Narrative essay franklin outline
•Download as PPTX, PDF•
1 like•1,683 views
How to write using the Jon Franklin outline when writing a narrative essay. This is used for my ENGLISH 1101 Class at Georgia Northwestern Technical College in Calhoun, GA
Report
Share
Report
Share
Recommended
Teasing
The document discusses teasing and bullying. It provides strategies for dealing with teasing, including ignoring the bully to avoid giving them the emotional reaction they want. It also notes that people who tease often do so because of their own insecurities. The document includes activities where students identify feelings associated with being teased, compare different reactions to teasing like running away or fighting back, and role plays dealing with a teasing situation. The overall goal is for students to understand teasing and develop strategies to avoid letting teasing emotionally hurt them.
Unit 2 for Advance Level 2
This document provides grammar, vocabulary, and pronunciation lessons for Unit 2. It covers:
- Grammar lessons on what clauses and gerund vs infinitive verbs.
- Vocabulary words like sympathetic, charming, witty, careless, pushy, shallow, pretentious, smug, and bubbly.
- Pronunciation practice with sentences using what, who, and gerunds/infinitives.
- A grammar example of a conversation between Nick and Amy about a backpack and Lily and Jack offering to help resolve the issue.
- A writing assignment to email a friend describing someone they recently met, including details about their personality, appearance, and a picture.
Infinitive
Slides about Infinitive. Materials taken from "Enterprise Grammar 1", "Youtube.com" and "www.islcollective.com"
lecture slides for Great Writing 3 Unit 2
This document provides guidance on evaluating paragraphs based on purpose, audience, clarity, unity, and coherence. It discusses determining the purpose of writing, identifying the intended audience and appropriate tone, ensuring clear pronoun references, and maintaining logical organization and flow. Examples are given of both formal and informal tones. Readers are encouraged to apply transition words, vary writing techniques, and give feedback on peers' work.
Direct Indirect (exclamatory sentences)
This document discusses exclamatory sentences. It notes that exclamatory sentences convey strong emotions through the use of an exclamation point. It provides rules for using exclamatory sentences, such as using "what" rather than "how" with plural nouns. Additionally, the exclamation point should be at the end of the sentence, not in the middle. Examples of exclamatory sentences expressing different emotions are also given, as well as common exclamatory words.
Creative Assignment
The document discusses effective communication techniques. It defines different types of communication including verbal, nonverbal, and one-way versus two-way communication. It recommends using "I" statements instead of "you" statements to avoid escalating conflicts. Some tips for good communication include stopping to listen, watching body language, and avoiding roadblocks like mixed messages or silence. Guidelines are provided for resolving conflicts through compromise and mutually agreeable resolutions.
CBI
This document provides directions and information about body language. It includes a list of adjectives related to body language and their meanings. The document then lists several activities and directions to help students learn about body language: 1) listening to descriptions and acting out gestures; 2) forming groups to read passages and report back on what was learned; 3) playing a ball game to review vocabulary; and 4) working in pairs to describe personalities based on body language pictures. Keywords and their definitions are included to support understanding and discussion of body language.
Tag questions
This document discusses tag questions in English. It explains that tag questions are frequently used in spoken English to get agreement or disagreement and follow a pattern of a positive statement followed by a negative tag or vice versa. It provides examples of tag questions with and without auxiliaries. It also discusses the possible responses to tag questions and some special cases regarding the formation and use of tag questions.
Recommended
Teasing
The document discusses teasing and bullying. It provides strategies for dealing with teasing, including ignoring the bully to avoid giving them the emotional reaction they want. It also notes that people who tease often do so because of their own insecurities. The document includes activities where students identify feelings associated with being teased, compare different reactions to teasing like running away or fighting back, and role plays dealing with a teasing situation. The overall goal is for students to understand teasing and develop strategies to avoid letting teasing emotionally hurt them.
Unit 2 for Advance Level 2
This document provides grammar, vocabulary, and pronunciation lessons for Unit 2. It covers:
- Grammar lessons on what clauses and gerund vs infinitive verbs.
- Vocabulary words like sympathetic, charming, witty, careless, pushy, shallow, pretentious, smug, and bubbly.
- Pronunciation practice with sentences using what, who, and gerunds/infinitives.
- A grammar example of a conversation between Nick and Amy about a backpack and Lily and Jack offering to help resolve the issue.
- A writing assignment to email a friend describing someone they recently met, including details about their personality, appearance, and a picture.
Infinitive
Slides about Infinitive. Materials taken from "Enterprise Grammar 1", "Youtube.com" and "www.islcollective.com"
lecture slides for Great Writing 3 Unit 2
This document provides guidance on evaluating paragraphs based on purpose, audience, clarity, unity, and coherence. It discusses determining the purpose of writing, identifying the intended audience and appropriate tone, ensuring clear pronoun references, and maintaining logical organization and flow. Examples are given of both formal and informal tones. Readers are encouraged to apply transition words, vary writing techniques, and give feedback on peers' work.
