This document discusses understanding sentence patterns and punctuation. It covers identifying the key parts of a sentence like the subject and predicate. It also discusses recognizing complete sentences and locating details in sentences. Different punctuation like commas, semicolons, colons, and dashes are explained. Context clues for determining word meanings like definition, example, cause and effect, contrast and inference are also summarized. Finally, it discusses reading sentences that combine or relate ideas.
The paragraph discusses sentence patterns and punctuation. It begins by defining the comma and its uses, including introductory, parenthetical, serial, and related uses. It then defines the semicolon and uses it to join two closely related independent clauses. Finally, it discusses the colon and dash, explaining that the colon introduces a list, statement, or quotation, while the dash separates unessential elements from the core sentence parts.
Academic English Skills: Reading ComprehensionIwan Syahril
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
This document discusses strategies for teaching vocabulary, fluency, and text comprehension to students. It covers using graphic organizers to show word relationships, teaching morphology like prefixes and suffixes, using context clues, and activities to reinforce word types like synonyms and homophones. Fluency strategies include echo reading, repeated reading, and correcting miscues. Comprehension techniques involve preparing students with activities like K-W-L charts, using organizational structures, teaching elaborative structures like inference, and questioning.
This document discusses strategies for understanding non-fiction texts. It explains that non-fiction uses different organizational structures than fiction and provides five common non-fiction structures: description, sequence, comparison, cause-and-effect, and problem-solution. It also discusses how to identify the structure of a non-fiction text and use graphic organizers to help comprehend texts with different structures. The document concludes by noting the importance of technology and informational literacy skills for full participation in today's world.
This document provides information about writing paragraphs. It defines what a paragraph is as a group of related sentences that develop a single main idea. The first sentence of a paragraph typically declares the main topic and the rest of the sentences support that idea. A paragraph is also part of a longer composition made up of several paragraphs. The document then discusses the components of a good paragraph including unity, support, coherence, and good language. It provides examples and tips for writing topic sentences, supporting sentences, and concluding sentences. Overall, the document serves as a guide for understanding the basic structure and elements of a well-written paragraph.
Academic English Skills: Introduction to Academic Writing SkillsIwan Syahril
This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
This document discusses several key features of academic writing in English. It notes that academic writing is linear with one central point, uses objective rather than personal language, employs precise vocabulary and hedging to qualify claims, and makes relationships between ideas explicit through signaling words and phrases. Examples are provided of language used for hedging, including modal verbs, adverbs, nouns, and that clauses. Overall, the document outlines conventions for writing formally, precisely, and objectively in an academic context.
The document outlines the content and schedule of a workshop on English Language 1123. It includes 10 sections covering topics like understanding exam paper patterns, writing skills, reading skills, and grammar. The longest sections focus on understanding different types of directed writing, including informal letters, formal letters, speech writing, and report writing. Examples and tips are provided for each type of directed writing. The workshop concludes with a 205 minute mock exam.
The paragraph discusses sentence patterns and punctuation. It begins by defining the comma and its uses, including introductory, parenthetical, serial, and related uses. It then defines the semicolon and uses it to join two closely related independent clauses. Finally, it discusses the colon and dash, explaining that the colon introduces a list, statement, or quotation, while the dash separates unessential elements from the core sentence parts.
Academic English Skills: Reading ComprehensionIwan Syahril
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
This document discusses strategies for teaching vocabulary, fluency, and text comprehension to students. It covers using graphic organizers to show word relationships, teaching morphology like prefixes and suffixes, using context clues, and activities to reinforce word types like synonyms and homophones. Fluency strategies include echo reading, repeated reading, and correcting miscues. Comprehension techniques involve preparing students with activities like K-W-L charts, using organizational structures, teaching elaborative structures like inference, and questioning.
This document discusses strategies for understanding non-fiction texts. It explains that non-fiction uses different organizational structures than fiction and provides five common non-fiction structures: description, sequence, comparison, cause-and-effect, and problem-solution. It also discusses how to identify the structure of a non-fiction text and use graphic organizers to help comprehend texts with different structures. The document concludes by noting the importance of technology and informational literacy skills for full participation in today's world.
This document provides information about writing paragraphs. It defines what a paragraph is as a group of related sentences that develop a single main idea. The first sentence of a paragraph typically declares the main topic and the rest of the sentences support that idea. A paragraph is also part of a longer composition made up of several paragraphs. The document then discusses the components of a good paragraph including unity, support, coherence, and good language. It provides examples and tips for writing topic sentences, supporting sentences, and concluding sentences. Overall, the document serves as a guide for understanding the basic structure and elements of a well-written paragraph.
Academic English Skills: Introduction to Academic Writing SkillsIwan Syahril
This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
This document discusses several key features of academic writing in English. It notes that academic writing is linear with one central point, uses objective rather than personal language, employs precise vocabulary and hedging to qualify claims, and makes relationships between ideas explicit through signaling words and phrases. Examples are provided of language used for hedging, including modal verbs, adverbs, nouns, and that clauses. Overall, the document outlines conventions for writing formally, precisely, and objectively in an academic context.
The document outlines the content and schedule of a workshop on English Language 1123. It includes 10 sections covering topics like understanding exam paper patterns, writing skills, reading skills, and grammar. The longest sections focus on understanding different types of directed writing, including informal letters, formal letters, speech writing, and report writing. Examples and tips are provided for each type of directed writing. The workshop concludes with a 205 minute mock exam.
