Unit 1 Question 3 higher
•
0 likes•240 views
This document provides a template for analyzing a text through summarizing thoughts and feelings, providing evidence from quotes, making inferences, and linking quotes. It instructs the user to state something learned about the subject's thoughts and feelings, cite evidence from the text, analyze the quote, and link a second quote developing the same idea. Following this template engages deeply with the experiences in the text, offers explanations of thoughts and feelings with appropriate quotes, and employs inferences to interpret the deeper meaning of word choices.
Report
Share
Report
Share
Download to read offline
Recommended
Unit 1 question 1 higher
This document provides a template for summarizing texts using the PETAL method. PETAL stands for Point, Evidence, Technique, Analysis, and Link. For each element, the document explains what should be included. The Point should state what is learned about the subject. The Evidence provides a quotation from the text. The Technique may analyze stylistic elements. The Analysis infers what can be learned from word choices. The Link connects back to another quotation developing the same idea. Following the template ensures the summary fully engages with the text and makes connections to support understanding.
Writing a Critique
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
Foundation q2
This document provides guidance on answering exam questions about a text. It recommends highlighting keywords in the question, making an introductory statement, then supporting it with a quotation from the text and stating an inference. The response should include multiple statements, quotations and inferences to demonstrate a clear understanding of the text.
Chapter 8: Purpose and Tone
The document discusses the concepts of purpose and tone in writing. It explains that writers have a purpose for writing, such as to inform, persuade, or entertain. The main purpose is to convey information to the reader. It also describes tone as the attitude or emotion conveyed by a writer's word choices. Writers can express different tones such as anger, sadness, or humor. Readers should identify the primary purpose and tone used in a given text.
Englwrit112: Writing Contexts
The document provides guidance for an assignment to write an essay exploring contexts that have shaped the writer. It instructs students to complete a series of generative writing exercises to identify contexts, writing experiences, places of writing, and audiences. This includes free writing about a chosen item from their lists. Students will then use this generative writing to draft an essay exploring how their writing has been influenced by specific contexts. They are to discuss strategies for completing the assignment in small groups.
Foundation q1b and 2
The document provides guidance on answering exam questions about a text by highlighting key words, making statements about what is understood, including relevant quotations from the text to support statements, and making inferences from the quotations. It advises using a SQI (Statement, Quotation, Inference) paragraph structure and emphasizing that quotations are taken from the text.
Writing A Literary Analysis Essay
The document outlines the process for writing a literary analysis, including generating ideas, determining an interpretation, and developing a thesis sentence. It discusses analyzing different elements of a character and choosing a focus. The analysis should include interpretations supported by evidence from the text. It provides guidance on incorporating quotes, citations, and a works cited page in the analysis.
Sign posts modified
This document discusses teaching fiction and nonfiction texts through close reading. It defines signposts as common characteristics in books that allow readers to pause and deepen their comprehension. Close reading of a passage involves short, intense focus through multiple rereads and discussions to build understanding. The document presents different anchor questions teachers can use to guide students' thinking for different text features, such as using "Why did the author say it like that?" for extreme language or "Why did the author quote this person?" for quoted sources. Noticing signposts isn't enough; students must also question the text to develop deeper thinking.
Recommended
Unit 1 question 1 higher
This document provides a template for summarizing texts using the PETAL method. PETAL stands for Point, Evidence, Technique, Analysis, and Link. For each element, the document explains what should be included. The Point should state what is learned about the subject. The Evidence provides a quotation from the text. The Technique may analyze stylistic elements. The Analysis infers what can be learned from word choices. The Link connects back to another quotation developing the same idea. Following the template ensures the summary fully engages with the text and makes connections to support understanding.
Writing a Critique
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
Foundation q2
This document provides guidance on answering exam questions about a text. It recommends highlighting keywords in the question, making an introductory statement, then supporting it with a quotation from the text and stating an inference. The response should include multiple statements, quotations and inferences to demonstrate a clear understanding of the text.
Chapter 8: Purpose and Tone
The document discusses the concepts of purpose and tone in writing. It explains that writers have a purpose for writing, such as to inform, persuade, or entertain. The main purpose is to convey information to the reader. It also describes tone as the attitude or emotion conveyed by a writer's word choices. Writers can express different tones such as anger, sadness, or humor. Readers should identify the primary purpose and tone used in a given text.
Englwrit112: Writing Contexts
The document provides guidance for an assignment to write an essay exploring contexts that have shaped the writer. It instructs students to complete a series of generative writing exercises to identify contexts, writing experiences, places of writing, and audiences. This includes free writing about a chosen item from their lists. Students will then use this generative writing to draft an essay exploring how their writing has been influenced by specific contexts. They are to discuss strategies for completing the assignment in small groups.
Foundation q1b and 2
The document provides guidance on answering exam questions about a text by highlighting key words, making statements about what is understood, including relevant quotations from the text to support statements, and making inferences from the quotations. It advises using a SQI (Statement, Quotation, Inference) paragraph structure and emphasizing that quotations are taken from the text.
Writing A Literary Analysis Essay
The document outlines the process for writing a literary analysis, including generating ideas, determining an interpretation, and developing a thesis sentence. It discusses analyzing different elements of a character and choosing a focus. The analysis should include interpretations supported by evidence from the text. It provides guidance on incorporating quotes, citations, and a works cited page in the analysis.
Sign posts modified
This document discusses teaching fiction and nonfiction texts through close reading. It defines signposts as common characteristics in books that allow readers to pause and deepen their comprehension. Close reading of a passage involves short, intense focus through multiple rereads and discussions to build understanding. The document presents different anchor questions teachers can use to guide students' thinking for different text features, such as using "Why did the author say it like that?" for extreme language or "Why did the author quote this person?" for quoted sources. Noticing signposts isn't enough; students must also question the text to develop deeper thinking.
