Use this .PPT to help you revise your RD 1 which is where you were told to just write, write, write, write, and write again into a much more polished and refined draft.
This document provides guidance for developing writing exercises focused on voice. It includes prompts to choose a topic to write about for 4 minutes. It then provides revision tips such as removing unnecessary details, focusing on evoking emotion, using specific nouns, strong verbs, dialogue, sensory details, similes and metaphors, and varying sentence structure. The overall document aims to help writers develop their voice and style through focused revisions.
This document provides guidance on using a "show don't tell" approach to writing narratives. It explains that showing actions instead of directly stating details engages readers by allowing them to infer qualities of characters. Examples are given of telling vs showing sentences, with showing sentences providing richer descriptions through specific actions and details. The document also discusses avoiding sentences that seem to dictate how readers should feel and provides tips for revealing characters through what they say, think, do, and how others react to them.
This document provides ideas and instructions for different poetry writing workshops and exercises, including defining poetry, speed writing without editing, writing about personal topics, creating list poems, word association poems, and parody poems. Participants are encouraged to not worry about spelling, punctuation or perfection and to just keep writing without judging their ideas. Various sample poems are provided as examples for different styles and techniques.
This document provides guidance on common errors to avoid in essay writing and recommendations for improving essay structure and style. It lists don'ts such as changing information from the text, re-telling plots, underlining titles, and changing verb tenses. It also lists dos such as accounting for inferences, using hedging language, connecting paragraphs to the thesis, and editing for spelling and grammar. Tips are provided on grammar, vocabulary, pronoun and adjective usage.
The poem describes a young boy who is detained at school for an unknown offense. As he does not yet know how to tell time, he becomes lost in daydreams while waiting for the teacher to dismiss him. When the teacher finally remembers the boy, she hurriedly sends him home. Though returned to the constraints of time, the boy never forgets the sense of freedom he experienced when removed from time's boundaries in the classroom.
This document provides guidance on key elements of narrative writing, including paragraphs, point of view, plot, character development, setting, and sentence structure. It discusses the importance of topics sentences, body paragraphs, and conclusions in narrative paragraphs. First person and third person points of view are explained. The elements of an effective plot, including introduction, problems/crises, resolution, and conclusion are outlined. Methods for developing believable characters through dialogue, action, reactions, relationships, and how they respond to crises are presented. The role of setting in painting a scene for the reader is also discussed.
This document provides information on Module 2 of a course, including standards and lessons on valuing others. It discusses finding others' greatness, observing circumstances, feeling for others, and supporting advocacy. It also covers language registers and provides examples of frozen, formal, consultative, casual, and intimate registers. Finally, it includes a sample story in third-person limited point of view and elements to consider in prose, such as character, setting, plot, point of view, and mood.
The document summarizes principles of composition from Strunk Chapter 2. It discusses choosing a structural design for writing and holding to it, with some designs being rigid and others flexible. It also advises making the paragraph the unit of composition, with one main idea per paragraph. Additionally, it recommends using the active voice when possible for a more vigorous style, and using positive, specific, concrete language over vague or negative language. [/SUMMARY]
This document provides guidance for developing writing exercises focused on voice. It includes prompts to choose a topic to write about for 4 minutes. It then provides revision tips such as removing unnecessary details, focusing on evoking emotion, using specific nouns, strong verbs, dialogue, sensory details, similes and metaphors, and varying sentence structure. The overall document aims to help writers develop their voice and style through focused revisions.
This document provides guidance on using a "show don't tell" approach to writing narratives. It explains that showing actions instead of directly stating details engages readers by allowing them to infer qualities of characters. Examples are given of telling vs showing sentences, with showing sentences providing richer descriptions through specific actions and details. The document also discusses avoiding sentences that seem to dictate how readers should feel and provides tips for revealing characters through what they say, think, do, and how others react to them.
This document provides ideas and instructions for different poetry writing workshops and exercises, including defining poetry, speed writing without editing, writing about personal topics, creating list poems, word association poems, and parody poems. Participants are encouraged to not worry about spelling, punctuation or perfection and to just keep writing without judging their ideas. Various sample poems are provided as examples for different styles and techniques.
This document provides guidance on common errors to avoid in essay writing and recommendations for improving essay structure and style. It lists don'ts such as changing information from the text, re-telling plots, underlining titles, and changing verb tenses. It also lists dos such as accounting for inferences, using hedging language, connecting paragraphs to the thesis, and editing for spelling and grammar. Tips are provided on grammar, vocabulary, pronoun and adjective usage.
