The document discusses the use of transition words and phrases to connect ideas between sentences and paragraphs. It provides examples of different types of transition words that can be used, including those that provide more information, examples, causes or reasons, results or effects, purposes or reasons, comparisons or contrasts, sequences, summaries, and conclusions. The document also includes a short quiz to test the reader's knowledge of using appropriate transition words in different contexts.
Matthew Vesty: Perspectives and critical thinking to help generate ideas in ...Trendy English
Many students often complain about not having the ideas to write an essay or answer questions in the speaking sections of international exams. In this workshop, I will show teachers the different principles of critical thinking, and how they can be applied to the classroom to help students achieve higher scores in international exams such as IELTS, FCE, BEC, TOEFL etc.. Adverbial phrases and 'thinking hats' are an often neglected part of the classroom. For higher scores in the IELTS and other exams, students must give fuller, more developed answers. They cannot do this, however, without using language frames and critical thinking skills in their tasks. I will give a bit of theory behind the application of critical thinking in the classroom, and add some practical ready-to-use activities to take into the classroom.
5 Easy Ways to Improve Cohesion in IELTS Writing Task 2 Ben Worthington
Improve your cohesion through using collocations, repetition, and three other techniques (the fifth is really easy).
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
Matthew Vesty: Perspectives and critical thinking to help generate ideas in ...Trendy English
Many students often complain about not having the ideas to write an essay or answer questions in the speaking sections of international exams. In this workshop, I will show teachers the different principles of critical thinking, and how they can be applied to the classroom to help students achieve higher scores in international exams such as IELTS, FCE, BEC, TOEFL etc.. Adverbial phrases and 'thinking hats' are an often neglected part of the classroom. For higher scores in the IELTS and other exams, students must give fuller, more developed answers. They cannot do this, however, without using language frames and critical thinking skills in their tasks. I will give a bit of theory behind the application of critical thinking in the classroom, and add some practical ready-to-use activities to take into the classroom.
5 Easy Ways to Improve Cohesion in IELTS Writing Task 2 Ben Worthington
Improve your cohesion through using collocations, repetition, and three other techniques (the fifth is really easy).
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
transitions.ppt
1. Ah, Those Transitions
Connecting Ideas
Best viewed in Internet Explorer. Use
the slide show projector in the lower
right corner to view as a presentation.
2. What are transitions and how are
they used?
Transition words and
phrases help make clear
connections between
ideas and see that
sentences and
paragraphs flow together
smoothly, making them
easier to read.
3. Transition words:
Provide more information
Provide an example
Provide a cause or reason
Provide a result or an effect
Provide a purpose or reason
Provide a comparison or contrast
Provide a sequence
Provide a summary
Provide a conclusion
4. Transition words that provide
more information
Besides
Furthermore
In addition
Indeed
In fact
Moreover
Second
Third
5. Transition words that provide
an example
For example
For instance
In particular
Particularly
Specifically
To demonstrate
To illustrate
6. Transition words that provide a
cause or reason
As
Because
Because of
Due to
For
For the reason that
Since
7. Transition words that provide a
result or an effect
Accordingly
Finally
Consequently
Hence
So
Therefore
Thus
8. Transition words that provide a
purpose or reason
For fear that
In the hope that
In order to
So
So that
With this in mind
9. Transition words that provide a
comparison or contrast
Although
However
In comparison
In contrast
Likewise
Nevertheless
On the other hand
Similarly
Whereas
Yet
10. Transition words that provide a
sequence
After
Before
Currently
During
Eventually
Finally
First,...Second,...,
etc.
Formerly
Immediately
Initially
Lastly
Later
Meanwhile
Next
Previously
Simultaneously
Soon
Subsequently
11. Transition words that provide a
summary
Briefly
In brief
Overall
Summing up
To put it briefly
To sum up
To summarize
12. Transition words that provide a
conclusion
Given these
facts
Hence
In conclusion
So
Thus
To conclude
Therefore
13. Ready for a Quiz ?
How much do you know about
using transition words? Take
the Quiz and find out.
15. Choose the best transition
I love to write essays for
school. _____________, I
really enjoy receiving large
amounts of homework from my
teachers.
Nevertheless
In fact
Due to
16. Choose the best transition
_________ I do enjoy cooking
as a hobby, I will not prepare all
the food for your party.
On the other hand
Although
To put it briefly
17. Choose the best transition
____________I promised to go
to school today, I stayed home
to watch television.
Currently
Indeed
Although
18. Choose the best transition
_________ they learned their
the new student was from
California.
Eventually
Overall
To demonstrate
21. Choose the best
transition
Polls show that the Beatles are the
most popular singing group of this
century. ________________ ,
there are country music fans who
would disagree.
In particular
However
For instance
24. Choose the best transition
There are some slight variations
in climate, but
________________ mild
winters can be expected in the
South.
consequently
otherwise
as a rule
30. It was announced that teachers'
working hours would be longer
than other professions.
______________ , even fewer
new teachers are expected to join
the profession.
Choose the best
transition
As a result
So that
Likewise
33. Choose the best transition
Sales of cassettes have dropped
over the past 12 months.
_____________ , CDs have seen
an increase in sales.
Above all
Correspondingly
In contrast
36. Nevertheless
In other words
Similarly
The mayor explained that tax
collection was down, it would be
necessary to freeze salaries at their
current level. ______________ , no-
one was getting a pay rise.
Choose the best transition
39. Furthermore
In comparison
With reference to
It is clear, therefore, that Robert’s
grades in English will improve only
slowly due to his hard work.
______________ the problems he is
experiencing in algebra, the outlook is
slightly less optimistic.
Choose the best transition
42. as well as
in addition
in the same way
In order to try to reduce car use in the
inner cities, the government has
announced new restrictions and,
______________ , a new tax on
individual car use.
Choose the best transition