This document discusses the concept of parallelism in writing. Parallelism means using similar grammatical structures to express similar ideas. When parts of a sentence are comparable, they should have the same grammatical form. Examples show how to correctly use parallel structure with verbs, nouns, adjectives, and after coordinating conjunctions like "and" and "or." The document also provides exercises for readers to identify parallel and non-parallel options to fill in blanks. Sources for the information are cited.
This WebQuest was done by a group of third year pre-service student teachers at the University of the Witwatersrand. Outstanding!
The topic that the learners will be dealing with is Struggle Songs, one of which is called Gimme Hope Jo’anna. The meaning behind these struggle songs represents something more powerful such as Apartheid. This is relevant to the lives of the learners as the learners will, through a process of exploration, come to discover that all texts have a context, and that that context is crucial in understanding the essence of the text. Learners will also be required to reflect on the relevance of an event in the shaping of our society in post-Apartheid South Africa.
This lesson was developed as part of the English, Arts and Culture and Human and Social Sciences Curricula for Grade 9’s at any particular South African High School. However this can be taught worldwide provided that the learners have prior knowledge on South Africa’s History.
The focal point of this Web Quest, as mentioned above, is the real-world connections that the learners will encounter. The learners will also utilise the skills and knowledge required to complete the set tasks. The skills necessary for English requires the learners to analyse the song/poem, focus on the meaning of the song/poem, and finally extract the following figures of speech: similes, imagery and metaphors. The skills necessary for Arts and Culture requires the learners to focus on Character, Language, and Dramatic tension while producing their skit, as well as the Interpretation and performance of a choice which incorporates: Physical Expressiveness and Emotional Connection. The skills necessary for Human and Social Sciences requires the learner to focus wholly on Apartheid and Forced Removals in South Africa. This incorporates the 1948 National Party and Apartheid which deals with how Apartheid affected people’s lives. It then focuses on how forced r
This WebQuest was done by a group of third year pre-service student teachers at the University of the Witwatersrand. Outstanding!
The topic that the learners will be dealing with is Struggle Songs, one of which is called Gimme Hope Jo’anna. The meaning behind these struggle songs represents something more powerful such as Apartheid. This is relevant to the lives of the learners as the learners will, through a process of exploration, come to discover that all texts have a context, and that that context is crucial in understanding the essence of the text. Learners will also be required to reflect on the relevance of an event in the shaping of our society in post-Apartheid South Africa.
This lesson was developed as part of the English, Arts and Culture and Human and Social Sciences Curricula for Grade 9’s at any particular South African High School. However this can be taught worldwide provided that the learners have prior knowledge on South Africa’s History.
The focal point of this Web Quest, as mentioned above, is the real-world connections that the learners will encounter. The learners will also utilise the skills and knowledge required to complete the set tasks. The skills necessary for English requires the learners to analyse the song/poem, focus on the meaning of the song/poem, and finally extract the following figures of speech: similes, imagery and metaphors. The skills necessary for Arts and Culture requires the learners to focus on Character, Language, and Dramatic tension while producing their skit, as well as the Interpretation and performance of a choice which incorporates: Physical Expressiveness and Emotional Connection. The skills necessary for Human and Social Sciences requires the learner to focus wholly on Apartheid and Forced Removals in South Africa. This incorporates the 1948 National Party and Apartheid which deals with how Apartheid affected people’s lives. It then focuses on how forced r
Subject-Verb Agreement
After reading this you will understand;
• Relation b/w subject and verb
• Parts of Sentences
• Definition of verb
• Identification of verbs
• Singular and Plural primary helping verb
• Conjunctions and its types
• Collective nouns
• Singular and Plural Verb
• Different Rules for identifying Subject-Verb Agreement
it is a case study (50-year-old woman) who states she has suffered from mild muscle discomfort in her neck, spine, and upper and lower extremities for more than 6 months, but the pain has progressively gotten worse in the last 3 months.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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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.
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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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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. Contents
What is parallelism?
Use similar structures to express similar ideas.
Use parallelism in the following cases.
Use parallel structure on both sides of
coordinating conjunctions.
Exercises
3. Parallelism:
1.means that similar parts of a sentence have the same structure:
nouns are with nouns, verbs with verbs, and phrases with
phrases
In other word:-
2. Parallelism in writing means that similar parts in a
sentence (2 or more) must have the same structure.
Their parts are comparable and balanced.
Allows writing to flow smoothly and helps avoid
misunderstandings.
Note:
When similar parts do not follow the same structure,
you have created Faulty Parallelism.
4. For examples:-
1.Not parallelism : I like singing, kayaking, and to
dance.
2. parallelism: I like singing, kayaking, and
dancing
Incorrect:-
Angry ants, munched the marshmallows, crumbling
coffeecake, and sipping syrup, headed off across
the countertop.
Correct:-
Angry ants, munching marshmallows, crumbling
5. Use similar structures to express similar ideas.
Put nouns with nouns
Faulty (F): I enjoy basketball more than playing video
games.
