The document provides instructions for an expository writing lesson on writing an essay about one thing students would change to make the world a better place. It outlines 6 steps: 1) read the prompt, 2) state the purpose, 3) prepare a graphic organizer, 4) complete the graphic organizer with an example, 5) add transitions, and 6) transfer the graphic organizer to a paper. The graphic organizer example states the student would make everyone follow the golden rule to make the world better, and lists reasons like fewer wars, more kindness and thoughtfulness towards others, and life having more meaning.
The document provides examples of concise writing by eliminating wordiness and deadwood from sentences. It discusses removing unnecessary phrases, vague nouns, and weak adverbs. Specific editing tips are offered, such as changing word order to move the subject and verb closer together. Redundant expressions like "there is" and "it is" should be removed from sentence starters. The document also covers punctuation best practices for using commas and semicolons correctly.
The document provides instructions for writing a paragraph using a hamburger structure. It explains that a paragraph should include a topic sentence as the top bun that introduces what the paragraph is about. It then needs three details as the lettuce, tomato, and cheese to support the topic sentence. The last detail is the meat and most important point. The bottom bun closing sentence should summarize the topic.
This document provides a series of nonsensical definitions or examples for letters of the alphabet. Some key points include:
- Letter A defines various types of alignments and categories things as good, evil, or neutral.
- Letter C discusses annual pilgrimages and filters those viewed as ashamed.
- Letter D distinguishes between things that change time, extend time, or maximize time.
- The document continues in this absurdist vein by providing random associations for most other letters as well.
This document provides guidance on using pronouns like "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given to illustrate the proper uses of these pronouns. The document also discusses when to use "I" versus "me" in sentences with multiple people. Finally, it provides an agenda for an English class that includes discussing The Hunger Games, analyzing writing strategies, generating metaphors and similes, and preparing a draft of an essay.
This document provides information about using pronouns "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given of correct pronoun usage in different contexts. The document also discusses when to use "I" versus "me" in sentences with multiple people. An agenda is then outlined for an English class that includes a discussion of The Hunger Games, analyzing writing strategies, and preparing a draft essay.
The document discusses whether it is worth engaging in arguments and debates. It argues that while exchanging ideas is important, people should remain flexible in their views rather than insisting their view is superior. Fighting over minor issues wastes time and energy and distracts from bigger problems. It is better to pick battles wisely and know when it is not worth continuing an argument, such as when it threatens relationships or controlling people try to dictate terms. The document concludes that listening is important in debates and behaviors have become more outspoken and aggressive online, impacting thoughtful discussion.
This document discusses the concept of theme in stories. It defines theme as the central idea or insight about life or human behavior that a story reveals. It notes that themes are not usually directly stated, but are revealed through characters' experiences. Universal themes that come up across different cultures deal with basic human concerns like good and evil, life and death, love and loss. The document provides guidelines for finding the theme, such as looking at what characters learn, the conflict and its resolution, and sometimes clues from the title. It cautions against accepting a story's theme at face value and suggests critically evaluating whether a theme is too simplistic or idealistic.
The document provides guidance for effectively handling difficult conversations. It discusses how difficult conversations typically involve high stakes, differing opinions, and strong emotions. It then offers tips for preparing for and having constructive difficult conversations, including understanding your own perspective and emotions, seeking first to understand the other person's perspective, finding common ground or mutual purpose, taking responsibility for your own role, and following up afterwards. The overall aim is to have difficult conversations in a respectful manner that improves relationships and outcomes.
The document provides examples of concise writing by eliminating wordiness and deadwood from sentences. It discusses removing unnecessary phrases, vague nouns, and weak adverbs. Specific editing tips are offered, such as changing word order to move the subject and verb closer together. Redundant expressions like "there is" and "it is" should be removed from sentence starters. The document also covers punctuation best practices for using commas and semicolons correctly.
The document provides instructions for writing a paragraph using a hamburger structure. It explains that a paragraph should include a topic sentence as the top bun that introduces what the paragraph is about. It then needs three details as the lettuce, tomato, and cheese to support the topic sentence. The last detail is the meat and most important point. The bottom bun closing sentence should summarize the topic.
This document provides a series of nonsensical definitions or examples for letters of the alphabet. Some key points include:
- Letter A defines various types of alignments and categories things as good, evil, or neutral.
- Letter C discusses annual pilgrimages and filters those viewed as ashamed.
- Letter D distinguishes between things that change time, extend time, or maximize time.
- The document continues in this absurdist vein by providing random associations for most other letters as well.
This document provides guidance on using pronouns like "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given to illustrate the proper uses of these pronouns. The document also discusses when to use "I" versus "me" in sentences with multiple people. Finally, it provides an agenda for an English class that includes discussing The Hunger Games, analyzing writing strategies, generating metaphors and similes, and preparing a draft of an essay.
