This document is the table of contents for an English language student's lab pack for an adults 10-11 week course. It lists various study materials and guidelines that the student will use during the course, including the academic regulations, reading materials, study plan, exam guidelines, practice worksheets, writing handbook, video worksheets, and song worksheets. It also includes the student's name, schedule, teacher and classroom information.
1) The document provides an overview of the anatomy related to the hip joint and surgical approaches to the hip joint including the anterior (Smith Peterson) approach, anterolateral (Watson Jones) approach, and lateral approach.
2) Key muscles and nerves are identified along with their origins, insertions, innervation and actions.
3) Each surgical approach is described in terms of indications, landmarks, incision, internervous planes, steps of the procedure and potential dangers. Maintaining the correct internervous planes is important to avoid injury to nerves and vessels.
Periprosthetic femur fractur eabout hip arthroplasty prosthesesParthasarathy Suyambu
Periprosthetic femoral fractures around the hip are becoming more common as the number of hip replacement surgeries increase. The risk of fracture increases over time after surgery, averaging 6-7 years after primary surgery and being higher after revision surgery. Several patient factors like age, obesity, and gender influence fracture risk, as well as surgical factors like the type of implant and fixation used. Periprosthetic fractures are classified into types A through C depending on their location and relationship to the prosthetic components. Treatment depends on the specific fracture type and stability of the implant.
Lisfranc injuries -surgical management , dr mohamed ashraf ,HOD orthopaedics,...drashraf369
lisfranc injuries are a group of very complex foot injuries.these injury is notorious for missed and mismanaged due to associated more lethal multisystem trauma.dr mohamed ashraf ,dept of orthopaedics,govt medical college,alleppey,kerala,india is doing the presentation with various examples to show how not to miss these injuries.
Fractures of the acetabulum can be caused by a blow to the side of the hip from a fall or force from the front of the knee in a car accident. They are classified based on the location and complexity, ranging from isolated fractures of one wall to fractures involving both columns. Treatment depends on the severity but may include traction, closed reduction, or open surgical repair to restore the ball and socket alignment and prevent long-term complications like avascular necrosis or osteoarthritis.
This document discusses various types of periprosthetic fractures that can occur after arthroplasty. It begins by covering classification systems for periprosthetic fractures including the Unified Classification System. It then discusses specific fracture types in more detail, including periprosthetic proximal femur fractures, interprosthetic femoral fractures, periprosthetic acetabular fractures, and periprosthetic fractures associated with total knee arthroplasty. For each fracture type, it covers incidence, risk factors, classification systems, treatment options and challenges.
Arthroscopy principles were discussed. Arthroscopy involves inserting an arthroscope through small incisions to examine the inside of a joint. It allows diagnosis and treatment of injuries with less invasive techniques compared to open surgery. Common procedures include repairing torn cartilage or ligaments. Proper instrumentation, irrigation, and triangulation techniques are important for optimal visualization and treatment. Potential complications are rare but include damage to structures or infection. Recovery time depends on the procedure but most activities can be resumed within a few weeks.
This document provides an overview of the knee including the meniscus, ACL injuries, cartilage damage, and MCL. It discusses the anatomy, blood supply, function and types of meniscal tears and treatments including resection, repair, and transplantation. For ACL injuries, it covers the anatomy, causes, McDaniel rule of thirds, surgical treatment including different grafts and complications. It also discusses cartilage damage grading systems, microfracture, ACI, and MACI treatments. Finally, it briefly mentions the anatomy of the MCL.
Recent advancements in shoulder arthroplasty were discussed. Charles Neer pioneered modern shoulder replacement in the 1950s. Since then, total shoulder replacement and reverse total shoulder arthroplasty were developed. The shoulder joint anatomy and biomechanics were described. Clinical indications for various arthroplasty procedures like hemiarthroplasty, total shoulder arthroplasty, and reverse shoulder arthroplasty were provided. Potential complications of arthroplasty and post-operative rehabilitation protocols were also summarized.
1) The document provides an overview of the anatomy related to the hip joint and surgical approaches to the hip joint including the anterior (Smith Peterson) approach, anterolateral (Watson Jones) approach, and lateral approach.
2) Key muscles and nerves are identified along with their origins, insertions, innervation and actions.
3) Each surgical approach is described in terms of indications, landmarks, incision, internervous planes, steps of the procedure and potential dangers. Maintaining the correct internervous planes is important to avoid injury to nerves and vessels.
Periprosthetic femur fractur eabout hip arthroplasty prosthesesParthasarathy Suyambu
Periprosthetic femoral fractures around the hip are becoming more common as the number of hip replacement surgeries increase. The risk of fracture increases over time after surgery, averaging 6-7 years after primary surgery and being higher after revision surgery. Several patient factors like age, obesity, and gender influence fracture risk, as well as surgical factors like the type of implant and fixation used. Periprosthetic fractures are classified into types A through C depending on their location and relationship to the prosthetic components. Treatment depends on the specific fracture type and stability of the implant.
Lisfranc injuries -surgical management , dr mohamed ashraf ,HOD orthopaedics,...drashraf369
lisfranc injuries are a group of very complex foot injuries.these injury is notorious for missed and mismanaged due to associated more lethal multisystem trauma.dr mohamed ashraf ,dept of orthopaedics,govt medical college,alleppey,kerala,india is doing the presentation with various examples to show how not to miss these injuries.
Fractures of the acetabulum can be caused by a blow to the side of the hip from a fall or force from the front of the knee in a car accident. They are classified based on the location and complexity, ranging from isolated fractures of one wall to fractures involving both columns. Treatment depends on the severity but may include traction, closed reduction, or open surgical repair to restore the ball and socket alignment and prevent long-term complications like avascular necrosis or osteoarthritis.
This document discusses various types of periprosthetic fractures that can occur after arthroplasty. It begins by covering classification systems for periprosthetic fractures including the Unified Classification System. It then discusses specific fracture types in more detail, including periprosthetic proximal femur fractures, interprosthetic femoral fractures, periprosthetic acetabular fractures, and periprosthetic fractures associated with total knee arthroplasty. For each fracture type, it covers incidence, risk factors, classification systems, treatment options and challenges.
Arthroscopy principles were discussed. Arthroscopy involves inserting an arthroscope through small incisions to examine the inside of a joint. It allows diagnosis and treatment of injuries with less invasive techniques compared to open surgery. Common procedures include repairing torn cartilage or ligaments. Proper instrumentation, irrigation, and triangulation techniques are important for optimal visualization and treatment. Potential complications are rare but include damage to structures or infection. Recovery time depends on the procedure but most activities can be resumed within a few weeks.
This document provides an overview of the knee including the meniscus, ACL injuries, cartilage damage, and MCL. It discusses the anatomy, blood supply, function and types of meniscal tears and treatments including resection, repair, and transplantation. For ACL injuries, it covers the anatomy, causes, McDaniel rule of thirds, surgical treatment including different grafts and complications. It also discusses cartilage damage grading systems, microfracture, ACI, and MACI treatments. Finally, it briefly mentions the anatomy of the MCL.
Recent advancements in shoulder arthroplasty were discussed. Charles Neer pioneered modern shoulder replacement in the 1950s. Since then, total shoulder replacement and reverse total shoulder arthroplasty were developed. The shoulder joint anatomy and biomechanics were described. Clinical indications for various arthroplasty procedures like hemiarthroplasty, total shoulder arthroplasty, and reverse shoulder arthroplasty were provided. Potential complications of arthroplasty and post-operative rehabilitation protocols were also summarized.
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
This document provides information about a College Study Methods course taught online by instructor Jen Lund. The course is designed to help students develop effective study skills and habits. It will utilize Blackboard, Pearson's MyStudentSuccessLab, exams, assignments, projects and discussions to teach and assess students on topics like learning styles, time management, reading strategies, note-taking, test-taking, and active learning. The course objectives are to help students examine and improve their study skills in these areas. Students are expected to spend 12-14 hours per week completing assigned work by given deadlines in order to succeed in the course.
This document outlines the course syllabus for 8th grade general biology taught by Miss Coder. The course will use the Holt Biology textbook and incorporate hands-on labs, experiments, and study of current science topics. The goals are for students to learn scientific methods and strengthen their comprehension and writing skills. Topics covered include lab skills, genetics, form and function of organisms, and interactions of life. The syllabus also details classroom policies, grading procedures, absenteeism policies, and requires students and parents to sign agreeing they have read and understand the guidelines.
King's Child Learning Center is a Christian school with the mission of providing quality education from a Biblical worldview. It aims to mold students to be God-fearing, self-disciplined, and responsible individuals through permeating the curriculum with spiritual truth. The school emphasizes strong academic performance as well as spiritual and character development in accordance with Christian values and teachings. It outlines policies for admission, grading, promotion, honors, attendance, homework, financial obligations, and communication with parents to achieve its goals.
The document provides information about King's Child Learning Center, including its vision, philosophy, mission, academics, grading system, promotion guidelines, honors, bible grade policy, attendance policy, and report cards. Specifically:
- The vision is to develop spirit-energized young people rooted in Christian values who desire to share the gospel.
- The mission is to provide quality Christian education to mold students into god-fearing, disciplined individuals through spiritual and academic excellence.
- Academics include admission requirements, pre-elementary policy, grading scale from 70-92%, and requirements for promotion and honors.
- Bible grade incorporates character assessment, while attendance policy outlines tardiness rules.
1. This document provides the course syllabus for NURS 3020/3021 Health Assessment at East Carolina University School of Nursing.
2. The course is designed to provide theoretical foundations and lab experiences to perform a holistic health assessment. It is a 3 credit hour junior level course.
3. Evaluation methods include quizzes, tests, and a final exam based on health assessment content. Students must also pass the lab component which includes demonstrations of health assessment skills.
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
This document outlines the dress code, attendance, and conduct policies for students at MNHS. It specifies that students must wear typical school uniforms during weekdays and smart casual clothes on Fridays. It also discusses requirements for hair, makeup, piercings, tattoos and attendance. The document states that students must maintain less than 10% absenteeism and pass all subjects each quarter/semester to be promoted or graduate. It also covers ID requirements, respectful behavior, bullying prevention, and ensuring student discipline complies with relevant laws and policies.
This document provides information about the ENGR 356 Fluid Mechanics course offered in the fall 2019 semester at the American University of Iraq, Sulaimani. It outlines the course details including instructor information, class times and location, credit hours, materials, evaluation methods, policies, and expectations. The course covers fundamental fluid mechanics concepts through both classroom lectures and laboratory experiments. Students will learn to apply mathematical and analytical skills to fluid properties and behavior, complete 6-7 lab reports, and be evaluated through quizzes, a midterm, and a final exam. The course aims to provide a basic understanding of fluids that will benefit all engineering majors.
This document is the 2012-2013 student agenda for Etowah High School. It provides information about the school administration, mission and belief statements, attendance policies, guidance services, and other general information about the school. The principal is Mr. Keith Ball and the school is located at 6565 Putnam Ford Drive in Woodstock, Georgia. The mission of Etowah High School is to graduate lifelong learners and productive community and global citizens. The agenda outlines the school's 11 belief statements and policies regarding attendance, tardiness, check outs, and guidance services.
This document provides information about a walking for fitness course offered at CWI in the fall of 2013. The course is designed to teach students about walking for cardiovascular health and lifetime fitness. It will meet once per week on Thursdays at 9:00 AM and include both in-person and online components. Students will be expected to walk for at least 30 minutes per week, track their mileage, and submit weekly journals online documenting their walks. The course aims to help students improve their fitness levels and safely walk continuously for 40 minutes.
2017-18 Campus Policies and Procedures and Expectations (English)Amy Gonzalez
Del Valle High School provides an orientation for incoming freshmen students and their parents that outlines the school's academic support programs, tutoring policies, and behavioral expectations. The orientation covers topics such as tutoring programs like Cardinal Time and the Academic, Attendance, Remediation, and Redemption Center; policies regarding student identification cards, dress code, electronic devices, bullying, tardiness, bathroom breaks, outside food, and leaving campus; and introduces administrators, tutors, and support staff available to assist students.
This document is a course syllabus for OST 181-201: Introduction to Office Systems at Cleveland Community College for Fall 2013. It provides information about the course including the description, goals, methods of instruction, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course introduces skills needed for today's offices, including effectively interacting with others, processing documents, and performing typical office functions. Students will be evaluated based on exams, assignments, a written report and presentation, attendance, and class participation.
This document provides an agenda and overview for Mrs. Vredevelt's Computer Literature 6 class. The agenda includes an introduction of the teacher, a course outline, expectations, and resources for students. The class will focus on developing computer skills like keyboarding and using Microsoft Office programs. Students will be assessed on classwork, projects, quizzes and attitudes. Grades will be posted bi-weekly and makeup work must be completed within a week. The document outlines classroom rules around respect, responsibility and consequences. Contact information is provided for the teacher.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
This document provides information about a resistance training and conditioning course at Texas Tech University. The course covers principles of resistance training and physical conditioning program planning. It is taught in person twice a week. Assessment includes written exams, practical exams, quizzes, notebook checks, and projects. Students must maintain a training log and journal in their notebook. The course policies outline dress requirements, attendance policies, tardiness policies, religious observance absences, and illness notification procedures.
