The three friends set off on a walk from a lonely farmhouse, with one friend interested in history, one in birds, and the other enjoying hiking. As they begin their walk, the views are described both positively, likened to a famous painting, and more ominously, with the forest appearing to swallow the path and grey hills resembling guards. However, they become separated after disagreeing about investigating a mysterious village called Malbrun that locals warned them about.
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
My students have to write descriptions very often while making different academic assignments. I prepared this slide show as a supporting material to teach a case study on poverty alleviation.
How to write a Literary Essay Introduction and Thesismissmaryah
Adapted Power Point for English 11 relating to essay writing for the short story Mirror Image by Lena Coakley
Credit to http://www.slideshare.net/Jennabates/how-to-write-a-literary-analysis-essay
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
My students have to write descriptions very often while making different academic assignments. I prepared this slide show as a supporting material to teach a case study on poverty alleviation.
How to write a Literary Essay Introduction and Thesismissmaryah
Adapted Power Point for English 11 relating to essay writing for the short story Mirror Image by Lena Coakley
Credit to http://www.slideshare.net/Jennabates/how-to-write-a-literary-analysis-essay
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. PAPER 2
Read Passage A carefully, and then answer Questions 1 and 2 on the Question Paper.
Passage A
After an overnight stay in a lonely farmhouse, three friends set off on a walk that has a mysterious
ending.
An Unexplained Disappearance
Next morning, the three friends sat at the long table enjoying Mrs Grace’s farmhouse breakfast. Arthur
Hilyer, the historian, joked about the loneliness of the location. Anita Myborg, the naturalist, hoped to
watch rare birds of prey. Grant Frensham loved tramping across the moors. Mrs Grace glanced at their
map. ‘I hope you wouldn’t be thinking of going into Malbrun. That’s a bad village. No one’s gone there
since a young man got locked up overnight. They say that it’s full of dangerous animals. And around it,
there’s what we call the wild forest – a terrible place, with sudden deep waters and paths that lead you
nowhere and trap you. Just keep right and skirt the village and the forest.’
After breakfast, the three walkers set off in high spirits, marvelling at the view before them. Hilyer
likened it to the work of a famous painter. The track they took wound up the hill like a shiny, yellow
ribbon, tapering from their view until the forest finally swallowed it up. To their left, the land fell away
suddenly, like a cliff face, with tiny sheep on the valley floor, resembling ‘white patches,’ Anita said.
Beyond, stood lines of grey hills like uniformed guards.
Half way up the hill was a stone hut that figured on their map, and beyond was a small circle of trees
that would serve as a bird-watching hide. Anita said, ‘Go on. I’ll catch up later. This is just the right place
for eagles.’ She was holding a pair of powerful binoculars.
3. Ten minutes later, Frensham and Hilyer reached the summit and entered the woodland they had seen
at the beginning of their walk. Soon the track divided into two, and a signpost pointed to Malbrun. Hilyer
frowned, unsure of himself. Then he said, ‘I think we should investigate. As a historian, I’d like to set the
record straight about this place’.
Frensham said, ‘You heard what Mrs Grace said, about those strangers that go up and down the
track, and the lights in the sky at night. I think she believes in UFOs – but it’s dangerous nonetheless.’
Hilyer was a fiery man. In a moment he began to argue, and a fierce disagreement broke out between
them. Frensham lost his temper too, and turned his back on Hilyer. He set off along the right-hand path,
passing a high wire fence and hearing what he thought was the occasional gunshot. He walked far that
day, meeting only one other rambler, and returned to the farmhouse late in the afternoon. There he
found Anita, who had spent her time watching eagles and had not tried to rejoin the two men. Of Hilyer
there was no sign. Eventually they called in the local police officer, who seemed unhelpful but who
questioned Frensham closely for nearly an hour.
-------------------------
As Hilyer approached Malbrun village, he sensed something was wrong. There were the remains of
barbed wire strewn on the ground, and at one point the path was virtually blocked. He had come so
far he was disinclined to turn back, and curiosity got the better of him. He waited to see whether
Frensham had relented and had followed him; then, impatient and wanting to get on, he entered
the village.
