Here are revised versions without unnecessary words:
1. He dropped out of school because he needed to help support his family.
2. The new schedule is expected to be announced by the bus company within the next few days.
3. [I did not provide a revision for the third example because no wordy sentence was provided.]
The document summarizes the agenda and content for Class 18 of an EWRT 1A course. It includes presentations on MLA format and reducing wordiness in writing, as well as an in-class writing workshop. It provides guidance on proper MLA formatting for elements like paper format, headings, citations, and quotations. It also discusses common writing errors like wordiness and provides strategies for eliminating extra words to improve clarity and concision.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The document defines paraphrasing as using your own words to express another's ideas. It provides guidelines for paraphrasing such as reading the original work carefully and restating the main ideas in one's own words. Paraphrasing is important as it allows writers to incorporate source material into their own work while demonstrating understanding, and is useful for research papers and essays.
The document discusses paraphrasing and how it differs from summarizing. Paraphrasing involves restating the meaning of a passage in one's own words without copying from the original. It is done sentence by sentence. Summarizing requires reducing the length of the passage by consolidating information and deleting unnecessary details. The document provides tips for effective paraphrasing, including reading carefully, rewriting in chunks of meaning, avoiding word-for-word translation, and ensuring the rewritten text makes sense. Students are instructed to paraphrase a provided passage about COVID-19 for a class activity.
The document provides an agenda for a class that includes a writing workshop on revision strategies, skill reviews on integrating quotations and citing summarized material, and MLA formatting. It also outlines a peer review activity where students will get into pairs, read each other's essays aloud, and answer questions about the essays on separate sheets of paper. The rest of the document covers topics like integrating short and long quotations according to MLA style, citing summarized material, avoiding grammatical errors when using quotations, and formatting the works cited page.
This document outlines the agenda for a class on writing and revision strategies. It includes a writing workshop on peer review, skills review on integrating quotations and citing summarized material, and information on MLA formatting and the works cited page. Students will get into pairs to provide feedback on each other's essays using questions from a handout. Teams will be used for class discussions and earning participation points related to essays about philosophers Lao-Tzu and Machiavelli and their application to A Game of Thrones.
This document provides an agenda for a class on writing skills. It includes sections on revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It discusses peer review in writing workshops and using teams to earn participation points for class discussions. The document provides guidance on integrating short and long quotations, using quotation marks and block quotes. It also reviews citing summarized material, MLA formatting rules for punctuation around quotations, and constructing a works cited page. The class will involve discussions applying ideas from Lao-Tzu and Machiavelli to A Game of Thrones, with students tracking participation points in teams.
The document discusses paraphrasing and provides guidance on how to properly paraphrase sources. It defines paraphrasing as taking information, ideas, or concepts from other sources and expressing them in your own words. The document notes that paraphrasing is more than just changing a few words - it requires understanding the source material and conveying the ideas or information using different wording, phrasing, and sentence structure. Tips are provided for how to paraphrase, including reading to understand sources, having a wide vocabulary, being able to reorder and restructure sentences, and practicing paraphrasing exercises.
The document summarizes the agenda and content for Class 18 of an EWRT 1A course. It includes presentations on MLA format and reducing wordiness in writing, as well as an in-class writing workshop. It provides guidance on proper MLA formatting for elements like paper format, headings, citations, and quotations. It also discusses common writing errors like wordiness and provides strategies for eliminating extra words to improve clarity and concision.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The document defines paraphrasing as using your own words to express another's ideas. It provides guidelines for paraphrasing such as reading the original work carefully and restating the main ideas in one's own words. Paraphrasing is important as it allows writers to incorporate source material into their own work while demonstrating understanding, and is useful for research papers and essays.
The document discusses paraphrasing and how it differs from summarizing. Paraphrasing involves restating the meaning of a passage in one's own words without copying from the original. It is done sentence by sentence. Summarizing requires reducing the length of the passage by consolidating information and deleting unnecessary details. The document provides tips for effective paraphrasing, including reading carefully, rewriting in chunks of meaning, avoiding word-for-word translation, and ensuring the rewritten text makes sense. Students are instructed to paraphrase a provided passage about COVID-19 for a class activity.
The document provides an agenda for a class that includes a writing workshop on revision strategies, skill reviews on integrating quotations and citing summarized material, and MLA formatting. It also outlines a peer review activity where students will get into pairs, read each other's essays aloud, and answer questions about the essays on separate sheets of paper. The rest of the document covers topics like integrating short and long quotations according to MLA style, citing summarized material, avoiding grammatical errors when using quotations, and formatting the works cited page.
This document outlines the agenda for a class on writing and revision strategies. It includes a writing workshop on peer review, skills review on integrating quotations and citing summarized material, and information on MLA formatting and the works cited page. Students will get into pairs to provide feedback on each other's essays using questions from a handout. Teams will be used for class discussions and earning participation points related to essays about philosophers Lao-Tzu and Machiavelli and their application to A Game of Thrones.
This document provides an agenda for a class on writing skills. It includes sections on revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It discusses peer review in writing workshops and using teams to earn participation points for class discussions. The document provides guidance on integrating short and long quotations, using quotation marks and block quotes. It also reviews citing summarized material, MLA formatting rules for punctuation around quotations, and constructing a works cited page. The class will involve discussions applying ideas from Lao-Tzu and Machiavelli to A Game of Thrones, with students tracking participation points in teams.