This document provides information for students about Term 3, which will be delivered entirely online due to COVID-19. Students are expected to attend 4 hours of online classes per day and study independently for 5 hours per week. It is important that students complete all homework assigned by teachers and maintain a minimum 80% attendance rate during online classes. Students should check their student email twice daily and join their LOOP classes by downloading the LOOP app. The document also notes that exams and assessments will take place later in the term and that students should prepare by studying 4 hours daily with their teacher and completing all assignments. No projects will run in Term 3. Information is also provided about the special consideration process for when students return to campus.
Year 10 cohort meeting Jan 2024_MyMtA version.pptxmansk2
This document discusses the importance of Year 10 for students and their future pathways. It provides the following key points:
1. Year 10 is important as it develops students' understanding of post-school options and allows them to choose subjects that set them up for success. The subjects mirror the Senior program.
2. Data on the cohort's GPA and engagement over time is presented, showing mostly consistent performance but room for improvement. Strategies are suggested to help students improve outcomes, including developing study plans and using spaced and interleaved practice techniques.
3. Policies on assessment, extensions, late submissions, and missed examinations are outlined. These policies aim to ensure academic integrity and support students in completing assessment tasks to
This document is a course syllabus for Administrative Office Management at Cleveland Community College. It provides information on the course description, requirements, goals, instruction methods, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course is designed to provide a working knowledge of modern office procedures and prepare students to adapt in an office environment. Students will learn skills such as scheduling, telephone procedures, travel arrangements, and document management. Evaluation will include exams, assignments, presentations, class participation, and a journal.
Este manual de marca proporciona instrucciones sobre el uso correcto de la tipografía Queensides, incluyendo el tamaño, espaciado y composición de las letras, así como recomendaciones sobre el uso de la marca en fondos claros y oscuros.
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
This document provides information about a College Study Methods course taught online by instructor Jen Lund. The course is designed to help students develop effective study skills and habits. It will utilize Blackboard, Pearson's MyStudentSuccessLab, exams, assignments, projects and discussions to teach and assess students on topics like learning styles, time management, reading strategies, note-taking, test-taking, and active learning. The course objectives are to help students examine and improve their study skills in these areas. Students are expected to spend 12-14 hours per week completing assigned work by given deadlines in order to succeed in the course.
This document outlines the course syllabus for 8th grade general biology taught by Miss Coder. The course will use the Holt Biology textbook and incorporate hands-on labs, experiments, and study of current science topics. The goals are for students to learn scientific methods and strengthen their comprehension and writing skills. Topics covered include lab skills, genetics, form and function of organisms, and interactions of life. The syllabus also details classroom policies, grading procedures, absenteeism policies, and requires students and parents to sign agreeing they have read and understand the guidelines.
King's Child Learning Center is a Christian school with the mission of providing quality education from a Biblical worldview. It aims to mold students to be God-fearing, self-disciplined, and responsible individuals through permeating the curriculum with spiritual truth. The school emphasizes strong academic performance as well as spiritual and character development in accordance with Christian values and teachings. It outlines policies for admission, grading, promotion, honors, attendance, homework, financial obligations, and communication with parents to achieve its goals.
The document provides information about King's Child Learning Center, including its vision, philosophy, mission, academics, grading system, promotion guidelines, honors, bible grade policy, attendance policy, and report cards. Specifically:
- The vision is to develop spirit-energized young people rooted in Christian values who desire to share the gospel.
- The mission is to provide quality Christian education to mold students into god-fearing, disciplined individuals through spiritual and academic excellence.
- Academics include admission requirements, pre-elementary policy, grading scale from 70-92%, and requirements for promotion and honors.
- Bible grade incorporates character assessment, while attendance policy outlines tardiness rules.
1. This document provides the course syllabus for NURS 3020/3021 Health Assessment at East Carolina University School of Nursing.
2. The course is designed to provide theoretical foundations and lab experiences to perform a holistic health assessment. It is a 3 credit hour junior level course.
3. Evaluation methods include quizzes, tests, and a final exam based on health assessment content. Students must also pass the lab component which includes demonstrations of health assessment skills.
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
This document outlines the dress code, attendance, and conduct policies for students at MNHS. It specifies that students must wear typical school uniforms during weekdays and smart casual clothes on Fridays. It also discusses requirements for hair, makeup, piercings, tattoos and attendance. The document states that students must maintain less than 10% absenteeism and pass all subjects each quarter/semester to be promoted or graduate. It also covers ID requirements, respectful behavior, bullying prevention, and ensuring student discipline complies with relevant laws and policies.
This document provides information about the ENGR 356 Fluid Mechanics course offered in the fall 2019 semester at the American University of Iraq, Sulaimani. It outlines the course details including instructor information, class times and location, credit hours, materials, evaluation methods, policies, and expectations. The course covers fundamental fluid mechanics concepts through both classroom lectures and laboratory experiments. Students will learn to apply mathematical and analytical skills to fluid properties and behavior, complete 6-7 lab reports, and be evaluated through quizzes, a midterm, and a final exam. The course aims to provide a basic understanding of fluids that will benefit all engineering majors.
This document is the 2012-2013 student agenda for Etowah High School. It provides information about the school administration, mission and belief statements, attendance policies, guidance services, and other general information about the school. The principal is Mr. Keith Ball and the school is located at 6565 Putnam Ford Drive in Woodstock, Georgia. The mission of Etowah High School is to graduate lifelong learners and productive community and global citizens. The agenda outlines the school's 11 belief statements and policies regarding attendance, tardiness, check outs, and guidance services.
This document provides information about a walking for fitness course offered at CWI in the fall of 2013. The course is designed to teach students about walking for cardiovascular health and lifetime fitness. It will meet once per week on Thursdays at 9:00 AM and include both in-person and online components. Students will be expected to walk for at least 30 minutes per week, track their mileage, and submit weekly journals online documenting their walks. The course aims to help students improve their fitness levels and safely walk continuously for 40 minutes.
2017-18 Campus Policies and Procedures and Expectations (English)Amy Gonzalez
Del Valle High School provides an orientation for incoming freshmen students and their parents that outlines the school's academic support programs, tutoring policies, and behavioral expectations. The orientation covers topics such as tutoring programs like Cardinal Time and the Academic, Attendance, Remediation, and Redemption Center; policies regarding student identification cards, dress code, electronic devices, bullying, tardiness, bathroom breaks, outside food, and leaving campus; and introduces administrators, tutors, and support staff available to assist students.
This document is a course syllabus for OST 181-201: Introduction to Office Systems at Cleveland Community College for Fall 2013. It provides information about the course including the description, goals, methods of instruction, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course introduces skills needed for today's offices, including effectively interacting with others, processing documents, and performing typical office functions. Students will be evaluated based on exams, assignments, a written report and presentation, attendance, and class participation.
This document provides an agenda and overview for Mrs. Vredevelt's Computer Literature 6 class. The agenda includes an introduction of the teacher, a course outline, expectations, and resources for students. The class will focus on developing computer skills like keyboarding and using Microsoft Office programs. Students will be assessed on classwork, projects, quizzes and attitudes. Grades will be posted bi-weekly and makeup work must be completed within a week. The document outlines classroom rules around respect, responsibility and consequences. Contact information is provided for the teacher.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
This document provides information about a resistance training and conditioning course at Texas Tech University. The course covers principles of resistance training and physical conditioning program planning. It is taught in person twice a week. Assessment includes written exams, practical exams, quizzes, notebook checks, and projects. Students must maintain a training log and journal in their notebook. The course policies outline dress requirements, attendance policies, tardiness policies, religious observance absences, and illness notification procedures.
This document provides information for students about Term 3, which will be delivered entirely online due to COVID-19. Students are expected to attend 4 hours of online classes per day and study independently for 5 hours per week. It is important that students complete all homework assigned by teachers and maintain a minimum 80% attendance rate during online classes. Students should check their student email twice daily and join their LOOP classes by downloading the LOOP app. The document also notes that exams and assessments will take place later in the term and that students should prepare by studying 4 hours daily with their teacher and completing all assignments. No projects will run in Term 3. Information is also provided about the special consideration process for when students return to campus.
Year 10 cohort meeting Jan 2024_MyMtA version.pptxmansk2
This document discusses the importance of Year 10 for students and their future pathways. It provides the following key points:
1. Year 10 is important as it develops students' understanding of post-school options and allows them to choose subjects that set them up for success. The subjects mirror the Senior program.
2. Data on the cohort's GPA and engagement over time is presented, showing mostly consistent performance but room for improvement. Strategies are suggested to help students improve outcomes, including developing study plans and using spaced and interleaved practice techniques.
3. Policies on assessment, extensions, late submissions, and missed examinations are outlined. These policies aim to ensure academic integrity and support students in completing assessment tasks to
This document is a course syllabus for Administrative Office Management at Cleveland Community College. It provides information on the course description, requirements, goals, instruction methods, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course is designed to provide a working knowledge of modern office procedures and prepare students to adapt in an office environment. Students will learn skills such as scheduling, telephone procedures, travel arrangements, and document management. Evaluation will include exams, assignments, presentations, class participation, and a journal.
Este manual de marca proporciona instrucciones sobre el uso correcto de la tipografía Queensides, incluyendo el tamaño, espaciado y composición de las letras, así como recomendaciones sobre el uso de la marca en fondos claros y oscuros.
Cuestionario Leyes | Sindicato de Choferes Profesionales de PichinchaAndrés Aguilar
1) El documento trata sobre preguntas y respuestas relacionadas con la ley de tránsito en Ecuador. 2) Incluye preguntas sobre documentos requeridos para conducir, uso de sirenas, luces vehiculares, revisiones técnicas y más. 3) El objetivo es evaluar los conocimientos sobre la normativa de tránsito a conductores profesionales.
Cuestionario Mecanica | Sindicato de Choferes Profesionales de PichinchaAndrés Aguilar
Este documento contiene 77 preguntas de opción múltiple sobre mecánica automotriz y sistemas de vehículos. Las preguntas cubren una variedad de temas incluyendo motores de combustión interna, sistemas de transmisión, dirección, frenos, neumáticos, baterías y más. El objetivo parece ser evaluar los conocimientos técnicos de un mecánico automotriz.
Cuestionario Educación Vial - Sindicato de Choferes Profesionales de PichinchaAndrés Aguilar
Este documento presenta un cuestionario de educación vial compuesto por 70 preguntas de selección múltiple para un examen de grado dirigido a choferes profesionales. El cuestionario cubre una variedad de temas relacionados con la seguridad vial, incluyendo definiciones de términos, señales de tránsito, responsabilidades de los conductores, factores que contribuyen a los accidentes, y reglas para una conducción segura.
DISEÑO Y DIAGRAMACIÓN DE UNA REVISTA DIGITAL PARA LA EMPRESA JUGUEMOOS PARA D...Andrés Aguilar
El documento presenta a Juguemoos, una plataforma para jugadores aficionados que sueñan con convertirse en profesionales. Los jugadores podrán competir en ligas adaptadas a su nivel de habilidad y ganar premios. Juguemoos también cubre tecnología de juegos, narración deportiva, gestión de eventos y publicidad para servir a las competiciones en línea. El objetivo es brindar a los jugadores la oportunidad de ser reconocidos en medios de entretenimiento de rápido crecimiento.
DISEÑO Y DIAGRAMACIÓN DE UNA REVISTA DIGITAL PARA LA EMPRESA JUGUEMOOS PARA D...Andrés Aguilar
Este proyecto tiene como objetivo principal desarrollar el diseño y diagramación de una revista digital para la empresa Juguemoos con el fin de informar a la comunidad de gamers en Guayaquil. Se analizaron modelos de revistas digitales para crear las secciones de la revista, las cuales cubrirán temas sobre tecnología, juegos, eventos y tendencias relacionadas al mundo gamer. La revista digital será una herramienta para que Juguemoos promocione sus servicios y también para dar reconocimiento a la comunidad gamer local.
Diseño de personaje para video educativo sobre la concientización del recicla...Andrés Aguilar
Este documento propone crear un personaje animado para un video educativo sobre el reciclaje en una escuela ecuatoriana. Analiza la necesidad de concientizar a los estudiantes sobre el reciclaje mediante una herramienta que capture su atención. Presenta un personaje llamado Silver para narrar una historia sobre el mal uso de desechos y cómo puede solucionarse reciclando adecuadamente. El video educativo apunta a enseñar a los estudiantes la importancia del reciclaje y cuidado del medio ambiente.