Direct Indirect (exclamatory sentences)
This document discusses exclamatory sentences. It notes that exclamatory sentences convey strong emotions through the use of an exclamation point. It provides rules for using exclamatory sentences, such as using "what" rather than "how" with plural nouns. Additionally, the exclamation point should be at the end of the sentence, not in the middle. Examples of exclamatory sentences expressing different emotions are also given, as well as common exclamatory words.
Creative Assignment
The document discusses effective communication techniques. It defines different types of communication including verbal, nonverbal, and one-way versus two-way communication. It recommends using "I" statements instead of "you" statements to avoid escalating conflicts. Some tips for good communication include stopping to listen, watching body language, and avoiding roadblocks like mixed messages or silence. Guidelines are provided for resolving conflicts through compromise and mutually agreeable resolutions.
CBI
This document provides directions and information about body language. It includes a list of adjectives related to body language and their meanings. The document then lists several activities and directions to help students learn about body language: 1) listening to descriptions and acting out gestures; 2) forming groups to read passages and report back on what was learned; 3) playing a ball game to review vocabulary; and 4) working in pairs to describe personalities based on body language pictures. Keywords and their definitions are included to support understanding and discussion of body language.
Tag questions
This document discusses tag questions in English. It explains that tag questions are frequently used in spoken English to get agreement or disagreement and follow a pattern of a positive statement followed by a negative tag or vice versa. It provides examples of tag questions with and without auxiliaries. It also discusses the possible responses to tag questions and some special cases regarding the formation and use of tag questions.
Prefixes and suffixes
This document discusses prefixes and suffixes and provides examples of words that do and do not take certain prefixes and suffixes. It examines the prefixes "anti-", "dis-", "in-/im-/ir-", "co-", "un-", and "mis-" and provides examples to illustrate how some words do or do not take each prefix. It also examines the suffixes "-ful", "-less", and "-ness" and gives examples of words that do end in each suffix.
Interpersonal Arguing Unit One
The document discusses different types of argumentative behaviors - nonassertive, aggressive, and assertive. Assertive behavior seeks solutions that work for all parties in a "win-win" situation. While aggressive behaviors focus only on one side "winning," making the situation "win-lose." It is important for relationships to argue constructively and see conflicts from a "win-win" perspective, as resolving issues through open communication leads to long-term solutions. Losing an argument from time to time is okay and can help people learn and grow.
Noun clauses
Noun clauses are groups of words that function like nouns and include a subject and verb. They can be used as subjects, subject complements, objects, or objects of prepositions. Noun clauses are introduced by relative pronouns like who, whom, when, which, where, why, that or relative adverbs like how, whenever, wherever. Noun clauses can follow verbs and adjectives expressing mental activities or opinions. They are also used to embed questions in statements or report what someone said or asked. There are three main types of noun clauses: those using "that", those using wh-words, and those using "if" or "whether".
Mld 1st reading
This document provides discussion topics and activities related to analyzing the poem "My Last Duchess". It includes prompts to:
1) Identify the key moral issues and themes of death and love in the poem.
2) Consider whether the character and tone of the poem are successful and why.
3) Engage in activities like predicting archaeological objects' links to the poem, summarizing the story and characters, and creating an online dating profile for the Duke character.
Question tag
This document discusses question tags. It explains that a question tag is a short question added to the end of a statement to turn it into a question. A positive statement is usually followed by a negative question tag, while a negative statement is usually followed by a positive question tag. Question tags use the same subject or pronoun form as the statement and are used in spoken English to get confirmation or agreement.
Photo thing
The document discusses several principles of photo composition: simplicity, rule of thirds, lines, balance, framing, and avoiding mergers. For each principle, the document provides a brief definition and examples to illustrate proper usage. It also references the author's own photos that demonstrate these composition techniques and lists additional sources for further information.
GE13 G2 class 3 May 27th
The document discusses tag questions, which are used to ask the other person to agree with a statement or to ask a real question. It provides the structure for forming tag questions, examples, and the difference in meaning between using a tag question to seek agreement versus asking a real question. Students are instructed to practice forming tag questions in sentences and sharing their answers.
Part 1 photographs
This document provides guidance on completing the photograph section of the TOEIC test. It explains that test-takers will see 10 black and white photographs and must choose the statement that best describes each photo. Incorrect answer choices, or "distractors", are used to trick test-takers. Distractors may use similar-sounding words, incorrect details like verbs or adjectives, or make false assumptions about what is happening. The document advises test-takers to quickly preview photos, listen carefully to all answers before choosing, eliminate obviously wrong choices, and decide and move on if uncertain.
Adjectives have inflections
Adjectives have three forms: positive, comparative, and superlative. The positive form describes one object or person. The comparative form compares two objects or people, and is formed by adding "-er" or using "more" in front of the positive form. The superlative form compares three or more objects or people, and is formed by adding "-est" or using "most" in front of the positive form. There are some rules for forming the comparative and superlative forms of adjectives based on the number of syllables and accent of the positive form.