The document discusses paraphrasing and provides guidance on how to properly paraphrase sources. It defines paraphrasing as taking information, ideas, or concepts from other sources and expressing them in your own words. The document notes that paraphrasing is more than just changing a few words - it requires understanding the source material and conveying the ideas or information using different wording, phrasing, and sentence structure. Tips are provided for how to paraphrase, including reading to understand sources, having a wide vocabulary, being able to reorder and restructure sentences, and practicing paraphrasing exercises.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
This document discusses paraphrasing, summarizing, and quoting sources. It defines paraphrasing as restating the meaning of a source in your own words to avoid plagiarism. Summarizing involves picking out the most important ideas from a source and paraphrasing them, along with occasional quotations. Quotations should only be used sparingly and should be integrated into your own sentences. Proper attribution through parenthetical citations is required for paraphrasing, summarizing, and quoting to avoid plagiarism.
This document provides an agenda and instructions for an EWRT 1A class session on peer reviewing draft essays. The session will focus on revision, not just editing. Students will exchange papers and read their essays aloud while partners follow along and fill out a peer review worksheet. The worksheet prompts partners to evaluate the introduction, praise effective parts, suggest improvements, and ask clarifying questions. Capitalization, formatting quotes, correcting run-ons and fragments will also be reviewed. Students will incorporate peer feedback into essay revisions and submit final drafts through Turnitin. Homework assigned is to read a chapter of Harry Potter and revise essay #2 for the next class.
1. The document provides steps for effectively paraphrasing a passage, which includes reading the passage, understanding its meaning, writing the paraphrase without looking at the original text, checking for accuracy, and citing sources.
2. Additional tips for paraphrasing are to think aloud, focus on the main idea rather than grammar, and reread if unable to paraphrase initially.
3. A sample shows an incorrect paraphrase that is too similar to the original versus a correct paraphrase that restates the key points in the writer's own words and cites the source.
Learn all about punctuation.Know how punctuation marks and their usage differs in different context. Learn all about commas, periods, apostrophe, semi colon, colon and other punctuation marks. The presentation is an exhaustive guide of all punctuation rules.
This document contains the agenda and assignments for an English class. It includes reviewing vocabulary and context clues, introducing a reading strategy called SQ3R and annotating a text. Students will analyze and summarize a reading on "Brainology" using these strategies. The document also covers writing contexts like purpose and audience, academic writing elements like thesis statements, and grammar topics like sentence structure and avoiding fragments. Formatting for assignments in MLA style is explained. Homework includes annotating the reading, a draft of an academic goals essay, and studying for a quiz.
Ewrt 211 class 10 alternative assignmentkimpalmore
This document summarizes an EWRT 211 class on essay writing. The class covered MLA in-text citations, the essay #3 writing prompt on analyzing a character trait, and components of a strong introduction. For the trait analysis essay, students must choose a character trait, define it, and analyze its portrayal in a Harry Potter character. The class reviewed sample thesis statements and introductions. Homework includes reading Harry Potter chapters, a quiz, additional articles on the chosen trait, and drafting an introduction and thesis for the trait analysis essay.
The document provides guidelines for using direct quotes, indirect quotes, and partial quotes in news stories. Direct quotes use the exact words from a source and are placed inside quotation marks. Indirect quotes paraphrase or summarize a source rather than using the exact words. Partial quotes use only part of what a source said. Attribution, or words like "said" should be used to indicate who is speaking. Punctuation and capitalization rules depend on whether the quote is a sentence or part of a sentence. Sources should be quoted accurately and verified with an editor when needed.
A thesis statement should:
1) Tell the reader what the writing is about
2) Indicate the writer's attitude about the subject
3) Make a contract that by the end, readers will understand the writer's view of the subject
An effective thesis is restricted, unified, precise, and not a sentence fragment, question, or tentative statement. It does not include phrases like "I think" or "I believe."
A working thesis exhibits the author, genre, title, topic, and evaluation while a final thesis fits into the introduction and may be revised as the essay progresses.
The document discusses paraphrasing and its importance in academic writing. It defines paraphrasing as restating the ideas of another in one's own words and provides reasons for paraphrasing, including avoiding plagiarism. The document also offers techniques for paraphrasing, such as using synonyms, changing word order or grammar, and provides examples of paraphrasing. It emphasizes accurately conveying the meaning of the original text when paraphrasing.
The document provides guidance on using quotations in academic writing. It outlines several principles for integrating sources concisely and avoiding ambiguity between the writer's own words and quoted material. Quotations should be used sparingly and only when necessary to support a point. Sources must be cited immediately after being referenced to clearly attribute ideas.
The document discusses different types of quotes used in academic writing, including direct quotes, which use exact wording from a source and require quotation marks, and indirect quotes, which are paraphrased and do not require quotation marks. It provides examples of integrating direct quotes into sentences and introducing them with attribution or a colon. The document also covers summarizing, paraphrasing, and properly punctuating and citing quotes based on MLA style guidelines.
The document discusses paraphrasing, which is restating the main idea of something in your own words while keeping the same meaning. A good paraphrase sticks to the topic, uses different words than the original, is clear and focused on the main idea rather than details. Paraphrasing helps with note-taking, comprehension, studying, and avoiding plagiarism. The document provides tips for writing a good paraphrase such as identifying the main idea and using your own words without looking at the original text.
The document provides guidance on properly paraphrasing sources to avoid plagiarism. It defines paraphrasing as restating an author's ideas in your own words while maintaining the original presentation. Useful steps for paraphrasing include introducing the source, making the paraphrase similar in length to the original, comparing your version to the original, and including a citation. The document also covers direct quotations, long quotations without page numbers, secondary sources, signal verbs, and summarizing.
Eng 380 Education Redefined-snaptutorial.comrobertledwes43
For more classes visit
www.snaptutorial.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated
Paraphrasing involves expressing the meaning of text using different words for clarity, while ensuring the original intent is maintained. Summarizing states the main points of a text. Quotations copy text word-for-word and require quotation marks and proper citation. The document distinguishes between paraphrasing, summarizing, and quoting, and provides additional resources on properly implementing each technique.