Diseño de personaje para video educativo sobre la concientización del recicla...Andrés Aguilar
El documento presenta un proyecto de diseño de personaje animado para un video educativo sobre el reciclaje dirigido a estudiantes de la Unidad Educativa Millenium Sarah Flor Jiménez. El proyecto busca crear un personaje que concientice a los estudiantes sobre la importancia del reciclaje a través de una historia. Se realizaron encuestas a estudiantes y docentes para investigar el nivel de conocimiento sobre reciclaje y así diseñar un personaje acorde al público objetivo. El personaje animado y su historia se plasmar
Tesis de Diseño gráfico Universidad de Guayaquil - DISEÑO EDITORIAL Y SU INFL...Andrés Aguilar
DISEÑO EDITORIAL Y SU INFLUENCIA EN LA DIFUSIÓN DE LAS
ACTIVIDADES DE LA UNIDAD EDUCATIVA “SAN JACINTO”
PROPUESTA: Elaboración de una Revista Digital
AUTOR: Karen Sthefania Palma Velastegui
TUTOR: LCDO. JORGE ERWIN VÉLEZ VÉLEZ, MSC
GUAYAQUIL,19 ABRIL DEL 2019
This document lists abbreviations and acronyms for several companies and organizations including Toy Headquarters, United Parcel Service, High Tech Computer Company, World Wrestling Entertainment, Inc., World Wildlife Fund, and National Broadcasting Company. No other contextual information is provided.
This document discusses different types of words including abbreviations, acronyms, and associations but does not provide any examples. It mentions abbreviations, descriptive words, and neologisms without defining or exemplifying them. The document lacks concrete information that could be summarized.
Diseño de un manual interactivo de capacitación para guías educativos de nuev...Andrés Aguilar
Este documento presenta el diseño de un manual interactivo de capacitación para guías educativos del Museo de los Niños de Guatemala. El manual tiene como objetivo brindar conocimientos sobre las exhibiciones del museo para mejorar el servicio a los visitantes. Se identificó la necesidad de este manual debido a que actualmente no existe un material adecuado para la capacitación de los guías. El proyecto presenta el perfil de la organización, la definición creativa del manual, y el proceso de producción gráfico y validación del mismo.
El documento describe las diferentes etapas de un proyecto de animación que incluye lluvia de ideas, creación de guiones, animaciones como personajes y mapas, edición de videos informativos con grabaciones en las instalaciones del instituto, animación del logo institucional, construcción de cajas y cubos, y presentación final del proyecto.
El documento presenta un sondeo de mercado realizado para un nuevo producto, un cake de quinua. El sondeo encontró que hay demanda para un producto saludable, delicioso y asequible. El mercado objetivo son personas de diferentes edades en Guayaquil de clase media y baja. Los costos de producción iniciales serán bajos al distribuirse localmente.
Este documento presenta un resumen de 3 oraciones o menos del siguiente texto: un reporte del Instituto Superior Tecnológico de Guayaquil sobre arquetipos y personalidad de marcas en el taller II de diseño gráfico impartido por la Mg. Solange Gómez Saltos a la estudiante Carolina Muñoz Jiménez del sexto semestre B en el año 2019-2020.
Historia de helados pinguino y unilever (heartbrand)Andrés Aguilar
Este documento describe la historia de la marca internacional de helados Heart Brand y su marca local en Ecuador, Pingüino. Heart Brand posee marcas de helados en más de 40 países alrededor del mundo, manteniendo el nombre local en cada mercado para conservar la familiaridad de la marca. Pingüino se produce en una planta en Guayaquil donde las bajas temperaturas permiten su fabricación, y fue la marca pionera en Ecuador, fundada en los 1940s. Heart Brand adquirió Pingüino en 1996 y ha impulsado su crecimiento e innovación.
Comportamiento que debe evitar un líder (Liderazgo)Andrés Aguilar
Este documento discute comportamientos que los líderes deben evitar como falta de humildad, no delegar tareas, enfocarse solo en resultados a corto plazo, actuar como dictadores y ser demasiado empáticos. También describe cómo los líderes deben reconocer sus errores, ofrecer soluciones, enfrentar consecuencias y aprender de sus errores para mejorar el desempeño del equipo.
Que es el comportamiento organización (Liderazgo)Andrés Aguilar
Este documento trata sobre conceptos clave relacionados con el liderazgo y el poder en las organizaciones. Define términos como comportamiento organizacional, poder, política organizacional y compara el concepto de liderazgo y poder. También describe las cinco bases del poder propuestas por French y Raven y algunas tácticas de poder. Por último, analiza cómo la gente responde a las políticas organizacionales.
Historia de helados pinguino y unilever (heartbrand)Andrés Aguilar
Este documento presenta la historia de la marca internacional de helados Pingüino. Se fundó en Ecuador en los 1940s por Edmundo Kronfle Abbud e introdujo los heladeros. En 1996 fue comprada por Unilever, expandiendo su gama de productos. Pingüino se convirtió en sinónimo de helado en Ecuador. Aunque su logotipo es común en el mundo, cada país conserva el nombre local de la marca. Los helados pueden formar parte de una alimentación saludable. La marca opera en más de 40 países bajo diferentes nombres como Algida
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
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.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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1. COPEI A10 TABLE OF CONTENTS
Revised May 2019
EM
Adults 10 - 11 Weeks Course
Student’s Lab Pack
Table of Contents
1. Reglamento Académico de COPEI
2. Instructivo “Reading Oceans”
3. Study Plan
4. Oral Study Guide
5. Criteria for grading Midterm and Final Oral
Exam
6. Extra practice worksheets
7. Writing handbook
8. Video worksheets
9. Songs worksheets
Name: ___________________________
Schedule: ___________________________
Teacher: ___________________________
Room: __________________
2. REGLAMENTO ACADÉMICO
Reglamento Académico
Noviembre 2016 (Since cycle 80)
Editado: agosto 2019
Derechos Reservados
VA
p.1/3
1. SOBRE LA CLASIFICACIÓN DEL PROGRAMA DE ACUERDO A LAS EDADES
La edad mínima para ingresar al programa de COPEI es a partir de los 6 años. Los programas se dividen de acuerdo a las siguientes edades:
Programa de Children.- desde los 6 a 9 años.
Programa de Pre-teens.- desde los 10 a 12 años.
Programa de Teens.- desde los 13 a 15 años.
Programa de Adultos.- a partir de los 16 años en adelante.
2. SOBRE LOS LIBROS Y LABPACK DIGITAL
Una vez confirmada la aprobación del curso, los estudiantes deberán contar con textos originales a partir del primer día de clases. No se
aceptarán copias de este material debido a derechos de autor. La lista de libros según su nivel y programa estará disponible para ser
descargada desde Sistema Académico http://sistemas.copei.edu.ec/
Adicionalmente a los textos utilizados, los estudiantes deberán descargar del Sistema Académico el PDF del labpack digital tres días antes
de iniciar clases del nuevo ciclo.
3. SOBRE LA APROBACIÓN DEL CURSO
Para aprobar un curso, el estudiante deberá ENTREGAR 75% DE LOS DEBERES A TIEMPO y OBTENER UN PROMEDIO GENERAL DE
75% EN LOS EXÁMENES, CON UN RESULTADO MÍNIMO DE 75% EN CADA SECCIÓN DEL PUNTAJE FINAL.
Antes de graduarse, los estudiantes serán evaluados a lo largo del programa (teens y adultos) con un examen internacional
estandarizado. Dicho examen es uno de los requisitos para aprobar el nivel siete.
Las notas académicas serán publicadas en nuestra página http://sistemas.copei.edu.ec/CopeiOnLine/ tres días antes del inicio de clases del
siguiente ciclo, los estudiantes las podrán visualizar siempre y cuando se encuentren al día en sus pagos. Por teléfono NO se da información
sobre el rendimiento académico.
Si aprueba el curso puede imprimir electrónicamente su certificado y solicitar el sello institucional (de necesitarlo). Si no lo aprueba igualmente
podrá imprimir electrónicamente el reporte de sus calificaciones. El estudiante podrá perder su certificado por faltas.
4. SOBRE FALTAS, RECUPERACIÓN DE CLASES Y SALIDAS PREMATURAS
Los estudiantes deben asistir al 75% DE LAS CLASES (3 atrasos o salidas prematuras se los considerará como una falta). La institución no
justifica faltas, sin embargo, los estudiantes pueden recuperar la clase perdida en la misma semana en otro horario. El estudiante que recupera
clase, debe permanecer la clase completa. Para el programa de Niños y Pre-adolescentes, el estudiante debe confirmar al recuperar la clase
que el quiz (la evaluación) de dicha clase coincida con la que perdió. El estudiante y/o padre de familia deberá tramitar la recuperación de
clases dentro de los horarios de atención al cliente establecidos (lunes a viernes de 08h30 á 17h00 y los sábados de 08h00 á 16h00)
Debido a los feriados en algunos ciclos el avance de las clases de los horarios de entre semana y fines de semana no son iguales por lo tanto
sugerimos verificar previamente los horarios de recuperación.
Sólo se puede recuperar la clase dos veces por ciclo sin autorización de Dirección. NO SE PUEDE RECUPERAR CLASE LOS DÍAS DE
EXÁMENES.
En relación a atrasos, se marcará atraso a aquellos estudiantes que lleguen después de haber transcurrido los diez primeros minutos de
clases. En el caso de que un estudiante sea menor de edad y desee hacer una salida prematura, ésta deberá ser solicitada por el
representante quien deberá mostrar la cédula de identidad en recepción para poder llenar el respectivo documento. Se considerará como
salida prematura únicamente cuando un estudiante se retire de la institución una hora y media antes de la hora de salida. Si el tiempo es
mayor, será considerado como falta.
5. SOBRE DEBERES Y EXÁMENES ATRASADOS
El cumplimiento y el desarrollo de las tareas en casa es importante para la práctica del idioma fuera del salón de clase. Además, sirven para
preparar al estudiante sistemáticamente para las evaluaciones. En ocasiones se ha observado a estudiantes copiando los deberes antes de
ingresar a clases, por esta razón está prohibido realizar los deberes dentro de las instalaciones de COPEI; por lo tanto, a los estudiantes
que se encuentren en actitud de copia o copiando antes de iniciar clases se les retirarán los libros para devolvérselos a la primera hora de
clase a su profesor. En caso de ser menor de edad nos comunicaremos con el representante legal para darle a conocer sobre el asunto.
Aquella tarea no será considerada como válida
En los programas de Teens (Adolescentes) y Adults (Adultos), no pueden faltar al examen Mid-Term (Mitad de Curso). Si falta, la nota del
examen final quedará como promedio. Si falta al examen final, deberá tomar un “examen de sustitución acumulativo” en los horarios
establecidos por el Dpto. de Notas.
En el programa de Children (Niños) y de Pre-Teens (Pre- adolescentes), las evaluaciones semanales son administradas en las semanas 3,
5, 7, 9 y 11 para cursos de once semanas y en las semanas 4, 7,10, 13 y 15 para cursos de quince semanas. Dichas evaluaciones no pueden
ser tomadas atrasadas, sino más bien debe recuperarse esa clase.
Cuando el estudiante falte tiene hasta una semana de plazo para entregar tareas atrasadas valorados con ½ punto. Los deberes serán
revisados por el maestro los primeros 20 minutos. En el caso de los cursos entre semana se hará el día UNO.
6. SOBRE REPETICIÓN DEL CURSO
El estudiante podrá tomar el mismo nivel máximo dos veces, la tercera matrícula en el mismo nivel es condicionada para aprobación de
Dirección Académica.
7. SOBRE CURSO REMEDIAL
En el caso de reprobar el curso, los estudiantes de los programas de Children (Niños) y de Pre-Teens (Pre-adolescentes) deberán repetir el
nivel.
En relación a los estudiantes del programa de Teens (Adolescentes) y de Adults (Adultos) deberán tomar el curso de recuperación de CMM
durante un ciclo o en su defecto repetir el nivel. Después de haberlo aprobado, podrán pasar al nivel superior inmediato del curso que reprobó.
3. REGLAMENTO ACADÉMICO
Reglamento Académico
Noviembre 2016 (Since cycle 80)
Editado: agosto 2019
Derechos Reservados
VA
p.2/3
8. ALUMNOS CON CAPACIDADES ESPECIALES
Estudiantes con carnet de CONADIS serán aceptados de acuerdo al porcentaje de discapacidad y mediante aprobación de Dirección
Académica. No se aceptará una discapacidad mayor al 40% a nivel intelectual, emocional, visual o auditivo. Podrá aceptarse un porcentaje
mayor en discapacidad física no limitante o que requieran implementos especiales.
9. SOBRE LOS CAMBIOS DE HORARIO
Puede solicitar cambios de horario únicamente en la SEGUNDA, TERCERA y CUARTA semana de clases, el cual tiene un costo administrativo.
