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Using the High School EduGuide in Your Classroom

Lesson Plan Activities for 9th, 10th, and 11th Grade Journalism

This resource package includes:

Lesson objectives
Lesson activities
Listing of skills associated with each activity

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Support materials including:

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 A reading comprehension activity
 Discussion questions

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 A writing assignment sheet
 An evaluation checklist

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 A peer editing checklist
 An invitation for students to submit their work for publication at
www.EduGuide.org
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 A list of additional resources based on the magazine content

This lesson is designed to support the following skills: Critical reading, critical analysis,
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writing for different audiences and in different styles, peer editing.


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Reference: “Wayfinding on your career path” High School EduGuide (page 6)


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“Do you have the skills you‟ll need for your career?” High School
EduGuide (page 4)

Lesson Objectives:
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1. Students will read an article and analyze for content and structure.
2. Students will review a checklist, determining their level of competency in
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various areas.
3. Students will interview one person in their chosen profession, or explore
with research 3-5 professions in which they‟re interested.
4. Following the model in the High School EduGuide and the EduGuide
Writers‟ Guidelines, students will write an “On the Road to a Career”
article and an accompanying „checklist‟ for their peers.
5. Students will peer edit the work of one classmate.
6. Students will submit their article for evaluation, meeting all due dates and
submission guidelines.
7. Students may submit their article for consideration by the editorial team
at EduGuide for possible publication at www.EduGuide.org.

©EduGuide, 2009 www.EduGuide.org


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Integrating the High School EduGuide into Your English classroom.
Lesson: Can you write an “On the Road to a Career” article for your peers?

The purpose of these assignments is to engage students in inquiry surrounding the


selection of a career path. Students will be led through a series of activities designed to
help them choose a career path or to solidify their chosen career path. Interviewing
and/or research skills will be employed.

This lesson would be appropriate for journalism students in the second half of their 9th
grade year, as well as 10th and 11th grade students.

 Activity A: Reading Critically


Skills: Reading comprehension, critical analysis of language and structure, oral communication, drawing
conclusions from analysis.

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1. Students read “Wayfinding on your career path” on pages 6 and 7 of

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the High School EduGuide.
2. Students complete Worksheet 1 as they read the article. Students will

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have to read the article several times to complete the worksheet. It
requires considerable reflection and critical analysis of the article.

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3. Students complete the checklist entitled “Do you have the skills you‟ll
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need for your career?” on page 4 of the High School EduGuide.
4. Students complete Worksheet 2 after completing the checklist.
Completion of Worksheet 2 may take some time as the questions
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contained are designed to substantiate the student‟s responses to the


checklist.
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5. Upon completion of the worksheets and discussion of the article,


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students will complete Worksheet 3, generating a plan for the writing of


their article, “On the Road to a Career.”
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 Note to Teachers: This activity may require more than one hour to complete. It is suggested that
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Worksheet 3 be assigned as homework or as independent work time in class.


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 Activity B: Writing Inquiry


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Skills: Critical analysis, planning and organizing, writing for a specific audience, writing in different styles,
modeled writing, evaluating other students‟ work against a given set of criteria.

In this activity, students start writing. Teachers are encouraged to provide students with
visual strategies to enhance their writing structure and provide them with the tools by
which they can be successful in their writing (see Appendix 1).

The composition of the “On the Road to a Career” article should begin with review of the
article and checklist addressed in Activity A. Students should then proceed to develop
their own ideas regarding their career path and determine whether they fall into
Category A: Still Searching or Category B: Exploring my Path.

©EduGuide, 2009 www.EduGuide.org


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Category A articles should contain the following elements: A statement regarding the
career paths explored in the article, resources utilized for research (and appropriate
citation), as well as how the author fits into each of these potential career paths and
how the author plans to proceed through the rest of his education to fit into one of
these career paths. Category B articles should contain the following elements: A
statement regarding the author‟s chosen career path, information garnered from an
interview with someone from the author‟s chosen profession (with proper citation), any
additional research completed for this article (with appropriate citation), as well as a
developed plan regarding their future education. Both articles are geared toward the
author‟s same-grade peers.

