The document discusses an author's style and the techniques that make up an author's unique style. It explains that an author's style is recognizable in their use of literary devices, tone, mood, word choice, dialogue, sentence structure, and sensory language. It provides examples of how authors employ different styles and tones through their use of formal vs informal language, sentence length, character dialogue, and descriptions that appeal to the five senses. The document is intended to help readers understand what comprises an author's style.
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Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理COCOJUKU plus
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Linguistic features and Bottom-up Processing
今回のトピックは「英語の言語学上の特徴とボトムアップ処理」です。
まず、スペリングや音、グラマー、文節などの英語を構成する要素について。
これらが密接に組み合わされ、意味が表現されます。まずはここから。
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. What is STYLE ?
• Every author has his or her own style –
that is, each author uses literary devices,
tone, and mood in a particular way that
makes his or her writing recognizable.
• When you read several books by the
same author, you become accustomed to
the author’s style of writing and
sometimes you look for authors with a
similar style.
Wash Publishing Co. 2009
3. Author’s Style
• Author’s style is the way he or she uses words
to make ideas come alive on the page.
• Author’s Style Techniques:
Word Choice
Dialogue
Tone
Mood
Sensory Language
Wash Publishing Co. 2009
4. Author’s Style – Word
Choice
• Author can use formal or informal words
• Informal: Jason’s friends dissed him.
• Formal: Jason’s friends ignored him.
Wash Publishing Co. 2009
5. Formal:
Dear Sir,
After examining your job description, I feel I am an
excellent candidate. I have many years of experience
performing these specific duties. My résumé is attached.
Please read it over at your convenience and contact me if you
have questions.
Sincerely,
Andrew Meyer
Informal:
Hey, Sara! What's going on tonight? Call me before you
guys leave, okay?
--Beth
Author’s Style
Formal vs. Informal
Wash Publishing Co. 2009
6. Author’s Style –
Sentence Length
• Sentence lengths can vary.
• Janice went to the store. She bought a scarf.
• Janice went to the department store, where
she bought a woolen scarf.
Wash Publishing Co. 2009
7. Author’s Style –
Dialogue
• Shows the reader how characters
speak and can show the character’s
background.
• “I flipped right outta the wagon
after he jammed his foot on the
brakes.”
• “I am confident the hours he spent
sailing the yacht enabled him to
pass the exam.”
Wash Publishing Co. 2009
8. Author’s Style – Tone
• Tone tells what the author’s attitude toward
the subject is.
• Formal language creates a serious tone.
• Informal language creates a light-hearted
tone.
• Tarantulas lurk in hidden places in the desert.
• Beware of creepy crawlers in the desert.
• Setting can help create tone.
Wash Publishing Co. 2009
9. Tone Example
The girls were playing in the pond, splashing each other
and trying to catch fish with their hands. They were having fun,
but kept looking over their shoulders at the looming forest. The
long grass of the field kept moving and they sort of felt like they
were being watched… About a half hour passed and still the
girls kept checking the field for movements. It seemed like a pair
of dark eyes was on them. They even considered going back
inside, but that would mean homework time. So they continued
splashing, but with caution now. Their eyes hardly left the field.
The tone of this passage is ominous, suggesting a little bit of fear
or foreboding. Words like "caution, dark, and looming“ lead
readers to the tone.
Wash Publishing Co. 2009
10. TONE EXAMPLE
Finally, one of the girls pointed to the grass and
giggled. "Meow!" A cat sat on the edge of the
field and licked its paw. They did indeed have
company. The girls ran over to the cat and pet his
belly. They laughed and the cat sauntered
contently back to the field.
The tone of this passage is happy/contentment as
there was a successful, happy resolution to the
problem. Also, words like giggled and laughed
give us clues about the tone.
Wash Publishing Co. 2009
11. Author’s Style – Mood
• Mood is the atmosphere or feeling that the
author creates in the story.
• Maria wore a black veil to cover her tears.
• The child giggled as she danced around.
Wash Publishing Co. 2009
12. MOOD EXAMPLE
During the holidays, my mother's house glittered with
decorations and hummed with preparations. We ate
cookies and drank cider while we helped her wrap
bright packages and trim the tree. We felt warm and
excited, listening to Christmas carols and even singing
along sometimes. We would tease each other about
our terrible voices and then sing even louder.
Mood: Content, happy. How do we know? Words like
"warm, excited, glittered” are used by the author.
Wash Publishing Co. 2009
13. MOOD EXAMPLE
After New Year's the time came to put all the decorations
away and settle in for the long, cold winter. The house
seemed to sigh as we boxed up its finery. The tree was dry
and brittle, and now waited forlornly by the side of the
road to be picked up.
Mood: Dreary, depressed. How do we know? "cold, sigh,
brittle, forlornly"
Wash Publishing Co. 2009
14. Author’s Style –
Sensory Language
• Sensory Language appeals to the five
senses and creates a certain style.
• The breeze tossed her golden curls
around her head, while the fragrant
blossoms entwined in her hair
quivered and bounced.
Wash Publishing Co. 2009
15. Author’s Style –
Sensory Language
• Sight words – words that make the reader see what the author
sees. i.e. colors, movements, shapes, appearance
• Sound words – words that make the reader hear what the author
hears. i.e. piercing, rowdy, racket, whisper, mutter, laugh,
scream, cry
• Taste words – words that make the reader taste what the author
tastes. i.e. bitter, tangy, hot, sweet
• Smell words – words that make the reader smell what the author
smells. i.e. fresh, moldy, putrid, sweet
• Touch words – words that make the reader feel what the author
feels. i.e. damp, cold, fuzzy, sharp, smooth, sticky
Wash Publishing Co. 2009
16. Your turn…
Directions:
1. With a partner, choose a children’s book from the
table.
2. Take turns reading the book aloud with your
partner.
3. Find examples of: sight words, sound words, taste
words, smell words, touch words.
4. Each group should be prepared to present your
discovery of sensory language with the class.
Wash Publishing Co. 2009
17. Style
• There may be as many styles
as there are writers. Think
about your favorite authors?
Why do you like their books?
Is it because of their style of
writing? . . . And if so, how
would you describe their style
of writing?
Wash Publishing Co. 2009