The document provides information on various topics related to writing, including:
1) A list of James Bond novels and other books; 2) Stages in the writing process such as prewriting, writing, and postwriting; 3) Differences between British and American spelling and terminology; and 4) Elements of effective writing such as organization, word choice, and sentence fluency. The document serves as a reference for various aspects of writing.
Neologisms present challenges for translators as new objects, technologies, ideas, and feelings are constantly being created and expressed through new terms. There are several types of neologisms including words with new senses, coinages derived from Greek and Latin morphemes, abbreviations, collocations, eponyms, phrasal words, transferred words, acronyms, and pseudo-neologisms. Translators must determine the best way to convey the meaning of each new term, whether through an existing term in the target language, a descriptive phrase, or a new borrowing if needed.
The document contains information on various topics related to communication and language, including definitions of communication, examples of early communication methods throughout history, models of communication, readability formulas, and techniques for effective reading like SQ3R. It discusses dimensions of communication, defines readability based on average sentence length and multi-syllable words, and provides examples of applying spelling and punctuation rules for clarity.
Roman Osipovich Jakobson was a highly influential 20th century Russian linguist. He helped pioneer structural analysis of language, poetry, and art. Jakobson was a founding member of the Moscow Linguistic Circle, which influenced the development of Russian Formalism in literary criticism. He later moved to Prague and helped form the Prague Linguistic Circle, contributing to the emergence of structuralism. Jakobson made enduring contributions to communication theory through his analysis of language functions.
Greene county etymology and morphology january 15branzburg
The workshop included the following activities:
- Discussing the origins of ancient Egyptian words and their meanings.
- Brainstorming possibilities for creating new "-ologies" and "-ologists" based on areas of expertise.
- Analyzing Latin and Greek word origins and their influence on the English language.
- Playing guessing games to learn the histories and meanings of words.
- Creating charts to show how words can change forms and meanings through prefixes, suffixes, and morphological transformations.
- Mapping networks of related words connected to common roots, prefixes, and suffixes.
This document discusses 11 word formation processes: etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, derivation, and multiple processes. It provides examples for each process and explains how new words are created through modifying, combining, shortening, or deriving elements from existing words. The key word formation processes that generate many new English words are borrowing, derivation using affixes, and compounding.
This document provides guidance and a checklist for students on developing strong stylistic features in creative writing. It outlines various literary devices and language techniques students should aim to incorporate, such as metaphors, similes, personification, and sensory language. The checklist also emphasizes the importance of spelling, punctuation, grammar, vocabulary choice, and sentence structure. Students are provided with writing prompts and phrases to inspire their creative pieces and practice applying the discussed techniques.
The document provides an overview of key concepts in linguistics including what language is, how it is distinct from animal communication, its special features, where it came from, and how to best view and study it. It discusses questions about language, Hockett's design features that make human language unique, different types of writing systems, differences between speech and writing, how languages use rules and paradigms to generate sentences, and the relationship between competence and performance.
Neologisms present challenges for translators as new objects, technologies, ideas, and feelings are constantly being created and expressed through new terms. There are several types of neologisms including words with new senses, coinages derived from Greek and Latin morphemes, abbreviations, collocations, eponyms, phrasal words, transferred words, acronyms, and pseudo-neologisms. Translators must determine the best way to convey the meaning of each new term, whether through an existing term in the target language, a descriptive phrase, or a new borrowing if needed.
The document contains information on various topics related to communication and language, including definitions of communication, examples of early communication methods throughout history, models of communication, readability formulas, and techniques for effective reading like SQ3R. It discusses dimensions of communication, defines readability based on average sentence length and multi-syllable words, and provides examples of applying spelling and punctuation rules for clarity.
Roman Osipovich Jakobson was a highly influential 20th century Russian linguist. He helped pioneer structural analysis of language, poetry, and art. Jakobson was a founding member of the Moscow Linguistic Circle, which influenced the development of Russian Formalism in literary criticism. He later moved to Prague and helped form the Prague Linguistic Circle, contributing to the emergence of structuralism. Jakobson made enduring contributions to communication theory through his analysis of language functions.