Dicho valor tiene que ser cancelado en el momento de hacer la solicitud la misma que será concedida inmediatamente, al menos que resultara
en el sobrecargo del número de estudiantes en la clase a la que desea cambiarse. Solo se podrá realizar un cambio de horario por ciclo. Para
hacer este trámite debe estar al día en pensiones.
10. SOBRE LAS RESPONSABILIDADES DEL REPRESENTANTE
• El padre de familia y/o representante de estudiantes menores de edad tienen la responsabilidad de mantenerse informados sobre
el rendimiento de sus representados a lo largo del curso vía online visitando la siguiente página
http://sistemas.copei.edu.ec/CopeiOnLine/. Para el Programa de Niños (Children) y Pre-adolescentes (Pre-Teens), las notas de las
5 evaluaciones escritas son publicadas en el link arriba mencionado progresivamente. Para los programas de Adolescentes y Adultos
se publicarán las notas en la primera mitad del ciclo aproximadamente en la semana 7 (cursos de 11 semanas) y semana 10 (cursos
de 15 semanas) en el mismo sitio web.
• El padre de familia y/o representante es el único responsable y autorizado para realizar trámites administrativos presentando su
respectiva identificación.
11. SOBRE EL COMPORTAMIENTO
a. Si un estudiante o su representante falta el respeto al personal de la institución, y demás estudiantes será causal para su separación
inmediata y definitiva de la institución.
b. Está prohibido el uso de celulares y demás aparatos de tecnología dentro de la clase. COPEI no se responsabiliza por el daño o
pérdida de los mismos.
c. El estudiante no podrá ingerir alimentos o bebidas durante las horas de clase.
d. El estudiante deberá acudir vestido con pantalón o jeans, camisa mangas largas o cortas o camisetas y zapatos cerrados (no
camisetas tipo bividí, blusas transparentes, shorts o faldas muy cortas, ni zapatillas).
e. Está prohibido ocasionar daños a la infraestructura física, al equipamiento del establecimiento educativo y a los bienes o pertenecías
de los miembros de la comunidad.
f. El estudiante no podrá comercializar, consumir o promover el consumo de alcohol, tabaco o sustancias estupefacientes o
psicotrópicas ilegales dentro de la institución educativa y en sus alrededores.
g. No podrá portar armas de ningún tipo.
h. Está prohibido participar activa o pasivamente en acciones que atentaren contra la integridad sexual de los miembros de la
comunidad educativa o encubrir a los responsables.
i. Está prohibido participar activa o pasivamente en acciones de acoso escolar, es decir, cualquier maltrato psicológico, verbal o físico
producido en contra de compañeros o miembros de la comunidad educativa.
j. Los estudiantes menores de edad tienen prohibido salir del establecimiento educativo sin la debida autorización.
12. SOBRE EL EXAMEN DE GRADUACIÓN
Los estudiantes deberán haber aprobado el décimo nivel de COPEI del programa de Teens (Adolescentes) o Adults (Adultos) por lo menos
tres meses antes de la fecha del examen de graduación y no más de 12 meses luego de haber aprobado el décimo nivel. En caso de que el
lapso de tiempo sea mayor, el estudiante acatará el proceso indicado por Dirección Académica.
El estudiante deberá reservar cupo para el examen durante el período de inscripciones y deberá presentarse al examen 10 minutos antes de
la hora acordada con su cédula de identidad ACTUALIZADA (original y una copia). No se repetirá el examen para aquellos que lleguen
atrasados.
12.1 En caso de reprobar los exámenes de graduación, el estudiante estará sujeto a las siguientes condiciones:
a) El examen se podrá rendir una vez más y no podrá pasar más de 6 meses luego de haber reprobado por primera vez. Para
tal efecto, el alumno debe presentar evidencia de haber tomado cursos de CMM (para adolescentes y Adultos), Advanced
English for Teens (para Adolescentes) o Skills Course (para Adultos).
b) Si un estudiante reprueba uno de los tres componentes del examen, deberá realizar un curso.
c) Si un estudiante reprueba dos o más componentes del examen, deberá realizar dos cursos.
d) Para rendir el examen por tercera vez, será previa autorización por Dirección Académica.
13. SOBRE LAS ENCUESTAS ONLINE
Los Padres de familia del Programa de Children y Pre-Teens y los estudiantes del Programa de Teens y Adultos deberán realizar las
siguientes encuestas vía online visitando http://sistemas.copei.edu.ec/CopeiEncuestas/
Para cursos de 11 semanas:
• Encuesta sobre profesores, semana 5 a la 6
• Encuesta sobre la institución, semana 7 y 8
Para cursos de 15 semanas:
• Encuesta sobre profesores, semana 7 a la 9
• Encuesta sobre la institución, semana 11 y 12
4. REGLAMENTO ACADÉMICO
Reglamento Académico
Noviembre 2016 (Since cycle 80)
Editado: agosto 2019
Derechos Reservados
VA
p.3/3
14. SOBRE LA ATENCIÓN A PADRES DE FAMILIA Y /O REPRESENTANTES
En caso de tener alguna inquietud acerca del rendimiento académico de su representado, los padres de familia y/o representantes podrán
acercarse a hablar con el maestro durante el tiempo indicado en el formulario de “Atención a Padres de Familia”. Este horario de atención se
dará durante los 20 minutos del receso. El padre de familia y/o representarse deberá anunciarse en Recepción donde se encargarán de
informar al maestro. La atención no debe ser mayor al tiempo de receso. El formato en mención se encuentra en el Labpack que los
estudiantes descargan. El maestro se asegurará de proporcionar su correo electrónico corporativo en este formato para que los padres lo
puedan contactar cuando tengan alguna inquietud o necesidad.
M. Ed. Mariuxi Briones H. M. Ed. Olga González A.
Directora Académica Coordinadora Académica
M. Ed. Vanessa Avellán E.
Secretaria General Académica
5. INSTRUCTIVO “READING OCEANS”
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O
PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Instructivo Reading Oceans
Created by Olga González, May 2019
EM p.1/1
Dear students (A10)
As part of the lesson plan, you have books from the Platform "READING OCEANS",
which you must read in each corresponding level. It is recommended that, in addition to
those assigned, you read other books you have access to on the same platform in order
to increase your reading comprehension and skills, as well as learn more vocabulary and
expand your knowledge of the use of language.
“A book is a dream that you hold in your hand.” –Neil Gaiman
This link: https://youtu.be/RR9znFIezTk corresponds to a tutorial that will guide you in the
correct use of the platform. The available titles for Adults 10 (Reading Oceans, level 22)
are the following:
Ivanhoe
Two Years’ Vacation
The Battle of Red Cliffs from Romance of the Three Kingdoms
Pollyanna
The Count of Monte Cristo
How Do They Make it? Designing and Building Robots
How It’s Made From Sand to Glass
Food Webs
The Christmas Musical
Australia
Great Britain
North America
China
Animal Defenses
Fun Facts About Flowers
Lasers Are Not Just Lights
The Road to Adventure: Explorers and Discoveries Around the World
Surprises at the Mill
The Arabian Nights
Peter Pan
Robin Hood
The Railway Children
The Wizard of Oz
6. ADULTS 10 STUDY PLAN – 11 WEEKS
(Pioneer B1+ Book B, units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Plan - 11 weeks
Created by Olga González, October 2018
Edited by OG, July 2019
EM p. 1/4
Week 1 Week 2 Week 3
OBJECTIVES Talk about the information age.
Use vocabulary related to the information age
and technology.
Use the passive voice to emphasize an action
rather than the doer of the action.
Distinguish between words easily confused.
State accepted facts.
Interrupt/ask to speak.
Indicate a wish to continue.
Indicate that one is coming to an end
Read for gist.
Talk about movies and TV.
Write a review of a TV show/movie you
watched recently.
Discuss issues relating to crime and other kinds
of antisocial behavior.
Use vocabulary relating to crime, punishment
and legal procedures.
Distinguish between words easily confused and
phrasal verbs.
Use the full infinitive, bare infinitive, -ing form.
Express possibility.
Make deductions using appropriate verb forms.
Use modal verbs.
Support an opinion.
Write an essay stating your point of view.
Express opinion and recommend solutions.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 7a: pp. 80-85 Unit 7b: pp. 86-88
Unit 8a: pp. 92-94
DIAGNOSTIC
Unit 8a: pp. 95-97
Unit 8b: pp. 98-100
Video: Pioneer B1+ 3 Video classes, according to schedule
Reader:
“The Railway Children”
Reading Oceans, level 22
Reader: Introduce story, pre-reading activities Reader: Work on Ch. 1 & 2. Go over
homework. Prepare students for reading next
chapter.
Homework 1.1 Workbook: 7a, pp. 55-58
1.2 Extra material: module 7, vocabulary &
grammar
1.3 Writing handbook # 1
2.1 Workbook: 7b, pp. 59-62; 8a p. 63
2.2 Writing: textbook, p. 89, exercises E, G.
2.3 Textbook: Review unit 7, p. 90
2.4 Reader: Read Ch. 1-2 pp. 5-61. Answer
questions at the end of each chapter.
2.5 Extra material: module 7, reading
2.6 Writing handbook # 2
3.1 Workbook: 8a, 8b pp. 64-68
3.2 Writing: textbook p. 101, ex. C-D
3.3 Textbook: Review unit 8, p. 102
3.4 Reader: Read Ch. 3, pp. 17-23. Answer
questions at the end of the chapter.
3.5 Extra material: module 8
3.6 Writing handbook # 3
7. ADULTS 10 STUDY PLAN – 11 WEEKS
(Pioneer B1+ Book B, units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Plan - 11 weeks
Created by Olga González, October 2018
Edited by OG, July 2019
EM p. 2/4
Week 4 Week 5 Week 6
OBJECTIVES Discuss issues relating to safety, health,
nutrition, health care and the human body.
Express hypotheses about what is likely or
unlikely to happen in the present/future.
Express general truths and facts.
Use conditionals type zero, 1, 2, 3.
Talk about unreal situations in the past.
Give advice.
Express opinion.
Enumerate and prioritize items.
Speculate and make a decision.
Write an e-mail to respond to a friend’s e-mail.
Discuss various services provided by the service
sector.
Distinguish between words easily confused.
Express result and purpose using clauses.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 9a: pp. 104-109 Unit 9b: pp. 110-112
Unit 10a: pp. 116-117
Unit 10a: pp. 118-120
MIDTERM EXAM
Units 7-9; reader: Ch. 1-5
written, reading, listening & oral
Reader:
“The Railway Children”
Reading Oceans, level 22
Reader: Work on Ch. 3. Discuss homework. Reader: Work on Ch. 4-5. Review story so far.
Homework 4.1 Workbook: 8b, 9a pp. 69-74
4.2 Reader: Read Ch. 4-5, pp. 24-35. Answer
questions at the end of each chapter.
4.3 Extra material: Vocabulary & grammar
4.4 Writing handbook # 4
5.1 Workbook: 9a,9b, pp. 75-79
5.2 Writing: textbook, p. 113, ex E-F
5.3 Textbook: review unit 9, p. 114
5.4 Exam Practice: textbook, pp. 166-167
5.5 Extra material: module 9, reading
5.6 Writing handbook # 5
6.1 Workbook: 10a. pp. 80-82
6.2 Reader: Read Ch. 6, pp. 37-42. Answer
questions at the end of the chapter.
6.3 Writing handbook # 6
8. ADULTS 10 STUDY PLAN – 11 WEEKS
(Pioneer B1+ Book B, units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Plan - 11 weeks
Created by Olga González, October 2018
Edited by OG, July 2019
EM p. 3/4
Week 7 Week 8 Week 9
OBJECTIVES Express actions that have been carried out by
someone for us.
Offer assistance, request, agree willingly and
refuse politely.
Use the causative form.
Write a report.
Discuss issues relating to places of interest
around the globe and how places get their
names.
Report what others have said.
Examine options.
Use vocabulary relating to place, geographical
features and architectural features.
Form derivatives with the suffices –ity, -ence -
ance and –ness, and descriptive adjectives.
Write an article.
Discuss issues relating to money, shopping and
consumerism.
Distinguish between words easily confused.
Express wishes and regret about present /
future and past events.
Express preference.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 10a: p. 121
Unit 10b: pp. 122-124
Unit 11a: pp. 128-129
Unit 11a: pp. 130-133
Unit 11b: pp. 134-135
Unit 11b: p. 136-137 (Omit ex G, p. 137)
Unit 12a: pp. 140-143
Reader: “The Railway
Children”
Reading Oceans, level 22
Reader: Work on Ch. 6. Reader: Work on Ch. 7. Reader: Work on Ch. 8. Do follow-up activities
for these chapters. (Writing optional)
Homework 7.1 Workbook: 10a,10b, pp. 83-88
7.2 Writing: textbook, p. 125, ex. D, E, F
7.3 Textbook: review unit 10, p. 126
7.4 Reader: Read Ch. 7, pp. 43-50. Answer
questions at the end of the chapter.
