...Plot The book begins with Mitch graduating Brandeis University, his college. He introduces his favorite professor (Morrie) to his parents and brother, and them to him. Morrie asks if he will stay in touch, and Mitch immediately promises he will. But there is only one problem. Mitch did not stay in touch. He got so wrapped up in his work, that he lost all contact with his college friends and professors. Over the years, Morrie develops ALS, a horrible and deadly disease. Morrie sends letters to Mitch, but because they are sent from Brandeis University, he thinks they are just asking for money. Mitch only learned about his professor's disease when he saw him being interviewed on Nightline. When Mitch found out about Morrie having ALS, he decided to go see him. When he first saw Morrie, he slumped down in his seat to finish his work. HE should've just ran up to greet him. But he didn't. Morrie and Mitch decide to meet weekly on Tuesdays, so Morrie can teach Mitch the "meaning of life" before the disease complete destroys Morrie's ability to communicate. During the lesson's, Mitch learns that he needs to focus on love and other people, not making as much money as he can. Morrie convinces Mitch to write the book "Tuesdays with Morrie", so Morrie can share his virtues with the whole world. When Morrie dies at the end of the book, Mitch realizes he can still communicate and learn from him, even when he's dead. Summary #1 "The Curriculum" The first chapter is introducing the ‘class’...
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...Approaching the Work Anthology How to compare the poems Meerkat Poetry Meerkat Poetry In section B of your AS exam, you will be asked to write one essay about the poems in the Work anthology. You will be given a choice of two questions. You can compare and contrast at least two poems of your choice, in response to a statement: OR You can compare one named poem and one other of your choice, in response to a statement: All the poems that you choose must come from the Work section of the anthology, which you have studied. How will my response be marked? Your response will be marked for three assessment objectives: AO1: 15 marks: AO2 – 5 marks: AO3 - 20 marks: TASK 1: Understanding how to compare Look carefully at the mark scheme for AO3. In addition to what is noted above, it always states: “In order to meet the AO3 requirement, effective comparison and contrast will need to be demonstrated.” Answer the following questions. 1. How are you asked to show similarities between the poems? 2. How are you asked to show differences? 3. What is meant by “literary” – what might you refer to in a literary response? Sample question with its indicative content from the mark scheme: For 5a: Compare all the way through, all your points should lead to exploring a similarity of a difference Compare all the way through, all your points should lead to exploring a similarity of a difference It’s OK to disagree with the statement in the question It’s OK to disagree with the statement in...
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...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 are...
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...SPEAKING thì điểm của bạn sẽ cao chót vót không ngờ luôn đấy. Chưa kể, nhất là trong phần READING, những từ trong quyển sách này xuất hiện nhiều lắm, và cả LISTENING nữa chứ. Sự lợi hại của quyển sách này, chắc chắn chỉ khi nào học rồi, bạn mới thấy rõ. Quyển này (nhà xuất bản TPHCM) đã hết bán rồi. Nên nếu bạn nào cần phôtô thì liên lạc Uyên Uyên: UyenUyen@englishtime.us Tuy nhiên mỗi tuần Bear vẫn sẽ post lên đây 20 từ trong quyển sách đó, để nếu bạn nào ở xa, vẫn có thể học được. Đương nhiên mỗi người có 1 cách học riêng và trí nhớ khác nhau. Có người nhìn qua là nhớ liền, có người nhìn hoài vẫn không nhớ, nên Bear suggest cách học này, bạn nào thấy thích hợp với mình thì áp dụng: 1/ Mỗi ngày học 3 từ: giống như ăn cơm vậy: sáng 1 từ, trưa 1 từ, tối 1 từ. Vui lòng đừng thấy cuốn sách quá hay mà học 1 ngày vài ba chục từ rồi ngày mai nhìn lại thấy ngán.. rồi.. bỏ luôn quyển sách hay này nhé. 2/ Làm sao mà trước khi đi ngủ, có thể đọc (hoặc viết) ra 3 câu ví dụ có chứa từ đó là xem như ok. Nhớ là đừng học...
