The document provides guidance on writing different text types including discussion, explanation, instruction, persuasion, and recount texts. It outlines common organizational structures, language features, and conventions for each text type. Key details include presenting both sides of an issue in discussion texts, using logical steps and causal language in explanations, writing instructions in sequential order using imperative verbs, making persuasive points with evidence, and recounting events chronologically.
Brainstorming, Thesis Statement, Outline, First Draft and Final draft. This slide show takes you through the Btoff steps and how to compose a 5 paragraph academic essay.
Brainstorming, Thesis Statement, Outline, First Draft and Final draft. This slide show takes you through the Btoff steps and how to compose a 5 paragraph academic essay.
GUIDE # 1 Unit 1
Your Name:
Date:
Time you begin this guide: PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
- Laurie Schneider Adams
PREFACE
Before you open your book, let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your reading assignment. By asking the questions, I will direct your attention to the key issues. I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
- Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk - *…)
- Move on to my next Question (in Guide) – resume reading and typing your answers.
- Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
· Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
· Your answers can be simple and short.
· Do not worry if you cannot find the exact answer in the text. It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
· Please keep in mind that the main purpose of these guides is helping you in studying (and not for me to check and grade them).
· I will be grading the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will ...
Retrospective Inventory
___________________________________________ Name
[Pick the date]
Professor
RETROSPECTIVE INVENTORY
1. Briefly describe those events in your life which you remember with great satisfaction. Indicate why it was so satisfying. Please put your age or time span at the time of each event in the parenthesis at the beginning of each description. Strive for at least 10; you may go beyond that number if you wish.
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2. Briefly describe those events in your life which you remember with great dissatisfaction. Indicate why it was so satisfying. Please put your age or time span at the time of each event in the parenthesis at the beginning of each description. Strive for at least 10; you may go beyond that number if you wish.
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3. When you have completed numbers one and two of the inventory, go back and place a check mark beside events in number one and the five events in number two which in your opinion are most important. Write the number of each event and describe in greater detail, using a separate sheet of paper for each and attach them to this document.
4. Describe as many events as you can remember when someone who was perceived to be your “enemy” was somehow reconciled to you. List each event on a separate sheet of paper and attach them to this document.
5. What lenses do you view the world through? (Lenses are our ethnicity, race, culture, sex, and etc.)
6. List five experiences you want to have before you die. Given what you know about yourself, project a timeline for their accomplishment.
7. Write an obituary for yourself, summarizing your life to the point of death.
8. Briefly describe those events in your life which you remember that have been peak or life changing experiences. Indicate they were so life changing. Please put your age or time span at the time of each event in the parenthesis at the beginning of each description. Strive for at least 10; you may go beyond that number if you wish.
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9. The Philosopher Rene DeCartes said “I think I am, therefore, I am.” Using this philosophical thought…”WHO DO YOU THINK YOU ARE?”
10. What is your philosophy of Education
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AssignmentWrite an analytic response to a SHORT STORY from the t.docxrock73
Assignment
Write an analytic response to a SHORT STORY from the textbook.
An analysis of a piece of literature focuses on the deeper meaning of it. Some people call this “reading between the lines.” Analysis includes identifying the tone, setting, purpose, figurative language, symbolism and theme of a piece of writing to grasp the underlying meaning. (These six literary terms are explained below.)
HOW TO WRITE YOUR 5 PARAGRAPH ESSAY
· PARAGRAPH 1:To begin, you should have an introductory paragraph that states the STORY's title, the author and provides a brief background on it. The last sentence in your first paragraph is your thesis statement and should tell your audience what the remainder of your essay is going to include. For example: This essay will examine (story’s title) by (author’s name) and how the author has used literary elements in creating this _______ story. (fill in blank with an adjective)
· PARAGRAPHS 2,3,4:The body of your paper should be 3 paragraphs that focus on all or some of the six literary elements listed above. As you craft your body paragraphs, be sure to use direct quotes from the text to explain your examples.
· PARAGRAPH 5:Your last paragraph should conclude by wrapping up your entire piece and restate what your essay is about. Finally, tell your reader what we should know after reading your analysis.
EXPLANATION OF LITERARY TERMS FOR THIS ASSIGNMENT
1. Tone - The tone of a literary work is the writer’s attitude toward his or her audience and subject. The tone can often be described by a single adjective, such as formal or informal, serious or playful, bitter or ironic.
2. Setting – The setting is where and when the story takes place
3. Purpose – What was the author hoping to accomplish or communicate in writing this story?
4. Figurative language- Figurative language is writing or speech not meant to be interpreted literally. It is often used to create vivid impressions by setting up comparisons between dissimilar things. Common figures of speech are metaphors, similes, and personification.