7.5 Writing handbook # 7
8.1 Workbook: 11a, 11b, pp. 89-93
8.2 Reader: Read Ch. 8, pp. 51-57. Answer
questions at the end of the chapter.
8.3 Extra material: module 10
8.4 Writing handbook # 8
9.1 Workbook: 11b, 12a, pp. 94-98
9.2 Writing: textbook p. 137, ex. G
9.3 Textbook: review unit 11, p. 138
9.4 Extra material: module 11
9.5 Writing handbook # 9
9.6 Reader: Read Ch. 9, pp. 58-65. Answer
questions at the end of the chapter. Work on
the platform: quiz at the end of the book.
9. ADULTS 10 STUDY PLAN – 11 WEEKS
(Pioneer B1+ Book B, units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Plan - 11 weeks
Created by Olga González, October 2018
Edited by OG, July 2019
EM p. 4/4
Week 10 Week 11
OBJECTIVES Express uncertainty and asking for
confirmation.
Use tag questions.
Use subject/object questions and question
words.
Review and assess what you have learned.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 12a: pp. 144-145
Unit 12b: pp. 146-148
Unit 12: Review p. 150
Workbook: Review unit 12, p. 104
FINAL EXAM
Units 10-12; reader: Ch. 6-9
Written, reading, listening & oral
Reader: “The Railway
Children”
Reading Oceans, level 22
Reader: Work on Ch. 9. Review and discuss
whole story.
Homework 10.1 Workbook: 12a-12b, pp. 99-103
10.2 Writing: textbook, p. 149, ex. E, F
10.3 Exam Practice: textbook, pp. 168-169
10.4 Extra material: module 12
10.5 Writing handbook # 10
10. ADULTS 10 ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(Based on Pioneer B1+ A – units 7 - 12)
El DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Guide for M&F Oral Exam – 11 & 15 weeks
Adapted by Olga González, October 2018
Revised by OG, October 2018
EM p. 1/1
• You will practice these topics during class activities.
• In the oral exam you should try to speak as much as possible.
Topics for Midterm Oral Exam (B1+, units 7-9)
Give your opinion about the internet. Has it improved our lives? How? How do you see
the internet in the future? (unit 7)
Answer questions about the hobby of watching TV: when do you usually watch the
programs? What kind of programs do you like the most and why? What do you think
about the quality of the programs? What suggestions would you make? (unit 7)
What do you think about the influence TV might have on people? (unit 7)
Tell about a favorite TV program. (unit 7)
Express your feelings and answer questions about bullying. (unit 8)
How can we avoid bullying? (unit 8)
Answer questions about different kinds of antisocial behavior. Talk about the
punishment and legal procedures that should exist for different crimes. (unit 8)
Answer questions about things you would take to a trip. How can you prioritize what
you are going to take? (unit 9)
Answer questions about health issues in our country. (unit 9)
Talk about ways you can prevent illnesses? (unit 9)
Answer questions about safety, nutrition, health care and the human body. (unit 9)
Topics for Final Oral Exam (B1+, units 10-12)
Talk about the qualities a person who works in the customer service department should
have. (unit 10)
Talk about the importance / benefits of a good customer service department. (unit 10)
How can companies improve the customer service department? (unit 10)
What public services need improvement in your city / country? Give suggestions to
improve these services. (unit 10)
Given some suggested places to visit, choose one and explain why. (unit 11)
Talk about interesting places to visit in your city / country. How would you describe them?
(unit 11)
How important is money in your life? Explain. (unit 12)
How do you spend your money? Explain. (unit 12)
Talk about the way people spend money. Do you agree? What do you think about
consumerism? (unit 12)
11. CRITERIA FOR GRADING MIDTERM & FINAL
ORAL EXAM
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O
PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
100 Communication is almost always effective. Very understandable with little or no
listener effort.
Only minor errors, but generally good control of language studied in the course. Delivery is
generally smooth, quite clear and coherent. General performance definitely meets course
expectations.
95 Exceeds lower band; does not quite meet upper band’s criteria
90 Communication is generally effective. Understandable with little listener effort.
Some errors with language studied in the course, but these do not usually seriously affect
communication.
Delivery may have pauses and/or be choppy and slow sometimes.
General performance adequately meets course expectations.
80 Exceeds lower band; does not quite meet upper band’s criteria
75 Communication is only somewhat effective. Somewhat understandable, but listener effort
generally required. Possibly makes frequent errors with language studied in the course.
Delivery may have prolonged pauses and/or be choppy or repetitive.
General performance is slightly below course expectations.
65 Exceeds lower band; does not quite meet upper band’s criteria
60 Communication is generally not effective. Much listener effort is needed, and/ or is
difficult to understand. Poor control of language studied in the course.
General performance is definitely below course expectations.
50 No effective communication .It is impossible or almost impossible to understand.
Perhaps says nothing or almost nothing.
12. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 1/22
13. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 2/22
14. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 3/22
15. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 4/22
16. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 5/22
17. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 6/22
18. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 7/22
19. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 8/22
20. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 9/22
21. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 10/22
22. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 11/22
23. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 12/22
24. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 13/22
25. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 14/22
26. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 15/22
27. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 16/22
28. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 17/22
29. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 18/22
30. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 19/22
31. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 20/22
32. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 21/22
33. ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
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COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
EM p. 22/22
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Revised by Olga González, August 2018
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Writing handbook 1
THE SENTENCE – WHAT IS A SENTENCE?
A sentence is a group of words that expresses an idea. Sentences begin with capital letters and
end with punctuation marks such as periods (.), question marks (?), and exclamation point (!).
A sentence must have at least one subject and one verb:
• The subject is the person or thing that does the action.
• The verb is usually the action word.
If a sentence does not have a subject and a verb, it is a fragment. Here are two examples.
What is missing in each one?
• Created a picture of the typical man and woman. subject
• The 28-year-old age group the largest. verb
Exercise One: Underline the subject and circle the verb in each sentence. (Two sentences have
more than one subject and verb.)
1. I use my phone every day.
2. We don’t call each other very often.
3. Every day, my friends send me emails or texts.
4. He always goes online when he’s watching TV.
5. I connect on my phone when I don’t have my laptop.
Exercise two: Read the items below. Check () each complete sentence. If it is a fragment,
what is missing? Write S for subject of V for verb.
1. In 2030, the typical person probably from India. _V_
2. The population gets bigger every year. ____
3. Cell phones are also known as mobile phones. ____
4. Researchers thousands of photos of 28-year-old people. ____
5. Lives in a big city, not a small country town. ____
6. My school’s library has 50 computers for students. ____
7. They my cousins from Miami. ____
8. Has breakfast every morning. ____
9. The girls play soccer after school. ____
10. Is incredibly delicious. ____
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CAPITALIZATION RULES
In English, there are two kinds of letters: capital letters (H, R) and lowercase letters (h, r). Most
of the time we use lowercase letters. However, we always begin a sentence with a capital
letter.
1. The first word in a statement or question is capitalized.
They go to the movies every week.
Do you like to play tennis?
2. The pronoun I is always capitalized.
Larry and I are brothers.
3. People’s formal and professional titles begin with capital letters.
Mr. and Mrs. Jenkins are on vacation.
Lisa saw Dr. Johansen at the bank yesterday.
4. Proper names (specific people and places) begin with capital letters.
The Coliseum in Rome is a beautiful old monument.
Irene met her brother Don at the park.
5. Names of streets begin with capital letters.
Ruth lives on Wilson Avenue.
6. Geographical locations (cities, states, countries, continents, lakes, and rivers) begin with
capital letters.
I am going to travel to London, England, next week.
The Arno River passes through Tuscany, Italy.
7. The names of languages and nationalities begin with capital letters.
My grandmother speaks Polish.
Jessica is going to learn Japanese.
Melissa is Venezuelan, but her husband is Cuban.
8. Most words in titles of paragraphs, essays, and books are capitalized. The first letter of
a title is always capitalized, and the other important words in a title are capitalized. Do
not capitalize prepositions (to, in), conjunctions (and, but), or articles (a, an, the) unless
they are the first word of the title.
The Life of Billy Barnes
Crime and Punishment
The Catcher in the Rye
In the Bedroom
9. Specific courses names are capitalized.
Are you taking History 101 at 20:00 a.m.?
Are you taking history this semester? (general subject – no capital letter)
10. Months and days of the week are capitalized.
My birthday is on Monday.
The shortest month of the year is February.
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PUNCTUATION
Sentences end with a period (.), question mark (?) or exclamation point (!).
Many students work as tutors.
How old were you when you got your first job?
I will never work in a restaurant again!
A comma (,) is used to separate three or more items.
I need eggs, milk, sugar, and bread.
A colon (:) is used to introduce a list or to explain.
There are 7 days in a week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and
Sunday.
Exercise three: Rewrite the text correctly. There are 13 capital letters, 9 periods, 43 commas,
and 1 colon.
all the towns in morocco have small specialty food shops they sell cheese sugar fruits and
vegetables these shops replace the largest supermarkets and offer good quality food in some of
these smaller shops grocers do not usually want you to touch the fruit and vegetables they choose
for you and price it they also bag your groceries
there are two major supermarket chains in morocco marjane and macro they are big
supermarkets with everything you need you even find sections with fast food restaurants and
pizzerias.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Writing handbook 2
PREPOSITIONS OF PLACE – AT, ON, AND IN
Prepositions express different ideas. They can indicate time, location and direction. Remember
that a preposition is usually followed by a noun (or pronoun).
Three very common prepositions in English are at, on, and in. In general, we use at with
small, specific times and places, on with middle sized times and places, and in with larger,
more general times and places.
At
Location: At is used
with specific locations such as
• business names: I work at First Union Bank.
• street names with a house or
business number: I live at 915 W. Norcross Street.
Time: At is used
for specific times
My class meets at 9 a.m. every day.
I’ll see you at noon for lunch.
Carla does not like to walk alone at night.
My parents aren’t here at the moment.
Direction: At is used
for motion toward a goal
My brother threw a ball at me.
The robber pointed his gun at the policewoman.
On
Location: Use on
when there is contact between two objects.
The picture is on the wall.
He put his books on the kitchen table.
with street names (without the house or business number)
I live on W. Norcross Street.
Candice lives on Bayshore Boulevard.
Time: Use on
with specific days or dates.
Our soccer game is on Saturday.
I was born on June 22, 1988.
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In
Location: Use in
when something is inside another thing.
The books are in the big box.
I left my jacket in your car.
with town or city names
I live in Houston.
with state names and country names I
live in Texas.
I live in Korea.
with larger region names
I live in the Middle East.
I live in the South.
Time: Use in
for a specific period of time, a specific year, a specific month, or a future appointment.
I am going to graduate from college in three years.
My best friend got married in 2006.
Mr. Johnson always drinks four cups of coffee in the morning.
We will meet you in ten minutes.
Exercise one: Read this paragraph about banks in a small town. Write the correct
preposition: at, on or in.
Banks in a Small Town
It is surprising that Nelson has seven banks. Nelson is a small town. 1.
in California. There are
only about 36,000 people 2.
____ this town. However, there are three banks, and each bank has
at least two branches. The banks are National, First California, and Trust. National Bank has
branches 3.
____ 60 Green Street and 4.
____ Hanks Avenue. First California Bank has branches
5.
____ Princeton Street and 6.
____ Lee Road. Trust Bank has branches 7.
____ 27 Temple
Street, 8
____ Whispering Street, and 9.
____ 445 Orange Avenue. No one understands why
there are seven banks 10.
____ a small town like Nelson, California.
Exercise two: Complete the sentences with at, in, on.
1. I’m meeting my friend on Tuesday.
2. The train leaves ____ half past seven ____ the morning.
3. We have a special meal ____ Christmas Day.
4. Her birthday is ____ fifth of June.
5. Our parents will be back ____ an hour.
6. Sarah goes to the gym ____ Saturdays.
7. We sat and talked ____ lunchtime.
8. I usually brush my teeth ____ the evening before I go to bed.
9. Policemen usually work ____ night.
10. I receive many presents ____ my birthday.
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Writing handbook 3
CONNECTORS
Coordinating Conjunctions
Coordinating conjunctions are used to connect two independent clauses. (complete sentences)
A comma usually appears before a coordinating conjunction that separates the two sentences.
(An exception is when the two sentences are both very short.)
Purpose
Coordinating
Conjunction
Example
To add information and Carla lives in Toronto, and she is a student.
To add negative information nor *
Roberto does not like opera, nor does he enjoy hip
hop.
To show contrast but ** The exam was difficult, but everyone passed.
To give a choice or We can eat Chinese food, or we can order a pizza.
To show concession/contrast yet ** The exam was difficult, yet everyone passed.
To show result so It was raining, so we decided to stay home last night.
* Notice that question word order is used in the sentence that follows nor.