The poem describes a young boy who is detained at school for an unknown offense. As he does not yet know how to tell time, he becomes lost in daydreams while waiting for the teacher to dismiss him. When the teacher finally remembers the boy, she hurriedly sends him home. Though returned to the constraints of time, the boy never forgets the sense of freedom he experienced when removed from time's boundaries in the classroom.
This document provides guidance on key elements of narrative writing, including paragraphs, point of view, plot, character development, setting, and sentence structure. It discusses the importance of topics sentences, body paragraphs, and conclusions in narrative paragraphs. First person and third person points of view are explained. The elements of an effective plot, including introduction, problems/crises, resolution, and conclusion are outlined. Methods for developing believable characters through dialogue, action, reactions, relationships, and how they respond to crises are presented. The role of setting in painting a scene for the reader is also discussed.
This document provides information on Module 2 of a course, including standards and lessons on valuing others. It discusses finding others' greatness, observing circumstances, feeling for others, and supporting advocacy. It also covers language registers and provides examples of frozen, formal, consultative, casual, and intimate registers. Finally, it includes a sample story in third-person limited point of view and elements to consider in prose, such as character, setting, plot, point of view, and mood.
The document summarizes principles of composition from Strunk Chapter 2. It discusses choosing a structural design for writing and holding to it, with some designs being rigid and others flexible. It also advises making the paragraph the unit of composition, with one main idea per paragraph. Additionally, it recommends using the active voice when possible for a more vigorous style, and using positive, specific, concrete language over vague or negative language. [/SUMMARY]
This document provides information about figures of speech, specifically hyperbole and irony. It defines hyperbole as exaggeration and irony as involving expectation and the opposite of what is expected. Examples of each are given, such as saying "I ate a ton of food" as hyperbole, or a fire station burning down as situational irony. The document guides the reader through examples and activities to help them understand and identify hyperbole and irony.
The document provides writing advice from various authors in the form of "rules" or tips for writing. Some of the key points mentioned include:
- Avoid using adverbs excessively and be careful when using exclamation points.
- Don't include lengthy backstory or character descriptions unless it's truly necessary. Keep the story moving.
- Read your writing out loud and cut unnecessary words to ensure a good rhythm and that every word counts.
This document provides information on various punctuation marks used in English writing. It discusses the proper uses of the period, comma, question mark, exclamation point, colon, semicolon, hyphen, dash, apostrophe, ellipses, parentheses, and brackets. For each punctuation mark, it provides examples of how and when to use them correctly in sentences.
This document provides guidance for dealing with unfamiliar words when reading. It advises that on a first reading, readers should try to infer meanings from context clues. On subsequent readings, readers should look up unfamiliar words, note important points, and highlight key details. Examples are given of using context and word parts like prefixes, suffixes, and roots to determine meanings. Exercises then have readers practice identifying the meanings of underlined words using these strategies. The document concludes with assigning a re-reading of "The Tell-Tale Heart" to better understand unfamiliar words in the story.
The document provides instructions for a language arts assignment on identifying similes and metaphors. Students are given a bell ringer activity to identify 5 sentences as either similes, metaphors, or neither. They are then instructed to complete a worksheet identifying similes and metaphors in their own short story about themselves. The story must be at least 2 paragraphs long with 4 sentences each and include 1 simile and 1 metaphor. Students are given 10 minutes to complete the bell ringer and 20 minutes to write their short story.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
1. The document provides an English lesson plan for week 2 day 3.
2. It reviews poetic elements like rhyme, sound devices, sensory images, and figurative language.
3. Students are tasked with analyzing a multi-stanza poem using these elements.
The document outlines 4 potential black outfits and 4 more bold and colorful outfits for a music video that are intended to match specific points in the song lyrics and create different vibes and atmospheres. The black outfits are grungy and risky to look dramatic, while the colorful outfits add pop during a song drop to change the mood. Most of the outfits are planned to be used where possible in the video.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document discusses direct and indirect speech in writing. It begins by defining direct speech as using a person's exact words within quotation marks, while indirect or reported speech does not use quotation marks. It provides examples of each. The document then discusses some key points about using direct speech: quotation marks are used for direct speech but not indirect speech; punctuation differs depending on if the direct speech comes before or after verbs like "said." Finally, it provides exercises for the reader to practice identifying and punctuating direct and indirect speech correctly in sentences.
Maurice Sendak is an American writer and illustrator best known for his 1963 book Where the Wild Things Are. He began his career illustrating textbooks in 1947 before focusing on children's books in the 1950s. Where the Wild Things Are tells the story of a boy named Max who is sent to bed without supper and imagines sailing to a land inhabited by wild creatures who name him their king. The book has had a major impact on children's literature.
