Table of Contents
List of Conjunctions………………….........slide 3
What is a conjunction?..............................slide 4
Types of Conjunctions…………….....slides 5-13
Coordinating Conjunctions
Subordinate Conjunctions
Correlative Conjunctions
Conjunctive Adverbs
Quiz and Answers…………………....slide 14-15
What is a conjunction?
Coordinating Conjunctions These conjunctions are seven very common words. They are very small, made up of three or fewer letters.
When to Use Each Coordinating Conjunction:
Subordinate Conjunctions cont…. Subordinate conjunctions often begin a dependent clause. If the dependent clause begins or interrupts the sentence, then it is separated from the independent clause by a comma.
Correlative Conjunctions
Conjunctive Adverbs Conjunctive adverbs provide connections and transitions that clarify or limit the meaning of words.
Conjunctive Adverbs cont….
Table of Contents
List of Conjunctions………………….........slide 3
What is a conjunction?..............................slide 4
Types of Conjunctions…………….....slides 5-13
Coordinating Conjunctions
Subordinate Conjunctions
Correlative Conjunctions
Conjunctive Adverbs
Quiz and Answers…………………....slide 14-15
What is a conjunction?
Coordinating Conjunctions These conjunctions are seven very common words. They are very small, made up of three or fewer letters.
When to Use Each Coordinating Conjunction:
Subordinate Conjunctions cont…. Subordinate conjunctions often begin a dependent clause. If the dependent clause begins or interrupts the sentence, then it is separated from the independent clause by a comma.
Correlative Conjunctions
Conjunctive Adverbs Conjunctive adverbs provide connections and transitions that clarify or limit the meaning of words.
Conjunctive Adverbs cont….
COHESION By Greg Dorchies Cohesion, or coherence, is .docxmonicafrancis71118
COHESION
By Greg Dorchies
Cohesion, or coherence, is the intangible glue that holds paragraphs together. Having
good coherence in a writing project means that your ideas stick together and flow smoothly from
one sentence to the next, so that readers of your work can easily understand where you are taking
them. Without cohesion, a written work can seem choppy and may not flow well; a lack of
coherence challenges the reader and can hurt comprehension, thus rendering your attempt at
communication ineffective at best.
We will look at cohesion within paragraphs, but the basics below, along with
organizational devices like headings, help to link sentences, paragraphs and sections coherently
in longer, complex writing projects.
Here are four main components of cohesion:
relevance
order
linking words
repetition of key words
1. RELEVANCE
A simple way to build cohesion or flow between sentences is to look at the meaning of a
sentence and compare it to the point of the next sentence. They should be related yet not the
same. If the two sentences are not closely related, you will lose the readers‟ attention, because
they will have to guess where you are going. If the two sentences are identical, you are not
adding any new information to your work, and the reader will be annoyed.
Example – Too different: relevance not clear
Antigone‟s motivation is family duty, even if it means death. She must
rebel which will cause an uproar - the consequences don‟t matter to her. This
would also explain why she rejects Ismene‟s support later in the play. They both
have different motivations - Ismene has nothing left to lose and wants to go out
with a glorious bang.
In this paragraph, two sentences are far too separate. The first two sentences talk about
Antigone‟s motivations and how far they will drive her. The focus is then redirected to Ismene,
and the paragraph focus is not clear. It lacks cohesion.
When a sentence relates the Ismene information back to Antigone, we have cohesion:
Antigone‟s motivation is family duty, even if it means death. She wants to
rebel which will cause an uproar - the consequences don‟t matter to her. In
contrast, her sister, Ismene, has completely different motivations for her actions
and wants glory, which explains why Antigone rejects her support later in the play.
Example – Too similar
Aristophanes exaggerates Socrates‟ intelligence in a humorous way.
Aristophanes portrays Socrates‟ intelligence as a tool of humor. He
makes Socrates use his intelligence to make a mockery of people.
Aristophanes makes Socrates appear very brash in the use of his
intelligence.
The author conveys only two points with these four sentences – that Aristophanes uses Socrates‟
intelligence as a joke, and that he did so by having Socrates mock people. Cutting away the
unnecessary repetitions strengthens cohesion:
Aristophanes exaggerates Socr.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
COHESION By Greg Dorchies Cohesion, or coherence, is .docxmonicafrancis71118
COHESION
By Greg Dorchies
Cohesion, or coherence, is the intangible glue that holds paragraphs together. Having
good coherence in a writing project means that your ideas stick together and flow smoothly from
one sentence to the next, so that readers of your work can easily understand where you are taking
them. Without cohesion, a written work can seem choppy and may not flow well; a lack of
coherence challenges the reader and can hurt comprehension, thus rendering your attempt at
communication ineffective at best.
