The document provides guidance on avoiding plagiarism in student writing assignments. It defines plagiarism as presenting someone else's work as your own without proper citation. The document explains how to properly paraphrase others' work while still giving them credit, provides examples of plagiarism and how to avoid it, and outlines the consequences students face for committing plagiarism according to the school's academic honesty policy.
This document covers several topics related to grammar and writing skills: fragments, organizing evidence, connecting evidence, and writing clear sentences. It includes exercises on identifying fragments, using transition words to order events and connect ideas, and reviewing the four bases of strong writing. Students are assigned practice with fragments, subjects/verbs, and identifying sentence errors, and asked to read about exemplification for homework.
Here are the corrected run-on sentences using methods 1 and 2:
Method 1:
2. I forgot my homework at home. I will have to do it tonight.
4. She went to the store she needed milk and bread.
6. He walked to school he wanted exercise.
8. I finished my assignment I am going to relax.
Method 2:
1. I forgot my homework at home, but I will have to do it tonight.
3. She went to the store, and she needed milk and bread.
5. He walked to school, so he wanted exercise.
8. I finished my assignment, so I am going to relax.
This document provides information on reported speech (indirect speech) in English. It discusses how to change direct quotes into indirect quotes, including changing verb tenses and pronouns. It also covers reporting commands, questions, and suggestions. Examples are provided to illustrate the changes between direct and indirect speech.
The document provides vocabulary and grammar explanations about the present perfect tense in English. It includes lists of past participles of common verbs, examples of sentences using structures like "ever-never", "already-just", and "for-since". It also presents exercises for students to practice forming affirmative and negative sentences in the present perfect tense.
The document provides a list of verbs that can be followed by gerunds or infinitives in English. It includes 44 verbs that take gerunds and 47 verbs that take infinitives. There are also examples provided to illustrate the different verb patterns. The document then provides quizzes to test understanding of using gerunds and infinitives after different verbs.
The document provides a series of exercises for rewriting sentences to have the same meaning as the original sentence. It includes 10 sentences for each of 5 tests, providing the original sentence and the rewritten version. The rewritten sentences maintain the same meaning while changing word order, replacing phrases, or making other minor edits.
This document contains an answer key for an English language learning exam. It provides answers to vocabulary, pronunciation, reading comprehension, grammar, and conversation questions. The document tests understanding of topics like a botanical garden field trip, meeting new people, remembering details, and telling stories. It also includes sample dialogs and conversations as examples.
This document provides exercises to practice using verbs in different forms - gerund (-ing form) and infinitive (to + verb). The exercises involve completing sentences with appropriate verbs, writing second sentences with the same meaning, and answering questions using specified verbs. Key activities include identifying correct verb forms, choosing suitable verbs to complete sentences, and transforming sentences while maintaining the same meaning. The focus is on practicing and demonstrating mastery of different verb forms in English.
This document covers several topics related to grammar and writing skills: fragments, organizing evidence, connecting evidence, and writing clear sentences. It includes exercises on identifying fragments, using transition words to order events and connect ideas, and reviewing the four bases of strong writing. Students are assigned practice with fragments, subjects/verbs, and identifying sentence errors, and asked to read about exemplification for homework.
Here are the corrected run-on sentences using methods 1 and 2:
Method 1:
2. I forgot my homework at home. I will have to do it tonight.
4. She went to the store she needed milk and bread.
6. He walked to school he wanted exercise.
8. I finished my assignment I am going to relax.
Method 2:
1. I forgot my homework at home, but I will have to do it tonight.
3. She went to the store, and she needed milk and bread.
5. He walked to school, so he wanted exercise.
8. I finished my assignment, so I am going to relax.
This document provides information on reported speech (indirect speech) in English. It discusses how to change direct quotes into indirect quotes, including changing verb tenses and pronouns. It also covers reporting commands, questions, and suggestions. Examples are provided to illustrate the changes between direct and indirect speech.
The document provides vocabulary and grammar explanations about the present perfect tense in English. It includes lists of past participles of common verbs, examples of sentences using structures like "ever-never", "already-just", and "for-since". It also presents exercises for students to practice forming affirmative and negative sentences in the present perfect tense.
The document provides a list of verbs that can be followed by gerunds or infinitives in English. It includes 44 verbs that take gerunds and 47 verbs that take infinitives. There are also examples provided to illustrate the different verb patterns. The document then provides quizzes to test understanding of using gerunds and infinitives after different verbs.
The document provides a series of exercises for rewriting sentences to have the same meaning as the original sentence. It includes 10 sentences for each of 5 tests, providing the original sentence and the rewritten version. The rewritten sentences maintain the same meaning while changing word order, replacing phrases, or making other minor edits.
This document contains an answer key for an English language learning exam. It provides answers to vocabulary, pronunciation, reading comprehension, grammar, and conversation questions. The document tests understanding of topics like a botanical garden field trip, meeting new people, remembering details, and telling stories. It also includes sample dialogs and conversations as examples.