This document contains a lesson plan for teaching second grade students. It includes a daily question, read alouds from short stories, vocabulary and grammar exercises, and writing prompts. The read aloud for the day is from a story called "Breakfast Time" about siblings Leon and Keisha making breakfast for their parents without help. The lesson teaches root words, suffixes, fluency in reading, and interview skills. Students are asked comprehension questions about the read aloud and practice identifying parts of stories like characters and settings.
This document discusses various punctuation marks including semicolons, colons, hyphens, apostrophes, and quotation marks. It explains the rules for using each punctuation mark and provides examples. For instance, it notes that a colon can be used to introduce a list or a long quotation. The document also includes a practice section where readers are asked to add the proper punctuation in blanks.
This document provides a summary of punctuation marks and their usage. It discusses full stops, commas, marks of exclamation, marks of interrogation, apostrophes, colons, semi-colons, inverted commas, and capitalization. For each punctuation mark, examples are given of their proper usage. The document serves as a reference for the names and purposes of basic punctuation marks in the English language.
The magic of poetry for english language learnersDonnaMahar
The document summarizes how poetry can benefit English language learners. It discusses how poetry uses precise language and engages multiple senses. Reading, writing, and performing poetry helps develop oral language skills and vocabulary. The document provides examples of poems and writing activities teachers can use to inspire students and help them explore their identity and emotions. It emphasizes how exposing students to powerful language in poetry can increase literacy and academic achievement.
1. The document provides instructions and examples for writing rhymes and jingles.
2. Students are asked to analyze a poem, discuss sensory elements, and write their own short rhymes.
3. The document includes activities where students practice reciting rhymes, rewriting rhyming words, and completing lines of rhymes.
This document discusses different types of punctuation marks used at the end of sentences, known as end marks. It explains that the main end marks are the period, question mark, and exclamation point, and describes what types of sentences each one is used for. It also mentions other punctuation like commas, colons, semicolons, dashes, and quotation marks. The document seeks to teach readers about proper punctuation through examples and a rhyming "Punctuation Rap".
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS lookups, tracing routes and mirroring websites. The document is intended to share knowledge about footprinting and related security techniques.
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS queries, tracing routes, mirroring websites and tracking emails. The document is intended to share the author's knowledge about footprinting and related cybersecurity techniques.
This document outlines the steps to query data from the Google Analytics API: 1) login with Google+ authentication, 2) choose accounts, properties, and profiles, 3) click "Get Data" to display dimension metrics values in a table and download the data as a CSV file. It also allows saving profiles to view a history of previous data queries and selections.
This document provides information about figures of speech, specifically hyperbole and irony. It defines hyperbole as exaggeration and irony as involving expectation and the opposite of what is expected. Examples of each are given, such as saying "I ate a ton of food" as hyperbole, or a fire station burning down as situational irony. The document guides the reader through examples and activities to help them understand and identify hyperbole and irony.
The document provides writing advice from various authors in the form of "rules" or tips for writing. Some of the key points mentioned include:
- Avoid using adverbs excessively and be careful when using exclamation points.
- Don't include lengthy backstory or character descriptions unless it's truly necessary. Keep the story moving.
- Read your writing out loud and cut unnecessary words to ensure a good rhythm and that every word counts.
This document provides information on various punctuation marks used in English writing. It discusses the proper uses of the period, comma, question mark, exclamation point, colon, semicolon, hyphen, dash, apostrophe, ellipses, parentheses, and brackets. For each punctuation mark, it provides examples of how and when to use them correctly in sentences.
This document provides guidance for dealing with unfamiliar words when reading. It advises that on a first reading, readers should try to infer meanings from context clues. On subsequent readings, readers should look up unfamiliar words, note important points, and highlight key details. Examples are given of using context and word parts like prefixes, suffixes, and roots to determine meanings. Exercises then have readers practice identifying the meanings of underlined words using these strategies. The document concludes with assigning a re-reading of "The Tell-Tale Heart" to better understand unfamiliar words in the story.