Here is a draft postcard from a visitor in their hometown:
May 5, 2022
Dear Ahmed,
I'm back visiting my hometown of Jeddah. It's so nice to be back where I grew up. The corniche is as beautiful as ever with people walking and cycling along the sea. I stopped by the old souq and enjoyed browsing the spice and fabric shops. The smells transported me back to my childhood. I'm having kushari for lunch at one of our favorite places. I bought you back some baklawa and oranges from the local market. I wish you could visit your family with me. I'll be back in Cairo next week.
Missing you,
Y
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Writing is a complex process that allows writers to explore ideas and thoughts. It involves concretizing sentences and thinking in the language being written. Writing styles can be technical, factual, and objective, or creative, imaginative, and subjective. The writing process involves pre-writing like identifying topics, gathering research, and outlining; writing a first draft; revising through adding, rearranging, removing, and replacing content; editing for clarity, grammar, and style; and publishing. Key aspects of writing include understanding purpose, audience, and structure, and using clear, correct, concise, and complete language.
This document outlines the requirements for an individual oral presentation assignment in an English honors course. Students must choose a topic related to one of the works studied in class, such as The Adventures of Huckleberry Finn or The Great Gatsby. They can explore various aspects of the work like themes, characters, or cultural context. Presentations can take the form of a structured discussion, oral exposition, or role play. Students are expected to demonstrate knowledge of the work, provide a valid interpretation, have a clear presentation structure, and use appropriate language. The document provides assessment criteria and examples of potential presentation topics.
The document provides guidance on writing techniques such as planning, collecting information, ordering information, and the writing process. It discusses identifying the audience and purpose of a document. Common ways to order information discussed include chronological order for narratives, stages of a process, general to specific order and vice versa, most to least important, advantages and disadvantages, comparison and contrast, and problem-solution patterns. Methods for collecting information include mind maps, tables, charts, and different types of charts. The writing process involves prewriting, drafting, revising, and editing.
The document provides guidance for students on the Individual Oral Presentation (IOP) assessment criteria. It discusses the 4 criteria: Knowledge and Understanding, Interpretation and Personal Response, Presentation, and Language. For each sub-criterion, it provides tips on how to meet the standards, such as demonstrating thorough knowledge of texts, providing a valid interpretation with evidence from quotes, having a clear structure with an introduction and conclusion, and using accurate and precise language. The goal is to help students understand what is required to achieve for the IOP and do well in this assessment.
Literature testing aims to assess students' comprehension and interpretation of literary works. It can be done through oral or written formats, evaluating skills like reading, writing, speaking and listening. Common test questions evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate aspects of the work, and appreciate its emotional and aesthetic elements. Objective questions include multiple choice, true/false, and matching, while essay questions assess outlining, summarizing, character analysis and judgments of the work. Scoring rubrics consider both the content of students' responses as well as the language and form used to convey their understanding and analysis of the literary text.
This document provides strategies for answering questions on two papers (P1 and P2). For P1 Question 5, it advises planning a narrative with a beginning, middle, and end. It also recommends using crafted sentences and punctuation. For P2 Question 5, the strategies include deciding on an overall viewpoint, planning paragraphs with evidence and counterarguments, using appropriate language for the task, and again using crafted sentences and punctuation. It also lists questions from Sections A of Papers 1 and 2.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
This document outlines different types of literature testing. It discusses the rationale for literature testing and identifies five main types: testing for literal comprehension, reorganization, inference, evaluation, and appreciation. For each type, examples are given of both objective and essay question formats. Objective questions tend to test for recall, while essay questions require more analysis and interpretation. The document also notes that literature tests can address specific language skills through either oral or written formats. Finally, it provides guidance for evaluating different types of literature tests, noting it is easier to evaluate objective questions than essay responses.
This document provides information about the January 2008 English Language Arts 30-1 Diploma Examination, including:
- The two writing assignments that make up Part A of the exam, worth 50% of the total mark: a Personal Response to Texts assignment (20%) and a Critical/Analytical Response to Literary Texts assignment (30%).
- Instructions for students on how to complete the assignments, including time allotment, permitted reference materials, and formatting.
- A brief recommendation to read and reflect on the entire exam before beginning to write in order to plan time effectively.
The document provides guidance for students on completing the Individual Oral Presentation (IOP), which is an assessed spoken presentation on a literary work. It outlines that the IOP focuses on demonstrating knowledge and understanding of an aspect of one of the assigned texts. Students must select a tightly focused topic and use appropriate evidence from the text to support their points. When preparing, students should rehearse their speech, time it, and practice answering potential questions. The IOP should be delivered confidently without reading notes extensively. A variety of presentation formats are suggested, including discussions, exposés, role plays, and comparisons of different aspects of the works. Thorough preparation is emphasized as key to success.
This document provides an overview of a reading master class for an English literacy and language teaching qualification. It includes sample questions on grammar and tense, instructions for students to reflect on feedback and complete homework, and resources on reading techniques. The class covers how good readers approach a text, features of different text types, analyzing texts using linguistic elements, applying schema theory, and using reading strategies like skimming and predicting. Students read a short story and comment on linguistic devices and reading aspects for homework.
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
Receptive skills reading and listeningAisa Jadulco
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
This document provides revision tips for a Rad exam, including:
1. Read questions fully before reading sources, take quotations from start, middle and end of sources, and consider question mark allocation.