Greene county etymology and morphology january 15branzburg
The workshop included the following activities:
- Discussing the origins of ancient Egyptian words and their meanings.
- Brainstorming possibilities for creating new "-ologies" and "-ologists" based on areas of expertise.
- Analyzing Latin and Greek word origins and their influence on the English language.
- Playing guessing games to learn the histories and meanings of words.
- Creating charts to show how words can change forms and meanings through prefixes, suffixes, and morphological transformations.
- Mapping networks of related words connected to common roots, prefixes, and suffixes.
This document discusses 11 word formation processes: etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, derivation, and multiple processes. It provides examples for each process and explains how new words are created through modifying, combining, shortening, or deriving elements from existing words. The key word formation processes that generate many new English words are borrowing, derivation using affixes, and compounding.
This document provides guidance and a checklist for students on developing strong stylistic features in creative writing. It outlines various literary devices and language techniques students should aim to incorporate, such as metaphors, similes, personification, and sensory language. The checklist also emphasizes the importance of spelling, punctuation, grammar, vocabulary choice, and sentence structure. Students are provided with writing prompts and phrases to inspire their creative pieces and practice applying the discussed techniques.
The document provides an overview of key concepts in linguistics including what language is, how it is distinct from animal communication, its special features, where it came from, and how to best view and study it. It discusses questions about language, Hockett's design features that make human language unique, different types of writing systems, differences between speech and writing, how languages use rules and paradigms to generate sentences, and the relationship between competence and performance.
The document discusses valuing others and their circumstances. It talks about recognizing the greatness in others and observing their situations. The lesson explores how people view others' challenges and hardships. It provides examples of texts and poems that depict individuals facing difficulties in their lives and circumstances outside of their control.
This document provides instructions for how to request and complete an assignment writing request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes HelpWriting.net as providing original, high-quality content through this process.
Artists inspire future generations in several ways:
1) They inspire other artists by showing what can be achieved through creativity and skill.
2) Their art helps people remember important historical events and people.
3) Seeing beautiful and thought-provoking art inspires others to improve their own skills.
The document discusses using Greek and Latin word roots to determine the meaning of words. It explains that word roots provide the basic meaning of a word, and prefixes and suffixes can be added to modify the root's meaning. Knowing Greek and Latin roots can help readers understand unfamiliar words and improve reading comprehension.
B.tech i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the key parts of a sentence including the subject, verb, and predicate. It defines different types of sentences such as declarative, interrogative, imperative, and exclamatory. It also covers parts of speech, synonyms, homophones, and exercises for identifying parts of a sentence and replacing words with synonyms. The document is a reference for learning about sentence structure and grammar terminology.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions of them.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
Adnan: Introduction to Natural Language Processing Mustafa Jarrar
This document provides an introduction to natural language processing (NLP). It discusses key topics in NLP including languages and intelligence, the goals of NLP, applications of NLP, and general themes in NLP like ambiguity in language and statistical vs rule-based methods. The document also previews specific NLP techniques that will be covered like part-of-speech tagging, parsing, grammar induction, and finite state analysis. Empirical approaches to NLP are discussed including analyzing word frequencies in corpora and addressing data sparseness issues.
Effective way to enrich and practice vocabularyjeffkian06
This document discusses effective ways to enrich and practice vocabulary. It outlines the importance of vocabulary, different types of vocabulary including reading, listening, writing and speaking vocabulary. It then provides ways to build vocabulary such as learning roots and prefixes/suffixes, and reading widely. The conclusion restates that expanding one's vocabulary through various methods helps with communication, comprehension and confidence.
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
Here are some specific, concrete details that could be added to describe the pigeon:
- Feathery grey breast with flecks of white
- Pink feet that gripped my finger tightly
- Beak the color of pale sand, curved at the tip
- Dark eyes that darted here and there, taking in its surroundings
- Wings a patchwork of grey, white and black feathers ruffling in the breeze
The added details make the description of the pigeon more vivid and believable by giving the reader sensory images to picture rather than vague generalities. Specific details allow readers to visualize the pigeon in their mind's eye.