The document provides instructions for a language arts assignment on identifying similes and metaphors. Students are given a bell ringer activity to identify 5 sentences as either similes, metaphors, or neither. They are then instructed to complete a worksheet identifying similes and metaphors in their own short story about themselves. The story must be at least 2 paragraphs long with 4 sentences each and include 1 simile and 1 metaphor. Students are given 10 minutes to complete the bell ringer and 20 minutes to write their short story.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
1. The document provides an English lesson plan for week 2 day 3.
2. It reviews poetic elements like rhyme, sound devices, sensory images, and figurative language.
3. Students are tasked with analyzing a multi-stanza poem using these elements.
The document outlines 4 potential black outfits and 4 more bold and colorful outfits for a music video that are intended to match specific points in the song lyrics and create different vibes and atmospheres. The black outfits are grungy and risky to look dramatic, while the colorful outfits add pop during a song drop to change the mood. Most of the outfits are planned to be used where possible in the video.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document discusses direct and indirect speech in writing. It begins by defining direct speech as using a person's exact words within quotation marks, while indirect or reported speech does not use quotation marks. It provides examples of each. The document then discusses some key points about using direct speech: quotation marks are used for direct speech but not indirect speech; punctuation differs depending on if the direct speech comes before or after verbs like "said." Finally, it provides exercises for the reader to practice identifying and punctuating direct and indirect speech correctly in sentences.
Maurice Sendak is an American writer and illustrator best known for his 1963 book Where the Wild Things Are. He began his career illustrating textbooks in 1947 before focusing on children's books in the 1950s. Where the Wild Things Are tells the story of a boy named Max who is sent to bed without supper and imagines sailing to a land inhabited by wild creatures who name him their king. The book has had a major impact on children's literature.
This document contains a lesson plan for teaching second grade students. It includes a daily question, read alouds from short stories, vocabulary and grammar exercises, and writing prompts. The read aloud for the day is from a story called "Breakfast Time" about siblings Leon and Keisha making breakfast for their parents without help. The lesson teaches root words, suffixes, fluency in reading, and interview skills. Students are asked comprehension questions about the read aloud and practice identifying parts of stories like characters and settings.
This document discusses various punctuation marks including semicolons, colons, hyphens, apostrophes, and quotation marks. It explains the rules for using each punctuation mark and provides examples. For instance, it notes that a colon can be used to introduce a list or a long quotation. The document also includes a practice section where readers are asked to add the proper punctuation in blanks.
This document provides a summary of punctuation marks and their usage. It discusses full stops, commas, marks of exclamation, marks of interrogation, apostrophes, colons, semi-colons, inverted commas, and capitalization. For each punctuation mark, examples are given of their proper usage. The document serves as a reference for the names and purposes of basic punctuation marks in the English language.
The magic of poetry for english language learnersDonnaMahar
The document summarizes how poetry can benefit English language learners. It discusses how poetry uses precise language and engages multiple senses. Reading, writing, and performing poetry helps develop oral language skills and vocabulary. The document provides examples of poems and writing activities teachers can use to inspire students and help them explore their identity and emotions. It emphasizes how exposing students to powerful language in poetry can increase literacy and academic achievement.
1. The document provides instructions and examples for writing rhymes and jingles.
2. Students are asked to analyze a poem, discuss sensory elements, and write their own short rhymes.
3. The document includes activities where students practice reciting rhymes, rewriting rhyming words, and completing lines of rhymes.
This document discusses different types of punctuation marks used at the end of sentences, known as end marks. It explains that the main end marks are the period, question mark, and exclamation point, and describes what types of sentences each one is used for. It also mentions other punctuation like commas, colons, semicolons, dashes, and quotation marks. The document seeks to teach readers about proper punctuation through examples and a rhyming "Punctuation Rap".
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS lookups, tracing routes and mirroring websites. The document is intended to share knowledge about footprinting and related security techniques.
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS queries, tracing routes, mirroring websites and tracking emails. The document is intended to share the author's knowledge about footprinting and related cybersecurity techniques.
This document outlines the steps to query data from the Google Analytics API: 1) login with Google+ authentication, 2) choose accounts, properties, and profiles, 3) click "Get Data" to display dimension metrics values in a table and download the data as a CSV file. It also allows saving profiles to view a history of previous data queries and selections.
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS queries, tracing routes, mirroring websites and tracking emails. The document is intended to share the author's knowledge about footprinting and related cybersecurity techniques.
This document provides an overview of footprinting techniques and tools. It discusses gathering information about computer systems, networks, organizations and individuals through methods such as DNS queries, network scanning, search engines, social media, job sites and WHOIS lookups. A variety of free online tools are listed for extracting data from web pages, performing people searches, monitoring targets, competitive intelligence, DNS lookups, tracing routes and mirroring websites. The document is intended to share knowledge about footprinting and related cybersecurity techniques.
The document provides guidance on writing a short story essay. It recommends including an introduction with an engaging hook and thesis statement. The body should tell the story in chronological order through exposition, rising action, falling action, and conclusion. It suggests using show not tell techniques to bring the story to life with vivid details and dialogue. The reflection section should analyze how the experience taught the writer about themselves and extended their thesis. Students are encouraged to write a rough first draft telling the entire story without worrying about polish or structure.