5. Symbolism - A symbol is a character, place, thing or event that stands for something else, often an abstract idea.
6. Theme - A theme is a general message or insight into life revealed through a literary work. It is basically what the writing suggests about people or life.
Make sure your thoughts are your own by using the information on Avoiding Plagiarism
Here is the short story below read it or scan it for assignment
Humanity’s Beginnings The Greeks have several stories about how man came to be. One declares that he was created in the age of Kronos,1 or Saturn, who ruled before Zeus [zØs]. At that time, the legend says, there was no sorrow, toil, sickness, or age. Men lived their lives in plenty and died as though they went to sleep. They tilled2 no ground, built no cities, killed no living thing, and among them war was unknown. The earth brought forth strawberries, cherries, and ears of wheat for them. Even on t ...
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
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This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
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The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
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Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
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The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
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However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
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GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
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1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
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Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
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https://alandix.com/academic/papers/synergy2024-epistemic/
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GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
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The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
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Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
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3. Discussion text * presents arguments and information from different viewpoints * “for and against” * * * * * *
4. Discussion organisation 1 Introduction Statement of issue to be discussed Conclusion Summary + (perhaps) recommendation for against * point + elaboration * “ * “ * point + elaboration * “ * “
5. Discussion organisation 2 Introduction Arguments for: * * * etc Arguments against: * * * etc Conclusion When you have made your grid skeleton, write the introduction. Then write one paragraph ‘for’ (or one paragraph per point ‘for’) and one paragraph ‘against’ (or one paragraph per point ‘against’). Then write the conclusion
6. Introduction Point 1: for against Conclusion Discussion organisation 3 Point 2: for against Point 3: for against (including outline of points to be discussed) etc., etc When you have made your grid skeleton, write the introduction. Then write a paragraph about point one, a paragraph about point two, etc. Then write your conclusion
7. Discussion language features * present tense * abstract nouns * third person * logical connectives * discussion conventions (see page 9) * complex sentences Things that you cannot see or touch e.g truth answer possibility trust welfare belief justice concern hope reason despair
8. Discussion conventions * Don’t take sides – say what “people” think * Keep it balanced, e.g On the one hand… On the other hand… * Don’t be too definite – use conditionals Some people say… Others argue… Smokers would claim that… Non-smokers reply… It could be claimed… This might mean… possibly perhaps
11. Text Against zoos For zoos * * * * * Don’t need anymore originally for people to see animals now have TV, video Cruel catch, transport, cage zoochosis just for entertainment TV not as good as real life Conservation Not cruel zoos educational increase people’s interest in animals endangered species breed in zoos scientists can research in zoos well planned enclosures
13. Explanation text * explains how or why something happens * cause and effect * often in time order (sequential)
14. Explanation organisation 1 Simple explanation: a series of logical steps Probably… labelled diagram(s) This happens leading to this leading to leading to this this possibly---other causes or effects at each stage When you have made your flow-chart skeleton, each section of the flow chart can become one paragraph or section of writing.
15. Explanation language features * present tense (except historical explanations) * cau s al language * sequential connectives * impersonal language (see page 8) * technical vocabulary when because The reason that so If…then… This results in… This causes… Therefore
16. impersonal language * third person * passive voice * usually formal vocabulary * formal connectives The motor is operated by… This is known as… The stick was placed in… The sides are covered in… (e.g “placed” as opp “put”, “known as” as opp. “called”) (e.g Furthermore, However, Therefore, Consequently)
19. Newborn 3 months 6 months 1 year 3½ kg 6 kg 53 cm 60 cm 8 kg 68 cm 72 cm 9½ kg All different sizes suck milk no teeth can’t chew tummy stronger milk + mushy food sits up, plays some teeth some hard food + mush + milk stands teeth cut up food
20. Text Breathe in air Breathe out CO ² O ² capillaries Air sacs LUNGS capillaries Air sacs ² CO HEART capillaries capillaries cells cells BODY ² ² ² O CO Vein Vein Artery Artery Contains oxygen (O ) AIR
22. Instruction text tells how to do or make something in time order (sequential/chronological)
23.
24.
25. Third person instructions When more than one person involved, e.g. a game third person present tense provide names or labels Player A takes a card… Team 1 tries to score points… Team 2 tries to stop them… The batting side… The fielding side… * * *
26. Writing Instructions * Do the activity ( or act it out). Make brief notes as you go *Make * list of “What you need” * flow chart of what to do * diagrams if necessary *Turn flow chart into written instructions .
