Modul Bahasa Inggris Xii Unit 2 Narrative Tale And Lifesman 2 mataram
Kegiatan pembelajaran merupakan tahap-tahap kegiatan yang dilakukan oleh pengajar dan peserta didik untuk menyelesaikan suatu materi standar yang telah direncanakan oleh pengajar. Urutan kegiatan pembelajaran menggambarkan strategi pembelajaran yang telah ditentukan. Tahap kegiatan tersebut terdiri dari tahap AWAL INTI DAN AKHIR
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PSY101H: Week 3 Assignment Page 1
`Worksheet: The Cocktail Party Phenomenon
Assignment Overview
Imagine that you are at an office party, a holiday party, or a gathering of friends at the home of a neighbor and you are engaged in a discussion with a friend. Suddenly, you hear your name mentioned by an individual engaged in a conversation behind you. You become unable to concentrate on your discussion, because you are too busy trying to hear what the people are saying about you. You know you were not deliberately eavesdropping on this conversation, but you know that you heard your name. Is it possible that you were unconsciously eavesdropping?
In this assignment, you will describe the reasons behind a phenomenon referred to as “The Cocktail Party Phenomenon.”
Assignment Details
· Complete the reading assignment and the interactive lesson before attempting this assignment.
· Using LIRN or other online reliable Internet resources prepare responses to the questions below.
· Your responses (approximately 250 words) must have correct spelling and grammar.
· Use APA format: double space, 12 pt Times New Roman font, 1” margins
· Submit Week 3 Assignment via Blackboard by clicking on th ...
Point of View EssayMajor Paper #1--The Point of View Essay.docxblazelaj2
Point of View Essay
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This.
Major Paper #1--The Point of View EssayWe will be working on this .docxeubanksnefen
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at l.
Modul Bahasa Inggris Xii Unit 2 Narrative Tale And Lifesman 2 mataram
Kegiatan pembelajaran merupakan tahap-tahap kegiatan yang dilakukan oleh pengajar dan peserta didik untuk menyelesaikan suatu materi standar yang telah direncanakan oleh pengajar. Urutan kegiatan pembelajaran menggambarkan strategi pembelajaran yang telah ditentukan. Tahap kegiatan tersebut terdiri dari tahap AWAL INTI DAN AKHIR
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PSY101H: Week 3 Assignment Page 1
`Worksheet: The Cocktail Party Phenomenon
Assignment Overview
Imagine that you are at an office party, a holiday party, or a gathering of friends at the home of a neighbor and you are engaged in a discussion with a friend. Suddenly, you hear your name mentioned by an individual engaged in a conversation behind you. You become unable to concentrate on your discussion, because you are too busy trying to hear what the people are saying about you. You know you were not deliberately eavesdropping on this conversation, but you know that you heard your name. Is it possible that you were unconsciously eavesdropping?
In this assignment, you will describe the reasons behind a phenomenon referred to as “The Cocktail Party Phenomenon.”
Assignment Details
· Complete the reading assignment and the interactive lesson before attempting this assignment.
· Using LIRN or other online reliable Internet resources prepare responses to the questions below.
· Your responses (approximately 250 words) must have correct spelling and grammar.
· Use APA format: double space, 12 pt Times New Roman font, 1” margins
· Submit Week 3 Assignment via Blackboard by clicking on th ...
Point of View EssayMajor Paper #1--The Point of View Essay.docxblazelaj2
Point of View Essay
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This.
Major Paper #1--The Point of View EssayWe will be working on this .docxeubanksnefen
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at l.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
TEXT STRUCTURES, PURPOSE, AND FEATURES (WITH LONG /A/ SOUND)
1. PRODUCING LONG /A/ SOUND
Say the following words aloud. Listen to the
sound of long /a/ as you read.
gave may mail
place play pail
game way tail
2. The long /a/ sound is heard when:
The letter /a/ comes before a consonant, and
the letter e.
bake dare made
cake pale ate
3. The letter /a/ is followed by y in the
syllable
may day hay
bay way pay
4. The letter /a/ is followed by I, forming a
double vowel combination
gain pain fail
hail wail pail
5. LONG A
I am long A and I like to play!
