The document provides a review of punctuation and capitalization rules. It defines common punctuation marks like periods, commas, quotation marks, and explains their proper uses. It also covers capitalization rules for proper nouns, titles, sentences, and other cases. The response rewrites 10 sentences applying the discussed punctuation and capitalization guidelines.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
It is a powerpoint presentation that discusses about the lesson or topic: Punctuation Marks. It also talks about the definition and different types and examples for the topic: Punctuation Marks.
Reflexive and intensive pronouns are kind of like twins. They look the same, but they are actually different. So, what's the difference between these two pronouns?
Denotation is when you mean what you say, literally. Connotation is created when you mean something else, something that might be initially hidden. The connotative meaning of a word is based on implication, or shared emotional association with a word.
Hello! Kindly click like button if the article/presentation is helpful. Thank you :)
It is a powerpoint presentation that discusses about the lesson or topic: Punctuation Marks. It also talks about the definition and different types and examples for the topic: Punctuation Marks.
Reflexive and intensive pronouns are kind of like twins. They look the same, but they are actually different. So, what's the difference between these two pronouns?
Denotation is when you mean what you say, literally. Connotation is created when you mean something else, something that might be initially hidden. The connotative meaning of a word is based on implication, or shared emotional association with a word.
Hello! Kindly click like button if the article/presentation is helpful. Thank you :)
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
Commas aren't as scary as they seem! This show demystifies the comma. Learn to use them correctly and increase clarity in your writing, get more jobs, and influence people.
Reading Assessment 1 1. Read the paragraph in order to ans.docxsedgar5
Reading Assessment
1
1. Read the paragraph in order to answer the question.
Harvey loved the game of football. He practiced passing and kicking every day. But, at age 15, Harvey was short and
slender. Soaking wet, he barely tipped the bathroom scale at 108 pounds. One day, Harvey told his older brother he
was going to try out for the football team. Harvey’s brother laughed and suggested that he try out for the chess team.
The main idea in this passage is that
A. Harvey was small for his age, but he was strong.
B. Harvey loved football more than chess.
C. Harvey wanted to play football in spite of his size.
D. Harvey’s brother preferred chess to football.
2. Read the passage to answer the question. Four parts of the passage are numbered to help you answer the question.
(1) One day, Lucy and Tom had a picnic. (2) Lucy spread a tablecloth in the grass beside the millpond it was a pretty
day for a picnic. (3) All went well until Lucy discovered that ants
had invaded the lemonade. (4) They had also overrun the potato salad. Which number marks a run-on sentence—a
group of words made up of two sentences?
A. 1 C. 3
B. 2 D. 4
3. Read the paragraph in order to answer the question.
Anyone can walk around a golf course. Anyone can hit a golf ball with a golf club. To do so, a person doesn’t have to
know the names or numbers of the different clubs. He or she does not even need to know the rules of golf. But a person
who wants to play golf properly has to learn the rules of the game and when to use different clubs. The main topic of this
paragraph is that
A. anyone can play golf.
B. a person has to learn how to play the actual game of golf.
C. a person does not need to know the rules of golf.
D. a person who wants to play golf must have golf clubs.
4. Read the paragraph in order to answer the question.
When he went to his first day of riding instruction, Jody told the instructor he had never ridden a horse before. He also
admitted that he was a little bit afraid of horses. The instructor wanted Jody to overcome his fear. She decided that he
should begin his lessons on a horse named Nellie. Nellie was not wild or frisky; she was docile.
From the context of this paragraph, you can tell that the word docile means
A. cheerful. C. gentle.
B. content. D. slow.
5. Read the paragraph to answer the question.
Dr. Lazar admired the work of the nuns of the Sisters of Charity Hospital. Each week, he
donated a small sum to the hospital’s children’s ward. However, the money was delivered
anonymously. The sisters never learned who donated the money. Based on this paragraph, you can make an educated
guess that when a gift is given anonymously, the _________ of the donor is withheld.
