Mp3 issues
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This document provides guidance on improving MP3 summaries. It identifies common problems such as lack of attribution, inclusion of personal opinions, and issues with speech. The document recommends avoiding self-introductions and instead beginning with an attribution and clear topic. It stresses the importance of periodically attributing information to the source and restructuring information without conclusions. Well-structured summaries should include a single opinion question connected to the summary and restated in different ways. The document also addresses pronunciation, using dictionaries, and maintaining a slower rate of speech to improve oral summaries.
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This document provides guidance on conducting interviews, including preparing questions, listening skills, asking open and closed-ended questions, documenting the interview, and analyzing the collected information. Key steps include preparing a list of topics and questions in advance, conducting a practice interview to test equipment, asking follow-up questions to probe for details, taking thorough notes during the interview, and reviewing notes to identify themes and questions that need clarification. The document emphasizes making the interview feel like a conversation and carefully listening without interruption to elicit rich responses.
Reading comprehension english
The document provides guidance on reading comprehension and answering related questions. It recommends regularly reading materials to improve comprehension skills. When reading a passage, readers should identify the main topic, main idea, and supporting details. They should not read questions first or regress to re-read text. Having a task or purpose gives life direction and prevents boredom, while even disagreeable work is preferable to no work at all. A person with a task will live more happily and productively.
Communication Skills Lectures # 14.pptx
The document provides guidance on job interviews, including careers fairs, telephone interviews, and first interviews. It outlines what to expect and how to prepare at each stage. For careers fairs, it advises dressing neatly and being enthusiastic. For telephone interviews, it recommends answering concisely and using a formal tone. For first interviews, it suggests researching the company, preparing answers to common questions, dressing professionally, making a good first impression, answering questions confidently, and thanking the interviewers before leaving. The overall message is to thoroughly prepare and make a positive impression at each step of the interview process.
Test-Taking Skills
This document provides tips for improving test-taking skills in three key areas: preparation, attitude, and skills. It emphasizes the importance of preparation, including studying well in advance, understanding test format and logistics, and getting clarification from professors. It stresses maintaining a positive attitude and approaching tests with confidence. Finally, it details specific skills for different question types like multiple choice, true/false, and essays to help maximize performance.
How to make a presentation
The document provides guidance on how to effectively prepare and deliver a presentation. It discusses the importance of preparation, which includes understanding your objective, audience, venue, content, structure, and use of visual aids. It also recommends rehearsing your presentation to improve familiarity and timing. Proper preparation is key to delivering an organized presentation with confidence and controlling your audience effectively.
A Long Walk to Water: Lesson19 unit2
The document provides instructions for students to review homework on a two voice poem organizer, look over returned essays and comments, and learn objectives for writing a clear analysis essay on the theme of "A Long Walk to Water" by making a valid claim and supporting it with details and quotes. It also lists major errors to avoid, tips for good writers such as stating the main idea and using examples, and homework which is to finish revising and submitting the final draft of the analysis essay.
IELTS Speaking Unit 3.pptx
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
Writing the problem
This document provides guidance on writing a problem/solution paper. It discusses developing a thesis statement that presents the problem and a possible solution. The body of the paper should discuss the problem in more detail using relevant content organized into paragraphs. An outline serves as a roadmap and should include the thesis and paragraphs addressing the main points. Transitional words and phrases are important to ensure the ideas flow smoothly. Word choice and spelling are also important elements to focus on. The conclusion should summarize the key points and what was learned. Reading the paper aloud can help identify any issues before submitting.
Ielts speaking part 3
This document provides information and advice about Part 3 of the IELTS Speaking exam. It discusses the types of questions asked in Part 3, including opinion, evaluate, future, cause and effect, hypothetical, and compare and contrast questions. It provides grammatical structures and language to use for answering different types of questions, including opinions, evaluations, future predictions, and cause and effect explanations. Sample questions are included along with sample responses using appropriate language structures. Finally, techniques for developing answers, such as paraphrasing the question, explaining why, and providing examples, are recommended.
Similar to Mp3 issues (20)
More from ElizabethSiler
Verbs14
The document discusses the use of the passive voice. It states that the passive is commonly used when the agent is unimportant, understood from context, of no consequence, or less important than the action or object. In technical writing, the passive is often used. An example from a scientific article on climate change contains both active and passive constructions, and the reasons for using each are discussed. The appropriate use of the passive depends on the context.
Verbs12
This document discusses the passive voice and common misconceptions about it. It notes that the passive voice has two key features: an auxiliary form of the verb "be" and a past participle verb. Many English teachers incorrectly claim all passive constructions should be avoided or that using forms of "be" is always bad writing. However, the passive voice is only problematic when it leads to wordiness or lacks a strong verb. The document provides examples to illustrate proper and improper uses of the passive voice.
