Speaking - pronunciation and contexts.
Free English for Academic Purposes certificate course.
http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
This is a great introduction to Step Up To Writing that I plan on using with my kids and sharing with my parents. It is from (I believe) Mountainview Middle School
ENG 380 Effective Communication/tutorialrank.comjonhson211
For more course tutorials visit
www.tutorialrank.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
This is a great introduction to Step Up To Writing that I plan on using with my kids and sharing with my parents. It is from (I believe) Mountainview Middle School
ENG 380 Effective Communication/tutorialrank.comjonhson211
For more course tutorials visit
www.tutorialrank.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
Eng 380 Enhance teaching / snaptutorial.comHarrisGeorg56
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated Reference
COMMON ERRORS IN ENGLISH is the most wanted topic to be learnt by students, staff, job seekers and public speakers. Kindly share this presentation to all of your friends.
This presentation explains why AP Style is essential for public relations practitioners and journalists. It covers the 15 most commonly-used AP Style rules. And it features links to practice quizzes.
The Process of Academic Writing
Writing a Paragraph (Coherence, Supporting Details)
Writing an Essay (Paraphrase and Summary)
Sentence Structure (Types of Sentences & Clauses)
Source: Book by Alice Oshima and Ann Hogue
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
Eng 380 Enhance teaching / snaptutorial.comHarrisGeorg56
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated Reference
COMMON ERRORS IN ENGLISH is the most wanted topic to be learnt by students, staff, job seekers and public speakers. Kindly share this presentation to all of your friends.
This presentation explains why AP Style is essential for public relations practitioners and journalists. It covers the 15 most commonly-used AP Style rules. And it features links to practice quizzes.
The Process of Academic Writing
Writing a Paragraph (Coherence, Supporting Details)
Writing an Essay (Paraphrase and Summary)
Sentence Structure (Types of Sentences & Clauses)
Source: Book by Alice Oshima and Ann Hogue
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
A great e-book to help develop your basic English language skills, especially if you are a student, working professional, job-seeker.
This e-book covers the following important topics:
- Parts of speech.
- Punctuation.
- Commonly confused words and phrases.
- Tips for filling in a college registration form.
- Learning how to summarise.
- Tips for completing written assignments.
- How to answer exam questions.
- How to write a cover letter when applying for a job.
- How to write a resignation letter.
- How to write e-mails.
ENGLISH COMPOSITION II WRITING GUIDE (REVISED JANUAR.docxShiraPrater50
ENGLISH COMPOSITION II | WRITING GUIDE | (REVISED JANUARY 2017)
1
english composition ii
Writing Guide
Table of Contents
(Note: this document contains hyperlinks to make it easier for you to navigate.)
PART ONE Purpose of this Guide, Writing Elements, APA Style for Academic Writing
PART TWO Finding Sources, Evaluating Electronic Sources, Plagiarism
PART THREE Analyzing and Summarizing Sources; Citing Sources
PART FOUR Argument, Counter-argument, and Rhetoric
PART FIVE Revision, Writing on Impact, Other Resources, References, Glossary of Terms
2
Go To: Part One Go To: Part Two Go To: Part Three Go To: Part Four Go To: Part Five
PART ONE
Writing Elements: Grammar and Usage
Parts of Speech
Verbs, Verbals and Verb Tenses
Subject-Verb Agreement
Pronoun-Noun (Antecedent) Agreement
Point of View: First, Second, or Third Person
Sentence Fragments and Run On Sentences
Commas and Semicolons
Commonly Misused Words
Sexist Language
Abbreviations
Numbers
Clichés and Slang/Jargon
Transitions
Introduction to Academic Writing
Academic Tone
APA Style Sample Paper
APA Checklist
3
Go To: Part One Go To: Part Two Go To: Part Three Go To: Part Four Go To: Part Five
Purpose of this Guide
This Guide will help you format your academic papers in a style consistent with professional
standards set forth by the American Psychological Association (APA). The APA style guide is not
used exclusively by psychologists; it has become one of the most widely used style guides for
academic writing. As a professional organization, the APA first published the style guide in 1929 so
that the presentation of research in the social sciences would be consistent across publications. In
other words, if researchers follow the same format for presenting their research, then readers
would be better able to understand the how the research was conducted and what the findings
mean.
This Guide provides an overview of important elements of APA style. You will find here the
guidelines for formatting your paper (setting up headers, margins, font type and size, and indents),
documenting the sources you used to write your paper (attributive tags, in-text citation and
References page), formatting citations (how to list the authors, using punctuation, capitalization of
words in a title, italicizing names of publications), and style of writing (avoiding bias, writing in past
or present tense, adopting an academic voice or tone).
We use the APA style guide for the following reasons:
1. APA standardizes the way documents appear. For most assignments, teachers evaluate ideas,
not your skills in document design. We use APA to be fair.
2. APA defines the way we should give credit to our sources. We use APA to be transparent.
3. APA helps the organization of the material in a document. If we all present our information in
the same way, our readers can engage with our ideas more quickly and more completely. ...
ENGLISH COMPOSITION II WRITING GUIDE (REVISED JANUAR.docxadkinspaige22
ENGLISH COMPOSITION II | WRITING GUIDE | (REVISED JANUARY 2017)
1
english composition ii
Writing Guide
Table of Contents
(Note: this document contains hyperlinks to make it easier for you to navigate.)
