The document discusses the three main purposes of author's writing: to entertain, inform, or persuade. It provides examples of different types of texts that serve each purpose and how to identify the main purpose of a given text. The purpose of entertainment writing is to amuse readers, informational writing is to enlighten them, and persuasive writing is to convince them or get them to do something. It concludes with a practice identifying the purpose of different example pieces of writing.
The document discusses key components of an academic argument, including establishing a clear motive, claim, and supporting evidence. It emphasizes that academic arguments aim to be logical, reasonable, respectful of opposing views, thoughtful, and helpful. The document also outlines how writers can appeal to credibility, emotion, and logic to convince readers of their argument. Overall, it provides guidance on constructing a strong academic argument through establishing a clear thesis and supporting it with valid evidence.
This document discusses understanding the purpose and tone of writing. It defines purpose as the author's reason for writing about a topic. The common purposes for writing are to inform, persuade, and entertain. It also discusses tone, which is the author's attitude or emotion toward the topic. Tone can be objective and factual or subjective and emotional. The document provides examples of determining a writer's purpose and examples of tones used in writing.
This document discusses the power of stories and their ability to impact people viscerally. It provides examples of how stories were used effectively in shaping health policy in Kentucky over 10 years. Stories connected with people on emotional and personal levels in a way that transformed the state from being pro-tobacco to anti-tobacco and helped diversify agriculture. The Community Farm Alliance used stories and collaborative efforts to break down barriers between farmers and health groups to influence policy change.
This document provides instructions and writing prompts related to Greek mythology. Students are asked to finalize their Greek mythology wanted posters and present them, describing the visual depiction and written paragraph. They are then given a 5 minute writing prompt to describe a time they acted heroically, addressing questions about spontaneity, obstacles, assistance received, heroic qualities, and comparison to another hero. Definitions of qualities that make a hero and a profile of the hero Odysseus are also included.
This document provides background information about the children's book "Because of Winn-Dixie" by Kate DiCamillo. It discusses the genre of realistic fiction and provides a 3 sentence summary of the plot. Additionally, it outlines comprehension skills and strategies for sequencing events, summarizing, and determining an author's purpose. Vocabulary words with suffixes -ful and -ly are also defined. Review questions about the story and vocabulary are included.
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
The document discusses the three main purposes of author's writing: to entertain, inform, or persuade. It provides examples of different types of texts that serve each purpose and how to identify the main purpose of a given text. The purpose of entertainment writing is to amuse readers, informational writing is to enlighten them, and persuasive writing is to convince them or get them to do something. It concludes with a practice identifying the purpose of different example pieces of writing.
The document discusses key components of an academic argument, including establishing a clear motive, claim, and supporting evidence. It emphasizes that academic arguments aim to be logical, reasonable, respectful of opposing views, thoughtful, and helpful. The document also outlines how writers can appeal to credibility, emotion, and logic to convince readers of their argument. Overall, it provides guidance on constructing a strong academic argument through establishing a clear thesis and supporting it with valid evidence.
This document discusses understanding the purpose and tone of writing. It defines purpose as the author's reason for writing about a topic. The common purposes for writing are to inform, persuade, and entertain. It also discusses tone, which is the author's attitude or emotion toward the topic. Tone can be objective and factual or subjective and emotional. The document provides examples of determining a writer's purpose and examples of tones used in writing.
This document discusses the power of stories and their ability to impact people viscerally. It provides examples of how stories were used effectively in shaping health policy in Kentucky over 10 years. Stories connected with people on emotional and personal levels in a way that transformed the state from being pro-tobacco to anti-tobacco and helped diversify agriculture. The Community Farm Alliance used stories and collaborative efforts to break down barriers between farmers and health groups to influence policy change.
This document provides instructions and writing prompts related to Greek mythology. Students are asked to finalize their Greek mythology wanted posters and present them, describing the visual depiction and written paragraph. They are then given a 5 minute writing prompt to describe a time they acted heroically, addressing questions about spontaneity, obstacles, assistance received, heroic qualities, and comparison to another hero. Definitions of qualities that make a hero and a profile of the hero Odysseus are also included.