This document provides exercises to practice using verbs in different forms - gerund (-ing form) and infinitive (to + verb). The exercises involve completing sentences with appropriate verbs, writing second sentences with the same meaning, and answering questions using specified verbs. Key activities include identifying correct verb forms, choosing suitable verbs to complete sentences, and transforming sentences while maintaining the same meaning. The focus is on practicing and demonstrating mastery of different verb forms in English.
Polly Bear tells the story of how Goldilocks broke into their home and ate their porridge without permission. Goldilocks describes exploring the extravagant mansion and enjoying the porridge before being caught by the bear family. Polly Bear chases Goldilocks but decides to forgive her. However, the story escalates further with Polly Bear becoming upset and the family dynamics changing, with Tim and Wally eventually leaving Polly.
Polly Bear tells the story of how Goldilocks broke into their home and ate their porridge without permission. Goldilocks describes exploring the extravagant mansion and enjoying the porridge before being chased by the bear family. Polly Bear catches Goldilocks and tries to teach her a lesson about kindness. The police get involved and Goldilocks is allowed to keep the mansion, though Polly Bear is left upset about losing her home. Later stories from other characters provide additional context about the aftermath and Polly Bear's declining mental state after being forced to leave her home.
This document provides examples of common verbs that are usually followed by gerunds (verbs with "-ing") or infinitives (verbs with "to"). It lists verbs such as "enjoy", "discuss", and "finish" that are usually followed by gerunds, as well as verbs like "agree", "decide", and "help" that are usually followed by infinitives. The document is divided into three parts, with each part providing additional examples of verbs and their typical constructions with gerunds or infinitives.
This document contains a test of 50 English language questions in multiple choice format. The questions cover a range of English grammar topics including verbs, pronouns, prepositions, conjunctions, passive voice, and word combinations. For each question, the correct answer is provided along with a brief explanation of the grammatical rules tested in that question. The test and answers are intended to help students practice and learn English grammar.
This document provides examples of common phrasal verbs in English. It lists the phrasal verb, its meaning, and an example sentence using that phrasal verb. Some of the more common phrasal verbs included are ask someone out, break down, call someone up, check out, cut back on, fill something in/out, get along/on, give up, hang out, look into something, pay for something, and run into someone. In total, over 100 different phrasal verbs and their meanings are listed and exemplified.
The document discusses the use of the past perfect tense in English. It provides examples of how the past perfect is used to indicate an action that was completed before another past action. It explains that the past perfect is formed using had + past participle. It also discusses how time expressions like "before" and "by the time" are often used with the past perfect to indicate one past action occurring prior to another.
The document provides examples of how various phrasal verbs and idiomatic expressions are used in sentences. It lists over 100 entries with the verb or expression, its meaning, and an example sentence using it. Some common ones included are: ask someone out, back something up, break down, call someone up, cheer up, check out, cut back on, do up, eat out, fall down, figure something out, get along, give up, let in, look into, and sign up.
The document provides descriptions and rules for using English modal verbs. It discusses 12 different modal verbs: can, could, may, might, shall, will, should, would, must, need, dare, and ought to. For each modal verb it provides the affirmative/interrogative form, negative form, contractions, and common uses which include permission, possibility, ability, advice, obligation, predictions, suggestions and more. The document aims to comprehensively cover the characteristics, proper usage, and meanings of these essential English modal verbs.
The document discusses various English verb tenses and constructions used to talk about past, present, and future time. It explains the simple and continuous forms of many tenses and their typical uses to refer to completed actions, ongoing actions, habits, truths, intentions, predictions and sequences of events. Key tenses covered include past simple and continuous, present simple and continuous, future simple and continuous, future perfect simple and continuous, and expressions like "going to" and "about to" for talking about the immediate future.
Dani : Excuse me, are you familiar with this picture?
Nano : Uhmmm, sorry, may I have you attention please?
Dani : This is a Greek god called Atlas. He is always described holding up the earth and the sky.
Nano : Oh, yes.
Dani : Do you know that he held the earth and the sky as a punishment from the Greek chief god, Zeus?
Nano : No, I don’t know about that. Tell me more about it.
Dani : Well, Atlas was the son of Titan, a Greek god and the sea nymph, Clymene.
Nano : Really?
Dani : Then one
This document provides examples of conditional sentences and verb tenses to practice rewriting sentences. It includes 20 examples of rewriting sentences as conditional sentences and 20 examples of rewriting sentences using different verb tenses. The goal is to test knowledge of conditional sentences and verb tenses.
The document discusses various English modal verbs and their uses for expressing:
1. Ability, obligation, prohibition, necessity, expectation, advice, permission, requests, offers, past habits, possibility, and criticism.
2. Each modal verb has nuanced meanings and uses for indicating likelihood, permission, expectations, obligations, and more.
3. The modals can be used in various tenses including present, past, perfect, and continuous forms to express deductions, possibilities, or criticisms about ongoing or completed events.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions or before a specific time in the past. It provides the formation of the past perfect using had + past participle. Examples are given to illustrate using the past perfect to talk about events that happened earlier than other events in the past. Finally, a series of activities are presented where the reader must identify whether the past simple or past perfect tense should be used.
