Purpose of reading
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This document discusses different types of writing and their purposes. It explains that writing can aim to inform by presenting facts, persuade by making an argument, or entertain through narratives and poetry. Informative or expository writing explains facts about a topic, persuasive writing expresses an opinion and may use facts to support it, and narratives and poetry are written to entertain readers.
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The document discusses different topics presented by four students: Marie Joy Guevarra reported on elements of an effective story for dramatization, including that it should have a clear structure, action, and emotional appeal. Neresa Rose Baldres reported on the typical structure of a five-paragraph essay. Maylene Gantang discussed different types of advertisements, including digital advertising methods like television and online ads, as well as physical ads and celebrity branding.
Chapter 4
1. The document provides guidance on how to evaluate an author's message by making inferences, assessing the author's qualifications and purpose, distinguishing facts from opinions, and evaluating evidence.
2. It emphasizes making inferences based on details provided and omitted, noticing clues in word choices and emphasis, and verifying inferences with evidence.
3. The document also notes the importance of assessing an author's background, publications, and reputation, as well as distinguishing facts that can be verified from opinions that cannot.
Informative vs argumentative
This document compares informative and argumentative texts. Informative texts aim to explain or define a topic through facts and opinions without expressing the author's own views. Argumentative texts aim to convince readers of the author's viewpoint on an issue through reasons and arguments. The document provides examples of introductory sentences to illustrate whether a text is informative by addressing factual information or argumentative by beginning to argue opinions.
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The document discusses the SOAPSTone framework for analyzing speeches and texts. It defines each element of SOAPSTone: Speaker, Occasion, Audience, Purpose, Subject, and Tone. It then focuses on Tone, explaining that tone is established through an author's use of figurative language, imagery, diction, details, and syntax.
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2.2 Lesson Power Point
This document discusses an author's purpose for writing and identifies the four main purposes: to entertain, to inform, to persuade, and to describe. It provides examples of text types that serve each purpose and explains that readers can determine an author's purpose by examining clues within the text, such as the type of information presented and whether the author aims to educate, convince, depict a location, or tell a story. Determining an author's purpose is an important reading comprehension skill.
Analyzing nonfiction and rhetoric 3 (soaps tone) (1)
This document introduces the SOAPSTone tool for analyzing rhetorical texts. SOAPSTone is an acronym that represents S-Speaker, O-Occasion, A-Audience, P-Purpose, and T-Tone. It provides a framework for understanding who is communicating, why they are communicating, who they are communicating to, what their goal is, and their attitude about the topic. The document then provides examples analyzing Abraham Lincoln's Gettysburg Address to demonstrate how to apply the SOAPSTone tool.
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The document compares and contrasts expository and persuasive essays. It provides information on the key elements of each type of essay. Expository essays explain or inform the reader using facts without opinion, while persuasive essays attempt to convince the reader of a position using evidence and reasoning to support an opinion. The document includes examples of thesis statements and paragraphs for each essay type.
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Neresa
The document discusses different topics presented by four students: Marie Joy Guevarra reported on elements of an effective story for dramatization, including that it should have a clear structure, action, and emotional appeal. Neresa Rose Baldres reported on the typical structure of a five-paragraph essay. Maylene Gantang discussed different types of advertisements, including digital advertising methods like television and online ads, as well as physical ads and celebrity branding.
Chapter 4
1. The document provides guidance on how to evaluate an author's message by making inferences, assessing the author's qualifications and purpose, distinguishing facts from opinions, and evaluating evidence.
2. It emphasizes making inferences based on details provided and omitted, noticing clues in word choices and emphasis, and verifying inferences with evidence.
3. The document also notes the importance of assessing an author's background, publications, and reputation, as well as distinguishing facts that can be verified from opinions that cannot.
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This document compares informative and argumentative texts. Informative texts aim to explain or define a topic through facts and opinions without expressing the author's own views. Argumentative texts aim to convince readers of the author's viewpoint on an issue through reasons and arguments. The document provides examples of introductory sentences to illustrate whether a text is informative by addressing factual information or argumentative by beginning to argue opinions.