This document provides information about using pronouns "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given of correct pronoun usage in different contexts. The document also discusses when to use "I" versus "me" in sentences with multiple people. An agenda is then outlined for an English class that includes a discussion of The Hunger Games, analyzing writing strategies, and preparing a draft essay.
The document discusses whether it is worth engaging in arguments and debates. It argues that while exchanging ideas is important, people should remain flexible in their views rather than insisting their view is superior. Fighting over minor issues wastes time and energy and distracts from bigger problems. It is better to pick battles wisely and know when it is not worth continuing an argument, such as when it threatens relationships or controlling people try to dictate terms. The document concludes that listening is important in debates and behaviors have become more outspoken and aggressive online, impacting thoughtful discussion.
This document discusses the concept of theme in stories. It defines theme as the central idea or insight about life or human behavior that a story reveals. It notes that themes are not usually directly stated, but are revealed through characters' experiences. Universal themes that come up across different cultures deal with basic human concerns like good and evil, life and death, love and loss. The document provides guidelines for finding the theme, such as looking at what characters learn, the conflict and its resolution, and sometimes clues from the title. It cautions against accepting a story's theme at face value and suggests critically evaluating whether a theme is too simplistic or idealistic.
The document provides guidance for effectively handling difficult conversations. It discusses how difficult conversations typically involve high stakes, differing opinions, and strong emotions. It then offers tips for preparing for and having constructive difficult conversations, including understanding your own perspective and emotions, seeking first to understand the other person's perspective, finding common ground or mutual purpose, taking responsibility for your own role, and following up afterwards. The overall aim is to have difficult conversations in a respectful manner that improves relationships and outcomes.
This document provides advice and strategies for improving writing skills. It summarizes key points from a writing workshop, including that successful writing requires daily writing of 15-30 minutes and accountability. Studies show those who wrote daily completed manuscripts and pages at much higher rates than those who did not. The document also discusses paper organization, revision strategies focused on key sentences, using external readers, and tips for overcoming writer's block and improving style.
Conversations about conflict provide parties with the opportunity to examine their own actions and
reactions. This process of reexamination inevitably evokes people’s natural defensive mechanisms.
Defensiveness prevents people from learning and blocks the potential for transformation to occur. This
workshop will look at the internal and external causes of defensiveness, as well as ways that mediators can
intentionally work with this natural phenomena.
Book Review - M2020 (How to Win Friends).pptxJeemolRaji
This book review summarizes Dale Carnegie's book "How to Win Friends & Influence People". The book teaches that technical skills only account for 15% of success, while people skills are 85% of success. It provides tips for making friends, influencing people, and becoming a better leader and communicator. Some key lessons include showing genuine interest in others, remembering names, encouraging others to talk about themselves, and making other people feel important.
The document discusses the importance of team building and working together. It provides tips for improving communication, boosting morale, learning strengths and weaknesses, and improving productivity through team building activities. Some key responsibilities for being a responsible citizen include being respectful, having integrity, and keeping the peace. The three main blocks to positive relationships are making assumptions, talking too much and listening too little, and jealousy. The document also discusses skills like listening, questioning, persuading, respecting, helping, sharing, and participating. It describes different personality types and how to deal with them, and provides reminders to look for ways to make others feel at ease and to treat others as you want to be treated.
The document discusses the history and evolution of ethics. It suggests that even animal behavior shows signs of order maintained through instinctual rules. Early human morality evolved to restrict individualism and promote cooperation as humans moved to open plains and developed weapons. The document also discusses how humanist ethics are based on reason and empathy rather than religious authority. It presents the Golden Rule of treating others as you wish to be treated as a universal moral principle found across cultures and religions but evolved naturally in human societies.
A brief discussion of some of the basic logical fallacies:
Dicto Simpliciter
Hasty Generalization
Post Hoc
Contradictory Premises
Ad Misericordiam
False Analogy
Hypothesis Contrary to Fact
Poisoning the Well
Bandwagon Appeal
Begging the Question
Red Herring
Non Sequitur
Slippery Slope
Either/Or Argument
Equivocation
Stage 1 & 2
Self-Centred Level which is determined by personal needs & wants and consequences of an act (Stealing 50000 is worse than stealing 5000)
Stage 3 & 4
Conformity Level which is based on conforming & upholding the conventions & expectations of the society (Stealing 50000 is the same as stealing 5000)
Stage 5 & 6
Principled Level based on internalized principles of individual (one must look at the context before passing judgement)
This document discusses exploring and understanding oneself and others. It covers:
- Developing self-awareness through understanding one's values, behaviors, personality type, and interpersonal needs.