PART ONE Purpose of this Guide, Writing Elements, APA Style for Academic Writing
PART TWO Finding Sources, Evaluating Electronic Sources, Plagiarism
PART THREE Analyzing and Summarizing Sources; Citing Sources
PART FOUR Argument, Counter-argument, and Rhetoric
PART FIVE Revision, Writing on Impact, Other Resources, References, Glossary of Terms
2
Go To: Part One Go To: Part Two Go To: Part Three Go To: Part Four Go To: Part Five
PART ONE
Writing Elements: Grammar and Usage
Parts of Speech
Verbs, Verbals and Verb Tenses
Subject-Verb Agreement
Pronoun-Noun (Antecedent) Agreement
Point of View: First, Second, or Third Person
Sentence Fragments and Run On Sentences
Commas and Semicolons
Commonly Misused Words
Sexist Language
Abbreviations
Numbers
Clichés and Slang/Jargon
Transitions
Introduction to Academic Writing
Academic Tone
APA Style Sample Paper
APA Checklist
3
Go To: Part One Go To: Part Two Go To: Part Three Go To: Part Four Go To: Part Five
Purpose of this Guide
This Guide will help you format your academic papers in a style consistent with professional
standards set forth by the American Psychological Association (APA). The APA style guide is not
used exclusively by psychologists; it has become one of the most widely used style guides for
academic writing. As a professional organization, the APA first published the style guide in 1929 so
that the presentation of research in the social sciences would be consistent across publications. In
other words, if researchers follow the same format for presenting their research, then readers
would be better able to understand the how the research was conducted and what the findings
mean.
This Guide provides an overview of important elements of APA style. You will find here the
guidelines for formatting your paper (setting up headers, margins, font type and size, and indents),
documenting the sources you used to write your paper (attributive tags, in-text citation and
References page), formatting citations (how to list the authors, using punctuation, capitalization of
words in a title, italicizing names of publications), and style of writing (avoiding bias, writing in past
or present tense, adopting an academic voice or tone).
We use the APA style guide for the following reasons:
1. APA standardizes the way documents appear. For most assignments, teachers evaluate ideas,
not your skills in document design. We use APA to be fair.
2. APA defines the way we should give credit to our sources. We use APA to be transparent.
3. APA helps the organization of the material in a document. If we all present our information in
the same way, our readers can engage with our ideas more quickly and more completely. .
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
English for academic purposes: General writing skillsThe Free School
This week discusses general writing skills for those who speak English as a Foreign Language and use English for Academic Purposes (EAP). This course is free for those who cannot access quality education from their own funds. For further details, please see
http://www.thefreeschool.education/free-diploma.html
IELTS advanced grammar tips : Academic and General examThe Free School
This presentation offers 12 advanced English language grammar tips that may aid instructors who teach the writing components of the International English Language Testing System (IELTS) exam. Furthermore, this presentation also aims to assist those who plan to sit for the General or Academic version of this global language test. This presentation is suitable for future IELTS examinees who are upper intermediate to advanced English language writers.
Similar to English for Academic Purposes Teaching Week 2 (20)
Washington DC - National Guard Presence - Inauguration - Citizen Journalist A...The Free School
https://journalistethics.com/
Download this document free at this link
This article is a citizen journalist account from on the ground in DC about the mass deployment of national guard and police around Capitol Hill. This article debunks fake news Fox, whose fake news aims to dramatize this event, pushing a narrative of fear, doom and violence.
File available for download at
https://journalistethics.com/
This dossier provides an online point of reference for all known official court documents that relate to legal challenges against Electoral College results from America’s 2020 Federal Election.
Web links point to reputable official databases such as a court .gov website or a recognized law authority such as Justia. All documents obtained from non.gov sources have been cross referenced for accuracy. Some privately issued official court documents are not yet available via .gov sites. Reduction in staffing for the festive season
Shutdown and COVID19 may explain this. This directory has three main parts. Part A lists cases that were filed prior to the Federal Election
on November 3, 2020. Part B lists cases that were filed after the Federal Election on November 3, 2020. Both sections list these cases by state jurisdiction, in A-to-Z alphabetical order. Part C annexes a page of the website titled ‘Democracy Docket’. This directory lists cases that relate to Federal Election challenges that predate 2019. Most of these cases are not listed in Parts A or B. This booklet guides readers to consult official documents at the source to freely draw informed
conclusions. Corrupt, phony entities such as Wikipedia and mainstream corporate fake news such as CNN and The New York Times are biased. They selectively cite and omit developments. This dossier is correct as of December 29, 2020. Any omissions or errors are honest oversights.
Key words : Sidney Powell, Donald Trump, Rudolph Giuliani, Democrats, Republican, US Supreme Court, Dominion, Voting Machines, foreign interference, ballots, covid 19, covid-19, coronavirus, supreme court
Pfizer Coronavirus COVID19 Fake Eugenics VaccineThe Free School
Book available for download free at:'
https://journalistethics.com/
This book is about the fake COVID19 coronavirus vaccine created by Pfizer.
Pfizer, vaccine, vaccines, eugenics, pandemic, covid19, covid-19, scam, fake, coronaviruses, revelation, book of revelation, mark of the beast, australia, america
Creative Writing Handbook - Mastering all GenresThe Free School
Authors, authoring, authorship, author, writer, writers, writing, creative, creativity, creative writing, publish, publisher, self-publish, self publish, lulu, publisher, publishers, book, books, isbn, international standard book number, poems, poetry, poet, poets.
This handbook aids to motivate and guide writers to master all genres. These genres include:
Rants (48), Recognitions (50), Recollections (54), Records (55), Regulations (57), Releases
(59), Religious (61), Reports (63), Reporters (65), Research (67), Résumés (69), Reviews
(72), Rhymes (75), Roles (77), Romances (79), Rubrics (81), Recitals (83)
This book is suitable to support Creative Writing 101 courses at graduate and undergraduate college courses.
https://journalistethics.com/
Book available at this link (c) Jyonah Jericho
Premise
Every once in a blue moon, we may be lucky to engage a person who shares a simple,
memorable idea that guides us positively for life. A June afternoon in Sydney, Australia
2008 is an exemplary example of such rare encounters.