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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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...The Elements of Style Strunk, W., Jr. and White, E.B. CONTENTS I. II. III. IV. V. VI. INTRODUCTORY.................................................................................................. 2 ELEMENTARY RULES OF USAGE..................................................................... 2 1. Form the possessive singular of nouns with 's................................................ 2 2. In a series of three or more terms with a single conjunction, use a comma after each term except the last.......................................................................... 3 3. Enclose parenthetic expressions between commas.......................................... 3 4. Place a comma before and or but introducing an independent clause.............. 4 5. Do not join independent clauses by a comma. ................................................ 5 6. Do not break sentences in two. ....................................................................... 5 7. A participial phrase at the beginning of a sentence must refer to the grammatical subject......................................................................................... 6 8. Divide words at line-ends, in accordance with their formation and pronunciation.................................................................................................. 7 a. Divide the word according to its formation: ............................................. 7 b. Divide "on the vowel:" ...................
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...I ALSO BY CHINUA ACHEBE Anthills of the Savannah Arrow of God Girls at War and Other Stories A Man of the People No Longer at Ease Nonfiction Hopes and Impediments: Selected Essays The Trouble With Nigeria Poetry Beware Soul Brother THINGS FALL APART ANCHOR BOOKS A DIVISION OF RANDOM HOUSE, INC. New York First Anchor Books Edition, 1994 Copyright © 1959 by All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Anchor Books, a division of Random House, Inc., New York. This edition is published by arrangement with Reed Consumer Books. The author and publisher gratefully acknowledge permission from Aigboje Higo and Heinemann Educational Books, Ltd., to reproduce the Glossary on page 211. Library of Congress Cataloging-in-Publication Data by .—1st Anchor Books ed. p. cm. 1. Nigeria—Race relations—Fiction, 1. Igbo (African people)— Fiction. 3. Men—Nigeria—Fiction. I. Title. PR9387.9.A3T5 1994 823—dc20 94-13429 CIP ISBN 0-385-47454-7 ' Book design by Susan Yuran www.anchorbooks.com Printed in the United States of America… Turning and turning in the widening gyre The falcon cannot hear the falconer; Things Fall Apart ; the center cannot hold; Mere anarchy is loosed upon the world. —W. B. Yeats, "The Second Coming" CHAPTER ONE Okonkwo was well known throughout the nine villages and even beyond. His fame rested on solid personal achievements. As a young man of eighteen he had brought honor to his village by throwing...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts The Art of Persuasion Anatomy of an Essay Planning Your Essay Drafting Your Essay Essay Writing Workshop vii – CONTENTS – CHAPTER 4 CHAPTER 5 CHAPTER 6 Practice Test 1 Practice Test 2 Practice Test 3 75 103 133 viii SAT WRITING ESSENTIALS C H A P T E R 1 Old versus New Getting to Know the Writing Section of the New SAT For over 80 years, high school...
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...Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 Strategies for Timed Essays 56 Understanding the Prompts 58 The Art of Persuasion 59 Anatomy of an Essay 59 Planning Your Essay 65 Drafting Your Essay 68 Essay Writing Workshop 69 vii – CONTENTS – CHAPTER 4 Practice Test 1 75 CHAPTER 5 Practice Test 2 103 CHAPTER 6 Practice Test 3 133 viii SAT WRITING...
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...i FOREWORD ______________________________________________________________________________iii Of the Beginning of Days ____________________________________________________________________ 12 Of Aulë and Yavanna _______________________________________________________________________ 17 Of the Coming of the Elves and the Captivity of Melkor____________________________________________ 19 Of Thingol and Melian ______________________________________________________________________ 24 Of Eldamar and the Princes of the Eldalië _______________________________________________________ 25 Of Fëanor and the Unchaining of Melkor________________________________________________________ 28 Of the Silmarils and the Unrest of the Noldor ____________________________________________________ 30 Of the Darkening of Valinor__________________________________________________________________ 33 Of the Flight of the Noldor ___________________________________________________________________ 35 Of the Sindar______________________________________________________________________________ 42 Of the Sun and Moon and the Hiding of Valinor __________________________________________________ 45 Of Men __________________________________________________________________________________ 49 Of the Return of the Noldor __________________________________________________________________ 50 Of Beleriand and Its Realms__________________________________________________________________ 56 Of the Noldor in Beleriand...