Hatchet Short ResponseTest #1
The document provides information about an upcoming spelling and vocabulary test, homework assignments, and a short response test on the book "Hatchet". It outlines a 4 day plan to work through sample short answer responses as a class, with students completing and submitting their own responses by April 30th. It encourages students to take notes, participate actively, and submit legible work in complete sentences with proper grammar.
Slideshare renee provencio
The document discusses the use of the present simple tense in English. It is used to talk about things that are always true, permanent states, or regular habits and routines. Examples of things expressed in the present simple include Homer liking doughnuts and stative verbs like love, like, hate, prefer, feel, smell, taste, hear, think, consider, agree, believe, have, own, and belong to. The document also covers forming negative sentences and questions in the present simple tense, and provides examples using characters from The Simpsons television show. It discusses using -s for third person singular verbs and changing y to ies for verbs ending in consonant + y. Activities are included to practice forming sentences in the
Compare pics dcop video
This document provides guidance on describing, comparing, and giving opinions about photos. It includes:
1) Tips for describing photos such as noting where things are happening, what people are doing, and using adjectives.
2) Suggestions for comparing photos, including language for similarities like "in both photos" and differences like "but" or "whereas."
3) Recommendations for giving opinions about situations in photos, such as using speculation words like "may", "might", and "could" or expressions like "seems to be."
4) Guidance on stating a preference, including phrases to introduce reasons like "I'd love to..." or "It looks..."
Comparing and Contrasting photos
Look at the presentation and describe the photos using the language given. For internediate EFL students or the FCE / CAE exams.
Compareandcontrastphotos 110928092212-phpapp01
The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It includes examples of language to use for each task, such as describing what can be seen in a photo and the mood or feelings it conveys, comparing similarities and differences using words like "both" and "but", speculating about a photo's situation using terms like "may" and "seems", and reacting using phrases like "I'd love to" or "It looks great". The overall document offers a framework and vocabulary for analyzing and discussing photographs in an English language context.
Expressing oneself
EXPRESSING ONESELF
OBJECTIVES:
- By the end of this chapter you should be able to.
Express your feelings, ideas, opinions, views and emotions comfortably.
Defend your position in an argument.
SECTION 1: EXPRESSING ONE’S FEELINGS
People feel differently because of various reasons. For example, if one has lost his/her parent, he will feel very grieved (sad); but if one has won a lottery, he will feel excited and happy.
Note:
Communication%20 climate[1]
This document discusses communication climate and how it impacts groups. It defines two types of climates - supportive and defensive. A supportive climate makes group members feel valued and encourages open sharing, while a defensive climate has the opposite effect.
The document outlines six dimensions that establish a supportive climate, including description over evaluation, problem orientation over control, and equality over superiority. It also describes seven types of disconfirming messages that characterize a defensive climate, such as being impervious, interrupting, or giving ambiguous responses.
Specific examples are provided of how climate impacts students in a classroom setting. Private schools tend to have a more supportive climate due to small class sizes while large university lectures can feel more defensive. Characteristics of both
Describing photos
1. The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It includes examples of language to use for each task, such as describing what can be seen in the photos, pointing out similarities and differences, using speculative language like "may" or "seems to be", and giving reactions using words like "love" or "hate".
2. Tips are given for comparing photos, such as noting similarities using words like "all" or "both" and differences using words like "but" or "whereas".
3. The document encourages talking about photos following these four steps: describing what you see, comparing and contrasting photos, speculating
Comparative sentences
This document provides information about comparative sentences in English. It describes how to form comparatives using short adjectives by adding "-er" and long adjectives by adding "more". Irregular comparatives like "good/better" and "bad/worse" are also explained. The document lists different types of pronouns and their uses. Finally, it discusses how comparatives can be used to compare attributes, states, and performance and asks review questions.
Chapter10
The document discusses improving communication climates through establishing confirming communication. It describes different types of disconfirming and confirming messages that can shape relationships. It also discusses how communication climates develop and how spirals of escalating or de-escalating conflict can form. The document then covers causes of defensiveness and strategies to prevent defensiveness in others, such as using descriptive rather than evaluative language. Finally, it outlines how to structure assertive messages and respond nondefensively to criticism through agreeing with valid criticisms and seeking further understanding.
1.1.1
This document provides information on subject pronouns and the verb "ser" in Spanish. It includes charts of singular and plural subject pronouns in Spanish and the conjugated forms of the verb "ser". It also provides some basic rules for using the informal and formal pronouns in Spanish, including guidelines for when to use "tú", "usted", and "ustedes".
Immortal Works First round edits -presentation
This document provides guidance on self-editing a manuscript before professional editing. It discusses formatting fonts and characters, checking for common mistakes like passive voice and inconsistencies, revising punctuation including commas, ellipses, and colons, properly formatting dialogue tags, rules for writing out numbers, and some miscellaneous items to check like spelling, grammar, and punctuation. The document offers examples of errors to watch out for and correct formatting.
Punctuation marks and their rules.