Language Learning & Technology with Young LearnersGraham Stanley
This document discusses using technology for language learning, particularly with young learners. It outlines some benefits of incorporating technology such as accessing information, exposure to language, and communicating with other learners. However, it cautions that technology should serve pedagogical aims and not be used just for its "wow factor". It provides examples of how different language skills can be developed using webtools and technologies, such as using voice recordings for interviews, stories and gap fills.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
The document discusses various strategies and tips for learning English as a foreign language. It emphasizes that English should be learned naturally through interaction and enjoyment, rather than focusing too much on strict grammar rules. Learning the most common words and using context will allow understanding of around 80% of texts. Prefixes and suffixes can greatly expand one's vocabulary. Overall, the best approach is to learn English in a relaxed, engaging manner rather than stressing over quick mastery.
The document discusses improving spelling skills and provides tasks and examples related to spelling. It suggests that learners develop an interest in words, feel comfortable trying new words, learn spelling patterns and strategies, and read for pleasure to improve spelling. It also discusses advantages and disadvantages of spell checkers, dictionaries, mnemonics, and flash cards for spelling. Mnemonics help remember spelling through rhymes or patterns.
B.sc i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on sentence structure and parts of speech in English. It defines what a sentence is and its key components - subject, verb, predicate. It describes the different types of sentences (declarative, interrogative, imperative etc.), subjects (simple, complete, compound) and predicates (simple, complete, compound). It also discusses parts of speech like nouns, pronouns, verbs, adjectives, conjunctions etc. and provides examples. There are exercises included to identify subjects, verbs, predicates in sentences and to frame questions. The document also covers synonyms, homophones, homonyms and provides lists of words and their synonyms.
Bdft i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the components of a basic sentence including the subject, verb, and predicate. It defines different types of sentences such as declarative, interrogative, imperative, and exclamatory. It also covers parts of speech, synonyms, and forming questions. Key points include that a sentence requires a subject and verb, there are three types of subjects and predicates, and questions are formed by adding a question word to the beginning of a statement. The document is intended as a reference for students learning about sentence structure and grammar.
Bdft i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the components of a basic sentence including the subject, verb, and predicate. It also defines types of sentences such as declarative, interrogative, imperative, and exclamatory. Additionally, it covers parts of speech including nouns, pronouns, verbs, adjectives, conjunctions, prepositions, and interjections. Examples are given for each concept. Exercises are included to identify sentence structures, subjects/verbs/predicates, form questions, choose question words, provide synonyms, and replace words with synonyms. Overall, the document serves as a guide for understanding basic sentence construction and grammar.
This document provides an overview of early literacy approaches and techniques for teaching English spelling and decoding systematically. It discusses teaching the alphabet and sounds, introducing consonants, blends, digraphs and spelling patterns. Interactive games and a multi-sensory whole child approach are recommended. The document also compares the I-Wonder teaching series to Cambridge Young Learner English tests, noting I-Wonder provides contexts for meaningful language use and develops critical thinking skills while covering vocabulary and grammar.
The document provides an introduction to natural language processing (NLP), discussing key related areas and various NLP tasks involving syntactic, semantic, and pragmatic analysis of language. It notes that NLP systems aim to allow computers to communicate with humans using everyday language and that ambiguity is ubiquitous in natural language, requiring disambiguation. Both manual and automatic learning approaches to developing NLP systems are examined.
The document discusses valuing others and their circumstances. It talks about recognizing the greatness in others and observing their situations. The lesson explores how people view others' challenges and hardships. It provides examples of texts and poems that depict individuals facing difficulties in their lives and circumstances outside of their control.
This document provides instructions for how to request and complete an assignment writing request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes HelpWriting.net as providing original, high-quality content through this process.
Artists inspire future generations in several ways:
1) They inspire other artists by showing what can be achieved through creativity and skill.
2) Their art helps people remember important historical events and people.
3) Seeing beautiful and thought-provoking art inspires others to improve their own skills.
The document discusses using Greek and Latin word roots to determine the meaning of words. It explains that word roots provide the basic meaning of a word, and prefixes and suffixes can be added to modify the root's meaning. Knowing Greek and Latin roots can help readers understand unfamiliar words and improve reading comprehension.