Soaps-tone
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This document discusses an author's purpose for writing and identifies the four main purposes: to entertain, to inform, to persuade, and to describe. It provides examples of text types that serve each purpose and explains that readers can determine an author's purpose by examining clues within the text, such as the type of information presented and whether the author aims to educate, convince, depict a location, or tell a story. Determining an author's purpose is an important reading comprehension skill.
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This document introduces the SOAPSTone tool for analyzing rhetorical texts. SOAPSTone is an acronym that represents S-Speaker, O-Occasion, A-Audience, P-Purpose, and T-Tone. It provides a framework for understanding who is communicating, why they are communicating, who they are communicating to, what their goal is, and their attitude about the topic. The document then provides examples analyzing Abraham Lincoln's Gettysburg Address to demonstrate how to apply the SOAPSTone tool.
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Persuasive techniques
Persuasive techniques include:
1) The use of adjectives, imagery, anecdotes, connotations, euphemisms, evidence/statistics, hyperbole, inclusive language, generalizations, formal language, colloquial language, repetition, rhetorical questions and emotive language to appeal to audiences.
2) Each technique aims to describe, relate to, influence or engage the audience in a particular way such as making a product seem personal, appealing to emotion, or appearing knowledgeable.
3) Examples are given such as "fluffy and orange" cat, "horror" connotations of fear, and "sorry I'm late, I got stuck in traffic".
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The document discusses several key literary elements and techniques used in writing including:
- Tone, which is the writer's attitude conveyed through their work.
- Mood, which is the overall feeling or atmosphere created through elements like plot, characters, and description.
- Theme, which is the central idea or message, and can be explicitly stated or implied. Themes are often conveyed through how they make the reader feel, characters' thoughts and conversations, or events in the story.
- Foreshadowing, which are subtle hints the author provides about future events to build suspense and make the narrative more believable.
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This document outlines the SOAPSTone method for analyzing texts. It breaks the method down into its components: S (Speaker), O (Occasion), A (Audience), P (Purpose), S (Subject), and T (Tone). For each component, it provides guidance on what to look for and consider, such as the speaker's identity and credibility, the context and prompt for creation, the intended and actual audiences, the author's goals, the topic, and attitude conveyed. The overall purpose of the SOAPSTone method is to conduct a thorough contextual analysis of a text in order to better understand its intended meaning and effect.
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Writing Open Letters
The open letter genre allows a writer to address one audience directly while also persuading another, implicit audience. Open letters maintain the fiction of addressing an explicit audience but make a broader argument to the implicit audience. They must clarify their argument for the implicit audience, convincing them of something through establishing facts, redefining terms, judging ideas, or proposing solutions. Effective open letters require identifying both audiences, framing the argument, and using a tone that best accomplishes the writer's purpose.
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This document discusses various literary elements including character, setting, plot, point of view, theme, tone, description, and defines fiction and nonfiction. It explains that personal/literary nonfiction tells real stories and includes elements like main idea, drawing conclusions, and viewpoint. Informational nonfiction uses facts to explain real topics and includes an introduction, body, and conclusion. The difference between autobiography and biography is also defined, with autobiography telling the author's own life story.
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The document provides guidance on writing news stories about speeches and press conferences. It recommends starting with a theme in the lede and focusing on the most exciting things said rather than just noting the speech occurred. The second graph should include a strong quote to support the lede. Subsequent paragraphs should give background on the audience and location before summarizing the speaker's main points to structure the rest of the article.
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The document discusses three main reasons for writing: to inform, to persuade, and to entertain. Writing to inform, also called expository writing, explains or shows facts about a topic. Writing to persuade attempts to influence the reader's opinion through arguments. Writing to entertain includes narratives, stories, poems, and scripts, which have the primary purpose of amusing the reader.
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This document provides information on creative non-fiction, fiction, poetry, and drama genres. It discusses literary nonfiction, which is based on fact but written creatively. It also outlines 15 types of poetic forms including sonnets, epics, haiku, and more. Additionally, it covers the elements of drama, including types like comedy, tragedy, and melodrama. Finally, it provides tips for writing short stories, such as developing characters, using setting and context, creating conflict and tension, and finding a resolution.
