Category: Writing

Gerald resigned from his position only after careful reflection, he didn’t want to risk his reputation for a company that was heading towards bankruptcy.
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Champagne brunches are an expensive but effective way to charm the in-laws.
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Gold mining in San Francisco in 1848, a time of instant wealth for many adventurous prospectors.
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Applying disinfectant alone does not always prevent contamination but if safe-handling procedures are followed as well, risk can be reduced.
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When Germany marched through Denmark and Norway in 1941, as the Allied troops escaped to Britain.
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President Thomas Jefferson purchased the Louisiana Territories for $15 million, that was considered a lot of money by 1803 standards.
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Nigel and Mary grieve for the loss of their parrot Huxley, they blame themselves for bathing him too near the disposal.
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Be advised that propagating patented roses may be illegal in your state the penalties are severe and strictly enforced.
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Hansel and Gretel were clever children leaving a trail of bread through the woods would certainly show them the way home.
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Parker regretted revealing his secret to her, by tomorrow, everyone in the office will know that he subscribes to People magazine.
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Harold can’t tell the difference between an ostrich and a rhea, he is not alone.
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Bring your wallet, flashlight, portable television, sack lunch, and bottle opener.
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The International Morse Code, a revolutionary means of disseminating information, which is still a reliable means of communication today.
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Hank Williams Jr. understood honky-tonk music because he lived the honky-tonk lifestyle.
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Shelly suspected that he had stolen her garden gnome, it seemed more than coincidence that he had one identical to hers.
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Having read all of the defensive strategies common to the game of chess, Frank was now ready for tournament play.
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Cooking an omelet with asiago cheese and crab meat is rich and delicious, but it certainly is not kosher.
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I think you got the last answer wrong, take another look to see what I mean.
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I doubt that Sid really is afraid of the dark he is just trying to avoid me.
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John Glenn, one of the first persons to orbit the earth, and the oldest person to travel in space.
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If you are shopping for used cars, look for the ones without cats in the back seat, you could be buying serious problems.
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Proper care for your iguanas begins with placing them in a clean, warm, environment, they particularly thrive under full-spectrum lightning.
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Texas Hold’em and Five-Card Stud are both entertaining poker games that require some luck but they also require skills in math and psychology.
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I love my silly raccoon yet he only cares for me when he wants ice cream.
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Some people regard quizzes as an effective way to relax, but they should not fall asleep until after they double-check their answers.
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Read “Still I Rise” by Maya Angelou.Watch Maya Angelou read her poem:’Still I Rise’ by Maya Angelou also read Still I Rise By Maya Angelou  1. Did you enjoy the poem when you first read it? Why or why not? 2. Did hearing the poem read aloud change the way you felt about it? If so, in what way?  3. How important is it that the poem rhymes? Explain. 4. What sorts of things does Maya Angelou do to make the poem interesting when she reads it aloud? Do you find it effective? 5. Did you find any of the embellishments or changes that Maya Angelou made when she read the poem aloud negative? If so, which? 6. Why do you think Maya Angelou altered the very end of the poem when she read it aloud? 7. Did reading the analysis of the first three stanzas make you understand anything differently about the poem? If so, what? 8. Did reading the analysis of the last three stanzas make you understand anything differently about the poem? If so, what?  9. How much of the poetic analysis do you think is from the reader? Is adding a personal perspective to an analysis a good thing or a bad thing? 10. Write an analysis of the middle three stanzas in Maya Angelou’s poem “Still I Rise.” (You can read one analysis of the middle section here, but try to do something different with your own analysis.)