B.tech i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the key parts of a sentence including the subject, verb, and predicate. It defines different types of sentences such as declarative, interrogative, imperative, and exclamatory. It also covers parts of speech, synonyms, homophones, and exercises for identifying parts of a sentence and replacing words with synonyms. The document is a reference for learning about sentence structure and grammar terminology.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions of them.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
Adnan: Introduction to Natural Language Processing Mustafa Jarrar
This document provides an introduction to natural language processing (NLP). It discusses key topics in NLP including languages and intelligence, the goals of NLP, applications of NLP, and general themes in NLP like ambiguity in language and statistical vs rule-based methods. The document also previews specific NLP techniques that will be covered like part-of-speech tagging, parsing, grammar induction, and finite state analysis. Empirical approaches to NLP are discussed including analyzing word frequencies in corpora and addressing data sparseness issues.
Effective way to enrich and practice vocabularyjeffkian06
This document discusses effective ways to enrich and practice vocabulary. It outlines the importance of vocabulary, different types of vocabulary including reading, listening, writing and speaking vocabulary. It then provides ways to build vocabulary such as learning roots and prefixes/suffixes, and reading widely. The conclusion restates that expanding one's vocabulary through various methods helps with communication, comprehension and confidence.
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
Here are some specific, concrete details that could be added to describe the pigeon:
- Feathery grey breast with flecks of white
- Pink feet that gripped my finger tightly
- Beak the color of pale sand, curved at the tip
- Dark eyes that darted here and there, taking in its surroundings
- Wings a patchwork of grey, white and black feathers ruffling in the breeze
The added details make the description of the pigeon more vivid and believable by giving the reader sensory images to picture rather than vague generalities. Specific details allow readers to visualize the pigeon in their mind's eye.
Language Learning & Technology with Young LearnersGraham Stanley
This document discusses using technology for language learning, particularly with young learners. It outlines some benefits of incorporating technology such as accessing information, exposure to language, and communicating with other learners. However, it cautions that technology should serve pedagogical aims and not be used just for its "wow factor". It provides examples of how different language skills can be developed using webtools and technologies, such as using voice recordings for interviews, stories and gap fills.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
The document discusses various strategies and tips for learning English as a foreign language. It emphasizes that English should be learned naturally through interaction and enjoyment, rather than focusing too much on strict grammar rules. Learning the most common words and using context will allow understanding of around 80% of texts. Prefixes and suffixes can greatly expand one's vocabulary. Overall, the best approach is to learn English in a relaxed, engaging manner rather than stressing over quick mastery.
The document discusses improving spelling skills and provides tasks and examples related to spelling. It suggests that learners develop an interest in words, feel comfortable trying new words, learn spelling patterns and strategies, and read for pleasure to improve spelling. It also discusses advantages and disadvantages of spell checkers, dictionaries, mnemonics, and flash cards for spelling. Mnemonics help remember spelling through rhymes or patterns.
B.sc i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on sentence structure and parts of speech in English. It defines what a sentence is and its key components - subject, verb, predicate. It describes the different types of sentences (declarative, interrogative, imperative etc.), subjects (simple, complete, compound) and predicates (simple, complete, compound). It also discusses parts of speech like nouns, pronouns, verbs, adjectives, conjunctions etc. and provides examples. There are exercises included to identify subjects, verbs, predicates in sentences and to frame questions. The document also covers synonyms, homophones, homonyms and provides lists of words and their synonyms.
Bdft i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the components of a basic sentence including the subject, verb, and predicate. It defines different types of sentences such as declarative, interrogative, imperative, and exclamatory. It also covers parts of speech, synonyms, and forming questions. Key points include that a sentence requires a subject and verb, there are three types of subjects and predicates, and questions are formed by adding a question word to the beginning of a statement. The document is intended as a reference for students learning about sentence structure and grammar.
Bdft i ecls_u-2_framing sentences and vocabularyRai University
This document provides information on framing sentences and vocabulary. It discusses the components of a basic sentence including the subject, verb, and predicate. It also defines types of sentences such as declarative, interrogative, imperative, and exclamatory. Additionally, it covers parts of speech including nouns, pronouns, verbs, adjectives, conjunctions, prepositions, and interjections. Examples are given for each concept. Exercises are included to identify sentence structures, subjects/verbs/predicates, form questions, choose question words, provide synonyms, and replace words with synonyms. Overall, the document serves as a guide for understanding basic sentence construction and grammar.