10 learning maps (2013-14)1
This document provides key vocabulary and learning maps for an English 10 course divided into 3 units: Unit 1 focuses on figurative language; Unit 2 covers critical reading strategies; Unit 3 addresses identifying an author's purpose. For each unit, important terms are defined, such as metaphor, simile, and hyperbole in Unit 1 and inference, drawing conclusions, and interpretation in Unit 2. Learning strategies like glossing, think-aloud, and FRED are also noted.
Analyzing Primary Sources Honors
The document introduces the APPARTS method for analyzing primary sources, which stands for Author, Place and Time, Prior Knowledge, Audience, Reason, Main Idea, and Significance. It explains what primary and secondary sources are, provides questions to consider when analyzing different types of primary sources like written documents, photographs, political cartoons, maps, and artifacts. It emphasizes the importance of considering the author's perspective and bias, and checking sources against each other. The document concludes by providing instructions for students to find and analyze a primary source using APPARTS.
Critical response paragraph structure
This document provides guidance on writing a critical response paragraph in 3-4 sentences:
1) The first sentence is the statement, which presents the main point about how an author/director manipulates the audience. It relates to the topic question using key words.
2-3) The next sentences provide examples from the text to back up the statement, along with explanations of how the examples develop and support the statement.
4) The final sentence is for critical response comments, such as linking back to the thesis, discussing the world view presented, the author/director's purpose, or your own thoughts.
How to write a short response paragraph mine
This document provides instructions for writing a short response paragraph. It begins by emphasizing the importance of understanding the prompt question and forming a clear thesis or claim to answer. The thesis should take the form of a topic plus a debatable opinion. Two common thesis formats are presented: using "Although" to state the opposite view that will be disproven, or a three-part thesis giving the broad argument and three supporting reasons. Body paragraphs should each include a topic sentence, three quotes or details from the text as evidence, and commentary explaining how the evidence supports the topic sentence. Paragraphs are concluded by summarizing how the evidence proves the thesis.
Chapter 4 Revised
The document discusses identifying implied main ideas in texts. It explains that an implied main idea is suggested rather than clearly stated, and must be inferred by the reader based on supporting details. To find an implied main idea, the reader should ask themselves what overall point the author is trying to make about the topic. Once an implied main idea is inferred, the reader should check that most or all details in the text support that main idea.
Week 1: Lesson 1 Slideshare presentation
This lesson teaches students how to identify central ideas in texts and how authors develop those ideas through details. It begins with an aim and definitions, then provides a mini-lesson on central ideas explaining that they are the subject and information about the subject. The lesson models identifying two central ideas in a sample text - that names have power, and names influence likes and dislikes. It shows how the author introduces and supports these ideas with details. The lesson explains how analyzing central idea development and supporting details helps understand the author's purpose.
Unit 1: Learning Map & Lit Terms
This document provides an overview of critical reading skills, including how to analyze texts, make inferences and draw conclusions, and form valid interpretations. It discusses key concepts such as analyzing to discover deeper meaning, annotating texts to reflect critical thinking, making inferences using prior knowledge and text clues, finding patterns in details to show meaning, and supporting analyses with direct quotes and textual evidence from the source material.
Grade 4, unit 1, week 1, mini lesson 4
This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
Literary Text As Poetic Structure
The document discusses several key aspects of literary text analysis, including the verbal and supraverbal layers, poetic structure, principles of representation, and components of poetic structure. The verbal layer consists of words, phrases, sentences, etc., while the supraverbal layer emerges from these sequences to represent events, conflicts, and the author's message. Poetic structure coheres the verbal and supraverbal layers. Principles of representation in literature include incomplete representation, analogy/contrast, and recurrence. Components of poetic structure discussed are images, themes, ideas, composition, plot, genre, and style.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
Soaps-tone
The document discusses the SOAPSTone framework for analyzing speeches and texts. It defines each element of SOAPSTone: Speaker, Occasion, Audience, Purpose, Subject, and Tone. It then focuses on Tone, explaining that tone is established through an author's use of figurative language, imagery, diction, details, and syntax.
Developmental reading
1) Literal comprehension involves understanding the explicit and stated meanings, ideas, and information in a text such as facts, main ideas, details, and sequences. It requires identifying context clues, directions, conclusions, and organizational patterns.
2) Inferential comprehension deals with implied meanings not directly stated, such as interpreting themes, determining effects and relationships, and predicting outcomes.
3) Critical comprehension evaluates reasons and justifications for what is written by considering external criteria and experiences to assess quality, values, reasoning, and perspectives.
Englwrit112: Strategies for revising Unit 2
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
PEEL structure for literature essays
This document provides guidance on completing a graphic organizer that depicts the character traits of Greenheart and Poll using the PEEL structure. It explains the PEEL structure, which includes a Point, Evidence and Explanation, and Link. It also provides examples of how to effectively use evidence from the text to support the point and develop the explanation. The skills needed to complete this task are knowledge of the play's storyline, characters, symbols, and how to use evidence to support an argument.
Literary analysis
This document provides guidance on how to write a successful literary analysis paper. It explains that a literary analysis argues a specific thesis about a work's attributes using evidence from the text. It outlines how to analyze essential elements like theme, plot, characters, setting, point of view, and rhetorical devices. It emphasizes developing a clear, original thesis and supporting it through paragraphs that link back to the thesis. The conclusion reiterates focusing the paper on a significant thesis and coherent organization.
Writing a Literary_Analysis—OWL
This document provides guidance on writing a literary analysis. It explains that a literary analysis involves making an argument about specific attributes of a literary text using evidence from the text and secondary sources. It outlines important concepts to analyze such as plot, character, symbolism and historical context. The document advises finding and appropriately integrating secondary sources to support your thesis statement while making your own argument the focus. Writers are told to consult references on literary terms and criticism to learn more about analyzing texts.
Unit 4
This document provides information on various grammar topics including pronouns and their antecedents, author's purpose, indefinite and reflexive pronouns, drawing conclusions, following and clarifying directions, writing summaries, and using who and whom correctly. Key details are presented on each topic in bullet points with definitions and examples. The document aims to inform the reader on these essential grammar concepts.