This document provides background information about the children's book "Because of Winn-Dixie" by Kate DiCamillo. It discusses the genre of realistic fiction and provides a 3 sentence summary of the plot. Additionally, it outlines comprehension skills and strategies for sequencing events, summarizing, and determining an author's purpose. Vocabulary words with suffixes -ful and -ly are also defined. Review questions about the story and vocabulary are included.
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
This document discusses how to identify themes in literature. It defines a theme as a universal idea or lesson presented throughout a work, not just its main idea. Some common themes mentioned include friendship, love, and adversity leading to triumph. The document instructs readers to look for recurring ideas and ask what the author wants them to think about after finishing. When answering questions about a work's theme, students should provide examples from the text alongside analysis of how those examples illustrate the theme.
This document contains discussion questions and analysis about the short story "Girl" by Jamaica Kincaid. It includes questions about the narrator, characters, tension between the mother and daughter, and time period. There are also notes about stream of consciousness writing and how the story is written as one long run-on sentence. The document analyzes that the story's structure is entirely one sentence and that the mother's tone is commanding as she demands much from her daughter, maintaining control over her.
This document provides an overview of feature writing. It defines feature writing as an in-depth look at a person, situation, or place that is not breaking news. Feature stories make the familiar new and the new familiar by exploring overlooked or underappreciated topics. The primary purposes of feature writing are to entertain, explain, teach, suggest, examine, narrate, tickle, comment, and analyze trends. Various types of features are described, including news features, personality profiles, human interest stories, and investigative features. Guidelines for crafting effective feature stories discuss using short sentences and paragraphs, easy words, personal words, active verbs, transitions, quotes, and more. The thinking and writing process for features is also outlined.
Anti reading of the text Old man and the sea DiptiGohil1
This paper analyzes Ernest Hemingway's novel "The Old Man and the Sea" from an anti-reading perspective. It summarizes the key plot points of the novel, which follows an old fisherman's struggle to catch a giant marlin and his battle with sharks. The paper then challenges the traditional interpretation that the story represents a hopeful message about the connection between struggle and success. It argues that in reality, many people struggle without achieving success and provides examples from fields like sports, business, politics and film to support this view. The conclusion is that while struggle may be a part of routine life, it does not necessarily guarantee success.
Tips and techniques that help build your book from start to finish. What are publishers looking for these days? Learn the crucial elements to fulfill your editorial vision.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides lesson materials for an English class on Frederick Douglass, including:
1) A writing prompt asking students to choose someone to write a biography about and explain why in a letter.
2) A discussion on the "Curse of Ham" and how it was used to justify slavery. Students are assigned to make propaganda posters against this justification.
3) A reading and discussion of Chapters 6-7 where students compare Douglass's experience learning to read to their own experience in an analytical paragraph.
This document summarizes a presentation on the mystery of storytelling. It discusses that storytelling is difficult because the primary relationship in crafting a story should be with the audience, not the characters. It also discusses the physical reactions audiences have to creative storytelling, such as clapping, smiling, and increased heart rate. Finally, it emphasizes that all aspects of storytelling, such as music, characters, and endings, should be audience-centric.
This document summarizes a presentation on finding and shaping original story ideas. It discusses generating an initial spark of an idea, then developing it by exploring what the plot is, who the characters are, what's at stake, and how it begins, progresses, and ends. It emphasizes focusing ideas through divergent and convergent thinking. The presentation also covers turning ideas into narratives and writing the full novel or story.
This document summarizes a presentation about the challenges of storytelling and how to focus on the audience. It discusses that storytellers should primarily focus on the audience rather than the characters. It also highlights that storytelling elicits physical reactions from audiences like clapping, smiling and laughing. The document emphasizes that a good story should have accessible characters that engage the audience and communicate to different audience types. It compares American and European movies in terms of audience reaction and concludes that all aspects of storytelling should be audience-centric.
