95% of this slide presentation was created by my esteemed colleague at Sangmyung University Paul Benning. Want to make sure he gets credit! Note: I primarily upload these slides for my students. They are constantly changing depending on what's happening in class. They are not meant to be super slick finished product.
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· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid.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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. 1. Do you agree or disagree with those statements?
Why or why not?
2. When you go shopping, what do you like to buy?
3. Where is the best place in Seoul to go shopping?
4. How often do you go shopping?
5. When you go shopping, how often do you use:
-cash?
-a credit card?
-a debit card?
-coupons?
-a point card?
-Women are better shoppers than men.
-Men prefer sports to shopping.
5. 1. Where do think the best place to go shopping in Seoul
is?
2. Can you identify the following shopping areas in Seoul?
7. 1. What are the different areas known for?
Example:
A: Dongdaemun is known for cheap fashions for young
people and it’s open late. Lot’s of tourists go there
for shopping.
B: I think Myeongdong is known for
2. Tell your partner which of those areas in Seoul you
like or don’t like to visit or shop in. Explain why or
why not.
Tip: “Famous for” is a little too strong sometimes. Try
“known for….”
8. “Make-it-personal” game
Tell your partner or group something your hometown is known
for. (Don’t say the name of your hometown). See if they can
guess where it is.
A: My hometown is known for (being the home of)
bibimbap.
B: Is it Daegu?
A: No way!
C: Is it Cheonju?
A: Yep!
If everyone knows your hometown,
think of another place.
9. Speed Game
• You have one minute to look at the following
photos of clothing (men’s and women’s). How
many clothes in the pictures can you and your
partner write in English?
• After you brainstorm with your partner,
compare your answers to the list that follows.
How words did you get correct?
10.
11.
12. Men’s clothing:
Necktie
Dress shoes
(dress= adj. = formal)
Cuff links
Over coat, long coat
Briefcase, attache’ case
Pants, slacks, trousers
Dress shirt, button down
Belt, gloves
Scarves
Suit, blazer
Women’s Clothing
Skirt
Blouse
Denim skirt, shorts
Flip flops
Jeans
Bag, purse
Sunglasses
Halter top
Scarf
High heels
Tank top
13. Page 77 – Shopping Categories: Do activity A with a
partner.
Can you think of any other categories? What other words
can you add to the categories?
Page 78 - Match the pictures with the numbers.
Any questions?
*tip – “clothes” is one syllable. It sounds very
similar to “close”
19. Page 79
B
1. this/these for things that are close
2. that/those for things that are not close
3. this/that for singular nouns ( 1 thing )
4. these/those for plural nouns ( more than 1 thing)
C
1.
2.
3.
4.
20. Page 79
B
1. this/these for things that are close
2. that/those for things that are not close
3. this/that for singular nouns ( 1 thing )
4. these/those for plural nouns ( more than 1 thing)
C
1. this dress
2. those shorts (1 pair of shorts. One thing, but “shorts” is a
plural noun)
3. that jacket
4. these shoes
23. • As you know, words are made of syllables.
– Fat fat =one syllable
– Rabbit rab-bit = two syllables
– Beautiful beau-ti-ful =three syllables
Remember!!!
To make the comparative of one syllable adjectives you
only should add er.
Short = short – er Old = olderer
1. Fill in the gaps. Use the comparative of the word in
brackets.
• My house is ______ than yours (small)
• Sara is ______ than Tom (young)
• Teresa is ______ than John (old)
24. Remember!!!
• The spelling sometimes changes. Look at the
following superlatives.
2. Write sentences. Use comparatives.
– Karol/ thin/ Maria __________________________
– Rob /funny/ Sam __________________________
– My classroom/big/yours _____________________
– Mary/happy/ Johanna _______________________
Short adjectives with one vowel
and one consonant
Big bigger
Fat fatter
Thin thinner
Adjectives that end in y Funny funnier
Heavy heavier
25. • Adjectives which have two or more syllablestwo or more syllables always
form the comparative with more.more.
dangerous = more dangerous
3. Complete the sentences. Use the comparative of the
word in brackets.
– Chemistry is ________ than English (difficult)
– Brad Pitt is ________ than Tom Cruise (handsome)
– Frank is __________ than Susan (intelligent)
– Jennifer is ___________ than Angelina (beautiful)
26. • The following adjectives have irregular comparative
forms:
good = better
bad = worse
far = farther
4. Fill in the gaps. Use the comparative form of good,
bad and far.
– Italian food is ______ than American food (good)
– His handwriting is ______ than Mabel’s (bad)
– My school is _______ from here than the park (far)
27. Unit 8
• Page 83 D
- Galaxy VS iPhone
A: I like iPhones because they’re ___________
Homework Page 83 Writing 9 Due Next class
29. Electronic gadgets
With your team, name as many of these gadgets as you can in SocrativeWith your team, name as many of these gadgets as you can in Socrative
30. How often do you use your smartphone / cell
phone?
Electronic gadgets
always
usually
often
sometimes
rarely
never
1 time a day
100 times a day
100 times an hour
5 hours a day
…
31. She rarely uses her
phone.
Her friends usually use their
phone.
33. Discuss
1. Do you think the friends are normal? Does this also
happen in Korea?
2. Do you think the friends should use their phone more or
less? Why?
3. Do you think the girl should use her phone more? Why?
4. Do you think the friends should get better phones?
What kind of phone should they get?
5. Does this happen when you’re with your friends? What
do you usually do with your phone? Chatting, games,
internet browsing, etc…
Follow-up questions!
34. Page 82 & 83 Answers
82 B
1. cheaper 2. bigger 3. prettier 4. more/less expensive 5. better
83 C Practice
1. More versatile than 2. nicer than 3. easier than 4. less up-to-
date than 5. better than 6. bigger than
Writing
1. The furniture in the store is nice, but it’s expensive.
2. These pants are too ugly, and they’re too short.
3. Do you want to try on these shoes, or do you want to try on
these shoes?
4. My computer is old, and it’s slow.
5. I like this cell phone, but it’s older than mine.
6. We can watch this movie, or we can listen to this CD.
Editor's Notes
In pairs
In groups.
A. Namdaemun B.Myeongdong C. Coex D. Edae E. Dongdaemun F. Hongdae Flea Market G. Cheongdamdong/Apgujeong