This document provides an overview of early literacy approaches and techniques for teaching English spelling and decoding systematically. It discusses teaching the alphabet and sounds, introducing consonants, blends, digraphs and spelling patterns. Interactive games and a multi-sensory whole child approach are recommended. The document also compares the I-Wonder teaching series to Cambridge Young Learner English tests, noting I-Wonder provides contexts for meaningful language use and develops critical thinking skills while covering vocabulary and grammar.
The document provides an introduction to natural language processing (NLP), discussing key related areas and various NLP tasks involving syntactic, semantic, and pragmatic analysis of language. It notes that NLP systems aim to allow computers to communicate with humans using everyday language and that ambiguity is ubiquitous in natural language, requiring disambiguation. Both manual and automatic learning approaches to developing NLP systems are examined.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. Live and Let Die
From Russia with Love
Diamonds are Forever
The Man with the Golden Gun
The Spy Who Loves Me
For Your Eyes Only
You Only Live Twice
Octopussy
3. The Power of Positive Thinking
The Purpose Driven Life
The Greatest Salesman in the World
4. Make Today Count
Developing Leaders Around You
The Naked Face
The Other Side of Midnight
Doomsday Conspiracy
The Bourne Identity
The Bourne Objective
The Bourne Sanction
5. A person with a good
vocabulary bank
can write an average
of 4040 to 5050 words per minute.
ABELOS, A. (2010) Essentials of Writing
6. Development of WritingDevelopment of Writing
•PictographPictograph oror picture writingpicture writing done by primitive people.
•Logographic writingLogographic writing or logograms started in
Near East China and in Maya writing.
This was used to represent ideas
.
•Ideographic WritingIdeographic Writing - developed in China
having 214 basic characters.
•Alphabetic SystemAlphabetic System – developed around 1800 BC when
Semitic-speaking people took the Egyptian syllabary
of 24 characters and transformed
these into consonant symbols.
7. Development of Writing:Development of Writing:
Alphabetic Writing - was further
refined from the Greeks to the
Romans which spread
throughout the European
countries whereby consonants
are most often paired with the
vowels to form a word.
This is the alphabet we are
presently using.
8. What is WRITING?What is WRITING?
According to HerskovitzAccording to Herskovitz writingwriting isis
a graphic representation of speech.a graphic representation of speech.
Stanovich definesStanovich defines writingwriting asas
a series of graphic symbola series of graphic symbol
which contains necessary information.which contains necessary information.
9. What is composition writing?What is composition writing?
Composition writingComposition writing is the act, process,
or art of producing literary, artistic or
musical pieces. (Webster Dictionary)
Composition writingComposition writing is both a
solitary and social act. (Alfonso,2008)
Specifically, advance composition writingadvance composition writing
focuses on the importance of writing
and identifying ways of generating ideas
towards purposeful writing. (Abelos, 2008)
10. • 1. we need to communicatewe need to communicate
• 2. we need to inform2. we need to inform
• 3. we need to fill out forms3. we need to fill out forms
• 4. we need to write log plans, journal, diary4. we need to write log plans, journal, diary
• 5. we need to report accomplishments5. we need to report accomplishments
• 6. we need to give directions6. we need to give directions
• 7. we need to write proposals7. we need to write proposals
• 8. we need to respond to letters, text messages, e mail8. we need to respond to letters, text messages, e mail
• 9. we need to write status reports, students’ grades etc.9. we need to write status reports, students’ grades etc.
Why is WRITING important?
11. • Writing is essential to success inWriting is essential to success in
all careers.all careers.
• Writing involves encoding andWriting involves encoding and
decoding.decoding.
Important things to consider:Important things to consider:
12. Teaching Writing
• Principles in Teaching Writing:
1. Writing literacy starts in the early years in
child development.