- Understanding differences in how people work and communicate, including extraversion vs introversion, sensing vs intuition, thinking vs feeling, and judging vs perceiving.
- Potential incompatibilities that can arise between people based on differences in what behaviors they express and want from others.
The overall message is that gaining insight into oneself and appreciating individual differences can help people understand each other better.
The document discusses the importance of sharing and provides 10 ways to get into the habit of sharing. It notes that sharing is one of the first lessons taught to children but becomes more difficult for adults. Some key ways to promote sharing included initiating sharing oneself, understanding other perspectives, providing positive reinforcement to others for sharing, and making small gestures of sharing everyday items or time. The overall message is that cultivating an attitude of openness, care, and accessibility with others can help create an environment where sharing feels natural.
This document provides an overview of conflict resolution and crucial conversations. It defines conflict resolution as a process of working through opposing views to reach a common goal. Crucial conversations are discussions where the stakes are high, opinions vary, and emotions run strong. These conversations are typically avoided or handled poorly. The document outlines four key components of conflict resolution: controlling emotional responses, seeking understanding, identifying needs and common interests, and seeking mutual benefit. It emphasizes starting with self-reflection, sharing facts, asking for others' stories, and encouraging dialogue to find mutual purpose. Role-playing exercises demonstrate techniques like contrasting statements to state needs clearly and resolve misunderstandings.
Ida B. Wells-Barnett and Her Passion for Justicekeziacagalawan
This document provides an overview of learning competencies, objectives, and tasks related to analyzing a text about Ida B. Wells-Barnett and her advocacy work. It includes reading comprehension questions, listening activities, and exercises to analyze literary devices and rhetorical techniques used in speeches about social justice.
This document provides advice on various aspects of living a purposeful and principled life in 3 sentences or less:
1) It discusses establishing core values, caring about one's thoughts and words, practicing self-discipline, living simply, being generous, taking responsibility, and respecting health.
2) It also offers guidance on cultivating spirituality, generosity, creativity, passion for work, appreciation for others, social skills, role models, and a strong sense of identity.
3) Throughout, it emphasizes principles of non-violence, kindness, respect, and service to others as espoused by leaders like Mahatma Gandhi.
This document outlines an agenda for a fundraising copywriting workshop. The workshop will cover various tools used in fundraising copywriting over four sessions: the writer's toolbox, in action, tips from the best, and questions. The writer's toolbox session will discuss vocabulary, grammar, persuasion techniques, fundraising knowledge, and magic. The in action session will demonstrate writing for direct mail including envelopes, letters, response forms, and online fundraising. Tips from the best will share advice from authors like George Orwell and George Smith. Participants will have a chance to ask questions in the final session. The goal is to help participants become better fundraising copywriters.
The document provides an unconventional presentation on thinking differently and taking risks. It contains over 30 slides with messages such as "think the opposite," "make bad decisions," and "steal ideas." The presentation encourages listeners to challenge conventional thinking, take career risks, and think outside the box to achieve success.
The document provides an unconventional presentation on thinking differently and taking risks. It contains over 30 slides with messages such as "think the opposite," "make bad decisions," and "steal ideas." The presentation encourages embracing failure, criticism, and new ways of thinking in order to achieve success.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
This document provides summaries and discussion questions for several picture books that have been shortlisted for an award. It summarizes several books, including The Treasure Box about victims of war and resilience, The Windy Farm about renewable energy and turning disadvantages into advantages, and King Pig about leadership qualities and treating others with kindness. It also briefly summarizes Rules of Summer about sibling relationships, Silver Buttons about how a community is connected, and Parachute. The document aims to help readers understand and discuss the key themes and ideas within these shortlisted picture books.
The golden rule lesson for Elementary SchoolMeng Lee
The document discusses teaching children about fairness and treating others well through the "Golden Rule" of treating others how you want to be treated. It describes using examples like equal access to recess or giving different animals different types of food based on their needs. The key message is that to follow the Golden Rule, one must think of others' needs and feelings first before one's own by paying attention to others, understanding their perspective through empathy, and helping in a kind manner.
This document outlines six reading strategies: 1) Predict what will happen in a story based on clues like the cover, title, and back of the book. 2) Visualize the people, places, and events happening in the story. 3) Connect to the story by relating it to other stories, personal experiences, or current events. 4) Question what is happening, characters' motives, and other details. 5) Clarify any unclear parts by summarizing, making inferences, rereading, or using other sources. 6) Evaluate what you read by considering your opinions on characters, plot, ending, or the work in general.