Accurate use of punctuation is a foremost need of communication; However, for business communication the need arises much more than usual. These are the rules of punctuation marks which you must apply in order to use punctuation accurately. Each and every sign is included in it, if not, then let me know.
More Related Content
What's hot
Prefixes and suffixes
This document discusses prefixes and suffixes and provides examples of words that do and do not take certain prefixes and suffixes. It examines the prefixes "anti-", "dis-", "in-/im-/ir-", "co-", "un-", and "mis-" and provides examples to illustrate how some words do or do not take each prefix. It also examines the suffixes "-ful", "-less", and "-ness" and gives examples of words that do end in each suffix.
Interpersonal Arguing Unit One
The document discusses different types of argumentative behaviors - nonassertive, aggressive, and assertive. Assertive behavior seeks solutions that work for all parties in a "win-win" situation. While aggressive behaviors focus only on one side "winning," making the situation "win-lose." It is important for relationships to argue constructively and see conflicts from a "win-win" perspective, as resolving issues through open communication leads to long-term solutions. Losing an argument from time to time is okay and can help people learn and grow.
Noun clauses
Noun clauses are groups of words that function like nouns and include a subject and verb. They can be used as subjects, subject complements, objects, or objects of prepositions. Noun clauses are introduced by relative pronouns like who, whom, when, which, where, why, that or relative adverbs like how, whenever, wherever. Noun clauses can follow verbs and adjectives expressing mental activities or opinions. They are also used to embed questions in statements or report what someone said or asked. There are three main types of noun clauses: those using "that", those using wh-words, and those using "if" or "whether".
Mld 1st reading
This document provides discussion topics and activities related to analyzing the poem "My Last Duchess". It includes prompts to:
1) Identify the key moral issues and themes of death and love in the poem.
2) Consider whether the character and tone of the poem are successful and why.
3) Engage in activities like predicting archaeological objects' links to the poem, summarizing the story and characters, and creating an online dating profile for the Duke character.
Question tag
This document discusses question tags. It explains that a question tag is a short question added to the end of a statement to turn it into a question. A positive statement is usually followed by a negative question tag, while a negative statement is usually followed by a positive question tag. Question tags use the same subject or pronoun form as the statement and are used in spoken English to get confirmation or agreement.
Photo thing
The document discusses several principles of photo composition: simplicity, rule of thirds, lines, balance, framing, and avoiding mergers. For each principle, the document provides a brief definition and examples to illustrate proper usage. It also references the author's own photos that demonstrate these composition techniques and lists additional sources for further information.
GE13 G2 class 3 May 27th
The document discusses tag questions, which are used to ask the other person to agree with a statement or to ask a real question. It provides the structure for forming tag questions, examples, and the difference in meaning between using a tag question to seek agreement versus asking a real question. Students are instructed to practice forming tag questions in sentences and sharing their answers.
Part 1 photographs
This document provides guidance on completing the photograph section of the TOEIC test. It explains that test-takers will see 10 black and white photographs and must choose the statement that best describes each photo. Incorrect answer choices, or "distractors", are used to trick test-takers. Distractors may use similar-sounding words, incorrect details like verbs or adjectives, or make false assumptions about what is happening. The document advises test-takers to quickly preview photos, listen carefully to all answers before choosing, eliminate obviously wrong choices, and decide and move on if uncertain.
Adjectives have inflections
Adjectives have three forms: positive, comparative, and superlative. The positive form describes one object or person. The comparative form compares two objects or people, and is formed by adding "-er" or using "more" in front of the positive form. The superlative form compares three or more objects or people, and is formed by adding "-est" or using "most" in front of the positive form. There are some rules for forming the comparative and superlative forms of adjectives based on the number of syllables and accent of the positive form.
Hatchet Short ResponseTest #1
The document provides information about an upcoming spelling and vocabulary test, homework assignments, and a short response test on the book "Hatchet". It outlines a 4 day plan to work through sample short answer responses as a class, with students completing and submitting their own responses by April 30th. It encourages students to take notes, participate actively, and submit legible work in complete sentences with proper grammar.
Slideshare renee provencio
The document discusses the use of the present simple tense in English. It is used to talk about things that are always true, permanent states, or regular habits and routines. Examples of things expressed in the present simple include Homer liking doughnuts and stative verbs like love, like, hate, prefer, feel, smell, taste, hear, think, consider, agree, believe, have, own, and belong to. The document also covers forming negative sentences and questions in the present simple tense, and provides examples using characters from The Simpsons television show. It discusses using -s for third person singular verbs and changing y to ies for verbs ending in consonant + y. Activities are included to practice forming sentences in the
Compare pics dcop video
This document provides guidance on describing, comparing, and giving opinions about photos. It includes:
1) Tips for describing photos such as noting where things are happening, what people are doing, and using adjectives.
2) Suggestions for comparing photos, including language for similarities like "in both photos" and differences like "but" or "whereas."
3) Recommendations for giving opinions about situations in photos, such as using speculation words like "may", "might", and "could" or expressions like "seems to be."