1. Teacher and students discuss the structure of the “On the Road to a

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Career” article.

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2. Students read Appendix 2: EduGuide‟s Guidelines for Writers. Students
should then tell a classmate what writers for EduGuide must do in five

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lines or less. They should compare notes and refer back to the Guidelines
for Writers. This activity reinforces comprehension and helps students

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identify the most important information.
3. Worksheet 4 outlines the writing assignment for students. Evaluation

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criteria should be reviewed with students before they begin writing
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(Addendum 1).
4. Students peer edit their drafts. A peer-editing checklist is included
(Addendum 2).
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5. Students revise their articles. They submit their peer editor‟s comments,
as well as any drafts, with their final draft.
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 Note to Teachers: In the state of Michigan, students are required to maintain a portfolio containing
information on career exploration. The tasks outlined in this plan may provide students with needed
activities for insertion to this portfolio. Please check with your guidance counselor for details.
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©EduGuide, 2009 www.EduGuide.org


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 Worksheet 1
Reading Critically

Before you read “Wayfinding on your career path” on page 6 of the High School
EduGuide, review these questions. As you read the article, answer the questions. Expect
to read the article more than once to get all of the details required to answer the
questions and draw your own conclusions.

1. What types of career preparation opportunities have you been given? What types of
opportunities do you feel would be beneficial to your future?

2. Identify the courses you have taken (or are taking) that relate directly to your

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chosen profession. If you are thinking about more than one career, be sure to develop a

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list of courses for each profession.

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3. Identify courses you feel would be beneficial to your chosen career path in the

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future.
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4. Identify at least three possible places to engage in a job-shadowing experience, and


tell why you think they are appropriate for you.
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©EduGuide, 2009 www.EduGuide.org


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 Worksheet 2
Career Skills

1. After reviewing the checklist on page 4 of the High School EduGuide, are there any
areas you need to work on prior to getting a job? For example, if you would like to be a
teacher, can you work independently as well as a member of a team?

2. Are you stronger in one area than another? If so, does your chosen profession take
into consideration your strengths? Explain.

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©EduGuide, 2009 www.EduGuide.org


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 Worksheet 3
On the Road to a Career

Directions: When answering the following questions, be sure to provide supporting


details (a minimum of three per question).

1. If you know what career you want to pursue, how did you choose it? If you‟ve not
chosen a career, how did you choose the paths you intend to explore?

2. What school-related resources (career fair, printed materials, etc.) have helped you

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focus your career choices?

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3. After high school, what do you plan to do? Get a job? Join the military? Go on for
more education? Why?
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4. What do you need to do during the rest of your high school career to help you
prepare for your chosen profession(s)?
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©EduGuide, 2009 www.EduGuide.org


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 Worksheet 4
Drafting the “On the Road to a Career” Essay

Directions: Complete the form below to create a simple outline for your “On the Road to
a Career” essay. SF/D = Supporting Fact/Detail.

Introduction Hook: __________________________________________________

Main Idea Paragraph 1: ________________________________________

____________________________________________________________

Main Idea Paragraph 2: ________________________________________

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____________________________________________________________

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Main Idea Paragraph 3: ________________________________________

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____________________________________________________________

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Main Idea Paragraph 4: ________________________________________
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____________________________________________________________
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Main Idea Paragraph 1: _____________________________________________


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_________________________________________________________________
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SF/D: ______________________________________________________

____________________________________________________________
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SF/D: ______________________________________________________
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____________________________________________________________
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SF/D: ______________________________________________________

____________________________________________________________

Main Idea Paragraph 2: _____________________________________________

_________________________________________________________________

SF/D: ______________________________________________________

____________________________________________________________

©EduGuide, 2009 www.EduGuide.org


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SF/D: ______________________________________________________