We will look at cohesion within paragraphs, but the basics below, along with
organizational devices like headings, help to link sentences, paragraphs and sections coherently
in longer, complex writing projects.
Here are four main components of cohesion:
relevance
order
linking words
repetition of key words
1. RELEVANCE
A simple way to build cohesion or flow between sentences is to look at the meaning of a
sentence and compare it to the point of the next sentence. They should be related yet not the
same. If the two sentences are not closely related, you will lose the readers‟ attention, because
they will have to guess where you are going. If the two sentences are identical, you are not
adding any new information to your work, and the reader will be annoyed.
Example – Too different: relevance not clear
Antigone‟s motivation is family duty, even if it means death. She must
rebel which will cause an uproar - the consequences don‟t matter to her. This
would also explain why she rejects Ismene‟s support later in the play. They both
have different motivations - Ismene has nothing left to lose and wants to go out
with a glorious bang.
In this paragraph, two sentences are far too separate. The first two sentences talk about
Antigone‟s motivations and how far they will drive her. The focus is then redirected to Ismene,
and the paragraph focus is not clear. It lacks cohesion.
When a sentence relates the Ismene information back to Antigone, we have cohesion:
Antigone‟s motivation is family duty, even if it means death. She wants to
rebel which will cause an uproar - the consequences don‟t matter to her. In
contrast, her sister, Ismene, has completely different motivations for her actions
and wants glory, which explains why Antigone rejects her support later in the play.
Example – Too similar
Aristophanes exaggerates Socrates‟ intelligence in a humorous way.
Aristophanes portrays Socrates‟ intelligence as a tool of humor. He
makes Socrates use his intelligence to make a mockery of people.
Aristophanes makes Socrates appear very brash in the use of his
intelligence.
The author conveys only two points with these four sentences – that Aristophanes uses Socrates‟
intelligence as a joke, and that he did so by having Socrates mock people. Cutting away the
unnecessary repetitions strengthens cohesion:
Aristophanes exaggerates Socr.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. LINKING WORDS
Linking words are words and phrases which indicate a
connection.
These words work in the way that help the reader understand
how the information in the text is organized . That’s why, they
are also called text organizers and discourse makers. Moreover,
( and this is one example of linking word, as you will see) here
are a long selection of words and phrases that set a particular
pace in the sentences.
3. ADDING LINKING WORDS
This type of linking word introduces more information
which extends the previous statement. For instance:
Besides, Moreover, Furthermore,
What is more, In addition, In addition to…
A part from this/that, For instance,
As well as, also, too, likewise
4. ADDING LINKING WORDS
The city is a famous shopping centre. Moreover, it is well-
known for its art galleries and museum. Furthermore, people
can enjoy its long beach.
He’s got a wonderful job in the main city. Besides, he has got a
good income. A part from this, he also has got a company car.
Mark adores spiders. In addition, he wants to buy a snake.
He is an excellent football player as well as an excellent
athlete, athlete.
He is an excellent football player and an excellent athlete, too.
5. Summarising comes from summary. For this reason, ( another
linking word meaning consequence) these linking words are
used to put an end to a text or to introduce a conclusion to a
text.
To sum to, Summing up, All in all, Overall, In
short, In conclusion,
In brief, in general, In the main,
On the whole, Broadly speaking,
To conclude
6. SUMMARISING LINKING WORDS
In conclusion, / In short, it is important to spread the
news about the medical discovery.
On the whole, / Broadly speaking, She had a very happy
childhood.
In brief, / In general, / In the main, we are satisfied with
the work.
To sum up, / Summing up, To conclude, the meal in the
new restaurant was appalling.
7. These linking words sets a surprise contrast with the
previous sentence.
Although, Though. Even though, While Despite
( the fact that) In spite of ( the fact that) But,
However, Nevertheless, On one hand… on the
other (hand) In contrast, In contrast to… On the
contrary,
8. CONTRASTING LINKING
WORDS
Although / Though / While the machine is old, it should
for a few more years.
Despite the fact that / In spite the fact that the machine is
old, it should work for a few more years.
The machine is old. However, I Nevertheless, it should
work for a few more years.
The machine is old, but it should work for a few more
years.
On one hand, it is not actually raining now. On the other
hand, it may rain later, so you should take the umbrella.