The document outlines objectives and activities for a lesson that asks students to analyze differences between traditional and modern lifestyles, including summarizing the poem "Lost" which expresses feelings of disconnection from ancestral heritage due to being raised in the city. Students are then asked to complete group activities and questions exploring concepts from the lesson.
The document provides instructions for students to write a rough draft of a rant poem on a topic of their choosing, have a peer review and provide feedback using a review form, and potentially revise based on the peer feedback before submitting the final rant poem. Students are given guidelines on the length, content, and language for their rant poems.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It provides discussion questions and writing prompts for students to reflect on the significance of events by describing actions, feelings over time, and present perspectives. The goal is for students to form a thesis statement about the importance of an event in their life.
This document summarizes a presentation about storytelling. It discusses that storytellers should primarily focus on the audience, not the characters. It also discusses the importance of having accessible characters that engage the audience. Additionally, it notes that storytelling should be audience-centric and aim to communicate with different types of audiences. The document emphasizes that the audience looks at themselves when listening to a story, so storytellers should design their stories with the audience in mind.
The document discusses author's purpose and the three main purposes for writing: to entertain, inform, or persuade. It provides examples for each purpose and instructs how to determine an author's purpose by considering if a text is a story, poem, or play meant to entertain; teaches or shows how to do something meant to inform; or tries to get the reader to do something meant to persuade. It then gives a practice activity identifying the author's purpose for 10 short text descriptions.
The document discusses three main reasons for writing: to inform, to persuade, and to entertain. Writing to inform, also called expository writing, explains or shows facts about a topic. Writing to persuade attempts to influence the reader's opinion through arguments. Writing to entertain includes narratives, stories, poems, and scripts, which have the primary purpose of amusing the reader.
The document discusses the different reasons why authors write texts. It states that authors may write to entertain, persuade, or inform. It provides examples of text types for each purpose - stories, poems, and plays to entertain; advertisements and speeches to persuade; and essays, instructions, and reference texts to inform. The document concludes by noting it is important to understand an author's purpose when reading and provides questions to help identify if a text aims to entertain, persuade, or inform.
The document provides information about writing novels and getting published. It discusses:
1) The importance of storytelling and keeping readers engaged by making them want to turn the page.
2) The main elements needed for a successful novel - strong characterization, an engaging plot with action, and maintaining the reader's suspension of disbelief.
3) Tips for developing ideas like reading widely, generating character details and exotic titles, and plunging the hero into trouble from the start.
The Gettysburg Address was a speech given by President Abraham Lincoln on November 19, 1863 at the dedication ceremony for the Soldiers' National Cemetery in Gettysburg, Pennsylvania, four and a half months after the Union armies defeated those of the Confederacy at the Battle of Gettysburg. In just 272 words, Lincoln framed the Civil War as a struggle for equality and national unity to preserve the principles of human liberty and popular government espoused in the Declaration of Independence. Though initially received with mixed reviews, it has since become one of the most famous, quoted, and analyzed speeches in American history, seen as a masterpiece of rhetoric that inspires future generations to fight for freedom and equality.
This document discusses different types of writing and their purposes. It explains that writing can aim to inform by presenting facts, persuade by making an argument, or entertain through narratives and poetry. Informative or expository writing explains facts about a topic, persuasive writing expresses an opinion and may use facts to support it, and narratives and poetry are written to entertain readers.
This document provides information about writing novels, including the genres of mainstream and genre fiction, developing characters, plots, and action, as well as getting a novel published. It discusses that novels require strong storytelling ability through compelling characters, plots, and pacing to engage readers. Successful novels are grounded in truth but present something familiar in a new way to publishers and audiences.
The document discusses identifying an author's purpose in writing. It provides examples of different purposes including to inform, persuade, and entertain. It explains that to inform means providing facts, to persuade means making arguments to convince readers, and to entertain means amusing readers through stories, poems, or plays.
