Category: Writing

Research on:
– how a Thurstone scale differs from a Likert scale and semantic differential from bipolar adjective scale
– at least one example for each of the following:
?      Semantic differential scale
?      Bipolar adjective scale
?      Checklist
REFERRENCE:
https://theintactone.com/2019/02/19/rm-u3-topic-5-thurstone-scale-likert-scale-and-semantic-differential-scale/

What factors do you think have helped Ming to be on target with her cognitive and language skills? What strategies used by Ms. Tao may have helped at school?  Case Study: “Ming learns English”

TEXT QUESTIONS 3 The Censors Luisa Valenzuela DIRECTIONS: Respond to these questions. Use textual evidence to support your responses.
Deduce: What do you think was in Juan’s letter to Mariana?
Analyze: Using details from the text, explain how Juan has changed over the course of the story.
(a) Distinguish: When do you think this story was written?
(b) Hypothesize: Which details of the story might change if it were written today?
Analyze: Irony is an incongruity between what is understood or what is expected and what actually occurs. Describe the ironic situation in “The Censors.”

“Much Ado About Nothing”
Act 2
Why does Beatrice tease Benedick at the party, and why is he so upset? What is she insinuating about him? Why does he care? Finally, why does Beatrice turn down Don Pedro’s offer of marriage?

Edgar Allan Poe’s short story “The Cask of Amontillado.”
https://poestories.com/read/amontillado
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Part A
In what way is Montresor an unreliable narrator? How does the use of an unreliable narrator influence readers’ views of Montresor’s actions? Cite evidence from the text to support your response.
Part B
What does the structure of this short story say about Montresor’s perception of the events in the story?
Part C
In “The Cask of Amontillado,” Poe uses numerous examples of figurative language and symbolism. Identify and analyze the meaning of elements of symbolism from the story. How do these examples carry influence or reinforce the overall meaning of the story?
Part D
Based on what you have learned about gothic literature, compose a short story that incorporates gothic elements such as figurative language and sensory details.

“On Being a Cripple” by Nancy Mair’s
Link: https://www.coursehero.com/u/file/22289126/On-Being-a-Cripple/#question
8. Paragraph 17 contains an extended metaphor (= a comparison that continues throughout a series of sentences in a paragraph).  List the words used.
9. Summarize her ideas of “attacks of violent self-loathing” described in par. 20 – 22.
10. Why does she refer to herself in the 3rd person in paragraph 26 (top left of the last page)?
11. Explain the connection she makes “between largesse [generosity of spirit or attitude] and laughter” in par. 27.
12. In par. 30, she says “As any rock fan knows, you can’t always get what you want”.  Explain.
13. Comment on the following, from par. 31:
“[the] disease in its intransigence defeats their aims and mocks their skills”
“The least I can do is refuse to press on their tenderest spots”
14. Paraphrase paragraph 32.

Hamlet returns to Denmark after pirates have rescued him from the ship to England, and he meets Horatio in the graveyard and holds up the most famous Hamlet icon of all—the skull of Ulric. Once again, Hamlet meditates on human mortality. What does he say about the passage of life and our inexorable movement toward death (V.i.189-223)