I run all day, then sit by a bay.
When I pair with ‘i’
I can make chain or rain.
Put the e on the end,
and I say my name!
11. LAKE
I am neither an ocean or a sea. I am a
small body of water surrounded by
land.
12. APE
It looks like a monkey for it
belongs to take same family.
What could it be
13. List down the long /a/ sound from the paragraph.
When the sun came, Kabunian got some
clay. He made a man. He wanted the man to
take care of the earth . But the men
Kabunian made were not the same. One was
black, another was white, and the last one
was brown.
15. DESCRIPTION
This type of text will explain what something
looks like, where it is or where it lives, its
size, what it eats, or other important
information about the topic.
16.
17. SEQUENTIAL
In this type of text, a writer often shows how
events happened in order or took place during a
specific time period.
In this type of text, you will see: first, next, then,
after, finally, dates, times of day, month of the
year, seasons
18.
19. COMPARE/CONTRAST
In this type of text, a writer may often look at two
or more things and describe how they are alike
and how they may be different.
Clue words: same, unlike, both, while, similarly
20.
21. CAUSE & EFFECT
In this type of text, the writer supposed to tell
about an event that occurred and discussed why
that event took place.
Clue words: thus, because of, as a result, since,
therefore, due to
22.
23. PROBLEM-SOLUTION
In this type of text, a writer informs us about
the important issue that needs to be
addressed. A writer may include valid
reasons why we need to look at the issue and
present a way or several ways to resolve the
issue he wrote about.
26. Narrative Text- tells a story where the writer
wants to entertain the reader
GREAT WEEKEND
On Saturday, my dad took us out on the boat. The weather
was perfect and the water was warm. It was great day to
go for a swim. Later that night, we went to the movies. We
saw an action packed thriller and ate a lot of popcorn.
Finally, on Sunday, we rode our bikes all over town. By the
end of the day, my legs were very tired. I only hope that
next weekend can be as fun as this none.
A text is telling us a story about how he
spent his weekend which turned out to be
a great one.
27. Expository Text- tells information; it explains a
subject, give directions, and shows how
happens. It can use linking words like first, second,
then finally, to help readers follow the ideas.
WHERE DOES BANANA CAME FROM?
The banana does not come from a seed but from a root plated deep
in the ground. First, a stalk pushes up in the air. Then, leaves appear..
Soon, sweet smelling flowers bloom and when their petals drop off, a
cluster of bananas begin to grow.
The paragraph explains to us where bananas
come from they grow. It also made use of
the linking words first and then.
28. Technical Text- tells information and explains a
subject; the writer wants to give facts; it uses
specific terminologies
WAYS OF PURIFYING WATER
There are different ways of purifying water for drinking purposes.
Distillation is one. Distilled water is made by evaporating water and
then condensing the water vapour from the boiling water. Bacteria
are removed by passing through through a filter. Adding chemicals to
the water also makes it pure. But the best way of purifying water at
home is boiling it.
The text tells us information about purifying water. It has specific
science terminologies such as distillation, distilled water,
evaporating, water, and condensing.
29. TICKET FOR A CAUSE
This is going to be an event you will not want to miss!
The school fair is great value when compared with
other forms of entertainment. Also, your ticket
purchase will help our school, and when you help the
school, it helps the entire community.
The text convinces us to buy the tickets for the school
fair because of the many benefits if offers.
Persuasive Text- convinces the reader to perform an
action, it gives reasons and facts to persuade the reader
about the main idea, the writer persuades the reader to
adapt a particular opinion
31. 1. Pictures- help you create a
mental image and get a visual
for what you’re reading about.
2.Headings/Title- what the
article or story is going to be
about
32. 3. Bold Print/darkened
words- help you point out
the important words or key
words that you need to pay
attention to.
4. Maps- show you where
different places are in the
world.
33. Diagram- label the parts
of the specific picture so
that they can better
understand what they’re
talking about
34. Timeline- helps you to see the
order in which events happened
labeled by years
Graphs- present data or
information, you can see different
graphs in the form of tables and
charts
35. Captions- tell the reader
what’s happening in the
picture
Bullet Points- small little
dots used by the author
to list information out