Discuss at least 2 of the language learning theories (behaviorist, the innatist, and the interactionist) described in the chapter by paying particular attention to “learner characteristics” and “learner profiles.”  How will these 2 language learning theories deal or affect with the “learner characteristics” and “learner profiles”?
Lightbown and Spada (1993) discussed three central theoretical positions such as the behaviorist, the innatist, and the interactionist views of language acquisition. I will focus on the behaviorist and interactionist theories. Generally research on second language acquisition has described that learners pass through stages of acquisition, which are very similar to those of first language learners. The theory of traditional behaviorists is that language learning is simply a matter of imitation and habit formation. Children imitate the sounds and patterns they hear around them and get positive reinforcement for doing so. With the encouragement of their listening environment they continue to imitate and practice these sounds and patterns until they form “habits? of correct language use. Traditional behaviorists believe that the quality and quantity of the language children hear and the consistency of the reinforcement should have a strong effect on the child’s success in language learning. Actual language data information says that the child imitates new words and sentence structures until they become solidly grounded in his language system. After that he stops imitating them and goes on to imitate other new words and structures. Unlike a parrot imitating what a person says and repeating the same thing again and again, the child’s imitation is selective based on what he is currently learning. When the child imitates, the choice of what to imitate is based on something the child already knows, not simply on what is „available? in the environment.  The behaviorist explanations for language acquisition give us a reasonable way of understanding how the learner learns some of the regular and routine aspects of language.
The second theory is the interactionists’ position, emphasizes the role of the linguistic environment, in interaction with the child’s innate capacities, in determining language development. The interactionists? position says that language development is a result of the complex interplay between the child and the environment in which the child develops. Unlike the innatists, the interactionists claim that language modified to meet the capacity of the learner is an essential element in the language acquisition process. Exposure to impersonal sources of language such as television, radio, and video alone is not sufficient for the child to learn a particular language. One-to-one interaction gives the child access to language and the response of the adult also allows children to recognize when their own their own utterances are understood. The children who are exposed to language in the absence of one-to-one interaction do not develop it normally. In summary, the behaviorist asserts that language learning is a habit formation, the consistency of the reinforcement being significant. The innatist points out that children biologically have the ability of acquiring the complex grammatical structures but it is more difficult for them to learn a language after puberty. The most important aspect in acquiring a language is that it is not done in one way but through interaction in a modified way. It is not enough just to have children imitate the same expressions again and again to form habits of correct language use or to depend on their innate ability to learn a language. In addition to these ways, modified interaction is required to achieve successful language acquisition.

PAGYAMANIN (answer B) B. taung nilikna? Balikan ang mga kahalagahan ng pagmamahal sa Diyos sa buhay ng tao Magtala pa ng mga posibleng balakid at tiyak na hakbangin upang mapatibay ang kaisipan, kalooban, at pagkilos tungo sa pagmamahal sa Diyos. Gawing gabay ang sumusunod na talahanayan. Siplin ito sa iyong kuwaderno at magtala ng sariling sagot sa bawat kakayahang kaugnay ng balakid at mga hakbangin. Mga Kakayahan Mga Balakid Mga Tiyak na Hakbangin ng Tao Upang Mapatibay ang o Hadlang Pagmamahal sa Diyos Kaisipan Halimbawa: Pag-aalinlangan sa pagmamahal ng Diyos Kalooban Madaling mawalan ng loob Kilos Kakulangan ng disiplina ISAGAWA (answer A&B) ISAGAWA A. Mula sa mga nasuring balakid sa pagpapaunlad ng pagmamahal sa Diyos sa gawain sa Pagyamanin, magbalangkas ng isang resolusyon kung paano mabibigyang-pansin ang mga balakid na nabanggit. Isulat ang sagot sa iyong kuwaderno. B. Mula sa nagawang resolusyon sa Gawain A, ilahad ang mga posibleng bunga at resulta ng mga hakbangin. Maaaring gawing gabay ang talahanayan sa susunod na pahina. Sipiin ito at sagutin sa iyong kuwaderno. ISAISIP (answer B) B. Ipaliwanag at iugnay ang pahayag sa pagpapatibay ng pananampalataya. Isulat ang sagot sa iyong kuwaderno. “Ang pagmamahal ng Diyos ay ang lubusang damhin at hayaang kumilos sa ating buhay tungo sa ating kaganapan.” – Stormie Omartian, The Power of a Praying Woman TAYAHIN (answer A ~1 to 3 ~ ) TAYAHIN A. Sagutin ang sumusunod na tanong sa iyong kuwaderno. 1. Ano ang kaugnayan ng pagmamahal sa Diyos sa pagmamahal sa kapuwa? (3 puntos) 2. Paano at sa anong pamamaraan maaaring matuklasan ng tao ang pagmamahal sa Diyos? (3 puntos) 3. Ano-ano ang kahalagahan ng pagmamahal sa Diyos sa kaisipan, kalooban. at pagkilos ng tao? (3 puntos)

Iggy squinted as he tried to see through the holes in the ski mask. He could make out the large bag on the counter. The frightened woman who put it there now had both hands raised. As he took the bag off of the counter, Iggy tipped an imaginary hat to the woman. The jest did not brighten her demeanor. Iggy exited the first set of doors but stopped in the vestibule. Soon the windows of the building pulsated with blue and red lights. Iggy hurriedly walked back into the building. 3. What is Iggy doing in this building? How do you know this? 4. Why does Iggy tip “an imaginary hat to the woman”? How do you know this? 5. Why does Iggy return inside of the building after having left? How do you know this?

