Peer review for Essay #2Part 1 Answer the following questions to .docxkarlhennesey
Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to your peers.
Please provide specific and constructive feedback. You can write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement?
3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas can they make more formal?
5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt?
9. Where does the author need additional explanation to make their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
stat ...
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docxbudabrooks46239
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
Ms. Akins' Class Eng 3 Study Guide for Mod 1-7
Review the Module that you need the DBA for and then text or call me during my available times. I will ask you 3-4 similar questions to what you are reviewing. Good Luck :D Ms. Akins
Microposts Ontology Construction Via Concept Extraction dannyijwest
The social networking website Facebook offers to its users a feature called “status updates” (or just
“status”), which allows users to create Microposts directed to all their contacts, or a subset thereof.
Readers can respond to Microposts, or in addition to that also click a “Like” button to show their
appreciation for a certain Micropost. Adding semantic meaning in the sense of unambiguous intended ideas
to such Microposts. We can make a start towards semantic web by adding semantic annotation to web
resources. Ontology are used to specify meaning of annotations. Ontology provide a vocabulary for
representing and communicating knowledge about some topic and a set of semantic relationships that hold
among the terms in that vocabulary. For increasing the efficiency of ontology based application there is a
need to develop a mechanism that reduces the manual work in developing ontology. In this paper, we
proposed Microposts’ ontology construction. In this paper we present a method that extracts meaningful
knowledge from microposts shared in social platforms. This process involves different steps for the analysis
of such microposts (extraction of keywords, named entities and their matching to ontological concepts).
Microposts Ontology Construction Via Concept Extraction dannyijwest
The social networking website Facebook offers to its users a feature called “status updates” (or just “status”), which allows users to create Microposts directed to all their contacts, or a subset thereof. Readers can respond to Microposts, or in addition to that also click a “Like” button to show their appreciation for a certain Micropost. Adding semantic meaning in the sense of unambiguous intended ideas to such Microposts. We can make a start towards semantic web by adding semantic annotation to web resources. Ontology are used to specify meaning of annotations. Ontology provide a vocabulary for representing and communicating knowledge about some topic and a set of semantic relationships that hold among the terms in that vocabulary. For increasing the efficiency of ontology based application there is a need to develop a mechanism that reduces the manual work in developing ontology. In this paper, we proposed Microposts’ ontology construction. In this paper we present a method that extracts meaningful knowledge from microposts shared in social platforms. This process involves different steps for the analysis of such microposts (extraction of keywords, named entities and their matching to ontological concepts).
Discussion Board Questions How would you measure the safety cul.docxowenhall46084
Discussion Board Questions:
How would you measure the safety culture of an organization? (10 pts)
Two Assignments:
1.
Read the introduction in the textbook and the article “Myths of Zero Defects.” Write a reflection paper about the application of Zero Defects in safety management answering the following question; Is Zero Defects a goal or is it an operational standard and what is the difference? (50 pts) (WK 2- A1). This assignment will be graded and per the feedback from the instructor, will be resubmitted in week 5 to reflect the changes required by the instructor.
(You can write this on your own without article)
2.
Read the article “COP Defined” and write an essay describing the overall operational elements of Community Oriented Policing and the application of its elements toward safety management. (50 pts) (WK 2 A2). This assignment will be graded and per the feedback from the instructor, will be resubmitted in week 5 to reflect the changes required by the instructor.
Put lot of references in the essays and use the documents attached in the post and others
I want 0 Plagiarism.
Grading Matrix 2 Essays
SLO: 1. Student will be able to discuss the application of Crosby’s Zero Defects Philosophy to safety
management.
2. Students will be able to apply the elements of Community Oriented Policing
Written Communication
PROGRAM ASSESSMENT RUBRIC
Criteria
4-Accomplished
Exceeds
Expectations of Graduating Senior
3-Competent
Meets
Expectations of
Graduating Senior
2-Developing
Partially Meets
Expectations of Graduating Senior
1-Beginning
Does Not Meet
Expectations of Graduating Senior
Audience/Tone
Precisely
demonstrates recognition of audience and sets
relevant
tone. Engages an audience effectively.
D
emonstrates recognition of audience and sets
relevant
tone most of the time.
Is inconsistent
in recognition of audience and setting of
relevant
tone.
Fails to demonstrate recognition of audienceand/or set
relevant
tone.
Organization
Integration
Fairly
and
accurately
synthesizes sources and integrates
relevant
information, with significant
depth
and
breadth
.
Fairly
and
accurately
synthesizes sources and integrates
relevant
information.
