This document outlines the rules and tasks for a third portfolio assignment involving creative and descriptive writing. The rules state that the portfolio must only contain the candidate's original work and cannot be edited by others. Teachers are allowed to provide one piece of feedback per task. The tasks involve writing descriptions of a relative's wedding, meeting a favorite celebrity, popular fashions in the candidate's area, winning a competition, and making a new friend.
IBPS is an recruitment portal, to hire candidates for public and government sector banks. There are upto 29 - 30 banks come under IBPS(except SBI) named as Bank of Baroda, RBI, Canada Bank. Check Latest IBPS PO, Clerk and SO Posts at Chekrs.
Here we are discussing about the 5 days procedure in SSB Interview. As we all know that after giving NDA Entrance exam. Candidate has to face SSB Interview to get selected in Defence Academy. To improve your learning skills you can join coaching classes in Chandigarh in Delhi Career Group.
For more Information details here:
Website: http://www.delhicareergroup.com/ssb-coaching-in-chandigarh.php
Contact US
S.C.O 215-216-217 (First Floor)
Backside Entry, Above Near ICICI Bank,
Sector 34-A,
Chandigarh.
08427339559, 07087785281
IBPS is an recruitment portal, to hire candidates for public and government sector banks. There are upto 29 - 30 banks come under IBPS(except SBI) named as Bank of Baroda, RBI, Canada Bank. Check Latest IBPS PO, Clerk and SO Posts at Chekrs.
Here we are discussing about the 5 days procedure in SSB Interview. As we all know that after giving NDA Entrance exam. Candidate has to face SSB Interview to get selected in Defence Academy. To improve your learning skills you can join coaching classes in Chandigarh in Delhi Career Group.
For more Information details here:
Website: http://www.delhicareergroup.com/ssb-coaching-in-chandigarh.php
Contact US
S.C.O 215-216-217 (First Floor)
Backside Entry, Above Near ICICI Bank,
Sector 34-A,
Chandigarh.
08427339559, 07087785281
· Which life span period do they think they belong to (offer them .docxalinainglis
· Which life span period do they think they belong to (offer them the names, not the ages, of the life span). For example, ask, "Would you consider yourself to be a part of young adulthood or middle adulthood?" Ask them to explain why.
· Tell them a little bit about the chronological life span they belong to and ask them if they can relate to the characteristics associated with that period. Why or why not?
· Point out specific facts or studies you learned about for their specific stage of the life span and ask them their thoughts. Do they agree or disagree? Do they have a similar experience they can share?
· Explain nature versus nurture and ask them which one they feel influenced them most.
· If appropriate to the life stage, ask if they ever experienced: midlife crisis, ageism, gender bias.
· Show one of the videos and ask your interviewee what their thoughts are. Do they agree or disagree?
· Ask them what advice they would give to someone entering their stage of the life span and explain why.
· What challenges do they face at their life stage? Do they feel these challenges are common among others within the same life stage, or do they feel unique in these challenges?
Discipline Investigation Outline
Introduction –
* overview of the field being investigated (what) and the writer’s connection to this
discourse community (why)
* brief preface to who was interviewed for the assignment (“name” and specific job title)
* brief map of the organization of the paper to follow (preview statement)
Interview Report
Background and Career Path -- How the informant began his/her “journey” in the career:
* Initial interest and requirements and skills needed (“stepping stones” - education,
training, etc.)
* Expectations and any “surprises” or challenges the informant experienced along the
way
* Any additional reference to enhance this discussion of the field
Roles and Responsibilities -- the informant’s detailed job description
*Overall qualifications and responsibilities + how the position fits in the overall
structure of the company (macro-level)
* Smaller day-to-day tasks and skills involved (micro-level)
* Challenges of the job and how the informant deals with them
* Other types of jobs/positions related to the profession
* Any additional reference to enhance this discussion of the field
Communication Skills
* The types of reading and writing mostly done on-the-job
* The typical audience for written communications
* The most important communication aspects of the job (especially in regards to writing)
* Any additional reference to enhance this discussion of the field
Conclusions
* A reflection of what was learned through this D.I. – new insight(s) the writer
gained, and any “surprises” that differed from or added to the initial expectations of the
field
* A discussion of what the writer believes is still needed in his or her preparation and
development for the profession
Works Cited.
· Which life span period do they think they belong to (offer them .docxodiliagilby
· Which life span period do they think they belong to (offer them the names, not the ages, of the life span). For example, ask, "Would you consider yourself to be a part of young adulthood or middle adulthood?" Ask them to explain why.
· Tell them a little bit about the chronological life span they belong to and ask them if they can relate to the characteristics associated with that period. Why or why not?
· Point out specific facts or studies you learned about for their specific stage of the life span and ask them their thoughts. Do they agree or disagree? Do they have a similar experience they can share?