This document defines and provides examples for a number of phrasal verbs containing "turn", "take", "put", "come", and "go". Some key definitions and examples include:
1) "Turn around" means to change direction or become successful after failing. For example, "The new director was able to turn the school around."
2) "Take after" means to resemble someone else in appearance or personality, such as resembling a parent.
3) "Put away" means to place an object in its proper storage location, while "put back" means to return something to where it was originally taken from.
4) "Come across" means to find something accidentally, such
The document consists of 34 sentences that are either direct or indirect speech. The sentences include people asking questions, making suggestions, giving warnings or instructions, and making comments or remarks.
The document provides 27 sentences that each begin with a statement about possibility, necessity or certainty. The task is to complete each sentence so that it means the same as the one before it by using words like "may", "might", "could", "must", "needn't", "doesn't have to" etc. For example, the first sentence states something is unnecessary, so the second sentence completes it by saying "you needn't".
This document discusses various ways to report what someone has said in indirect or reported speech. It covers changing statements, questions, requests, commands, and expressions of time and place into the appropriate grammatical form for reported speech. Pronouns, verb tenses, and modal verbs may need to be adjusted depending on what was originally said directly.
This document provides examples of changing direct speech to indirect speech and vice versa. It also includes examples of changing statements to questions and questions to statements using indirect speech. There are over 20 sections with multiple examples covering a wide range of grammar structures related to direct and indirect speech.
This document discusses the need for an alternative to Halon and water fire suppression agents for lithium battery fires on commercial aircraft. It notes several incidents of lithium battery fires on planes and raises concerns about the increasing risk as the number of lithium batteries carried increases. The document then introduces a new biodegradable agent called LIFE Kit that is effective in extinguishing lithium fires without toxicity issues, and provides EPA approval and CEO quotes supporting it as a safer alternative to current protocols. It recommends LIFE Kits be installed in aircraft cabins and cockpits.
Polly Bear tells the story of how Goldilocks broke into their home and ate their porridge without permission. Goldilocks describes exploring the extravagant mansion and enjoying the porridge before being caught by the bear family. Polly Bear chases Goldilocks but decides to forgive her. However, the story escalates further with Polly Bear becoming upset and the family dynamics changing, with Tim and Wally eventually leaving Polly.
Polly Bear tells the story of how Goldilocks broke into their home and ate their porridge without permission. Goldilocks describes exploring the extravagant mansion and enjoying the porridge before being chased by the bear family. Polly Bear catches Goldilocks and tries to teach her a lesson about kindness. The police get involved and Goldilocks is allowed to keep the mansion, though Polly Bear is left upset about losing her home. Later stories from other characters provide additional context about the aftermath and Polly Bear's declining mental state after being forced to leave her home.
This document provides examples of common verbs that are usually followed by gerunds (verbs with "-ing") or infinitives (verbs with "to"). It lists verbs such as "enjoy", "discuss", and "finish" that are usually followed by gerunds, as well as verbs like "agree", "decide", and "help" that are usually followed by infinitives. The document is divided into three parts, with each part providing additional examples of verbs and their typical constructions with gerunds or infinitives.
This document contains a test of 50 English language questions in multiple choice format. The questions cover a range of English grammar topics including verbs, pronouns, prepositions, conjunctions, passive voice, and word combinations. For each question, the correct answer is provided along with a brief explanation of the grammatical rules tested in that question. The test and answers are intended to help students practice and learn English grammar.
This document provides examples of common phrasal verbs in English. It lists the phrasal verb, its meaning, and an example sentence using that phrasal verb. Some of the more common phrasal verbs included are ask someone out, break down, call someone up, check out, cut back on, fill something in/out, get along/on, give up, hang out, look into something, pay for something, and run into someone. In total, over 100 different phrasal verbs and their meanings are listed and exemplified.
The document discusses the use of the past perfect tense in English. It provides examples of how the past perfect is used to indicate an action that was completed before another past action. It explains that the past perfect is formed using had + past participle. It also discusses how time expressions like "before" and "by the time" are often used with the past perfect to indicate one past action occurring prior to another.
The document provides examples of how various phrasal verbs and idiomatic expressions are used in sentences. It lists over 100 entries with the verb or expression, its meaning, and an example sentence using it. Some common ones included are: ask someone out, back something up, break down, call someone up, cheer up, check out, cut back on, do up, eat out, fall down, figure something out, get along, give up, let in, look into, and sign up.
The document provides descriptions and rules for using English modal verbs. It discusses 12 different modal verbs: can, could, may, might, shall, will, should, would, must, need, dare, and ought to. For each modal verb it provides the affirmative/interrogative form, negative form, contractions, and common uses which include permission, possibility, ability, advice, obligation, predictions, suggestions and more. The document aims to comprehensively cover the characteristics, proper usage, and meanings of these essential English modal verbs.