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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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...GLOSSARY OF COMMON GRAMMATICAL AND WRITING TERMS Grammar terminology is useful when we describe and correct problems with writing. Though we’ve tried to de-emphasize terminology and teach through examples throughout this book, sometimes you need a definition. We’ve tried to emphasize areas that are both commonly used and commonly misunderstood, such as the use of modal auxiliaries like can, could, shall, should, etc. Punctuation marks are not included in this list; they have a separate section in this Appendix. “People who are experts in grammar don’t always write well, and many people who write well no longer think consciously about grammar … but when something goes wrong in a sentence, a knowledge of grammar helps in recognizing the problem and provides a language for discussing it.” — H. Ramsey Fowler – 265 – The Tongue and Quill a/an Active Voice Adjective Use a before consonant sounds and an before vowel sounds Shows the subject as the actor. (pages 73-74). Describes or limits a noun or pronoun. It answers “Which one? What kind? or How many?” Modifies or limits a verb, adjective or another adverb and answers “When? Where? Why? How much? How far? To what degree?” Conjunctive or Connective Adverb—transition words that often appears to connect clauses. Adverbs Antecedent Appositive Article Bibliography Noun, phrase or clause to which a pronoun refers or replaces. (pages 99100) Word, phrase or clause preceding or renaming a noun. Small set of...
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...I DO NOT OWN THIS FOREWORD ______________________________________________________________________________iii Of the Beginning of Days ____________________________________________________________________ 12 Of Aulë and Yavanna _______________________________________________________________________ 17 Of the Coming of the Elves and the Captivity of Melkor____________________________________________ 19 Of Thingol and Melian ______________________________________________________________________ 24 Of Eldamar and the Princes of the Eldalië _______________________________________________________ 25 Of Fëanor and the Unchaining of Melkor________________________________________________________ 28 Of the Silmarils and the Unrest of the Noldor ____________________________________________________ 30 Of the Darkening of Valinor__________________________________________________________________ 33 Of the Flight of the Noldor ___________________________________________________________________ 35 Of the Sindar______________________________________________________________________________ 42 Of the Sun and Moon and the Hiding of Valinor __________________________________________________ 45 Of Men __________________________________________________________________________________ 49 Of the Return of the Noldor __________________________________________________________________ 50 Of Beleriand and Its Realms__________________________________________________________________ 56 Of the Noldor in...
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...IGOROTS * Home * IGOROT SONGS * IGOROT DANCE * IGOROT TRADITIONS * MONEY ON THE MOUNTAIN IGOROT TRADITIONS IGOROT TRADITIONS When we talk about Igorot identity and culture, we also have to consider the time. My point is that: what I am going to share in this article concerning the Igorot culture might not be the same practiced by the Igorots of today. It has made variations by the passing of time, which is also normally happening to many other cultures, but the main core of respect and reverence to ancestors and to those who had just passed is still there. The Igorot culture that I like to share is about our practices and beliefs during the "time of Death". Death is part of the cycle of life. Igorots practice this part of life cycle with a great meaning and importance. Before the advent of Christianity in the Igorotlandia, the Igorots or the people of the Cordilleran region in the Philippines were animist or pagans. Our reverence or the importance of giving honor to our ancestors is a part of our daily activities. We consider our ancestors still to be with us, only that they exist in another world or dimension. Whenever we have some special feasts (e.g., occasions during death, wedding, family gathering, etc.), when we undertake something special (like going somewhere to look for a job or during thanksgiving), we perform some special offer. We call this "Menpalti/ Menkanyaw", an act of butchering and offering animals. During these times we call them...
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