This document discusses how to identify themes in literature. It defines a theme as a universal idea or lesson presented throughout a work, not just its main idea. Some common themes mentioned include friendship, love, and adversity leading to triumph. The document instructs readers to look for recurring ideas and ask what the author wants them to think about after finishing. When answering questions about a work's theme, students should provide examples from the text alongside analysis of how those examples illustrate the theme.
This document contains discussion questions and analysis about the short story "Girl" by Jamaica Kincaid. It includes questions about the narrator, characters, tension between the mother and daughter, and time period. There are also notes about stream of consciousness writing and how the story is written as one long run-on sentence. The document analyzes that the story's structure is entirely one sentence and that the mother's tone is commanding as she demands much from her daughter, maintaining control over her.
This document provides an overview of feature writing. It defines feature writing as an in-depth look at a person, situation, or place that is not breaking news. Feature stories make the familiar new and the new familiar by exploring overlooked or underappreciated topics. The primary purposes of feature writing are to entertain, explain, teach, suggest, examine, narrate, tickle, comment, and analyze trends. Various types of features are described, including news features, personality profiles, human interest stories, and investigative features. Guidelines for crafting effective feature stories discuss using short sentences and paragraphs, easy words, personal words, active verbs, transitions, quotes, and more. The thinking and writing process for features is also outlined.
Anti reading of the text Old man and the sea DiptiGohil1
This paper analyzes Ernest Hemingway's novel "The Old Man and the Sea" from an anti-reading perspective. It summarizes the key plot points of the novel, which follows an old fisherman's struggle to catch a giant marlin and his battle with sharks. The paper then challenges the traditional interpretation that the story represents a hopeful message about the connection between struggle and success. It argues that in reality, many people struggle without achieving success and provides examples from fields like sports, business, politics and film to support this view. The conclusion is that while struggle may be a part of routine life, it does not necessarily guarantee success.
Tips and techniques that help build your book from start to finish. What are publishers looking for these days? Learn the crucial elements to fulfill your editorial vision.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides lesson materials for an English class on Frederick Douglass, including:
1) A writing prompt asking students to choose someone to write a biography about and explain why in a letter.
2) A discussion on the "Curse of Ham" and how it was used to justify slavery. Students are assigned to make propaganda posters against this justification.
3) A reading and discussion of Chapters 6-7 where students compare Douglass's experience learning to read to their own experience in an analytical paragraph.
This document summarizes a presentation on the mystery of storytelling. It discusses that storytelling is difficult because the primary relationship in crafting a story should be with the audience, not the characters. It also discusses the physical reactions audiences have to creative storytelling, such as clapping, smiling, and increased heart rate. Finally, it emphasizes that all aspects of storytelling, such as music, characters, and endings, should be audience-centric.
This document summarizes a presentation on finding and shaping original story ideas. It discusses generating an initial spark of an idea, then developing it by exploring what the plot is, who the characters are, what's at stake, and how it begins, progresses, and ends. It emphasizes focusing ideas through divergent and convergent thinking. The presentation also covers turning ideas into narratives and writing the full novel or story.
This document summarizes a presentation about the challenges of storytelling and how to focus on the audience. It discusses that storytellers should primarily focus on the audience rather than the characters. It also highlights that storytelling elicits physical reactions from audiences like clapping, smiling and laughing. The document emphasizes that a good story should have accessible characters that engage the audience and communicate to different audience types. It compares American and European movies in terms of audience reaction and concludes that all aspects of storytelling should be audience-centric.
The document outlines objectives and activities for a lesson that asks students to analyze differences between traditional and modern lifestyles, including summarizing the poem "Lost" which expresses feelings of disconnection from ancestral heritage due to being raised in the city. Students are then asked to complete group activities and questions exploring concepts from the lesson.
