Improving descriptive
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The document provides advice on how to improve descriptive writing by making it more engaging. It suggests techniques like using punctuation for effect, similes, context, varied word order, descriptive adjectives, and discursive markers. An example of a bland description of a friend is given, and then improved upon using some of the suggested techniques to make the writing more lively. Readers are then asked to try applying the techniques to describe someone they know and have their writing rated.
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Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
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[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
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Thursday. It's not something you're looking forward to. But that's alright
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ly and . mark whatever you see. Say something about the introduction.
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10003553
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Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
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[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
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Running head Design Project Proposal .docx
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14
m
Q_
:;§
(D
::J
Q_
'<
OJ
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:::,-
0
Ll
-o
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;::+
(f)
3
0
c -:::,-
z
I
OJ
0
'<
::J -0
::J
0
0
0
"' -o
c
0"
(f)
:::,-
(0
Ul
(f)
(f)
(f)
Responding Really
Responding to Other
Students' Writing
Richard Straub
Richard Straub lives on the borders of Tallahassee and teaches
courses in writing, rhetoric, and literature at Florida State
University. The focus of much of his work is on reading, evaluating,
and respondmg to student writing. He is from Dunmore,
Pennsylvania.
Okay. You've got a student paper you have to read and make comments on for
Thursday. It's not something you're looking forward to. But that's alright
h k Th · ' • you
t m . ere tsn t really all that much to it. Just keep it simple. Read it quick-
ly and . mark whatever you see. Say something about the introduction.
about details and examples. Ideas you can say you like. Mark any
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Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020 —continued— Checklist for .docx
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Este documento explica como organizar dados quantitativos coletados em classes de frequência para facilitar a análise. Primeiro determina-se o número de classes e a largura de cada uma. Em seguida, definem-se os limites inferiores e superiores de cada classe. Por fim, conta-se a frequência de dados em cada classe para gerar a distribuição de frequência.
Apresentar dados na forma de distribuição de frequências
Este documento explica como organizar dados quantitativos coletados em classes de frequência para facilitar a análise. Primeiro determina-se o número de classes e a largura de cada uma. Em seguida, definem-se os limites de cada classe. Por fim, conta-se a frequência de dados em cada classe, gerando a distribuição de frequência.
Determinar frequências absoluta, relativa e relativa percentual
Este documento explica como calcular diferentes tipos de frequências para dados estatísticos, incluindo frequências absolutas, relativas e acumuladas. Apresenta um exemplo de uma tabela de frequências para notas de 40 alunos, mostrando como calcular cada tipo de frequência para organizar e analisar os dados de maneira estatística.
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O documento descreve as negociações entre a FRELIMO e o governo português em 1974 que levaram à independência de Moçambique. Discute também os objetivos da educação revolucionária moçambicana de criar um "Homem Novo" e desenvolver uma nova mentalidade e sociedade após a independência.
Cad program account
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The transfer of the Portuguese court to Brazil in 1808 was a significant step toward Brazilian independence. It elevated Brazil's status and made recolonization difficult. Brazilian independence was achieved in 1822 due to factors like British support, restrictions on Brazilian trade, and Dom Pedro's refusal to return to Portugal. After independence, Brazil experienced political turmoil but stabilized under Emperor Dom Pedro II. Slavery ended in 1888. The economy initially relied on exports like sugar, cotton, and coffee, with infrastructure and industry developing in the late 1800s. However, Brazil faced growing international competition in exports by 1900.
Caribbean freedom peasantry- w. k. marshall
1) The document discusses the development of peasantry in the British West Indies since emancipation in 1838. It describes how former slaves left plantations to become small-scale farmers and landowners, establishing villages and diversifying agriculture.
2) It outlines three periods of peasant growth: establishment from 1838-1860 as they acquired land; consolidation from 1860-1900 as cash crops replaced subsistence farming; and saturation from 1900 as opportunities declined in some islands.
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10003553
This document discusses the properties and reactions of amines. It describes how amines are moderately polar and soluble in water due to hydrogen bonding. Their boiling points are higher than non-polar compounds due to intermolecular hydrogen bonding. Amines are basic due to the lone pair of electrons on nitrogen. Common reactions of amines include salt formation, alkylation, conversion to amides, aromatic substitution, Hofmann elimination, and formation of diazonium salts. Diazonium salts can undergo replacement or coupling reactions.
Dimensions in engineering_drawings
This document discusses dimensions in engineering drawings. It defines dimensions as numerical values that define the size, location, and other geometric characteristics of a part. The document outlines fundamental rules of dimensioning, such as only defining the size and position of each feature once and dimensioning features in the view where their shape is best shown. It also provides guidelines for good dimensioning practice, such as leaving space between dimensions and views and placing longer dimensions outside shorter ones. Dimension styles for different geometric features like cylinders, angles, and arcs are demonstrated. The document concludes with examples of incorrect dimensioning.
17 surface roughness-and_machining_symbols_full
The document discusses surface textures and machining symbols. It covers topics such as how surface conditions can vary depending on whether a part is machined, cast, or forged. It also addresses what type of surface is needed for a product's function, including smooth, rough or patterned surfaces. The document provides examples of machining symbols and notes on indicating machining allowances and surface roughness.
Instruction Verbs in Essay Questions
The document provides definitions and explanations for common instruction verbs used in essay questions. It lists verbs such as analyze, argue, compare, conclude, critique, define, describe, discuss, evaluate, explain, identify, and summarize. It explains the meaning and what is required by each verb in terms of the level of critical thinking and type of response expected. The document also provides tips for understanding the assignment question such as identifying key words and checking meanings to clarify what is being asked.
Siegfried Sassoon, Wilfred Owen & WWI
This document provides a summary of Siegfried Sassoon and Wilfred Owen's experiences during World War I that influenced their poetry. Both men volunteered for the war due to propaganda but became disillusioned after witnessing the horrors of trench warfare. Sassoon came from a wealthy family but found the war nothing like the glory depicted. Owen was from a humble background and also became shocked by the human losses and suffering of soldiers. Both poets were treated for shell shock and used their experiences to write realistic poems that condemned the war and portrayed the miserable conditions faced by soldiers. Sassoon's poems expressed anger at those who caused or prolonged the war without regard for soldiers. He sought to convey the true psychological experiences of being in
The Mother's Sons: Katharine Tynan's War Poetry
This document provides an analysis of Katharine Tynan's war poetry, focusing on her portrayal of motherhood during wartime. Tynan personalizes war through her poems by depicting the experiences of mothers with sons serving in the war. Unlike many male war poets who wrote about their battlefield experiences, Tynan does not describe the atrocities of war directly. Instead, she portrays the various facets of motherhood in wartime through poems published in collections like Flower of Youth, The Holy War, and Late Songs. The analysis seeks to highlight Tynan's contribution to writing about the human impact of the war from the perspective of non-combatants waiting at home, in particular mothers worrying for their sons at the front.
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Apresentar dados na forma de distribuição de frequências
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Apresentar dados na forma de distribuição de frequências
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Chapter 5
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Chapter 6
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