The document discusses summaries, paraphrases, and quotations as three techniques for incorporating other writers' ideas into one's own writing. It explains that summaries are general restatements of the main idea, paraphrases are more specific restatements of short passages, and quotations use the original word-for-word language. All three require citations to avoid plagiarism.
Paraphrasing involves restating a passage in your own words to demonstrate understanding, rather than quoting. It is better than extensive quoting and helps ensure you fully comprehend the original text. To paraphrase effectively, reread the source multiple times, then set it aside and rewrite the ideas without copying wording or structure, while accurately conveying the overall meaning and citing the source.
This document provides an agenda and notes for an EWRT 1C class on Elie Wiesel's Night. The agenda includes finishing discussion of Night, exploring its themes, literary style, and tensions. Notes cover Night's narrative point of view, use of allusion, relationship to the bildungsroman genre, and potential theoretical lenses for analyzing passages, including New Criticism, Feminism, Psychoanalysis, and Trauma Theory. Students are assigned to finish reading Night and post a discussion question analyzing a passage through one of these theoretical perspectives. They are also instructed to think about Night's themes and tensions for an upcoming essay assignment analyzing aspects of a novel or novella through an extrinsic theoretical lens.
Passing can be argued to both reinforce and disrupt the social construct of race. On one hand, passing reinforced the social construct by allowing individuals to escape discrimination by denying their race and living as members of the dominant racial group. However, passing also disrupted the social construct by challenging racial boundaries and exposing them as socially constructed rather than based on biology. The ability to pass highlighted the subjective and performative nature of race. Overall, there are good arguments on both sides.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
This document discusses paraphrasing, summarizing, and quoting sources. It defines paraphrasing as restating the meaning of a source in your own words to avoid plagiarism. Summarizing involves picking out the most important ideas from a source and paraphrasing them, along with occasional quotations. Quotations should only be used sparingly and should be integrated into your own sentences. Proper attribution through parenthetical citations is required for paraphrasing, summarizing, and quoting to avoid plagiarism.
This document provides an agenda and instructions for an EWRT 1A class session on peer reviewing draft essays. The session will focus on revision, not just editing. Students will exchange papers and read their essays aloud while partners follow along and fill out a peer review worksheet. The worksheet prompts partners to evaluate the introduction, praise effective parts, suggest improvements, and ask clarifying questions. Capitalization, formatting quotes, correcting run-ons and fragments will also be reviewed. Students will incorporate peer feedback into essay revisions and submit final drafts through Turnitin. Homework assigned is to read a chapter of Harry Potter and revise essay #2 for the next class.
1. The document provides steps for effectively paraphrasing a passage, which includes reading the passage, understanding its meaning, writing the paraphrase without looking at the original text, checking for accuracy, and citing sources.
2. Additional tips for paraphrasing are to think aloud, focus on the main idea rather than grammar, and reread if unable to paraphrase initially.
3. A sample shows an incorrect paraphrase that is too similar to the original versus a correct paraphrase that restates the key points in the writer's own words and cites the source.
Learn all about punctuation.Know how punctuation marks and their usage differs in different context. Learn all about commas, periods, apostrophe, semi colon, colon and other punctuation marks. The presentation is an exhaustive guide of all punctuation rules.
This document contains the agenda and assignments for an English class. It includes reviewing vocabulary and context clues, introducing a reading strategy called SQ3R and annotating a text. Students will analyze and summarize a reading on "Brainology" using these strategies. The document also covers writing contexts like purpose and audience, academic writing elements like thesis statements, and grammar topics like sentence structure and avoiding fragments. Formatting for assignments in MLA style is explained. Homework includes annotating the reading, a draft of an academic goals essay, and studying for a quiz.
Ewrt 211 class 10 alternative assignmentkimpalmore
This document summarizes an EWRT 211 class on essay writing. The class covered MLA in-text citations, the essay #3 writing prompt on analyzing a character trait, and components of a strong introduction. For the trait analysis essay, students must choose a character trait, define it, and analyze its portrayal in a Harry Potter character. The class reviewed sample thesis statements and introductions. Homework includes reading Harry Potter chapters, a quiz, additional articles on the chosen trait, and drafting an introduction and thesis for the trait analysis essay.
The document provides guidelines for using direct quotes, indirect quotes, and partial quotes in news stories. Direct quotes use the exact words from a source and are placed inside quotation marks. Indirect quotes paraphrase or summarize a source rather than using the exact words. Partial quotes use only part of what a source said. Attribution, or words like "said" should be used to indicate who is speaking. Punctuation and capitalization rules depend on whether the quote is a sentence or part of a sentence. Sources should be quoted accurately and verified with an editor when needed.
A thesis statement should:
1) Tell the reader what the writing is about
2) Indicate the writer's attitude about the subject
3) Make a contract that by the end, readers will understand the writer's view of the subject
An effective thesis is restricted, unified, precise, and not a sentence fragment, question, or tentative statement. It does not include phrases like "I think" or "I believe."
A working thesis exhibits the author, genre, title, topic, and evaluation while a final thesis fits into the introduction and may be revised as the essay progresses.
The document discusses paraphrasing and its importance in academic writing. It defines paraphrasing as restating the ideas of another in one's own words and provides reasons for paraphrasing, including avoiding plagiarism. The document also offers techniques for paraphrasing, such as using synonyms, changing word order or grammar, and provides examples of paraphrasing. It emphasizes accurately conveying the meaning of the original text when paraphrasing.
The document provides guidance on using quotations in academic writing. It outlines several principles for integrating sources concisely and avoiding ambiguity between the writer's own words and quoted material. Quotations should be used sparingly and only when necessary to support a point. Sources must be cited immediately after being referenced to clearly attribute ideas.