A. purpose C. intention
B. name D. admiration
6. Read the following passage.
Jake’s friends all describe him as an affable person. He often allows others to go before
him in the lunch line. He seldom says an unkind word about an.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Rewrite the following sentences:
1. did i tell you to go out
2. get some sleep dad said
3. what subject has
professor villa been
teaching
4. i live in north carolina
5. its already 12.
3. 6. dont forget to buy milk
bread and butter
7. dante aligheri wrote the
divine comedy
8. speaking good english he
impressed the audience
9. bring the following paper
pen and eraser.
Rewrite the following sentences:
4. 10.stop the old woman
yelled
Rewrite the following sentences:
6. IMPORTANCE:
Helps clear the ground for you.
Without punctuation marks, a
written work is like a jumbled
mass of words without any
divisions to mark pauses and
breaks in thought.
Who is calling Joe?
Who is calling, Joe?
7. Period (.)
1. At the end of declarative
and imperative sentences.
Example:
Declarative:
The book is on the desk.
Imperative:
Go to the grocery store.
8. Period (.)
2. In abbreviation
Example:
Ed Wilson, Ph.D. will be
lecturing about insects.
Ms. Audrey Aimes is an
award-winning
photographer.
9. Period (.)
3. Inside quotation marks:
Example:
The determined scientist
thought to himself, “I must
find a solution.”
10. Question Mark (?)
1. Ends a direct quotation:
Example:
Where did you come from?
NOTE: Indirect questions don’t require
(?) but (.) after them.
He asked me where I had
come from.
11. Question Mark (?)
1. Ends a direct quotation:
Example:
Did you take a bath?
The teacher asked if I took
a bath.
12. Exclamation Mark (!)
1. Used after a sentence that
expresses a strong feeling.
Example:
Don’t just stand there! Do
something!
You’re just a mess!
13. Quotation Marks (“)
1. Around the exact words of a
speaker:
Example:
The teacher said, “We will
have an exam next
Tuesday.”
14. Quotation Marks (“)
2. Around titles of songs, short
articles or essays, stories,
poems:
Example:
We read the poem “The
Road not Taken” by Robert
Frost.
15. Quotation Marks (“)
2. Around titles of songs, short
articles or essays, stories,
poems:
Example:
I watch the movie “Troy.”
16. Comma (,)
1. Between individual items in
a series or list:
Example:
Remember to buy milk,
butter, eggs, bread, and
juice.
17. Comma (,)
2. Before and After names in a
direct address:
Example:
Joe, will you please pass
the butter?
Please pass the butter, Joe.
18. Comma (,)
3. After introductory
expressions/ phrases.
Example:
Unfortunately, I only had 2.5
GPA last semester.
Sleeping soundly, Linda did
not wake up when the
earthquake hit.
19. Comma (,)
4. Around appositive/ throw-in
interrupting expression.
Example:
Barry Bonds, the best home
run hitter in baseball, is left-
handed.
Abraham Lincoln, in my
opinion, is a good leader.
20. Comma (,)
5. With quotations:
Example:
Sigmund Freud asked,
“What do women want?”
Jack said, “Who is your best
friend?”
21. Comma (,)
6. Between elements in locations,
dates, or addresses:
Example:
My father was born on
January 1, 1958.
NOTE: Do not use commas if the date is inverted—21
March 2014—or if it does not include the day.
22. Apostrophe (‘)
1. In possessives, between the end
of the word and s when the word
does not end in s; but after the s
in words ending in s.
Example:
That is Andy’s jar.
That is the Taylors’ house.
23. Apostrophe (‘)
2. In contractions, to signify
where letters have been
omitted:
Example:
The bad guys in movies
sometimes aren’t very smart.
Isn’t it amazing?
24. Apostrophe (‘)
3. Before the s in plurals of
letters, numbers, and words.
Example:
Dr. Yenser gave six A’s, three
B’s, nine C’s, and two D’s in
his literature class.
25. Colon (:)
2. When introducing a quotation
after a complete sentence:
Example:
Remember the words of
Confucius: “Do not do unto
others what you don’t want
others do unto you.”