· Explain nature versus nurture and ask them which one they feel influenced them most.
· If appropriate to the life stage, ask if they ever experienced: midlife crisis, ageism, gender bias.
· Show one of the videos and ask your interviewee what their thoughts are. Do they agree or disagree?
· Ask them what advice they would give to someone entering their stage of the life span and explain why.
· What challenges do they face at their life stage? Do they feel these challenges are common among others within the same life stage, or do they feel unique in these challenges?
Discipline Investigation Outline
Introduction –
* overview of the field being investigated (what) and the writer’s connection to this
discourse community (why)
* brief preface to who was interviewed for the assignment (“name” and specific job title)
* brief map of the organization of the paper to follow (preview statement)
Interview Report
Background and Career Path -- How the informant began his/her “journey” in the career:
* Initial interest and requirements and skills needed (“stepping stones” - education,
training, etc.)
* Expectations and any “surprises” or challenges the informant experienced along the
way
* Any additional reference to enhance this discussion of the field
Roles and Responsibilities -- the informant’s detailed job description
*Overall qualifications and responsibilities + how the position fits in the overall
structure of the company (macro-level)
* Smaller day-to-day tasks and skills involved (micro-level)
* Challenges of the job and how the informant deals with them
* Other types of jobs/positions related to the profession
* Any additional reference to enhance this discussion of the field
Communication Skills
* The types of reading and writing mostly done on-the-job
* The typical audience for written communications
* The most important communication aspects of the job (especially in regards to writing)
* Any additional reference to enhance this discussion of the field
Conclusions
* A reflection of what was learned through this D.I. – new insight(s) the writer
gained, and any “surprises” that differed from or added to the initial expectations of the
field
* A discussion of what the writer believes is still needed in his or her preparation and
development for the profession
Works Cited ...
“Telling Your Story: Ten Tips For Writing Powerful College EssaysRebecca Joseph
This is my powerpoint from my College Greenlight presentation about college application essays. It's short and sweet. You need to tell stories that show your leadership and initiative. Jump off the page.
This Power Point I made for my students to review before their final exam. The do’s and don’ts of writing an opinion composition. Giving them tips in what to include and not include. How they can brainstorm on paper before actually writing. There is also an example of an essay.
Some Points about Writing the Term Paper 1. Make certain.docxrosemariebrayshaw
Some Points about Writing the Term Paper
1. Make certain that works cited formats adhere to MLA guidelines. Note that the 2nd and 3rd
lines are done with a hanging indent.
A book by one author:
Commager, Henry Steele. Theodore Parker. Beacon, 1947.
An essay in a collection:
Leavis, Q. D. “Hawthorne as Poet.” Hawthorne: A Collection of Critical Essays, edited by A.N.
Kaul. Prentice, 1966, pp. 25-63.
An article in a journal, found in a scholarly online database:
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal,
vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed
27 May 2009.
Look in The MLA Handbook for further information; you are expected to provide correctly-
formatted works cited entries for your papers. Points will be taken off if the works cited page is
incorrect.
2. Make certain quotations are verbatim, punctuated properly, and introduced with an
independent clause. Immediately after the quotation, a comment is needed before you
proceed to your next point.
3. Long quotations (four lines or more) should be blocked, quote marks omitted.
4. Short quotations (less than four lines) should display quotation marks.
5. ALL QUOTATIONS SHOULD BE CITED PARENTHETICALLY.
6. Open .PDF files of articles in databases so that you will have page numbers to cite
parenthetically.
7. In citing works of literature, cite line numbers for poems; cite page numbers for stories and
essays; and cite the act, scene, and lines for plays.
8. Your thesis statement should be very specific—it should contain key words/phrases which
anticipate each and every body paragraph/section.
9. Mention names of the critics liberally. It is weak to write many critics feel or a critic has said.
Use the name and provide a quotation. Never refer to an author or critic by first name alone.
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10. Refer to titles correctly, using quotation marks or italics as required. Look in Harbrace
Essentials.
11. You is unacceptable in a formal college paper. One may write, however, Hawthorne
addresses the reader . . . .
12. Vary your verbs. Instead of says or tells, try discusses, explains, comments, remarks, replies,
retorts, suggests, claims, concurs, declares, asserts.
13. Do not use contractions; they are informal.
14. Use different from instead of different than in a formal college paper.
15. Do not use abbreviations such as e.g. Instead, write for example.
16. Do not write the reason is because, which is redundant.
17. Do not begin a sentence with Well.
18. Avoid utility words such as nice, funny, and great.
19. Avoid clichés such as what goes around comes around.
Remember that a research paper is like any other paper—with an introduction and thesis, body
paragraphs, and a conclusion. The research is only to SUPPORT your ideas; some think that
research alone constitutes the grade—not so—you stil.