The document discusses different types of quotes used in academic writing, including direct quotes, which use exact wording from a source and require quotation marks, and indirect quotes, which are paraphrased and do not require quotation marks. It provides examples of integrating direct quotes into sentences and introducing them with attribution or a colon. The document also covers summarizing, paraphrasing, and properly punctuating and citing quotes based on MLA style guidelines.
The document discusses paraphrasing, which is restating the main idea of something in your own words while keeping the same meaning. A good paraphrase sticks to the topic, uses different words than the original, is clear and focused on the main idea rather than details. Paraphrasing helps with note-taking, comprehension, studying, and avoiding plagiarism. The document provides tips for writing a good paraphrase such as identifying the main idea and using your own words without looking at the original text.
The document provides guidance on properly paraphrasing sources to avoid plagiarism. It defines paraphrasing as restating an author's ideas in your own words while maintaining the original presentation. Useful steps for paraphrasing include introducing the source, making the paraphrase similar in length to the original, comparing your version to the original, and including a citation. The document also covers direct quotations, long quotations without page numbers, secondary sources, signal verbs, and summarizing.
Eng 380 Education Redefined-snaptutorial.comrobertledwes43
For more classes visit
www.snaptutorial.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated
Paraphrasing involves expressing the meaning of text using different words for clarity, while ensuring the original intent is maintained. Summarizing states the main points of a text. Quotations copy text word-for-word and require quotation marks and proper citation. The document distinguishes between paraphrasing, summarizing, and quoting, and provides additional resources on properly implementing each technique.
The document discusses summaries, paraphrases, and quotations as three techniques for incorporating other writers' ideas into one's own writing. It explains that summaries are general restatements of the main idea, paraphrases are more specific restatements of short passages, and quotations use the original word-for-word language. All three require citations to avoid plagiarism.
Paraphrasing involves restating a passage in your own words to demonstrate understanding, rather than quoting. It is better than extensive quoting and helps ensure you fully comprehend the original text. To paraphrase effectively, reread the source multiple times, then set it aside and rewrite the ideas without copying wording or structure, while accurately conveying the overall meaning and citing the source.
This document provides an agenda and notes for an EWRT 1C class on Elie Wiesel's Night. The agenda includes finishing discussion of Night, exploring its themes, literary style, and tensions. Notes cover Night's narrative point of view, use of allusion, relationship to the bildungsroman genre, and potential theoretical lenses for analyzing passages, including New Criticism, Feminism, Psychoanalysis, and Trauma Theory. Students are assigned to finish reading Night and post a discussion question analyzing a passage through one of these theoretical perspectives. They are also instructed to think about Night's themes and tensions for an upcoming essay assignment analyzing aspects of a novel or novella through an extrinsic theoretical lens.
Passing can be argued to both reinforce and disrupt the social construct of race. On one hand, passing reinforced the social construct by allowing individuals to escape discrimination by denying their race and living as members of the dominant racial group. However, passing also disrupted the social construct by challenging racial boundaries and exposing them as socially constructed rather than based on biology. The ability to pass highlighted the subjective and performative nature of race. Overall, there are good arguments on both sides.
This document provides definitions and explanations of literary and dramatic terms that will be covered on an exam on February 27th. It defines a novel as a lengthy fictional narrative involving characters, events, settings, plot, and theme. Pathos is described as eliciting pity from an audience in a play or drama. Personification is defined as giving human traits to non-human things. A protagonist is the central or leading character, while an antagonist opposes them. A scene is a location or situation in a play or real life. Drama is a serious narrative intended for actors to perform. The document concludes by outlining the peer feedback process for Essay 3, including reading for impression, evaluating the thesis and evidence, assessing the argument,
The document outlines the requirements and policies for an English writing course, including assignments such as 4 papers, online posts, tests and quizzes, a limited enrollment of 30 students who must actively participate, and consequences for plagiarism or excessive absences. Required texts are listed as The Hunger Games novel and The St. Martin's Guide to Writing, and the class website and syllabus are introduced.
This document provides terms and context for an exam on a class discussing the novel Stone Butch Blues. It defines terms like exposition, idiom, interior monologue, and plagiarism that may be useful for understanding the novel. It then outlines an activity where students will work in teams to answer questions about quotations from the novel and their significance. The questions aim to provide evidence for possible essay topics on Jess's development and perspective. Students are assigned homework to read the essay prompt and either analyze a moment where Jess resists social constructs or conforms to them, citing evidence from the text.
Class 21 writing workshop 4; vocab test 5 jordanlachance
This document provides an agenda and instructions for a class. It outlines that students can improve their grade by revising an essay due on Friday and retaking a vocabulary test. It then provides instructions for an in-class writing workshop where students will revise Essay #4 by identifying different parts of the essay. Students will then exchange papers and provide feedback using a revision guide. A self-assessment of blog posts is also due by Friday noon. Homework includes revising the essay based on suggestions, preparing for a vocabulary test, and submitting materials by the deadlines.
This document provides a summary of the historical context surrounding F. Scott Fitzgerald's novel The Great Gatsby. It discusses the post-WWI era in America, known as the Roaring Twenties or Jazz Age, characterized by social liberalism, economic prosperity, and hedonism. Specific topics covered include Prohibition, conspicuous consumption, mass production and advertising, expatriate literature, and nicknames for the era. The document also provides summaries of chapters and characters from The Great Gatsby to facilitate a class discussion.
This document provides an overview of the schedule and assignments for a 4-week writing course. It includes in-class activities, homework assignments, and required readings for each week. Some key activities and assignments include:
- Students write 4 essays over the 4 weeks on different topics (argument, narrative, concept, problem/solution).
- In-class work includes brainstorming, outlining, peer reviews, and essay drafting.
- Homework includes reading assignments, vocabulary study, discussion posts responding to readings and assignments, and essay drafts.