2. When answering questions, focus on the key information, demonstrate understanding with relevant quotes, and explain how quotes support points.
3. For writing questions, plan responses using the 5-step method, match writing style to text type, and employ language techniques and punctuation appropriate to the purpose.
Dokumen tersebut membahas tentang hakikat manusia dan dimensi-dimensinya menurut berbagai pandangan. Pandangan tersebut meliputi pandangan Islam, barat (Freud, humanistik, behavioristik), serta dimensi keindividuan, kesosialan, kesusilaan, dan keberagamaan manusia.
The document summarizes the progress of the IT department from 2009 to the first quarter of 2011. Key achievements include restructuring the department, establishing policies and procedures, implementing backup and disaster recovery plans, resolving issues with the core insurance application, addressing licensing compliance, improving vendor relationships, providing training to staff, and resolving all pending helpdesk tickets. Moving forward, the department plans to propose further restructuring and continue improving infrastructure, security, and services across branches.
The document discusses how IBM can help businesses become mobile enterprises. It provides five mobile trends with implications for businesses, such as mobile being the primary device and mobile enabling transactions. It then describes IBM's mobile portfolio including products for developing, managing and securing mobile applications. The portfolio addresses objectives like enhancing productivity and transforming customer interactions. Finally, it discusses how IBM's platform and analytics can help businesses deliver multi-channel mobile experiences and understand customer experiences.
Here is a draft postcard from a visitor in their hometown:
May 5, 2022
Dear Ahmed,
I'm back visiting my hometown of Jeddah. It's so nice to be back where I grew up. The corniche is as beautiful as ever with people walking and cycling along the sea. I stopped by the old souq and enjoyed browsing the spice and fabric shops. The smells transported me back to my childhood. I'm having kushari for lunch at one of our favorite places. I bought you back some baklawa and oranges from the local market. I wish you could visit your family with me. I'll be back in Cairo next week.
Missing you,
Y
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Writing is a complex process that allows writers to explore ideas and thoughts. It involves concretizing sentences and thinking in the language being written. Writing styles can be technical, factual, and objective, or creative, imaginative, and subjective. The writing process involves pre-writing like identifying topics, gathering research, and outlining; writing a first draft; revising through adding, rearranging, removing, and replacing content; editing for clarity, grammar, and style; and publishing. Key aspects of writing include understanding purpose, audience, and structure, and using clear, correct, concise, and complete language.
This document outlines the requirements for an individual oral presentation assignment in an English honors course. Students must choose a topic related to one of the works studied in class, such as The Adventures of Huckleberry Finn or The Great Gatsby. They can explore various aspects of the work like themes, characters, or cultural context. Presentations can take the form of a structured discussion, oral exposition, or role play. Students are expected to demonstrate knowledge of the work, provide a valid interpretation, have a clear presentation structure, and use appropriate language. The document provides assessment criteria and examples of potential presentation topics.
The document provides guidance on writing techniques such as planning, collecting information, ordering information, and the writing process. It discusses identifying the audience and purpose of a document. Common ways to order information discussed include chronological order for narratives, stages of a process, general to specific order and vice versa, most to least important, advantages and disadvantages, comparison and contrast, and problem-solution patterns. Methods for collecting information include mind maps, tables, charts, and different types of charts. The writing process involves prewriting, drafting, revising, and editing.
The document provides guidance for students on the Individual Oral Presentation (IOP) assessment criteria. It discusses the 4 criteria: Knowledge and Understanding, Interpretation and Personal Response, Presentation, and Language. For each sub-criterion, it provides tips on how to meet the standards, such as demonstrating thorough knowledge of texts, providing a valid interpretation with evidence from quotes, having a clear structure with an introduction and conclusion, and using accurate and precise language. The goal is to help students understand what is required to achieve for the IOP and do well in this assessment.
Literature testing aims to assess students' comprehension and interpretation of literary works. It can be done through oral or written formats, evaluating skills like reading, writing, speaking and listening. Common test questions evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate aspects of the work, and appreciate its emotional and aesthetic elements. Objective questions include multiple choice, true/false, and matching, while essay questions assess outlining, summarizing, character analysis and judgments of the work. Scoring rubrics consider both the content of students' responses as well as the language and form used to convey their understanding and analysis of the literary text.
This document provides strategies for answering questions on two papers (P1 and P2). For P1 Question 5, it advises planning a narrative with a beginning, middle, and end. It also recommends using crafted sentences and punctuation. For P2 Question 5, the strategies include deciding on an overall viewpoint, planning paragraphs with evidence and counterarguments, using appropriate language for the task, and again using crafted sentences and punctuation. It also lists questions from Sections A of Papers 1 and 2.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
This document outlines different types of literature testing. It discusses the rationale for literature testing and identifies five main types: testing for literal comprehension, reorganization, inference, evaluation, and appreciation. For each type, examples are given of both objective and essay question formats. Objective questions tend to test for recall, while essay questions require more analysis and interpretation. The document also notes that literature tests can address specific language skills through either oral or written formats. Finally, it provides guidance for evaluating different types of literature tests, noting it is easier to evaluate objective questions than essay responses.
This document provides information about the January 2008 English Language Arts 30-1 Diploma Examination, including:
- The two writing assignments that make up Part A of the exam, worth 50% of the total mark: a Personal Response to Texts assignment (20%) and a Critical/Analytical Response to Literary Texts assignment (30%).