Synthesizes sources and integrates
relevant
information, but is not always
fair
and/or
accurate.
Does not synthesize sources and/or integrate
relevant
information.
Organization
Cohesion
Organization is
clear
and
logical
(parts make sense together; no contradictions). Organization is creative and engaging.
Organization is
clear
and
logical
(parts make sense together; no contradictions)
Organization is mostly
clear
and
logical
(most parts make sense together; may be some contradictions).
Organization is not
clear
and/or
logical
(parts do not make sense together and/or there are many contradictions).
Control of Written Language
Sentence Structure/ Syntax
Writing is
clear, accurate,
and
precise
virtually all of .
I can send you the pages of the book. The deadline is in 8hrs from n.docxtroutmanboris
I can send you the pages of the book. The deadline is in 8hrs from now.
develop three claims, and selest one to take trough from the claim to the draft process. Develop your outline into a draft (no less than 500 words).
My themes:
create 3 claims about why gay people should have or not the right to adopt. And Expone the why the do. Please no plagarism.
The drop box is linkesd to turnitin so please no plagarism at all.
The following rubric.
ENG122 – Essay/Research Paper Evaluation Sheet
Note:
The descriptions here are typical qualities and patterns in essays, but cannot exactly
match every individual essay. At least occasionally, qualities from different levels mix, and the score may represent a similar mix of levels.
THESIS 0 -10 points (up to 2 points for each quality)
____ 0-2
Topic
is appropriately adapted for the audience, purpose, and length of the essay.
____
0-2
Expression
of thesis is clear and graceful.
____ 0-2
Originality
of thought is likely to surprise or engage many readers.
____ 0-2
Emphasis
clearly reflects the writer's attitude and purpose.
____ 0-2
Direction
or structure of the essay is clearly indicated or implied (often through a preview of main points).
SUPPORT 0 - 30 points
____
27-30
Individually and together, the body paragraphs offer sufficient relevant evidence to make
ideas and the overall thesis clear and convincing for the intended audience and purpose;
support is typically specific, concrete, and interesting.
__
__ 24-26
The body paragraphs together offers sufficient evidence to make the essay idea reasonably clear and
convincing, but evidence is occasionally general or repetitive or overly familiar.
____ 21-23
Some good, relevant support is offered, but evidence is frequently general, or occasionally
insufficient to make the ideas fully clear or convincing.
____ 18-20
Some paragraph ideas may be unclear, or support in two or more body paragraphs may be thin or
unconvincing, or not directly relevant to the original thesis.
____
0-17
Support is consistently weak, often relying only on generalities or repetition.
ORGANIZATION 0 -10 points
____
9-10
Organization both among and within paragraphs follows a natural, logical order reinforced by
effective transitions.
____ 8
Organization among and within paragraphs is generally logical and clear, with some effort
toward providing clear, smooth transitions.
____ 7
Organization is reasonably easy to follow, but the pattern of organization seems uncertain,
or the absence of transitions may occasionally require the reader to work out the
connections.
____ 6
Organization among and/or within paragraphs is difficult to follow, with considerable scattering of ideas.
____ 0-5
Lack of organization among and/or within paragraphs makes ideas and connections uncertain or hard to find.
EXPRESSION 0 -10 points
____ 9-10
Language is consistently accurate and appr.
Essay Revision and Editing Checklist for Academic Essays U.docxdebishakespeare
Essay Revision and Editing Checklist for Academic Essays
Use this checklist to ensure that the revision and editing work you have completed in the writing process has helped you
to meet the goals of an assignment.
Keep in mind, each assignment may have ADDITIONAL goals and conventions appropriate to established discipline and
conventions.
If you look at this list and do not understand how to complete these tasks or why to complete these tasks, avail yourself
of resources posted for your class or do a web search of your own. The Purdue OWL (Online Writing Lab) is an excellent
starting place.
________________________________________
Ideas/Content
☐ I used brainstorming and a concept map or outline to create and organize my ideas.
☐ My thesis is clear, meaningful, and worthwhile.
☐ My essay relates to my thesis, exploring it with depth and meaning.
☐ My ideas relate to one another.
☐ I have no stray ideas out of place in my writing.
☐ My writing makes complete sense.
________________________________________
Organization
☐ My title is thoughtful.
☐ Ideas are organized in a meaningful way.
☐ The sequence of ideas is logical and intentional.
☐ I have an interesting introduction that effectively leads the reader to the thesis and creates interest.
☐ My ideas flow from one to another.
☐ Each paragraph has a strong, clear topic sentence. Each topic sentence is like a mini-thesis for the paragraph.