“Got the day off from work today have ya?” I said to our building’s newest
resident with a warm smile in the underground garbage depot. It was the first time that
we had crossed paths within speaking distance since he moved in a few weeks prior.
I rarely accost unknown people for casual banter nowadays. Maybe it’s me, but I
often receive a subtle frown, silence, a stony-faced vague reply, or a combination thereof.
“Nah, buddy” the stranger replied with a more generous grin. “I work-from-home
and write best sellers” he said.
It was refreshing to receive a positive energy reply, even a showoff one like this. I
could tell from his instant mega smile that this neighbor is a people lover – an extrovert.
Mister mid-40s in flannelette pajamas proudly produced a check out of his shabby
once white bathrobe pocket and flashed it before my face. “I just got this $25,000 advance
today from my publisher for my next bestseller” he boasted shamelessly.
A modest man I thought. I intuitively liked him less than I did five seconds prior.
“Cool” I replied. “What sort of books do you write?” I asked as we walked in synch
towards the elevator.
“Detective crime stories and that sorta stuff” he said.
“I admire fiction book writers” I replied earnestly as we entered the elevator. Must
be a lot harder than just writing short academic articles like I do” I said.
“Academic hey”, he said, eyebrows raised as he made intimate eye-to-eye
contact for the first time. “I’m studying English Lit at Sydney and would love to pick
your brains for ideas sometime soon” he said.
“Yeh, let’s meet up over drinks and swap notes” I said.
“Definitely. How about the Bank Bar?” he answered.
“Great choice” I said as my neighbor fumbled his keys in Apartment 501’s keyhole.
“How about today after lunch at 3?” he asked.
“Sure, see you in the garden bar at three” I said as I walked towards my door, 506.
Recognitions
The lives and accomplishments of individuals and entities can be acknowledged and
celebrated in public domains in several ways. Pan American World Airways (Pan Am) is
an example of a famed institution that no longer exists since 1991. RIP Pan Am.
Obituaries and eulogies are popular written formats that celebrate the lives of people who
have passed. The 408 words article overleaf titled ‘Motown Chic’ is a tribute to the late
Nina Simone. The word ‘tribute’ may convey a less morbid connotation than alternatives
such as In Memoriam. Public tributes may honor the living and those who have passed.
https://journalistethics.com/george-floyd/
Download this book free at this link.
This book is about what this author neutrally terms the
‘George Floyd Event’. It contains two distinct parts.
This introductory segment contains seven discussion
sections that establishes this text’s objective and scope. It
outlines tools available to critical thinkers and researchers
that may enable us to draw better conclusions than the lies
propagated by fake news such as CNN and Snopes. The final
section tables dozens of critical questions in context.
Annex 1 bullet points seven questions that may arouse the
curiosity of independent researchers. The core objective of
this document seeks to guide novice media researchers
towards the basic skills and primary evidence that leads
humanity to draw well-informed, free-willed conclusions.
Analysis centers around the theme of numbers. Numerical
inquiry allows us to objectively measure facts and fiction.
Quantifiable information may be the key that unlocks the
many enigmas that underpin the tragic George Floyd even
george floyd, george perry floyd jr, derek chauvin, thomas lane, j alexander kueng, tou thao, minnesota, minneapolis, riots, black lives matter, minnesota police department, murder, race, racism, hennepin, hennepin county, donald trump, democrats, trial, court, neck, false flag, fake news, darnella frazier, george, floyd, ben crump, coronavirus, coroner, autopsy, black lives matter, blm, george, floyd
NESARA GESARA : Global Currencies Reset, 2020 (Free Book)The Free School
Download free direct at the link above:
NESARA National Economic Security and Reformation Act
National Economic Stabilization and Recovery Act
National Economic Security and Recovery Act
NESSA National Economic Security Strategy Act (2018) (Unenacted Bill)
GESARA May substitute the word ‘National’ for ‘Global’ in NESARA acronyms above.
Annex 1 NESARA ‘Folk Lore’ Bill (Circa 1999). p. 35
Annex 2 Coronavirus Aid Relief Economic Security Act (CARES) Act (2020) p. 124
Annex 3 S.2757 - National Economic Security Strategy Act of 2018 p. 372
Annex 4 America’s Constitution p. 382
This book is about the enigmatic NESARA. It contains four
parts beyond this summary page.
The next segment, the largest, contains six sub-sections.
Discussion centers on post June 2019 political and economic
developments as publicly reported by a range of sources.
Part Three examines alternative news sources that outline
information that is implicitly and explicitly relevant to the
essence of the fabled NESARA global economic reset model.
The penultimate chapter places NESARA in the Coronavirus
COVID-19 false flag, black swan ‘plannedemic’ context.
The conclusion centers on policy and financial developments
that are unfolding in real-time that are relevant to the
possible implementation of a stealth version of NESARA.
Discussion centers around America’s place in a local financial
reset. Any version of NESARA that involves America is bound
to have profound transnational implications.
NESARA GESARA Global Currency Reset
This page is about the theory of a NESARA global currency reset. This page serves as a forum to exchange ideas and information about NESARA. This acronym noun, NESARA, is known by various names such as: The National Economic Stabilization and Recovery Act, National Economic Security and Reformation Act and National Economic Security and Recovery Act (NESARA). GESARA is a global version of NESARA. NESARA is an American-centric concept that is attributed to Dr. Harvey Francis Barnard.
Social distancing, drain the swamp, harvey barnard, harvey francis barnard, drain the swamp, donald trump, china, america, beijing, washington, nesara, gesara, NESARA National Economic Security and Reformation Act, National Economic Stabilization and Recovery Act,
National Economic Security and Recovery Act
Bitcoin one world currency digital currency cryptocurrency
N.E.S.A.R.A.