** But and yet have similar meanings. However, yet is generally used to show a stronger
contrast.
Subordinating Conjunctions
Subordinating conjunctions are used to connect a dependent clause (fragment) and an
independent clause (complete sentence).
Purpose
Subordinating
Conjunction
Example
To show reason/cause
because
since
as
He ate a sandwich because he was hungry.
Since he was hungry, he ate a sandwich.
As he was hungry, he ate a sandwich.
To show contrast
although
even though
though
while
Although the exam was difficult, everyone passed.
Even though the exam was difficult, everyone passed.
Though the exam was difficult, everyone passed.
Deborah is a dentist while John is a doctor.
To show time relationship
after
before
until
while
as
After we ate dinner, we went to a movie.
We ate dinner before we went to a movie.
I will not call you until I finish studying.
While the pasta is cooking, I will cut the vegetables.
As I was leaving the office, it started to rain.
To show condition
if
even if
If it rains tomorrow, we will stay home.
We will go to the park even if it rains tomorrow.
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Exercise one: Choose the correct conjunction.
1. ____ the basement flooded, we spent all day cleaning up.
a. After b. Although c. Before d. Even if
2. I don’t want to go to the movies ____ I hate the smell of popcorn.
a. although b. because c. whenever d. so that
3. ____ spring arrives, we have to be prepared for more snow.
a. because b. until c. although d. now that
4. ____ the alarm goes off, I hit the snooze button.
a. As soon as b. Because c. Before d. Now that
5. Elizabeth works hard, ____ Jane is lazy.
a. and b. or c. because d. but
6. Wait for me ____ I return.
a. if b. so c. until d. as
7. I rang the bell ____ no one answered.
a. and b. but c. so d. if
8. How long is it ____ you were at the party?
a. before b. until c. after d. since
9. He was playing the piano ____ his wife was making supper.
a. when b. while c. because d. until
10. They lived in London ____ they had left Amsterdam.
a. since b. after c. until d. before
11. ____ he told her not to do it, she carried on with the project.
a. Even though b. Even if c. Because d. Yet
12. I went swimming ____ it was raining.
a. although b. before c. after d. so
ARTICLES
The definite article the is the most frequent word in English.
We use the definite article in front of a noun when we believe the hearer/reader knows exactly
what we are referring to.
When to use “the”
To refer to something which has already been mentioned.
• On Monday, an unarmed man stole $1,000 from the bank. The thief hasn’t been
caught yet.
• I was walking past Benny’s Bakery when I decided to go into the bakery to get some
bread.
• There’s a position available in my team. The job will involve some international
travel.
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When you assume there is just one of something in that place, even if it has not been
mentioned before.
• We went on a walk in the forest yesterday.
• Where is the bathroom?
• My father enjoyed the book you gave him.
To refer to people or objects that are unique.
• The sun rose at 6:17 this morning.
• You can go anywhere in the world.
• Clouds drifted across the sky.
Before superlatives and ordinal numbers.
• This is the highest building in New York.
• You are the tallest person in our class.
• This is the third time I have called you today.
With adjectives, to refer to a whole group of people.
• The French enjoy cheese.
• She has given a lot of money to the poor.
With clauses introduced by only.
• This is the only day we’ve had sunshine all week.
• You are the only person he will listen to.
With names of geographical areas, rivers, mountain ranges, groups of islands, canals,
and oceans.
• Our ship crossed the Atlantic in 7 days.
• I will go on a cruise down the Nile.
• Hiking across the Rocky Mountains would be difficult.
With countries that have plural names.
• I have never been to the Netherlands.
• Do you know anyone who lives in the Philippines?
With countries that include the words “republic”, “kingdom”, or “states” in their names.
• She is visiting the United States.
• James is from the Republic of Ireland.
With newspaper names, names of hotels & restaurants, unless these are named after a
person.
• I read it in the Guardian.
• They are staying at the Hilton on 6th
Street.
With the names of famous buildings, works of art, museums, or monuments.
• I would like to visit the Eiffel Tower.
• We went to the Louvre and saw the Mona Lisa.
With the names of families, but not with the names of individuals.
• We are having dinner with the Smiths tonight.
When NOT to use “The”:
With names of countries (except for the special cases above).
• Germany is an important economic power.
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With the names of languages
• French is spoken is Tahiti. (NOT the French)
• I speak English very well. (NOT the English)
With the names of meals.
• Lunch is my favorite meal. (NOT the lunch)
With people’s names
• John is coming over later.
With titles when combined with names
• Prince Charles is Queen Elizabeth´s son. (NOT the Prince Charles)
With professions
• Engineering is a well-paid career. (NOT the engineering)
with years
• 1948 was a wonderful year. (NOT the 1948)
With uncountable nouns
• Rice is an important food in Asia. (NOT the rice)
• Milk is often added to tea in England. (NOT the milk)
• War is destructive. (NOT the war)
With most names of towns, streets, stations and airports.
• Victoria Station is in the center of London.
• She lives in Florence.
• They’re flying into Quito.
Exercise two: Write “the” if needed. If “the” is not needed, write an X.
1. _x_ Swedish is a German language!
2. Sophie always spend ____ Christmas with her parents.
3. John met us at ____ same place as usual.
4. After ____ church we were invited for a cup of tea.
5. My sister lives in ____ USA.
6. ____ school begins at 8:00 o’clock.
7. She saw a dog on ____ opposite pavement.
8. ____ Ronalds were invited to the party.
9. He played ____ piano at the concert.
10. Most boys like to play ____ football.
11. After ____ supper, I have to go to bed because I must get up at 4:30 am.
12. Graham Bell was ____ inventor of the telephone.
13. They went to ____ most expensive restaurant in ____ New York.
14. ____ orange is a color of _the_ Sun.
15. Danny doesn’t like to go to ____ school on ____ Saturdays.
16. ____ Mount Everest is _the_ world’s highest mountain.
17. ____ Earth is _the_ third planet from ____ Sun.
18. We flew over ____ Alps and made a quick stop in ____ London.
19. In ____ Autumn Nancy is going to ____ Bermudas. She is interested in ____ Bermuda
Triangle.
20. She visited ____ Prado Museum in ____ Madrid.
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Writing handbook 4
BUILDING BETTER SENTENCES
Being a good writer involves many skills including correct grammar usage, varied vocabulary, and
conciseness. Some student writers like to keep their sentences simple. They feel that they will
make mistakes writing longer, more complicated sentences. However, writing short choppy
sentences one after the other is not considered appropriate in academic writing. Correct and
varied sentence structure is essential to the quality of your writing.
Study the examples below. Notice that every sentence has an important piece of information. A
good writer would not write all these sentences separately. Instead, the most important
information from each sentence can be used to create ONE longer, coherent sentence.
• The time was yesterday.
• It was afternoon.
• There was a storm.
• The storm was strong.
• The movement of the storm was quick.
• The storm moved towards the coast.
• The coast was in North Carolina.
Here are some strategies for building better sentences.
1. Create time phrases to begin or end a sentence: yesterday + afternoon
2. Find the key noun: storm.
3. Find key adjectives: strong.
4. Create noun phrases:a strong + storm.
5. Change word forms: movement= move; quick = quickly moved quickly.
6. Create place phrases: towards the coast
Towards the coast (of North Carolina)
Or
Towards the North Carolina coast
7. Use connectors and transition words.
8. Use pronouns as referents for previously mentioned information.
9. Use possessive adjectives and pronouns.
Better sentence: Yesterday afternoon, a strong storm moved quickly towards the North
Carolina coast.
Study the following example:
Susan went somewhere. That place was the mall. Susan wanted to buy new shoes. The
shoes were for Susan’s mother.
Improved, longer sentence:
Susan went to the mall because she wanted to buy new shoes for her mother.
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Exercise one:
Follow the following steps to make better sentences:
1. Read the sentences. Underline the most important information in each sentence.
2. Write an original sentence from the information you underlined. Use the strategies
mentioned above.
Example:
1. John is my friend.
John works.
The work is in Chicago.
Better sentence: My friend John works in Chicago.
2. These are boxes.
The boxes are on the table.
The boxes are heavy.
Better sentence: _____________________________________________________
___________________________________________________________.
3. Caroline attends classes.
The classes are at Jefferson Community College.
The classes are on Wednesdays.
Better sentence: _____________________________________________________
___________________________________________________________.
4. Drivers have more accidents.
The accidents happen on roads.
The roads are snowy.
Better sentence: _____________________________________________________
___________________________________________________________.
5. This book gives us information.
There is a lot of information.
The book gives us the information now.
The information is important.
The information is about life in the fourteenth century.
Better sentence: _____________________________________________________
___________________________________________________________.
6. Gretchen studies veterinary medicine.
She studies at the University of Florida.
The University of Florida is in Gainesville.
Better sentence: _____________________________________________________
___________________________________________________________.
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Writing handbook 5
GRAMMAR AND SENTENCE STRUCTURE
Using Adjectives
Nouns are the names of people, places, things, or ideas; examples: teacher, doctor, student, city,
park, book, and pencil.
Adjectives are words that describe nouns; examples: good teacher, busy doctor, new student,
crowded city, green park.
A simple way to combine two short sentences when there is an adjective is to put the adjective
before the noun. Look at the following examples.
TWO SHORT SENTENCES BETTER WRITING
I have a book. It is heavy. I have a heavy book.
This is my car. It is new. This is my new car.
Mr. Vicks is a teacher. He is excellent. Mr. Vicks is an excellent teacher.
Rachel draws small pictures. She draws ink
pictures.
Rachel draws small, ink pictures.
Be careful! Make sure you put the adjective before the noun, not after.
Incorrect: I have a car red with a top black.
Correct: I have a red car with a black top.
Incorrect: We ate salad green with potatoes fried.
Correct: We ate green salad with fried potatoes.
Be careful! Adjectives do not have a plural form to describe plural nouns.
Incorrect: There are rares books in the library.
Correct: There are rare books in the library.
Incorrect: Do you like populars songs?
Correct: Do you like popular songs?
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When more than one adjective is used before a noun, there is a certain order for the adjectives.
In general, there are seven kinds of adjectives. They are used in this order:
1. Size: small, large, huge
2. Opinion: beautiful, nice, ugly
3. Shape: round, square, oval
4. Condition: broken, damaged, burned
5. Age: old, young, new
6. Color: red, white, green
7. Origin: French, American, Korean
Exercise One: Combine the following sentences. You will have to eliminate a few words.
Remember to use a capital letter at the beginning and a period at the endo of each new sentence.
The first one has been done for you.
1. Robert owns a car. The car is red.
Robert owns a red car.
2. I do not like this weather. The weather is humid.
______________________________________________________________________.
3. Paris is a city in France. This city is beautiful.
______________________________________________________________________.
4. They like to drink cola. The cola is diet.
______________________________________________________________________.
5. Nicolas reads folk tales. They are international.
______________________________________________________________________.
6. Juan works for a company. The company is small. The company is independent.
______________________________________________________________________.
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Writing handbook 6
THE PARAGRAPH
What is a paragraph?
You know that a sentence is a group of words that expresses a complete thought. You learned
that a sentence has two main parts: the subject and the verb. The words in a sentence are in a
special order.
Most people write more than one sentence at a time. Sometimes they write a paragraph. A
paragraph is a group of sentences about one topic. Every sentence in a strong paragraph is
about the same topic. All of the sentences explain the writer´s main idea (most important idea)
about the topic. When the writer wants to write about a new main idea, he/she begins a new
paragraph.
In academic writing, a paragraph is often between five and ten sentences long, but it can be
longer or shorter, depending on the topic.
The first sentence in a paragraph is always indented; it starts about half on an inch to the right.
Paragraph organization
A paragraph has three basic parts:
The topic sentence. This is the main idea of the
paragraph. It is usually the first sentence of the
paragraph, and it is the most general sentence of the
paragraph.
The supporting sentences. These are sentences
that talk about or explain the topic sentence. They are
more detailed ideas that follow the topic sentence.
The concluding sentence. This may be found as the
last sentence of a paragraph. It can finish a paragraph
by repeating the main idea or just giving a final
comment about the topic.
Xxxxxxxxxxxx xxx xxxxxx xxx
xxxx x xxx xxxxxxxxxx xxx
xxxxxxxxx xx xxxx xxx xxx.
Xxxxx xxxxxxx xx xxxxx xxx
xxxxxxxxx xxx xxxxxxx x xxx
xxxx x xxxxxxxxxxx xx xxxx x
xxxxxxxxx xxxxx xxx xxxxx xx
xxxxxx xx xxxxxxxxxxxxx xxx xx
xxxx x xxxx xxx xxxxx x xxxx xx
xxxxxxxxx xx xxxxxxxxxxxxxx xx
xxxxxxxxxxxx xxxxx x xxxxx x
xxxxx x xxxxx xx xxxx xx xxxxxx.