☐ I used helpful transitions between main points, (e.g., "First of all," or "Similarly").
☐ The body paragraphs are in logical order, and each paragraph has its own development and relationship with
the thesis.
☐ I have a satisfying conclusion.
Voice & Style
☐ Point of view is consistent and appropriate for the context of the assignment.
☐ The pronoun “you” and any form of 2nd person point of view are avoided (you, your, you’re, yourself). I am not
assuming what the reader thinks, and I am not telling the reader what to think.
https://owl.english.purdue.edu/owl/
☐ The tone and level or writing are appropriate to college-level writing. My writing sounds as intelligent and
educated as I am.
☐ The tone, style, and content are appropriate for my audience of intelligent, educated readers.
__________________________________
Conventions
☐ Each of my paragraphs has one main idea.
☐ I have used correct grammar.
☐ I have used correct punctuation.
☐ I have checked my spelling.
☐ The tone and voice of the essay are appropriate to formal, academic writing.
☐ My final draft contains no typographical errors.
________________________________________
Fluency & Correctness—needed for clarity
☐ My sentences build logically upon the one(s) before.
☐ My sentences are different lengths.
☐ My sentences start in different ways.
☐ The meaning of each of my sentences is clear.
☐ My sentences flow easily from one to another.
☐ I have scrutinized my .
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
DirectionsLocate the annotated bibliography and outline you.docxkimberly691
Directions:
Locate the annotated bibliography and outline you created in the Module 2 assignment. Using the outline you developed, the information from the annotated bibliography, and the feedback provided by your instructor, write a paper (2,000-2,250 words) that synthesizes all of the articles assigned in the first four modules of this course. Do that by including the following:
1. A statement of common themes addressed in each of the articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles? Focus specifically on the key developmental terms, processes and challenges that individuals may face up through adulthood. Why are the unconscious mind, dreams, and ego defense mechanisms important to understand from the Psychoanalytic perspective? Be sure to address the notion that Freud and the Psychodynamic and Psychoanalytic theory suggest that early stages of human development have a significant impact on our relationships and our Ego throughout the life span.
FORMAL ASSIGNMENT: ANNOTATED BIBLIOGRAPHY & OUTLINE
ANNOTATED BIBLIOGRAPHY
You will complete an annotated bibliography of the following articles (links to the articles are found in topics 1 & 2 of the syllabus). Annotations are descriptive and critical assessments of literature that help researchers to evaluate texts and determine relevancy in relation to a particular research project. Ultimately, they are a note-taking tool that fosters critical thinking, demonstrates understanding, and evaluates the source material for possible later use. In this assignment, you will read and annotate the following three articles
Johansson, M. (2007). Historiography and Psychoanalysis. International Forum of Psychoanalysis, 16(2), 103–112.
Perera, S. B. (2013). Circling, Dreaming, Aging. Psychological Perspectives, 56(2), 137–148.
Hebbrecht, M. (2013). The dream as a picture of the psychoanalytic process. Romanian Journal of Psychoanalysis, 6(2), 123–142.
1. Please annotate the journal articles assigned in the first 2 Modules of this course ( the 3 articles are listed above). Annotations for each article should consist of a MINIMUM of 250 original words (i.e., no quoted material).
2. Alphabetize the three journal articles by the last name of the first author for each article.
3. Please make sure to discuss both the strengths and limitations of each article as part of your evaluation of the article, and also what you think of them in terms of their value, validity, methods, etc. Do not discuss the credentials of the authors, where they teach, or how many publications they have.
OUTLINE ( Please review the Week 2 Assignment Template, posted along with these Announcements, as an example of how to construct an outline for this assignment. )
Construct an outline for a paper that will identify and discuss 3 themes common to the articles you read for this assignment (you will write the paper i.
Peer review for Essay #2Part 1 Answer the following questions to .docxkarlhennesey
Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to your peers.
Please provide specific and constructive feedback. You can write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement?
3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas can they make more formal?
5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt?
9. Where does the author need additional explanation to make their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
stat ...
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docxbudabrooks46239
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
Ms. Akins' Class Eng 3 Study Guide for Mod 1-7
Review the Module that you need the DBA for and then text or call me during my available times. I will ask you 3-4 similar questions to what you are reviewing. Good Luck :D Ms. Akins
Microposts Ontology Construction Via Concept Extraction dannyijwest
The social networking website Facebook offers to its users a feature called “status updates” (or just
“status”), which allows users to create Microposts directed to all their contacts, or a subset thereof.