2. Writing is a creative act.
3. Writing for meaning is paramount.
4. Reading, viewing and writing, like speaking
and listening are inseparable
13. STAGES in the WRITING PROCESS
PREWRITINGPREWRITING WRITINGWRITING POSTWRITINGPOSTWRITING
Setting the purpose
Determining the
audience
Selecting
information
Generating ideas
Drafting and
composing
Revising the draft
Rewriting
Editing
Publishing
14. The local “issue” in writing:
A. Spelling (British and American Spelling)
BRITISH AMERICAN
amongstamongst among
behaviourbehaviour behavior
colourcolour color
humourhumour humor
programmeprogramme program
theatretheatre theater
centrecentre center
15. The local “issue” in writing:
B. (Differences in British and American Terminologies)
BRITISH AMERICAN
ladlad boy
liftlift elevator
crackerscrackers biscuits
chemistchemist druggist
undergroundunderground subway
push pinspush pins thumbtacks
suspendersuspender garter
16. The local “issue” in writing:
C. (Natural Plurals and British Plurals)
Natural Plurals British Plurals
antennasantennas antennae
criterionscriterions criteria
curriculumscurriculums curricula
formulasformulas formulae
retinasretinas retinae
stimulusstimulus stimuli
symposiumssymposiums symposia
17. The local “issue” in writing:
D. ANGLO SAXON (German descendants) and LATIN
WORDS (language spoken in Rome and in Western
Mediterranean)
ANGLO-SAXON LATIN
lovelove affection
bravebrave valorous
househouse edifice
sweatsweat perspiration
placeplace location
workwork labor
friendlyfriendly amicable
18. The local “issue” in writing:
E. (Common Greek Prefixes)
Prefix Meaning Example
micromicro small microscope
periperi around perimeter
techtech art technique
thermothermo heat thermometer
phonphon sound phonetics
polypoly many polygamy
loglog study logic
19. The local “issue” in writing:
F. (Common Latin Prefixes)
Suffix Meaning Example
-able-able worthy capable
-age-age act of linkage
-an-an one who artisan
-ation-ation state of activation
-ess-ess female lioness,
-ism-ism state of socialism
-ment-ment result of payment
20. G. DENOTATION & CONNOTATIONG. DENOTATION & CONNOTATION
Denotation - the basic literal
meaning of the word found in
the dictionary
Connotation – is the emotional side of
the word in contrast with its literal
meaning.
Ex: Ben was pruning the shrubs, when
his wife shouted, “Hey, aren’t you done
slashingslashing those thicketsthickets?
22. General Term Specific Term
House Pet Cat /dog
Vicinity Inside the house
Outside the fence
Staff Mr. Juan Dela Cruz
Miss Maria Agwanta
Pre-School Day care, Nursery
Kinder
Airline Company PAL, Cebu Pacific
II. Diction in Writing. Diction in Writing
Use clear and concise language
23. General
Term
Specific Term
Touch cold, warm, moist, rough, soft
Taste sweet, bitter, minty, salty, hot
Smell pungent, stench, musky, rancid
Sight clear, foggy, glaring, dappled, blazing
Sound Soft, whisper, crackle, deafening,
murmur, thundering
II. Diction in Writing. Diction in Writing
Use clear and concise language
24. Diction in WritingDiction in Writing
J. SYNONYMS J. SYNONYMS
It is used in writing for the sake
of variety and to avoid redundancy.
Word Synonyms
Ability Aptitude, skill, capability, talent
Remuneration Payment, salary, compensation
Influx Arrival, invasion, entry,
Gratitude thankful, pleased, delighted
Cooperate Assist, collaborate, support
25. Diction in WritingDiction in Writing
K. ANTONYMS K. ANTONYMS
It is used for contrast in writing
Word Antonyms
Abundance Scarcity, shortage, insufficiency
Energetic Frail, pathetic, weak
Weird Typical, usual, distinctive
Optimistic Pessimistic, cynical, skeptical
Successful Failure, letdown, disillusion
28. Diction in WritingDiction in Writing
N. TECHNICAL JARGONSN. TECHNICAL JARGONS
Every profession has its technical vocabulary.
This is important in technical discussions.