4) Guidance on stating a preference, including phrases to introduce reasons like "I'd love to..." or "It looks..."
Comparing and Contrasting photos
Look at the presentation and describe the photos using the language given. For internediate EFL students or the FCE / CAE exams.
Compareandcontrastphotos 110928092212-phpapp01
The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It includes examples of language to use for each task, such as describing what can be seen in a photo and the mood or feelings it conveys, comparing similarities and differences using words like "both" and "but", speculating about a photo's situation using terms like "may" and "seems", and reacting using phrases like "I'd love to" or "It looks great". The overall document offers a framework and vocabulary for analyzing and discussing photographs in an English language context.
Expressing oneself
EXPRESSING ONESELF
OBJECTIVES:
- By the end of this chapter you should be able to.
Express your feelings, ideas, opinions, views and emotions comfortably.
Defend your position in an argument.
SECTION 1: EXPRESSING ONE’S FEELINGS
People feel differently because of various reasons. For example, if one has lost his/her parent, he will feel very grieved (sad); but if one has won a lottery, he will feel excited and happy.
Note:
Communication%20 climate[1]
This document discusses communication climate and how it impacts groups. It defines two types of climates - supportive and defensive. A supportive climate makes group members feel valued and encourages open sharing, while a defensive climate has the opposite effect.
The document outlines six dimensions that establish a supportive climate, including description over evaluation, problem orientation over control, and equality over superiority. It also describes seven types of disconfirming messages that characterize a defensive climate, such as being impervious, interrupting, or giving ambiguous responses.
Specific examples are provided of how climate impacts students in a classroom setting. Private schools tend to have a more supportive climate due to small class sizes while large university lectures can feel more defensive. Characteristics of both
Describing photos
1. The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It includes examples of language to use for each task, such as describing what can be seen in the photos, pointing out similarities and differences, using speculative language like "may" or "seems to be", and giving reactions using words like "love" or "hate".
2. Tips are given for comparing photos, such as noting similarities using words like "all" or "both" and differences using words like "but" or "whereas".
3. The document encourages talking about photos following these four steps: describing what you see, comparing and contrasting photos, speculating
Comparative sentences
This document provides information about comparative sentences in English. It describes how to form comparatives using short adjectives by adding "-er" and long adjectives by adding "more". Irregular comparatives like "good/better" and "bad/worse" are also explained. The document lists different types of pronouns and their uses. Finally, it discusses how comparatives can be used to compare attributes, states, and performance and asks review questions.
Chapter10
The document discusses improving communication climates through establishing confirming communication. It describes different types of disconfirming and confirming messages that can shape relationships. It also discusses how communication climates develop and how spirals of escalating or de-escalating conflict can form. The document then covers causes of defensiveness and strategies to prevent defensiveness in others, such as using descriptive rather than evaluative language. Finally, it outlines how to structure assertive messages and respond nondefensively to criticism through agreeing with valid criticisms and seeking further understanding.
1.1.1
This document provides information on subject pronouns and the verb "ser" in Spanish. It includes charts of singular and plural subject pronouns in Spanish and the conjugated forms of the verb "ser". It also provides some basic rules for using the informal and formal pronouns in Spanish, including guidelines for when to use "tú", "usted", and "ustedes".
What's hot (20)
Similar to Narrative essay franklin outline
Immortal Works First round edits -presentation
This document provides guidance on self-editing a manuscript before professional editing. It discusses formatting fonts and characters, checking for common mistakes like passive voice and inconsistencies, revising punctuation including commas, ellipses, and colons, properly formatting dialogue tags, rules for writing out numbers, and some miscellaneous items to check like spelling, grammar, and punctuation. The document offers examples of errors to watch out for and correct formatting.
Punctuation marks and their rules.
Accurate use of punctuation is a foremost need of communication; However, for business communication the need arises much more than usual. These are the rules of punctuation marks which you must apply in order to use punctuation accurately. Each and every sign is included in it, if not, then let me know.
Punctuation
The document discusses various punctuation marks and their proper usage. It provides rules for common punctuation marks including periods, commas, colons, semicolons, question marks, exclamation points, quotation marks, parentheses, apostrophes, hyphens, and dashes. Correct punctuation is important for disambiguating meaning and structuring written language. An example is given showing how punctuation can change the meaning of a sentence from having two different interpretations.
Punctuation by Monir Hossen
Punctuation marks are symbols that indicate structure and organization in written language. Correct punctuation is important to clarify meaning. An example shows how punctuation changes the meaning of "A woman without her man is nothing". Punctuation rules cover capitalization, periods, ellipses, commas, colons, semicolons, question marks, exclamation points, and quotation marks. Spacing after punctuation marks is also addressed.
Grammar basics a c
The document provides examples of common grammatical mistakes and guidelines for their proper usage. It discusses parts of speech, parts of a sentence, verbals, and groups of words. It then outlines common mistakes involving the use of a/an, adjectives versus adverbs, adopt/pass, affect/effect, as/like, among/between, blond/blonde, centers around, colons, comma usage, comma-splice sentences, compare to/compare with, compose/comprise/constitute, conditional mood, contact, and convince/persuade. Readers are advised to avoid alleged and allegedly as modifiers and provided alternatives.