G.E.S.A.R.A.
Coronavirus COVID-19 Research Handbook (Free)The Free School
https://journalistethics.com/
Download this handbook free at the link above.
This free book is about Coronavirus COVID19. This free book is a comprehensive list of media and medical themes that surround this false flag fake news pandemic. It invites readers to adopt a critical reflective approach to reviewing information about Coronavirus COVID-19.
Coronavirus, COVID-19, COVID19, Coronavirus COVID-19, virus, sars, sudden acute respiratory syndrome, CDC, Center for Disease Control and Prevention, WHO, World Heath Organization, European Center for Disease Control, Social distancing, Donald Trump, Hydroxychloroquine, Wuhan, China, Anthony Fauci, Deborah Birx, Tedros Adhanom, Bill Gates, Vaccine, Vaccines, global financial reset, NESARA, Pandemic
This book is about the Coronavirus COVID-19 ‘event’. It is an
inventory of dominant news themes. Researchers may draw
on these topics to conduct free inquiries into COVID-19.
This text contains six major sections beyond its global
perspective introduction. The next part critically examines
COVID-19 healthcare coding and treatment practices.
The third segment outlines critical thinking research skills
that may aid free-willed COVID-19 news reporters.
Part Four examines geo-political undercurrents for the six
main players: China, Italy, Iran, Korea, the UK, and Spain.
The penultimate component explores the alleged epicenter
of the economic and human impact of COVID-19: America.
This book’s summary explores four popular theories about
the core who, what, when, where, why, and how riddles that
torment those why try to decrypt the COVID-19 scam.
The World Health Organization has apparently explained the origin of the name COVID-19 which it awarded to this newly recognized strain of the Coronavirus family.
Coronavirus COVID 19 is a novel pandemic.
https://journalistethics.com/
Free to download at this site
Project Looking Glass
Looking Glass Project may overlap with
Project Montauk, Project Pegasus etc
Project Looking Glass does not officially exist
Stephen Watkins ir0nbelly twitter account ir0nbelly
Qpost 3094
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
john trump, dr john trump, mit, Massachusetts institute of technology, tesla, nikola tesla, time travel, free energy, Montauk, project Montauk, looking glass, project looking glass, timeline 1, yellow cube, Hillary Clinton, Donald trump, president, baron trump’s marvelous underground journey, the last president, military, America, area 51, Nevada, s4, area s4, deep underground military base, dumb, technology, physics, aliens, ufo, space force, q, qanon,
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
https://journalistethics.com/
Free book available at this link
This free book is about the Coronavirus COVID-19 false flag fake pandemic that is a cover for the controlled demolition of the SWIFT financial system.
Coronavirus Fake Pandemic - Economic Reset False Flag; 12 March 2020The Free School
https://journalistethics.com/
Free book available at this link
Pandemic, coronavirus, coronavirus, covi19, flu, influenza, vaccine, who, world health organization, vaccine, china, wuhan, wuhan province, china, america, italy, iran, travel ban, stock market, wall street, false flag, president trump, ji xinping
CORONA VIRUS COVID-19 False Flag Scam Free BookThe Free School
https://journalistethics.com/
Free book available at this link
This book is about the fake pandemic Coronavirus (also known as Corona Virus) COVID 19. In a similar vein to the ridiculously over hyped Swine Flu and Bird Flu, CoronaVirus is just another fake news media over hyper designed to frighten the masses - colloquially known as fear porn. The sinking Rothschild Banking Crime family are most likely conspirators, alongside the arch beneficiary - Beijing.
Coronavirus, Corona Virus, COVID 19, pandemic, respiratory virus, virus, Wuhan, CDC, Center for Disease Control, America, China, Beijing, Donald Trump, Xi Jinping, biowarfare, panic, fear porn, Swine Flu, Bird Flu
The goal of this fake news campaign aims to collapse Wall Street, also known as Financial/Economic warfare.
https://journalistethics.com/
This book is about the House of Windsor human trafficking and child sex trafficking mafia crime family. A free link to this book is available at the link above.
Buckingham Palace, House of Windsor, Pedophilia, David Icke, Jeffrey Epstein, William, Queen Elizabeth, Harry, Kate, Meghan
https://journalistethics.com/
Free book available at this site.
Project Blue Beam, coming soon to a sky near you.
Key words : Project Blue Beam Serge Monast Deep State
This free book is about Project Blue Beam also known as Project Enoch. Project Blue Beam has not been confirmed as an official NASA project.
Project Blue Beam, Blue Beam, Serge Monast, NASA, Military, False Flag, Hologram, Rapture, Christianity, Jesus Christ, Religion, Messiah, Profit, Second Coming, Revelation
FEMA Camps, Second Amendment, United Nations, Serge Monast Rapture Christian America Hologram Holopgrahic Projection Direct Energy Military
New World Order One World Government New Age
Aliens UFO UFOs Unidentified Flying objects
Unidentified aerial phenomena
https://journalistethics.com/
Download free book at this web page
Inspired in part the by the Movie the Matrix, Keanu Reeves 1999
This book looks at ways to escape the Matrix of global slavery control.
Declare Independence, AMERICA (Dec. 2019 - FREE BOOK)The Free School
This free book is about America’s covert second War of
Independence. This Mother of all Battles is climaxing.
This text contains five main sections. The first segment
provides historical context for this revolutionary war.
The second part, ‘Marionettes’, names the five major agents
who control and contest America’s subjugation to foreign
enemies. The following section examines the tools and
tactics employed by these dark actors.
The fourth chapter titled ‘Multi-institutional’ delves deeper.
