amneotical, as in amniotic fluid, the fluid that surrounds a baby in the womb (amneotical isn't really a word either, but it works better with chaotical). Onomatopoeia Isn't an art, it's when words sound like what they describe, like whiz, buzz, or flush.  In short, the sentence means nothing except that the author (the rap druid)was probably stoned when he wrote it, and was trying to say "Chaotic amniotic fluid, I can rhyme even though it makes no sense!!"  This is one sentence taken out of context, so it's possible it has some meaning in the context of the song, a reference to chaotic beginnings, perhaps?
566648
It depends on the topic. Can you be more specific? WHat do you teach? Maybe you should establish a link with the previous lesson. If it is not possible, just say : Today we are going to study...
337174
Great question!  It makes absolutely no sense!  Please rephrase it!  Using words actually found in English!  Thanks!
203751
Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,