Writing a response paper
This document provides guidance on how to write an effective response paper. A response paper requires analyzing a work and articulating a thoughtful perspective, whether favorable or unfavorable. It should demonstrate understanding of the source material and communicate a personal viewpoint supported by specific examples and details from the source. The paper must have a clear thesis, well-developed body paragraphs using quotes and examples to back up claims, and a conclusion that addresses any criticisms of the perspective presented. Students are advised to focus on articulating their overall impression and the aspects of the work that shaped their response through examples and evidence from the source material.
The Rhetorical Web
This document outlines various rhetorical tools that can be used when constructing a text in response to a situation or problem. It discusses the exigency or cause that creates a need for a response, the aims or intended outcomes, and the intended audience. It also describes rhetorical appeals such as logos, pathos, and ethos that can be used to convince the audience. Additionally, it mentions organizational structures, word choice, sentence structure, sensory details, figurative language, and tone as rhetorical tools that an author can deliberately employ.
Narrative Paper
The six traits that will be used to grade a narrative paper are ideas and content, organization, voice, word choice, sentence fluency, and conventions. For each trait, clear criteria are provided, including having a clear topic, rich details, logical organization, consistent tone, well-chosen words, varied sentences, and proper spelling, grammar, and punctuation.
Unit 1 question 2 higher
The document provides guidance on analyzing the effectiveness of headlines and images in raising questions and engaging the reader. It instructs the reader to zoom in on individual words in the headline to understand their meaning and impact, and to examine the details in any images to understand what is suggested and what questions are raised. It then provides a PETAL framework to structure analysis of the point made, examples of details, techniques used, analysis of the effect on the reader, and links to relevant quotes in the text.
Writing: Writing to argue
This document provides guidance on homophone usage and effective argument writing structures. It lists common homophones like "their, there, they're" and "our, you're" and suggests using emotive language, facts, statistics, expert views, rhetorical questions, anecdotes, and hyperbole as "big hitters" for argument writing. It also recommends trying short sentences and single-sentence paragraphs for impact.
More Related Content
What's hot
10 learning maps (2013-14)1
This document provides key vocabulary and learning maps for an English 10 course divided into 3 units: Unit 1 focuses on figurative language; Unit 2 covers critical reading strategies; Unit 3 addresses identifying an author's purpose. For each unit, important terms are defined, such as metaphor, simile, and hyperbole in Unit 1 and inference, drawing conclusions, and interpretation in Unit 2. Learning strategies like glossing, think-aloud, and FRED are also noted.
Analyzing Primary Sources Honors
The document introduces the APPARTS method for analyzing primary sources, which stands for Author, Place and Time, Prior Knowledge, Audience, Reason, Main Idea, and Significance. It explains what primary and secondary sources are, provides questions to consider when analyzing different types of primary sources like written documents, photographs, political cartoons, maps, and artifacts. It emphasizes the importance of considering the author's perspective and bias, and checking sources against each other. The document concludes by providing instructions for students to find and analyze a primary source using APPARTS.
Critical response paragraph structure
This document provides guidance on writing a critical response paragraph in 3-4 sentences:
1) The first sentence is the statement, which presents the main point about how an author/director manipulates the audience. It relates to the topic question using key words.
2-3) The next sentences provide examples from the text to back up the statement, along with explanations of how the examples develop and support the statement.
4) The final sentence is for critical response comments, such as linking back to the thesis, discussing the world view presented, the author/director's purpose, or your own thoughts.
How to write a short response paragraph mine
This document provides instructions for writing a short response paragraph. It begins by emphasizing the importance of understanding the prompt question and forming a clear thesis or claim to answer. The thesis should take the form of a topic plus a debatable opinion. Two common thesis formats are presented: using "Although" to state the opposite view that will be disproven, or a three-part thesis giving the broad argument and three supporting reasons. Body paragraphs should each include a topic sentence, three quotes or details from the text as evidence, and commentary explaining how the evidence supports the topic sentence. Paragraphs are concluded by summarizing how the evidence proves the thesis.
Chapter 4 Revised
The document discusses identifying implied main ideas in texts. It explains that an implied main idea is suggested rather than clearly stated, and must be inferred by the reader based on supporting details. To find an implied main idea, the reader should ask themselves what overall point the author is trying to make about the topic. Once an implied main idea is inferred, the reader should check that most or all details in the text support that main idea.
Week 1: Lesson 1 Slideshare presentation
This lesson teaches students how to identify central ideas in texts and how authors develop those ideas through details. It begins with an aim and definitions, then provides a mini-lesson on central ideas explaining that they are the subject and information about the subject. The lesson models identifying two central ideas in a sample text - that names have power, and names influence likes and dislikes. It shows how the author introduces and supports these ideas with details. The lesson explains how analyzing central idea development and supporting details helps understand the author's purpose.
Unit 1: Learning Map & Lit Terms
This document provides an overview of critical reading skills, including how to analyze texts, make inferences and draw conclusions, and form valid interpretations. It discusses key concepts such as analyzing to discover deeper meaning, annotating texts to reflect critical thinking, making inferences using prior knowledge and text clues, finding patterns in details to show meaning, and supporting analyses with direct quotes and textual evidence from the source material.
Grade 4, unit 1, week 1, mini lesson 4
This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
Literary Text As Poetic Structure
The document discusses several key aspects of literary text analysis, including the verbal and supraverbal layers, poetic structure, principles of representation, and components of poetic structure. The verbal layer consists of words, phrases, sentences, etc., while the supraverbal layer emerges from these sequences to represent events, conflicts, and the author's message. Poetic structure coheres the verbal and supraverbal layers. Principles of representation in literature include incomplete representation, analogy/contrast, and recurrence. Components of poetic structure discussed are images, themes, ideas, composition, plot, genre, and style.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
Soaps-tone
The document discusses the SOAPSTone framework for analyzing speeches and texts. It defines each element of SOAPSTone: Speaker, Occasion, Audience, Purpose, Subject, and Tone. It then focuses on Tone, explaining that tone is established through an author's use of figurative language, imagery, diction, details, and syntax.