The document discusses various English verb tenses and constructions used to talk about past, present, and future time. It explains the simple and continuous forms of many tenses and their typical uses to refer to completed actions, ongoing actions, habits, truths, intentions, predictions and sequences of events. Key tenses covered include past simple and continuous, present simple and continuous, future simple and continuous, future perfect simple and continuous, and expressions like "going to" and "about to" for talking about the immediate future.
Dani : Excuse me, are you familiar with this picture?
Nano : Uhmmm, sorry, may I have you attention please?
Dani : This is a Greek god called Atlas. He is always described holding up the earth and the sky.
Nano : Oh, yes.
Dani : Do you know that he held the earth and the sky as a punishment from the Greek chief god, Zeus?
Nano : No, I don’t know about that. Tell me more about it.
Dani : Well, Atlas was the son of Titan, a Greek god and the sea nymph, Clymene.
Nano : Really?
Dani : Then one
This document provides examples of conditional sentences and verb tenses to practice rewriting sentences. It includes 20 examples of rewriting sentences as conditional sentences and 20 examples of rewriting sentences using different verb tenses. The goal is to test knowledge of conditional sentences and verb tenses.
The document discusses various English modal verbs and their uses for expressing:
1. Ability, obligation, prohibition, necessity, expectation, advice, permission, requests, offers, past habits, possibility, and criticism.
2. Each modal verb has nuanced meanings and uses for indicating likelihood, permission, expectations, obligations, and more.
3. The modals can be used in various tenses including present, past, perfect, and continuous forms to express deductions, possibilities, or criticisms about ongoing or completed events.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions or before a specific time in the past. It provides the formation of the past perfect using had + past participle. Examples are given to illustrate using the past perfect to talk about events that happened earlier than other events in the past. Finally, a series of activities are presented where the reader must identify whether the past simple or past perfect tense should be used.
This document defines and provides examples for a number of phrasal verbs containing "turn", "take", "put", "come", and "go". Some key definitions and examples include:
1) "Turn around" means to change direction or become successful after failing. For example, "The new director was able to turn the school around."
2) "Take after" means to resemble someone else in appearance or personality, such as resembling a parent.
3) "Put away" means to place an object in its proper storage location, while "put back" means to return something to where it was originally taken from.
4) "Come across" means to find something accidentally, such
The document consists of 34 sentences that are either direct or indirect speech. The sentences include people asking questions, making suggestions, giving warnings or instructions, and making comments or remarks.
The document provides 27 sentences that each begin with a statement about possibility, necessity or certainty. The task is to complete each sentence so that it means the same as the one before it by using words like "may", "might", "could", "must", "needn't", "doesn't have to" etc. For example, the first sentence states something is unnecessary, so the second sentence completes it by saying "you needn't".
This document discusses various ways to report what someone has said in indirect or reported speech. It covers changing statements, questions, requests, commands, and expressions of time and place into the appropriate grammatical form for reported speech. Pronouns, verb tenses, and modal verbs may need to be adjusted depending on what was originally said directly.
This document provides examples of changing direct speech to indirect speech and vice versa. It also includes examples of changing statements to questions and questions to statements using indirect speech. There are over 20 sections with multiple examples covering a wide range of grammar structures related to direct and indirect speech.
This document discusses the need for an alternative to Halon and water fire suppression agents for lithium battery fires on commercial aircraft. It notes several incidents of lithium battery fires on planes and raises concerns about the increasing risk as the number of lithium batteries carried increases. The document then introduces a new biodegradable agent called LIFE Kit that is effective in extinguishing lithium fires without toxicity issues, and provides EPA approval and CEO quotes supporting it as a safer alternative to current protocols. It recommends LIFE Kits be installed in aircraft cabins and cockpits.
Automatic feature recognition in a new CAM system has increased programmer productivity at W.C. Machine & Tool by 8 times. Previously, programming complex electronics enclosures with numerous pockets took a full day due to manually selecting pockets and specifying depths. The new CAM system identifies pockets automatically from solid models, calculating depths in seconds rather than hours. This allows programming 8 times as many parts per day, increasing sales and profits.
Este documento trata sobre la enseñanza en la escuela secundaria y contiene tres bloques principales. El Bloque I analiza los tipos de conocimiento que se enfatizan comúnmente en la enseñanza y sus características. El Bloque II examina los procesos de aprendizaje de los estudiantes de secundaria. El Bloque III cubre aspectos como los estilos de enseñanza y su influencia en las actitudes de los estudiantes. El documento también incluye políticas de clase, criterios de evaluación y formatos para participaciones y
Hoe maak je van strategie marketing en andersom. Oftewel; hoe werk je elke dag aan fundamenteel gezonde (en leuke) organisaties? Blink laat zien dat door de eigen principes te koppelen aan de inzichten in de markt je nieuwe kansen creëert. Elke dag. Breed gedragen en onderbouwd. En het is nog leuk ook.
peter@thinkblink.nl
This document provides a layout of the buildings and facilities at The Campus at Jefferson, which includes 3 buildings that contain conference rooms, kitchens, offices, breakout spaces, and small meeting rooms. Building 3 also has a reception area and private offices as well as workspace. The Campus at Jefferson can be contacted via their website or phone number for more information.