The document provides instructions for students to write a rough draft of a rant poem on a topic of their choosing, have a peer review and provide feedback using a review form, and potentially revise based on the peer feedback before submitting the final rant poem. Students are given guidelines on the length, content, and language for their rant poems.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It provides discussion questions and writing prompts for students to reflect on the significance of events by describing actions, feelings over time, and present perspectives. The goal is for students to form a thesis statement about the importance of an event in their life.
This document summarizes a presentation about storytelling. It discusses that storytellers should primarily focus on the audience, not the characters. It also discusses the importance of having accessible characters that engage the audience. Additionally, it notes that storytelling should be audience-centric and aim to communicate with different types of audiences. The document emphasizes that the audience looks at themselves when listening to a story, so storytellers should design their stories with the audience in mind.
The document discusses author's purpose and the three main purposes for writing: to entertain, inform, or persuade. It provides examples for each purpose and instructs how to determine an author's purpose by considering if a text is a story, poem, or play meant to entertain; teaches or shows how to do something meant to inform; or tries to get the reader to do something meant to persuade. It then gives a practice activity identifying the author's purpose for 10 short text descriptions.
The document discusses three main reasons for writing: to inform, to persuade, and to entertain. Writing to inform, also called expository writing, explains or shows facts about a topic. Writing to persuade attempts to influence the reader's opinion through arguments. Writing to entertain includes narratives, stories, poems, and scripts, which have the primary purpose of amusing the reader.
The document discusses the different reasons why authors write texts. It states that authors may write to entertain, persuade, or inform. It provides examples of text types for each purpose - stories, poems, and plays to entertain; advertisements and speeches to persuade; and essays, instructions, and reference texts to inform. The document concludes by noting it is important to understand an author's purpose when reading and provides questions to help identify if a text aims to entertain, persuade, or inform.
The document provides information about writing novels and getting published. It discusses:
1) The importance of storytelling and keeping readers engaged by making them want to turn the page.
2) The main elements needed for a successful novel - strong characterization, an engaging plot with action, and maintaining the reader's suspension of disbelief.
3) Tips for developing ideas like reading widely, generating character details and exotic titles, and plunging the hero into trouble from the start.
The Gettysburg Address was a speech given by President Abraham Lincoln on November 19, 1863 at the dedication ceremony for the Soldiers' National Cemetery in Gettysburg, Pennsylvania, four and a half months after the Union armies defeated those of the Confederacy at the Battle of Gettysburg. In just 272 words, Lincoln framed the Civil War as a struggle for equality and national unity to preserve the principles of human liberty and popular government espoused in the Declaration of Independence. Though initially received with mixed reviews, it has since become one of the most famous, quoted, and analyzed speeches in American history, seen as a masterpiece of rhetoric that inspires future generations to fight for freedom and equality.
This document discusses different types of writing and their purposes. It explains that writing can aim to inform by presenting facts, persuade by making an argument, or entertain through narratives and poetry. Informative or expository writing explains facts about a topic, persuasive writing expresses an opinion and may use facts to support it, and narratives and poetry are written to entertain readers.
This document provides information about writing novels, including the genres of mainstream and genre fiction, developing characters, plots, and action, as well as getting a novel published. It discusses that novels require strong storytelling ability through compelling characters, plots, and pacing to engage readers. Successful novels are grounded in truth but present something familiar in a new way to publishers and audiences.
The document discusses identifying an author's purpose in writing. It provides examples of different purposes including to inform, persuade, and entertain. It explains that to inform means providing facts, to persuade means making arguments to convince readers, and to entertain means amusing readers through stories, poems, or plays.
The document provides sample questions from "Inference Iggy" to help students practice making inferences from texts. It includes questions about two passages - one about a family rushing to the airport for their holiday, the other about the history of women's football. Some key questions ask students to infer how the father must have been feeling based on details in the text, why the mother doesn't respond to her son, and why the family feels cursed about their holidays.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
The document provides guidance for students on writing reading response journals. It explains that the purpose is not to summarize what was read but to think about and interpret it. It lists potential reading response questions and provides a rubric for grading responses. It also gives examples of student responses and provides feedback on making responses more specific and thoughtful by using details and explaining opinions. The document concludes by assigning homework on completing reading response activities.