Developmental reading
1) Literal comprehension involves understanding the explicit and stated meanings, ideas, and information in a text such as facts, main ideas, details, and sequences. It requires identifying context clues, directions, conclusions, and organizational patterns.
2) Inferential comprehension deals with implied meanings not directly stated, such as interpreting themes, determining effects and relationships, and predicting outcomes.
3) Critical comprehension evaluates reasons and justifications for what is written by considering external criteria and experiences to assess quality, values, reasoning, and perspectives.
Englwrit112: Strategies for revising Unit 2
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
PEEL structure for literature essays
This document provides guidance on completing a graphic organizer that depicts the character traits of Greenheart and Poll using the PEEL structure. It explains the PEEL structure, which includes a Point, Evidence and Explanation, and Link. It also provides examples of how to effectively use evidence from the text to support the point and develop the explanation. The skills needed to complete this task are knowledge of the play's storyline, characters, symbols, and how to use evidence to support an argument.
Literary analysis
This document provides guidance on how to write a successful literary analysis paper. It explains that a literary analysis argues a specific thesis about a work's attributes using evidence from the text. It outlines how to analyze essential elements like theme, plot, characters, setting, point of view, and rhetorical devices. It emphasizes developing a clear, original thesis and supporting it through paragraphs that link back to the thesis. The conclusion reiterates focusing the paper on a significant thesis and coherent organization.
Writing a Literary_Analysis—OWL
This document provides guidance on writing a literary analysis. It explains that a literary analysis involves making an argument about specific attributes of a literary text using evidence from the text and secondary sources. It outlines important concepts to analyze such as plot, character, symbolism and historical context. The document advises finding and appropriately integrating secondary sources to support your thesis statement while making your own argument the focus. Writers are told to consult references on literary terms and criticism to learn more about analyzing texts.
Unit 4
This document provides information on various grammar topics including pronouns and their antecedents, author's purpose, indefinite and reflexive pronouns, drawing conclusions, following and clarifying directions, writing summaries, and using who and whom correctly. Key details are presented on each topic in bullet points with definitions and examples. The document aims to inform the reader on these essential grammar concepts.
Writing a response paper
This document provides guidance on how to write an effective response paper. A response paper requires analyzing a work and articulating a thoughtful perspective, whether favorable or unfavorable. It should demonstrate understanding of the source material and communicate a personal viewpoint supported by specific examples and details from the source. The paper must have a clear thesis, well-developed body paragraphs using quotes and examples to back up claims, and a conclusion that addresses any criticisms of the perspective presented. Students are advised to focus on articulating their overall impression and the aspects of the work that shaped their response through examples and evidence from the source material.
The Rhetorical Web
This document outlines various rhetorical tools that can be used when constructing a text in response to a situation or problem. It discusses the exigency or cause that creates a need for a response, the aims or intended outcomes, and the intended audience. It also describes rhetorical appeals such as logos, pathos, and ethos that can be used to convince the audience. Additionally, it mentions organizational structures, word choice, sentence structure, sensory details, figurative language, and tone as rhetorical tools that an author can deliberately employ.
Narrative Paper
The six traits that will be used to grade a narrative paper are ideas and content, organization, voice, word choice, sentence fluency, and conventions. For each trait, clear criteria are provided, including having a clear topic, rich details, logical organization, consistent tone, well-chosen words, varied sentences, and proper spelling, grammar, and punctuation.
What's hot (20)
Viewers also liked
Unit 1 question 2 higher
The document provides guidance on analyzing the effectiveness of headlines and images in raising questions and engaging the reader. It instructs the reader to zoom in on individual words in the headline to understand their meaning and impact, and to examine the details in any images to understand what is suggested and what questions are raised. It then provides a PETAL framework to structure analysis of the point made, examples of details, techniques used, analysis of the effect on the reader, and links to relevant quotes in the text.
Writing: Writing to argue
This document provides guidance on homophone usage and effective argument writing structures. It lists common homophones like "their, there, they're" and "our, you're" and suggests using emotive language, facts, statistics, expert views, rhetorical questions, anecdotes, and hyperbole as "big hitters" for argument writing. It also recommends trying short sentences and single-sentence paragraphs for impact.
Writing: Writing to describe
This document provides a list of commonly confused homophones to distinguish their meanings and identifies literary devices that are effective for descriptive writing such as powerful adjectives, similes, metaphors, extended noun phrases, and personification. It also lists some sentence structures to experiment with like sentences with adjectives, verbs ending in "-ing" and "-ed", comparative sentences, and sentences using colons or parentheses.
Comparing the films
Edgar Wright's 2010 film Scott Pilgrim vs. The World was based on Bryan Lee O'Malley's graphic novel series. It had a budget of $60 million but only grossed $47.7 million worldwide. Starring Michael Cera as Scott Pilgrim, the film was produced by British company Big Talk Productions and distributed by Universal Pictures. Sam Raimi's 2002 film Spider-Man starred Tobey Maguire as Peter Parker/Spider-Man and was produced by Marvel Entertainment and distributed by Sony Pictures. With a $140 million budget, it grossed $821.7 million worldwide. Christopher Nolan's 2005 film Batman Begins rebooted the Batman franchise starring Christian Bale.
Writing: Writing to persuade
Homophones like their, there, they're and our, you're, we're can be confused, so it's important to understand the difference between them. The document provides a checklist to help write a persuasive piece, going through techniques like alliteration, facts, opinions, repetition, emotive language, statistics, and using the rule of three. It suggests starting sentences in different ways and using connectives to link ideas.
Maslow’s hierarchy of needs
The document discusses Maslow's hierarchy of needs, which categorizes human needs into five levels - physiological, safety, social, esteem, and self-actualization. It describes each level of needs and provides examples of how advertisements appeal to different levels. Physiological needs include food, water, shelter etc. Safety needs involve security and health. Social needs relate to friendship and belonging. Esteem needs comprise confidence, achievement and respect. Self-actualization refers to reaching one's full potential. The document instructs students to analyze sample advertisements and identify which levels of needs they target according to Maslow's theory.