4. His initial, shocked reaction was that there had been a catastrophic earthquake. The houses, where
they remained intact, were nothing but shells. On closer inspection he saw that the walls were
pockmarked with tiny bullet holes. Then he wondered whether the place had been created as a ruin,
maybe a film set. Before him was what seemed to be a workshop, with a door that hung off its hinges
and creaked in the wind as if in a ghost town. He entered cautiously, and immediately two grotesque
figures with wild expressions and wearing army gear lunged at him. They rattled and roared, as hinges
and levers swivelled, swinging backwards and forwards in a vast jangling of unrestrained metal. Hilyer,
frightened, flung himself to the floor. Then, allowing himself to look on this terrible sight, he saw that
they were nothing but mechanical figures, and it dawned on him that he had stumbled across some
secret military installation.
He rushed outside, his face contorted with alarm, and collapsed onto a low stone wall. All was silence
once more, but for a moment he seemed to see faces peering out of the windowless houses and what
looked like an officer’s peaked cap.
Fear deprived him of his senses, and in blind panic he ran out of the village and into the terrible depths
of the wild forest, watched by two silent men in uniform.
5. THE QUESTION:
2. Re-read the descriptions of:
(a) the view as the walkers set off in paragraph 2, beginning
‘After breakfast …’.
(b) the village and what happened in the workshop in
paragraph 8, beginning ‘His initial, shocked
reaction …’.
Select four powerful words or phrases from each paragraph.
Your choices should include imagery. Explain how each
word or phrase selected is used effectively in the context.
Write between 1 and 1½ sides, allowing for the size of your
handwriting.
Up to 10 marks are available for the content of your answer.
6. 2 a) THE VIEW
After breakfast, the three walkers set off in high spirits, marvelling
at the view before them. Hilyer likened it to the work of a
famous painter. The track they took wound up the hill like a
shiny, yellow ribbon, tapering from their view until the forest
finally swallowed it up. To their left, the land fell away
suddenly, like a cliff face, with tiny sheep on the valley floor,
resembling ‘white patches,’ Anita said. Beyond, stood lines of
grey hills like uniformed guards.
• Highlight the powerful words/phrases in this paragraph.
• Establish whether positive or negative (or both) atmosphere.
Write + or - or both somewhere in margin.
• Zoom in on particular words.
• Draw arrows from these words, linking them to the
atmosphere they create i.e. If the word has negative
connotations, link to negative atmosphere.
7. After breakfast, the three walkers set off in high
spirits, marvelling at the view before them.
Hilyer likened it to the work of a famous
painter. The track they took wound up the hill
like a shiny, yellow ribbon, tapering from their
view until the forest finally swallowed it up.
To their left, the land fell away suddenly, like a
cliff face, with tiny sheep on the valley floor,
resembling ‘white patches,’ Anita said.
Beyond, stood lines of grey hills like
uniformed guards.
+
-
8. WRITE YOUR RESPONSE – Sample Answer:
2.a) The general mood being created in this paragraph
is a positive one. However, certain words give hints
of a more ominous feeling being present. The more
positive descriptions of the view involve
comparisons. The view was ‘likened...to the work of a
famous painter’ and ‘the track...wound up the hill
like a shiny, yellow ribbon’. In the first quote, the
view is like that of an exquisite painting. The word
(noun) ‘work’ carries connotations of extensive
effort, the time an artist takes to attain perfection in
his/her artwork. It’s as if the view were as perfect,
resembling the artist’s skill as if it were his/her
painting. The simile used in the second quote where
9. ‘the track...wound up the hill like a shiny, yellow
ribbon’ adds to this idea of perfection that is
suggested. The detail in the picture created by ‘shiny,
yellow ribbon’ is similar to the detail present in a
famous work of art. ‘[S]hiny’ and ‘yellow’ in
particular, add the colour and depth that one would
also find in an exceptional piece of art. On the other
hand, the contrast to the above presented in the
quotes: ‘the forest finally swallowed it up’ and
beyond ‘stood lines of grey hills like uniformed
guards’; especially in the verb ‘swallowed’ and
adjective ‘grey’; offer up a more ominous feeling.
The forest is personified by the verb ‘swallowed’ and
in doing so, the forest seems almost alive, an
independent, breathing organism capable of
devouring anything completely -
10. - as is suggested by the action of swallowing
something. The hills too, are personified by the
comparison drawn between them and ‘uniformed
guards’. They also, like the forest, take on the
aspect of something alive, and in this case
threatening (as is suggested by ‘uniformed’ -
connoting authority; and ‘guards’ too, which are
often associated with enforcing the rule of law,
and can be associated with violence or the use of
force to ensure submission). Adding to this, the
adjective ‘grey’ suggests further negativity,
hinting at a section or detail of the picture that
carries a more sombre and foreboding element.