Toeic test tips (2016) english
This document provides tips for preparing for the TOEIC exam. It covers strategies for each section of the exam:
1) For Part 1 (photos), focus on who, what, where questions and pay attention to prepositions and homophones.
2) For Part 2 (short conversations), listen for question words and beware of distractors.
3) For Part 3 (longer conversations), focus on speakers and topics. Predict conversation types from questions.
4) For Part 4 (short speeches), listen for keywords and opinions. Visuals may provide context.
It emphasizes pacing, not getting stuck on unknown answers, and using question types to guide listening. Proper preparation is key
How to write a sentence
The document discusses the key components of a sentence including the subject, predicate, and four types of sentences - declarative, interrogative, imperative, and exclamatory. It provides examples of each sentence type and discusses how to identify subjects and predicates. The document also covers fragments and run-on sentences, explaining how to identify them and methods for fixing them, such as separating ideas with punctuation or conjunctions.
IELTS Academic reading : band 7
The notes from teaching week two and teaching week
three provide an essential foundation to this week’s notes. Discussion this week concludes my presentation of the IELTS academic reading component. Discussion centers on some of the finer points involved in scoring band 7 or higher.
5 P Essay Overview Power Point 2010 R And J
The document provides instructions for writing a 5-paragraph essay analyzing who is at fault for the deaths of Romeo and Juliet in Shakespeare's play. It instructs the writer to include an introductory paragraph with background on the play and a thesis statement naming the person at fault and three reasons. Each body paragraph should discuss one reason, using a quotation from the play, commentary explaining how it supports the thesis, and creative transitions between paragraphs. The conclusion restates the thesis and summarizes the three reasons before drawing a broader conclusion.
Punctuation Capitalisation.pptx
This document provides guidance on capitalization rules in English grammar. It discusses capitalizing the first word of sentences, names and proper nouns, the first word after a colon, the first word of quotes, days/months/holidays but not seasons, most words in titles, cities/countries/nationalities/languages, and sometimes time periods and events with proper names. Specific examples are given to illustrate each rule.
Chaper 1 writing sentences 10 grade
This chapter discusses writing sentences correctly by learning about subjects, predicates, sentence structure, and common errors like fragments and run-on sentences. It provides goals, key vocabulary, and lessons on identifying sentence parts and correcting issues. Practice activities are included to help the reader identify sentence types and punctuation and fix errors.
How to write a story
1. The document provides instructions and examples for writing a story as part of the B1 Preliminary exam. It discusses the structure of a story, including the title, exposition, action, and resolution.
2. It lists expressions that can be used to begin a story, indicate the passage of time, create suspense, and depict direct speech. Sample stories are provided to demonstrate the use of tenses and other elements.
3. Top tips for the exam include learning expressions, writing with structure and visual appeal, brainstorming ideas, revising the story, and experimenting at home but being conservative during the exam.
Capitalization and Punctuation Unit 5
This document provides guidance on proper capitalization and punctuation usage. It discusses the rules for capitalizing the first letter of sentences, proper nouns, adjectives derived from proper nouns, and titles. It also covers using end punctuation, commas in a series, commas with direct address, interjections, and quotation marks. The document provides examples for each rule and clarifies cases where capitalization is optional or required within titles.
Demonstration teaching in english v and vi
This document outlines demonstration teaching lessons for English for grades 5 and 6. It includes activities, tasks, questions, and instructions for both grades. For grade 6, it covers tasks on word meanings, a story reading activity, and a pair-share activity to create a short story using words with affixes. For grade 5, it reviews different meaning of words, has students complete sentences with synonyms/antonyms, and includes group activities like identifying context clues and making sentences about inferring word meanings. It concludes with evaluating student learning through similar exercises for both grades.
PARTS OF SPEECH.pptx
The term “part of speech” refers to the role a word plays in a sentence. These roles were designed to work together.
Lvhs english 1165 d review new
The document provides strategies and skills for improving one's score on the ACT English section by 10 points. It outlines six key skills: 1) being concise in writing, 2) proper use of possessive pronouns and forms, 3) combining and coordinating ideas in sentences correctly, 4) identifying errors in structure and clarity, 5) knowing how additions or deletions can change an essay, and 6) determining an essay's purpose. Mastering these skills could increase a student's score by 8-10 scaled points, raising their composite score by up to 2.5 points. The document then discusses each skill in more detail and provides examples of questions testing these concepts.
CAPS-COMMUNICATION AND PRESENTATION SKILLS.pptx
AN EASY GUIDE for professionals to improve their communication and presenting skills. This presentation is tailored to busy professionals who don't have much time to prepare for client conversations but still want to make a good first impression.