Aqa lang. -_writing_questions_(5&6)
The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
Aqa lang. -_reading_question_3
Christopher Ondaatje takes a ferry across Lake Victoria and experiences various thoughts and feelings. Initially, he admires the busy city of Mwanza and senses the lake's historical importance. He is impressed by the beautiful natural surroundings at his lodging. However, while waiting for the late ferry under hot conditions, he becomes uncomfortable and frustrated. On the overloaded and old ferry, which had previously sunk, he worries for safety. Reaching the other side, he is relieved but also surprised the ferry remained afloat given its heavy passenger load.
Unit 1 Question 4 higher
The document provides guidance on how to analyze the use of language techniques in texts. It recommends identifying a specific technique used in one of the texts, quoting an example, and analyzing the technique's effect on the reader and why the writer chose it. It also suggests linking the technique to an example in the other text to compare effects, and considering how the language relates to the audience and purpose. The document emphasizes highlighting examples of interesting language use in each text and offering a full analysis of how writers differently used language to achieve their intended effects.
Aqa lang. -_reading_question_4_-_comparison
The document provides guidance on how to approach and answer Question 4 on a language comparison exam question. It discusses identifying language devices used in two texts, analyzing the effect of some of these devices, and commenting on similarities and differences between the texts. It provides examples of common linguistic devices and their possible effects. It also includes a sample high-scoring response analyzing the use of statistics, repetition, specialized vocabulary, figurative language, lists, and emotive language in the two texts.
Aqa lang. -_reading_question_1
This document provides guidance on how to approach and answer Question 1: Retrieval questions. It instructs students to read the question carefully and highlight important words. It advises writing 4-5 relevant points using short quotes from the text as evidence. Introductory sentences should mention the purpose of the article and intended audience. Students are warned against making unsupported claims and instead should stick to accurately summarizing what is learned from the text. A variety of transition words and phrases are provided to help write clear, well-structured responses.
Superheroes themes
This document discusses common themes and ideologies presented in superhero films. It notes that superhero films often deal with themes of sacrifice, redemption, and responsibility as the hero works to overcome challenges and learn important lessons. Additionally, they frequently show the ideology of good triumphing over evil through the hero's journey. Teamwork is another increasingly prominent theme, as many modern films feature heroes working together to defeat threats. Isolation is also explored, as heroes initially feel alone in shouldering their burdens before finding community.
GCSE Foundation Q4 and 5
This document provides an overview of the GCSE revision session on answering exam questions about language analysis and comparing presentations. It outlines the key exam questions, provides examples of how to answer questions about identifying language features and comparing how they are used for different purposes, and guides students to practice these skills by writing their own answers within time limits. Learning objectives are to understand how to answer questions on language features and comparing presentations using evidence from the provided texts. Students are shown how to select relevant words from information sheets and find examples in texts to discuss in their answers.
Foundation q1a
This document provides guidance on analyzing the language features, examples, and effects of a text on the reader. It instructs the reader to identify a language feature, provide a relevant quote, and explain how that feature impacts the reader's emotions or understanding. Up to 4 marks can be earned for correctly answering questions about the text's language and message.
Examiner’s report – january 2009
The document provides an examiner's report on student responses to a question analyzing representations of age in a television drama extract through technical elements like camera shots, mise-en-scene, sound, and editing. Stronger students provided integrated analyses linking these techniques, while weaker students described elements separately or lacked terminology. Editing proved the most challenging area. The report advises focusing classroom instruction on terminology and applying techniques to examples to better prepare students.
Foundation q3
This document provides a template for writing a paragraph analysis of a text. It instructs the writer to:
1) Identify a specific language feature used in the text and provide a quote example.
2) Analyze the use of the language feature by explaining why the writer used it and what effect it has on the reader.
3) Link to another example of the same feature elsewhere in the text and explain how it adds to the overall effect.
2 act 1 scene 1
This document contains notes and analysis from Act 1 Scene 1 of Shakespeare's play Othello. It includes questions about which characters are introduced in the opening scene and why they are angry. It also notes that the characters then decide to do something and the reasons why. The document continues to analyze Iago's character and motivation, collecting quotes that reveal things about himself. It also has notes about Iago winding up Brabantio and the terms used to describe Othello throughout the scene and what these say about the speakers.
G321 marksheet for print production
The marksheet I shall be using for your Blogs and your final constructions
Skills development x0096 digital technology
The document discusses the development of digital technology skills over the course of Foundation and Advanced Production work. In Foundation Production, the brief was for a new music magazine, where digital SLR, still cameras, iMovie, PhotoShop, internet research, and PowerPoint were used to present information. Challenges included learning Photoshop layers and using various technologies. In Advanced Production, more sophisticated effects like color correction and slow motion were mastered using iMovie. Prezi and SlideShare were used in a blog, and feedback was more efficiently obtained through YouTube. Overall, digital skills were significantly improved through extensive hours spent editing and testing abilities.
Viewers also liked (20)
Similar to Unit 1 Question 3 higher
Ap language survival guide (1)
This document provides an overview of the AP English Language and Composition exam, including information about the exam structure and content, strategies for answering multiple-choice questions and writing essays, and techniques for analyzing rhetorical devices in texts. The exam consists of multiple-choice questions worth 45% of the score and three essay questions worth 55% of the score. Students have one hour for the multiple-choice section and two hours for the essays. The document outlines best practices for time management, identifying question types, and choosing effective evidence and analysis for the essay.
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
This document provides instructions for writing a literary analysis paper. It explains that a literary analysis involves making an argument about a piece of writing using evidence from the text to support a thesis statement. It outlines the key elements of literature that may be analyzed, such as plot, setting, characters, themes, and symbols. The document also provides guidance on how to start an analysis, including carefully reading the work, taking notes, identifying patterns and focus areas, and developing a thesis statement. It concludes by offering tips on outlining the essay and incorporating evidence from the text to support the thesis in the introduction, body, and conclusion sections.
