...off by say that persuasive and compare and contrasts essays have always been difficult for me. I never know how and where to begin with them. In high school we discussed them in a lecture but never had to actually do one. I had written very few essays and I don’t think I do very well on them. Then with my first experience in college I had to write my first compare and contrast essay and honestly I didn’t too well on it. I also have a lot of problems with grammar mistakes that the grammar and spell check do not catch. Also the little activity in chapter 7.2 kind of helped me out a little bit with pointing out certain things in an essay. However, with my essay I will most likely focus on structure and supporting ideas and point of view. I feel like I can develop a pretty good compare and contrast essay if it have a good structure. I will first begin by telling what I read and how it made me feel when I read it. Then I will probably state my opinion on what I think the author is trying to get to his or her audience. I will also try t build up points on why I think author is right or wrong and why I agree and disagree. On the author points that I picked out I will try to support my ideas on everything that I say. I will try to be as close and accurate as I can get. I think having a good and strong point of view makes an essay really good too. It is also important because reading an essay without a point is like watching a movie that is completely pointless and stupid. I don’t think...
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...into the bright sunlight from the darkness of the movie house, I had only two things on my mind:Paul Newman and a ride home. My brain fluids were interrupted my Darry’s screaming. Are you working on your paper Ponyboy? Yes sir I yelled back. I had lost my train of thought, until I thought about me failing then my thoughts came back, fast. I kept working for a few hours, my hand was cramping up so I decided to take a break and a nap. I had a nightmare, Johnny was still alive. He had gotten into an argument with Dally about how he should have killed Bob instead of just a little stab. For some reason Johnny had gotten really mad for no reason. He told him to follow him outside. They got up and went outside, I peeked out my window to see what was going on. Johnny whipped out a heater and pointed it at Dally. I tried to scream at him to stop but my mouth was glued close, I couldn’t open my mouth. I tried breaking...
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...Put these verbs in the present simple form: 1. We our dog. (to call) 2. Emma in the lessons. (to dream) 3. They at birds. (to look) 4. John home from school. (to come) 5. I my friends. (to meet) 6. He the laptop. (to repair) 7. Walter and Frank hello. (to say) 8. The cat under the tree. (to sit) 9. You water. (to drink) 10. She the lunchbox. (to forget) 1. I good marks. (to get) 2. Rita exercises. (to do) 3. We often the table. (to lay) 4. Tim and Pat pictures. (to upload) 5. Oliver always fun. (to have) 6. Maria sometimes their room. (to tidy up) 7. He often new shoes. (to buy) 8. The dog never out of the house. (to run) 9. You your glasses. (to need) 10. She snakes. (to touch) 1. Tom stamps. (not/to collect) 2. You songs in the bathroom. (not/to sing) 3. Julie in the garden. (not/to work) 4. I at home. (not/to sit) 5. Tina and Kate the windows. (not/to open) 6. Adam French. (not/to speak) 7. His sister lemonade. (not/to like) 8. We to music. (not/to listen) 9. My father the car every Saturday. (not/to clean) 10. Johnny and Danny in the lake. (not/to swim) 11. We handball at school. (not/to play) 12. Laura her room. (not/to clean) 13. Mark his homework. (not/to do) 14. Susan and Jerry TV. (not/to watch) 15. They at 6.30. (not/to wake up) 16. You shopping. (not/to go) 17. Mrs Smith a big box...
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... 1. Confucius 2. Anne Sullivan Macy 3. Socrates A B C |Helen Keller’s teacher, who taught |A philosopher and Plato’s teacher, who |A philosopher and a teacher, who believed | |Keller how to spell and read, and thus|encouraged his students to think and responded |that education should be available to | |made Keller long for learning. |to their questions by asking more questions. |everyone and who adopted various teaching | | | |methods to inspire his students. | II. To you, which of the three is the greatest? Share your opinion with the class. Reading ( Reading Tip: What did the teacher do that changed the author’s life? The person who set the course of my life was a schoolteacher named Marjorie Hurd. When I stepped off a ship in New York Harbor in 1949, I was a nine-year-old war refugee, who had lost his mother and was coming to live with the father he did not know. My mother, Eleni Gatzoyiannis, had been imprisoned, tortured, and shot by guerrillas for sending my sisters and me to freedom. I was thirteen years old when I entered Chandler Junior High. Shortly after I arrived, I was told to select a hobby to pursue during “club hours.” The idea of hobbies and clubs made no sense to my 10 immigrant ears, but...
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...GEOGRAPHY OF THE MIDDLE EAST & NORTH AFRICA Geog 209 - Fall 2014 T-Th 12:00-1:20 Plus Discussion Section and evening films McKenzie 240A Prof. Shaul Cohen Condon 107G Tel. 346-4500 Office Hours Tuesday 12:00-1:00 OBA scohen@uoregon.edu GTFs Ashley Wall Jennings Office Hours M 1:00-2:00 ajenning@uoregon.edu Christine Carolan ccarolan@uoregon.edu Purpose: This course explores the geography of the Middle East with an emphasis on politics, culture, and regional cohesion. Through a variety of sources including modern literature, film, images of landscape, traditional academic texts and the daily news, we will pursue an understanding of those elements that characterize the region, as well as those features that are distinct and mark different peoples and places. We will examine local, sub-national, national, and international issues relating to identity and status, history, environment, economy and other topics, in an attempt to create a portrait of daily life in the many venues of the region, whether they be urban or rural, coastal or desert, North African or Asian, Muslim, Christian, Jewish, Arab, Israeli, Turkish, Iranian, and so on. Our goal will be to use the information available to us to discern patterns in the region that allow us to grasp its richness and complexity, to gain a sense of its past, contextualize current changes, and to anticipate future directions. Resources: For this course we will work from a number of selected writings, and...