- Students are expected to submit outlines, drafts, and revised versions of their essays for feedback and grading.
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
This document provides an agenda and instructions for a class on writing a research essay. It includes that Essay 3 is due, an exam on vocabulary and terms will be given, and an introduction to Essay 4: The Research Essay will be presented. This will cover objectives of writing a clear research paper, rhetorical strategies, library research, and MLA documentation style. It then provides topics, requirements, and guidelines for the research essay assignment, including having a works cited page with at least three secondary sources and the essay being 1000-1500 words. Suggestions are made for how to begin the essay by considering definitions of tricksters and trickster tales. Possible traits of tricksters are also listed.
The document outlines the agenda for an English writing class, including a discussion of refining thesis statements and incorporating outside research sources. It also covers using appositive phrases to concisely explain concepts, citing sources in-text, and creating a works cited page. The class will then have in-class time to draft a concept essay incorporating these elements.
This document provides guidance to students on their upcoming Essay #3 assignment. It discusses choosing a novel or novella to analyze, developing an interpretive thesis, and outlines the requirements for the essay. Students are instructed to write a 4-7 page MLA formatted essay analyzing one or more aspects of Stephen King’s Rita Hayworth and the Shawshank Redemption, Franz Kafka’s The Metamorphosis, Elie Wiesel’s Night, or Emma Donoghue’s Room using a theoretical lens. The document reviews how to develop a thesis statement, provides examples of strong and weak thesis statements, and discusses how to support an argument through evidence from the text. Students are told to submit their essay
This document provides an overview and summary of key points from EWRT 30 Class 14. It discusses eliminating "to be" verbs in writing and the 7 main genres of fiction - mystery, romance, science fiction/fantasy, suspense/thriller, western, horror, and young adult. The document then summarizes Christopher Booker's theory of the 7 basic plots that all stories fall into - overcoming the monster, rags to riches, the quest, voyage and return, comedy, tragedy, and rebirth. Each plot is defined and its typical story elements and stages are outlined. The document emphasizes that while these plots can be categorized, ultimately all stories share universal elements of beginning in an undeveloped state, falling
This document provides an agenda and lesson on four sentence types: simple, compound, complex, and compound-complex. It defines each sentence type with examples and discusses their distinguishing features such as independent and dependent clauses. The lesson concludes with an in-class writing assignment where students must argue for survival supplies they would choose to take into the wild. Homework includes reading assignments, writing a blog post, studying vocabulary and analyzing writing strategies.
The document provides instructions for revising an essay. It tells students to identify key parts of their essay like the thesis and conclusion in the margins. It then explains that students will pass their paper to a peer to get feedback without identifying themselves. The peer reviewer is instructed to carefully read the essay and underline any errors, then answer revision guide questions to provide feedback to the author without directly engaging them. When finished, papers and comments are returned so the author can review feedback and begin revising their essay. A reminder is also given that a self-assessment is due for blog post responses. Students are assigned to review suggestions and submit a revised essay #4.
The document discusses a common spelling error of using "accidently" instead of "accidentally." It notes that "accidently" appears in some dictionaries but is regarded as a variant that people should avoid to not raise concerns about one's spelling. The summary provides the key information about the spelling error and advice to use the correct spelling.
The document contains an agenda for a class that includes discussing an essay assignment, changing student teams, discussing a reading called SBB, and an in-class writing prompt. It provides instructions for changing teams and ensuring half the members are different. It also includes sections about common writing errors such as wordiness, dangling modifiers, compound sentences, and misused words. Strategies are provided for revising sentences to eliminate these errors.
The document contains an agenda for a class that includes discussing an essay revision, changing student teams, discussing Stone Butch Blues, an in-class writing prompt exploring moments of intentional and unintentional passing for a character, and reviewing feedback software. It also provides tips for reducing wordiness, correcting punctuation issues like run-on sentences and dangling modifiers, and avoiding misused words.
The document provides the agenda and notes for an EWRT 1A class. It includes discussions on revision strategies, MLA formatting, editing for wordiness and compound sentences, and in-class writing. It reviews strategies for revising essays, setting up papers in MLA format, identifying and correcting wordy and redundant writing, fixing run-on sentences, and submitting essays electronically for feedback. Students are assigned to revise Essay #2 based on peer comments and submit it before the next class.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop, reviewing MLA formatting, and discussing revision strategies like eliminating wordiness. The notes cover how to set up a paper in MLA format, including headings, margins, and creating a works cited page. Strategies for reducing wordiness like removing redundant words and phrases are also outlined. Students are instructed to find a wordy sentence in their essay and edit it, and the document concludes with directions for homework assignments.
This document provides an agenda and notes for an EWRT 1A class. It covers writing workshop revision strategies, reviewing MLA format, and editing strategies to reduce wordiness and improve compound sentences. It also discusses in-class writing and homework assignments which include revising Essay #2 based on peer feedback and submitting it electronically before the next class.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts/revisions of descriptive sections to an online discussion board.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a review of MLA format, and an in-class writing assignment. The notes cover topics like using revision strategies with a partner, setting up a paper in MLA format including headings, margins and pagination. It also discusses reducing wordiness, identifying and correcting run-on sentences and compound sentences, and submitting essays electronically for feedback.
This document contains the agenda and notes for an EWRT 1A college writing class. The agenda includes a writing workshop on revision strategies, a presentation on MLA formatting, and an in-class writing assignment. The notes provide guidance on revising essays, setting up papers in MLA format, common writing issues like wordiness, compound sentences, and dangling modifiers, and homework assignments which include reading, revising an essay draft based on peer comments, and posting drafts/revisions online. Students are expected to apply the editing strategies covered to improve their writing.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
The document outlines the agenda for a Week 10 class, including discussing common writing errors, choosing essays for a writing portfolio, revision strategies, and an upcoming reflective essay assignment. For the reflective essay, students will write a 2-page paper reflecting on their writing progress over the quarter and why they are ready to take EWRT1A, including specific examples from essays in their portfolio. The document provides guidance on the content, format, and audience for the reflective essay.