- Instructions for students on how to complete the assignments, including time allotment, permitted reference materials, and formatting.
- A brief recommendation to read and reflect on the entire exam before beginning to write in order to plan time effectively.
The document provides guidance for students on completing the Individual Oral Presentation (IOP), which is an assessed spoken presentation on a literary work. It outlines that the IOP focuses on demonstrating knowledge and understanding of an aspect of one of the assigned texts. Students must select a tightly focused topic and use appropriate evidence from the text to support their points. When preparing, students should rehearse their speech, time it, and practice answering potential questions. The IOP should be delivered confidently without reading notes extensively. A variety of presentation formats are suggested, including discussions, exposés, role plays, and comparisons of different aspects of the works. Thorough preparation is emphasized as key to success.
This document provides an overview of a reading master class for an English literacy and language teaching qualification. It includes sample questions on grammar and tense, instructions for students to reflect on feedback and complete homework, and resources on reading techniques. The class covers how good readers approach a text, features of different text types, analyzing texts using linguistic elements, applying schema theory, and using reading strategies like skimming and predicting. Students read a short story and comment on linguistic devices and reading aspects for homework.
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
Receptive skills reading and listeningAisa Jadulco
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
This document provides revision tips for a Rad exam, including:
1. Read questions fully before reading sources, take quotations from start, middle and end of sources, and consider question mark allocation.
2. When answering questions, focus on the key information, demonstrate understanding with relevant quotes, and explain how quotes support points.
3. For writing questions, plan responses using the 5-step method, match writing style to text type, and employ language techniques and punctuation appropriate to the purpose.
Dokumen tersebut membahas tentang hakikat manusia dan dimensi-dimensinya menurut berbagai pandangan. Pandangan tersebut meliputi pandangan Islam, barat (Freud, humanistik, behavioristik), serta dimensi keindividuan, kesosialan, kesusilaan, dan keberagamaan manusia.
The document summarizes the progress of the IT department from 2009 to the first quarter of 2011. Key achievements include restructuring the department, establishing policies and procedures, implementing backup and disaster recovery plans, resolving issues with the core insurance application, addressing licensing compliance, improving vendor relationships, providing training to staff, and resolving all pending helpdesk tickets. Moving forward, the department plans to propose further restructuring and continue improving infrastructure, security, and services across branches.
The document discusses how IBM can help businesses become mobile enterprises. It provides five mobile trends with implications for businesses, such as mobile being the primary device and mobile enabling transactions. It then describes IBM's mobile portfolio including products for developing, managing and securing mobile applications. The portfolio addresses objectives like enhancing productivity and transforming customer interactions. Finally, it discusses how IBM's platform and analytics can help businesses deliver multi-channel mobile experiences and understand customer experiences.
At Warba Insurance, we strive to position the brand as being synonymous with high quality and value. As such, with a product offering as diverse as our client base, we pride ourselves on our ability to meet our clients’ risk management needs. In each area of specialty, we leverage global expertise with local acumen to create specific solutions to mitigate your risks.
We distribute our quality risk products through a multi-distribution channel that comprises of agency, broker, direct marketing, electronic marketing and social media.
By providing a comprehensive range of general insurance solutions through a multi-channel distribution model, Warba Insurance caters to a wide range of customers including corporates, enterprises, the commercial middle market and individuals. With a strong underwriting culture as the foundation for Warba Insurance, the company offers responsive service and market leadership built on financial strength.
Warba's Strengths
• Warba Insurance is one of the largest insurers of casualty and liability coverage especially for large corporations and financial institutions
• The company has a strong reputation in underwriting large and specialized risks in commercial and industrial projects that require high levels of risk management expertise and capacity
• It is also a leader in the innovative distribution of General Accident and Health products via Direct Marketing and electronic marketing
• Warba Insurance prides itself on its strong underwriting discipline and the diversity of its distribution channels that comprises agency, brokerage, direct marketing and electronic marketing.
• Backed by a long legacy of competence & professional conduct Warba Insurance has the capacity, know-how and people to meet the varying corporate, commercial and personal insurance needs
Un n model..valentin popa reabilitarea zonelorValentin Popa
One of the great challenges to our society in the future is to find a sustainable manner to obtain bio-based products biofuels and chemical products) from renewable resources. From this point of view, biomass resulted in silviculture, agriculture from cultivation or as by-products from processing industries, wastes from exploitation or municipal wastes may be considered. The use of biomass as energy and chemicals source has the following advantages: (1) is an indigenous source and therefore it assures reducing dependency on import and increasing security in supplying (most of the resources there are in the political instability zones); (2) as in the case of other renewable sources, the biomass offers a great potential to create new jobs in agriculture, silviculture and environmental protection. (3) the technologies used to obtain renewable carriers of energy ofers promising opportunities for businesses because it is expected the increasing consumption of energy an chemical products; (4) in many industries biomass is a by-product resulted in the processing and its use will can solve the problem of wastes and energy or chemical products. In this paper a model is presented which allow both assurance and development of resources, and their valorization by biorefining, which can be translated at the level of small and medium enterprises.
The document discusses how business process management (BPM) can help companies reinvent their operations in today's changing business environment driven by mobile, social, cloud, and big data. It provides examples of how BPM can deliver value across industries by improving processes related to human capital management, finance, compliance, and more. The document also outlines IBM's approach to BPM and examples of how specific customers have benefited.