Analysis looks at how agents embedded in the frontline of
America’s economy and society act to subordinate her
destiny to a globalist Deep State crime cartel.
Concluding discussions aims to summarize the present
status of America’s invisible Second Revolution as at early
December 2019. All vessels voyage to Venice.
QAnon, President Donald J Trump, Deep State, Vatican
Can YOU believe, they put a man on the Moon ? Free book; 2019The Free School
This book is about the fate of the Apollo 11 spacecraft.
This text contains six main sections. The first segment
outlines the history of the Apollo 11 mission as
chronicled by mainstream media narratives and NASA.
The second part explores technological arguments that
support and challenge official Apollo 11 narratives. The
following section focuses on physical evidence that is
grounded on planet Earth and the Moon’s surface. The
chapter titled ‘Troops’ is about evidence offered by
those who engaged directly with the Apollo 11 mission.
I next discuss how and why NASA destroyed artefacts
related to the Apollo 11 craft and mission.
The final segment looks at the bigger picture of what
this Moon landing represents to those who aggressively
defend or question the authenticity of Apollo 11’s fate.
NASA, National Aeronautics and Space Administration, Houston, michael collins, buzz aldrin, neil armstrong, USA, America, rocket, 1969, One small step for man one giant leap for mankind, fake, hoax, conspiracy, fraud, Elon Musk SpaceX, Mars, TESLA, Space Force, Donald Trump, military, China
9/11. 119 Questions. Q1 : Where did the planes' debris go? Free Book, October...The Free School
https://journalistethics.com/
Free book available for download at this link above.
911- 119 Questions. Free 277 pages book dated October 2019. This research project documents 100 of the most critical aspects of the 911 events and orders them into a single volume. This document may contain the most comprehensive catalog of issues of interest to those who question official narratives about 911.
This book offers a thorough introduction into a matured research area that I label ‘Alternative 911 Narratives’. It exposes readers to crux and peripheral issues. You may find a few extra trivia topics in other domains. To note every bizarre coincidence and contradiction about 911 official narratives would splurge this book far beyond 119 questions. This book’s format is mostly visual. It avoids in-depth discussions that require university-level discipline specific knowledge. May you draw on this text to conduct independent, free willed inquiry based on the images, themes and open-access references provided. After reading this text, may you next consider matters such as ‘who masterminded 911?’ and ‘why did they do so?’. Afterall, establishing context is King, or Queen. This book is about four commercial airplanes that suffered a tragic fate on September 11, 2001 in the United States of America. This watershed historical event is commonly known as 911. The number 119 is an inversion of 911. This book invites people to question official narratives propagated by those who control public information. These agencies include governments and their allies such as corporate media, government funded universities and statutory commissions. This book is structured into six further sections. This section outlines official 911 narratives. The next part titled ‘White Ants’ explores 911 narratives in deeper detail, as chronicled by corporate media, Hollywood, Engineering societies and Congress Commissions. Part 4, ‘White Flags’ explores the USA PATRIOT Act (2001) enacted by Congress on October 26, 2001. Part Five, titled ‘White Papers’ explores alternative 911 narratives. The concluding sections summarize these discussions. Part seven examines the argument that the unresolved 911 and 311 justice projects are the Holy Grail of a one tier justice system in America and beyond. Please take nothing for granted in this book. Was John Lear a CIA pilot? Does Judy Wood hold a PhD? I have no idea. These noble people exist in cyberspace. This matrix is one sick psy-op.
NORAD World Trade Center Twin Towers North Tower South Tower Bush Cheney
911 Commission 9/11 Commission Report September 11 2001
Donald Trump - Nostradamus Governor of the Army ProphecyThe Free School
This book explores the Nostradamus Century III Number 81 prophecy.
Le grand criard sans honte audacieux,
Sera esleu gouuerneur de l'armee:
La hardiesse de son contenteur
Le pont rompu, cité de pur pasmee.
The great shameless, audacious bawler,
He will be elected governor of the army:
The boldness of his contention,
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takes nothing for granted. Part 1 of this volume titled ‘Who’ defines Assange’s narrative.
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with reference to his Wikileaks related ventures. The following two parts explore ‘where’ and
‘when’ matters concerning the same context. This section concludes by presenting a bullet point
summary of key milestones of Julian Assange’s involvement with Wikileaks since 2006.
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modus operandi at the organizational level, separate to its founder, Julian Assange. This section
also explores victories, external criticisms and setbacks of Wikileaks over the past 13 years.
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Wikileaks as at mid-August 2019.
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For more information, visit-www.vavaclasses.com
1. Tel. 61 2 888 00 300
http://thefreeschool.education
English for Academic Purposes
(EFL interdisciplinary stream)
Teaching week 2: Speaking - pronunciation and contexts
Commences Monday: 10 October 2016
Presenter: Andrea Jalonek
Greetings colleagues,
There were some interesting and thoughtful discussions posted on the discussion forum
this week. Jay and I enjoyed reading them all. One thing we noticed in the posts is that
spelling and grammar sometimes do not conform to principles of English for Academic
Purposes (EAP). We can see that people are trying and this effort is appreciated.
This week there will be two structures for the lecture notes.
Part A: EAP grammar - this is a spontaneous inclusion.
Part B: The usual lecture structure for topic ‘Speaking – pronunciation and contexts’.
You may bypass Part A if you are confident with you English grammar skills.
The Team.
2. English grammar
Command of English language grammar is an assumed skill in most post-secondary
courses. English language grammar will rarely be taught in the classroom. If you make
mistakes with spelling and grammar, you may be penalised if this category appears on
the marking rubric. Your assessors may highlight errors and show corrections on your
assessment. This practice may vary by college, course and assessor.