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Writing Epistolary Essays
An epistolary essay is a personal essay written in the form of a letter addressed to a specific person, though they may be dead or unable to read the letter. It allows the writer to focus on an explicit audience of the letter's recipient while also communicating to a broader implicit audience of readers. The writer manages these two audiences by addressing a personal situation in the letter while using stories and anecdotes to convey a deeper point to readers. Epistolary essays employ conventions of letter writing like titles indicating the recipient to signify the explicit audience to readers.
Persuasive techniques
Persuasive techniques include:
1) The use of adjectives, imagery, anecdotes, connotations, euphemisms, evidence/statistics, hyperbole, inclusive language, generalizations, formal language, colloquial language, repetition, rhetorical questions and emotive language to appeal to audiences.
2) Each technique aims to describe, relate to, influence or engage the audience in a particular way such as making a product seem personal, appealing to emotion, or appearing knowledgeable.
3) Examples are given such as "fluffy and orange" cat, "horror" connotations of fear, and "sorry I'm late, I got stuck in traffic".
Rhetorical Dimensions of Open Letters
This document discusses the genre of open letters, which have two levels of audience - an explicit audience addressed in the letter and an implicit audience that the letter aims to persuade. Open letters maintain the fiction of addressing the explicit audience while also making an argument to the implicit audience. A key example is Martin Luther King Jr.'s "Letter from Birmingham Jail", which is explicitly addressed to clergymen but implicitly aims to persuade white moderates. The document provides tips for writing an effective open letter, such as deciding the audiences, identifying the purpose, and choosing an appropriate tone.
Week 4.1 responding to rhetorical situations copy
This document discusses rhetorical situations and analysis. It defines exigence as the circumstance that prompts a response. Understanding exigence helps reveal a rhetoric's purpose. Audience refers to the intended recipients of a message. Constraints are limitations on how a message is communicated. Effective rhetoric successfully addresses the exigence for the appropriate audience within constraints. The document provides questions to guide rhetorical analysis of a text, including examining rhetorical appeals, intentions, cultural context, and fulfillment of purpose. Students are assigned to analyze a text by identifying its rhetorical situations and appeals using the templates and guidelines provided.
Week 5 rhetorical analysis (written) copy
This document outlines an assignment for a rhetorical analysis essay. It begins with reviewing logical fallacies known as syllogisms. It then provides a mini-lecture on the three Aristotelian appeals of logos, ethos and pathos. Students are instructed to choose one of two articles to read and analyze for its rhetorical strategies. The assignment requires a summary of the main ideas, an analysis of how it uses the appeals of logos, ethos and pathos, an evaluation of how effective these are used, and recommendations for improving its persuasiveness. Marking criteria is also provided, assessing the summary, analysis, response, mechanics and format.
Inferring and Predicting Reading Skills
The document discusses the reading skills of inferring and predicting, which help students understand texts better by allowing them to guess meanings of unknown words and predict what will happen based on clues. It defines inferring as making educated guesses about unknown information based on known facts, and notes that readers construct meaning by processing sentences. A sample activity is described where students will infer the meaning of underlined words in a short story about The Gingerbread Man.
Techniques1
The document discusses several key literary elements and techniques used in writing including:
- Tone, which is the writer's attitude conveyed through their work.
- Mood, which is the overall feeling or atmosphere created through elements like plot, characters, and description.
- Theme, which is the central idea or message, and can be explicitly stated or implied. Themes are often conveyed through how they make the reader feel, characters' thoughts and conversations, or events in the story.
- Foreshadowing, which are subtle hints the author provides about future events to build suspense and make the narrative more believable.
SOAPSTone rev
This document outlines the SOAPSTone method for analyzing texts. It breaks the method down into its components: S (Speaker), O (Occasion), A (Audience), P (Purpose), S (Subject), and T (Tone). For each component, it provides guidance on what to look for and consider, such as the speaker's identity and credibility, the context and prompt for creation, the intended and actual audiences, the author's goals, the topic, and attitude conveyed. The overall purpose of the SOAPSTone method is to conduct a thorough contextual analysis of a text in order to better understand its intended meaning and effect.