Common Core Citing Textual Evidence.pptx
The document discusses the importance of using explicit textual evidence to support answers, ideas, or opinions about texts that are read. Explicit textual evidence involves directly quoting or paraphrasing parts of the text that led to a stated idea and then explaining how that evidence supports the idea. Providing explicit textual evidence makes arguments more credible by demonstrating that ideas are grounded in the text rather than just opinions. The document outlines the three steps to giving explicit textual evidence: stating the idea, specifying the relevant text, and commenting on how that text supports the idea.
Point evidenc explain
The document provides guidance on how to structure points made in a response to a text-based question. It advises to: 1) Make a point about what is being asked and answer the question, 2) Back up the point with a quote from the text, 3) Explain how the quote demonstrates and supports the initial point. An example is given about setting the scene through descriptive language.
Analysis and Literary Analysis
This document provides guidance on analyzing texts through literary analysis. It outlines that analysis involves interpreting a text's meaning and how it tries to influence readers. Key aspects of analysis include summarizing the text, considering its context, clearly interpreting its meaning through evidence, and generating ideas by closely reading and researching the text and its author. When analyzing, one should examine the text's argument, address the larger context surrounding it, and develop an analytical thesis for one's interpretation. Elements like character, plot, setting, and causes and effects can also be analyzed.
Literary evidence needs to be explained
This in-class clinic is adapted from the excellent tutorial at groundsforargument.org/drupal/node/601 . I made it into a PowerPoint so we could do it together as a class (and then look at some sample quotations and interpretative statements from our assigned texts). By Rebecca Stanton
Reading comprehension
This document outlines several strategies that good readers employ when comprehending a text, including making connections, visualizing, asking questions, inferring, determining importance, synthesizing information, and identifying the main idea, supporting ideas, inferences, tone, passage structure, opportunities for application, and use of logical reasoning. It provides examples of how readers can implement these strategies as they seek to understand an author's message.
Annotating & SummarizingSo that your reader can, like, underst.docx
Annotating & Summarizing
So that your reader can, like, understand what you are talking about
Structure of the Research Paper
Intro
Sets up and develops the major (overall) claim of the paper
Major claim: last few sentences of paragraph
Body Paragraphs
Topic sentences: sub-claims
Uses evidence to support the sub-claim
Conclusion
Articulates the implications (or stakes) of the research
Uses analysis to explain how the evidence supports the sub-claim
Connects paragraphs to show how the major claim develops
Connects the claim to a larger context
Can ask new questions or suggest ideas for further research
Body Paragraphs
Argument
Summarize relevant research
Analyze and interpret the research
Annotating Scholarly Articles
STEP 1: BEFORE YOU BEGIN
Establish your purpose
Imagine the writing situation
Skim and scan – headings, visuals, footnotes, references
Pre-reading gives you a lot of information right off the bat!
STEP 2: GET A TASTE OF THE ARGUMENT
Read the abstract
Read the first and last sentence of paragraphs
Read the conclusion
What have you learned about this article thus far?
STEP 3: READ THE TEXT
Annotate
Read ACTIVELY
Use your pen!
Circle, underline, star
Look up words
Leave marginal comments
Have a conversation with the text!
Step 4: After reading
Annotation Matrix
Write a summary
Reflect: How will you write about this source strategically for the paper?
Don’t assume you’ll remember later: leave yourself a trail of clues!
Summary Definition
A summary is an objective, condensed, accurate description of an original work (an article, essay, report, etc)
Think of your audience! They know nothing and you know everything: teach them!
Use your own words
Main arguments, main supporting ideas, and main analyses
The summary is specific and precise
NO personal opinion
Be strategic: the summary precedes your analysis in the research paper
USE YOUR OWN WORDS
Copying and pasting the same words without citing them = plagiarism
Using just a few of the same words without citing them = plagiarism
Changing a few words and keeping the sentence structure in tact = plagiarism
Changing every other word by replacing them with synonyms = plagiarism
Step 1
Read slowly and carefully, annotating as you read.
main arguments
main pieces of evidence
main analyses
how the writer develops their argument
stakes/implications
keywords
Step 2
Outline the text in a short, bullet-point list.
USE YOUR OWN WORDS in the outline to prevent plagiarism
Outline in chronological order: write out the main ideas in each paragraph, going in the order they were written
Only write out the main, major, or central ideas, arguments, analyses, and pieces of evidence
Make decisions about what’s most important to get across to your reader
Step 3
Turn your outline into a narrative summary
Write a first draft from your outline.
Developmental reading
1) Literal comprehension involves understanding the explicit and stated ideas, facts, details, and meaning in a text. This includes identifying the main idea, recognizing context clues, and understanding sequences and organizational patterns.
2) Inferential comprehension requires reading between the lines to understand things not directly stated, such as interpreting themes, determining mood, and predicting outcomes.
3) Critical comprehension evaluates why an author presents information in a certain way by using one's own knowledge and experiences to assess arguments, reasoning, and perspectives.
Critique writing article
The document provides guidance on how to write an effective critique. It explains that a critique is a critical assessment of a book or article that comments on what is working well and offers constructive criticism. It recommends reading the piece multiple times and taking notes to gain different insights. The suggested critique format is to firstly summarize the piece, secondly point out its strengths, and thirdly respectfully provide examples to support criticisms for improvement. The document outlines questions to consider regarding the content, organization, style, interest, and research of the piece being critiqued.
Essay and it’s kinds
Sikandar khan submitted an essay on different types of essays for his 3rd semester Sociology course. The document defines an essay as a short academic composition derived from the French word "essai" meaning "trail". It then provides definitions and guidelines for writing narrative, descriptive, expository, and argumentative essays. For each type, it outlines their purpose and focus, as well as tips for incorporating key elements into the writing. The document serves as a reference for students on developing different essay formats and structures.
