The document provides instructions for paraphrasing, which is restating the meaning of something using one's own words. It outlines a 5-step process for paraphrasing: 1) read the text, 2) cover the text, 3) explain the ideas aloud, 4) write the main ideas in your own words, and 5) check that the idea has been kept the same. Examples demonstrate paraphrasing text while maintaining the core meaning. The document teaches how to properly paraphrase through its instructions and examples.
Having trouble with pronouns? No worries, this is your ultimate guide to all there is to know about pronouns, their types and appropriate usage in sentences.
SLA Journal Rubric
Criteria
4
3
2
1
Structure Ideas (x2)
All or almost all of the entries have a connection to structure.
Most entries have a connection to structure.
Few entries have a connection to structure.
None of the entries have a connection to structure.
Topics (x2)
Journal entry addresses all questions and ideas in the writing prompt in a reflective manner.
Journal entry addresses most questions and ideas in the writing prompt in a reflective manner.
Journal entry addresses some of the questions and ideas in the writing prompt, but may not be reflective.
Very few questions and ideas from the writing prompt are addressed, and the journal is not reflective in nature.
Format
The proper format has been followed for all of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses all talking points and is 2 pages long.
The proper format has been followed for most of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses most talking points and is 1.5-2 pages long.
The proper format has been followed for few of the entries. The paper addresses some talking points and is less than 1.5 pages. long.
The proper format has not been followed for any of the entries. Bullets and single spacing are used. The paper does not address several of the main talking points and is 1 page or less.
Mechanics
All or almost all of my entries use correct spelling and grammar.
Most of my entries use correct spelling and grammar.
Few of my entries use correct spelling and grammar.
None of my entries use correct spelling and grammar.
Completion
All entries are present, in order, and together.
All entries are present, but are either not together or in order.
All entries are not present, but they are together or in order.
All entries are not present, nor are they together or in order.
SLA #3
While finishing up this course, I do not feel as comfortable with my second language as I was hoping I would. I love the language and think it is absolutely beautiful, and as I have stated in the past I truly believe I would like to continue to learn how to better communicate in French.
With this being said I feel my self-esteem is low at the amount I have accomplished thus far, but still very high with the hope that I can push myself enough to at least learn a small amount of the language enough to carry on a small conversation if ever needed. My self-efficacy is pretty much right in the middle on a low to high scale. I completed many tasks, but my overall goals were not all completely achieved. Although I did not expect to be able to carry on a complete conversation within a four week class, I would have liked to be able to know a couple complete sentences. I know individual words, but they do not flow well enough to make a complete sentence someone can understand. Which brings me to my willingness to communicate, which I would have to say .
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
Having trouble with pronouns? No worries, this is your ultimate guide to all there is to know about pronouns, their types and appropriate usage in sentences.
SLA Journal Rubric
Criteria
4
3
2
1
Structure Ideas (x2)
All or almost all of the entries have a connection to structure.
Most entries have a connection to structure.
Few entries have a connection to structure.
None of the entries have a connection to structure.
Topics (x2)
Journal entry addresses all questions and ideas in the writing prompt in a reflective manner.
Journal entry addresses most questions and ideas in the writing prompt in a reflective manner.
Journal entry addresses some of the questions and ideas in the writing prompt, but may not be reflective.
Very few questions and ideas from the writing prompt are addressed, and the journal is not reflective in nature.
Format
The proper format has been followed for all of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses all talking points and is 2 pages long.
The proper format has been followed for most of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses most talking points and is 1.5-2 pages long.
The proper format has been followed for few of the entries. The paper addresses some talking points and is less than 1.5 pages. long.
The proper format has not been followed for any of the entries. Bullets and single spacing are used. The paper does not address several of the main talking points and is 1 page or less.
Mechanics
All or almost all of my entries use correct spelling and grammar.
Most of my entries use correct spelling and grammar.
Few of my entries use correct spelling and grammar.
None of my entries use correct spelling and grammar.
Completion
All entries are present, in order, and together.
All entries are present, but are either not together or in order.