Workshop 2 About Workshop 2 and 3For Workshop 2, you’ll submit.docxdunnramage
Workshop 2
About Workshop 2 and 3
For Workshop 2, you’ll submit more fully-developed drafts of the poetry that you shared in Workshop 1, and you’ll provide feedback on your group members’ drafts, just as you did in Workshop 1.
For Workshop 2:
you should significantly revise what you’ve already written in your Workshop 1 poetry draft. In addition, you should add 2-3 pages of new poems (making your draft 4-6 pages).
IMPORTANT: This class is more about the creative process than the creative product. With that in mind, you are strongly encouraged to take risks in your writing—experiment with a new point of view, try a different rhyme scheme, etc. There are no mistakes in the creative process, because even a “misstep” teaches you something important about writing craft, what will/will not work in your story/poetry, and why.
Whether your risk-taking results in stronger creative work or not, risk-taking provides you with more opportunities for learning and reflection, which is a big part of the Final Portfolio reflective essay. Your course grade is based largely on the writing process you engage in, not how good your final story/poetry is. So go ahead, try something different. Ask “what if…” Be a true creator!
The Workshop Responses
For both workshops, you will provide your group members with a draft of your creative work. You will also provide your group members with feedback on their drafts. Providing drafts and feedback works the same way as it did in Workshop 1: You’ll submit a draft as an attachment on the appropriate Workshop discussion forum on Canvas, and you’ll provide written feedback to your group members’ work there, as well.
Unlike Workshop 1, which was about brainstorming possibilities in your creative work, workshops 2 and 3 are more about developing your creative work by thinking about how to use the craft elements we’ve been exploring. That doesn’t mean that there’s no longer a place for brainstorming possibilities, though! Taking risks and learning from your successes and your “failures” is an important part of the creative process.
Your responses to your group members’ drafts will be informal letters to the author that are 300 words long.
In each response, you’ll address the following items:
· In 1-3 brief sentences, summarize the plot situation (if responding to a story), or the specific subject that all of the poems revolve around (if responding to poetry).
· If you’re responding to a reflective essay draft, you can skip this step.
· Make some observations of how the author is using craft elements. You don’t need to comment on every single craft element, just focus on the ones that seem most significant in the work. For example, you might note that the author is sticking to a traditional plot structure (or not), or using setting, or imagery, or rhyme, in a unique way.
· If you’re responding to a reflective essay draft, make observations on how detailed the author is being about how s/he describes craft elements. For .
Getting A Head Start On College Application Essays: Impact and InitiativeRebecca Joseph
I gave this presentation at Palisades Public Library on May 12, 2015. Please help students understand that colleges want to learn about the ways they have impacted their communities and taken initiative.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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!
2. Rules for the portfolio:
1. The Portfolio must contain the candidate’s own
work and no one else’s.
2. Nobody except the candidate personally should
correct, add to or take anything out of the task.
3. Teachers (or any other person) must not correct a
candidate’s work.
4. Teachers are allowed to give one piece of feedback
per portfolio task only. The Student portfolio
feedback form should be used for this purpose.
This must be the only form of feedback given.
3. 5. No one except the candidate’s teacher is permitted
to give the candidate feedback on their work.
6. Candidates must not copy a piece of written text
from any other source and present it as their own.
Please note if any of the above rules are broken, a U
(Ungraded) grade is awarded by the examiner and
the candidate will score zero in his/her portfolio.
4. TASKS. SECTION 3: Creative/ Descriptive
writing (110 – 130 words)
1. You recently went to to a relative’s
wedding. Write a description for a
magazine saying what your relative had
to do to prepare the wedding and
describing what happened in the day.
Give your opinion of the experience.
5. TASKS. SECTION 3: Creative/ Descriptive
writing (110 – 130 words)
2. Write a story for a writing competition
with the title ‘The day I met my
favourite film star’. Explain how you met
your favourite star and give your opinion
of him/her. Say if you think you will
meet this person again in the future.
6. TASKS. SECTION 3: Creative/ Descriptive
writing (110 – 130 words)
3. A fashion magazine has asked readers
what fashions are popular. Write a
description for the magazine of the
different fashions you see in your area-
explain why you think people follow
these fashions and which styles you
prefer.
7. TASKS. SECTION 3: Creative/ Descriptive
writing (110 – 130 words)
4. Write a story for a website called
www.winners.com about a time when
you won first prize in a competition you
entered. Say what you had to do to win
the competition, describe what your
prize was and explain what you intend to
do with it.
8. TASKS. SECTION 3: Creative/ Descriptive
writing (110 – 130 words)
5. Yesterday you made a new friend. Write
your diary saying what you were doing
when you met him/her and explaining
why you liked this person. Say what you
think you will do together in the future.