Essay Tips
This document provides guidelines for writing strong essays, including tips on different methods of development, essay structure, and key elements. The various methods of development covered are exposition, narrative, compare/contrast, process, and definition. For each part of the essay, the document offers guidelines and examples, such as focusing on one clear thesis, using evidence to support points, and restating the thesis in the conclusion. The overall message is that following basic structural guidelines can help students write effective essays.
1 Creative Writing Intro - Updated
This document provides information and guidance about creative writing. It defines creative writing as fiction, poetry, or non-fiction that goes beyond standard forms. It lists the key elements of creative writing as character, plot, setting, theme, and style/grammar. The document provides descriptions of these elements, such as that characters should be believable and plots need conflict. It also gives vocabulary terms and prompts students to consider elements for their own creative writing.
The art of speechwriting
The document discusses the art of speechwriting and persuasion. It covers Aristotle's three modes of persuasion - ethos, pathos, and logos. Ethos appeals to credibility, pathos appeals to emotion, and logos uses logical reasoning. It also outlines the five steps of speechwriting as researched by the author: 1) research the speaker, issue, and audience, 2) establish a clear aim, 3) discover a big idea, 4) organize arguments, and 5) write a first draft. Additionally, it discusses principles of persuasion such as grabbing attention, gaining acceptance from the audience, and winning agreement through presenting an illusion of consensus.
Lesson 4 Patterns of Development in Writing
This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
Journalistic Writing
The document discusses key principles of objective and accurate journalistic writing. It emphasizes verifying facts, avoiding personal opinions, citing sources for opinions, and representing all perspectives in a balanced way. It also stresses that journalistic writing must be clear, concise, and use vivid language to engage readers while efficiently conveying essential information.
Writing Open Letters
The open letter genre allows a writer to address one audience directly while also persuading another, implicit audience. Open letters maintain the fiction of addressing an explicit audience but make a broader argument to the implicit audience. They must clarify their argument for the implicit audience, convincing them of something through establishing facts, redefining terms, judging ideas, or proposing solutions. Effective open letters require identifying both audiences, framing the argument, and using a tone that best accomplishes the writer's purpose.
Reflect PowerPoint
The document provides instructions for students to create a podcast in groups of three that discusses whether protests work. Each group will have one host and two students who take opposing sides on the issue, with each side aiming to support their argument with at least two news examples within the five minute time limit. The podcast should be aimed at other young people to help them better understand protests seen in the news through clear explanations.
Paragraph Types and Ways to Write Them
This document discusses different types of paragraphs and how to write them. It describes four main types: narrative, descriptive, expository, and persuasive. For each type, it provides examples and tips. Narrative paragraphs tell a story, descriptive paragraphs allow the reader to visualize what is being described, expository paragraphs provide information in a logical sequence, and persuasive paragraphs aim to change the reader's viewpoint. The document offers guidance on writing techniques for each paragraph type such as using strong verbs and adjectives or providing evidence to support claims.
Week 1 LIB440 Rhetorical Appeals
This document discusses rhetorical appeals, including logos, ethos, and pathos. It defines each appeal and provides examples. Logos appeals to logic and reason through facts, statistics, and logical arguments. Ethos appeals to credibility and authority through the reputation and expertise of the source. Pathos appeals to emotion through stories, anecdotes, and the elicitation of feelings like love, pity, fear, and anger. The document suggests analyzing arguments to identify which appeals are used and how effectively, and provides exercises for students to practice using and identifying appeals.
Nonfiction Intro Presentation
This document discusses various literary elements including character, setting, plot, point of view, theme, tone, description, and defines fiction and nonfiction. It explains that personal/literary nonfiction tells real stories and includes elements like main idea, drawing conclusions, and viewpoint. Informational nonfiction uses facts to explain real topics and includes an introduction, body, and conclusion. The difference between autobiography and biography is also defined, with autobiography telling the author's own life story.