This graph shows the work completion level over two days, July 18th and 19th. On the 18th, work completion was at 20% by midday and reached 40% by the end of the day. The next day, July 19th, work completion started at 40% and steadily increased to 60% by midday and 100% by the end of the day, showing progress on the project over the two days.
The document describes updates made to a login screen and forms. Functions like update data, load data, and delete data were added to saving forms for adding students and staff. Validations for error checking during form submissions were also included. A sample report view is planned for new upgraded versions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Dokumen tersebut memberikan instruksi tentang serangkaian senam nifas yang dilakukan untuk membantu perempuan setelah melahirkan. Terdapat berbagai posisi tubuh dan gerakan seperti berbaring telentang, miring, duduk, serta kontraksi dan relaksasi otot-otot tertentu untuk membantu mengembalikan bentuk tubuh dan kekuatan otot setelah melahirkan. Senam ini dapat dilakukan delapan sampai sepuluh kali setiap harinya
This document outlines basic etiquette and manners tips including holding doors, speaking politely, giving up seats, congratulating others, driving courteously, greeting people properly, maintaining good grooming, dining manners like not talking with your mouth full and saying "excuse me" when leaving the table, managing phone conversations politely, and that good manners are all about consideration for others.
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
Descriptive Essay Requirements
Descriptive Essay: (4-5 paragraphs; at least 300 words; 1 ½ pages)
The descriptive essay will describe (in detail) a place or a person, using concrete and specific language (language that creates mental pictures) that appeals to various senses (sight, hearing, taste, touch, and smell). Descriptive adjectives that convey emotion/personality and atmosphere/mood should be included. To enhance the effect, utilization of figurative language (e.g., similes, metaphors) is HIGHLY encouraged.
Requirements:
12 point font Times New Roman
Double-spaced
MLA Header and page numbers
300 words; at least four (4) paragraphs
Must describe person or place
Create a vivid image and contain descriptive adjectives/adverbs
See Rubric for other criteria
Descriptive Essay Housekeeping
Miranda Rowe
What is your topic?
Your topic needs to be a person or a place.
It cannot be a large place. It needs to be a piece/ small part of a small place.
For example: Not New York City, but the World Trade Center Memorial. Not Michigan, or even Dearborn, Michigan, but a restaurant IN Dearborn, MI.
Should you narrow down your topic?
Descriptive essays are pictures, NOT movies!!!
Introductions….
Do reader’s know who the essay is about by the end of the first sentence?
Do you need to change your first sentence?
Does your introduction grab your readers attention? Is there a very interesting/ odd/ weird fact you can give?
My roommate, Alex, can say “Hello” in five different languages.
My hometown of Middletown, is the birthplace of modern steel.
How can you change your introduction to be more interesting?
Body paragraphs
The body of your essay is the middle of your essay.
Your body paragraphs should describe three points. They SHOULD NOT try to describe everything.
Let’s try using the picture….
Creating an informal, rough outline will help!
Creating an informal outline
Effective Conclusions
Need to be full paragraphs and support your ideas. There is no need to repeat information.
Use this paragraph to end your essay, while adding new information.
Introductions and conclusions frame your descriptive picture.
Conclusions need to answer the “So What” question. Why did we read this? What should we have learned by reading your essay?
How do your points fit together?
Descriptive Writing
Standing on his hind legs, this rare andalucian stallion is fearless. His ears are turned back while his noble looking head is held high. His all black coat glistens in the late afternoon sun. His face displays a strong confidence with his nostrils flared, his veins bulging from his cheek bones, and his fiery black eyes burning holes into the souls of those who stare into them. His neck muscles are tensed and thickened with adrenalin. His black main is thrown into the wind like a flag rippling in the winds of a tornado. His muscular front legs are brought up to his chest displaying his flashing gray hooves that could crush a man's scull with one.
The document discusses interpreting the mood of a poem. It states that a poem sparks an emotion in the reader, such as sadness, fear, joy, etc., which is called the mood. The mood is the overall feeling of the poem, which can be shown through the words used. It then instructs students to divide into groups and create a short skit about an unforgettable moment feeling their mother's love, and to write a poem dedicated to their mother applying poetic elements and mood.
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
The student enjoyed art and cultural studies but found it annoying when the teacher had to repeat things. Their favorite activity was a koi carp sketch because they liked how it turned out. They would have liked to add more color to their koi carp. They disliked a wire sculpture activity because they kept pricking themselves. Overall, they felt they put in a good effort in their work.
This document provides examples of words with different stress patterns and discusses how stressing certain syllables can change the meaning of sentences. It notes that in English, stressed syllables are louder, higher in pitch, and longer in duration compared to unstressed syllables. The document includes sentences where varying the stress of key words alters the intended meaning. It also lists words and provides instructions on correctly stressing the syllables.
