Position and punctuation_participial phrase.pptx

•Download as PPTX, PDF•

0 likes•3 views

dwiricka180

Hopefully it can help you

Education

Position & Punctuation, Stylistic Matters,
and Possible Meanings of Participial
Phrases: Restrictive & Non-restrictive
Participial phrases are
alternate constructions for
adjective clauses usually
appear after the noun they
modify

Con’t…
• A student hoping to finish
college in three years
must work very hard.
Restrictive
• Robert, hoping to finish
college in three years,
worked very hard.
Non-
restrictive
For such participial phrase, the punctuation is
the same as for adj. clause—commas cut off
only non-restrictive phrases.

Non-restrictive phrases referring to the subject of the main
verb are moveable and may be found in the following
position:
 Beginning of sentence Hoping to finish
college in three years, Robert worked very
hard.
When a participial phrase occurs in initial
position, the ‘subject’ appear after it as the
subject of the main verb  Looking out of the
window, she saw a breath-taking view.
 The end of sentence Robert worked very
hard, hoping to finish college in three years.

Stylistic Matters related to
Participial Phrase
 By providing an alternate construction
 Perilaku
 Stereotip budaya
 Nilai-nilai budaya
 Perubahan peranan
 Pengalaman pribadi

TAHAPAN & TUGAS
PERKEMBANGAN
 Masa bayi dan awal kanak-kanak
 Akhir masa kanak-kanak/masa anak-
anak
 Masa remaja
 Masa dewasa
 Masa usia pertengahan/paruh baya
 Masa tua/usia lanjut

PERKEMBANGAN PSIKO-
FISIK
 Perkembangan motor (fisik)
 Perkembangan kognitif
 Perkembangan sosial dan moral

PERKEMBANGAN MOTOR
(FISIK)
 Proses perkembangan progresif dalam
perolehan berbagai ketrampilan fisik anak
(Syah, 2007:60)

PERKEMBANGAN
KOGNITIF
 Proses perkembangan kecerdasan otak
anak (Syah, 2007:60)

PERKEMBANGAN SOSIAL DAN
MORAL
 Proses perkembangan mental tentang
cara anak berkomunikasi (Syah, 2007:60)

TAHAP PERKEMBANGAN
MORAL VERSI PIAGET
 Realisme moral (pra-operasional)  4-7
tahun
 Masa transisi (konkret-operasional)  7-10
tahun
 Otonomi moral, realisme, dan resiprositas
(formal-operasional)  11 tahun ke atas

TAHAP PERKEMBANGAN
MORAL VERSI KOHL BERG
 Moralitas prakonvensional (usia 4-10 tahun)
 Moralitas konvensional (10-13 tahun)
 Moralitas pascakonvensional (13 tahun ke
atas)

KAIDAH PERKEMBANGAN
 Hukum konvergensi
 Hukum perkembangan dan
pengembangan diri
 Hukum masa peka
 Hukum keperluan belajar
 Hukum kesatuan anggota badan
 Hukum tempo perkembangan
 Hukum irama perkembangan

Similar to Position and punctuation_participial phrase.pptx

Characteristic: High Distinction (80 and above). Excellent standard. Distinction (70-79) Very good standard. Credit (60-69) Good standard. Pass (50-59) Fair or poor standard. Fail (Below 49) Not up to standard. Question and The approach to the The question is very The question is well The question is only The question is Central question is excellent; well answered and but only partially fairly or superficially not answered and Argument: it is answered directly and fully. As a consequence, there is a clear thesis statement, however, one or two answered. Consequently, the thesis statement is answered. Consequently, the thesis statement there is no thesis statement. there is a clear gaps or only partially outlines a thesis statement that comprehensively shortcomings are evident either in complete. superficial or incomplete answers the question and thereby terms of addressing the question or argument. effectively outlines establishing the flow the essay’s central of the rest of the argument. essay. Structure: The essay is extremely well The essay is very well structured with The essay is well structured, and the The essay is not well structured, and The essay is not sufficiently structured with fully developed and material is well the material is only structured in developed and focused organised in fairly or poorly accordance with focused paragraphs, paragraphs, and the accordance with organised in terms both exploring and and the material is material is very well both exploring and of both exploring demonstrating an extremely well organised in demonstrating its and demonstrating argument. There organised in accordance with central argument. its central are significant accordance with both exploring and However, gaps, argument. gaps, errors, or both exploring and demonstrating its errors, or Consequently, contradictions demonstrating its central argument. contradictions exist, significant, gaps, which heavily central argument. However, some thereby, errors, or detract from the Topic sentences are clearly evident and gaps or shortcomings exist undermining the essay’s analysis contradictions exist which detract from essay. are crafted at an in the analysis and and the formatting the analysis and the excellent standard. the formatting of the essay’s ideas. of its ideas. formatting of the essay’s ideas. Critical The writer has The writer has The writer has The writer has The writer has not Reflection: critically engaged at an excellent critically engaged at a very good critically engaged at a good standard partially critically engaged with the critically engaged sufficiently enough standard with the standard with the with the topic, topic, readings, with the topic, topic, readings, topic, readings, readings, question question and readings, question question and question and and relevant relevant theories. It, and relevant relevant theories. It, relevant theories. It, theories. It, therefor.