1. The mole is a unit used to measure very small particles like atoms and molecules and is defined as the number of atoms in exactly 12 grams of carbon-12.
2. One mole contains 6.02 x 10^23 particles and is equal to the substance's molar mass in grams.
3. Only 12g of carbon, 6.02 x 10^23 oxygen atoms, and 22.4L of nitrogen gas are equal to one mole. 1g of hydrogen gas is not equal to one mole.
1. The document discusses an online community for teachers to improve their professional competencies through reflection. It describes conceptual and technological tools used in the community to foster reflection, including an online environment, project work diaries, and teacher portfolios.
2. An analysis of writings in the community showed that early on, teachers asked more open-ended questions and discussed experiences, while later writings included more theory and modeling of educational design.
3. Flexible environment, different writing modalities, guidance tools, community dialogue and reflection space were found to help teachers develop more theoretical models of educational design over time.
Medical supply refers to the tools and equipment used in medicine for monitoring, diagnosing, and treating health conditions. There are different types of medical equipment, including diagnostic equipment like MRI and CT scanners used for diagnosis, and monitors used to measure patient vital signs. Safety standards are important for medical equipment to ensure accuracy and prevent harm. Medical equipment suppliers provide equipment in bulk to hospitals and clinics.
1) The class covered exam results, upcoming drama performances, and registering for the next term.
2) Students participated in vocal warmups and a discussion of blocking techniques in drama, including types of stages, stage areas, and body positions.
3) Homework assigned was to rehearse for upcoming drama performances and study individual grammar plans.
The document provides information about an English class covering several topics:
- Grammar session with practice books and online resources
- Introduction to drama, its origins and main types (tragedy and comedy)
- Elements of drama like script, characters, acts, scenes, stage directions, dialogue, and asides
- An upcoming drama performance assignment with expectations, assigned plays and groups, and preparation steps over the next two weeks.
The document provides an overview of class activities for an English literature course, including a novel quiz, reading response, group work and discussion on assigned novels, a grammar study plan, and homework assignments. Students will write a reading response analyzing a philosophical statement from their novel, discuss novels in groups, evaluate their group work, and prepare for an upcoming grammar quiz and literature exam through review and study.
The document provides instructions for students to continue working on an in-class character assignment from a novel by describing traits of their chosen character, citing evidence from their notes or the novel. It outlines having students work together to generate descriptive adjectives for the character and choose the most important traits, then writing a sentence using one trait and citing supporting evidence. Students are told to complete the assignment individually and hand in all character work when finished.
This document provides a summary of a grammar lesson on count and non-count nouns as well as articles. It includes examples and exercises. It also outlines having students complete a sentence skills self-assessment test to identify areas to focus on, and developing individualized study plans to improve skills.
This document provides an overview of a grammar lesson on prepositions of time and place. It discusses the uses of on, in, and at to refer to specific times and locations. Examples are given for using these prepositions to indicate days, parts of days, months/seasons/years, periods of time, and specific times or locations. Students then complete exercises practicing identifying the correct preposition. The document also describes an in-class assignment where students write a descriptive paragraph about an object from a freewrite they completed, and then provide peer feedback on each other's paragraphs. Homework includes continuing to read their assigned novel and completing additional preposition exercises.
This document provides an overview of a literature class, including a novel quiz, reading response assignment, and group work. Students are asked to share their reactions to their novels so far in a reading response. The class is then divided into groups based on their selected novels to discuss key events, vocabulary, and conflicts through participation and evaluation. Homework involves continuing to read their novels, viewing novel websites, and completing a writing assignment on description.
The document provides an overview of an English literature class. It discusses wrapping up a short story unit and introducing a novel unit. It outlines logistics for an exam and class party. It then describes an in-class activity where students will analyze the plots of short stories in small groups and present their analyses. Finally, it introduces options for an upcoming novel study, outlining elements students should understand like theme, irony, mood vs. tone, and symbols.
The document outlines an upcoming exam on short stories including "The Tell-Tale Heart," "All Summer in A Day," and "The Wedding Guest." It provides details on exam sections covering literary terms, short story questions, and vocabulary. Students are assigned to groups to analyze the plot of one of the stories through a diagram activity.
The document provides instruction on grammar rules for subject-verb agreement and includes examples and exercises. It discusses situations where subject-verb agreement is often mistaken, such as when words come between the subject and verb, when the verb comes before the subject, with compound subjects, and with indefinite pronouns. Students are assigned revision and editing homework on a writing assignment and asked to complete additional subject-verb agreement exercises.
The document discusses a literature class focusing on Edgar Allan Poe's short story "The Tell-Tale Heart". It outlines activities for students to complete including reading comprehension questions and a discussion of literary elements like characters, themes and symbolism in the story. Students are assigned homework to re-read the story and write a paragraph using vocabulary words from the text.