____________________________________________________________

SF/D: ______________________________________________________

____________________________________________________________

Main Idea Paragraph 3: _____________________________________________

_________________________________________________________________

SF/D: ______________________________________________________

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____________________________________________________________

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SF/D: ______________________________________________________

____________________________________________________________

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SF/D: ______________________________________________________
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____________________________________________________________
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Main Idea Paragraph 4: _____________________________________________


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_________________________________________________________________
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SF/D: ______________________________________________________

____________________________________________________________
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SF/D: ______________________________________________________
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____________________________________________________________
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SF/D: ______________________________________________________

____________________________________________________________

Conclusion: ________________________________________________________

Main Idea Paragraph 1: ________________________________________

____________________________________________________________

Main Idea Paragraph 2: ________________________________________

©EduGuide, 2009 www.EduGuide.org


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____________________________________________________________

Main Idea Paragraph 3: ________________________________________

____________________________________________________________

Main Idea Paragraph 4: ________________________________________

____________________________________________________________

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©EduGuide, 2009 www.EduGuide.org


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Addendum 1
Evaluation Criteria
Students will be evaluated in three broad categories: Language, Organization and
Content. Review the evaluation checklist before you begin writing.

Students will also be responsible for peer editing the work of one classmate. Peer editors
will assign a grade of 0, 1, or 2 based on the quality of the draft.
Students must turn in their peer editor‟s comments and grade with their final draft.

Evaluation Checklist
For each criterion, grades will be given on a 4-point scale.

1 = rarely
2 = sometimes

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3 = usually

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4 = always

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Language Score
Tone – fresh, familiar and focused; follows writer‟s guidelines

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Vocabulary – ____ Teacher determined grade level

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Spelling and grammar accurate
Checklist language is very concise and direct.
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Organization
Ideas flow logically; easy to follow
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Use of transitional language in article (e.g. however, but, in


addition) connects thoughts effectively for reader
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Provides information about career planning now and future


Checklist information is ordered somewhat chronologically
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Content
Student author has carefully considered ideas prior to presenting
to audience.
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The student author offers good advice to readers in the article


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and in the checklist. It is clear what a person should have


learned from this article.
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Checklist re-states advice from article and adds one or two more
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pieces of advice for additional value.


Content is appropriate for the intended audience.
Total: /48
Plus, 0-1-2 grade from peer editor /50

©EduGuide, 2009 www.EduGuide.org


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Addendum 2
Peer Editing Checklist

Use this checklist to give a classmate feedback on his or her “Finding the Perfect Fit”
article. For each evaluation criterion, indicate Yes or No.

After you‟ve finished, give your classmate a grade using the following scale:
0 = needs a lot of work
1 = needs some revisions
2 = needs a little editing, but it‟s in pretty good shape

Language Yes/No
Tone – fresh, familiar and focused; follows writer‟s guidelines
Vocabulary – ____ Teacher determined grade level

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Spelling and grammar accurate

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Checklist language is very concise and direct.
Organization

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Ideas flow logically; easy to follow
Use of transitional language in article (e.g. however, but, in

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addition) connects thoughts effectively for reader

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Provides information about career planning now and future
Checklist information is ordered somewhat chronologically
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Content
Student author has carefully considered ideas prior to presenting
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to audience.
The student author offers good advice to readers in the article
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and in the checklist. It is clear what a person should have


learned from this article.
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Checklist re-states advice from article and adds one or two more
pieces of advice for additional value.
Content is appropriate for the intended audience.
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0-1-2 grade from peer editor (part of final grade)


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Comments:
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©EduGuide, 2009 www.EduGuide.org


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Appendix 1
Visual Strategies for Organizing Writing

Graphic Organizers
Students who have difficulty generating ideas can benefit from graphic organizers
designed for the purpose of the writing assignment. Concept webs, chain-of-events, and
KWL charts are frequently well-received with students.