CharacteristicHigh Distinction (80 and above). Excellent standa.docx

spoonerneddy

CharacteristicHigh Distinction (80 and above). Excellent standa.docx

bissacr

Final Project Outline (Draft) PART I: TIMELINE Childhood 1966: Born; Absence of father 1976: Onset of puberty Adolescence 1981: Mother in substance recovery 1983: Left home at 17 Adulthood 1994: Birth of daughter 1997: Closed company and returned to graduate school PART II: TIMELINE ANALYSIS Introduction Thesis statement Overview of assignment and significance Support: Text & assigned articles, week 1 & other(s) Life Event I: Birth and Circumstances (1966) Born to an “unwed mother” (contemporary term); complete absence of father Age-graded event (experience shared by all) History-graded event (socio-cultural cohort) Views of the time directly impacted how my mother and I were treated Experienced much discrimination and judgment Influence on attachment Disorganized attachment Bowlby/Main Influence of macrosystem on development Impact of socio-cultural influences Bronfenbrenner Influence of poor parenting on development Mistrusting and fearful Erikson Support: Text & assigned articles, weeks 2 & 3 Life Event II: Early Pubertal Onset (1976) Experienced growth spurt and puberty onset at age 10 Age-graded event Experienced unwanted attention, teasing, and bullying Impact on cognitive and emotional functioning Influence on self-perception Being different Unwanted sexual attention Harter/Gilligan Influence on social interaction Changed from “tomboy” to gender-aware female Changed perception of how society treats people who are “different” Social information processing model Support: Text & assigned articles, weeks 2-5 Life Event III: Mother’s Substance Use & Recovery (1981) Mother spent 3 months in residential treatment Non-normative event Influence of her extreme substance abuse on my development Eriksonian stage Trauma theory Influence of her absence on my development Erikson/Main Support: Text & assigned articles, weeks 6 & 7 Life Event IV: Leaving Home (1983) Ran away from home at age 17 Non-normative event Reasons for this decision and subsequent life changes Mother’s substance abuse & related behaviors Transition from foreclosure to identity achievement stage of development Impact on identity (Erikson) Support: Text & assigned articles, weeks 6 & 7 Life Event V: Birth of Daughter (1994) Gave birth to first and only child at age 28 Age-graded event Life-changing Precipitated period of personal evaluation and reflection Catalyzed significant identity development Erickson Long- and short-term impacts Family and work prioritization Family life cycle theory Career theory Support: Text & assigned articles, weeks 8-10 Life Event VI: Major Shift in Career and Life Focus (1997) Closed company (recruiting firm) and enrolled in graduate school Age-graded event (due to being related to personal development) Decision based on desire to have more meaningful career Career Theory(ies) Generativity (Erikson) Support: Text & assigned articles, weeks 8-10 Summary (Refer back ...

Final Project Outline (Draft)PART I TIMELINEChildhood.docx

AKHIL969626

Prefsuff

amontello

Life Transitions Assignment Assignment: Life Transitions Assignment Weighting: 20% of final grade Course Outcomes: 7.0 Life Transitions Discuss the various socioeconomic life transitions that the older adult will face in relation to: · Declining function · Shrinking social world · Widowhood · Late-Stage Divorce · Late-Stage remarriage · Grand parenting · Reduced income · Retirement, including the phases of retirement · Role changes · Awareness of mortality Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content. Instructions for Assignment: 1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment. 2. Develop your questions based on adult life transitions as it relates to a person’s lived experience. 3. When choosing a time for the interview, consider when the person feels most comfortable. 4. Consider the length of time you will be taking. 5. Assure the interviewee that they may refuse to answer any question. 6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story. 7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality. 8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze. 9. Utilize APA format. 10. The essay must include a title page, in-text citations, and a reference page. (Do not reference the course slides). 11. All work is expected to be your original work in your own words. All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy. 12. This assignment will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years? 13. Do not include the interview transcript in this assignment. 14. Review the rubric to ensure you have addressed all elements that will be evaluated. Rubric Proficient Capable Developing Incomplete Presentation Excellent organization and presentation of discussion. Ideas are easy to follow Good organization and presentation of discussion. Most ideas are easy to follow, with little to no repetition. Lacks organization in the presentation .