The document provides instructions for an English class, including completing a grammar quiz, process paragraphs, and a story assignment. It outlines the writing process and homework tasks of reviewing a story, choosing a writing activity, and completing additional writing exercises. Marks and expectations for passing to the next grade level are also discussed.
This document provides an overview of a literature class discussion on the short story "All Summer in a Day" by Ray Bradbury. It outlines elements to review like setting, characters, conflict, and theme. It also includes sample discussion questions and an upcoming homework assignment. The teacher guides a close analysis of the story elements and wants students to think critically about the characters and themes presented in the short story.
This document provides information about grammar lessons and writing assignments for an English class. It discusses run-on sentences and how to identify and correct them using punctuation or conjunctions. Sample exercises are provided to practice identifying and fixing run-ons. The document also covers writing process paragraphs and gives examples. Students are assigned to write a first draft of a process paragraph for homework.
This document provides an overview of class expectations and activities for a literature class. It outlines guidelines for participation, assignments, and deadlines. The class will discuss the short stories "The Wedding Guest" and "All Summer in a Day". Students are assigned comprehension questions on "All Grown Up and Still in Tow" to hand back, and a vocabulary paragraph on "The Wedding Guest" is due. In-class, students will complete questions individually on "The Wedding Guest" and discuss vocabulary from "All Summer in a Day". Homework includes process paragraphs, run-on sentences, re-reading and taking notes on "All Summer in a Day", and writing a vocabulary paragraph using specified words from the story
The document provides examples and explanations of how to identify and correct sentence fragments. It examines different types of fragments and provides exercises for students to practice identifying and correcting fragments in sample sentences. The document also previews upcoming lessons on writing exemplification paragraphs and run-on sentences.
This document provides an agenda and lesson plan for a literature class. It includes assignments to complete for "The Wedding Guest" story as well as an introduction to literary elements found in short stories. The class will review these elements as applied to "The Wedding Guest", including setting, characters, conflicts, and foreshadowing. The discussion of two remaining elements, outcome and theme, will continue online. Homework assigned is recommended readings on exemplification and fragments.
The document provides information about an upcoming literature class. It assigns vocabulary words and sentences from the short story "The Wedding Guest" that was read in class. Students are asked to write a paragraph using five specified words from the story in their correct parts of speech while demonstrating their meanings. The class will also have a discussion about elements of the story, including the narrator's personality and hypocrisy. Homework includes an online grammar exercise, re-reading the story with notes, and writing the vocabulary paragraph.
The document provides an overview of topics covered in a grammar and writing class, including:
- A holiday on October 10th with no class
- An introductory writing assignment
- A parts of speech quiz
- Discussions of using specific evidence and examples to support points in paragraphs
- An activity identifying main points and supporting details
- An exercise replacing general words with more specific words
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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 ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. Plagiarism is the act of presenting someone else’s work as if it were your own (whether intentional or unintentional) using exact words or phrases from an article or story without paraphrasing or quoting and giving the author credit copying someone else’s writing from a website and handing it in as if it were your writing
4. Example of Plagiarism Q: What criticisms does Beattie make about the Baby boomer parents? A: Baby-boomer parents seem to struggle with two things: saying no and letting go. (The answer uses the exact words from the story.)
5. Plagiarism defeats the purpose of the activity (showing the teacher what you’ve learned or know) does not help you learn wastes your time and mine is dishonest (when done intentionally)
6. Consequences of Plagiarism The school’s Academic Honesty Policy sets out the following penalties for plagiarism: First offence = 0 on assignment /note on file Second offence = 0 on course / note on file Third offence = Expelled from the school. If even one sentence or answer is plagiarized, you could receive a mark of zero on the entire assignment.
7. How to Avoid Plagiarism Paraphrase and give credit: Beattie criticizes boomer parents for giving their children everything they want and for trying to control every aspect of their children’s lives. Beattie feels these parents are too permissive and overprotective.
8. How to Avoid Plagiarism (Cont’d.) 2. Quote and give credit: Beattie says parents have problems with “saying no and letting go.” You should only quote distinctive words and phrases that cannot be easily or accurately paraphrased. Avoid quoting entire sentences or paragraphs. Paraphrase and summarize instead.
9. Paraphrasing Paraphrasing = saying the same thing as the writer or the article, but using your own words. Step 1: make sure you understand the sentence first (look up any unfamiliar words) Step 2: decide if there are any words from the original passage that are absolutely necessary Step 3: looking away from the original sentence, try to express the same idea in your own words. Step 4: check your version against the original version and make any changes necessary to be accurate avoid plagiarism
10. Practice While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it’s unlikely that architects and engineers have abandoned the quest for the world’s tallest building.