Profession Applications
Medicine NPO, X-ray, ECG, chemotheraphy
Law Affidavit, prima facie, notary
Teaching LP, SF, Gen. Ave. , Instructional
Decision
Musicians Staccato, pianissimo, lyrics
Economics Commodity, assets, collateral
29. Diction in WritingDiction in Writing
O. O. CLICHÉS
Clichés are wordy. It is better to avoid them.
Replace clichés with original words
Clichés Replacement
Aching void emptiness
Bolt from the blue caught by surprise
By force of circumstance because
Clinging vine Dependent person
Every fiber of one’s being completely
Footprints in the sand of time Past event
Let us roll our sleeves Let us work
In the near future soon
30. Diction in WritingDiction in Writing
O. O. CLICHÉS
Clichés are wordy. It is better to avoid them.
Replace clichés with original words
Clichés Replacement
It goes without saying obviously
It’s a cinch Definitely
The last but not the least Finally
To the heart’s content Satisfy
Holy state of matrimony marriage
The indigenous people The natives
In the depths of despair depressed
In this day and age Today
34. Plan before you write:Plan before you write:
1. What do I want to write about?
2. What is the central theme of this
topic?
3. What are the supporting details
of this topic?
4. What personal insight can I add
to this topic?
5. What appropriate conclusion will
I write down?
35. 1.1. PURPOSEPURPOSE is the key in determiningis the key in determining
what and how a writer goes aboutwhat and how a writer goes about
with a certain text or statement.with a certain text or statement.
Is this an observation?Is this an observation?
Is this an opinion?Is this an opinion?
Is this a suggestion?Is this a suggestion?
Is this an inquiry?Is this an inquiry?
Is this for information dissemination?Is this for information dissemination?
Is this meant to amuse the reader?Is this meant to amuse the reader?
36. • - Identify your ReaderIdentify your Reader
• - Discover the expectations of the Reader- Discover the expectations of the Reader
• - Consider how your Reader reacts to your- Consider how your Reader reacts to your
topictopic
• - Anticipate how the Reader- Anticipate how the Reader
will respond to thewill respond to the
issue presented.issue presented.
2. Analyze the Reader
37. • Let the words flow easily and smoothly.
• Let the reader create a clear mental picture of
events without having to decipher the meaning
of the written words.
Try this:
The entrée to the sequestered hot tubs
at Pines Spa is achieved via a peripatetic
ascent that rewards the excursionists
with halcyon tranquility.
3.3. UseUse SimpleSimple andand Direct WordsDirect Words
38. Revised:
The private hot tubs at Pines Spa
can be reached by a winding
footpath. The secluded location
provides a calming atmosphere for
guests.
39. Unclear:
The custard cake tastes good.
More specific:
The custard cake is so creamy its melts
in the mouth.
4. Be Specific
40. • The Paragraph’s purpose:
______________________________________
______________________________________
______________________________________
___________________________
• First Event:
• Second Event:
• Third Event:
• Final Concluding Statement
The Formal and Final OUTLINE
41. • To narrate is to tell a story that explains whatTo narrate is to tell a story that explains what
happened, when it happened and who is/arehappened, when it happened and who is/are
involved.involved.
• This consists of:This consists of:
- Starting with a good leadStarting with a good lead
- Using vivid expressions in describingUsing vivid expressions in describing
significant eventssignificant events
- Avoid making inaccurate implicationsAvoid making inaccurate implications
- Establish linkage between the beginningEstablish linkage between the beginning
statement and the concluding words.statement and the concluding words.
Narrative WritingNarrative Writing
42. • WORDS that show SEQUENCEWORDS that show SEQUENCE
Since narrative writing describes events that
happen sequentially writers need to use
sequence words.
Ordinal transition:
First, second, or secondly or thirdly…
Time sequence:
Next, before, after,
subsequently,
finally
44. You are a high school chemistry teacher. Noel,
one of your students was extremely destructive.
You gave several warnings. Noel continued
“experimenting” with the chemicals. Suddenly, a
loud blasts ensued. You were horrified when you
saw Noel’s two fingers were severed. You are to
render a narrative report to the school principal.