This document provides an overview of an English module that covers developing further reading, writing, and language skills. It outlines the learning outcomes, assessment requirements, units covered, and aims of teaching reading and the English syllabus. It also discusses games for teaching vocabulary, oral language development, types of writing, the importance of reading, post-reading activities, and providing useful feedback. The module aims to help learners improve their communicative skills through additional instruction on reading, writing, and language structures.
This document discusses the reading process and its key components. It explains that reading involves word recognition, comprehension, and fluency. Developing these skills requires learning phonics, vocabulary, language structures, text features, and using strategies to construct meaning. Fluency depends on accuracy, rate, expression and automaticity. Motivation to read is also important, which comes from enjoyment, social aspects, interests and variety. In summary, reading is the motivated and fluent coordination of word recognition and comprehension to make meaning from print.
The document discusses the electronic writing process. It is divided into four main steps: pre-writing, writing, revising, and post-writing. Pre-writing involves researching and brainstorming topics using electronic resources. Writing uses software and multimedia tools for drafting. Revising utilizes spellcheckers, voice recognition, and other interactive tools. Post-writing adds multimedia elements like images and video when editing and distributing work electronically, such as on the World Wide Web. The electronic writing process is interactive and iterative compared to traditional writing.
This document provides guidance on how to write an effective paragraph. It explains that a paragraph should have one main idea introduced in the topic sentence. Supporting sentences then provide details and examples to develop and support the main idea. When writing, one should ask questions to generate ideas and collect relevant facts to include as supporting evidence. The conclusion should tie back to the main point. Proper organization, grammar, and spelling are also important to ensure the paragraph is cohesive and easy to understand.
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea. The topic sentence is the first sentence and introduces the main idea. A topic sentence has two parts: the topic and controlling idea. Supporting sentences give details and examples to develop the main idea. When writing, one should ask questions, use facts, explanations, stories, experiences, statistics or descriptions. The document provides examples of paragraphs and tips for writing such as exploring ideas, organizing with an outline, and editing for style, grammar and spelling.
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea introduced in the topic sentence. The topic sentence should not be too general or specific. Supporting sentences give details and facts to develop the main idea. When writing, ask questions and use techniques like facts, examples, descriptions and personal experiences. The document provides examples of paragraphs and gives tips for writing such as exploring ideas, organizing facts, and editing for style, grammar and coherence.
Here are some suggestions for improving the sample paragraph:
- Shorten and simplify sentences for clarity and conciseness.
- Be more specific than "things" and "so on".
- Introduce quotations and attribute them properly.
- Provide citations for any claims or data.
- Improve transitions between ideas.
- Consider reorganizing ideas to improve logical flow.
- Remove unnecessary words like "the most important thing is".
- Avoid subjective language like "I think". Maintain an objective tone.
By addressing issues like lengthy sentences, vagueness, attribution, organization and tone, the paragraph could be strengthened to better develop its ideas in a clear, academic writing style.
The document provides guidance on writing paragraphs, including:
1) Explaining the components of a paragraph such as the topic sentence, supporting sentences, and concluding sentence.
2) Discussing how to link paragraphs using phrases, numbers, or other sequencing words.
3) Suggesting techniques for developing the body of a paragraph like using examples, analogies, anecdotes, reasons, or statistics.
This document provides guidance on writing the SPM English Paper 2 exam. It discusses the 3 parts of the paper and offers advice on each. Part 1 involves writing a short note or email of under 80 words. Part 2 is a directed writing task of 125-150 words. Part 3 gives a choice of descriptive writing types to choose from for a 200-250 word essay. The document provides sample questions and answers, as well as tips on introduction, body paragraphs, vocabulary, grammar and more for writing strong responses to score well on the exam.
welcome to the unit 6 Hortatory Exposition with the main topic "Means of Transportation"
The course consist of two activities that you will finish (online) in two weeks for every unit lesson, so that you will work on the materials one oral cycle for one week. another one written cycle also for one week
The first two weeks, you will learn and do activity about "ORAL CYCLE'.
The second two weeks, you will learn and do activity about "WRITTEN CYCLE"
So, if you have any questions please do not hesitate to sent me and email or post in the pin-board to discuss with other participants
This document discusses current trends in teaching literature and approaches to improving student interest. It notes a loss of interest in studying literature among secondary students due to laziness, a shift to electronic chatting, and competing media. The value of literature is described, including developing various senses and exposing students to human experiences and judgment. Factors hindering the study of literature include laziness, competing media like social media, and ineffective teaching methods. The document recommends using themes, styles, group work, integrating literature with language teaching, and active learning methods like discussions, projects and dramatization to make literature classes more engaging.
This document provides an overview of the Reading Assessment test format and strategies for preparing. It discusses the two reading passages that will be presented, which total 700-900 words each on different topics. Sixteen comprehension questions will test understanding of explicit and implicit meanings across seven question types. When practicing, readers should read passages thoroughly before answering sequential questions, using topic sentences to help answer. The document reviews each question type and strategies for practicing to improve reading skills and prepare for the assessment.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
This document discusses receptive and productive language skills. It defines reading and listening as receptive skills and speaking as a productive skill. It notes key differences between listening and reading, and factors that make reading texts easier or more difficult. It outlines different reading approaches like skimming, scanning, intensive and extensive reading. It discusses pre-reading, during reading and post-reading activities. For speaking, it defines accuracy and fluency. It provides examples of controlled, guided and free speaking activities teachers can use and tips for encouraging student speaking.