30. Persuasion organisation 1 point point point elaboration elaboration elaboration … and so on………. * * *
31. Persuasion organisation 2 What? Who? Where? When? Introduction Point 1 Point 2 Point 3 Conclusion Summing up When you have planned your points, you can choose whether to write one paragraph per point or group them together * * *
32. Persuasion language features Present tense Persuasive devices Logical connectives Connectives showing the move from one point to another because consequently As a result.. however If…then nevertheless First of all secondly next finally then * * * *
33. Elaborating a point Make your point clearly, in a sentence. e laboration would it help to: point g ive your reasons for thinking that? g ive examples e.g F or example,… F or instance,…? a dd further detail to make it clear? *
34. Persuasive devices e motive language deliberate ambiguity e.g ‘strong’ adjectives e.g “ probably the best” perhaps , maybe “ d are you to disagree!” e.g Clearly ,.. Surely ,.. Obviously ,.. Everyone knows that.. * * * Rhetorical question “ Are we expected to..? ” “ How will..? ” Turning opinion into truth “ The fact is.. ” “ The real truth is.. ” * * FACT or OPINION? Always ask yourself – is it …
37. * * * Mary is trouble she has betrayed us if plots succeed Spain takes over thrown out of Scotland religious probs, war forced to abdicate, imprisoned given home, paid for not paid back constantly plotting claims the crown. Supported by Phillip II would be P’s puppet England falls to Spain
39. Recount text * retells events * in time order (chronological)
40. Recount organisation events in time order when? where? who? what? why was it significant? introduction conclusion what happened in the end? neat last line When you have made your time-line skeleton, use another colour to chop it into paragraphs.
41. Recount language features * past tense * named people, places, things * first or third person * time connectives Next… Meanwhile… Soon afterwards… Within hours… Several weeks later… Then… After a while… Finally… Look out also for conjunctions like when, while, as, after.
42. Impersonal recounts * newspaper report * magazine article * non-fiction book * biography Audience general reader with some interest in the subject Purpose to inform and entertain
43. * letter * diary or journal * write-up of a trip or activity Audience known reader or self (or posterity) Purpose to record, reflect, entertain Personal recounts
44. Lively recount writing Try using: * powerful verbs * quotations Watch out for these and other recounts in the texts you read * vary your - sentence length - sentence openings - sentence type (use occasional questions or exclamations) * try to link your last line back to the introduction.
49. Recount organisation age where she was family introduction name born St Mary’s Hospital 1 2 3 4 5 6 Baz born started playgroup – met Hannah chicken pox started school – Mrs Robinson Y1 – Mrs Bennett Y2 – Mr Long Text
50. who when where intro what 8.00am School arrive breakfast on journey Exhibition centre lunch trip round cooler biome Video ‘Making of Eden’ Talk - cocoa, chocolate car park see biomes trip round tropical biome return journey shop £2 3.30 home rubber, bamboo, spices, coconuts, pineapple oranges, lemons, grapes, olives (personal)
51. ( i mpersonal) Intro Cornwall Y5 Last Friday Eden Project long bus journey arrive at Eden Project tropical biome warm temperate and outside afternoon activities journey home lunch Text
53. Report text * describes what things are like (or were like) * not in time order (non-chronological)
54. Report organisation 1 When? What? Who? Where? More detail if necessary information organised in categories Main points in category Topic simple report
55. Report organisation 1 Introduction Who-What-Where-When etc. Paragraph Section }1 }2 Paragraph Section When you have made your “spidergram” skeleton, each spider leg gives you one paragraph (or subheaded section) in your writing
56. Report language features * present tense (except historical reports) * ‘general’ nouns (not particular people, animals, things) * third person * factual description * technical words and phrases * often formal, impersonal language
57. Planning report text * BRAINSTORM what you know (and find out more if necessary). * ORGANISE it into categories. * Make the SPIDERGRAM. Write the topic in the middle, and one category on each leg.
59. Our School Intro field playground hall Lee Park Longton, near York 198 pupils 7 classes built 1967 hopscotch map games infants quiet area juniors netball football summer - play winter usually no play snow - play assembly, lessons lunch drama gym packed lunch back school lunch front-tables (cupboard)
60. Spidergram Butterflies definition reproduction characteristics feeding insect Lepidoptera insect features wings scales/veins don’t need much for short life span proboscis nectar over-ripe fruit lifecycle 3,000 max eggs leaves male/female differences 1/100 survive coiled proboscis scaly body/wings