• The Paragraph’s purpose:
• First Event:
• Second Event:
• Third Event:
• Final Concluding Statement
Practice Exercise:Practice Exercise:
45. The “global issue” in writing
includes the following:
IdeasIdeas
OrganizationOrganization
VoiceVoice
Word ChoiceWord Choice
Sentence FluencySentence Fluency
ConventionsConventions
PresentationPresentation
46. Select an idea (the topic)
Narrow the idea (focus)
Elaborate on the idea (development)
Discover the best information to
convey the main idea (details)
47. •What do I know about the topic?
•Is my topic relevant?
•Is it interesting?
•Are my sources reliable?
48. 2. Organization2. Organization
Introduction: Get the readers’ ATTENTION!Introduction: Get the readers’ ATTENTION!
State the first MAIN POINT.State the first MAIN POINT.
State the supporting details.State the supporting details.
State the second MAIN POINT.State the second MAIN POINT.
State the third MAIN POINT.State the third MAIN POINT.
Conclusion. Restate your main idea.Conclusion. Restate your main idea.
Leave the reader with a good impression.Leave the reader with a good impression.
49. 2. Organization2. Organization
Writing an introduction—
it should hook the reader
(putting in the 5Ws& the H)
•The what – features the event
•The who – features the person
•The why- features the cause of the event
•The when- stresses the importance of time
•The where- features the time
•The how – features the importance of
•the event
51. 3: Voice
Voice is the writer’s music
coming out through words,
the sense that a real person is
speaking to you and cares about
the message.
52. 3: Voice
VOICE emerges when the writer…
Speaks directly to the reader on an
emotional level.
Experiments with style to match the
purpose and audience.
53. 4: Word Choice
Striking language: Sharpen students
descriptive powers
Exact language: Using lively verbs,
precise nouns, and accurate modifiers
Natural language: Making it sound
authentic
Beautiful language: Choosing colorful
words and phrases
54. 4: Word Choice
WORD CHOICE isn’t just about the use—
r misuse of words.
t is about the use of rich, colorful,
recise language that both communicates
nd inspires the reader
56. 5: Sentence Fluency
Strong sentence fluency is
marked by logic, creative
phrasing, parallel
construction, alliteration, and
word order that makes
reading feel natural.
57. 5: Sentence Fluency
Establish flow, rhythm, and
cadence.
Vary sentence length and
structure.
Construct sentences that
enhance meaning.
58. 6: Conventions
Conventions guide the reader
through the text, making ideas
readable and understandable.
Conventions include spelling,
punctuation, grammar, capitalization
and paragraphing.
Most students struggle with
conventions because they don’t see
the power of good writing mechanics,
and because they aren’t encouraged
to take enough risks with their writing.
59. 6: Conventions
Be sure to understand that editing
and revising are different.
Expect correctness, but only
according to appropriate
developmental level and age.
Value experimentation right along
with correctness. It’s a balancing
act.
Be patient. Learning to use
conventions well takes time.
61. The Drafting Stage
. The Introductory paragraph
his differs in size, but have one thing
common, it must be clear and vivid
nough to invite readers.
62. The Drafting Stage
1. The INTRODUCTORY PARAGRAPH
Open with a quotation
Open with a question
Open wit a direct address
Open with a description
Open with an anecdote
Open with a background story
63. The Drafting Stage
he SUPPORTING STATEMENT
1. Each support paragraph unit
s an idea unit
2. Paragraphs keep readers on paths
3. It contains details that support the
main topic.
4. Attract attention with a well –placed
short paragraph… most often for emphasis.
64. The Drafting Stage
he SUPPORTING STATEMENT
1. Get enough sources to make your
material authentic.
2. Focus on your purpose in writing
3. Be specific, discard unnecessary words.
4. Get the message across
65. The Drafting Stage
he CONCLUDING STATEMENT
1. Restate your position
2. Predict an outcome
3. Offer a solution
4. Request for immediate action
5. Make a recommendation
66. The Drafting Stage
he CONCLUDING STATEMENT
1. Close with a quotation
2. Close with a question
3. Close with a call to action
4. Close with an insightful look backward
67. The REVISING Stage
REVISING is the process of seeing again…
It is discovering a new vision for
the writing you produced in drafting stage.
Revision means creating the final draft
redefining the purpose, reshaping,
and reworking the transitions