Top tips for "how to" write a Feature Article
A feature story differs from straight news in its intent. While a news story provides information about an event, a feature story adds depth by interpreting news or entertaining readers. It may instruct or entertain readers beyond just providing facts about what happened. The feature aims to add context and perspective to the news in a way that engages readers.
10.mon write
The document provides guidance on writing news stories about speeches and press conferences. It recommends starting with a theme in the lede and focusing on the most exciting things said rather than just noting the speech occurred. The second graph should include a strong quote to support the lede. Subsequent paragraphs should give background on the audience and location before summarizing the speaker's main points to structure the rest of the article.
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The document discusses three main reasons for writing: to inform, to persuade, and to entertain. Writing to inform, also called expository writing, explains or shows facts about a topic. Writing to persuade attempts to influence the reader's opinion through arguments. Writing to entertain includes narratives, stories, poems, and scripts, which have the primary purpose of amusing the reader.
poetry_drama_cnf.pptx
This document provides information on creative non-fiction, fiction, poetry, and drama genres. It discusses literary nonfiction, which is based on fact but written creatively. It also outlines 15 types of poetic forms including sonnets, epics, haiku, and more. Additionally, it covers the elements of drama, including types like comedy, tragedy, and melodrama. Finally, it provides tips for writing short stories, such as developing characters, using setting and context, creating conflict and tension, and finding a resolution.
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1 A Guide to the Literary-Analysis Essay INTRODU.docx
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A Guide to the Literary-Analysis Essay
INTRODUCTION: the section in your essay. It begins creatively in order to catch your
reader’s interest, provides essential background about the literary work, and prepares the reader
for you major thesis. The introduction must include the author and title of the work as well
as an explanation of the theme to be discussed. Other essential background may include
setting, capsule plot summary, an introduction of main characters, and definition of terms.
The major thesis goes at the end. Because the major thesis sometimes sounds tacked on, use
a transition between the background information and the thesis of the essay.
CREATIVE OPENING: the beginning sentences of the introduction that catches the reader’s
interest. The types of introductions listed below are not the complete introductions. The
examples only represent a type of introduction. The introduction is more than you see here.
Ways of beginning creatively include the following:
1) A startling fact or bit of information
Ex. Nearly two citizens were arrested as witches during the Salem witch scare of 1692.
Eventually nineteen were hanged, and another was pressed to death (Marks 65).
2) A snatch of dialogue between two characters
Ex. “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “Well,”
I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in
Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous
“it” in his life.
3) A meaningful quotation (from the work or another source)
Ex. “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the
young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark.
4) A universal idea.
Ex. The terrifying scenes a soldier experiences on the front probably follow him throughout his
life—if he manages to survive the war.
5) A rich, vivid description of the setting
Ex. Sleepy Maycomb, like other Southern towns, suffers considerably during the Great
Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and
“white trash” Ewells, who live on the outskirts of town. Harper Lee paints a vivid picture of life
in this humid Alabama town where tempers and bigotry explode into conflict.
2
6) An analogy or metaphor
Ex. Life is like a box of chocolates: we never know what we’re going to get. This element of
uncertainty plays a major role in many dramas. For example, in Shakespeare’s play, Romeo and
Juliet have no idea what tragedies lie ahead when they fall so passionately and impetuously in
love.
7) MAJOR THESIS: a statement that provides the subject and overall opinion of your
essay. For a literary analysis your major thesis must (1) relate to the theme of the
work and (2) suggest how this theme is revealed by the author. A good thesis may ...
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- Conduct background research only after settling on an article topic. Research may uncover additional sources or potential interview subjects.
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Here are the questions with my oral responses:
1. Where is the story from?
The story is from Indonesia.
2. What is the name of the handsome man?
The handsome man's name is Batara Guru Sahala.
3. What did he catch one day while fishing?
He caught a fish that could talk.
4. What did the fish ask Batara Guru to do?
The fish asked Batara Guru to set it free.
5. What happened after Batara Guru set the fish free?
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This document provides guidance and instructions for students writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students must choose one prompt and write a 500-750 word thesis-driven essay using MLA style. The document outlines learning objectives, submission requirements, and tips for a successful essay, including best practices like highlighting evidence from the text and avoiding vague descriptions. It also lists previously learned skills and potential traps to watch out for in the writing process.