Most university courses award the vast bulk of your credit for assessments for the
accuracy of your technical content and argument. This type of scenario is common:
“Maria wrote a very good research report for the undergraduate unit ‘Business
Statistics’. She critically engages with relevant theoretical principles at all times. She
also uses excellent examples and poses an argument that is innovative. However her
spelling and grammar intermittently makes mistakes from start to finish. The examiner
awards an overall score of 90% (A+ or High Distinction) for content and deducts a
further 5% for intermittent grammar mistakes. Overall score 85% (A+ or High
Distinction)”.
This statement above is illustrative of how many examiners do not place very strong
weight on spelling and grammar in certain disciplines, especially for assessments that
mostly involve quantitative calculations and the use of formulae.
As a general rule, students are expected to display strong spelling and grammar in Arts,
Humanities and Social Sciences programs which are more descriptive than quantitative.
Students should show mastery of English grammar if they are enrolled in subjects
where English literature is central to the assessments. These sub-fields include:
creative writing, culture studies, philosophy, linguistics, history and English literature.
3. Nouns
Always use capital letters (also known as ‘upper case’) for the first letter of proper
nouns.
You do not need to use capital letters for nouns that are not proper nouns. The names
of animal categories (e.g. cats) and plant categories (e.g. flowers) are examples of
nouns that are not proper nouns.
Lower case letter example: d for dog
Upper case (capital) example: D for Darwin, which is a capital city.
There are many types of proper nouns so it is difficult to list every example.
4. The most common types of proper nouns are:
Proper noun Examples
People’s names Ellen
J.K. Rowlings
Dr. Martin Luther King
Names of organisations and products Royal Thai Airlines
Ipad Deluxe (model 123A)
A person’s official title Professor Marie Curie
Vice President - Finance, Apple Corp
Names of places Phnom Penh, Cambodia
Trafalgar Square, London England
Names of venues and buildings Wembley Stadium
Arthur Ashe Stadium
Addresses 10 Downing Street, London England
Red Square, Moscow
Structures with formal names/titles Taj Mahal
Sydney Opera House
Other formal items/objects The Popemobile
Air Force One
United Airlines Flight No. JFK777
Always use capital letters for acronyms. Acronyms are abbreviations for nouns.
Examples:
UN or U.N. = United Nations
PRC or P.R.C. = People’s Republic of China
Always define your acronyms at first use. Sentence example:
In 2010, I was an exchange student who studied Finance in the Democratic People’s
Republic of Korea (DPRK). I resided in Pyongyang during the 12 months that I lived and
worked in the DPRK.
5. Apostrophes ’
You should use an apostrophe to denote ownership. Ownership may belong to a living
being (e.g. an animal) or a non-living entity such as a vehicle.
If one person, animal, plant or another entity/object is the owner, you place the
apostrophe before the s.
Examples:
Owner Sentence
Person Ellen’s television program is famous globally.
Institution Most of Yale University’s students live in Connecticut.
Animal The dog’s mother is a Husky breed.
Plant The flower’s petals are wilting.
Other entities:
Nation
Object
Organisation
Bhutan’s citizens can obtain a passport for no fee.
The book’s pages are fading.
This temple’s worshippers are all citizens of Laos.
You place the apostrophe after the s if there is more than one owner.
Examples:
Owner Sentence
Person Taiwanese citizens’ collective wealth.
Institution African universities’ endowment funds.
Animal These dogs’ mothers are all Huskies.
Plant Those bunches of flowers’ petals have different colours.
Other entities:
Nation
Object
Organisation
These citizens’ passports have all expired.
These five books’ authors are popular.
These seven temples’ worshippers are aged under 50.
6. Plurals of nouns, verbs and adjectives
Verbs are action words such as ‘run’.
Adjectives are descriptive words such as ‘beautiful’.
Many scholars who write using English as a Foreign Language (EFL) struggle to use
the plural form correctly because their native language does not distinguish between
singular (one) or plural (two or more) forms.
Singular word (example): Student
Plural word (example): Students
For most words, you add an s to the end of the word to convert it from singular to plural.
This general rules applies for nouns, verbs and adjectives.
There are exceptions to this general rule. Some of these exceptions include:
Words ending in ‘ife’
Life (singular). Lives (plural). Wife (singular). Wives (Plural).
Words ending in ‘y’.
Noun: Butterfly (singular), butterflies (plural).
Verb: Try (singular). Tries (plural).
For further details, see:
Oxford Dictionary (2016), Plurals of nouns,
<https://en.oxforddictionaries.com/spelling/plurals-of-nouns>. Accessed 10 October
2016.
7. Structure
Do not compose one long single block piece of writing. Break your discussion into
paragraphs. Each paragraph should focus on one single idea or argument.
Most academic pieces of writing start with an introduction, a main body of discussion
and a conclusion. This structure applies to the entire body of work such as one essay.
This structure may also work for an extended paragraph.
This three part structure is not usually appropriate for a discussion post of 150 words. A
post this simple may stick purely to the argument, which is the same as the body of
discussion. No introduction or conclusion is required for a post of circa 150 words.
If you struggle to structure your discussion thread you could follow this simple format:
● Introduction sentence that opens with an argument (circa 20 words). Start a new
paragraph and insert a blank line;
● Compose approximately seven sentences of discussion about one idea (circa
140 words). Start a new paragraph and insert a blank line;
● Concluding sentence (circa 20 words).
Total words: 180. If you follow this structure, you should write a few extra words above
the minimum of 150 words, as this structure works best for longer pieces of writing.
The sample ‘discussion post’ written by Jay at the end of this presentation shows an
example of this 20/140/20 structure. This format is a suggestion for those who struggle
at present to develop their own suitable structure for posting a discussion thread. There
are many variations to this structure that are acceptable.