Here are some relevant quotations you could use:
"Homework is an integral part of the learning process." - Teacher
"I think homework is pointless and just adds more stress." - Student
"Some homework is necessary, but teachers often assign too much." - Parent
"With no homework, students would not learn personal responsibility." - Administrator
"Too much homework leaves no time for other activities important for development." - Education Expert
Choose one that best supports the point you want to make in your essay.
The modified Cornell note taking system provides a structured layout for taking effective lecture notes. It uses two columns - a narrower left-hand column for questions and a wider right-hand column for recording main ideas and details. Notes should be written in your own words when possible, with indentations to show relationships between ideas. The system recommends writing questions in the left column to self-quiz and reviewing notes weekly for better retention.
This document provides advice and strategies for improving writing skills. It summarizes key points from a writing workshop, including that successful writing requires daily writing of 15-30 minutes and accountability. Studies show those who wrote daily completed manuscripts and pages at much higher rates than those who did not. The document also discusses paper organization, revision strategies focused on key sentences, using external readers, and tips for overcoming writer's block and improving style.
Conversations about conflict provide parties with the opportunity to examine their own actions and
reactions. This process of reexamination inevitably evokes people’s natural defensive mechanisms.
Defensiveness prevents people from learning and blocks the potential for transformation to occur. This
workshop will look at the internal and external causes of defensiveness, as well as ways that mediators can
intentionally work with this natural phenomena.
Book Review - M2020 (How to Win Friends).pptxJeemolRaji
This book review summarizes Dale Carnegie's book "How to Win Friends & Influence People". The book teaches that technical skills only account for 15% of success, while people skills are 85% of success. It provides tips for making friends, influencing people, and becoming a better leader and communicator. Some key lessons include showing genuine interest in others, remembering names, encouraging others to talk about themselves, and making other people feel important.
The document discusses the importance of team building and working together. It provides tips for improving communication, boosting morale, learning strengths and weaknesses, and improving productivity through team building activities. Some key responsibilities for being a responsible citizen include being respectful, having integrity, and keeping the peace. The three main blocks to positive relationships are making assumptions, talking too much and listening too little, and jealousy. The document also discusses skills like listening, questioning, persuading, respecting, helping, sharing, and participating. It describes different personality types and how to deal with them, and provides reminders to look for ways to make others feel at ease and to treat others as you want to be treated.
The document discusses the history and evolution of ethics. It suggests that even animal behavior shows signs of order maintained through instinctual rules. Early human morality evolved to restrict individualism and promote cooperation as humans moved to open plains and developed weapons. The document also discusses how humanist ethics are based on reason and empathy rather than religious authority. It presents the Golden Rule of treating others as you wish to be treated as a universal moral principle found across cultures and religions but evolved naturally in human societies.
A brief discussion of some of the basic logical fallacies:
Dicto Simpliciter
Hasty Generalization
Post Hoc
Contradictory Premises
Ad Misericordiam
False Analogy
Hypothesis Contrary to Fact
Poisoning the Well
Bandwagon Appeal
Begging the Question
Red Herring
Non Sequitur
Slippery Slope
Either/Or Argument
Equivocation
Stage 1 & 2
Self-Centred Level which is determined by personal needs & wants and consequences of an act (Stealing 50000 is worse than stealing 5000)
Stage 3 & 4
Conformity Level which is based on conforming & upholding the conventions & expectations of the society (Stealing 50000 is the same as stealing 5000)
Stage 5 & 6
Principled Level based on internalized principles of individual (one must look at the context before passing judgement)
This document discusses exploring and understanding oneself and others. It covers:
- Developing self-awareness through understanding one's values, behaviors, personality type, and interpersonal needs.
- Understanding differences in how people work and communicate, including extraversion vs introversion, sensing vs intuition, thinking vs feeling, and judging vs perceiving.
- Potential incompatibilities that can arise between people based on differences in what behaviors they express and want from others.
The overall message is that gaining insight into oneself and appreciating individual differences can help people understand each other better.
The document discusses the importance of sharing and provides 10 ways to get into the habit of sharing. It notes that sharing is one of the first lessons taught to children but becomes more difficult for adults. Some key ways to promote sharing included initiating sharing oneself, understanding other perspectives, providing positive reinforcement to others for sharing, and making small gestures of sharing everyday items or time. The overall message is that cultivating an attitude of openness, care, and accessibility with others can help create an environment where sharing feels natural.
This document provides an overview of conflict resolution and crucial conversations. It defines conflict resolution as a process of working through opposing views to reach a common goal. Crucial conversations are discussions where the stakes are high, opinions vary, and emotions run strong. These conversations are typically avoided or handled poorly. The document outlines four key components of conflict resolution: controlling emotional responses, seeking understanding, identifying needs and common interests, and seeking mutual benefit. It emphasizes starting with self-reflection, sharing facts, asking for others' stories, and encouraging dialogue to find mutual purpose. Role-playing exercises demonstrate techniques like contrasting statements to state needs clearly and resolve misunderstandings.