11. Practice Words/phrases that are okay to use in your paraphrase Sears Tower, architects, engineers, tallest Words/phrases that probably need to be explained in other words arguably, “greatest achievement” “skyscraper engineering” “abandoned the quest”
12. Practice Share your paraphrase with a classmate Who would like to share with class? What was difficult to reword?
13. Student Examples Architects and engineers will never stop trying to build towers that surpass the Sears Tower as the highest building. Architects and engineers are always trying to improve their projects and the Sears Tower is the highest building in the world but its height is not enough high for designers. Some builders and designers are proud to announce that they have found the tallest tower on earth – it’s name is Sears Tower. Yet other people are not completely convinced so they will continue trying to build much taller buildings if possible. Since the Sears Tower is under discussion about the tallest building until now the engineers and architects are still working towards this goal.
14. Practice Remember, paraphrasing is not just inserting synonyms: original: It’s unlikely that architects and engineers have abandoned the quest for the world’s tallest building. attempted paraphrase: It’s not likely that architects and engineers have given up the search for the world’s highest building. successful paraphrase: Architects and engineers probably won’t stop trying to build the tallest building in the world. (or Architects and engineers will continue to compete . . . )
16. Quick Review of Steps in Writing Make a point Support the point with specific evidence Organize and connect the evidence Write clear, error free sentences
17. I have decided not to go out with Tony anymore. First of all, he was late for our first date. He said that he would be at my house by 8:30, but he did not arrive until 9:20. Second, he was bossy. He told me that it would be too late to go to the new Chris Rock comedy that I wanted to see, and that we would go to a new action film with the Rock instead. I told him that I didn’t like violent movies, but he said that I could shut my eyes during the bloody parts. Only because it was a first date did I let him have his way. Finally, he was abrupt. After the movie, rather than suggesting a hamburger or a drink, he drove right out to a back road near Oakcrest High School and started making out with me. What he did a half hour later angered me most of all. He cut his finger on my earring and immediately said we had to go right home. He was afraid the scratch would get infected if he didn’t put Bactine and a Band-Aid on it. When he dropped me off, I said “Good-bye Tony,” in a friendly enough way, but in my head I thought, “Goodbye forever, Tony.”
18. I have decided not to go out with Tony anymore. First of all, he was late for our first date. He said that he would be at my house by 8:30, but he did not arrive until 9:20. Second, he was bossy. He told me that it would be too late to go to the new Chris Rock comedy that I wanted to see, and that we would go to a new action film with the Rock instead. I told him that I didn’t like violent movies, but he said that I could shut my eyes during the bloody parts. Only because it was a first date did I let him have his way. Finally, he was abrupt. After the movie, rather than suggesting a hamburger or a drink, he drove right out to a back road near Oakcrest High School and started making out with me. What he did a half hour later angered me most of all. He cut his finger on my earring and immediately said we had to go right home. He was afraid the scratch would get infected if he didn’t put Bactine and a Band-Aid on it. When he dropped me off, I said “Good-bye Tony,” in a friendly enough way, but in my head I thought, “Goodbye forever, Tony.”
19. I have decided not to go out with Tony anymore. First of all, he was late for our first date. He said that he would be at my house by 8:30, but he did not arrive until 9:20. Second, he was bossy. He told me that it would be too late to go to the new Chris Rock comedy that I wanted to see, and that we would go to a new action film with the Rock instead. I told him that I didn’t like violent movies, but he said that I could shut my eyes during the bloody parts. Only because it was a first date did I let him have his way. Finally, he was abrupt. After the movie, rather than suggesting a hamburger or a drink, he drove right out to a back road near Oakcrest High School and started making out with me. What he did a half hour later angered me most of all. He cut his finger on my earring and immediately said we had to go right home. He was afraid the scratch would get infected if he didn’t put Bactine and a Band-Aid on it. When he dropped me off, I said “Good-bye Tony,” in a friendly enough way, but in my head I thought, “Goodbye forever, Tony.”
20. I have decided not to go out with Tony anymore. First of all, he was late for our first date. He said that he would be at my house by 8:30, but he did not arrive until 9:20. Second, he was bossy. He told me that it would be too late to go to the new Chris Rock comedy that I wanted to see, and that we would go to a new action film with the Rock instead. I told him that I didn’t like violent movies, but he said that I could shut my eyes during the bloody parts. Only because it was a first date did I let him have his way. Finally, he was abrupt. After the movie, rather than suggesting a hamburger or a drink, he drove right out to a back road near Oakcrest High School and started making out with me. What he did a half hour later angered me most of all. He cut his finger on my earring and immediately said we had to go right home. He was afraid the scratch would get infected if he didn’t put Bactine and a Band-Aid on it. When he dropped me off, I said “Good-bye Tony,” in a friendly enough way, but in my head I thought, “Goodbye forever, Tony.”
21. I have decided not to go out with Tony anymore. First of all, he was late for our first date. He said that he would be at my house by 8:30, but he did not arrive until 9:20. Second, he was bossy. He told me that it would be too late to go to the new Chris Rock comedy that I wanted to see, and that we would go to a new action film with the Rock instead. I told him that I didn’t like violent movies, but he said that I could shut my eyes during the bloody parts. Only because it was a first date did I let him have his way. Finally, he was abrupt. After the movie, rather than suggesting a hamburger or a drink, he drove right out to a back road near Oakcrest High School and started making out with me. What he did a half hour later angered me most of all. He cut his finger on my earring and immediately said we had to go right home. He was afraid the scratch would get infected if he didn’t put Bactine and a Band-Aid on it. When he dropped me off, I said “Good-bye Tony,” in a friendly enough way, but in my head I thought, “Goodbye forever, Tony.”
