Category: Writing

Directions: Read the article “Nephi Garcia makes dreams come true crafting magical Disney-inspired costumes” from (httgszf?muw.goodnewspiliginascomfnephi-garcia- makes-dreams-come-true-craftin -ma icaI-disne -ins ired-costumes .On the space provided for, answer the questions below. Answer the no. 6 only Before reading: 1. What do I know about Nephi Garcia? 2. Do I know anything about Disney-inspired costumes? 3. What have I read, heard, or experienced that is related to the topic? 4. Who is the author of the article? 5. When was it written and published? While reading the article: 6. What is the main idea of the article? 7. What difficulties did Nephi encounter in pursuing his dreams? 8. How did he overcome the difficulties he faced in reaching for his dreams? After reading: 9. What lessons can you learn from the article? 10.What are your realizations after reading the article?

1) You now need to refer only to Source A from lines 20 to 28. How does the writer use language to describe eating Fantail sweets?
2) For this question, you need to refer to the whole of Source A, together with the whole of Source B. Compare how the writers convey their different attitudes to sweets. In your answer, you could:
• compare their different attitudes to sweets
• compare the methods the writers use to convey their attitudes
• support your response with references to both texts
Source A This extract is from Clive James’ autobiography, published in 1980. Here, he writes about going to the cinema as a child in Australia in the 1940s. Every Saturday afternoon at the pictures there was a feature film, sixteen cartoons and an episode each from four different serials. The programme just went on and on and on. The Margaret Street children would join up with the Irene Street children and the combined mass would add themselves to the Sunbeam Avenue children and they would join the 5 swarm of children from all the other areas, all moving north along Rocky Point Road towards Rockdale, where the Odeon stood. In summer, the concrete footpaths were hot. The tarmac footpaths were even hotter: bubbles of tar formed, to be squashed flat by our leathery bare feet. Running around on gravelled playgrounds throughout the spring, by summer we had feet that could tread on a 10 drawing pin and hardly feel it. When you got to the cinema the first thing you did was stock up with lollies. Lollies was the Australian word for what the English call sweets and the Americans call candy. Some of the more privileged children had upwards of five shillings each to dispose of, but in fact two shillings was enough to buy you as much as you could eat. Everyone, without exception, 15 bought at least one Hoadley’s Violet Crumble Bar. It was a slab of dense, dry honeycomb coated with chocolate. So frangible was the honeycomb that it would shatter when bitten, scattering bright yellow shrapnel. It was like trying to eat a china vase. The honeycomb would go soft only after a day’s exposure to direct sunlight. The chocolate surrounding it, however, would liquefy after only ten minutes in a dark cinema. 20 Fantails came in a weird, blue packet shaped like an isosceles triangle with one corner missing. Each individual Fantail was wrapped in a piece of paper detailing a film star’s biography – hence the pun, fan tales. The Fantail itself was a chocolate-coated toffee so glutinous that it could induce lockjaw in a donkey. People had to have their mouths chipped open with a cold chisel. One packet of Fantails would last an average human 25 being forever. A group of six small boys could go through a packet during the course of a single afternoon at the pictures, but it took hard work and involved a lot of strangled crying in the dark. Any fillings you had in your second teeth would be removed instantly, while 28 children who still had any first teeth left didn’t keep them long. The star lolly, outstripping even the Violet Crumble Bar and the Fantail in popularity, was 30 undoubtedly the Jaffa. A packet of Jaffas was loaded like a cluster bomb with about fifty globular lollies the size of ordinary marbles. The Jaffa had a dark chocolate core and a brittle orange candy coat: in cross-section it looked rather like the planet Earth. It presented two alternative ways of being eaten, each with its allure. You could fondle the Jaffa on the tongue until your saliva ate its way through the casing, whereupon the taste of 35 chocolate would invade your mouth with a sublime, majestic inevitability. Or you could bite straight through and submit the interior of your head to a stunning explosion of flavour. Sucking and biting your way through forty or so Jaffas while Jungle Jim wrestled with the crocodiles on screen, you nearly always had a few left over after the stomach could take no more. The spare Jaffas made ideal ammunition. Flying through the dark, they would 40 bounce off a child’s skull with the noise of bullets hitting a bell. Everyone either ate steadily or raced up and down the aisles or to and from the toilet or all three. The uproar was continuous, like Niagara Falls. Meanwhile the film was unreeling in front of us.
Source B This extract is from a magazine article published in 1368. The writer explains how sweets were made and decorated in Victorian England. ‘l The last thing a child asks is how the sweet it snaps up with such eagerness is made. Yet the manufacture of these delicacies — or should I say necessities? — of the nursery is a thing worth witnessing. A marvellous change has come across public opinion respecting sugar and sweets of all kinds. They used to be denounced by tender mothers as I’trash and messes” and, 5 possibly because they were so denounced, they tasted all the sweeter to the little ones. Now we would not wish to make taboo that which delights young taste buds the most. In moderation, there is nothing more wholesome than sugar. It is nourishing and warming because of the large amount of carbon contained in iL In the past, sweets were not a speciality in England; there were no large factories for their 1D production. All the higher-class sweets came from France and Italy but the introduction of steam into the process has made England the world leader in manufacturing sweets. Now sweets are made on the largest scale and are much cheaper. The basic style of old is also gone. The eye must now be satis?ed as well as the tongue, even in the cheapest items. Think of a halfpennyworth of sweets done up in a nrby-coloured gelatine packet. 15 It is true that some of the more showy sweets made in the past were colourful, but it was metallic colour containing the most vimlent poison. The famous scientist Doctor Hassall’s analysis of this painted confectionery, published some years ago, exposed the villainous manner in which this vividly coloured confection was made attractive to children by poisonous paint. The brighter the hue, the more deadly the sweet. The brilliant green, for instance, with 2D which the confectionery was adomed, contained copper toxins. It is easyto understand the bad name sweets acquired when thus made up. No doubt many young children were absolutely killed by excessive eating of these artistically poisoned candies. Doctor Hassall has heroically delivered us from this source of danger to our precious children. Nothing but harmless vegetable colours are now used, which, if not so brilliant as metallic ones, 25 are quite safe. Today, it is wrong to use metallic colour in confectionery. However, it isjust possible that some of the old sweets may still be for sale, so I bid parents beware of any sweets with vivid greens and reds, for they are sure to be poisonous. Young girls are largely employed in the sweet-making trade. They are quick and stick well to their work; but they have a sweet tooth and empty stomachs and so help themselves to the 3D sweets pretty freely. As it is impossible to stop petty pilfering, the workers are given liberty to eat as much as they like, although the employers reduce the already pitiful pay to account for this. In the factory which I visited, the girls certainly did not look any the worse for their unlimited consumption of lollipops and their rosy faces gave a clear answer tothe old charge against the harmful nature of sweets. 35 The sweets are made with the utmost speed by these little workwomen, sitting silently, hunched over their benches. In one part of the dimly lit factory, I came upon the little artists squinting as they coloured the small sugar articles under the strict scnltiny of their supervisor. It was all vegetable colour, of course, and quite harmless. There is no great artistic talent required in the colouring tasks that the girls undertake, and it is far too cheaply paid to be very 4D carefully done. But, however poor they may be as works of art, the sweets are most wholesome. This, as we have said before, was far from being the case a few years ago, before Doctor Hassall turned detective of?cer for the good of our little ones.