The document outlines the agenda for an EWRT 1A class which includes a writing workshop, presentation on MLA format, and an in-class writing session. It provides details on peer evaluation during the writing workshop and guidelines for formatting papers in MLA style, including setting margins, headings, and creating a works cited page. It also discusses strategies for reducing wordiness, such as shortening clauses and phrases, avoiding empty phrases, and removing redundant language. Students are assigned to revise their draft using peer feedback and submit it in MLA format by the next class.
Writing EvaluationStudent NameProf. David W. Cheely.docxambersalomon88660
Writing Evaluation
Student Name:
Prof. David W. Cheely
Assignment:
A (Excellent)
____Thesis Statement:
The Introductory paragraph presents a clear and focused summary of the position to be developed in the paper.
____Explication:
The writer demonstrates an excellent understanding of the arguments/position of the author through a clear and concise explication of the ideas to be considered.
____Interrogation:
The writer presents a specific critical analysis of the author’s position.
____Declaration:
The writer explicitly declares his/her stance with respect to the author’s ideas - thesis.
____Elaboration:
The writer raises a strong objection to his/her own thesis and elaborates upon his/her thesis in response to this objection.
____References:
The writer makes use of relevant textual citations and smoothly fuses these citations into the paper without breaking the flow of the argument.
____Grammar:
Few, if any, grammatical errors. Sentences read smoothly without being overly wordy. Appropriate word choices.
B (Very Good)
____Thesis Statement:
The Introductory paragraph presents the thesis; however, the thesis seems somewhat muddled and unclear.
____Explication:
The writer understands the arguments/position of the author; however, the explication of this understanding wanders from the text at times.
____Interrogation:
The writer’s critical analysis of the author’s position lacks precision.
____Declaration:
The writer presents his/her thesis well, but the thesis is off-target and/or unclear.
____Elaboration:
The writer raises a solid objection to his/her thesis, but the writer’s response to this objection does not improve the strength of the thesis, or generate further questions.
____References:
The writer makes use of references; however, the cited material is forced and seems to chop into the flow of the paper.
____Grammar:
Minor grammatical errors. Sentences are somewhat wordy and wandering. Word choice is sometimes questionable.
C (Average)
____Thesis Statement:
The Introductory paragraph merely implies a thesis.
____Explication:
The writer presents a limited understanding of the arguments/position of the author.
____Interrogation:
The writer’s critical analysis of the author’s position is superficial, unconvincing, and un-supported.
____Declaration:
It is difficult to tell what the thesis of the paper is and/or its relation to the author’s position.
____Elaboration:
The writer makes use of a straw-man objection that does little to elaborate upon and strengthen the writer’s position, or generate further questions.
____References:
The writer uses far too many references such that it is difficult to tell if the writer understands the text or not, or the writer fails to employ appropriate references to the text.
____Grammar:
Far too many grammatical errors. Sentences, word choice, and word economy make it difficult to follow the writer’s arguments.
D (Substandard)
____Thesis Statement:
The writer fails to state a thes.
This document provides guidance on writing essays, including key parts and steps in the writing process. It discusses the importance of a clear thesis statement, using a direct approach in the introduction, including relevant details and examples in body paragraphs, and restating the thesis without new information in the conclusion. It also outlines various prewriting techniques like free writing, brainstorming, mapping ideas, and outlining. Finally, it emphasizes the importance of clarity through eliminating ambiguity, using modifiers, being specific and concise, avoiding unnecessary repetition, and making word choices for concise writing.
A Practical Guide to Awesome Web WritingMandi Wise
The document provides guidance on writing effectively for the web. It discusses three key elements: style, structure, and substance. For style, it recommends using concise language, correct grammar, and an active voice. For structure, it suggests using headings, lists, and other formatting to enhance readability. For substance, it advises determining whether the goal is content or copy, and ensuring the writing supports business objectives or helps users complete tasks. The document emphasizes writing for the audience rather than the author. It concludes that combining these three elements - style, structure, and substance - is key to producing engaging web writing.
The document provides information and instructions for an EWRT 1A class. It discusses revising essays #2 or #4 for a class, with revisions due before Friday of week 9. It offers tips for revising, including reading instructor comments, and notes there is no penalty for revisions and the new grade will replace the original. It also discusses revising problem essay #5 to use for essay #6, highlighting areas to check like the topic, thesis, causes, consequences, examples, and citations. Finally, it covers eliminating wordiness in writing through reducing clauses and phrases, avoiding empty openers and overworked modifiers, and removing redundancies.
This document provides advice on academic writing. It discusses establishing an argument in an essay, dealing with writer's block, planning and organizing an essay with an introduction, body, and conclusion, choosing topic sentences, reading and researching critically, summarizing sources, revising, editing for spelling and grammar, and properly formatting assignments. Tips are provided for avoiding plagiarism and improving English skills like using articles and gerunds/infinitives. The overall message is that academic writing requires investigation of topics, organized ideas, and attention to structure and mechanics.
The document provides the agenda for an EWRT 1A class. It includes discussing revision strategies, reviewing MLA format, and editing for wordiness and compound sentences. Students will work with partners to provide feedback on essays and determine revisions. The class will also cover properly setting up a paper in MLA format, including headings, margins, and a works cited page. Sentence-level writing issues like wordiness will be addressed, and strategies for reducing wordy writing presented. Homework includes revising Essay #2 based on peer feedback and submitting it electronically by the end of class.