Readers can respond to Microposts, or in addition to that also click a “Like” button to show their
appreciation for a certain Micropost. Adding semantic meaning in the sense of unambiguous intended ideas
to such Microposts. We can make a start towards semantic web by adding semantic annotation to web
resources. Ontology are used to specify meaning of annotations. Ontology provide a vocabulary for
representing and communicating knowledge about some topic and a set of semantic relationships that hold
among the terms in that vocabulary. For increasing the efficiency of ontology based application there is a
need to develop a mechanism that reduces the manual work in developing ontology. In this paper, we
proposed Microposts’ ontology construction. In this paper we present a method that extracts meaningful
knowledge from microposts shared in social platforms. This process involves different steps for the analysis
of such microposts (extraction of keywords, named entities and their matching to ontological concepts).
Microposts Ontology Construction Via Concept Extraction dannyijwest
The social networking website Facebook offers to its users a feature called “status updates” (or just “status”), which allows users to create Microposts directed to all their contacts, or a subset thereof. Readers can respond to Microposts, or in addition to that also click a “Like” button to show their appreciation for a certain Micropost. Adding semantic meaning in the sense of unambiguous intended ideas to such Microposts. We can make a start towards semantic web by adding semantic annotation to web resources. Ontology are used to specify meaning of annotations. Ontology provide a vocabulary for representing and communicating knowledge about some topic and a set of semantic relationships that hold among the terms in that vocabulary. For increasing the efficiency of ontology based application there is a need to develop a mechanism that reduces the manual work in developing ontology. In this paper, we proposed Microposts’ ontology construction. In this paper we present a method that extracts meaningful knowledge from microposts shared in social platforms. This process involves different steps for the analysis of such microposts (extraction of keywords, named entities and their matching to ontological concepts).
Discussion Board Questions How would you measure the safety cul.docxowenhall46084
Discussion Board Questions:
How would you measure the safety culture of an organization? (10 pts)
Two Assignments:
1.
Read the introduction in the textbook and the article “Myths of Zero Defects.” Write a reflection paper about the application of Zero Defects in safety management answering the following question; Is Zero Defects a goal or is it an operational standard and what is the difference? (50 pts) (WK 2- A1). This assignment will be graded and per the feedback from the instructor, will be resubmitted in week 5 to reflect the changes required by the instructor.
(You can write this on your own without article)
2.
Read the article “COP Defined” and write an essay describing the overall operational elements of Community Oriented Policing and the application of its elements toward safety management. (50 pts) (WK 2 A2). This assignment will be graded and per the feedback from the instructor, will be resubmitted in week 5 to reflect the changes required by the instructor.
Put lot of references in the essays and use the documents attached in the post and others
I want 0 Plagiarism.
Grading Matrix 2 Essays
SLO: 1. Student will be able to discuss the application of Crosby’s Zero Defects Philosophy to safety
management.
2. Students will be able to apply the elements of Community Oriented Policing
Written Communication
PROGRAM ASSESSMENT RUBRIC
Criteria
4-Accomplished
Exceeds
Expectations of Graduating Senior
3-Competent
Meets
Expectations of
Graduating Senior
2-Developing
Partially Meets
Expectations of Graduating Senior
1-Beginning
Does Not Meet
Expectations of Graduating Senior
Audience/Tone
Precisely
demonstrates recognition of audience and sets
relevant
tone. Engages an audience effectively.
D
emonstrates recognition of audience and sets
relevant
tone most of the time.
Is inconsistent
in recognition of audience and setting of
relevant
tone.
Fails to demonstrate recognition of audienceand/or set
relevant
tone.
Organization
Integration
Fairly
and
accurately
synthesizes sources and integrates
relevant
information, with significant
depth
and
breadth
.
Fairly
and
accurately
synthesizes sources and integrates
relevant
information.
Synthesizes sources and integrates
relevant
information, but is not always
fair
and/or
accurate.
Does not synthesize sources and/or integrate
relevant
information.
Organization
Cohesion
Organization is
clear
and
logical
(parts make sense together; no contradictions). Organization is creative and engaging.
Organization is
clear
and
logical
(parts make sense together; no contradictions)
Organization is mostly
clear
and
logical
(most parts make sense together; may be some contradictions).
Organization is not
clear
and/or
logical
(parts do not make sense together and/or there are many contradictions).
Control of Written Language
Sentence Structure/ Syntax
Writing is
clear, accurate,
and
precise
virtually all of .