Copy-editor (rules and guide)
A re-upload video (originally from internet ) , since it was very informative and helpful this is needed to read by all copy-editor all over the world (especially the young journalist)
MS1 key concepts booklet 2014
This document provides key concepts for analyzing representations in media texts, including how subjects can be positively or negatively portrayed, and why they may be represented in certain ways. It also discusses identifying the target audience based on demographics like age, gender, interests, and viewing habits. Additionally, it covers narrative theories and concepts, camera techniques, genre conventions, and advanced media theories.
Types of Writing for english learners - beginer level.pdf
this bring information about the types of writing
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students can also choose to analyze aspects of works by Zora Neale Hurston or characteristics of Modernism. The essay should be 500-750 words, cite sources using MLA style, and demonstrate skills learned in class such as close reading and integrating quotations. Expectations include outlining, researching, and applying rhetorical strategies to support a thesis through evidence from assigned texts.
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay in response to assigned readings from the Modernist period. It offers prompts on stories by William Faulkner and Zora Neale Hurston, as well as poetry and themes of Modernism. Students must choose one prompt to respond to in a 500-750 word MLA-formatted essay, using textual evidence and citing sources as needed. The document outlines learning objectives, submission requirements, and advice on best practices and things to avoid in completing the assignment successfully.
298212231 3rd-quarter-english-10
This document contains details of 5 English lessons for Module 3. Lesson 1 includes activities on identifying sensory images in a song, analyzing a short story, identifying pronoun cases, performing a eulogy, and discussing Mother Nature. Lesson 2 covers distinguishing important points, analyzing a story's tone and purpose, critiquing a selection using pronouns, and writing a speech. Lesson 3 objectives are pointing out nature's feminine side, defining words, explaining how elements build a poem's theme. The activities provide guidance, references, and tasks to help students meet the learning targets.
Academic essay writing
This document provides guidance on writing an academic essay. It discusses the purpose of academic writing as examining and testing ideas to discover knowledge. The essay writing process is presented as a step-by-step process involving reading, brainstorming, developing a thesis and outline, writing drafts, and revising. Key parts of the essay like the introduction, body paragraphs, and conclusion are examined. Academic writing conventions are also covered, such as avoiding personal pronouns and tone while addressing both sides of an argument. The overall message is that writing is a process that takes time and feedback to produce a strong final product.
Newspaper headlines and leads
The document provides guidance on writing effective newspaper articles by focusing on headlines, subheadings, and lead paragraphs. It discusses key features of newspaper articles and techniques for crafting interesting headlines using exclamations, alliteration, or puns. The document also explains how subheadings provide additional context for headlines and how lead paragraphs summarize the key details of who, what, when, where, and why in a story in a concise one or two sentences.
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Types of Writing for english learners - beginer level.pdf
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WWI.pptx
The document discusses the causes and key events of World War 1. It explains that nationalism, imperialism, militarism, and the complex alliance system contributed to rising tensions between European powers. The assassination of Archduke Franz Ferdinand provided the spark that ignited World War 1. The war grew as countries were pulled in by their alliance obligations. The war ended with an armistice in 1918 due to war weariness, economic and human costs, and the entry of the US into the war on the Allied side. This led to peace negotiations and treaties formalizing the end of the war.
Reported speech
The document provides examples of direct and indirect reported speech. It identifies how pronouns, verbs, and expressions change when moving from direct to indirect speech. For pronouns, "I" changes to the speaker's name or a third person pronoun. Verbs change to the past tense form except for modal verbs. Expressions like "said that" are used to introduce indirect speech. The document also notes that verbs like "say" change to "said" in indirect speech and alternatives like "tell" which changes to "told" can also be used.
I'd better...
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Hobbies2 [modo de compatibilidad]
This document provides a list of hobbies and activities for one's leisure time that includes outdoor activities like going for a walk, indoor activities like baking, crafts such as sewing, wood carving, and pottery, games and puzzles including word puzzles, cards, pool and darts, photography, strength training with weights, gardening, and social activities like magic tricks, phone calls, and building things.