Verbs11
This document discusses stative verbs and their usage in different dialects of English. It explains that stative verbs such as be, believe, belong, exist, forget, hate, and have are rarely used in the progressive aspect and describe mental states or possessions. Some verbs can be either stative or non-stative depending on their meaning. The document also notes that Indian English regularly uses stative verbs in the progressive, unlike North American English.
Verbs10
This document discusses different types of adverbials, which modify verb phrases and other structures. It defines adverbials as adverb phrases, prepositional phrases, noun phrases, or clauses. Adverb phrases contain an adverb as the head. Typical adverbs end in -ly or convey time/manner without -ly. Prepositional phrase adverbials use a preposition and noun phrase. Noun phrase adverbials answer the question "when." Adverbials help clarify the tense/aspect when used with modal verbs, which are otherwise ambiguous about time frames.
Verbs9
This document discusses the four aspects of verbs in English: simple, progressive, perfect, and perfect progressive. It explains how each aspect is formed and provides examples of verbs used in sentences with each aspect in both the present and past tense. The key aspects are the simple (unmarked), progressive (formed with a form of "to be" and the -ing participle), perfect (formed with a form of "have" and the past participle), and perfect progressive (formed with "have", the past participle of "be", and the -ing participle).
Verbs8
This document discusses identifying the subject of a verb phrase. It explains that the subject is a grammatical structure, not necessarily the topic of the sentence. The subject generally comes before the verb phrase. Tests for identifying the subject include asking a yes/no question or substituting a subject pronoun. The subject and verb must agree in number and person. Locating the subject properly is important for understanding verb agreement.
Verbs7
This document discusses how to use operators and yes/no questions to identify the subject of a verb phrase. It explains that operators are used to perform operations like negation and that the subject can be found by transforming a statement into a yes/no question that places the operator before the subject. Examples are provided that show how to transform statements like "Whales are mammals" into yes/no questions like "Are whales mammals?" to identify the subject. The subject is identified as the word or words between the operator and the rest of the verb phrase in the yes/no question form.
Verbs6
This document discusses operators and negation in verb phrases. It defines an operator as the first verb in a multi-verb phrase or the lexical verb if it is a form of "to be". Negation is formed by adding "not" after the operator. If there is no operator, one is created using a form of "do". Examples demonstrate how to identify operators and add negation. Common ESL mistakes in negation are explained. The definition of a verb phrase is revised to clarify that negation elements are also part of the verb phrase.
Verbs5
This document discusses verb tense in English. It covers present tense agreement and provides examples of subject-verb agreement errors. It also discusses the past tense, noting that regular verbs add "-ed" while irregular verbs have varying forms. The verb "to be" is an exception, having the forms "was" and "were" depending on the subject. Some modal verbs like "can" also have past tense forms. Finally, it notes that in verb phrases, only the first verb shows tense overtly.
Verbs4
This document discusses three important verb inflections in English: tense, person, and number. It explains that verbs are inflected for past and present tense, but not future. The future is expressed using modal auxiliaries. Present tense inflection depends on the person and number of the subject. Only third person singular subjects take the "s" form. Verb inflection also varies by singular and plural forms. The verb "to be" is an exception and has its own inflections for tense, person and number.
Verbs2
This document discusses verbs and verb phrases. It explains that verbs can be divided into two categories: lexical verbs and auxiliary verbs. A verb phrase consists of a lexical verb and any auxiliary verbs. The lexical verb is the furthest verb to the right in the phrase. Auxiliary verbs serve grammatical functions and help lexical verbs. There are two types of auxiliary verbs: primary auxiliaries, which are formed from have, do, and be, and modal auxiliaries. The verbs do, be, and have can function as either lexical verbs or auxiliary verbs depending on their use in a phrase. Examples are provided to illustrate lexical verbs, auxiliary verbs, and how do, be, and have can be either.
Question formation
The document discusses how to form yes/no and wh- questions in English. It explains that yes/no questions are formed by moving the first verb in the verb phrase to the front of the subject. For single verb phrases, an auxiliary "do" verb is added. Wh- questions are formed by first making the sentence into a yes/no question and then replacing the questioned part with a wh- word like who, what, when, where etc. Examples are provided to demonstrate question formation with various sentence structures like coordination and subordination. The key steps of identifying the verb phrase, moving/adding verbs, and replacing parts with wh- words are outlined.
Interviewing strategies
The document provides guidance on conducting interviews for a project. It outlines steps like choosing people with relevant expertise or experience to interview, getting their permission to be recorded, focusing the question to get their opinion on a clear topic, writing the question grammatically, and asking it in a way the interviewee will understand. The document emphasizes being prepared with well-focused questions and properly functioning recording equipment so the interviews gather the intended information.
Savingsources
The document provides instructions for saving sources in 12 steps: 1) Get a Dropbox account; 2) Find a source; 3) Write a reference; 4) Download the source; 5) Upload it to Dropbox; 6) Get the Dropbox link; 7) Copy the link; 8) Shorten the link using TinyURL; 9) Copy the shortened link; 10) Paste it into the reference; 11) Hyperlink the reference; 12) Check links with a friend.