Cohesive devices are linguistic elements like words or phrases that link different parts of a text together and help achieve unity. They show relationships between sentences like addition, contrast, comparison, sequence, and consequence. Common cohesive devices include conjunctions, pronouns, and lexical repetition. Cohesive devices help texts hang together as a coherent whole and improve readability and comprehension.
The document provides guidance for candidates taking an English language composition exam. It outlines the requirements for the composition, including a choice of six topics and a word count of 400-450 words. It also lists the criteria for evaluation, such as language usage, organization, grammar, and punctuation. Additionally, it provides instructions on different composition types like descriptive, narrative, argumentative, and reflective essays. The document gives tips for compositions, such as beginning and ending strongly, maintaining the required word count, and avoiding common errors in spelling, grammar and punctuation.
The document provides information and learning objectives for a student ecology project. Students will examine ecological principles from the perspective of an animal of their choosing. They will describe the animal's population and factors that influence its size. Students will also identify biotic and abiotic factors, limiting factors, and explain the concept of carrying capacity. Finally, students will analyze human population trends and relate them to Earth's carrying capacity. The document outlines requirements and provides options for project styles that appeal to different learning preferences. It also includes resources for students and a suggested pacing plan.
The document provides information and guidance for students on an ecology project. It outlines five learning objectives covering topics like populations, limiting factors, and Earth's carrying capacity. Students can complete assignments for each objective in different styles aligned with mastery, understanding, interpersonal, and self-expressive learning preferences. Assignments involve tasks like describing populations, identifying biotic and abiotic factors, and predicting future human population trends. Students will complete a final project presenting on all five objectives with examples. Rubrics are provided for written and oral assessments. Resources and a suggested pacing guide are also included to support students in completing the project.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
2. punctuation
• The comma
– The introductory use
• Used to separate introductory, beginning or opening
parts of the sentence
– Before the war began, American colonist had already been
rebelling in several years
– The parenthetical use
• Can be used to separate additional information from
the main part of the sentence
– Hypochondria, excessive worry over one’s health, is
common among senior citizens.
3. – The serial use
• Can be used to separate several items presented
in a list, or series.
– There are four components of communicative
competence namely , grammatical competence,
sociolinguistic competence, discourse competence,
and strategic competence.
– The related use
• Can be used to join two closely related and
complete ideas within a single sentence
• The comma must be used with conjunction and,
nor, but, for
– we as instructors cannot be held responsible for the
differences in ability that students bring in the classroom,
but we are responsible for motivating our students and
for making sure that they are involved in learning.
4. • The semicolon
– The semicolon separates two very closely
related ideas of first and second sentence
• As language teachers, most of us have had the
experience that we have in our classes some
students who are an absolutely joy to teach; they
progress quickly, they present no problem; they
seem pick up the new language with amazing
ease; they almost always seem to be a jump
ahead of us.
• Children who view a lot of tv can concentrate on a
subject for only fifteen two twenty minutes; they
can pay attention only for the amount of time
between t.v commercials.
5. • The colon
– Used to introduce a list of thing, statement,
explanation or example of previous material
and quotation
– Also serve as a marker indicating that the
sentence’s core parts precede the colon
• The ingredients are as follow: eggs, sugar, flour,
butter, salt, and milk.
• Perhaps 85 percent of an actor’s work is looking
for work: you have to send out letters, meet people
who might be able to offer you work, and so on.
• Strategies can be categorized under three broad
process types: hypothesis formation, hypothesis
testing, and automatisation.
6. • The dash
– Used to separate unessential or parenthetical
elements from the core parts of sentence
– Also helps readers in separating core parts
from supporting information.
• The three examples we have outlined thus far –
pupil age, educational framework, stage of
proficiency – are of roughly the same kind, and
they seem to be allied to other.
7. Context clues
• Context clues help the readers to figure out
the meanings of unfamiliar words.
• Type of context clues:
– As definition, example, cause and effect,
contrast, restatement, and modifier.
8. Definition clues
• Many writes define a word, directly and indirectly,
immediately following its use. the writer may define a word
directly by giving a brief definition or providing a synonym by
using such as words and phrase as means, is, are, refers to,
can be defined as, can be called, and are called
• Indirect definitions usually follow the word and are set off by
commas, parentheses, or dashes.
– Learning is an active process of translating knowledge, insights, and
skill into behavior
– Induction refers to the process of reasoning from the known to the
unknown.
– Hypochondria, excessive worry over one’s health, is common among
senior citizens.
– Some stores offer loss leaders (products on which the stores lose
money) to gain the new customers.
– Probability – the likelihood that an event will occur – is important in
the field of statistics.
9. Example clues
• Writers often include example that help to
explain or clarify a word by using for instance,
such as, like, etc.
– Toxic material, such as arsenic, asbestos,
pesticides, and lead, can cause bodily damage.
– Unconditioned response, including heartbeat,
blinking, and breathing, occur naturally in all
humans.
– The biological base relates to physical
characteristics, for example the color of the skin,
shape of the eyes, nose, mouth, etc
10. Cause and effect
• The writer uses cause and effect relationship to
help the readers figure out the meaning of
unknown word
• The signal words might be one of the these
expressions : because, consequently, so, due to,
as a result, etc
– Mary’s eyes had been sore for almost a week, so her
mother decided to take her to an occultist for a
treatment.