Ida B. Wells-Barnett and Her Passion for Justicekeziacagalawan
This document provides an overview of learning competencies, objectives, and tasks related to analyzing a text about Ida B. Wells-Barnett and her advocacy work. It includes reading comprehension questions, listening activities, and exercises to analyze literary devices and rhetorical techniques used in speeches about social justice.
This document provides advice on various aspects of living a purposeful and principled life in 3 sentences or less:
1) It discusses establishing core values, caring about one's thoughts and words, practicing self-discipline, living simply, being generous, taking responsibility, and respecting health.
2) It also offers guidance on cultivating spirituality, generosity, creativity, passion for work, appreciation for others, social skills, role models, and a strong sense of identity.
3) Throughout, it emphasizes principles of non-violence, kindness, respect, and service to others as espoused by leaders like Mahatma Gandhi.
This document outlines an agenda for a fundraising copywriting workshop. The workshop will cover various tools used in fundraising copywriting over four sessions: the writer's toolbox, in action, tips from the best, and questions. The writer's toolbox session will discuss vocabulary, grammar, persuasion techniques, fundraising knowledge, and magic. The in action session will demonstrate writing for direct mail including envelopes, letters, response forms, and online fundraising. Tips from the best will share advice from authors like George Orwell and George Smith. Participants will have a chance to ask questions in the final session. The goal is to help participants become better fundraising copywriters.
The document provides an unconventional presentation on thinking differently and taking risks. It contains over 30 slides with messages such as "think the opposite," "make bad decisions," and "steal ideas." The presentation encourages listeners to challenge conventional thinking, take career risks, and think outside the box to achieve success.
The document provides an unconventional presentation on thinking differently and taking risks. It contains over 30 slides with messages such as "think the opposite," "make bad decisions," and "steal ideas." The presentation encourages embracing failure, criticism, and new ways of thinking in order to achieve success.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
This document provides summaries and discussion questions for several picture books that have been shortlisted for an award. It summarizes several books, including The Treasure Box about victims of war and resilience, The Windy Farm about renewable energy and turning disadvantages into advantages, and King Pig about leadership qualities and treating others with kindness. It also briefly summarizes Rules of Summer about sibling relationships, Silver Buttons about how a community is connected, and Parachute. The document aims to help readers understand and discuss the key themes and ideas within these shortlisted picture books.
The golden rule lesson for Elementary SchoolMeng Lee
The document discusses teaching children about fairness and treating others well through the "Golden Rule" of treating others how you want to be treated. It describes using examples like equal access to recess or giving different animals different types of food based on their needs. The key message is that to follow the Golden Rule, one must think of others' needs and feelings first before one's own by paying attention to others, understanding their perspective through empathy, and helping in a kind manner.
This document outlines six reading strategies: 1) Predict what will happen in a story based on clues like the cover, title, and back of the book. 2) Visualize the people, places, and events happening in the story. 3) Connect to the story by relating it to other stories, personal experiences, or current events. 4) Question what is happening, characters' motives, and other details. 5) Clarify any unclear parts by summarizing, making inferences, rereading, or using other sources. 6) Evaluate what you read by considering your opinions on characters, plot, ending, or the work in general.
Here are some relevant quotations you could use:
"Homework is an integral part of the learning process." - Teacher
"I think homework is pointless and just adds more stress." - Student
"Some homework is necessary, but teachers often assign too much." - Parent
"With no homework, students would not learn personal responsibility." - Administrator
"Too much homework leaves no time for other activities important for development." - Education Expert
Choose one that best supports the point you want to make in your essay.
The modified Cornell note taking system provides a structured layout for taking effective lecture notes. It uses two columns - a narrower left-hand column for questions and a wider right-hand column for recording main ideas and details. Notes should be written in your own words when possible, with indentations to show relationships between ideas. The system recommends writing questions in the left column to self-quiz and reviewing notes weekly for better retention.
This document discusses characterization in literature. There are two types of characterization: direct and indirect. Direct characterization involves the author directly telling the audience about a character's personality. Indirect characterization involves the author showing a character's personality through their speech, thoughts, effects on others, actions, and appearance. Indirect characterization uses five methods known by the acronym STEAL to reveal a character without directly stating their traits.
This document discusses clauses and sentence structure. It explains that there are two types of clauses: independent clauses and subordinate clauses. Independent clauses can stand alone as a sentence, while subordinate clauses cannot. There are also two types of adjective clauses: essential adjective clauses, which provide necessary information to identify a noun, and nonessential adjective clauses, which provide additional context. Recognizing clauses is important for avoiding fragments and for clearly connecting ideas in writing.