8. Tenses
Please distinguish between past, present and future tenses.
As a general rule, many past tenses end with ‘ed’. Current tenses end in ‘ing’ in many
instances. You may create a future tense using a preposition such as ‘shall’ or ‘will’ and
place this before a verb.
Examples of verb tenses:
Past tense Present tense Future tense
Studied Studying Will study
Travelled Travelling Shall travel
Exceptions (irregular):
Wrote
Met
Writing
Meeting
Will write
Shall write
Formal writing style
To place this discussion in context, I suggest that you re-read some of the posts which
appear on the discussion board during week 1.
http://chat.thefreeschool.education/forum87.html
I also suggest that you next re-read some of the text that appears in the discussion
notes above.
After you read some of this material, consider these issues:
1. The tone of the voice of both sources (student posts compared to this document);
2. The spacing and layout of both sources.
9. This document aims to write in a serious tone that shows respect for its audience at all
times.
The author of this document takes you seriously as a scholar. I aim to have fun and
keep the atmosphere relaxed and enjoyable even though I write seriously!
Reconsider the sentence I typed above:
(A) “This document aims to write in a serious tone that shows respect for its audience.”
I could have written the same message as follows:
(B) “Hey, take note folks how I’m being good to you guys and don’t talk down to you by
writing a bunch of junk in a way that aint serious”.
Sentence (A) writes using English for Academic Purposes (EAP). The tone is formal - it
uses correct spelling and grammar at all times. It shows respect for the audience by
speaking to them as adults in a professional manner similar to the way that staff from
organisations write to their customers and partners.
Sentence (B) is informal and has a colloquial (‘street talk’) sound to it. This does not
adhere to principles of using EAP.
Andrea and Jay will use the EAP style at all times during this course.
We would both like to relax our style and sometimes avoid using EAP. However, given
that this is an EAP course, we think that it is best teaching practice to lead by example
and always use an EAP style. This way you will not have to decide for yourself whether
the instructors are using the EAP style in certain sections of our discussions.
It may take weeks, months or years to develop a ‘sixth sense’ that enables you to
automatically determine whether a piece of writing uses the EAP style.
10. As a general rule, the following sources will virtually always use EAP when the
discussion engages with principles that relate to teaching and learning in the college
environment:
1. Peer reviewed journal articles;
2. Textbooks printed by scholarly publishers such as Routledge;
3. Other scholarly publications such as university theses and conference papers.
Referencing
Please follow the American Psychological Association (APA) 6th edition referencing
style guide.
Muhlenberg College Trexler Library (2016), APA style,
<http://www.muhlenberg.edu/library/reshelp/apa_example.pdf>. Accessed 10 October
2016.
A simplified interpretation of the APA style requires the following basic details.
Books (order of listing):
1. Surname and initial/s of the author/s
2. Year of publication
3. Title of publication
4. Location of the publisher
5. Name of the publisher.
Example (open-access resource):
Brown, C. & Brown, P. (2010), English grammar secrets, London, England: Macmillan
Press.
<http://www.sasistanbul.net/md/wp-content/uploads/FI-English-Grammar-Secrets.pdf>.
Accessed 10 October 2016.
11. Journal articles (order of listing):
1. Surname and first initial/s of the author/s
2. Year of publication
3. Title of the article
4. Title of the journal
5. Volume number and issue number
6. Page range.
Example (open-access resource):
Thompson, P. & Tribble, C. (2001), Looking at citations: Using corpora in English for
academic purposes, Language Learning and Technology, 5(3), 91-105.
<http://llt.msu.edu/vol5num3/thompson/>. Accessed 10 October 2016.
This concludes our discussion of EAP grammar. We continue in Part B with the weekly
lecture.
12. PART B: Weekly lecture
1. Miscellaneous announcements relevant to the course.
The School has created an English as a Foreign Language web-page at:
http://www.thefreeschool.education/efl-resources.html
You may find some of these resources useful for this course and for other contexts.
2. Discuss questions asked by the cohort.
Teaching week 1: the YouTube presentation titled:
“Academic English: How Is It Different? - An interview with Martin Hewings”
https://www.youtube.com/watch?v=29nizxc8k5k
Martin made the point that the frequency (“repetition”) of use of certain words is a
defining feature of English for Academic Purposes. This is a valid point. We did not
include this point in our list of features that distinguish EAP from the use of English in
other contexts as we were interested to see if anyone else would detect this point after
reading the course material. Credit to those who added this point in their discussion.
We amend our discussion from last week and state that the following points distinguish
EAP from other contexts such as colloquial ‘street talk’:
1. Diplomacy (avoid using vulgar or insulting words and phrases);
2. Formality (avoid slang and always adhere to English grammar rules);
3. Writing in a critical way as opposed to writing narratively;
4. Using discipline-specific vocabulary;
5. Using a logical structure to present your argument.
13. 6. Repetition of words that are more popular in the scholarly domain and using these
words more often they appear in other domains such as the private sphere and the work
sector.
The use of the word “dissertation” by research students and their supervisors is an
example of a word that has a stronger association with EAP than other English
language contexts. This use of this word is not exclusive to the academic domain. The
use of this word in the academic domain occurs more frequently.
Examples of dialogue and repetition:
Job interviewer: “Did your Masters Degree program include a dissertation?” (One
usage).
Respondent: Yes it did.
Barbie talking to husband Ken at home: I remember the day we met in the library when I
was finishing my dissertation on my iPad (one usage).
Ken: Oh yes, what a wonderful day!
Research candidate: Excuse me supervisor, have you read chapter one of my
dissertation?
Supervisor: Yes and I have a few concerns with your dissertation. Examiner’s expect a
dissertation to have a separate methods chapter. Your dissertation concerns me, as you
gloss over this issue and merge your methods briefly in your dissertation’s introduction
chapter (5 uses).