This document provides an agenda and instructions for Essay #4. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should describe the problem in detail, generate multiple potential solutions, and choose the most promising solution to explore further. The document gives guidance on refining the problem description, listing solutions, exploring solutions in paragraphs, and choosing a thesis statement about their preferred solution. It also covers implementing solutions and common writing issues like wordiness.
Englwrit112: Strategies for revising Unit 2Heather Wayne
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
The document provides guidance on developing a thesis statement and outline for a research paper. It explains that a thesis should be clear, specific, debatable, and indicate what will be discussed in the paper. An outline helps organize ideas and discover relationships between information. It should include the main ideas and subpoints in a logical order. When drafting the paper, write deliberately based on the outline and embed quotes properly by framing them and indicating the source.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
How to Build a Module in Odoo 17 Using the Scaffold Method
Revision strategy-presentation
1. +
Revision Strategies
Testing for cohesiveness:
Get out your essay and a pen!
2. +
Check your essay for order
Find the summary (paragraph one)
Underline the most significant sentence
Find your analysis (paragraph two)
Underline a sentence in which you used a good example, followed by
analysis.
Find your transition (paragraph three)
Underline your thesis (last sentence of paragraph three). Make sure it has
both a topic and a controlling idea: I want a ---------- because 1________
, 2___________, and 3______________
3. +
Body Paragraphs
Find body paragraph 1
Underline your topic sentence. It should connect to #1 in your thesis
statement!
Find body paragraph 2
Underline your topic sentence. It should connect to #2 in your thesis
statement!
Find body paragraph 3
Underline your topic sentence. It should connect to #3 in your thesis
statement!
4. +
Conclusion
Find your conclusion: This should connect
your wants and Brady’s wants to some
universal theme!
Underlinethe most significant sentence in
your conclusion
5. +
Does it work together?
Now write all of the underlined sentences in a
single paragraph.
Read your paragraph to yourself
Next, read your paragraph aloud to someone
sitting near you. See if it makes sense!
If it does not flow smoothly, you need to
revise significant sentences in your essay.
Mark them so you can change them later.
6. +
Now return to your summary paragraph:
Have you included the Have you included
title of the essay? overarching themes
rather than specific
Doyou have several details?
sentences of
summary? and the Do you have a
author’s name? transition to your
analysis paragraph?
7. +
Now, go to your analysis paragraph.
Make sure you have at least two
examples and two explanations for
why you used those examples.
Underline them just to make
sure. Read them to your neighbor.
8. +
Check your transition paragraph.
Doesit move you Read it to your
from the intro about partner. Ask for
Brady’s essay to your suggestions!
own essay?
Can
you make it
smoother?
10. +
Read your thesis aloud. Does it make sense?
Have your partner explain to you what you
want and why you want it?
What I really want is a ____________________ because
_______________, ____________________, __________
___________.
11. +
Your Body Paragraphs!
Your topic sentence should be clear Your topic sentence should be
and connect to your thesis. clear and connect to your thesis.
Now, check your support: do you have Now, check your support: do you
have a definition? Reasons?
a definition? Reasons? Explanation? Explanation? Facts? Statistics?
Facts? Statistics? Quotations? Quotations? Comparisons?
Comparisons? Analysis? Mark them in Analysis? Mark them in your
your paragraph. paragraph.
Your topic sentence should be clear
and connect to your thesis.
Now, check your support: do you have
a definition? Reasons? Explanation?
Facts? Statistics? Quotations?
Comparisons? Analysis? Mark them in
your paragraph.
12. +
The Conclusion The Title
Bring your essay back to Brady’s Go back and read your essay. Find
by comparing wants and desires of a really great line that captures the
people. Say something clever to essence of your paper topic. Steal
wrap it up it for your title!
14. +
Margins and Formatting Header: Last Name 1
1” all around Double Click in Header Area
Go to “Layout” and adjust Type your last name
margins or use custom settings Justify right
Times New Roman 12 Go to “insert” and click on
Indent body paragraphs ½ inch “page number”
from the margin
15. +
Heading: Double Spaced Title
Your Name Original Title (not the title of
Dr. Kim Palmore the essay we read)
EWRT 211 No italics, bold, underline, or
quotation marks
20 January 2012
Centered on the page
No extra spaces (just double
spaced after your heading
and before the body of your
text)
16. +
Content
1. Put the name of Brady’s (not Judy’s) essay
(not story or article) in quotation marks.
2. Put quotation marks around quoted material.
3. Make sure you integrate quoted material with
the text. For example, “Brady claims that
“………..” Do not use quoted material as an
isolated sentence.
18. Wordiness: using more words than necessary to
express thought. Many people write wordy papers
because they are trying to make their ideas sound
important by using long words and intricate
sentences. They think that their writing must be
complicated to seem professional. Although these
writers are trying to impress their readers, they often
end up confusing them. The best writing is
clear, concise, and easy to understand. Your ideas are
much more impressive when your reader does not
have to fight to understand you.
19. + Often writers use several words for ideas that can be expressed in one.
This leads to unnecessarily complex sentences and genuine
redundancy as the following examples show:
Redundant Not Redundant
The printer is located adjacent to The printer is adjacent to the
the computer computer
The printer is located in the The printer is near the computer
immediate vicinity of the computer
The user can visibly see the image
moving The user can see the image moving
He wore a shirt that was blue in He wore a blue shirt.
color
The input is processed
The input is suitably processed
20. + Now you try it. Write this sentence in as few words as
possible without changing the meaning!
The available receptacle, in any
case, was of insufficient size to
contain the total quantity of
unnecessary waste.
21. +
How to reduce wordiness!
1. Reduce Long Clauses 2. Reduce Phrases
When editing, try to reduce long Likewise, try to reduce phrases to
clauses to shorter phrases: single words:
Wordy: The clown who was in the Wordy: The clown at the end of
center ring was riding a tricycle. the line tried to sweep up the
spotlight.