This document provides instructions and materials for alphabet activity books for children learning the letters A through E. It includes tracing pages, coloring pages, and activities to practice writing and identifying words starting with each letter. Credit is given to the creator, Liz's Early Learning Spot, and directions are provided for folding the books and completing the activities. Both US and Australian spelling variations are included.
This document provides guidance on identifying and analyzing imagery for a GCSE exam. It begins by defining imagery and explaining how to find examples of imagery in a text. Students are asked to identify imagery in a short passage. The document then discusses how to explain the effect of imagery by analyzing word choice and how it conveys meaning and atmosphere. It outlines the steps students should take when answering an imagery question on an exam, including choosing relevant quotes and focusing on language that creates imagery. The purpose is to prepare students to effectively identify, explain, and write about imagery in response to exam questions.
This document provides guidance on writing non-fiction pieces for exams, including tips for openings, punctuation rules, and past exam questions. It offers 10 strategies for grabbing the reader's attention in openings, such as using imagery, dialogue, or unusual scenarios. Common punctuation marks and their purposes are defined. Finally, a variety of past exam questions are presented in different categories like inform, explain, describe, argue, and persuade.
9th district essay 2011 2012 resp. to lit[1]tfinger
The document is a lesson plan for analyzing a short story called "Eleven" by Sandra Cisneros. It instructs students to read the story, which describes the emotions and personality of the main character Rachel on her 11th birthday. Students are asked to underline parts of the story that describe Rachel and could be used as evidence in an essay. The story excerpt provided reveals that Rachel feels like she contains memories and traits from her past years, and she struggles to assert that a ragged sweater brought to class is not hers.
Word choice is important to make writing unique and keep audiences engaged. [1] Powerful verbs, clever phrases, and precise nouns can give writing style and a distinctive voice. [2] Action verbs are preferable to "state of being" verbs. [3] Adjectives and adverbs should be used sparingly to avoid "overload". Creative phrasing, dense words, and a thesaurus can help improve word choice if used judiciously. Clichés and other tired expressions should be avoided.
This document provides instructions and examples for students to complete creative and formal writing exercises as part of a rich task assignment. It includes guidelines for formal writing styles and features, as well as prompts and examples for various creative writing genres and forms, including poems, stories, and a pantoum poetic structure. Students are assigned to write a letter to the editor on a provided topic and to submit a portfolio including different types of creative writing pieces.
The document discusses how to determine the meaning of unknown words using context clues from surrounding text. It identifies four main types of context clues: rewording the word, giving its synonym, giving its antonym, and giving details about the word. Examples are provided to demonstrate how to identify these different types of context clues and discern a word's meaning. The document concludes by providing practice examples for the reader to try identifying context clues on their own.
The document provides information about determining the meaning of unknown words from context clues. It discusses the four main types of context clues: rewording, synonyms, antonyms, and details. Examples are given to illustrate each type. The document then prompts the reader to practice identifying context clues in sample sentences. Finally, it presents a passage from a diary written in another language for the reader to determine the meanings of underlined words based on context clues.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
This chapter discusses listening, speaking, reading and writing activities related to expressing feelings of love and sadness as well as comprehending and creating spoof texts. The listening section includes activities where students respond to expressions of love and sadness and complete a dialogue. The speaking section covers expressing love and sadness through role plays and dialogues. It also discusses identifying expressions of love and sadness in texts. The reading section involves comprehending the structure of spoof texts. The writing section addresses identifying spoof text structures and writing a spoof text.
This document provides an agenda and instructions for a college writing class. It discusses formatting dialogue in narrative essays. It provides examples of dialogue and explains that dialogue should move the plot and not be too long or boring. It instructs students to write two dialogue exercises - one where one person tells another person a story, and another with brief dialogue between multiple people. It assigns homework of reading chapters in a book, posting the two dialogue exercises, and bringing required materials to the next class.
This document contains a series of grammar exercises and tests from an English lesson. It includes exercises on articles, quantifiers, noun complements, verb complements, figures of speech, kernel sentences, embedded clauses, and direct/indirect objects. The performance sections ask the student to write paragraphs, stories, or descriptions related to the grammar topics and texts.
This document provides information and materials to help prepare for an English exam. It includes sample exam questions, advice on exam strategies, vocabulary lists, grammar explanations and exercises. Specifically, it discusses:
1. Sample speaking exam questions that require comparing two photos and discussing what is happening in each.
2. The importance of reading exam texts fully to understand details and answer comprehension questions correctly.
3. A writing prompt for a competition entry requiring nominating someone for their heroic acts and giving reasons for the nomination.