It also discusses problems with vague attributive phrases and provides better alternatives, such as directly quoting the source ("According to Jim Davis") rather than using "It says" or "From the book."
Transitions
The document discusses transitional bridges, which smoothly move the reader between different parts of a paper. A transitional bridge does the thinking for the reader by building on a pre-transitional support that focuses the reader on a relevant topic. An example is provided of a pre-transitional support focusing the listener on why they should care about a topic, followed by a transitional bridge connecting to that topic and focusing the listener on what should be done. Grammar structures for transitional bridges like indirect questions and restatement are also outlined.
Summary
Lester R. Brown discusses several environmental challenges facing global food security in his book, including soil erosion, aquifer depletion, and rising temperatures. In chapters 1 through 9, he notes that soil erosion from deforestation and overfarming is leading to dust bowls and dust storms, degrading the land's ability to grow food. Additionally, overpumping of groundwater aquifers to irrigate crops is causing their decline and eventual depletion in many regions. Climate change is also a looming threat, as rising temperatures melt ice sheets and glaciers, potentially disrupting food production and raising sea levels to inundate low-lying agricultural lands.
Editing verbphrases1
This document provides instructions for editing sentences by focusing on verb phrases. It outlines a 4-step process: 1) Isolate and mark all verb phrases, 2) Check the verb form based on 3 "AFTER" rules, 3) Check that each verb phrase has a clear subject, and 4) Check subject-verb agreement. Examples are given to illustrate common verb phrase errors and how to fix them according to the rules. The goal is to teach how to identify and correct issues with verb phrases, subjects, and agreement in sentences.
Topic sentence
This document provides guidance on writing an effective thesis sentence. It defines a thesis sentence as one that directly answers the research question being explored in a paper. A good thesis appears near the beginning and the rest of the paper supports it with evidence. The document also discusses how to write a clear research question and provides examples of both good and bad thesis sentences. It emphasizes that a strong introduction will present the question and necessary context before ending with the thesis statement.
Articlesand nouns
The document discusses noun phrases and how to properly use articles (a/an, the) with nouns. It explains that a noun phrase contains a head noun and modifying words. It then covers 4 steps to determine what article to use with a noun: 1) Check if it's a proper or common noun. 2) Check if the common noun is specific or non-specific. 3) Check if a non-specific common noun is countable or uncountable. 4) Check if a countable common noun is singular or plural. Examples are provided to demonstrate applying the steps to select the correct article.
Documentation2 and transition
This document provides examples of how to format citations and references when a paragraph discusses material from one or multiple sources in documentation. It demonstrates citing a single source for a full paragraph with and without a quote. It also shows how to order citations when a paragraph incorporates material from a single source across multiple pages or from multiple different sources. Finally, it discusses guidelines for topic transitions between paragraphs in writing.
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This paper presents Reef, a system for generating publicly verifiable succinct non-interactive zero-knowledge proofs that a committed document matches or does not match a regular expression. We describe applications such as proving the strength of passwords, the provenance of email despite redactions, the validity of oblivious DNS queries, and the existence of mutations in DNA. Reef supports the Perl Compatible Regular Expression syntax, including wildcards, alternation, ranges, capture groups, Kleene star, negations, and lookarounds. Reef introduces a new type of automata, Skipping Alternating Finite Automata (SAFA), that skips irrelevant parts of a document when producing proofs without undermining soundness, and instantiates SAFA with a lookup argument. Our experimental evaluation confirms that Reef can generate proofs for documents with 32M characters; the proofs are small and cheap to verify (under a second).
Paper: https://eprint.iacr.org/2023/1886
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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https://alandix.com/academic/papers/synergy2024-epistemic/
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Mp3 issues
- 1. Improving Your MP3 E. Siler
- 2. Common Problems • • • • • • • • • • • Self-introductions Topic introductions Lack of attribution Wrong attributions Lack of overall summary structure Inclusion of personal opinion Lack of transition to a question Lack of a question Too many questions Pronunciation Rate of speech
- 3. Self/Topic Introductions • Avoid, “Hello everyone” or “This is Mary” or “today I am going to talk about.” • Instead: Begin with an opening attribution and a clear indication of the topic to be summarized.
- 4. Lack of Attribution/Wrong Attribution • This is a summary. • Summaries require attribution. • Oral attribution is different from written attribution (no page numbers) but it is still needed! • Periodically remind your reader of the source of the information. • Remember to indirectly attribute as well.
- 5. Summary Structure/Opinions • • • • The first part of this is a summary. Do not give your opinion. Restructure and paraphrase information. Do not “conclude” – instead use a transition to move to the question you developed
- 6. Questions • One simple opinion question. • Well connected to the summary. • Restated one or two ways.
- 7. Speech Issues • • • • • Pronunciation Using the dictionary. Rate of speech. Slowing down. Making sure that sentences do not run together.
- 8. Pronunciation and the Dictionary • http://www.thefreedictionary.com/
- 9. Example