Term Definition Allegory an extended symbol that lasts for.docx
Term Definition
Allegory an extended symbol that lasts for the duration of the entire narrative
Alliteration
repetition of consonant sounds; (try to trick ten tiny teens) or Peter Piper picked a pack of
pickeled peppers.
Allusion a reference to something else
Archetypes symbolic elements that recur in different cultures
Assonance repetition of vowel sounds; (Owls owe our only ounce)
Author The person who wrote the text.
Diction Word Choice, determines tone
Dynamic character changes over time
First-person singular narrator
Internal; narrator uses the first person pronoun “I”
(first-person plural- “we”, less common)
Flat Character Behaves in an expected manner
Foil a character held up consistently as a contrast to another character.
Foreshadowing clues as to what is to come ahead
Illusion like a mirage or a ghost, a vision that is not real
In media res in the middle of things
Irony
when the intended meaning is the opposite to what is written or said.
(It says one thing but means the reverse)
Limited narrator external; access to thoughts and feelings of one character.
Metaphor More explicit comparison (she is the sun)
Narrative a story, whether true or fictional, that is told by a narrator
Narrator The person in the text who tells the story.
Omniscient narrator external; has access to thoughts and feelings of all characters.
Onomatopoeia words that sound like what they mean (splish splash)
Oxymoron a combination of contradictory ideas (wise fool)
Personification An inanimate object displays human behavior. (The rock talks)
Round Character Has a psychological complexity
Second person narrator
could be internal or external. Addresses “you”. Less common.
Turns reader into character in story.
Simile comparison using like or as; She is like the sun.
Static Character remains the same over time
Stock character represent a "type," often like a cliché
Symbol something that stands for something else
Syntax Sentence structure
Third-person narrator
External; refers to all characters through pronouns he, she, they.
Narrator is not a character in the action.
Tone writer's attitude toward
Unreliable narrator
often a 1
st
person narrator is unreliable.
Unknowingly reveals character flaws.
RHET 1302
Essay #1: Rhetorical Analysis
Submit: Upload online through the TurnItIn assignment button
The submission button will not be visible until the week before the assignment is due
You will also upload your draft this way
Length: 3-4 FULL pages with Works Cited (Works Cited does not count towards page total)
Sources: One speech
Points: Final (100 points), Full Draft (20 points)
Purpose: Rhetoric is the art of effective communication, or as Aristotle stated, “the ability to see or
identify in any given circumstance the available means of persuasion.” In Rhetoric, we focus on “how”
people are communicating rather than simply what they are saying. This.
Intro.Lit Analysis
Overview of literary analysis process for work of fiction. Includes overview of story elements and rhetorical devices
Literary analysis research paper
The document provides guidance for writing a literary research paper. It emphasizes that a literary research paper involves the same core skills as any research paper, such as developing a thesis and gathering evidence to support it. It notes that the key difference is incorporating secondary sources to analyze and make an argument about a literary text. The document offers several tips, such as using sources to support your own ideas rather than letting them take over the paper. It also advises being flexible about potentially changing one's focus or topic during the research process. Finally, it presents research as joining an ongoing scholarly conversation about a text and adding one's own perspective.
How to write your assignment
The document provides guidance on how to structure an academic essay. It recommends that an essay should include an introduction that states the topic and question, a main body with analysis of data or discussion of literature, and a conclusion that summarizes the argument and answers the original question. It also offers tips for writing style such as being explicit, relevant, logical, and concise. The document emphasizes the importance of backing up claims with evidence, citing sources, avoiding plagiarism, and including a references list.
High School Reading Standards
The document summarizes changes to the 2011 FCAT Reading test for 9th, 10th, 11th and 12th grade students in Florida. It notes that the 9th grade test will include performance task items while the 10th grade test will not. The content clusters being tested will remain the same. It also provides information on vocabulary requirements, reading applications, and percentages of question types that will be included in the tests.
Useful language
This document provides examples of language that can be used in argumentative essays to structure arguments and clearly convey different points. It includes phrases for introducing opposing arguments, stating why others disagree, reaching turning points, and refuting opposing ideas. The document also discusses signposting sentences that help readers follow the logic and flow of an argument. It provides sample signposting phrases for introductions, developing new ideas, expanding on previous ideas, contrasting views, summarizing ideas, and conclusions. Finally, there is an example outline for an argumentative essay with an introduction, three body paragraphs presenting and supporting main points, addressing a counterclaim, and a conclusion.
How to write an english essay booklet
The document provides instructions on how to write an English essay. It explains that essays should use objective language and avoid first-person pronouns. An essay has an introduction that outlines the topic and thesis, a body with paragraphs analyzing evidence through techniques and their effects, and a conclusion that restates the thesis. Transitional phrases, verbs of doing, and causal conjunctions should be used to link paragraphs and show relationships between ideas and the essay question.
Teaching inference
The document provides guidance for teaching inference skills to students. It discusses using explicit instruction, modeling, scaffolding and facilitating to teach inference. It defines inference as going beyond surface details to understand implied meanings. Types of inferences skilled readers make are recognizing pronouns, providing explanations, figuring out word meanings from context, understanding author's viewpoint, and relating to background knowledge. The document suggests comments teachers can make to help students practice different types of inferences using examples from picture books.
TOTAL have 4 critical review about POL SC. I will choose two person
TOTAL have 4 critical review about POL SC. I will choose two person to write it .
For this critical review, it has 5 places that you need to write down.
Assignment Objectives
: Enhance and/or improve critical thinking and media literacy skills by:
1. Developing a clear and concise thesis statement (an argument) in response to the
following question:
Does the film have the power to transform political sensibilities?
2. Writing an outline for a five paragraph analytical essay building on a clear and
concise thesis statement, including topic sentences and secondary supports.
3. Identifying and explaining three scenes from the film text in support of the thesis
statement/argument.
4. Writing an introductory paragraph for the outlined analytical essay
Be sure to read thoroughly the writing conventions below before beginning this assignment
.