4. Various exercises on grammar points like gerunds and infinitives, idioms, and -ing forms to help practice those concepts.
Copy of Module 17_ The Way of a Friend.pptxMaryJoyPeralta
This document contains a summary of the story "The Way of a Friend" and materials about modal verbs. It discusses two childhood friends, Tazan and Emil, who spent their youth together but lost touch as teens after Emil's family moved away. Years later, they reunite at a football game where Emil is playing. Though Emil's team loses, Tazan consoles him by saying the score doesn't matter and that Emil did his best. The document also includes tables explaining the meanings and uses of different modal verbs like can, may, must, should and would.
Similar to Autobiographical/Personal Peer Review RD 1 into RD 2 (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. Choose ONE of the following topics:
A. Bullying
B. B. The Dentist
C. Homework
D. A Video Game you like OR dislike (one only)
E. A sports star or Hollywood start you like OR
dislike (only one)
F.
YOU HAVE ONE MINUTE TO DECIDE ON A
TOPIC AND THEN I’ll SAY GO AND YOU MUST
WRITE FOR FOUR MINUTES ON THAT TOPIC.
DON’T WORRY ABOUT ORGANIZATION ETC.
3.
I’m telling too much of my story. Do I need
everything in my essay that I am writing
about?
A. Everything should be moving your story
forward
B. Ask yourself…Do I really need to tell this
part of the story? Take it out and reread the
section again and see if it still makes sense. If
it does, then leave it out
4.
Ask yourself is ALMOST everything in my
story trying to show/evoke an emotion?
Am I including too much
background/exposition?
What can I delete that is not evoking enough
emotion?
***Remember not EVERY SENTENCE needs
to evoke emotion but every paragraph should
every five or six should.
5. Ask yourself…are the stories you are using as examples
clear, concise and relevant or am I using too much from a
story
Try deleting some areas from your story and re-read that
section and see if it makes sense to you and still evokes
emotions
****Right now I want everyone to think of a different
story and write that story in place of your current story.
Did this story help evoke more emotion? Was it easier to
show and write? Was it clearer and more concise? If
so, leave it in. If not, leave the original in it
***REALIZE THIS TAKES TIME AND IS SOMETHING I
WOULD ALSO TRY AT HOME WITH ANOTHER STORY IN
YOUR ESSAY!
6.
STEP ONE:USE AS MANY OF THE FIVE SENESE AS POSSIBLE.
READING YOUR BODY PARAGRAPHS DRAW OR WRITE THE WORD
EYE NEXT TO AN AREA WHERE YOUR STORY IS RELYING ON SIGHT
WHERE YOUR STORY IS RELYING TOO MUCH ON SMELL, DRAW OR
WRITE THE WORD NOSE.
WHERE YOUR STORY IS RELYING ON HEARING,DRAW OR WRITE
THE WORD EAR WHERE YOU STORY IS RELYING ON SOUND
A TONGUE WHERE YOUR STORY IS RELYING ON TASTE
AND A HAND WHERE YOUR STORY IS RELYING ON TOUCH!
WHAT SENSES DO YOU NEED TO INCLUDE MORE? WHAT CAN YOU
CHANGE IN YOUR STORY TO INCLUDE MORE OF THESE SENSES??? THIS
IS DIFFICULT AND TAKES TIME AND READING YOUR ESSAY A MINIMUM OF
FIVE TIMES! DO THIS EVERY FIVE OR SIX SENTENCES!
7. USE SPECIFIC NOUNS WHERE APPROPRIATE
SO YOUR READERS KNOW EXACTLY WHAT
YOU ARE TALKING ABOUT!
EG: I QUICKLY ARRIVED AT THE HOSPITAL?
(WHAT HOSPITAL)
EG: WE ALL GOT INTO THE CAR TO ATTEND
THE FUNERAL (WHAT TYPE OF CAR…WHERE
WAS THE FUNERAL BEING HELD?)
MY TEACHER YELLED AT ME(WHAT IS THE
NAME OF THE TEACHER?
8.
Only use it where it will enhance the reader’s imagination so we all
know exactly what you are talking about. IF IT IS NOT
NECESSARY, THEN DO NOT USE IT!
EG:WE ALL WATCHED THE PLANE TAKE OFF….DOES NOT NEED FIXED
EG: ME AND MY THREE FRIENDS WENT TO SOUTHLAND MALL.(DO
NOT NEED TO NAME ALL THREE FRIENDS
WE WALKED HOME AFTER WE GOT YELLED AT BY MARK’S MOM.(WE
DON’T NEED TO KNOW YOUR ADDRESS)
IF YOU ALREADY MENTIONED THE TYPE OF CAR YOU TOOK TO THE
FUNERAL, YOU DON’T NEED TO KEEP USING THE PROPER NOUN.