II. READ AND SUMMARIZE. Read and summarize the poem
THEY SAY FILIPINA IS ANOTHER NAME FOR MAID
by Luisa A. Igloria
Our Overseas Contract Workers are the new heroes
of the Philippines – Fidel V. Ramos
In Hong Kong last summer
my office mate and I took
turns, smiling for pictures
in front of “The Court of Final
Appeal,” as a joke, or maybe
in a kind of atonement-because
two women boarding the same
ferry we took that morning said,
in the dialect they were sure
we would recognize, Is it
your day off too?
One of them had a quick, nervous way
of smiling, as if ready to take it back
if we had turned on them with
indignation. The other was clearly
ready to challenge, if the well-intentioned expression of solidarity
were read otherwise. It was a day
filled with rainclouds, a sky
the color of aluminum, the dull
sheen on the inside of an old
rice cooker.
Yes, we smiled, it’s our day, off
too. Is your amo kind? ventured the younger
of the two, shyly. Yes, we said, thinking of the airconditioned offices and computers we
had left behind for two weeks of r & r, as we leant back on the green
railing. The boat punched forward, toward the red
and yellow buildings, the rickshaws lined up
Mine too, she said; now. But the first one…
and her voice trailed like a scarf over the water,
hesitating. We had to force our way in,
said her friend, picking up the thread. I called
the center, you know, the one near the church?
Migrante. She was this close to being raped.
Did you hear about the last one? The one
who threw herself off the hospital roof?
Instead of an autopsy they scraped
her insides clean, stuffed her
with cotton. Now no one can
prove anything.
If the body can keep secrets, what can it tell
of them? The body as a scroll: what calligraphy,
what message, did that woman’s family unwrap
when they received her body aerogramme
in a bronze casket? For so many dollars,
you can get your name carved
in ideographs on an inked stamp
that is also called a chop.
The shy one asks me to braid her hair.
She calls me ate, older sister. She shows me
the scar on her left leg from shimmying
down a mango tree in their old backyard
at home. She has just turned nineteen,
and her smile can still be
warm as a ripe mango.
I run my fingers through the ink of her hair,
dividing into three sections. What was loose
and rippling in the wind, she has let me gather
in my hand. I braid, picking up the faint scent
of coconut oil; yeasty, warm, like good bread,
rising. She could be my daughter, my niece,
my cousin, my best friend.
Our new friends take us to the Central Station
where they will share a picnic meal
with others: garlic pork and rice, sour
broth, rice cakes, meat stewed in blood
gravy. They will talk, exchange
numbers, letters, news of better
openings, the meanings of insults
in a foreign language; pictures of grade
school children proudly stepping up
to receive medals on closing
day at school. Their hands
the size of their sleeping
quarters.
Even on their day off, the army
ponders the different ways
to share strength in the many
lands of the enemy, abroad
where they are known
by only one
name.
SUMMARY:

Creating S.M.A.R.T. Goals
Specific Measurable Attainable Realistic Timely
Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:
Who: Who is involved?
What: What do I want to accomplish?
Where: Identify a location.
When: Establish a time frame.
Which: Identify requirements and constraints.
Why: Specific reasons, purpose or benefits of accomplishing the goal.
EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.”
Measurable: – Establish concrete criteria for measuring progress toward the attainment of each goal you set.
When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.
To determine if your goal is measurable, ask questions such as…How much? How many? How will I know when it is accomplished?
Attainable: – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.
You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them.
Realistic: – To be realistic, a goal must represent an objective toward which you are both
willing
and
able
to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.
Timely: – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly
believe
that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.
Now is the time to set your Academic, Personal & Professional goals!
SMART Goal (Academic)
Goal:
S_________________________________________________________________M_________________________________________________________________A_________________________________________________________________R_________________________________________________________________T_________________________________________________________________
SMART Goal (Personal)
Goal:
S_________________________________________________________________M_________________________________________________________________A_________________________________________________________________R_________________________________________________________________T_________________________________________________________________
SMART Goal (Professional)
Goal:
S_________________________________________________________________M_________________________________________________________________A_________________________________________________________________R_________________________________________________________________T_________________________________________________________________

Please analyze the artwork below using formal analysis. The definition of formal analysis is, a visual study that includes careful description of the artwork and its use of elements and principles. When using formal analysis be sure to identify many formal elements such as line, color, shape texture, value perspective, pattern symmetry, rhythm, emphasis, focal point, contrast, unity.  You don’t have to use every single element, but be specific and elaborate.  For example, don’t just point out that the artwork has pattern, explain the pattern and where it is in the artwork and how does the artist use pattern to convey communication or feeling?  Does it help your understanding of the work of art or does it distract from it?  Go into depth.
The art work below is: Edward Hopper,
Nighthawks,
1942

Now you are going to listen to real descriptions of Angel’s family members . Write down the descriptive adjectives that you hear to
complete the sentences . ;0JO ! There are two adjectives per sentence . Write the answers in the order in which you hear them . 1. Mis cunados
son Correct answer morenos morenos V Correct answer guapos guapos 2. Sus hijos son

Making Words Meaningful Directions: INDIVIDUAL WORK. Using the other words in the cluster as clues, give the meaning of the underlined
word in each set. Use the back page of your module. ( 2 points each ) 1. granted, yielded, given, imparted 2. real, true, certain, actual m ethical,
decent, moral, righteous mutual, symbiotic, reciprocal, complementary believed, derived, concluded, deduced CLISSION

Research questions: Main research question: Central ldear’Thesis statement: three (or more) supporting points: 1. 2. 3. 4. Bibliographic information of three or more supporting sources. 1. 2. 3. 4. First draft of the paragraph: SecondfFinal draft of the paragraph: Rubric for Grading the Documented Paragraph Unity and Coherence (25%} Has an appropriate and interesting title; has a clearly expressed thesisi’central idea; does not stray off the topic; has topic sentences that indicate the central point of each paragraph; is well organized with transition signals that show the flow and relationship of ideas Content and Development {35%) Presents original ideas and insights; displays” critical thinking and analysis; contains adequate and accurate supporting points and details; makes use of well- chosen and reliable sources to back up the writer’s points; adequately processes and integrates borrowed words and ideas
Instructions: Go through the various steps of the writing process by planning, drafting, and then revising a documented paragraph of five to ten sentences on a topic limited from the general ones listed here. This paragraph must make an argument about the specific limited topic and support it with at least three main points backed up by evidence from sources. At least three sources must be cited to give support to the points in the paragraph. After drafting the paragraph, ask at least two classmates to read the paragraph and give you feedback. Then, review and edit the paragraph to come up with a final draft.
General topics :  International beauty pageants, trends in how Filipinos name their children, Philippine superheroes, piracy, historical revisionism, blogging, “Twitterature.”

Provalo! 1 ATTEMPT LEFT DUE October 10th 11:59 PM Scegli la forma corretta per completare le frasi seguenti. 1. Rita guida tanto v bene quanto v Mario. 2. Questa universita e tanta v grande quanta | l’universita dove vai tu. 3. Edoardo mangia come educatamente cosi v Giorgio. 4. Anna ha tanti v pantaloni quanti v gonne. 5 . Questo computer si blocca tanto quanto v quel computer. 6. Lucilla e cosi v bella come v Maria. 7. Ti piace nuotare tanto quanto | giocare a tennis?

Which of the following is the best example of a
debatable
thesis statement?
In Jhumpa Lahiri’s
The Namesake
, food marks the difficulty of Ashima Ganguli’s assimilation from India to Massachusetts.
In Jhumpa Lahiri’s
The Namesake
, assimilation, the process by which a group’s native traditions are lost to the dominant culture, is explored.
The Namesake
, a novel by Jhumpa Lahiri, gives a family portrait that is different from other novels about families.
Jhumpa Lahiri’s
The Namesake
follows a family that moves from India to Massachusetts.