I can send you the pages of the book. The deadline is in 8hrs from n.docxtroutmanboris
I can send you the pages of the book. The deadline is in 8hrs from now.
develop three claims, and selest one to take trough from the claim to the draft process. Develop your outline into a draft (no less than 500 words).
My themes:
create 3 claims about why gay people should have or not the right to adopt. And Expone the why the do. Please no plagarism.
The drop box is linkesd to turnitin so please no plagarism at all.
The following rubric.
ENG122 – Essay/Research Paper Evaluation Sheet
Note:
The descriptions here are typical qualities and patterns in essays, but cannot exactly
match every individual essay. At least occasionally, qualities from different levels mix, and the score may represent a similar mix of levels.
THESIS 0 -10 points (up to 2 points for each quality)
____ 0-2
Topic
is appropriately adapted for the audience, purpose, and length of the essay.
____
0-2
Expression
of thesis is clear and graceful.
____ 0-2
Originality
of thought is likely to surprise or engage many readers.
____ 0-2
Emphasis
clearly reflects the writer's attitude and purpose.
____ 0-2
Direction
or structure of the essay is clearly indicated or implied (often through a preview of main points).
SUPPORT 0 - 30 points
____
27-30
Individually and together, the body paragraphs offer sufficient relevant evidence to make
ideas and the overall thesis clear and convincing for the intended audience and purpose;
support is typically specific, concrete, and interesting.
__
__ 24-26
The body paragraphs together offers sufficient evidence to make the essay idea reasonably clear and
convincing, but evidence is occasionally general or repetitive or overly familiar.
____ 21-23
Some good, relevant support is offered, but evidence is frequently general, or occasionally
insufficient to make the ideas fully clear or convincing.
____ 18-20
Some paragraph ideas may be unclear, or support in two or more body paragraphs may be thin or
unconvincing, or not directly relevant to the original thesis.
____
0-17
Support is consistently weak, often relying only on generalities or repetition.
ORGANIZATION 0 -10 points
____
9-10
Organization both among and within paragraphs follows a natural, logical order reinforced by
effective transitions.
____ 8
Organization among and within paragraphs is generally logical and clear, with some effort
toward providing clear, smooth transitions.
____ 7
Organization is reasonably easy to follow, but the pattern of organization seems uncertain,
or the absence of transitions may occasionally require the reader to work out the
connections.
____ 6
Organization among and/or within paragraphs is difficult to follow, with considerable scattering of ideas.
____ 0-5
Lack of organization among and/or within paragraphs makes ideas and connections uncertain or hard to find.
EXPRESSION 0 -10 points
____ 9-10
Language is consistently accurate and appr.
Essay Revision and Editing Checklist for Academic Essays U.docxdebishakespeare
Essay Revision and Editing Checklist for Academic Essays
Use this checklist to ensure that the revision and editing work you have completed in the writing process has helped you
to meet the goals of an assignment.
Keep in mind, each assignment may have ADDITIONAL goals and conventions appropriate to established discipline and
conventions.
If you look at this list and do not understand how to complete these tasks or why to complete these tasks, avail yourself
of resources posted for your class or do a web search of your own. The Purdue OWL (Online Writing Lab) is an excellent
starting place.
________________________________________
Ideas/Content
☐ I used brainstorming and a concept map or outline to create and organize my ideas.
☐ My thesis is clear, meaningful, and worthwhile.
☐ My essay relates to my thesis, exploring it with depth and meaning.
☐ My ideas relate to one another.
☐ I have no stray ideas out of place in my writing.
☐ My writing makes complete sense.
________________________________________
Organization
☐ My title is thoughtful.
☐ Ideas are organized in a meaningful way.
☐ The sequence of ideas is logical and intentional.
☐ I have an interesting introduction that effectively leads the reader to the thesis and creates interest.
☐ My ideas flow from one to another.
☐ Each paragraph has a strong, clear topic sentence. Each topic sentence is like a mini-thesis for the paragraph.
☐ I used helpful transitions between main points, (e.g., "First of all," or "Similarly").
☐ The body paragraphs are in logical order, and each paragraph has its own development and relationship with
the thesis.
☐ I have a satisfying conclusion.
Voice & Style
☐ Point of view is consistent and appropriate for the context of the assignment.
☐ The pronoun “you” and any form of 2nd person point of view are avoided (you, your, you’re, yourself). I am not
assuming what the reader thinks, and I am not telling the reader what to think.
https://owl.english.purdue.edu/owl/
☐ The tone and level or writing are appropriate to college-level writing. My writing sounds as intelligent and
educated as I am.
☐ The tone, style, and content are appropriate for my audience of intelligent, educated readers.