Xxxx xx xxx xxx xxxxx xxxxxx xx
x xxxx xxxxxxxxxx x xxxx x xxxx
x xxxxxxxxx.
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Exercise One: Read the paragraph about Switzerland. Put the topic sentence in parentheses
( ), put one line under the supporting sentences, and put two lines under the concluding
sentence.
Exercise two: Read the following paragraphs and answer the questions that follow.
PARAGRAPH A
1. How many sentences are in this paragraph? _6_
2. What is the main topic of this paragraph? (Choose the letter of the answer.)
a. The writer likes blue computers.
b. The writer likes blue.
c. The writer likes light blue clothes.
3. What is the topic sentence? Write it here: __________________________________
_____________________________________________________________________.
Switzerland – Something Interesting at Every Turn
By Ken Jones
If you dream of traveling to a country with beautiful mountains,
delicious food, wonderful places to go sight-seeing, and polite people,
you should visit Switzerland. If you look at the map, the first thing you
notice is that Switzerland has many mountains, including some of the
highest in Europe. Climbing or skiing down the mountains is great fun.
Another thing you will notice is that Switzerland shares its borders with five different countries:
France, Germany, Italy, Austria, and Lichtenstein. In fact, there are four official languages in
Switzerland: German, French, Italian, and Romansch. All these groups of people make Swiss culture
very interesting. Finally, Switzerland has many cities and interesting places to visit. Cities such as
Bern have modern buildings like the Paul Klee Zentrum, yet the traditional alpine refuges in the
mountains show that the country’s old traditions are still alive. All the people, places, and things
to see make Switzerland a great place for a holiday.
My Favorite Color
It is obvious that my favorite color is blue. I have six blue shirts. I wear blue jeans almost every
day. I have three pairs of light blue tennis shoes. I own a blue car, and my computer is blue. Other
colors are nice, but I like blue the best.
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4. The writer gives five examples of blue things. What five blue things does the writer
have? Write the sentences. The first one is done for you.
a. The writer has six blue shirts.
b. __________________________________________________________________.
c. __________________________________________________________________.
d. __________________________________________________________________.
e. __________________________________________________________________.
5. Is there a concluding sentence? Write it here.
_____________________________________________________________________.
6. Read the paragraph again. Find the descriptive adjectives. Write them here.
_____________________________________________________________________
PARAGRAPH B
1. How many sentences are in this paragraph ____
2. What is the main topic of this paragraph? (Choose the letter of the answer.)
a. information about a city
b. information about a person
c. information about a building
3. What is the topic sentence? Write it here:
______________________________________________________________________.
4. Answer these questions in complete sentences.
a. Where is the building? _______________________________________________.
b. How old is the building? ______________________________________________.
c. What color is the building? ____________________________________________.
5. How many floors does the building have?
______________________________________________________________________.
6. Write the concluding sentence:
______________________________________________________________________.
7. Can you find at least four descriptive adjectives:
______________________________________________________________________
TAIPEI 101
I work in one of the world’s tallest buildings – Taipei 101. This building is in
Taipei’s business district. Taipei 101 opened to the public in 2004. It is made
of steel and glass panels, so it has a beautiful silver color. It has one hundred
and one floors. There are even five more levels below the building! Many
international businesses have offices in Taipei 101. There are great places to
shop in the building, too. I am proud to work in such an important place.
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PARAGRAPH C
1. The general topic of the paragraph is how computers help students. Write the topic
sentence here:
______________________________________________________________________.
2. All the sentences are not related to the topic. Write them here:
a. __________________________________________________________________.
b. __________________________________________________________________.
3. Is the first line indented? _____________________________________________
4. What is the concluding sentence?
______________________________________________________________________.
Student Use of Computers
Computers are excellent machines to help students. Before computers, students
had to do their schoolwork on typewriters. Typewriters did not allow students to make
major changes easily, so they had to use special correction fluid to fix mistakes. Today
computers let students move information around without retyping it and correct errors
with little effort. Computers also make research more convenient for students. For
example, before computers, students had to go to the library. Many times, they would
read for four or five hours in several sources before finding useful information. However,
students can now use the Internet from their home to obtain the information that they
need much more quickly. Some computers are very expensive. My friend bought a
computer that cost almost three thousand dollars. Computers have certainly made
student’s lives much easier.
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Writing handbook 7
WORKING WITH TOPIC SENTENCES
Every paragraph must have a good topic sentence. The topic sentence gives the main idea of
the paragraph. The topic sentence should not be too specific or too general. The topic
sentence tells the reader what the paragraph is about. It helps the reader understand what the
paragraph is going to be about.
Exercise one: Circle the topic of the sentence. Underline the main idea about the
topic. The first one is done for you.
a. Switzerland is a very interesting country to visit.
b. A library is a good place to study.
c. One cause of insomnia is stress.
d. Learning a second language creates job opportunities.
e. Watching and playing sports can both be good forms of relaxation.
f. One of the most valuable tools for students is the computer.
g. People with different personalities may find it difficult to live together.
h. The summer season is a good time for travel.
i. There are several advantages to living in a larger city.
Exercise two: For each of these paragraphs, choose the sentence from the list below
that would make the best topic sentence.
A.
a. One of my closest friends, named Ken, is a person I can trust.
b. My friend Ken is a very successful student.
c. I admire my friend Ken because he doesn’t give up.
…………………………………………………………………………………………………………………………………………………
When Ken wanted to enter a good university, he studied hard to pass the examination. The
first time he took the exam, he did not do well, and he felt very discouraged. But he knew he
wanted to study at that university, so he studied more. The next year, he tried taking the exam
again. The second time, he did very well, and now he is studying engineering. I believe Ken is
a good role model for me, and he has taught me that never giving up is the best way to succeed.
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B.
a. I love to play soccer, and I hope I can become a professional player one day.
b. There are many popular sports in my country, but the most popular sport is soccer.
c. Soccer is a difficult sport to learn to play well.
C.
a. All good teachers are patient.
b. Good teachers have special qualities.
c. I like my teachers.
d. Some teachers are good, but some teachers are not so good.
…………………………………………………………………………………………………………………………………………………
Many children begin learning to play soccer when they are very Young. You often can see them
playing at school or in the streets around their houses. In high school, students may play soccer
on a team and compete in tournaments. If a player is very good, he might go on to play for a
professional team. People in my country love to watch soccer on television and also go to the
games whenever they can. Many people have a favorite team or player, and everyone loves
to talk about matches and competitions. Soccer is really like a national sport in my country.
………………………………………………………………………………………………………………………………………………..
First of all, good teachers are patient. They never rush their students. Good teachers explain
things without getting bored. In addition, they are organized. They plan what happens in every
class. Good teachers are also encouraging. They help students understand the subject. Finally,
good teachers are fair. They treat all students the same. These are some of the most important
qualities of good teachers.
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Writing handbook 8
THE PARAGRAPH: Supporting sentences and concluding sentences.
Supporting Sentences.- After you have chosen a topic and written a topic sentence, you
develop your main idea by adding more information to explain what you mean. These
supporting sentences make up the body of the paragraph. This body of supporting sentences
is directly related to the topic sentence. Therefore, the supporting sentences are just as important
as the topic sentence.
Good supporting sentences give information that supports and explains the topic of the
paragraph. They answer questions – who? what? When? Why? and how? – and give details.
One mistake that many writers make is writing sentences that are not related to the topic
sentence. Plan what your supporting information will be so that it is related to the topic sentence.
Make sure that each supporting sentence provides support, details, or examples for the ideas
in the topic sentence. Cut out any unrelated or unconnected ideas!
Exercise one: Read this brochure from a health club. Notice the details that help
develop the paragraph.
ATLAS HEALTH CENTER
You’ll love working out at the Atlas Health Center, and you’ll love what it does for you! We
have state-of-the-art exercise equipment in large, air-conditioned rooms. You can work out alone
or with the help of one of our professional personal trainers. If you like to exercise with friends,
join an aerobic or swimming class – or even try kickboxing! Our staff nutrition experts are always
on hand to talk with you about health issues. When you’ve finished, you can relax with a whirlpool
bath or a sauna. Come exercise with us at Atlas, and you’ll soon be feeling strong and looking
good.
1. In the paragraph above, underline the topic sentence. Below, list the details used to
support the topic sentence.
a. state-of-the-art exercise equipment
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
e. __________________________________________________________________
f. __________________________________________________________________
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Exercise two: Read the paragraph carefully. Put parentheses ( ) in the topic sentence. In One
supporting sentence does not belong because it is not directly connected to the topic sentence.
It does not fit the ideas in the paragraph. Underline that sentence.
Good writers use many different kinds of supporting sentences. Good
supporting sentences:
• explain: The family moved from the village to the capital for economic reasons.
• describe: She lived in a lovely, three-story castle surrounded by a forest.
• give reasons: Larry finally quit his job because of the stressful working conditions.
• give facts: More than ten percent of the university’s student population is international.
• give examples: Oranges and grapefruits grow in California.
• define: My grandmother has a samovar, which is a large copper tea urn.
Exercise three: Read the topic sentences below. For each one write four questions about each
topic. Remember to use who? what? Where? When? Why? or how? questions. The first one is
done for you.
1. Topic sentence: I will never forget my 2007 summer vacation.
a. Why was this vacation so memorable?
b. Where did you go?
c. What did you do?
d. How old were you at that time?
2. Topic sentence: I will never forget the day I got married.
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
d. _______________________________________________
Exercise four:
• Read the paragraphs.
• For each of the underlined, numbered sentences, write good supporting sentence or
unrelated sentence on the corresponding lines below the paragraph.
• Write reasons for your choice. (One sentence in each paragraph is unrelated to the topic)
• Remember: All the supporting sentences must be related to the topic sentence. The first
paragraph has been done for you.
MAKING CHILI
Chili is an easy dish to prepare. Fried chicken is also easy to prepare. To make chili, cut up two
large onions. Then fry them in a little vegetable oil. You can add fresh garlic and some diced chili
peppers. When the onions are soft, add two pounds of ground beef. Stir the onions and beef until
they are fully cooked. Sprinkle one tablespoon of red chili powder on top. Next, add four cups of
diced tomatoes, two cups of water, and one can of red beans. Finally, add salt and pepper. Cover the
saucepan and cook over low heat for about one hour. If you follow this simple recipe, you will have a
delicious meal!
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PARAGRAPH A
1. good supporting sentence It is an example of why the writer felt he or she
was in prison.
2. good supporting sentence It is a list of the chores the writer had to do
around the house.
3. unrelated sentence The writer’s parents occupations are not related to
how the writer was treated.
PARAGRAPH B
1. good supporting sentence _________________________________________
________________________________________.
2. unrelated sentence _________________________________________
________________________________________.
3. good supporting sentence _________________________________________
________________________________________.
Rules of Childhood
Fortunately, my parents were very strict with me when I was a child. I think that they were
protective because I was an only child. However, at that time, it felt like I was in prison. I had to
come straight home after school and immediately do my homework. 1.
After I finished my
homework, I was allowed to watch only one hour of television. While my friends were playing
video games or watching cartoons, I was usually doing chores around the house to help my
mother. 2.
These included doing some of the laundry and ironing, mowing the lawn, and helping
to prepare dinner. 3.
My father was an architect, and my mother was a housewife. Looking back,
I am not sorry that my parents were strict with me because I benefited from all the hard work.
MAINTAINING YOUR POOL
Swimming pools can be beautiful, but they need to be maintained every day. First, you must
check the amount of chlorine in a swimming pool. 1.
If there is not enough chlorine, the pool might
begin to grow algae. In addition, you must check the pH level, especially after a rainstorm. Certain
chemicals can be added to make sure that the pH level of the pool water is balanced. 2.
If you
accidentally swallow some of these chemicals, you have to go to the doctor at once. 3.
Finally, you
should remove any leaves and small insects that are in the pool. By doing all these things, you can
be certain that your pool will last a very long time.
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Concluding Sentences
The final sentence of a paragraph is called the concluding sentence. It sums up the main points
or restates the main idea in a different way. A sentence that sums up the paragraph reminds the
reader of what the writer’s main idea and supporting points were. A sentence that restates the
main idea should give the same information in a slightly different way, perhaps by using different
words or by using different word order. A concluding sentence should not introduce a new point.
Look at the following topic sentences and concluding sentences:
Exercise five: Read each paragraph. Then read the concluding sentences below it. Choose
the letter of the best concluding sentence.
Topic sentence
I have a dream to visit
Alaska.
It is obvious that my
favorite color is blue.
I work in one of the
world’s tallest
buildings – Taipei 101.
Concluding
sentence
I hope to visit this
wonderful state soon.
Other colors are nice,
but I like blue the
best.
I am proud to work in
such an important
place.
Monday
I hate Monday for many reasons. One reason is work. I get up early to go to work on Monday.
After a weekend of fun and relaxation, I do not like to go to work. Another reason that I do not
like Monday is that I have three meetings every Monday. These meetings last a long time, and
they are extremely boring. Traffic is also a big problem on Monday. There are more cars on the
road on Monday. Drivers are in a bad mood, and I must be more careful than usual.
a. Monday is worse than Tuesday, but is better than Sunday.
b. I do not like meetings on Monday.
c. These are just a few reasons why I do not like Mondays.
Good Luck, Bad Luck
Superstitions usually relate to luck. Some of the luck is good. For example, some people
believe that the number seven is lucky. Other people think that if you see a shooting star, you can
make a wish and it will come true. However, most superstitions talk about bad luck. For instance,
many people believe that it is bad luck to open an umbrella inside a house. They also think that it
is bad luck if a black cat walks in front of you. Other people think that if your left ear is burning,
someone is saying something bad about you.
a. People believe exactly the same superstitions.
b. It is amazing how many good and bad superstitions there are!
c. The worst superstition is about breaking a mirror.
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Writing handbook 9
THE ESSAY
What is an essay?
An essay is a group of paragraphs written about a single topic and a central main idea. It must
have at least three paragraphs, but a five-paragraph essay is a common assignment for academic
writing.
The structure of an essay
The introduction:
This is the first paragraph of an essay. It explains the
topic with general ideas. It also has a thesis
statement. This is a sentence that gives the main idea
It usually comes at or near the end of the paragraph.
The body:
These are the paragraphs that explain and support the
thesis statement and come between the introduction
and the conclusion. There must be one or more body
paragraphs in an essay.
The conclusion:
This is the last paragraph of an essay. It summarizes
or restates the thesis and the supporting ideas of the
essay.
Thesis Statement
The thesis statement is the sentence that tells the main idea of the essay. It can be compared
to a topic sentence, which gives the main idea of the paragraph. The thesis statement can
express an opinion: Travel is an effective way to bring people of different cultures together and
learn about one another. It can also state an argument or fact to be defended or explained:
There are several ways that technology has made classroom instruction more effective. It usually
comes at or near the end of the introductory paragraph.
Exercise one: In this introductory paragraphs, underline the thesis statement. Then circle the
topic and draw another line under the main idea in each thesis statement. The first one has been
done for you.
a.
The British eat many different kinds of food, but the typical diet of many people includes eating a lot
of fast food and ready-made dishes. The popularity of hamburger and pizza restaurants has increased
greatly over the years. As a result of this diet, many British people have food-related health problems.
The UK can be divided into different regions that each has its own characteristic foods influenced by
the culture of the people who live there.
Title
Xxxx xxxxxx xx x xxxxxx xxx x xxxx
xxxx xxx xx xxx x xxxxxx xxxxx, Xxxx xxx
xxxxxx xxxx xx xxxx x xxxxx. Xxx xxx xxx
xxxxx xxxx x xxxx xx xx x xxxxxx xxx x
xxxx xxxx xxx xx xxx xx x xxxxxx xxx x
xxxx xxxx xxx xx xxx.
Xxxxx xxx xxx xxxxxx xxxxx xxx xxx x
xxxxx xxxxxx. Xxx xx x xxxxx xxx xxxx xxx
xxxxxxx xxxx xxx x xxxx xx xxxxx xxxx xx
xxxxxxx. Xxxxxxxxx xxxxxxxxx xx xxxxx
xx x xxxxx xxxx xxx xxx. Xxxx xxxxxxx
xxxx xxxx.
Xxxxx xxxxxx xxxx xxxx xxxx xxxxx xx
xxxxx xxxxx xxxx xx x xxxxxxx xxx xxxx
xxxxx xxxx xxxxx xxx x xxx.
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b.
Everybody knows the koala, that cute Australian animal that resembles a teddy bear. Although koalas look
like toys, they are actually strong climbers and spend their days in the treetops. Mother koalas carry their
babies around from tree to tree in a pouch or pocket, on their stomach. Although there were millions of
koalas in Australia in the past, they are now a protected species of animal. As a result of human population
growth, deforestation, and hunting, the number of koalas has declined.
c.
Taoism is an ancient philosophy from Asia that places great importance on the natural world.
Taoists believe that spirit can be found in every person or thing, living or non-living. For the Taoist,
even a mountain or a stone contains spirit. Lao Tsu, a Taoist writer and philosopher, said “People
follow earth. Earth follows heaven. Heaven follows the Tao. The Tao follows what is natural.” For
thousands of years in China and other Asian countries, gardens have been an important way to
create a place where people can feel the spirit of the natural world. Creating a Taoist garden is an
art. No two Taoist gardens are exactly alike, but all Taolist gardens include four essential elements:
water, mountains, buildings, and bridges.
Writing a strong thesis statement
A thesis statement gives the author’s opinion or states an important idea about the topic.
It should give an idea that can be discussed and explained with supporting ideas:
• The qualifications for entering a university in my country are unreasonable.
• When studying a second language, there are several ways to improve your use of
the language.
These are strong thesis statements. They can be discussed or explained.
A thesis statement should not be a sentence that only gives a fact about the topic:
• In the Northern Hemisphere, the summer months are warmer than the winter
months.
This is not a strong thesis statement. It cannot be discussed or argued about.
A thesis statement should not state two sides of an argument equally:
• There are advantages and disadvantages to using nuclear power.
This could be a topic sentence, but it is not a thesis statement. It gives two sides of an
argument without giving a clear opinion of support or disagreement. It could be revised
like this:
• Although there are some advantages, using nuclear power has many disadvantages
ad should not be a part of our country’s energy plan.
This is a strong thesis statement. It clearly gives the writer’s opinion about nuclear
power.
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Exercise two: Read these thesis statements. Write (strong thesis statement), F (fact only –
a weak thesis statement), or N (no clear opinion – a weak thesis statement). The first one has
been done for you.
a. _F_ The top government official in my country is the prime minister.
b. ____ Many diseases are caused by both genetic and environmental factors.
c. ____ India became an independent country in 1947.
d. ____ To be a successful student, good study habits are more important than intelligence.
e. ____ There are several advantages of owning a car, but there are also many
disadvantages.
f. ____ Half of the families in my country own a house.
g. ____ Using public transportation would be one of the best ways to solve the traffic and
pollution problems in cities around the world.
h. ____ While traveling, staying in a hotel offers more comfort, but sleeping in a tent is
less expensive.
i. ____ Classical music concerts are very popular in my country.
j. ____ In order to create a successful advertisement, it is necessary to consider three
issues: who should be targeted, where the ad should be placed, and what type of
ad should be made.
Connecting the thesis statement and the essay
The body paragraph of an essay should always explain the thesis statement. In addition, each
body paragraph should discuss one part of the thesis. Look at the following thesis statement.
The topics to be discussed are underlined:
• To create a successful advertisement, it is necessary for advertisers to answer three
questions: What are we selling?, Who are we selling it to?, and How can we make
people want to buy it?
Possible topic sentences for each body paragraph:
1. The first step in creating a successful advertisement is to completely understand the
product that is being sold and how it can be used.
2. A second important part of creating an advertisement is deciding who is expected to buy
the product.
3. Finally, a way must be found to create an ad that will make people want to buy the
product.
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Exercise three: Look at introductory paragraphs b and c in exercise one. How many body
paragraphs would you need and what would be discussed in each one? Paragraph b has been
done as an example.
Paragraph b: three paragraphs that each discuss one of the three causes for koala bears’s
decline: human population growth, deforestation, and hunting.
Paragraph c: _______________________________________________________________
_______________________________________________________________.
Developing a thesis statement
One was to develop a thesis statement for an essay is to write opinions you have about the
topic. Begin, I think that… and complete the sentence with your opinion. Then remove I think
that… and the remaining words make a possible thesis statement.
Example:
Topic: diet/food
I think that a vegetarian diet is one of the best ways to live a healthy life.
I think that governments should restrict the use of chemicals in agriculture and food production.
Exercise four: For each of these topics, write two opinions you have, starting with I think that.
Then cross out I think that and choose the best thesis statement for each topic.
a. exercise
opinion 1: _______________________________________________________________
opinion 2: _______________________________________________________________
Thesis statement: ________________________________________________________
b. the Internet
opinion 1: _______________________________________________________________
opinion 2: _______________________________________________________________
Thesis statement: ________________________________________________________
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Writing handbook 10
THE FIVE-PARAGRAPH ESSAY
An essay can discuss, describe, or analyze one topic. The most basic and versatile format for an
essay consists of five paragraphs, and you will see this format in many composition textbooks.
It can be serious or funny, straight-forward or symbolic. It can describe personal opinions, or
just report information.
In a typical five-paragraph essay_
• Paragraph one introduces the topic and ends with the thesis statement which gives the
three main supporting points to be discussed.
• Paragraph two takes the first of the supporting points and repeats it as a topic sentence.
This is followed by two or three (or more!) details, examples or pieces of evidence.
• Paragraph three takes the second of the supporting points and is developed in the same
way as paragraph two.
• Paragraph four takes the third of the supporting points and is developed in the same way
as the others.
• Paragraph five is the CONCLUSION. It restates your topic sentences, in slightly different
words. It finishes with a strong sentence that sums up your main point.
Studying an Example Essay
Read the following essay:
The Urban and Rural Divide
1
Imagine life in Tokyo. Now imagine life in a neighboring rural Japanese town. Finally, picture life in
Cairo, Egypt. Which of these last two places is more different from Tokyo? Many people might mistakenly
choose Cairo because it is not found in Japan. However, city dwellers all over the world tend to have
similar lifestyles, so the biggest differences are found between Tokyo and its smaller neighbor. Urban
people and rural people, regardless of their country, live quite differently. Perhaps some of the most
notable differences in the lives of these two groups include the degree of friendliness between residents,
the pace of life, and the variety of available activities.
2
One major difference between growing up in the city and in the country is the degree of friendliness.
In large cities, residents often live in huge apartment buildings with hundreds of strangers. These urban
apartment dwellers tend to be wary of unknown faces and rarely get to know their neighbors well. The
situation in a small town is often just the opposite. Small-town people generally grow up together, attend
the same schools, and share the same friends. As a result, rural people are much more likely to treat their
neighbors like family and invite them into their homes.
3
Another difference is the pace of life. In the city, life moves very quickly. The streets reflect this hectic
pace and are rarely empty, even late at night. City dwellers appear to be racing to get somewhere
important. Life for them tends to be a series of deadlines. In the country, life is much slower. Even during
peak hours, traffic jams occur less often than in a city. Stores close in the early evening, and the streets
62. ADULTS 10 WRITING HANDBOOK
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O
PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Writing Handbook
Designed by Olga González, August 2018
Revised by Olga González, August 2018
EM p. 29/30
do not come alive until the next morning. The people in small towns or villages seem more relaxed and
move in a more leisurely way. The pace of life in these two areas could not be more different.
4
A third difference lies in the way people are able to spend their free time. Although life in the city has
its drawbacks, city dwellers have a much wider choice of activities that they can participate in. For
example, they can go to museums, eat in exotic restaurants, attend concerts, and shop in hundreds of
stores. The activities available to people in rural areas, however, are much more limited. It is rare to find
museums or exotic restaurants there. Concert tours almost never include stops in country towns. Finally,
people who enjoy shopping might be disappointed in the small number of stores.
5
Life in urban areas and life in rural areas vary in terms of human interaction, pace of life, and daily
activities. Other important differences exist, too, but none of these makes one place better than the
other. The places are simply different. Only people who have experienced living in both the city and the
country can truly appreciate the unique characteristics of each.
urban: related to a city wary: cautious, suspicious
dweller: a person who lives in a place; resident hectic: full of incessant activity
regardless of: in spite of deadline: the time limit for doing something
notable: important, worthy of notice peak: the highest, the top (amount)
the degree: the amount leisurely: relaxing
pace: the speed, rate a drawback: a disadvantage, a negative point
Exercise one: do the following:
a. Highlight, or draw a box around the thesis statement.
b. Put two lines under the supporting points SPI, SP2, and SP3.
c. Underline the topic sentence in paragraphs 2, 3 and 4.
d. What do the other sentences in these paragraphs do? _______________________.
Exercise two: Answer the following:
1. What is the topic of this essay? _________________________________________
The writer’s purpose is to compare and contrast life in two locations. This kind of essay is
called a comparative essay.
2. What is the thesis statement: _____________________________________
_____________________________________
_____________________________________
_____________________________________
____________________________________.
3. In each paragraph, which type of location is always discussed first, rural or urban? _______
4. Which paragraphs talks about activities in each area? __________________________
Which place offers more options for activities? ______________________________
63. ADULTS 10 WRITING HANDBOOK
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O
PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI A10 Writing Handbook
Designed by Olga González, August 2018
Revised by Olga González, August 2018
EM p. 30/30
5. In paragraph 3, the writer contrasts the pace of life in the two areas. Write the supporting
sentences for the pace of life in each area.
a. Urban
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
b. Rural
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________