Note: You are NOT writing a full essay; rather, you are outlining an analytical essay by completing the dialogue boxes below.
Writing a Critical Review (analytical) Essay
Every essay that you write for this course must have a clear thesis, placed (perhaps) somewhere near the end of the introductory paragraph. Simply stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence, the point you want to make about the text that is the subject of your essay.
A
THESIS should be an opinion or interpretation of the text, not merely a fact or observation. The best possible THESIS will answer some specific questions about the text. Very often the THESIS contains an outline of the major points to be covered in the essay. A possible thesis for an essay on character in Perry Henzell’s
The Harder They Come might read somewhat as follows:
The protagonist of THTC is not a hero in the epic sense of the word, but a self-centered young man bred of economic oppression and cultural dependency. The characters in this film have no real psychological depth, but are markers for a society of consumption and momentary glory.
(You might then go on to exemplify from the text and argue in favor or against this interpretation: your essay need not hold to only one perspective.)
What single, clear QUESTION does the above THESIS attempt to answer?
Each essay should be organized into five (5) paragraphs, each based on one of two to four major ideas, which will comprise the BODY of the essay. Each paragraph must have a topic sentence, often (but not always) towards the beginning of the paragraph, which clearly states the ARGUMENT or point to be made in the paragraph. Following the thesis set forth above, the first paragraph might begin with a sentence like “Ivan’s desires and his destiny are signaled in the opening shots of the film, where the friendly, jumble ...
Similar to Unit 1 Question 3 higher (20)
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
Annotating & SummarizingSo that your reader can, like, underst.docx
Annotating & SummarizingSo that your reader can, like, underst.docx
Term Definition Allegory an extended symbol that lasts for.docx
Term Definition Allegory an extended symbol that lasts for.docx
TOTAL have 4 critical review about POL SC. I will choose two person
TOTAL have 4 critical review about POL SC. I will choose two person
More from mrhoward12
U07L18
This document provides guidance for finding a school newspaper article online from websites like http://theday.co.uk/ or https://www.firstnews.co.uk/. It suggests considering creative headlines for school articles that use techniques like puns, alliteration, rhyme, or statistics to encourage clicks rather than just stating the obvious. The goal is to locate an article from a school or student newspaper to use for a task.
U07L17
The school newspaper article discusses a new after-school program being launched at the high school. It will provide tutoring and academic support for students two days a week. The program is meant to help students who need extra help improve their grades before the end of the semester.
U07L12
This document discusses news values and factors that influence news selection. It identifies 12 news values according to an analysis by J. Galtung and M. Ruge: frequency, size and scale, predictability, proximity, demand, unexpectedness, rarity, continuity, elite nations, elite people, human interest, and negativity. It also provides examples of top news stories from 2016-2017 and asks readers to rank them and match them to the news values. Finally, it outlines tasks for a school newspaper article, including researching primary and secondary sources, interview techniques, and embedding content into Prezi to share on a blog.
An inspector calls - character and theme revision
Here is an analysis of two dramatic devices in An Inspector Calls and their intended effects on the audience:
The use of dramatic irony is highly effective when the Inspector reveals that Eva Smith is in fact the same girl each character had encountered. The audience knows from the start that the girl's full name is Eva Smith, but the characters do not. When the Inspector connects each of their stories to the same girl, the other characters and the audience experience a shocking revelation. This builds dramatic tension as the audience waits with dread for each character's secrets to be uncovered.
Priestley also uses interruptions strategically to assert the Inspector's authority and disrupt the characters' sense of control. For example, when Mr. Birling is dismissing the
10 l2 poetry - themes
This document discusses themes of power and conflict that can be used to link 15 poems. It provides examples of subthemes like pride and glory, man vs nature, and inner conflict. For each subtheme, it analyzes several poems, describing the conflict portrayed and how it is shown linguistically. For example, Ozymandias shows the conflict between pride and the ephemeral nature of power through ironic language, and Storm on the Island contrasts man and nature, emphasizing nature's power through harsh imagery.
Exposure wilfred owen
Wilfred Owen was an English poet who served as an officer in the Manchester Regiment during World War I. He suffered shell shock after being caught in explosions that killed fellow officers. Owen was sent to Craiglockhart War Hospital in Edinburgh to recover, where he met fellow poet Siegfried Sassoon, who encouraged Owen to write poetry protesting the war. Though he recovered from his injuries, Owen continued serving until he was killed in action just one week before the end of the war.
Storm on the island
The poem "Storm on the Island" by Seamus Heaney describes a powerful storm hitting a small island community off the coast of Ireland. In the first few lines, the community feels prepared and secure in their sturdy cottages. However, as the storm intensifies, feelings of fear and isolation set in. Nature becomes a violent and destructive force as the trees and sea, normally comforting, now threaten the islanders. By the end, the community feels helpless against the huge and invisible force of the storm. The poem uses imagery and metaphors of war to convey the terror and lack of control experienced during the storm.
More from mrhoward12 (20)
Recently uploaded
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Unit 1 Question 3 higher
- 1. P A T E L quotation from text inference (what this suggests) P E T A L Point: Say something you learn about the subject’s thoughts and feelings as a statement They think about… They feel… Evidence from the text (quotation) Technique – could be included in your analysis: “this metaphor tells me that…” Analysis of the quotation: what can you infer from the writer’s choice of words? Link to another quotation that develops the same idea.: “this idea is then developed when it says…” engages in detail with the experiences described in the text offers perceptive explanations and interpretations of the thoughts and feelings expressed employs appropriate quotations or references to support ideas Top marks! quotation from text 2nd quotation from text that develops First of all - HIGHLIGHT WHAT references to “thoughts and feelings” can you find? Highlight them. SHOW OFF! INFER to show that you have engaged with and interpreted the text: “this implies” “this suggests” “the word ---- makes me think” inference (what this suggests) REMEMBER: words are like icebergs: the surface meaning is only a tiny part… you must consider the deeper meaning (connotations) for top marks.