Ling401 introduction of sentence
This document provides an overview of sentence structure concepts including phrases, clauses, and sentence types. It defines key terms like phrase, clause, independent clause, dependent clause. It explains the four main types of sentences: simple, compound, complex, and compound-complex. It also discusses functions of sentences, merger in syntax, constituency tests, and subject-verb agreement. The document aims to explain core grammatical concepts for analyzing sentence structure.
What is plot?
The document defines the key elements of plot, including: the basic situation/exposition which introduces the main character and their goal/conflict; conflict, which can be internal or external; complications, which create additional problems; the climax, where the main problem is resolved; and resolution. It provides examples of each element and explains how they work together to drive the narrative forward.
Four Horsemen Instrument.doc
The document summarizes research by John Gottman identifying four behaviors - termed "The Four Horsemen" - that are warning signs of a failing relationship: criticism, contempt, defensiveness, and stonewalling. It provides descriptions and examples of each behavior. Criticism involves blaming the other's personality rather than a specific action. Contempt includes insults, hostile humor, and mockery intended to hurt the other psychologically. Defensiveness refers to denying responsibility, making excuses, or counter-complaining in response to criticism. Stonewalling is psychologically withdrawing from a discussion by remaining silent. The more these behaviors are present in a relationship, the more negative and tense the relationship tends to become over time.
Similar to Narrative essay franklin outline (20)
More from Lisa M. Russell
The four basic sentences
The document discusses the four basic sentence patterns and eight punctuation patterns that can be used to punctuate all possible sentences. It explains that sentences can be broken down into subject-verb, subject-verb-object, and other patterns. It also provides examples of when to use commas with introductory fragments, essential vs. nonessential fragments, and the FANBOYS conjunctions. The goal is to show how just eight punctuation patterns can be used to punctuate any sentence structure.
The Four Basic Sentences
The document discusses the four basic sentence patterns and eight punctuation patterns that can be used to punctuate all possible sentences. It explains that sentences can be broken down into subject-verb, subject-verb-object, and other patterns. It also provides examples of when to use commas with introductory fragments, essential vs. nonessential fragments, and the FANBOYS conjunctions. The goal is to show how just eight punctuation patterns can be used to punctuate any sentence structure.
2130_American Lit Module 3 _Postmodern Manifestos
Get to know this American Literature time period.
Source: Norton's American Literature Anthology, Shorter volume.
2130_American Lit Module 3_Ralph Ellison
Ralph Ellison was born in Oklahoma in 1914 and attended Tuskeegee Institute on a scholarship where he studied music and played trumpet. He moved to New York City in 1936 where he met novelist Richard Wright and began writing his novel Invisible Man in 1945, which was published in 1952. Invisible Man tells the story of an unnamed narrator who feels invisible in society due to the color of his skin and explores themes of individualism, identity, and racism in America.
2130_American Lit Module 3_Tennessee Williams
- Tennessee Williams was born in 1911 in Mississippi and raised in a complex family situation, being alienated from his abusive father and closely attached to his sister
- He dropped out of college but later returned to graduate at age 27, after which he moved to New Orleans and reinvented himself
- There he wrote his most famous play, A Streetcar Named Desire, which dramatized the conflict between a fragile southern belle and her brutish brother-in-law and highlighted themes of fading southern gentility and repression.
2130_American Lit Module 3 _Introduction
American Lit from 1945 to the Present
Get to know this time period.
Source: Norton's American Literature Anthology, Shorter volume.
2130_American Lit Module 2 _Modernist Manifesto
The document discusses modernist manifestos from several early 20th century authors. It provides excerpts from manifestos by F.T. Marinetti, Mina Loy, Ezra Pound, Willa Cather, William Carlos Williams, and Langston Hughes. The manifestos declare the authors' artistic convictions and independence, calling for breaking traditions and presenting art through suggestion rather than enumeration. Marinetti's manifesto glorifies war and destroying museums, while Loy calls for absolute demolition of traditional lies.
2130_American Lit Module 2 _William Faulkner
Get to know this American classic, William Faulkner. Know why he is a classic.
Source: Norton's American Literature Anthology, Shorter volume.
2130_American Lit Module 2 _F. Scott Fitzgerald
Get to know this F. Scott Fitgerald - Beyond The Great Gadsby
Source: Norton's American Literature Anthology, Shorter volume.
2130_American Lit Module 2 _T.S. Eliot
Get to know this American class, T.S. Eliot. Know why he is a classic.
Source: Norton's American Literature Anthology, Shorter volume.
2130_American Lit Module 2_ Robert Frost
This document discusses several poems by Robert Frost including "The Gift Outright", "Home Burial", "After Apple-Picking", "'Out, Out—'", "Desert Places", "Design", "Stopping by Woods on a Snowy Evening", "The Road Not Taken", "The Oven Bird", and "Directive". It analyzes Frost's exploration of themes like mortality, the absence of God, and human powerlessness. It provides quotes and brief descriptions of these poems that reflect on these themes.
2130_American Lit Module 2 _Introduction
American Lit between 1914 - 1945. Understanding the times when this literature was written will help you understand the WHY of the literature.