This document provides an overview of the modules in an online course on writing children's stories. The modules cover topics such as choosing age groups and genres, developing characters and plots, writing dialogue and fantasy/science fiction, and getting published. An introductory module discusses the elements of an engaging story, including character, conflict and contrast. It also summarizes J.K. Rowling's path to success with the Harry Potter series, from her initial idea to worldwide publishing deals and film adaptations.
This document discusses four main types of writing: expository, descriptive, persuasive, and narrative. It provides examples and definitions for each type. Expository writing aims to explain or inform without opinions. Descriptive writing focuses on describing people, places, or events in vivid detail. Persuasive writing contains opinions and aims to convince readers of a viewpoint. Narrative writing tells a story with characters and plot. The document emphasizes understanding different writing styles to communicate purpose and meet audience needs.
The document defines different types of newspapers and provides examples of each. National newspapers contain some national and international news focused on a specific area of a country. Regional newspapers contain local news topics in detail for towns and cities. Local newspapers cover news across the whole country and internationally. Tabloid newspapers cover all national and international news often in a serious way. Broadsheet newspapers also cover all national and international news but may contain more personal stories or gossip.
Importance of writing a clear main idea expressed by a topic sentence. Kinds of supporting sentences: sensory, facts and statistics and examples or reasons. The concluding sentence or clincher and a example. It provides practice to the students.
Fall 2020 JOU 1000 4th Class MORE for week of August 31, 2020 - SEPTEMBER 3 P...Michael Rizzo
This document provides an overview of the JOU 1000 Introduction to Journalism course taught by Professor Michael Rizzo. It discusses various topics that will be covered in the class over the upcoming weeks, including the basics of writing news stories, applying AP style guidelines, and key elements of journalism. Students are assigned to read about AP style and complete a PDQ story assignment. The professor also announces an optional virtual meeting on Labor Day to allow for virtual face-to-face discussion, though attendance is not required.
This document discusses different reasons, modes, forms, and genres for writing. It explains that writers write to tell stories, give information, or entertain, motivate and inspire. It provides examples of different narrative and expository genres including diaries, procedures, reports, explanations, persuasive letters, and poetry. The genres vary based on whether the goal is to tell a story, provide facts, or influence the reader.
Nyu Writing Essay Help High School. Online assignment writing service.Kara Richards
The document discusses essay writing help from a website called HelpWriting.net. It provides a 5-step process for students to get writing assistance: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and choose one; 4) Receive the paper and approve payment if satisfied; 5) Request revisions until needs are fully met. The website aims to provide original, high-quality content and offers refunds for plagiarized work.
This document provides guidance for students writing an essay responding to Willa Cather's novel My Antonia. It offers 8 potential essay topics focusing on themes in the novel like the immigrant experience, gender roles, and symbolism. Students are instructed to write a 500-750 word thesis-driven essay incorporating textual evidence and following MLA style. The document outlines learning objectives, submission requirements, research expectations, and best practices for completing the assignment, including developing a clear thesis and argument supported by examples from the text.
This document distinguishes between facts and opinions. Facts are statements that can be proven true or false through evidence, while opinions are personal views or judgments that cannot be proven objectively. The document provides examples of facts, such as "L. Frank Baum wrote 'The Wizard of Oz'", and opinions, like "I think it's the best story ever written." It notes that facts can later be found untrue but do not become opinions, and widely held opinions do not become facts. Facts and opinions are different types of statements, not hierarchical, and both are important.
Similar to Author's Purpose - Lesson & Exercise (20)
The document discusses author's or speaker's purpose in communication. It explains that the main purposes are to persuade, inform, or entertain. It provides examples of titles and matches them to these three purposes. The document further elaborates on the characteristics of informative, persuasive and entertaining content. It emphasizes that in academic texts, the purpose is usually to inform or persuade through a thesis statement. It provides templates for analyzing an author's purpose and evaluating if they achieved it.