Explain the difference between direct and indirect child guidance. Which has the most influence on behavior management? Which do you prefer to use? Explain. Please provide APA formatted references for support.

THANK YOU MA’AM
By
Langston Hughes
She was a large woman with a large purse that had everything in it but a hammer and nails.  It had a long strap, and she carried it slung across her shoulder.
It was about 11 o’clock at night, dark and she was walking alone, when a boy ran up behind her and tried to snatch her purse.  The strap broke with the sudden single tug the boy gave it from behind.  But the boy’s weight and the weight of the purse combined caused him to lose his balance.  Instead of taking off full blast, the boy fell on his back on the sidewalk, and his legs flew up.
The large woman simply turned around and kicked him right square in his blue-jeaned sitter.  Then she reached down and picked the boy up by his shirt front and shook him until his teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still held him tightly.  But she bent down enough to permit him to pick up her purse.  Then she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You lie!”
By that time, two or three people passed, turned to look and some stood watching.
“If I turn you loose, will you run?”  asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman.  She did not release him.
“Lady, I’m sorry,” whispered the boy.
“Uh-hum!  Your face is dirty.  I got a great mind to wash your face for you.  Ain’t you got nobody home to tell you to wash your face?”
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman, starting up the street, dragging the frightened boy behind her.
He looked about 14 or 15, frail and willow wild, in tennis shoes and blue jeans.
The woman said, “You ought to be my son.  I would teach you right from wrong.  Least I can do right now is to wash your face.  Are you hungry?”
“No’m,” said the being dragged boy.  “I just want you to turn me loose.”
“Was I bothering
you
when I turned that corner?” asked the woman.
“No’m.”
“But you put yourself in contact with
me
,” said the woman.  “If you think that that contact is not going to last a while, you got another thought coming.  When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jo
nes.”
Sweat popped out on the boy’s face, and he began to struggle.  Mrs. Jones stopped, jerked him around in front of her, put a half nelson about his neck, and continued to drag him up the street.
When she got to her door, she dragged the boy inside, down a hall, and into a large furnished room at the rear of the house.  She switched on the light and left the door open.
The boy could hear other roomers laughing and talking in the large house.  Some of their doors were open, too, so he knew he and the woman were not alone.  The woman still had him by the neck in the middle of her room.
She said, “What is your name?”
“Roger,” answered the boy.
The water dripping from his fa”Then, Roger, you go to that sink and wash your face,” said the woman.  Whereupon she turned him loose—at last.  Roger looked at the door—looked at that woman—looked at the door—
and went to the sink
.
“Let the water run until it gets warm,” she said.  “Here’s a clean towel.”
“You gonna take me to jail?” asked the boy, bending over the sink.
“Not with that face.  I would not take you nowhere,” said the woman.  “Here I am trying to get home to cook me a bit to eat, and you snatch my pocketbook!  Maybe you ain’t been to your supper, either, late as it be.  Have you?”
“There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman.  “I believe you’re hungry—or been hungry—to try to snatch my pocketbook!”
“I want a pair of blue suede shoes,” said the boy.
“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones.  “You could’ve asked me.”
“M’am?”
ce, the boy looked, not knowing what else to do, he dried it again.  The boy turned around.  The door was open.  He would make a dash for it down the hall.  He could run, run,
run
!
The woman was sitting on the day bed.  After a while she said, “I were young once, and I wanted things I could not get.”
There was another long pause.  The boy’s mouth opened.  Then he frowned, not knowing he frowned.
The woman said, “Uh-hum!  You thought I was going to say
but
, didn’t you?  You thought I was going to say,
but  I didn’t snatch people’s pocket-books!
Well, I wasn’t going to say that.”  Pause.  Silence.  “I have done things, too, which I would not tell you, son—neither tell God, if He didn’t already know.  Everybody’s got something in common.  So you sit down while I fix us something to eat.  You might run that comb through your hair so you will look presentable.”
In another corner of the room behind a screen was a gas plate and an icebox.  Mrs. Jones got up and went behind the screen.  The woman did not watch the boy to see if he was going to run now.  Nor did she watch her purse, which she left behind her on the day bed.  But the boy took care to sit on the far side of the room, away from the purse, where he thought she could easily see him out of her eye if she wanted to.  He did not trust the woman
not
to trust him.  And he did not want to be mistrusted now.
“Do you need somebody to go to the store,” asked the boy, “to get some milk or something?”
“Don’t believe I do,” said the woman, “unless you want sweet milk yourself.  I was going to make cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table.  The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him.  Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, redheads, and Spanish.  Then she cut him a half of her 10-cent cake.
“Eat some more, son,” she said.
When they were finished eating, she got up and said, “Now here, take this $10 and buy yourself some blue suede shoes.  And, next time, do not make the mistake of latching onto
my
pocketbook
nor nobody else’s
—because shoes got by devilish ways will burn your feet.  I got to get my rest now.  But from here on in, son, I hope you will behave yourself.”
She led the way down the hall to the front door and opened it.  “Good night!  Behave yourself, boy!” she said, looking out into the street as he went down the steps.
The boy wanted to say something other than ‘Thank you, ma’am,’ to Mrs. Luella Bates Washington Jones.  But although his lips moved, he couldn’t even say that, as he turned at the foot of the barren stoop and looked up at the large woman in the door.  Then she shut the door.
“Thank you Ma’am” Comprehension Questions and Short Story Plot Graph
Comprehension Questions:
Why do you think Mrs. Jones handles the situation the way she does in the story? What is she trying to accomplish? How do you think this experience is likely to affect Roger?
?
Why do you think Mrs. Jones makes a point of getting Roger to wash his face? Why does she give him food? Why does she tell him about her past? Why does she avoid asking him about his family or background?
Why do you think Roger decides he “[does] not want to be mistrusted”?
What does Mrs. Jones mean when she says that “shoes got by devilish ways will burn your feet”?
?      Mrs. Jones is trying to imply that Roger is behaving in devilish ways
?      Doesn’t deserve the shoes.
Why do you think Roger can’t say “thank you” to Mrs. Jones as he is leaving?
In your opinion what themes does the story express? What does it suggest about some people who commit some crimes?