Life Transitions Assignment Assignment Life Transitions As.docx

LaticiaGrissomzz

Spanish Course_Intermediate Level (B1+)

SpanishviaSkype

Language acquisition &language processing

John Israel Tagudin

How to Submit Forum Post and Graded Writing Assignments

Sokha Kheam

Stages of life 6th primary

MARIAMC_TEACHER

Exemplary Proficient Progressing Emerging Element (1): Responsiveness: Did the student respond to the main question of the week? 9 points (28%) Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings). 9 points Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings. 7–8 points Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 4–6 points Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 0–3 points Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? 9 points (28%) Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge. 9 points Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge. 7–8 points Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided. 4–6 points Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...

ExemplaryProficientProgressingEmergingElement (1) Respo.docx

elbanglis

This week we will discuss the social construction of gender. Choose one of the following options. Forum instructions are also included below. 1. What does it mean to say that gender is socially constructed? What are the expectations for femininity? Masculinity? What happens when someone does not meet these expectations? Remember to include at least two references to the text in your response. Respond to at least two other posts. Or 2. In the U.S. individuals are exposed to the stereotypes of what constitutes masculinity and femininity at a very young age. For this option, you will need to visit the toy and/or baby departments of a large store. There are differences in clothing, toys, colors, and even packaging. Examine these areas in the store and take note of how the areas are divided and marketed. What differences do you see? How does this relate to the social construction of gender? Include two references from the text in your discussion and reply to two other posts. Instructions: Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts. Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided. Points Ex e m p la r y (100%) Acc o m p lished (85%) Developing (75%) Beginning (65%) Not Participating (0%) Comprehension of course materials 4 Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence. Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence. Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence. ...

This week we will discuss the social construction of gender. Choose .docx

MARK547399

S1 using performance tasks to improve proficiency - bacon hakam-shen

Center for Global Education at Asia Society

Similar to Position and punctuation_participial phrase.pptx (12)

CharacteristicHigh Distinction (80 and above). Excellent standa.docx

Final Project Outline (Draft)PART I TIMELINEChildhood.docx

Prefsuff

Life Transitions Assignment Assignment Life Transitions As.docx

Spanish Course_Intermediate Level (B1+)

Language acquisition &language processing

How to Submit Forum Post and Graded Writing Assignments

Stages of life 6th primary

ExemplaryProficientProgressingEmergingElement (1) Respo.docx

This week we will discuss the social construction of gender. Choose .docx

S1 using performance tasks to improve proficiency - bacon hakam-shen

Recently uploaded

Major project report on Tata Motors and its marketing strategies

AmanpreetKaur157993

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

annathomasp01

Mattingly "AI and Prompt Design: LLMs with NER"

National Information Standards Organization (NISO)

Model Attribute _rec_name in the Odoo 17

Celine George

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

Dr. Mazin Mohamed alkathiri

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

AnaAcapella

SURVEY I created for uni project research

CaitlinCummins3

Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

SPLICE Working Group:Reusable Code Examples

Peter Brusilovsky

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

Gary Wood

Michaelis Menten Equation and Estimation Of Vmax and Tmax.pptx

RugvedSathawane

OS-operating systems- ch05 (CPU Scheduling) ...

Dr. Mazin Mohamed alkathiri

TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...

Nguyen Thanh Tu Collection

AIM of Education-Teachers Training-2024.ppt

Nishitharanjan Rout

Photos from our Spring Gala 2024. Thank you for making our 2024 Spring Gala unforgettable! Whether you attended or supported us with a donation, we extend our heartfelt thanks for celebrating School-Community Partnerships alongside ExpandED Schools. Special appreciation to our honorees, Rachel Skaistis and Cravath, Swaine, & Moore LLP, for their unwavering support in advancing educational equity. Your contributions have profoundly impacted countless young New Yorkers, and we’re proud to have you as part of our community. Our gratitude also extends to our Board of Directors, sponsors, city partners, community-based organizations, and the inspiring young people who joined us. Your support fuels our mission, and we’re endlessly thankful for your dedication. While we celebrate our gala’s success, our work continues. As you view the evening’s highlights, consider how you can further empower young New Yorkers and educators with your donation, no matter the size. Donate today: https://www.expandedschools.org/support-our-work/donate/

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

expandedwebsite

PS-Policies-on-Enrolment-Transfer-of-Docs-Checking-of-School-Forms-and-SF10-a...

nhezmainit1

How to Manage Website in Odoo 17 Studio App.pptx

Celine George

What is 3 Way Matching Process in Odoo 17.pptx

Celine George

Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...

