The document provides guidance on identifying different types of questions found on multiple choice tests and the strategies for answering each type. It discusses book questions, main idea questions, inference questions, tone questions, organization questions, purpose questions, vocabulary questions, and literary devices/terms questions. For each type, it provides the characteristics of the question stem and guidelines for determining the answer, including relevant steps to take.
Direct Indirect
memang agak susah sih ni, tapi semoga bermanfaat dan kalian cepet ngerti
kalo kalian mau cepat bisa bikin banyak banyak kalimat itu tipsnya
Direct Indirect
memang agak susah sih ni, tapi semoga bermanfaat dan kalian cepet ngerti
kalo kalian mau cepat bisa bikin banyak banyak kalimat itu tipsnya
Dijelaskan perbedaan kalimat pasif dengan di- dan ter- dan dengan awalan persona pelaku. juga, diperlihatkan contoh kalimat pasif inversi yang cukup membingungkan
Dijelaskan perbedaan kalimat pasif dengan di- dan ter- dan dengan awalan persona pelaku. juga, diperlihatkan contoh kalimat pasif inversi yang cukup membingungkan
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
How to Write a Philosophy Dialogue
Updated on September 23, 2016
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Writing a dialogue
Writing philosophy essays doesn’t have to be boring. (Perhaps I’m not the best person to talk about this
because I never find philosophy essays boring!) The trick is to make it interesting for you. There are different
ways you can do this. In this hub I will illuminate one way in which you might achieve this. I will describe how
one would go about writing a dialogue between two or more characters. This is a legitimate way to write a
philosophy essay (some very good writing in philosophy is in dialogue form), but you have to ensure that you
cover everything that is asked of you in the essay question. Here is how.
What a Dialogue is About
A dialogue is a discussion between two or more people (or perhaps even one person and their conscience,
or a better self). It is written much like a stage play is written. So when you write a dialogue imagine that you
are writing a stage play. It requires some sort of narrative at the start to introduce the characters (and
perhaps the scenario) and then a discussion between the characters. For example:
Alan and Lady Lovelace are having a cup of tea in Alan’s parlour. As usual, their discussion becomes
somewhat philosophical.
Lady Lovelace: So what is it I hear about you and thinking machines, Alan?
Alan: Well, with the advances in modern technology and our advances in computer science, I think we are in
a good position to say that there is a possibility of a thinking machine.
Lady Lovelace: Are you quite serious, Alan!?
Alan: Certainly I am, my Lady…
This is the basic format of a dialogue. You can include more characters if you need to. Importantly, however,
you need to ensure that you answer the essay question in your discussion. This will include some
preparatory work before you go ahead and write your masterpiece. In particular, this will require analysing
the essay question and some initial planning.
Why Write a Dialogue?
There are plenty of reasons to write your philosophy essay in dialogue form. Here is a list:
• It is fun
• It is a different and creative way to write a philosophy essay
• It allows you to ask questions (by one of the characters) that you think the reader might be thinking
• A conversation between two people naturally brings out the reasons one holds a particular position,
which is very important in any philosophy essay
• Because it is naturally suited for outlying reasons for holding certain positions, it can help you in both
writing a good essay as well as getting further understanding of the topic
• It is a tried and true form of philosophical writing
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
Analyzing Stage
In the first stage it is very important to analyse the essay question. I have covered this in .
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. When the question asks for
a supporting detail, the
answer will be directly • “The passage/author states…”
stated in the passage. It will • “The passage/author says…”
not always be word-for-
word; it could be a
paraphrase, and some
{ •
•
“According to the
passage/author…”
A statement that asks you to
find information from the
words may be changed or passage
left out, but the idea will be
the same.
Book Questions
5. STEPS
1. Scan the passage for the word or idea that is
presented in the question stem. Once you’ve
found it in the text, read the surrounding
sentences.
2. Choose the response that is the closest match
to the text.
3. Distracters to watch out for: Those that
contradict the text and distracters that require
you to make an inference.
Book Questions
7. When the question asks for • “The main idea of the
passage…”
a main idea, you’re looking • “The central point of the
for a BIG STATEMENT – it passage…”
must cover over the entire
passage, not just a detail or
two. The main idea may be
{ •
•
“A possible title for the
passage…”
“The author’s primary
point…”
stated directly or it may be • “The author is primarily
concerned with…”
implied. • “The passage primarily…”
Main Idea
9. STEPS
1. First of all, don’t look at any of the answer choices
until you’ve come up with your own idea of the
main idea.