__________________________________
Conventions
☐ Each of my paragraphs has one main idea.
☐ I have used correct grammar.
☐ I have used correct punctuation.
☐ I have checked my spelling.
☐ The tone and voice of the essay are appropriate to formal, academic writing.
☐ My final draft contains no typographical errors.
________________________________________
Fluency & Correctness—needed for clarity
☐ My sentences build logically upon the one(s) before.
☐ My sentences are different lengths.
☐ My sentences start in different ways.
☐ The meaning of each of my sentences is clear.
☐ My sentences flow easily from one to another.
☐ I have scrutinized my .
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
DirectionsLocate the annotated bibliography and outline you.docxkimberly691
Directions:
Locate the annotated bibliography and outline you created in the Module 2 assignment. Using the outline you developed, the information from the annotated bibliography, and the feedback provided by your instructor, write a paper (2,000-2,250 words) that synthesizes all of the articles assigned in the first four modules of this course. Do that by including the following:
1. A statement of common themes addressed in each of the articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles? Focus specifically on the key developmental terms, processes and challenges that individuals may face up through adulthood. Why are the unconscious mind, dreams, and ego defense mechanisms important to understand from the Psychoanalytic perspective? Be sure to address the notion that Freud and the Psychodynamic and Psychoanalytic theory suggest that early stages of human development have a significant impact on our relationships and our Ego throughout the life span.
FORMAL ASSIGNMENT: ANNOTATED BIBLIOGRAPHY & OUTLINE
ANNOTATED BIBLIOGRAPHY
You will complete an annotated bibliography of the following articles (links to the articles are found in topics 1 & 2 of the syllabus). Annotations are descriptive and critical assessments of literature that help researchers to evaluate texts and determine relevancy in relation to a particular research project. Ultimately, they are a note-taking tool that fosters critical thinking, demonstrates understanding, and evaluates the source material for possible later use. In this assignment, you will read and annotate the following three articles
Johansson, M. (2007). Historiography and Psychoanalysis. International Forum of Psychoanalysis, 16(2), 103–112.
Perera, S. B. (2013). Circling, Dreaming, Aging. Psychological Perspectives, 56(2), 137–148.
Hebbrecht, M. (2013). The dream as a picture of the psychoanalytic process. Romanian Journal of Psychoanalysis, 6(2), 123–142.
1. Please annotate the journal articles assigned in the first 2 Modules of this course ( the 3 articles are listed above). Annotations for each article should consist of a MINIMUM of 250 original words (i.e., no quoted material).
2. Alphabetize the three journal articles by the last name of the first author for each article.
3. Please make sure to discuss both the strengths and limitations of each article as part of your evaluation of the article, and also what you think of them in terms of their value, validity, methods, etc. Do not discuss the credentials of the authors, where they teach, or how many publications they have.
OUTLINE ( Please review the Week 2 Assignment Template, posted along with these Announcements, as an example of how to construct an outline for this assignment. )
Construct an outline for a paper that will identify and discuss 3 themes common to the articles you read for this assignment (you will write the paper i.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Small senior task cards oct 2010
1. HIGH SCHOOL QUESTION TASK CARDS HIGH SCHOOL QUESTION TASK CARDS
MAIN IDEA
TEXT STRUCTURE/ORGANIZATIONAL PATTERNS
(LA.910.1.7.3)
MAIN IDEA
(LA.910.1.7.5)
Which statement best expresses the main idea of the article? ORGANIZATIONAL PATTERNS
What is the main idea of this article? Based on the main heading and subheadings, the reader can
determine that the main organizational structure of the article is ____.
What would be another good title for the article?
How does the author organize the information in the passage to
Based on all the information given, how does each piece contribute to the
illustrate _________?
idea that_______________?
How does the organization of the webpage help visitors find information
Which sentence gives the best summary?
about ______?
Which statement best describes the lesson/moral of this story?
What would an additional paragraph at the end of this passage most
What is the primary topic in the article?
likely be about?
What is the essential message in the article/story?
What is the connection between in paragraph ____and
What is the central idea of the article? in paragraph ?
What is the main goal of ? Why does the author connect the ideas of and ?
RELEVANT SUPPORTING DETAILS Why did the author begin this passage by saying ?
In what ways did ______ experience ______ ? Why did the author use to develop this text?
According to the article, which (person) helped _________ ? Why did the author conclude this passage by saying “ ?”
Which sentence best characterizes ‘s attitude toward ? What would happen if had been changed to ?
How does support the idea that ? What happened after ?