– Computer is very expensive, so we cannot affort to buy
it.
– The first multiword utterances are not easy to identify,
because they are difficult to distinguish from sequences
of single-word u
11. Contrast clues
• The writer sometime possible to determine
the meaning of an unknown word from a
word or phrase in the context that has an
opposite meaning.
– One of the dinner guests succumbed to the
temptation to have a second piece of cake, but
the other resisted.
– During the ceremony, the graduates were quite,
but afterward they became boisterous.
– I am certain that the hotel will hold our
reservation, but if you are dubious, call to make
sure.
12. Inference clues
• The reader can figure out the meaning of the
unknown word by using logic and reasoning
skills
– Bob is quite versatile; he is a good student, a top
athlete, and excellent car mechanic, and a
gourmet cook
– An unscrupulous shop owner tried to sell as an
antique a glass vase that had been made last
year.
– The wallabies at the zoo looked like kangaroos
13. restatement
• The writer sometimes repeats the unfamiliar word
by using some other words that are familiar to the
readers by using the following expression as signal:
or, in other words, that is to say, that is, etc.
• the writer sometimes uses the following marks to
signal what the writer repeats: commas,
parenthesis, and dashes.
– The instructors also teach the culture (the ideas and
beliefs of society)
– Students memorize information; in other words, they
learn and remember basic rule and facts.
– An awareness of body language – the subtle messages
conveyed by posture, hand movement, eyes, smile – is
one among the many avenues to improve communication
by adult.
14. modifier
• The writer may explain an unknown word by
using a phrase or a clause after it. The
phrase or the clause modifies the word.
– They have city manager, who run all the service
departments of the government and takes charge
of buying, for the city.
– An illiterate person, being unable to read or write,
is often cited.
– Single-letter consonant spelling are virtually
invariant – each letter stands for a single sound.
15. Understanding sentences
• A sentence is commonly defined as a group
of words that express a complete thought or
idea.
• A sentence must be about one thing – the
subject; and some action that happens in
relation to the subject – predicate.
• To read a sentence effectively, it is necessary
to develop the ability to recognize the
structure of a sentence as well as to identify
the core part which convey the essential
meaning of the sentence.
16. Recognize complete sentences
• Incomplete sentence only give a reader only
partial information
– Slipped off the side of the road into the ditch
during a winter storm.
– The tractor-trailer slipped off the side of the road
into the ditch during a winter storm
• A complete sentence thought is one that
supplies enough information to give you (a
reader) the full meaning being expressed by
the writer.
17. Identifying key ideas/core parts
• To read and understand a sentence, you should be able to
quickly identify
• Every sentence expresses at least one key idea, or basic
message and it made up of two parts, a simple subject and a
simple predicate
• The simple subject, usually a noun, identifies the person or
object
• The simple predicate is verb, which tells what the person or
object is doing or has done
• Example: - the average American drank six gallons of
beer last years
- the most beautiful girl in the world stands
beside me
- intelligence, as measured by IQ, depends
on the kind of test given, the skill of the
examiner, and the cooperation of the subject.
18. Locating details
• After identify the key idea, the next step
understanding a sentence is to see how the details
effect its meaning
• Detail is the additional information of key idea or
basic message, usually they answer such questions
about the subject or predicate as what, where,
which, when, how, or why.
• As you read a sentence, be sure to notice how the
details change, limit, or add to the meaning of the
key idea.
• Example:
– Sam drove his car to toronto last week
– Last night I read with interest a magazine article on sailing
19. Reading sentences that combine ideas
• Many sentences express more than one key idea.
• This is done for one of three reasons:
– To clarify the ideas
– To emphasize their connection
– to show that they are of equal importance
• Often you can spot combined ideas by the punctuation in the
sentence. Two complete ideas can be combined by
– Using a semicolon
• Example : some students hate math; other enjoy it.
television is entertaining; it can also be educational
– Using a comma followed by a conjunction (and, but, or, nor, so, for,
yet)
• Example : John expect a good grade, but he received a D.
My writing instructor assigns a lot of work, and she is very
particular about how it is done.
Data processing is my major, so I have to take several math
courses.
20. Reading sentences that relate ideas
• Often a writer expands a sentence by adding
a related but less important idea
• This related idea has its own noun and verb,
but it express and incomplete though and
cannot stand by itself and cannot stand by
itself.
• Example:
– Because Hal forgot to buy the newspaper, he
couldn’t check the want ads for used cars.
– I did my math homework while I waited for the
bus
21. Understanding paragraphs
• A paragraph is a group of related sentences about a
single topic or as a group of related ideas
• Paragraph has four essential parts:
– Topic
– Main idea
– Detail
– Transitions.
• The first thing need to know is what the paragraph is
about (the topic)
• To understand each of the sentences and what they
are saying.
• See how the sentences relate to one another
• To consider what all the sentences, taken together,
mean.
22. 1. the topic
• The one thing the whole paragraph is about
• To identify the topic of a paragraph, ask the question:
“who or what is the paragraph about?”
1. The main idea
• The point that the whole paragraph makes
• The most general statement the writer makes about the
topic
1. Details or supporting details
• The sentences that explain the main idea
1. Transition
• The words or phrase connects the ideas of sentences
23. Identifying the topic
• What is the topic?