3. List open-access scholarly material for the current week.
You may find material at this website useful for listening to spoken dialogue:
http://learnenglish.britishcouncil.org/en/listen-and-watch
Can you distinguish between titles that have a formal EAP name and those with a
street-talk title? On the home page, look for these two titles:
● “Word on the Street”
● “I wanna talk about …”
14. Optional reading material (this relates to Part A of this lecture):
‘Advanced grammar writing skills for assessments, dissertations and theses’
http://www.thefreeschool.education/esl-resources.html
4. Introductory discussion to the topic.
This week we look at how spoken English is used in a range of contexts. The YouTube
presentations listed in section 5 provide a foundation for our class next week that
focuses on EAP contexts.
The first part of this presentation looks at the most common accents which exist among
native speakers of the English language and others who adopt the accents of native
speakers. As a student and working professional you will be exposed to a range of
British accents, American accents and other regional accents such as Australian,
Canadian and New Zealand accents. Within each region there are multiple variations.
We identify the dominant features that distinguish spoken English in academic contexts
from other situations such as socialising in the private sphere. We also examine the
contexts where you will be required to use EAP in educational settings.
5. YouTube Introduction to support the introduction.
These YouTube presentations offer an overview of the most common types of accents
that exist among native English language speakers and others who adopt these
accents.
This first presentation looks at British accents
https://www.youtube.com/watch?v=nDdRHWHzwR4
The second presentation looks at American accents.
15. https://www.youtube.com/watch?v=m3g51xfopIE
You may find examples of other regional accents (e.g. Singaporean spoken English)
using Google Searches and/or YouTube searches.
6. Topic discussion - detail.
A person who is a native or non-native speaker of the English language may speak
English in academic and other (i.e. non academic) contexts.
Non academic contexts include:
1. The private sphere: home, family settings, leisure and social events.
2. The public sphere: work and public events such as giving a speech to an
audience.
In most cases people use their EAP skills (i.e. reading, writing, listening and speaking)
in the public sphere: at work and in educational contexts. These two contexts may
overlap. An educational conference targeted towards working professionals is an
example of an overlapping context where participants may mostly use EAP to
communicate.
The two presentations in section 5 adopt an EAP style. These presentation are formal.
The presenters avoid using slang words and phrases. They also treat treat their
audience as intelligent people. These presentations have a clear structure and the
content is intended for the teaching and learning environment.
Compare the two presentations in section 5 to this presentation which does not use
EAP. This entertaining presentation uses so-called ‘colloquial English’. This is an
informal style of English that may be regarded as so-called ‘street talk’.
https://www.youtube.com/watch?v=m3g51xfopIE
16. 7. Connect the content taught in the current week to the assessments.
Advanced spelling and grammar skills are in demand by employers.
I encourage you to consider putting much effort into your 150-word post this week. You
only need to post 1 thread for 10 of the 12 topics covered in this course. This is a topic
that you may prioritise because it is a good addition to include in your portfolio of
achievement for course EAP1001. EAP grammar is also a good topic to include in your
critical reflection journal (assessment two). You may return to this sub-forum (teaching
week 2) and assessment one at the conclusion of this course and reflect on how you
can demonstrate advanced knowledge gained from this presentation.
8. Instructions for how to proceed after reading the instructor’s notes.
You may reflect on the optional PowerPoint presentation at the conclusion of this
course. This is the optional reading listed in section 3. above. If you return to this
presentation at this conclusion of this course, it may make more sense to you than it
does at present.
Please post your discussion thread under teaching week 2. You may post less than 150
words or more than 150 words for each post. Only posts greater or equal to 150 words
excluding references may be used to earn credit for the optional first assessment.
9. Optional discussion questions set by the tutor.
1. Did you read the optional presentation? How much of it did you read? It you
abandoned reading this presentation, explain where you abandoned your reading and
why you made this decision. Do you plan to return to this presentation at the end of this
course?
2. What parts of the EAP grammar discussion (Part A) do you find difficult to
understand?
17. 3. Did you learn anything from Part A of these lecture notes? If so, what did you learn
and how can you use this for your academic writing?
10. Discussion and questions put forward by participants.
Please post your own thoughts, arguments and questions on the discussion board for
teaching week 2.
Sample 150-word post by Jay
Note how the writer uses a critical tone. This is welcome and encouraged.
This presentation offers a basic introduction into English grammar in the EAP context,
whereas I would have preferred an intermediate to advanced discussion.
I am a native Arabic speaker and have been studying the English language and EAP
intermittently for the past five years. There are numerous topics about English grammar
that I struggle to understand and these are not included in the notes above. For
example, I have difficulty understanding these concepts: ‘adverbs’, ‘continuous present’,
‘present perfect’ and ‘pronouns’. Those who are unfamiliar with these terms may consult
the ‘Grammar Guide’ published by National Geographic (pp. 279–317). How these
principles of grammar relate to EAP is an issue that is not clear. I wish that more
academic examples that relate to Science and Arts disciplines were used in the plural
and apostrophe tables. I note that spelling was referred to in passing as an EAP skill,
yet no tools for enhancing our spelling were offered.
The absence of a discussion of intermediate to advanced principles of English language
grammar reinforces Andrea’s valid argument that English language grammar is an
assumed skill within most post-secondary courses.
18. Reference
National Geographic (2016), Grammar for the real world (Grammar context, Chapter 9,
pp. 279–317), Boston, USA: Cengage Learning.
http://ngl.cengage.com/assets/downloads/grcontext_pro0000000013/in_context_2_su.p
df
Accessed 10 October 2016.
______________________________________
Have a great week.
Bye for now.
The Team: Andrea and Jay