How can the reader prove the idea that is the main idea of this How did the author organize the _______ paragraph?
text? How does the author develop the information in this article?
CONCLUSIONS/ INFERENCES Which organizational pattern does the author use in this
From reading the article, the reader can infer that _____ will _______ . passage/article/essay?
Based on the passage, which action will the narrator most likely take in the TEXT STRUCTURE
future? How has the order in which the author arranged this passage about
SUMMARY STATEMENT helped the reader understand ?
Which statement best summarizes the article / passage? This section ____ is different from the other sections of the website
because it _______.
HIGH SCHOOL QUESTION TASK CARDS
HIGH SCHOOL QUESTION TASK CARDS
VALIDITY & RELIABILITY OF INFORMATION
CHARACTER & PLOT DEVELOPMENT/
(L.A.910.6.2.2)
POINT OF VIEW/ SETTING/
CONFLICT RESOLUTION Which sentence from the article best illustrates the__________?
(LA.910.2.1.5) Which sentence form the article best explains why ___ appeals to
________ ?
PLOT DEVELOPMENT
Which statement best indicates that_________________?
How do ______’s comments contribute to the development of the story/article?
What events lead to the resolution? What qualifies __________as an expert to provide information
CONFLICT about_____________?
What is the main conflict in the essay? According to the information in the article, what is the most valid
When is the central conflict between ____ and _____ introduced in the argument for ___________?
story/poem? Which statement best supports the idea that_____________?
RESOLUTION What is the greatest benefit of ?
What in the passage indicates that the conflict is resolved? What evidence supports _____________________________?
CHARACTER DEVELOPMENT
What is the best evidence that ?
How does _____'s character change from the beginning to the end of
___________? What is the strongest evidence in support of ______ theory?
What word best describes the character? According to the evidence in the article, ______________?
What pair of words best describes _______? What does the author use to support the points he/she makes
How do the character’s responsibilities affect how he/she reacts? about___________?
What phrase best describes the narrator’s _____? The author appears qualified to claim that________ because
Which statement from the essay illustrates the characteristic the author he______?
appreciates most about _______? What arguments does the author use to ______________?
How does ___ change ____’s opinion about _____?
CHARACTER POINT OF VIEW
How do ____’s comments contribute to the development of the
passage/poem?
What is _____’s opinion of _____?
THEME
Which statement best describes ’s approach to life?
Which sentence from the passage mostly expresses its theme?
Which line from the poem clearly reveals its theme?
How do the changes in the narrator’s feelings toward ___contribute to the theme?
SETTING
How does the setting add to the feeling that ______?
Why is the setting at the beginning of the passage important?
Division of Language Arts/Reading Page 1 of 3 10-07-2010
2. HIGH SCHOOL QUESTION TASK CARDS HIGH SCHOOL QUESTION TASK CARDS
COMPARE/ CONTRAST ANALYZE & EVALUATE INFORMATION
(LA.910.1.7.7) (LA.910.6.2.2)
COMPARE
Based on all information given, how does each part add to the idea that
How are and similar?
?
Why does the author compare and in this passage?
The homepage of ______ webpage would be useful for the following
How does the comparison between and help to
purposes EXCEPT __________?
illustrate ?
Which aspects of _____’s homepage would be most helpful in writing a
In what way is an appropriate comparison?
research report about _______?
What do and have in common?
How do and suggest the central
How is ‘s attitude toward like his/her
idea that ?
attitude toward ?
According to the information given (including the chart, graph, etc.) about
CONTRAST
__________ , which pair of ________ would _________?
How does the narrator’s impression of _____ and ______ change throughout
People who read this article will learn to/that ?
the passage?
How does the concept in article relate to the concept in
Explain how _______ ‘s opinion about ______ changed throughout _____ .
the article ? Use details from and to support your
The ______ chart is different from the other text features because ______.
answer.
How are and different? What factors should _____consider when making decisions about____?
What advantage did have over ? Read this sentence from the passage/article
Why did have more than ? “____________________________”
How does the concept in article relate to the concept in the Explain how the author’s own experiences support this idea.
article ? Use details from and to support your answer.
HIGH SCHOOL QUESTION TASK CARDS
HIGH SCHOOL QUESTION TASK CARDS
SYNTHESIZE INFORMATION
AUTHOR’S PURPOSE & PERSPECTIVE
(LA.910.6.2.2)
(LA.910.1.7.2)
AUTHOR’S PURPOSE
The author uses comparison to _____ . Based on all information given, how does each part add to the idea that
What is the most likely reason the author of _____ included the section ?