Source: American Literature Anthology
2130_American Lit Module 1 _Realism and Naturalism
Learn more about this important period of time for American literature.
Source: Norton Anthology of American Literature, Short Volumne
2130_American Lit Module 1 _Steven Crane
Learn more about this author and his times.
Source: Norton Anthology of American Literature, Short Volumne
2130_American Lit Module 1 _W.E.B. Du Bois
Learn more about this author and her times.
Source: Norton Anthology of American Literature, Short Volumne
2130_American Lit Module _Charlotte Perkins Gilman "Yellow Wallpaper"
Learn more about this author and her times.
Source: Norton Anthology of American Literature, Short Volumne
2130_American Lit Module 1 _Henry James
Henry James was born in 1843 to a wealthy Manhattan family and moved to Europe as a teenager for his education. He settled permanently in England in 1876 and wrote novels influenced by realism, including Daisy Miller about a young American woman in Europe whose free-spirited manners clash with social expectations. James explored the differences between American and European cultures and sensibilities in his works. His stories often featured Americans traveling to Europe or expatriates returning home grappling with questions of identity and morality.
2130_American Lit Module 1 _Americanization
This document discusses debates around the concept of "Americanization" from the late 19th and early 20th centuries. It presents quotes from Frederick Jackson Turner, Theodore Roosevelt, Albert Beveridge, José Martí, Helen Hunt Jackson, and Jane Addams that discuss different perspectives on what it means to become American and the assimilation of immigrants. The quotes reflect both support for immigrants becoming fully assimilated into American culture as well as concerns about maintaining heritage and identity.
2130_American Lit Module _Introduction
During the period from 1865-1914, the United States underwent a transformation from a largely rural, agricultural nation to a more urban, industrialized one. This was driven by territorial expansion across North America and abroad, large-scale immigration from Europe, and rapid industrialization. Literature of the period largely took a realistic or naturalistic approach, reflecting new urban and industrial settings as well as social issues like wealth disparity. Realism aimed to present truthful depictions of life, while naturalism saw human actions as shaped by biological and environmental factors beyond one's control.
Grammar Grips: Modifiers
This document discusses different types of modifiers - misplaced, dangling, and squinting modifiers - and provides examples to illustrate each. A misplaced modifier is one that is not placed next to the word it modifies. A dangling modifier does not logically refer to any word in the sentence. A squinting modifier seems to modify two words at the same time, causing confusion. The document provides examples from student essays that demonstrate misplaced and dangling modifiers, resulting in humorous or nonsensical meanings. It encourages readers to check their own writing for these types of errors and provides practice examples to correct.
More from Lisa M. Russell (20)
2130_American Lit Module 1 _Realism and Naturalism
2130_American Lit Module 1 _Realism and Naturalism
2130_American Lit Module _Charlotte Perkins Gilman "Yellow Wallpaper"
2130_American Lit Module _Charlotte Perkins Gilman "Yellow Wallpaper"
Recently uploaded
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLevel 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Walmart Business+ and Spark Good for Nonprofits.pdf
"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!"
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Recently uploaded (20)
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Narrative essay franklin outline
- 1. The Narrative Essay Tell Me a Story
- 2. The Franklin Outline Use a three-word statements In a five-statement narrative outline
- 3. Five Statement outline 1. Conflict 2. Complication ONE 3. Complication TWO 4. Complication THREE 5. Resolution
- 4. Three Word Statements FIRST WORD: The main character or the main thing that is center stage or taking the action. Sam
- 5. Three-Word Statements SECOND WORD: Use an action verb (not words like “is.” shows
- 6. Three Word Statements THIRD WORD: The character or the thing receiving the action. Another word for it is THE DIRECT OBJECT. scouts.
- 7. Three-Word Statement The first line is the conflict statement. Sam shows scouts.
- 8. Here are some things that can go wrong in the first line: • If you do not include a main character or a main thing. • If you do not use an action verb. • If you leave off the direct object. • Not matching up conflict and resolution.
- 9. What Can go Wrong? • Not matching up conflict and resolution. • In my example they do match up: • Sam shows scouts. • Matches: • Sam studies hard.
- 10. Even the best narrative essay outlines will feel fuzzy or like you are trying to nail Jello to the wall. WHY?? • Because you are dealing with inner conflict. --Jon Franklin, Writing for Story
- 11. SO, Go Ahead and Start Using a Three-Word Statement in a Five-Statement Outline
- 12. Action verbs create scenes. Scenes with conflict rise to climax and then to a resolution It Forces You to Focus and Eliminate the Unnecessary.
- 13. Conflict: Sam shows scouts. Complication 1: Sam missed the ball. Complication 2: Scouts ignore Sam. Complication 3: Sam changes focus. Resolution Sam wins scholarships. The Narrative outline
- 14. Conflict: Complication 1: Complication 2: Complication 3: Resolution: (Write this down and put on top of draft) Your Narrative outline
- 15. Try this while writing your narrative essay.