YOU CAN JUST SAY CAR.
EG: WE WENT TO MY MOM’S FUNERAL IN OUR CADILLAC ESCALADE.
AFTER THE FUNERAL WAS OVER WE ALL PILED BACK INTO THE
ESCALADE. ONCE WE ARRIVED BACK HOME WE ALL GOT OUT OF THE
ESCALADE. THE ESCALADE WAS SOLD THE NEXT DAY BECAUSE IT
BROUGH BACK TOO MANY MEMORIES OF MY MOM.
EG: WE WENT TO MY MOM’S FUNERAL, LOCATED AT ST. CLEMENT’S
CHURCH, IN OUR BLACK CADILLAC ESCALADE. AFTER THE FUNERAL
WA S OVER WE ALL PILED BACK INTO THE CAR. WE ALL GOT OUT OF
THE CAR. THE ESCALADE WAS SOLD THE NEXT DAY BECAUSE IT
BROUGHT OUT TOO MANY MEMORIES OF MY MOM.
9. USE STRONG SPECIFC VERBS. WORDS THAT
SHOW THE ACTION.
DO NOT OVERUSE THE MAN NAMED
ISAMAREHAS WASWEREBE IS AM ARE HAS
WAS WERE BE
EG: I AM GOING TO THE STORE TO BUY MILK
EG: I DECIDED TO HEAD TO THE STORE TO
BUY MILK
EG: I MADE THE CHOICE TO HEAD TO THE
STORE TO BUY MILK
10.
SHE IS SO PRETTY
THERESA, THE MOST BEAUTIFUL WOMAN IN THE
WORLD, WORKS AT MCHS!
IT ISN’T AS EASY AS SIMPLY TAKING OUT THE ISAMAREHAS
WASWEREBE AND REPLACING IT WITH A NEW WORD. YOU
MAY NEED TO REARRANGE THE ENTIRE SENTENCE!
SHE WAS WALKING TO THE STORE.
SHE JOGGED TO THE STORE.
**BOTH DON’T SOUND ANY BETTER!
DO NOT OVERUSE THE WORDS. IT IS FINE TO USE THEM, JUST
DON’T OVERUSE THEM.
11.
USE DIALOGUE TO CAPTURE APPROPRIATE
CONVERSATIONS. THERE SHOULD BE QUITE A
FEW AREAS OF DIALOGUE USED THROUGHOUT
THE ESSAY.
EG: WHAT DID YOU TELL YOUR FRIEND WHEN YOU
LEARNED OF YOUR MOM’S DEATH? HOW DID SHE
RESPOND? USE DIALOGUE
EG:MY MOM YELLED AT ME. I SCREAMED BACK AT
HER. INSTEAD USE DIALOGUE TO CAPTURE THE
CONVERSATION OF WHAT WAS SAID TO YOU AND
WHAT YOU SAID TO HER…EVOKE EMOTION
12.
The doctor came out of the waiting room
and spoke to our family to tell us our
grandmother was very ill. Capture this
conversation. What did the Doctor say to
you? What did a person in your family say
to them? Who spoke next (involves a little
embellishment to evoke emotion)
13.
Use similes and metaphors a minimum of
once per body paragraph.
Simile: A cloud floated in the sky like a flag
from the sky.
Simile: A Soul as white as heaven
Simile: His anxiety hung like a dark
impenetrable cloud
Simile: Her hands were as cold as ice
14.
Metaphor: The typical teenage boy’s room is
a disaster area.
Metaphor: Kisses are the flowers of love in
bloom.
Metaphor: Sheila arrived a the store with an
army of children
15. Use sentence variety:
Step one: Underline seven sentences in a row
Step two: On the left side of your essay in the
margin number 1 to 7 going straight down
Step Three: Go back to the first sentence you
underlined and count the number or words you
used in that sentence. Put that number next to
the number 1 in the margin. Do the same for the
next six sentences.
Look for patterns. Your numbers should be fairly
different and not look like: 5, 6,4, 7, 8,5,9. It
should look like: 3, 13, 5, 9, 12, 8, 5
16.
Use this PowerPoint to help you revise your
essay into RD 2.
RD 2 should be shorter
RD 2 should evoke more emotion
RD 2 should have a fairly developed voice and
style
RD 2 should be MUCH MUCH BETTER THAN RD
1.
It should take you a minimum of one hour to 90
minutes if you are truly putting in effort. (more
like 2 hours)