_____ in the article? How do and suggest the central
Explain how _____ uses information to persuade readers to _____ . idea that ?
How does the author persuade the ________ to ? According to the information given (including the chart, graph,
What is the author’s purpose for saying ? photograph caption, etc…) about , explain ________?
What type of article did the author most likely intend________ to be? People who read this article will learn to/that ?
The author discusses ________ because _____________? How does the concept in article relate to the concept in
What is the author’s purpose for writing this passage? the article ? Use details from and to support your
AUTHOR’S PERSPECTIVE answer.
What is the author’s point of view about ? What information supports the conclusion that____________?
How does the author’s experience lead to ? Based on the passage, how does the author support the idea that the
What words or phrases create the tone of ? characters have a ______ relationship?
The author wants the reader to think . What leads the reader to believe that_____________?
With which statement would the author most likely agree?
Which feature would the author value the most?
What is the author’s attitude toward ?
Which statement best describes what the author probably thinks about
?
The author of this passage would most likely make the statement that
________ .
Division of Language Arts/Reading Page 2 of 3 10-07-2010
3. HIGH SCHOOL QUESTION TASK CARDS HIGH SCHOOL QUESTION TASK CARDS
VOCABULARY/ CONTEXT CLUES/ MULTIPLE MEANINGS
CAUSE/ EFFECT
(LA.910.1.7.4) Context (LA.910.1.6.3)
Read the sentence from the passage.
“ ”
What does the word _____ mean as used in the sentence above?
In this text, what does “ “ mean?
CAUSE Word Relationships (LA.910.1.6.8)
What caused to ? Which pair of words from the article best describes ______ conveyed in
Why did happen to ? the pictures on page ____ ?
How did the conflict between and How do the words _____in the title relate to the information in the article?
begin? Which phrase best describes both _____ in ____ and the speaker of
What is the main reason/cause that ________?
happens? Analyze Words in Text (LA.910.1.6.8)
Which factor forces/influences ? What does the author mean by saying, “ ?”
Why does the author describe the character as ______________? Which words help the author convey the meaning that ?
Why is _________ a significant event? What does the author imply by saying “ ?”
Read these lines from the poem.
“ ____________________ “
EFFECT Based on the rest of the poem, which sentence best restates the
What was the effect of ? meaning of the lines above?
What were the results of ________________________? Read the quotation from the article:
What effect did _______ have on _______? “ “
What does the phrase reveal about the narrator’s view of the situation?
Multiple Meanings (LA.910.1.6.9)
Read the excerpt from the passage:
“ “
In which sentence does the word have the same
meaning as in the excerpt above?
Read the lines from the poem:
“ “
In the lines above, what does the word_____ reveal about the ____?
Roots & Affixes (LA.910.1.6.7, LA.910.1.6.11)
The origin of is the root , meaning .
What does mean?
HIGH SCHOOL QUESTION TASK CARDS
HIGH SCHOOL QUESTION TASK CARDS
TEXT FEATURES IN INFORMATIONAL TEXT (LA.910.6.1.1) DESCRIPTIVE, IDIOMATIC, and FIGURATIVE LANGUAGE
(LA.910.2.1.7)
Why did the author use subtitles in the passage?
DESCRIPTIVE LANGUAGE
How does the caption under the photograph help the reader to
What words/phrases create the tone of _____?
understand___________________?
What word best characterizes the overall tone of the passage?
How does the photograph of______________ help the reader
understand _______________? How does the author’s use of descriptive language help ____know
what to expect?
How do the photograph(s) and caption(s) help the reader
understand___________________? Explain how the author creates a mood of _______.
Explain how the (chart/ map/ diagram/ sub-heading/ caption/
illustration/ graph) aid the reader’s understanding.
FIGURATIVE LANGUAGE
Based on the passage, which sentence would best serve as a
Read these sentences from the passage.
caption for the illustration on page ___?
“____________”
Based on the map and the italicized introduction, what can the
Which literary device is used in the sentence above?
reader conclude about ____ and ____?
Read this line from the poem.
Which text features of the website offers the most accurate
“__________”
information about _________?
What does the speaker mean in this line?
The purpose of the brochure’s bold-print heading and
subheadings is to inform readers about _______.
TEXT FEATURES IN LITERARY TEXT (LA.910.2.2.1)
The timeline is important to the passage because it _______.
The author’s use of italicized print in the _____ aids the reader’s
understanding by _____.
The section ______ is important to the passage because it ____ .
After reading the essay, what can readers conclude from the title
of the essay and the illustration?
Division of Language Arts/Reading Page 3 of 3 10-07-2010