This document provides information about helping/auxiliary verbs in English. It discusses the primary helping verbs be, do, and have and their uses in questions, passive constructions, progressive forms, and tag questions. It also covers modal auxiliaries such as can, could, may, might, will, shall, would, must, should, and used to and their functions in expressing abilities, possibilities, requests, obligations, and past habits. The document is intended as part of an assignment asking students to read about and practice with helping verbs.
The document discusses different types of author's purpose including to persuade, inform, entertain, and describe a personal experience. It also discusses point of view, different types of writing like persuasive, expository, narrative, and descriptive. Methods of organization covered include cause and effect, compare and contrast, spatial order, time order, flashback, bulleted lists, foreshadowing, question/answer, argument/support. Signal words for cause and effect are also listed.
Appositives are noun phrases that identify adjacent nouns or pronouns. They can occur in three places in a sentence: as sentence openers, splitting the subject and verb, or as sentence closers. The document provides examples of each type of appositive use and includes an exercise for identifying appositives in scrambled sentences.
This document provides guidance on how to analyze and interpret literature. It discusses approaching the text, reading characters based on their clothes, language, body language, actions, thoughts, attitudes and relationships. It also covers hearing others based on their tone. When analyzing fiction, it is important to examine the plot, characters, setting, point of view, tone and theme. The plot involves conflict, typically having an exposition, complication, climax and resolution. Characters may change over time based on events. The setting establishes mood. Point of view can be first person, third person omniscient or third person limited. Tone reflects the author's attitude. Theme deals with human nature and experiences.
The document discusses active and passive voice. Active voice indicates the subject performs the action of the verb, while passive voice indicates the subject receives the action. It provides examples of sentences in both active and passive voice and recommends using active voice when possible as it is more direct and concise. Passive voice should be used when the performer of the action is unknown or less important than the recipient of the action.
The document discusses different types of language including abstract, concrete, general, and specific terms. Abstract terms refer to concepts that cannot be directly experienced by the senses, while concrete terms refer to objects or events that can be sensed. General terms refer broadly to groups, while specific terms refer narrowly to individuals or single instances. The document provides examples to illustrate how more specific or concrete terms are easier to understand and visualize than abstract or general terms.
This document provides instructions on basic sketching techniques. It begins with an index card outlining the 5 W's and How of the topic: who, what, where, when, why, and how to sketch. Next, it lists the necessary materials and provides step-by-step instructions for sketching, including drawing outlines, adding shadows, and blending. The document also includes a sample rubric for grading sketches and a works cited section listing references.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, 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.
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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.
2. Step 1: Read the prompt carefully
before you begin.
• Writing Situation: If you could change one thing to
make the world a better place what would it be?
• Think about things you would change. Think about
reasons you would change them. Choose one thing to
change and tell your reader several reasons why it is
the most important thing to change in order to make
the world a better place.
• Directions for Writing: Now write an essay about the
one thing you would change. Remember to use
specific details to support and explain your reasons.
Use interesting adjectives and descriptions to make
3. Step 2: State the purpose.
Think about what one thing you would
change to make the world a better
place.
4. Step 3: Prepare the graphic
organizer.
Now fold
your paper
into 4
squares.
5. Step 4: Complete the graphic
organizer.
Unfold the paper and draw a box in the
center. In the center box write a
sentence to convey your stand.
6. Example: oneComplete theone There
Write 3:
Step Write graphic
Example:
Everyone would
reason. organizer. be fewer
would
reason.
be more wars.
thoughtful to
others.
If I could change one thing in the world,
I would make everyone follow the
golden rule.
If I could change one thing in
Example: Life
Write one
would have more Summarize
the world, I would make
reason. everyone follow the golden
meaning. your 3
rule. Everyone would be
thoughtful to others. There
reasons.
would be less strife.
Everyone’s life would have
more meaning.
7. Write 3 details. Example:graphic
Step 3: Complete the3 details.
Example: Everyone Write There would
would be more thoughtful be fewer wars.
to others. organizer.
•Caring
•Kindness
•Value life
•Shift in priorities
•Talk things out
•Enjoy each other
If I could change one thing in the world,
I would make everyone follow the
golden rule.
Example: Life would If I could change one thing in
Write 3 details. Summarize
the world, I would make
have more meaning.
everyone follow the golden
•Enjoy every moment your 3
rule. Everyone would be
thoughtful to others. There
•Not live in fear reasons.
would be less strife.
Everyone’s life would have
•No class structure more meaning.