This article discusses the trend of "extreme interviewing" where interviewers ask job candidates unusual or bizarre questions to see how they react. Some examples given include asking what kind of dinosaur the candidate would be or having the interviewer pretend to be a chicken. The goal is to assess how quickly candidates can think on their feet when caught off guard. This style of interviewing originated in technology companies in Silicon Valley and is meant to distinguish truly exceptional candidates from just very qualified ones. While strange, proponents believe it provides an opportunity to see aspects of a person's personality that a typical interview may miss. However, others argue it may be too unusual or intimidating for candidates.
Avoiding informal language in academic writingAnne
This document provides guidance on avoiding informal language in academic writing. It explains that informal language should be edited out of academic papers as it can undermine the seriousness with which a reader perceives the presented ideas. Specific examples are given of common types of informal language to avoid, such as generalizations, vague language, use of contractions, and incomplete sentences. The document also provides exercises for identifying informal language in a sample text and in one's own writing.
The document introduces the CRAAP test, which is a list of questions to help evaluate information found during searches. The CRAAP test criteria includes currency, relevance, authority, accuracy, and purpose. Different criteria may be more important depending on the situation or need. The document then lists questions for each criteria to help determine the quality and reliability of information.
The document describes paraphrasing activities that involve analyzing texts to identify key words and sentence structures. In one activity, participants evaluated two paraphrases of an original text about industrialized economies transitioning to knowledge-based service economies. Another activity asks participants to build their own paraphrase of a passage about how information systems allow businesses to develop flatter structures. The document provides answers and examples to help participants practice paraphrasing skills.
This document contains exercises on writing paraphrasing. It provides examples of rewriting sentences by changing words or word forms. It also gives paraphrasing exercises where the learner must rewrite sentences about advertising and its effects on children. The document evaluates which of two paraphrases is better in several cases. It asks the learner to paraphrase paragraphs on topics like the introduction of the Euro and the Hawthorne studies. Finally, it gives instructions to summarize paragraphs in a limited number of words.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Three Reasons for Writing
1. To Inform (Expository)
2. To Persuade (Persuasive)
3. Entertain (Narrative or Poetry)
3. Writing to Inform
Often called expository writing.
Expository writing shows or explains facts.
Examples:
• Biography of Barack Obama
• News report about a shooting
• Note to a friend
• Essay about “killer bees”
Remember: Expository = Expose
4. Writing to Persuade
Attempts to influence the reader.
Usually makes an argument.
Examples:
• Political speeches
• Advertisements
• A cover letter for your resume
• An essay urging readers to recycle
5. Writing to Entertain
Narratives: stories.
Have a beginning, middle, and end
A story may have a lesson, but the
author’s main purpose is to entertain.
Examples of Writing to Entertain
• Harry Potter books
• Poems about love
• Narrative essay about the big game
• Script for a TV show
6. Is it a story, poem, or drama (script)?
Entertain
Yes No
Does the text make arguments?
Inform
Persuade
Yes No
Does the text give facts?
Yes No Start
Over
7. Review
• Informative or expository writing
provides factual information about a topic.
• Persuasive writing expresses an opinion
(may use facts to support).
• All narratives are written to entertain, but
so is poetry.
8. Practice
You will be graded on participation
and completion, not on accuracy.
1. On a separate sheet of paper, number
one through ten.
2. I will describe a piece of writing.
3. You will write the author’s purpose: to
inform, persuade, or entertain.
9. 1
The story of a teenage boy learning to
understand and live with his father, who is
an alcoholic Vietnam war veteran.
10. 2
A list of the 25 richest athletes in the world.
13. 5
The story about a young girl with low self-
esteem learning to love herself.
14. 6
A National Geographic article about the
eating and breeding habits of the
endangered bald eagle.
15. 7
A website saying that a new shopping mall
should not be built because it threatens an
endangered bald eagle’s home. The
website also lists other reasons why the
mall should not be built.