Good graphic organizers can be found for free on the Web. A good search phrase to try
is “graphic organizers writing free.” This will eliminate many (but not all) of the sites
that will charge you fees to access their content.

 Tip: As you compile and teach the use of various graphic organizers, put extra

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copies in a hanging file system so students can help themselves when a writing

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opportunity presents a challenge. Use a yellow highlighter to mark ORIGINAL on
one copy that is in the hanging file, or keep a binder with originals. You‟ll see

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which organizers are the most popular and will be able to keep more of them on
hand.

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Forms

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Students who struggle with writing organization frequently do very well when given a
form to complete that serves as a template for their rough draft. The best tool around is
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the standard five-paragraph outline form. To simplify the outline concept, utilize the
following format:
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Main Idea _________________________________________________________________


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Supporting Fact ______________________________________________________


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Detail _______________________________________________________

Detail _______________________________________________________
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Supporting Fact ______________________________________________________


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Detail _______________________________________________________
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Detail _______________________________________________________
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When composing a typical five-paragraph article, the first Main Idea will also need to be
noted as the Introduction. The last Main Idea will need to be noted as the Conclusion.
All three body Main Ideas should be contained within the Introduction and Conclusion
(i.e., the outline for those paragraphs will look identical).

©EduGuide, 2009 www.EduGuide.org


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Appendix 2

EduGuide Writers’ Guidelines

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Fresh, familiar, and focused. EduGuide publications are written in plain English and deal
with the real concerns and decisions our readers wrestle with. They provide a magazine
style forum for parents, students, and educators to share what they‟ve learned and to
spread effective strategies and insider know-how to a wider and wider circle. In
addressing any topic, we start by brainstorming what would I want to know if I had to
make that choice or resolve that issue? What questions or worries might I need to
address? What models of success or failure could I learn from? Our content is designed
to motivate readers to take action using hands-on strategies.

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Perspective
Our readers like to hear how other people have wrestled with an issue. Where relevant,

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authors are encouraged to use a personal perspective in their writing and to build real
life stories and quotes into their coverage of an issue. For most of our publications,

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parents, especially moms, are our largest readership.

Literacy levels
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EduGuide publications aim at a grade-six reading level, common in popular magazines
and newspapers. Some word processing programs can help you measure this. The
publications involve a range of techniques, to make adult learning easier and more
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enjoyable.
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Technical terms should be explained briefly and simply to make readers aware of jargon
they may run into. Avoid complex sentences and three syllable words where a shorter
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one will do. Publications often include self-tests, learning activities, resources to tap,
comparative shopping guides, and questions to ask others.
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Independence
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EduGuide publications are designed to provide readers with the information they need to
feel confident making choices, addressing challenges and managing changes to boost
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children‟s learning. While authors and interviewees are encouraged to share their
opinions, articles should recognize the diversity of perspectives on an issue even if they
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focus primarily on one perspective. Providing pros and cons helps people to make up
their own minds.

EduGuide does not endorse products, programs or political positions and seeks to be
impartial between public and private educational providers at the preschool, k-12 and
higher education level, speaking honestly about the strengths and weaknesses of each.

Style
We use the Chicago Manual of Style. Text should be provided as a Microsoft Word file
and include a suggested title and word count. Illustrations are welcome and are usually
best provided in JPEG format.

©EduGuide, 2009 www.EduGuide.org


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Byline
Where possible we provide a brief biography for our authors with information that will
help our readers to relate to them or recognize relevant expertise. Please provide up to
50 words of relevant information that we‟ll trim down as needed.

To submit articles for consideration, email them to jenny@eduguide.org or mail them to:

EduGuide
Attn: Editor
321 N. Pine Street
Lansing, Michigan 48933

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©EduGuide, 2009 www.EduGuide.org


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