8. People who 3: Complete the
Step perform
Example: Everyone graphic
would be more thoughtful
Random Acts of organizer.
to others. generally
Kindness
•Kindness doing a kind ELABORATE
agree that
deed in priorities
•Shift for someone else
makes them "feel
•Enjoy each other
good." If I could change one thing in the world,
I would make everyone follow the
golden rule.
9. People who 3: Complete the graphic
Step perform
Example: Everyone Example: There would
would be more thoughtful be fewer wars.
Random Acts of organizer.
to others. generally
Kindness •Caring
agree that doing a kind •
•Kindness
Value life
deed in priorities
•Shift for someone else
ELABORATE
makes them "feel •Talk things out
•Enjoy each other
good." If I could change one thing in the world,
I would make everyone follow the
golden rule.
10. People who 3: Completeathe graphic it
Step perform
Example: Everyone Example: There would
In recent study
would be more thoughtful be fewer wars.
Random Acts of organizer.found that
was
to others. generally
Kindness children
•Caring feel safe
agree that doing a kind and accepted when
•Kindness
•Value life
deed in priorities
•Shift for someone else they can talk things
makes them "feel •Talk things out
•Enjoy each other
out.
good." If I could change one thing in the world,
I would make everyone follow the
golden rule.
11. People who 3: Completeathe graphic it
Step perform
Example: Everyone Example: There would
In recent study
would be more thoughtful be fewer wars.
Random Acts of organizer.found that
was
to others. generally
Kindness children
•Caring feel safe
agree that doing a kind and accepted when
•Kindness
•Value life
deed in priorities
•Shift for someone else they can talk things
makes them "feel •Talk things out
•Enjoy each other
out.
good." If I could change one thing in the world,
I would make everyone follow the
golden rule.
Example: Life would
have more meaning.
•Enjoy every moment
•Not live in fear
•No class structure ELABORATE
12. People who 3: Completeathe graphic it
Step perform
Example: Everyone Example: There would
In recent study
would be more thoughtful be fewer wars.
Random Acts of organizer.found that
was
to others. generally
Kindness children
•Caring feel safe
agree that doing a kind and accepted when
•Kindness
•Value life
deed in priorities
•Shift for someone else they can talk things
makes them "feel •Talk things out
•Enjoy each other
out.
good." If I could change one thing in the world,
I would make everyone follow the
golden rule.
Example: Life would
There would be less If I could change one thing in
have more meaning. the world, I would make
importance on what
everyone follow the golden
everyone had and
•Enjoy every moment rule. Everyone would be
whether they were thoughtful to others. There
•Not live in fear middle
upper, lower, or would be less strife.
class. Everyone’s life would have
•No class structure
13. Step 5: Add transitions.
For example, Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring A list of
•Kindness
People who perform Random Acts of
Kindness generally agree that doing a
•Value life transition
•Talk things out
kind deed for someone else makes
them "feel good." In a recent study it was found that
children feel safe and accepted
words is
•Shift in priorities when they can talk things out.
online!
•Enjoy each other
In the same If I could change one thing in For these
the world, I would make
way, everyone follow the golden reasons,
rule.
Example: Life would have If I could change one
more meaning. thing in the world, I
would make everyone
•Enjoy every moment follow the “golden rule.”
•Not live in fear Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
14. Step 6: From the graphic organizer to the paper.
For example, Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring
•Kindness •Value life
People who perform Random Acts of
Kindness generally agree that doing a
kind deed for someone else makes •Talk things out
them "feel good."
Each
In a recent study it was found that
children feel safe and accepted
•Shift in priorities when they can talk things out.
•Enjoy each other
If I could change one thing in For these
square will
In the same
way,
the world, I would make
everyone follow the golden
rule.
reasons, become a
Example: Life would have
more meaning.
If I could change one
thing in the world, I
paragraph.
would make everyone
•Enjoy every moment follow the golden rule.
•Not live in fear Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
15. Step 6: From the graphic
organizer to the paper.
• The If I could change
one thing in the world, I
introductory would make everyone
paragraph follow the golden rule.
Everyone would be
(the center more thoughtful. There
box) sums would be fewer wars.
up each Life would have more
meaning.
reason.
16. Step 6: From the graphic
organizer to the paper.
Do unto others as you
• Begin the
HOOK would have them do unto
introductory you. Do you remember the
golden rule? If I could
paragraph change one thing in the
with a hook. world, I would make
everyone follow the golden
Samples of rule. Everyone would be
hooks can more thoughtful. There
would be fewer wars. Life
be found would have more meaning.
online.
17. Step 6: From the graphic
For example,
organizer to the paper.
Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring
•Kindness •Value life
People who perform Random Acts of
Kindness generally agree that doing a
kind deed for someone else makes
them "feel good."