2. Ask, “What is the topic of the passage?” Answer
in a word or two. The topic will be repeated
throughout the passage—either the same word or
synonyms or pronouns for it.
3. Ask, “What is the author’s opinion about the
topic?”
4. State the main idea in your own words (Topic +
Author’s opinion in one sentence = main idea).
Example: The brain gets better as it gets older. Not:
The brain and how it works (this is simply a topic)
Now look at the choices and exclude any that are too
broad or too narrow.
Main Idea
11. • “The passage/author
implies…”
When the question asks you • “The passage/author
to make an inference, you suggests..”
won’t find the answer stated
in the text. You have to { •
•
•
“The author might agree…”
“The reader can infer that…”
“The reader can conclude
make a leap of logic. that…”
• “The reader can assume
that…”
Inference
13. STEPS
1. Consider each of the answer choices and look
for evidence to either support or reject it in
these areas
• The text itself (most important)
• Your own experience
• Your own logic
2. Exclude any distracters that are not logical.
3. Choose the response that requires the shortest
leap of logic.
Inference
15. When the question asks you
to determine the tone of the • “The tone of the passage is…”
passage or the attitude of
the author, you’re looking
for the feeling the author is
{ •
•
“The attitude of the author
is…”
“The writer’s overall feeling
toward ____ is…”
conveying about the topic.
Tone
17. STEPS
1. Determine if the author is negative, positive
or neutral about the topic. Eliminate
distracters that are the opposite.
2. Look at the level of intensity of feeling in the
passage. Is it strong (passionate, critical,
revengeful)? Or is it mild (ambiguous,
uncertain, undecided)?
Tone
19. When the question asks you
to determine the pattern of
“The author makes her point
organization, you’re looking •
for the TYPE of passage the
author has written to { •
through…”
“Which best describes the
organization of the
passage…”
communicate his or her
point.
Organization
21. STEPS
1. Underline signal/relationship words as you read.
2. Learn these patterns and what words signal
them:
Description
Narration
Persuasion
Comparison/Contrast
Definition
Illustration
Cause and Effect
Problem Solution
Chronological
Spatial
Most Important/Least Important
Organization
23. When the question asks you
to determine the purpose of
{
• “The purpose of the passage
is…”
the passage, you’re looking
• “The author’s primary
for the REASON the article purpose is…”
was written.
Purpose
25. STEPS
1. Determine the type of passage
Factual = INFORM, explain, describe
Opinion = PERSUADE, argue, condemn, ridicule
Fiction = ENTERTAIN, narrate, describe, shock
2. Where do you think the article was originally
published?
3. Look at the level of intensity of the feeling. Is it
simply to narrate or to shock?
Purpose
27. When the question asks you
for the meaning of a word,
{
• “Xxxxx, as used in the
passage, can best be defined
you can figure it out with as…”
context clues even if you’ve • “What is the meaning of…”
never seen the word before.
Vocabulary
29. STEPS
1. See if you can determine if the word has a
positive or negative meaning from its context in
the passage. Identifying the feeling of a word
can help you eliminate distracters.
2. Look for a context clue
Example Clue (Illustrates): My husband is so
parsimonious that he reuses paper plates.
Synonym Clue (Restates): My husband is
parsimonious or stingy to a fault.
Antonym Clue (Opposite): My husband is
parsimonious but my brother is the most generous
person I know.
3. Draw a conclusion based on the sense of the
sentence.
Vocabulary
31. • “Which word best describes
When the question asks you the mood…”
to remember the • “Which type of figurative
language is used repeatedly
terminology specific to
English class, you are being
asked to apply that { •
throughout the passage to
convey images?”
“Which literary device does
the author use…”
knowledge and/or identify • Any question where the
an example. answer choices are a list of
literary terms
Literary Devices and
Terms
33. STEPS
1. Identify the terms used in the question stem
and/or answer choices. Remind yourself of the
definition of the term.
2. Choose the appropriate answer.
3. Distracters will include similar terms. For
example simile and metaphor often appear
together as choices to see if you can distinguish
between the two. Be sure to ELIMINATE
obviously wrong answers.
Literary Devices and
Terms