– The one thing a paragraph is about
– Every sentence in the paragraph discusses or explains
this topic
• One of the largest components of debt is the mortgage, the debt
owed on real estate. In speaking of the mortgage market it is
important to distinguish between real estate mortgage and
mortgages as a type of security for a debt obligation. In one
sense, one mortgage a car to secure a car loan. Anytime an
asset is pledged to secure a loan, a mortgage is created. Since
real estate loans are so typically secured by a pledge of real
estate, such loans are themselves called mortgages. Mortgage
borrowing exceeds the combined borrowing of corporations and
municipalities by a wide margin
24. Finding the main idea
• The sentence that most clearly states
main idea is called the topic sentence
• A question that will guide a reader in
finding the main idea is “what is the author
saying about the topic”
25. The topic sentence
• Topic sentence first
– The location is at the beginning of the paragraph
– May appear as the very first sentence or after
introductory or transitional sentence (one that
connects to the previous paragraph)
26. – Example :
• Communication is essential to any kind of social system.
Even the apparently solitary male orangutan starts the day
with a booming cry that tells other orangutans where he is.
Sounds of this kind are common among the primates and
many other mammals. Where primates live in social groups,
communication is much more complicated. The animals must
judge other’ emotion, which are conveyed by gestures and
sounds. Bluffing is very important, and all the apes have
biological structures adapted for bluffing. Gorillas, for
example, pound their chests, hoot, and through objects. In
orangutans there are very large sacs connected with the
larynx, and around the shoulders stands up. This has the
effect of making the creature look two or three times its
normal size, and being subject to a sudden bluff of this kind
can be a scary experience.
27. • Topic sentence last
– It is expressed in the second-to-last sentence,
with the last sentence functioning as a
restatement or as a transition to connect the
paragraph with what follow
– When the topic sentence occurs last, you can
expect the writer to build a structure of ideas and
offer the topic sentence as a concluding
statement
– Commonly used in argumentative or persuasive
writing
28. • Example
– We can measure the radioactivity of plants and animals
today and compare this with the radioactivity of ancient
organic matter. If we extract a small, but precise, quantity
f carbon from an ancient wooden ax handle, for example,
and find it has one-half as much radioactivity as an equal
quantity of carbon extracted from a living tree, made from
a log that died 5730 years ago. In this way, we can probe
into the past as much as 50,000 years to find out such
things as the age of ancient civilizations or the time of the
ice ages that covered the earth
• in this paragraph begins by explaining that radio activity of plants
and animal can measured and can be compared with older
organic matter
• Uses an example describing how the radioactivity of an ancient
ax handle can be measured and how its age can be determined
• In the last sentence the author states the main idea.
29. • Topic sentence in the middle
– In the middle of paragraph
– The topic sentence splits the paragraph into two
parts:
• Sentences preceding the topic sentence lead up to or
introduce the main idea. The preceding sentences
may function as a transition, connecting the idea to be
expressed in the paragraph with ideas in previous
paragraph.
• Sentence follow the topic sentence usually explain,
describe, or provide further information about the
main idea.
30. • Economic have devoted much effort to finding ways
of stabilizing the economy. We even have an act of
congress—the employment act of 1946—which
states that the federal government has the
responsibility to promote maximum employment,
production, and purchasing power. Reading these
words in the 1970s and 1980s you will certainly be
aware that our economists and our government
haven’t solved the problem of providing jobs and
goods at stable prices. You probably know people
who have been unemployed for long periods of time
—perhaps even to the point of thinking that they will
never find jobs again. You’ve also seen the prices of
goods you buy increase faster than the money to
pay for them. And you’ve heard tv newscasters say
thing like," this has been one of the auto industry’s
worst year. Sales of new cars were 2 million less
than in 1972.”
31. • Topic sentence first and last
– In the beginning and again at the end of
paragraph
– Often used for emphasis or clarification
– Writer wants emphasize an important idea, he
or she may repeat it at the end of paragraph
or to restate another way in order to ensure
that the reader understand it
32. • The study of prehistoric humans is, of necessity,
the study of their fossils remains. To begin to
understand who our ancestors were and what they were
like, we must able to interpret the fragments of them that
are coming to the surface in increasing numbers. Given
fairly reliable methods to determine their age, we can now
turn with more confidence to primate fossils for an answer
to the all-important question: how do we tell monkeys, apes,
and humans apart? For present-day species this is no
problem: all have evolved sufficiently so common ancestor.
The farther back we go in time, the more similar their fossils
begin to look. There finally comes a point when they are
indistinguishable. The construction of primate fossil
family tree is essential if we are ever going to
discover the line of descent from early hominid to
modern human
33. Major and minor supporting details
• There are potential disadvantages to group therapy.
Many psychologists feel that the interactions in group
situations are too superficial to be of much benefit. A patient
with deep-seated conflicts may be better treated by a
psychotherapists in individual therapy; the therapist can
exert consistent pressure, refusing to let the patient avoid
the crucial issues, and she or he can control the therapeutic
environment more effectively. Another criticism of groups is
that they are too powerful. If the group starts to focus on one
individual’s defense mechanism—which are used for
reason, remember—that individual might break down. If not
trained therapist is present—which is often the case in
encounter groups—the result can be disastrous.
– Major detail : directly explain and support the main idea.