•Talk things out
Next Paragraph
In a recent study it was found that
children feel safe and accepted
•Shift in priorities when they can talk things out.
•Enjoy each other
In the same If I could change one thing in For these
the world, I would make
way, everyone follow the golden reasons,
rule.
Example: Life would have If I could change one
more meaning. thing in the world, I
would make everyone
•Enjoy every moment follow the golden rule.
•Not live in fear Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
18. Step 6: From the graphic
organizer to the paper.
For example, everyone
would be more thoughtful to
Next Paragraph others. The world would be
filled with kindness. People
who perform Random Acts of
Kindness generally agree that
doing a kind deed for someone
else makes them "feel good."
We would see a shift in
priorities. People could actually
begin to enjoy each other.
19. Step 6: From the graphic
For example,
organizer to the paper.
Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring
•Kindness
People who perform Random Acts of
Kindness generally agree that doing a
•Value life Next Paragraph
kind deed for someone else makes •Talk things out
them "feel good." In a recent study it was found that
children feel safe and accepted
•Shift in priorities when they can talk things out.
•Enjoy each other
In the same If I could change one thing in For these
the world, I would make
way, everyone follow the golden reasons,
rule.
Example: Life would have If I could change one
more meaning. thing in the world, I
would make everyone
•Enjoy every moment follow the golden rule.
•Not live in fear Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
20. Step 6: From the graphic
organizer to the paper.
Moreover, There would
be fewer wars. People would
Next Paragraph be more caring. We would
value life. People would
understand the importance of
talking things out. In a recent
study it was found that
children feel safe and
accepted when they can talk
things out.
21. Step 5: Add transitions.
For example, Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring
•Kindness •Value life
People who perform Random Acts of
Kindness generally agree that doing a
kind deed for someone else makes •Talk things out
them "feel good." In a recent study it was found that
children feel safe and accepted
•Shift in priorities when they can talk things out.
•Enjoy each other
In the same If I could change one thing in For these
the world, I would make
way, everyone follow the golden reasons,
rule.
Example: Life would have If I could change one
more meaning. thing in the world, I
•Enjoy every moment
•Not live in fear
Next Paragraph
would make everyone
follow the golden rule.
Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
22. Step 6: From the graphic
organizer to the paper.
In the same way, those
who follow the golden rule
Next Paragraph would find that life would
have more meaning. We
could really enjoy every
moment. There would be no
reason to live in fear. The
focus on class structure
would fade. There would be
less importance on what
everyone had and whether
they were upper, lower, or
middle class.
23. Step 5: Add transitions.
For example, Moreover,
Example: Everyone Example: There would
would be more be fewer wars.
thoughtful to others. •Caring
•Kindness •Value life
People who perform Random Acts of
Kindness generally agree that doing a
kind deed for someone else makes •Talk things out
them "feel good." In a recent study it was found that
children feel safe and accepted
•Shift in priorities when they can talk things out.
•Enjoy each other
In the same If I could change one thing in For these
the world, I would make
way, everyone follow the golden reasons,
rule.
Example: Life would have If I could change one
more meaning. thing in the world, I
would make everyone
•Enjoy every moment follow the golden rule.
Summary Paragraph
•Not live in fear Everyone would be
thoughtful to others.
•No class structure There would be less
There would be less importance on what strife. Everyone’s life
everyone had and whether they were upper, would have more
lower, or middle class.
meaning.
24. Step 6: From the graphic
organizer to the paper.
For these reasons, if I
could change one thing in the
Summary world, I would make everyone
Paragraph follow the golden rule.
Everyone would be thoughtful
to others. There would be less
strife. Everyone’s life would
have more meaning. Do unto
others as you would have them
Ending PUNCH do unto you. Make the world a
better place!
25. Step 7: Vocabulary
Review your paragraphs.
Can you add adjectives
(describing words)
and interesting adverbs
(describing action words)?
ADJECTIVES ADVERBS
26. Step 7: Vocabulary
BEFORE:
We would value life.
AFTER:
We would truly value one
of our most precious
commodities, life.
27. Step 7: Vocabulary
Remember: The more
sophisticated
vocabulary you use…
the higher your score.
bad
dreadful
28. Step 8: Visual Expression
Use metaphors and
similes to give your
essay more visual
expression.
We could really
Every moment
enjoy every
would be as
moment.
precious as gold.
29. Step 9: Reread Your Work
Reread your work to make sure you have:
Stated the topic
Given your reasons in the introductory paragraph
Have paragraphs that support each reason
Elaborate on a reason in each paragraph
Have a summary paragraph that restates your
reasons
Begin each paragraph with a transition word
Include adjectives, adverbs, similes, and
metaphors