26. Colon (:)
3. In a salutation of a formal
letter:
Example:
To Whom It May Concern:
NOTE: Salutations in less formal
letters tend to have commas
27. Colon (:)
3. Between hours and minutes
and between minutes and
seconds of time or ratio:
Example:
7:00 1:2 6:08:12
28. Colon (:)
4. Between main clauses when
the first signals that the second
will provide an answer or
definition:
Example:
Faith is like love: It cannot be
forced.
29. Semi-Colon (;)
1. In place of a comma and a
conjunction to join independent
clauses:
Example:
He is handsome; he has a
pleasing attitude.
Instead of: He is handsome because
he has a pleasing attitude.
30. Semi-Colon (;)
2. Before a conjunctive adverb
(like however or therefore):
Example:
I want to shift to BSIT;
therefore, I need to get good
grades.
31. Semi-Colon (;)
3. Between items in a list when
the list items have commas:
Example:
Three movies I have seen recently are Jaws,
about a killer shark off the coast of New
England; K-19, about a Russian
submarine; and Pod People, about a little
boy who makes friends with an alien.
32. 1. Enclose editorial comments or
clarifications inserted into quoted
material.
His embarrassment had peaked [sic] her
curiosity.
2. Enclose insertions that supply missing
letters or that alter the form of the
original word.
He dryly observed that they bought the
stock because “ they want[ed] to see
themselves getting richer.”
Brackets []
33. 3. Functions as parentheses
within parentheses.
Posner’s recent essays (like
his earlier Law and Literature
[1988]) bear this out.
34. 1. Indicates the omission of one or
more words within a quoted sentence
…
2. Indicates one or more lines omitted
from a poem
…………………………………………
3. Indicates faltering speech or
unfinished sentence in dialogue.
“I mean …” he stammered, “ like …
How?”
Ellipses …
35. 1. Enclose phrases and clauses that
provide examples, explanations, or
supplementary facts.
Four computers (all outdated
models) were replaced.
2. Enclose numerals that confirm a
spelled-out number in a business
or legal context.
Delivery will be made in thirty (30)
days.
Parentheses
36. 3. Enclose numbers or letters
indicating individual items in
a series within a sentence.
Sentences can be classified as
(1) simple, (2) multiple, and
(3) complex.
38. 1. For proper nouns
Jonathan lives in Los Angeles.
2. For generic names with proper
noun.
We will go to Gaisano Mall.
39. 3. For the first word in the
sentence.
Did you leave the oven on when
you left the house?
4. For the pronoun I:
Even if I wanted to, I still could
not.
40. 5. For the title of the relative when
the relative is named:
That blonde woman is Aunt
Delia.
6. For titles that precede a proper
name (but not when name is not
given)
My doctor is Doctor Moore.
He is my doctor. (not Doctor)
41. 7. For words in titles (except
conjunctions, preposition and
articles)Chronicles of Narnia is one of
my favorite movies.
The Road not Taken
8. For races and ethnic groups,
historical, religious or political
groups.
Laurie married a Nigerian last
year.
42. 9. For specific course title.
I took Renaissance Literature
last semester.
44. Rewrite the following sentences:
1. did i tell you to go out
Did I tell you to go out?
2. get some sleep dad
said
“Get some sleep,” Dad
said.
45. Rewrite the following sentences:
3. what subject has professor
villa been teaching
What subject has Professor
Villa been teaching?
4. i live in north carolina
I live in North Carolina.
46. Rewrite the following sentences:
5. its already 12 51 but im
still up
It’s already 12:51.
47. 6. dont forget to buy milk
bread and butter
Don’t forget to buy milk,
bread, and butter.
7. dante aligheri wrote the
divine comedy
Dante Aligheri wrote the
Divine Comedy.
Rewrite the following sentences:
48. 8. speaking good english he
impressed the audience
Speaking good English, he
impressed the audience.
9. bring the following paper
pen and eraser.
Bring the following: paper,
pen, and eraser.
Rewrite the following sentences:
49. 10.stop the old woman
yelled
“Stop!” the old woman
yelled.
Rewrite the following sentences: