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This article describes the types of portfolios teachers can use in their classroom along with teacher-tested advice for ways to implement portfolio assessment. Portfolio assessment provides teachers and students with a documented chronology of the learning that is taking place. By periodically reviewing their portfolios, students become enlightened about their progress and empowered when they can see for themselves the progression of their learning. This knowledge enables students, with the guidance of their teacher, to set and work toward future learning goals. We have included relevant research that supports portfolio assessment along with comments from our students. These comments dramatically document the power portfolios have to enlighten and motivate students to learn.

Documents are considered one of the first important sources for the study of Islamic history, because they contain original historical material, and we mean in particular official papers, such as letters, publications, records, judicial rulings, financial systems, religious fatwas, political treaties, decrees and covenants for senior officials, including ministers, governors and pimps. Many of these documents, whether written in Arabic or otherwise, have been lost despite their great importance in the study of Islamic history, and perhaps the main reason for their loss and destruction is that the Islamic world, after it was a political unit until the end of the Umayyad era in the year 12 AH / 750 CE . He divided himself as a result of the emergence of conflicts between Muslims and religious intolerance among non-Muslims, which led to their loss or falsification, especially in the period of the separation of many regions from the Islamic state, as the first historical documents are still unknown to us, and only a few of them remain scattered and scattered in the books of the later . Researchers in Islamic history should not hesitate to search for them (documents) and publish them, and collect what was found in the books of later scholars because it is the main way to bring us to the right truth. We will try to study the historical document, which was attributed to Caliph Umar ibn al-Khattab at times and to his leader Abu Ubaidah ibn al-Jarrah at other times, and which was transmitted by Muslim and oriental jurists and historians, and they differed in its proportions. Whoever denies that Caliph Umar should issue such a document, especially since he was one of the most merciful of the Rightly Guided Caliphs to the Christians and other dhimmis. We have the best evidence for that in his statements and commandments. It was narrated from him upon his death that he said: (The caliph recommended after me the responsibility of the Messenger of God to fulfill their pledge to them and to fight behind them and not be overburdened).

This paper was presented as part of the Carl Leggo keynote address at the third annual CSSE pre-conference for the Language and Literacy Researchers of Canada. The paper explores the possibility of deconstructing “presence” in reflexive writing. The author examines Leggo’s “writing as compos(t)ing” as an example of arts-informed reflexive writing that problematizes the desire for presence, and argues that Leggo’s “clown” poetry interrogates notions of transparency in reflexive writing. Reflexive writing traces the presence of the writer in/through the text. It is a form of writing that celebrates the power of personal story to illuminate the intersections between self and society. The desire for presence, however, is never innocent and never without complication. In tracing that presence - in writing reflexively - the writer inscribes silence and absence while simultaneously making her/himself visible.

This paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students.

The subject of our paper is the sword found at Osieczna, distr. Leszno, in Great Poland. It was accidentally found in a lake, and the circumstances of its discovery do not provide any exact data about this specimen. The sword is actually kept in the Museum at Leszno.

This paper studies the so-called strict subcategorization rules, and the theory associated with them, in the transformational grammar of. Erigl·ish as proposed by Noarn Chomsky in his Aspects. The syntactic component of English transformational grammar consists of two mutually ordered parts, viz., the base and the transformational subcomponents. The initial part of the base are the so-called categorial rules, which are of almost exclusive interest to us here. Their primary task is to generate what are usually called basic sentence patterns, and will here, with Chomsky (Aspects, p.ll3), be designated with the expression, frames of category symbols.- The rules of the transformational subcomponent modify, in various ways, the frames generated by the base. For several reasons - one of them being that the correct work of the transformational subcomponent quite often depends on the kind of lexical items with which the syntactic positions in the frames of category symbols have been filled, the lexical items must be introduced from the lexicon into the empty positions in the frames before the rules of the transformational subcomponent can be allowed to modify the frames.

In this paper, we develop the understanding that in context of expanding notions of the literary engagement, consciousness is understood as a process that both participates in the acts of reading and response, and at the same time, is potentially transformed by those acts. Yet, uninterrogated understandings of consciousness – what it is, what it does, what it feels like - continue to shape the way we structure our experiences with literature in the classroom in predominantly implicit ways. In the context of an enactivist understanding of cognition, consciousness emerges as an orienting feature that brings together the cultural and biological aspects of the literary experience.

Participants in an online doctoral seminar participated in the use of a writing strategy to explore the sociocultural contexts of their lived experience. Creating literary texts in three forms was an effective strategy in mediating participants' understanding. Each form provided a new lens through which to interpret experience. Participants functioned as an interpretive community. The final papers, autobiographical narratives, illuminated the complex relations among prediscursive experience, reflection on experience, distancing, and the iterative transformational quality of time. The online format embodied a virtual interpretive location which allowed participants to revisit texts and postings over time.

As a poet and language educator, I am often asked, Is this a good poem?, as if I carry some kind of standard measuring device for assessing the value of poems. But, perhaps the important question is not, Is this a good poem?, but instead, What is a poem good for? So, in this paper, I offer five reasons why poetry is important for living. Of course, there are many more reasons that could be discussed, but my goal is to contribute to an ongoing dialogue among language educators about the value of living poetry in our personal and professional lives.

This paper examines ideological and institutional contexts for liberal arts education at an art and design university as a means for understanding how critical writing is constructed by students and faculty as an interference to other creative practices students pursue as part of their art and design education. Observations of the form of assessment in art and design education known as critique, provides the basis for a reflection on how the pedagogy of critique, transposed to the liberal arts classroom, might serve to resist student resistance to learning to write critically.

This paper reports on a three-year project in which we infused arts-based media and digital learning into a mandatory language and literacy course for secondary pre-service teachers at a major Canadian university. Our underlying model favours dynamic, critical and transformative learning across modes, genres and social spaces in the secondary curriculum. We found prospective teachers to be committed to engaging in new media as a way to expand notions of literacy, author new genres of communication, and to be more engaging and inclusive of all students, yet they often remained sceptical of uncritical approaches.