Correct (C) : I enjoy basketball more than video games. √
Put verbs with verbs (and use same tense)
F: On our anniversary, we ate, danced, and were singing.
C: On our anniversary, we ate, danced, and sang.
Put adjectives with adjectives
F: My history class was both interesting and a challenge.
C: My history class was both interesting and challenging.
6. Make sure to use parallelism in the following cases.
When joining two or more items with and or or:
1.The party featured a four-foot cake and a singing gorilla.
2.I am doing well in my English class, in my math class, and
in my history class.
In comparisons:
Taking the train is as fast as driving.
Driving to Austin is as fast as flying
With certain paired words (like both/and, either/or, and
neither/nor):
Marlize both bakes bread and fixes cars.
My history course is both interesting and challenging
7. Use parallel structure on both sides of coordinating
conjunctions
(for, and, nor, but, or, yet, so)
FANBOYS
For example,
1. She possessed all the wizard’s charm yet none of the wizard’s
insight.
2. Consult a doctor if your coughing persists or if your coughing
worsens over the weekend.
3. In English class, Diego learned to read poems critically and
appreciate good prose..
4. A swimmer was attacked by a shark, but he scared it away
by poking it in the eye.
8. Paired Conjunctions: (Both…and; not only. . . but also;
either. . .or; neither . . . nor)
For example,,
Both my mother and my sister are here.
Not only my mother but also my sister is here.
Neither my sister nor my parents are here.
We can have either broccoli or cauliflower for dinner.
Note:
1.When we use (both. . . and) the verb is always
plural.
2. When we use (not only…but also; neither. . .
nor; either. . . or) the verb is always in the form of the
word directly before it
9. Choose the correct answer to fill
in the blank.
1. Ella’s job responsibilities include ____,
training, and informing workers of company
policies.
A) to hire
B) hired
C) hire
D) none of the above
10. Choose the correct answer to fill
in the blank.
1.Ella’s job responsibilities include ____,
training, and informing workers of company
policies.
ANSWER:
A) to hire
B) hired
C) hire
D) none of the above; hiring is the correct
answer.
11. More Exercises:-
2. Henry likes pizza more than _______.
A) spinach
B) to eat spinach
C) to be eating spinach
D) none of the above
12. More Exercises:-
2.Henry likes pizza more than _______.
ANSWER:
A) spinach
B) to eat spinach
C) to be eating spinach
D) none of the above
13. More Exercises:-
3.He drove to the store to buy milk, eggs, and
_______.
A) to get bread
B) bread
C) getting bread
D) none of the above
14. More Exercises:-
3.He drove to the store to buy milk, eggs, and
_______.
ANSWER:
A) to get bread
B) bread
C) getting bread
D) none of the above
15. More Exercises:-
4.Tom jogs, swims, and _________.
A) he is kick boxing
B) kick boxes
C) he kick boxes
D) none of the above
16. More Exercises:-
4.Tom jogs, swims, and _________.
ANSWER:
A) he is kick boxing
B) kick boxes
C) he kick boxes
D) none of the above
17. More Exercises:-
5.The film had many stars, used various special
effects, and ________.
A) violence
B) featured graphic violence
C) it was violent
D) none of the above
18. More Exercises:-
5.The film had many stars, used various special
effects, and ________.
ANSWER:
A) violence
B) featured graphic violence
C) it was violent
D) none of the above
19. More Exercises:-
6.I think that learning a new language is harder
than ____.
A) math
B) to learn math
C) learning math
D) none of the above
20. More Exercises:-
6.I think that learning a new language is harder
than ____.
ANSWER:
A) math
B) to learn math
C) learning math
D) none of the above
21. More Exercises:-
7.For some very shy people, giving a speech
can be as frightening as _________.
A) having a serious illness
B) illness
C) to have an illness
D) none of the above
22. More Exercises:-
7.For some very shy people, giving a speech
can be as frightening as _________.
ANSWER:
A) having a serious illness
B) illness
C) to have an illness
D) none of the above
23. More Exercises:-
8.I’d rather be lucky or hardworking than
________.
A) to have talent
B) having talent
C) talented
D) none of the above
24. More Exercises:-
8.I’d rather be lucky or hardworking than
________.
ANSWER:
A) to have talent
B) having talent
C) Talented √
D) none of the above
25. More Exercises:-
9. That football team has both a good offense
and ______.
A) it has a good defense
B) a good defense
C) having a good defense
D) none of the above
26. More Exercises:-
9. That football team has both a good offense
and ______.
ANSWER:
A) it has a good defense
B) a good defense √
C) having a good defense
D) none of the above
27. Last Exercises:-
10. Bob is not only loyal to friends but also
________.
A) he is friendly to strangers
B) to be friendly to strangers
C) friendly to strangers
D) none of the above
28. Answer last Exercises:-
Bob is not only loyal to friends but also
________.
ANSWER:
A) he is friendly to strangers
B) to be friendly to strangers
C) friendly to strangers √
D) none of the above