Revised: The clown in the center
ring was riding a tricycle. Revised: The last clown tried to
sweep up the spotlight.
22. +
Eliminating Wordiness Strategies
3. Avoid Empty Openers 4. Don’t Overwork Modifiers
Avoid There is, There are, and There Do not overwork
were as sentence openers when There very, really, totally, and other
adds nothing to the meaning of a modifiers that add little or nothing to
sentence:
the meaning of a sentence.
Wordy: There is a prize in every box
of Quacko cereal. Wordy: By the time she got
home, Merdine was very tired.
Revised: A prize is in every box of
Quacko cereal. Revised: By the time she got
home, Merdine was exhausted
Wordy: There are two security
guards at the gate. Wordy: She was also really hungry.
Revised: Two security guards stand Revised: She was also hungry [or
at the gate. famished].
23. +
Eliminating Wordiness
5. Avoid Redundancies
Replace redundant expressions (phrases that use more words than
necessary to make a point) with precise words. Remember: needless
words are those that add nothing (or nothing significant) to the
meaning of our writing. They bore the reader and distract from our
ideas. So cut them out!
Wordy: At this point in time, we should edit our work.
Revised: Now we should edit our work.
24. +
Try these!
1. He dropped out of school on account of the fact that it was necessary
for him to help support his family.
2. It is expected that the new schedule will be announced by the bus
company within the next few days.
3. There are many ways in which a student who is interested in meeting
foreign students may come to know one.
4. It is very unusual to find someone who has never told a deliberate lie
on purpose.
5. Trouble is caused when people disobey rules that have been
established for the safety of all.
25. +
Possible Answers
1. He dropped out of school to support his family.
2. The bus company will probably announce its schedule during the
next few days.
3. Any student who wants to meet foreign students can do so in many
ways.
4. Rarely will you find someone who has never told a deliberate lie.
5. Disobeying safety regulations causes trouble.
26. +
Misused word:
Wrong-word errors can involve using a word
with the wrong shade of meaning, a word with
a completely wrong meaning, or a wrong
preposition or word in an idiom. Selecting a
word from a thesaurus without being certain
of its meaning or allowing a spell checker to
correct your spelling automatically can lead to
wrong-word errors, so use these tools with
care. If you have trouble with prepositions and
idioms, memorize the standard usage.
27. +
Homonyms
Affect, Effect: Accept, Except:
Affect is usually a verb meaning to Accept is a verb meaning to
influence. Effect is usually a noun receive. Except is usually a
meaning result. The drug did not preposition meaning excluding. I
affect the disease, and it had will accept all the packages except
several adverse side effects. Effect that one. Except is also a verb
can also be a verb meaning to meaning to exclude. Please except
bring about. Only the president can that item from the list.
effect such a dramatic change.
28. +
Homonyms
Than, Then: To, Too, Two:
Than is a conjunction used in To is a preposition; too is an adverb; two
is a number. Too many of your shots slice
comparisons; then is an adverb to the left, but the last two were right on
denoting time. That pizza is more the mark.
than I can eat. Tom laughed, and Hints:
then we recognized him.
If you are trying to spell out the number, it
is always t-w-o. Two has a w which is
Hints: the first letter in word. The opposite of
word is number.
Than is used to compare; both
Too is usually used as also when adding
words have the letter a in them. or including some additional information.
Whenever you want to include something
Then tells when; both are spelled else, think of it as adding; therefore
you also need to add an extra o.
the same, except for the first letter.
29. + Your, You're: There, Their, They're:
Your is a possessive pronoun; There is an adverb specifying place; it is
also an expletive. Adverb: Sylvia is lying
you're is a contraction of you are. there unconscious. Expletive: There are
You're going to catch a cold if you two plums left. Their is a possessive
don't wear your coat. pronoun. They're is a contraction of they
are. Fred and Jane finally washed their
car. They're later than usual today.
Sound out you are in the sentence.
If it works in the sentence it can be If you are using there to tell the reader
written as you're. If it sounds where, both words have h-e-r-e. Here is
also a place.
awkward, it is probably supposed
to be Your. If you are using their as a possessive
pronoun, you are telling the reader
EXAMPLE: You're shoes are what "they own. Their has h-e-i-r, which
also means heir, as in someone who
muddy. "You are shoes are muddy" inherits something. Both words have to do
does not work, so it should be with ownership.
written as: Your shoes are muddy.
They're is a contraction of they are.
Sound out they are in the sentence and see
if it works. If it does not, it must be one of
the previous versions.
30. +
Words that don't sound alike but
confuse us anyway:
Lie, lay Set, Sit:
Lie is an intransitive verb meaning Set is a transitive verb meaning to
to recline or rest on a surface. Its put or to place. Its principal parts
principal parts are lie, lay, lain. are set, set, set. Sit is an
Lay is a transitive verb meaning to intransitive verb meaning to be
put or place. Its principal parts are seated. Its principal parts are
lay, laid. sit, sat, sat. She set the dough in a
warm corner of the kitchen. The
Hint: Chickens lay eggs. I lie down cat sat in the warmest part of the
when I am tired. room.
31. +
Problem phrases:
Supposed to: Do not omit the d. Suppose to is incorrect.
Used to: Same as above. Do not write use to.
Toward: There is no s at the end of the word.
Anyway: Also has no ending s. Anyways is nonstandard.
Couldn't care less: Be sure to make it negative. (Not I could care
less.)
For all intents and purposes: Not intensive purposes.
32. +
HOMEWORK FOR THURSDAY:
Writing:
Finish essay 1. Remember to check for
cohesiveness, wordiness, and misused words.
Post your final draft on the website
Reading: How to Write a Cover Letter