Category: Writing

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.

?      Analyze and evaluate Miss Thunberg’s use of stylistic language in a speech that was a response to a question.
Among other things, address these issues:
?      What stylistic devices are used?
?      How do they add to or detract from the message?
?      Referring to (and citing) Robert Terrill’s article on irony in Frederick Douglass’s speech, what effect does irony have in Greta Thunburg’s speech?
?      How does the speaker achieve rhythm, clarity, and vividness?

Can you show me how to write these in AP style?
His birthday falls on November 30.
He graduated on

What I Can Do Activity 6:7 Draw a postcard for a place or organization of your choice using any material that is available to you. What key technical and symbolic codes would you use to convey important information and create the desired impression? Postcard Rubric Criteria 3 2 Attractiveness The use of codes The use of The use of The use of codes and symbols codes and codes and and symbols to present the symbols to symbols to to present the message are present the present the message are exceptionally message are message are poorly selected. attractive. satisfactorily acceptability attractive. attractive. Creativity Original and Original and a Original but not Not original nor imaginative. little imaginative imaginative. imaginative Imaginative but Imaginative but a little original. not original. Validity of Language Language are Poor selection Language do Information used makes adequately of language not tie in with the message used to present to present the the message. come alive. the message. message. The The information The information The information information presented are presented are presented are presented are not accurate and accurate and adequately poorly accurate valid. valid. accurate and and valid. valid. Meaningfulness The presentation The The The presentation is cohesive and presentation presentation lacks meaning: comprehensive has deep lacks meaning no supporting with supporting meaning but with no details; with details. little supporting supporting unfinished parts details details

PART 1. (3 SENTENCES EACH QUESTION)
Still Worth Living: How I Survived Life’s Uncertainties Atilla Roma Because I came from the working-class background, I was haunted by the spectre of financial insecurity while growing up. The modest means of livelihood that my parents had was a small store that sold fish and vegetables, but we had days when the sales were not good. They were able to continue the business for a few years, which supported the schooling of the children and satisfied most of our basic needs. My siblings and I attended the same public grade school which was about one and a half kilometers away. From 1984 to 1990, I went to Bayanan to socialize with classmates with whom I shared the same working-class background. It was, therefore, quite painful to part ways with them when I graduated from elementary. Many of my elementary classmates and friends went to a public high school just a jeepney ride away from home. I had also thought that I would attend the same school, so my parents’ decision to enroll me in a private high school, just a stone’s throw from our house, came to me as a big surprise. In high school, the experience of being in a bigger institution and in the company of new classmates, many of whom had relatively comfortable lives, made me feel uneasy, insecure, and alienated. My lower-class upbringing easily came into conflict with middle-class culture of my high school classmates. Not wanting to feel out of place, I painstakingly tried to familiarize myself with the movies, music, reading materials (mostly foreign comic books), and fashion that my high school classmates knew. The feelings of insecurity became more intense whenever I went to my classmates’ well-carpeted and well-furnished houses Money was also a constant concern. I was given partial scholarship at the beginning after my father had personally requested the school administration. But I was not able to keep my grades high and eventually lost the scholarship. From then on, my schooling became an uphill battle. What made matters worse was learning that my mother had a serious lung ailment which drained our financial resources further. Before long, our small store went bankrupt and closed down. I feared that, considering my mother’s condition and the state of our finances, I would not be able to continue my schooling. Fortunately, I was able to earn my high school diploma in 1994 despite having so many absences. Our financial concerns continued, however, and I felt the need to find immediate employment rather than attend college. But my parents discouraged me from quitting school, and instead encouraged me to look for a public university where the fees were relatively low. Although I enrolled in such a university, I still continued to struggle with financial limitations, writing promissory letters in many instances to take major exams and claim my grades on time. I also asked college teachers to allow me to photocopy books a few pages at a time instead of buying them. That I had to take two jeepney rides to reach school made my situation more complicated. Inevitably, I sometimes rode the jeep or the bus without paying the fare. At times, I would take a two-kilometer route on foot. I also engaged in odd jobs to help support my schooling and that of my younger siblings (although they themselves were workings students). For a fee, I would do the school projects of children in our neighbourhood or type the papers of college classmates. When I graduated from college in 1999, I was determined to find a job right away in order to address my family’s financial concerns. Because I never really wanted to teach, contented that I had survived four years of college, I applied in at least four government offices as an ordinary clerk. But when all four applications got rejected, despite the relatively good score in the civil service examination I had taken a few months before, I was left with no other choice but to try my luck in teaching. Since then, the career I have chosen – far from being my first love – has not only been rewarding financially. It has also restored my sense of self – worth.
QUESTIONS: ANSWER EACH QUESTION IN 2 SENTENCES ONLY
How did the narrator feel when he had to part ways with elementary school classmates?
What illness did the narrator’s mother have while he was in high school?
What did the narrator decide to do after graduating college?
Why did the narrator say that it was painful to part ways with his elementary school classmates?’
How different was his high school experience from the one he had in elementary school?
What challenges did the narrator face in high school and college?
What do you think does the writer by the last paragraph? How did the career he chose restore his sense of self-worth?
Have you experienced what the narrator experienced? What part of the narrator’s life you can relate to?
What point of view did the writer use in the story and why he uses such?
PART 3.
Do you love to tell other people about your life? Why or Why not? (4 sentences only)
What do you know about autobiographies? Whose autobiographies have you read and found interesting? (4 sentences only)

View the TED Talk “Weird, or just different?” by Derek SiversTEDIndia, 2009). Respond to the following questions:
What are your impressions of his talk? Did his talk give you any new perspective on the process or skill of communication, especially with regard to intercultural communication? How does Siver’s discussion relate to our learning of intercultural communication? Share how you may relate to his talk and/or to the material we studied for this week.