Which of the following is a formal definition? The rise of demagogues, which can be described as political leaders who come to power by stimulating the emotions of the people, threaten true democracies and leave political systems open to tyranny. Writer H. L. Mencken offers an observant definition of a demagogue: “the demagogue is one who preaches doctrines he knows to be untrue to men he knows to be idiots.” A demagogue (noun) is defined by Dictionary.com as “a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people.” Demagogues have become increasingly common in our current political climate. One contributing factor is the advent of social media websites. These sites enable “echo chambers” where facts are ignored and misguided ideas and opinions are amplified, allowing troublesome leaders to gain attention and power.

Question 2: The Macro-editing of
Rear Window—
Parallel Cross-cutting
Rear Window’s
storylines are stitched together by the editor. Jeffries (Jimmy Steward) is not actually looking at Miss Torso, Miss Lonelyhearts, or any of those people he seems to be watching across the courtyard. Only the editor’s eyeline-matches between Jeffries and his neighbours connect him to each story.
?      What is the main storyline in
RW
? Explain with at least two specific examples based on what Jefferies
seems to be seeing
how the editor shows Jefferies becoming entangled in that main storyline.
?      How many other storylines does Jefferies observe? How many stories (a) connect directly to that main storyline and (b) how many reflect aspects of Jefferies’ and Lisa’s situation inside his apartment?

Your Political Science textbook provides you with five or six visuals in every chapter. Which are the best strategies for reading these graphs and tables?
A. Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations.
B. Create a concept map to reframe the information and check it against the original visual.
C. Rephrase the title, get an idea of what is measured by looking at labels, determine the units of measurement, check for color-codes and keys, and try summarizing the trends you see in the data.
D. Analyze and synthesize after a preview. Look for the patterns in the text–are they problem-solving, experiment-instruction, classification, or process passages–or some combination? Take notes.