All entries are not present, but they are together or in order.
All entries are not present, nor are they together or in order.
SLA #3
While finishing up this course, I do not feel as comfortable with my second language as I was hoping I would. I love the language and think it is absolutely beautiful, and as I have stated in the past I truly believe I would like to continue to learn how to better communicate in French.
With this being said I feel my self-esteem is low at the amount I have accomplished thus far, but still very high with the hope that I can push myself enough to at least learn a small amount of the language enough to carry on a small conversation if ever needed. My self-efficacy is pretty much right in the middle on a low to high scale. I completed many tasks, but my overall goals were not all completely achieved. Although I did not expect to be able to carry on a complete conversation within a four week class, I would have liked to be able to know a couple complete sentences. I know individual words, but they do not flow well enough to make a complete sentence someone can understand. Which brings me to my willingness to communicate, which I would have to say .
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/
Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...Subhajit Sahu
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
3. Steps to Paraphrasing
Step 1: Read the text.
Step 2: Cover the text.
Step 3: Explain the ideas aloud using
your own words.
You can repeat steps 1-2 before coming
back to this step if you need to.
Step 4: Write the main ideas in your
own words.
Step 5: Refer back to the original text to
make sure you have kept the idea the
same but have used different words.
To paraphrase properly you will need to follow these steps.
4. Example of Paraphrasing
“Don’t forget that you need to pack your pyjamas, as well as your
toothbrush and hairbrush for your sleep over at Grandad and Grandma’s
house tomorrow night.”
You can change the above statement to read:
“Pack your pyjamas, toothbrush and hairbrush for your sleep over at
Grandad and Grandma’s house tomorrow night.”
5. Checklist for Paraphrasing
Ask yourself these questions when you are paraphrasing.
Have I read the text?
Have I covered the text?
Can I explain the ideas aloud in my own words?
Have I written the main ideas of the text in my own words?
Does my text make sense?
Does my text include the same ideas?
Is my text shorter than the original text?
If you have followed all of these steps you are a paraphrasing professor!
6. Paraphrase It!
Don’t forget your checklist!
Have I read the text?
Have I covered the text?
Can I explain the ideas
aloud in my own words?
Have I written the main
ideas of the text in my
own words?
Does my text make sense?
Does my text include
the same ideas?
Is my text shorter than
the original text?
Read the following and then let’s
paraphrase it together.
Example:
There are only a few people who
can speak Spanish.
7. Paraphrase It!
Don’t forget your checklist!
Have I read the text?
Have I covered the text?
Can I explain the ideas
aloud in my own words?
Have I written the main
ideas of the text in my
own words?
Does my text make sense?
Does my text include
the same ideas?
Is my text shorter than
the original text?
Read the following and then let’s
paraphrase it together.
Example:
The last time he went to see his
cousin’s house was six months ago.
8. Paraphrase It!
Don’t forget your checklist!
Have I read the text?
Have I covered the text?
Can I explain the ideas
aloud in my own words?
Have I written the main
ideas of the text in my
own words?
Does my text make sense?
Does my text include
the same ideas?
Is my text shorter than
the original text?
Read the following and then let’s
paraphrase it together.
Example:
She stayed up late because she
needed to finish off her assignment
which was due the next day.
9. Paraphrase It!
Don’t forget your checklist!
Have I read the text?
Have I covered the text?
Can I explain the ideas
aloud in my own words?
Have I written the main
ideas of the text in my
own words?
Does my text make sense?
Does my text include
the same ideas?
Is my text shorter than
the original text?
Read the following and then let’s
paraphrase it together.
Example:
You will be late for swimming
unless you leave now.
10. Paraphrase It!
Don’t forget your checklist!
Have I read the text?
Have I covered the text?
Can I explain the ideas
aloud in my own words?
Have I written the main
ideas of the text in my
own words?
Does my text make sense?
Does my text include
the same ideas?
Is my text shorter than
the original text?
Read the following and then let’s
paraphrase it together.
Example:
As soon as I reached the bus stop
the bus arrived.