EADTU

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Limon Prince

Rich Dad Poor Dad ( PDFDrive.com )--.pdf

Jerry Chew

Recently uploaded (20)

Major project report on Tata Motors and its marketing strategies

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

Mattingly "AI and Prompt Design: LLMs with NER"

Model Attribute _rec_name in the Odoo 17

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

SURVEY I created for uni project research

SPLICE Working Group:Reusable Code Examples

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

Michaelis Menten Equation and Estimation Of Vmax and Tmax.pptx

OS-operating systems- ch05 (CPU Scheduling) ...

TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...

AIM of Education-Teachers Training-2024.ppt

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

PS-Policies-on-Enrolment-Transfer-of-Docs-Checking-of-School-Forms-and-SF10-a...

How to Manage Website in Odoo 17 Studio App.pptx

What is 3 Way Matching Process in Odoo 17.pptx

Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Rich Dad Poor Dad ( PDFDrive.com )--.pdf

Position and punctuation_participial phrase.pptx

1. Position & Punctuation, Stylistic Matters, and Possible Meanings of Participial Phrases: Restrictive & Non-restrictive Participial phrases are alternate constructions for adjective clauses usually appear after the noun they modify

2. Con’t… • A student hoping to finish college in three years must work very hard. Restrictive • Robert, hoping to finish college in three years, worked very hard. Non- restrictive For such participial phrase, the punctuation is the same as for adj. clause—commas cut off only non-restrictive phrases.

3. Non-restrictive phrases referring to the subject of the main verb are moveable and may be found in the following position:  Beginning of sentence Hoping to finish college in three years, Robert worked very hard. When a participial phrase occurs in initial position, the ‘subject’ appear after it as the subject of the main verb  Looking out of the window, she saw a breath-taking view.  The end of sentence Robert worked very hard, hoping to finish college in three years.

4. Stylistic Matters related to Participial Phrase  By providing an alternate construction  Perilaku  Stereotip budaya  Nilai-nilai budaya  Perubahan peranan  Pengalaman pribadi

5. TAHAPAN & TUGAS PERKEMBANGAN  Masa bayi dan awal kanak-kanak  Akhir masa kanak-kanak/masa anak- anak  Masa remaja  Masa dewasa  Masa usia pertengahan/paruh baya  Masa tua/usia lanjut

6. PERKEMBANGAN PSIKO- FISIK  Perkembangan motor (fisik)  Perkembangan kognitif  Perkembangan sosial dan moral

7. PERKEMBANGAN MOTOR (FISIK)  Proses perkembangan progresif dalam perolehan berbagai ketrampilan fisik anak (Syah, 2007:60)

8. PERKEMBANGAN KOGNITIF  Proses perkembangan kecerdasan otak anak (Syah, 2007:60)

9. PERKEMBANGAN SOSIAL DAN MORAL  Proses perkembangan mental tentang cara anak berkomunikasi (Syah, 2007:60)

10. TAHAP PERKEMBANGAN MORAL VERSI PIAGET  Realisme moral (pra-operasional)  4-7 tahun  Masa transisi (konkret-operasional)  7-10 tahun  Otonomi moral, realisme, dan resiprositas (formal-operasional)  11 tahun ke atas

11. TAHAP PERKEMBANGAN MORAL VERSI KOHL BERG  Moralitas prakonvensional (usia 4-10 tahun)  Moralitas konvensional (10-13 tahun)  Moralitas pascakonvensional (13 tahun ke atas)

12. KAIDAH PERKEMBANGAN  Hukum konvergensi  Hukum perkembangan dan pengembangan diri  Hukum masa peka  Hukum keperluan belajar  Hukum kesatuan anggota badan  Hukum tempo perkembangan  Hukum irama perkembangan

Position and punctuation_participial phrase.pptx

Recommended

Recommended

More Related Content

Similar to Position and punctuation_participial phrase.pptx

Similar to Position and punctuation_participial phrase.pptx (12)

Recently uploaded

Recently uploaded (20)

Position and punctuation_participial phrase.pptx