Women's right
During the Revolutionary War period, women were believed to have inferior intellects to men. The concept of Republican Motherhood emerged, emphasizing women's role in raising children to embrace republican values and be good citizens. In the early 19th century, women had no legal rights and their property and children were controlled by their fathers or husbands. The "Cult of Domesticity" defined women's sphere as the home and her role as civilizing her family. Some women argued this made women slaves. The women's rights movement emerged in the mid-19th century advocating for women's suffrage. The 19th amendment granted women the right to vote in 1920. The birth control movement and second wave feminism in the
Kwl technique
1. The document discusses strategies for activating background knowledge when reading, including using a K-W-L chart.
2. A K-W-L chart has three columns for what readers already Know, what they Wonder, and what they Learn from reading.
3. The process involves brainstorming what you already know about a topic in the K column, asking questions in the W column, and recording what was learned in the L column after reading.
Purpose of reading guide 1
The document provides descriptions of 10 items and asks the reader to identify the author's purpose for each item as being to entertain, persuade, or inform. The items include instructions for assembling furniture, a campaign speech promising pizza, a story about a lost dog, a timeline of the Civil War, an ad for a free iPhone, a story about a boy losing his mother's phone, a construction sign, a school play script, a classified ad selling a chair, and a poem about a comfortable chair. The reader is asked to identify the purpose and explain their answer in 1-2 sentences for each item.
Exercises
The document contains two exercises that assess whether groups of words are sentences. In Exercise 1, students are asked to identify which of 15 items are sentences by placing an X next to them. Exercise 2 asks students to check off 5 statements that are sentences, leaving blanks for those that are not sentences. The answer key is provided to show which items in each exercise are considered sentences.
Sentence structure
The document discusses different types of sentences:
- Statements end with a period and make a statement. Examples given are about the importance of the ozone layer.
- Commands or orders end with a period or exclamation mark and express a command. Examples are not to throw garbage and to plant a tree.
- Questions end with a question mark and express a question. Examples ask about global warming and pollution.
- Exclamations end with an exclamation mark and express excitement or strong feeling. Examples given are about the dying forest and melting ice caps.
The document then provides a paragraph with sentences that should be identified as statements, questions, commands or exclamations based on punctuation
El salvador-informe-final
El documento resume la situación de la educación superior en El Salvador entre 2010-2014. Durante este periodo, la matrícula de pregrado creció un 16.31% para un total de 24,020 estudiantes adicionales, mientras que la matrícula de postgrado aumentó un 114.4% con un incremento de 2,685 estudiantes. La matrícula de maestría tuvo el mayor crecimiento de 77.63%. El documento también analiza aspectos como infraestructura institucional, personal docente, investigación, aseguramiento de calidad, resultados y financiam
Unit 3
references on how to use a translation as a learning tool. Review question on how to use a dictionary
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Purpose of reading
- 1. UNIT 2: READING STRATEGIES APPLIED TO TEXTS ABOUT ENVIROMENT AND THE COMMUNICATION PROCESS.
- 2. Gives you a better understanding of the text. Improves your vocabulary. Helps you to keep the correct style when writting
- 3. 1. To Inform (Expository) 1. To Persuade (Persuasive) 1. Entertain (Narrative or Poetry)
- 4. Often called expository writing. Expository writing shows or explains facts. Examples: Biography of Barack Obama News report about a shooting Note to a friend Essay about “killer bees” Remember: Expository = Expose
- 5. Attempts to influence the reader. Usually makes an argument. Examples: Political speeches Advertisements A cover letter for your resume An essay urging readers to recycle
- 6. Narratives: stories. Have a beginning, middle, and end A story may have a lesson, but the author’s main purpose is to entertain. Examples of Writing to Entertain Harry Potter books Poems about love Narrative essay about the big game Script for aTV show
- 7. Informative or expository writing provides factual information about a topic. Persuasive writing expresses an opinion (may use facts to support). All narratives are written to entertain, but so is poetry.