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...To Whom It May Concern: I am writing in regards to a high school position at your school I believe that my enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents...
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...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 [pic] SPM ENGLISH LANGUAGE 1119 SMART MODULE 2 2011 Patron En. Mansor bin Lat Director of Kedah Education Department Advisor Tn. Hj. Asmee bin Haji Tajuddin Head of the Academic Sector Coordinator Pn. Hjh. Zaliha bt Ahmad The Principal Assistant Director (English Language) Committee Members Pn. Wan Aisyah bt Haris (Assistant District Language Officer for Language, Kota Setar) Pn. Hjh. Fadzillah bt Selamat (Assistant District Language Officer for Languages, Kubang Pasu) En. Yong Kooi Hin (Assistant District Language Officer for Languages, Baling Sik) En. Nordin bin Mohd. Noor (Assistant District Language Officer for Languages, Padang Terap) En. Azmi bin Othman (Assistant District Language Officer for Languages, Kuala Muda Yan) En. Nagaiah Velu (Assistant District Language Officer for Languages, Langkawi) En. Md. Zahir bin Husin (Assistant District Language Officer for Languages, Kulim Bandar Baharu) Pn. Nadia Normala Vimala bt Abdullah (Assistant District Language Officer for Languages, Pendang) Cik Farha bt Sobry (Assistant District Language Officer for English (Secondary), Kuala Muda Yan En. Oslan bin Yum (Assistant District Language Officer for English (Secondary), Kubang Pasu Panel of Smart Module 2 2011 (SPM 1119) 1. Pn. Farah Ikhmar bt Jafri (SMK Sik) 2. En. Lim Swee Teong (SMK Simpang Kuala) ...
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...Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph. < 174 WRITING FOR SUCCESS To create longer assignments and to discuss more than one point, writers group together paragraphs and link them together with transitions. The assignment’s purpose, audience, and tone dictate the content, which determines what paragraphs cover and how each will support...
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...If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas...
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...DO NOT WRITE ON THIS PACKET!Write your name, period number, and the correct answer for each question on your answer sheet. Take your time and choose your answers carefully! | | | Tone, Style, and Mood | 1. | The footsteps were coming closer. I knew I had to get out of there fast. Looking desperately around, I finally spotted a small window at the end of the room, a beacon of light in the dark, rancid basement. I sprinted and leapt up to grab a ceiling pipe. Thankfully, the pipe was close enough to the window to allow me to swing my body through. My enemy was making his way down the hall, bursting open door after door. I needed to break through this window in two tries to make it out in time. What is the mood of the passage? | | | | A. | timid | | B. | cheerful | | C. | sorrowful | | D. | daring | Write your response here: | I was having a crazy dream. For some reason, my face was covered in sticky honey, and a bear was charging toward me! It pounced on me and started licking my face! Yuck. I quickly jerked awake to escape, but for some reason the licking didn't stop! I also realized that something small was running back and forth across my chest. I opened my eyes, and there staring back at me was a puppy! "Awesome!" I yelled. I've wanted a puppy for so long, and here was this adorable brown creature looking up at me. I suddenly realized that today was my birthday! I looked at the doorway and saw my mother smirking...
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...THE CATCHER IN THE RYE by J.D. SALINGER I. Content of the Book Holden Caulfield is a very weird and interesting young man who likes to do things on impulse or because as he said 'he got such a bang out of it'. He has a brother, D.B. who is a writer in Hollywood, a little sister named Phoebe and another brother Allie, who has already died before the story even began. In the beginning of the story Holden narrates that he'll be leaving his school, Pencey Prep (a school full of Phonies from Holden’s point of view), because he flunked out in the four out of five subjects he was taking, the only subject he didn't fail was English. Holden tells the readers that he had come back to Agerstown, Pennsylvania though he was traveling with his team for a fencing contest, he lost all of the foils in a New York Subway, and so the match was cancelled instead. Holden even mentioned that on the way home his mates treated him to silence and he found this very amusing. Though there was a football game going on, Holden didn't go down and watch it, instead he went to visit his old history teacher, Mr. Spencer. Mr. Spencer is a very old man who wants to help Caulfield in his studies (since Holden has also been expelled in a few other schools as well) and at some point Mr. Spencer even read out Holden's examination paper and the little note that Holden had written in the end saying that if Mr. Spencer would like to flunk him then he'd be all right with it, Holden explained to the readers that the...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high school you attend, or the state you reside in, you may need to write an exit essay, or take the Regents Exam. This book includes specific strategies to help you write great essays, no matter which type you write. In contrast to basic writing guides that contain plenty of information you don’t need, How to Write Great Essays focuses on the topics most important to you now. You won’t find a comprehensive guide to mechanics, but instead you will get short but thorough lessons on the most common errors made in grammar, spelling, usage, and how to prevent and correct these errors. Every chapter is designed to relate directly to your essay, giving you the knowledge and the know-how you need to succeed. The book is divided into seven chapters, with the first five covering different aspects of the writing process: I Introduction ...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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