1) The document discusses techniques for paraphrasing text, including changing vocabulary using synonyms, changing word classes, changing word order, and changing grammatical structures with negation.
2) It provides examples of paraphrasing sentences using these techniques, such as replacing "lazy" with "very sluggish" or changing the sentence structure from active to passive voice.
3) The document emphasizes that paraphrasing should retain the original meaning while changing the structure and vocabulary, and it may keep essential terms like names and times. It concludes with exercises for students to practice paraphrasing sentences.
Elementary education integration
Includes Elementary Lesson: Parts of Speech
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Elementary education integration
Includes Elementary Lesson: Parts of Speech
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
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Embracing GenAI - A Strategic ImperativePeter 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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. TECHNIQUES OF PARAPHRASING
1) Changing vocabulary by using Synonyms:
Argues Claims Eighteenth century 1700s
Wages Labor costs Economize Savings
Example Sentence:
The area is widely perceived as risky by investors.
Investment in the region is considered as a significant risk.
He is too lazy.
He is very sluggish.
3. TECHNIQUES OF PARAPHRASING
2) Changing word class (Part of Speech):
Explanation (N) > Explain (V)
Mechanical (Adj) > Mechanize (V)
Improvement (N) > Improve (V)
Profitable (Adj) > Profitability (N)
Example sentence:
Privatization has failed.
The failure of private sector.
4. PARAPHRASING
What is Paraphrasing?
Paraphrasing attempts to restate the relevant information. Paraphrasing
is presenting ideas and information in your own words and
acknowledging the source. An effective paraphrasing usually:
Has a different structure to the original
Has mainly different vocabulary
Retains the same meaning
Keeps some words from the original that are essential (e.g. ‘Industrial
Revolution’ or ‘eighteenth century’)
5. TECHNIQUES OF PARAPHRASING
3) Changing Word Order:
Example:
The reporter reported that Malaria kills more than one million people
annually.
It is reported that every year more than one million people are killed
by Malaria. (Passive structure)
4) Changing the grammatical structure with a negation:
Good > not bad Strong > not weak
Educated > not uneducated Known > not unknown
6. TECHNIQUES OF PARAPHRASING
Example sentence:
Progress has been slower than was anticipated.
Progress in the area has not been as rapid as expected.
The new government has handled the matters professionally.
The new government has not been unprofessional in handling the
matters.
7. TECHNIQUES OF PARAPHRASING
Rule 5:
You can also split a sentence in two sentences for example:
The koala bear of Australia is a living “Teddy Bear.”
Paraphrase:
The koala bear lives in Australia. It is really a “Teddy Bear” that is alive.
Rule 6:
Try to translate the concept and not the words. (Example later in the slides)
13. GENDER & BRAIN
It is widely agreed that men and women think and act in different ways.
Women appear to have better memories, better social skills and are more
competent at multitasking. Men, in contrast, seem to focus better on issues
and have superior motor and spatial skills, although clearly many people
are exceptions to these patterns.
14. PRACTICE: GIVE IT A TRY
Passage:
The koala bear of Australia is a living “Teddy Bear.” Its thick coat of gray
fur is just as soft as the beloved toy. The koala has a large head, big
ears and small, dark eyes that look at you without expression. Its nose,
as black as patent leather, seems too big for the rest of its face.
15. PARAPHRASE
The koala bear lives in Australia. It is really a “Teddy Bear” that is
alive. It has thick gray fur that feels as soft as that of the toy bear.
The koala has special features: big head, large ears, and little, dark
eyes without expression. As black as shiny leather, the koala’s nose
appears to be too large for his face.
16. PRACTICE EXERCISE FOR STUDENTS
1. At that moment they saw a traveler walking across the road. (Active to
passive by using synonyms)
2. He took the first turn to bat. (Say the same in a different way)
3. He pushed with all his strength (Use “put” with synonyms)
4. He gave me a warm smile (Change the word class of “warm”)
5. There was a villager. He was illiterate. (Paraphrase and combine both
sentences into one)
6. The shopkeeper gave him a doubtful look. (change the word class of
“doubtful” and rearrange the sentence)
17. 7. Thus, these evil people met with an evil end. (try to translate the concept
and not the words)
8. Plain words of advice or scolding do not have much effect on young people.
(bring the words “Young people” at the beginning)
9. I have seven servants in my house. One of them has stolen my bag of
precious pearls. (Convert to a single sentence by using a few synonyms,
change the form of “stolen”, don’t use “have seven”)
PRACTICE EXERCISE FOR STUDENTS
18. 10. He gave a stick to each one of them. (use synonyms intelligently)
11. Once a mischievous boy lived in a village that stood in the feet of a hill. (start
the sentence with the word “There”, use synonyms and the relative pronouns
“who & which”)
12. Standing on a high rock, he shouted at the top of his voice.
(Translate the concept in your own words)
PRACTICE EXERCISE FOR STUDENTS
19. 13. The glass is half empty (Translate the concept)
14. The company acquired four daily newspapers from The Dawn. (use inverse
relationship by using the opposite of “acquired”)
15. Only very few students passed the exam. (use inverse relation_
16. At least 13 people were killed by a suicide bomber on a bus in downtown
Jerusalem this morning (Change the focus)
17. Emma cried, and he tried to console her, decorating his words with puns.
(Lexical variation, saying the same in different words)
PRACTICE EXERCISE FOR STUDENTS
20. PRACTICE EXERCISE FOR STUDENTS
Paraphrase the following sentences by applying the techniques of paraphrasing:
1. The new business may earn some profits
2. The US government declared that Coronavirus virus poses a national
security threat.
3. Minority groups in Pakistan have been hit hardest by the pandemic.
4. Majority of the people in Pakistan are not educated and literate.
5. Pakistan depends upon financial aid.