22. Organizing and Connecting Evidence The two main ways of organizing evidence are time order (Example, p. 84) the supporting evidence is organized by the order events happen in emphatic order (Example, p. 85) the supporting evidence is organized from least important to most important [“save the best for last”]
23. Fill in the missing words, p. 85 first of all, Next, After, Then, and after.
24. Fill in the missing words, p. 86 three, our love of gossip, Most of all.
25. Transitions Important tools for organizing and connecting your evidence are transitions. Transitions are words that help the reader follow the writer’s thoughts, and show the relationship between ideas Ex: First, second, moreover, most importantly
26. Check the item that is easier to understand, p. 86 Transitions __ Our landlord repainted our apartment. He replaced the dishwasher. Our landlord repainted our apartment. Also, he replaced the dishwasher.
27. Check the item that is easier to understand, p. 86 Words That Show Addition 1. __ A drinking problem can destroy a person’s life. It can tear a family apart. A drinking problem can destroy a person’s life. In addition, it can tear a family apart.
28. Check the item that is easier to understand, p. 87 Words That Show Addition (Cont’d.) 2. __ One way to lose friends is always to talk and never to listen. A way to end friendships is to borrow money and never pay it back. One way to lose friends is always to talk and never to listen. Another way to end friendships is to borrow money and never pay it back.
29. Check the item that is easier to understand, p. 87 Words That Show Time 1. __ I had blood work done. I went to the doctor. I had blood work done. Then, I went to the doctor.
30. Check the item that is easier to understand, p. 87 Words That Show Time 2. __ Every week my uncle studies the food ads to see which stores have the best specials. He clips all the coupons. Every week my uncle studies the food ads to see which stores have the best specials. Next, he clips all the coupons.
31. Check the item that is easier to understand, p. 88 Words That Show Time 3. __ Carmen took a very long shower. There was no hot water left for anyone else in the house. Carmen took a very long shower. After that, there was no hot water left for anyone else in the house.
32. Activity 1, p. 88 one, another, finally First, next, before, After, then First of all, Another, last First, then, next, finally
33. Other Kinds of Transitions, p. 90 These transitions are grouped according to what kind of signal they provide: Space signals– often used in descriptive paragraphs Change of Direction signals – useful in compare and contrast paragraphs Illustration signals – usually used when you want to introduce a specific example Conclusion signals – used in cause-effect paragraphs and at the end of most paragraphs
34. Activity 2, p. 90-92 above, in front, behind on the other hand, But, in contrast, However For instance, specifically, example Therefore
35. Writing Clear, Error Free Sentences Turn to p. 106 This chapter focuses on sentence skills necessary for writing clear, effective sentences. We will study some of these topics as we go through the term.
37. The Four Bases of Writing Turn to p. 148 This diagram is a useful summary of the four bases, AND it lists some of the sentence skills you need to develop to write clearly and effectively
40. “Traffic? What Traffic?” - Vocabulary hustles (v. to hustle) hurries core (n.) centre outlying (adj.) far from the centre cataclysmic (adj.) really destructive; disastrous exhortation (n.) advice or strong encouragement (v. to exhort – to give advice)
41. “Traffic? What Traffic?” - Idioms “It all boils down to this” – it all leads to this; it all comes to this point VANOC – Vancouver Olympic Organizing Committee.
42. “Traffic? What Traffic?” - Structure The author begins by making statements about driving. Then he describes the situation leading up to the Olympics. Then he gives the reasons he has not used public transit.
43. “Traffic? What Traffic?” - Structure Find the place in the second half of the article, where Breathor shifts to discussing how the Olympics might change his and other drivers behaviour. What specific things does Breathor suggest might get drivers onto public transit? He gives these details individually and then sums them up in the second-to-last paragraph. How does he end?
44. “Traffic? What Traffic?” How do your experiences during the Olympics compare with the author’s experiences?
45. “Traffic? What Traffic?” Comprehension Questions Did you do the assigned questions? Did you answer all the questions asked? Did you follow the guidelines in “How to Answer Literature Questions”?
46. Homework Vocabulary Sentences Write sentences for the seven vocabulary words on the “Traffic? What Traffic?” Handout. Make sure your sentence is original (not plagiarized from a dictionary or other source), uses the right form of the word, and fully shows the meaning of the word. Due Monday /7 marks
Editor's Notes
Discuss vocabulary, discuss what words/meanings have to be retained.10 min then share some . . .For those who finish more quickly, they should write more than one version
Discuss vocabulary, discuss what words/meanings have to be retained.10 min then share some . . .For those who finish more quickly, they should write more than one version