Question 1
Identify the modifier(s) in the sentences provided and select the sentence that does not contain errors with the modifier(s).
1.The wonderful news Tara gave him happily solved his problem.
2.The wonderful news Tara happily gave him solved his problem.
Question 2
Identify the modifier(s) in the sentences provided and select the sentence that does not contain errors with the modifier(s).
1.We try to, whenever we are hungry, eat a healthy snack.
2.We try to eat a healthy snack whenever we are hungry.
Question 3
Identify the modifier(s) in the sentences provided and select the sentence that does not contain errors with the modifier(s).
1.She asked three ridiculous questions after class had ended.
2.She asked, after class had ended, three ridiculous questions.
Question 4
Select all that apply.
Identify the modifier(s) in the sentences provided and select the sentences that do not contain errors with the modifier(s).
1.The screaming babysitter called the exterminator because she was afraid of mice.
2.Being afraid of mice, the exterminator was called by the screaming babysitter.
3.Being afraid of mice, the screaming babysitter called the exterminator.
Question 5
Select all that apply.
Identify the modifier(s) in the sentences provided and select the sentences that do not contain errors with the modifier(s).
1.The story he told later ruined my appetite.
2.Later, the story he told ruined my appetite.
3.The story he later told ruined my appetite.
Question 6
Select all that apply.
Identify the modifier(s) in the sentences provided and select the sentences that do not contain errors with the modifier(s).
1.Because I was not able to swim that far, a lifeguard came to my rescue.
2.A lifeguard came to my rescue because I was not able to swim that far.
3.Not being able to swim that far, a lifeguard came to my rescue.
Question 7
Identify the modifier(s) in the sentences provided and select the sentence that does not contain errors with the modifier(s).
1.They decided to quickly leave before anyone saw them.
2.They decided to leave quickly before anyone saw them.
Question 8
Identify the modifier(s) in the sentences provided and select the sentence that does not contain errors with the modifier(s).
1.On Sunday, the minister spoke out against sin.
2.The minister spoke out against sin on Sunday.
Question 9
Select all that apply.
Identify the modifier(s) in the sentences provided and select the sentences that do not contain errors with the modifier(s).
1.While I was driving down Dale Mabry, the stoplights were out of order.
2.The stoplights were out of order while I was driving down Dale Mabry.
3.While driving down Dale Mabry, the stoplights were out of order.
Question 10
Select one.
Read the sentence below and decide if the subject-verb agreement in the sentence is correct or incorrect.
Someone, either my neighbor or a stranger, places my garbage can back where it belongs.
1.correct
2.incorrect

How is the description of setting in paragraph 7 important to the development of the passage’s central theme of America’s changing history?
How does Ichabod Crane’s “capacious” appetite make him an easy target for Brom Bones’ tricks?
“The Legend of Sleepy Hollow” is considered an example of American mythology. Which statement best summarizes how the passage’s central theme of gluttony allows for this creation of mythology?
How do Ichabod Crane’s and Brom Bones’ individual treatments of the legend of the Headless Horseman reveal their differing perspectives in the passage?
What does the author’s choice to tell the story through the voice of such a familiar and chatty narrator contribute to the overall meaning of the text?
The title of the story tells us that we are reading a “Legend.” How does the narrator establish Sleepy Hollow as a legendary place? What role does the theme of legend and gossip play in the passage?
How does Ichabod’s love for Katrina Van Tassel emerge? Is he really in love with her? How does the object of his “love” motivate his actions?
Consider this story as a classic example of American mythology. In the context of this story, what makes America unique?
Fear is an important theme in this passage. How does Brom use fear to manipulate Crane?
How are the people of the town manipulated by fear of the legends?
Source:
The Legend of Sleepy Hollow
In the bosom of one of those spacious coves which indent the eastern shore of the Hudson, at that broad expansion of the river denominated by the ancient Dutch navigators the Tappan Zee, and where they always prudently shortened sail and implored the protection of Saint Nicholas, there lies a small market town which is generally known by the name of Tarry Town. This name was given by the good housewives of the adjacent country from the inveterate propensity of their husbands to linger about the village tavern on market days. Not far from this village, perhaps about two miles, there is a little valley among high hills which is one of the quietest places in the whole world. A small brook murmurs through it and, with the occasional whistle of a quail or tapping of a woodpecker, is almost the only sound that ever breaks the uniform tranquillity.
From the listless repose of the place, this sequestered glen has long been known by the name of Sleepy Hollow. Some say that the place was bewitched during the early days of the Dutch settlement; others, that an old Indian chief, the wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power that holds a spell over the minds of the descendants of the original settlers. They are given to all kinds of marvelous beliefs, are subject to trances and visions, and frequently hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions.
The dominant spirit that haunts this enchanted region is the apparition of a figure on horseback without a head. It is said to be the ghost of a Hessian trooper, whose head had been carried away by a cannonball in some nameless battle during the Revolutionary War, and who is ever seen by the countryfolk, hurrying along in the gloom of the night as if on the wings of the wind. Historians of those parts allege that the body of the trooper having been buried in the yard of a church at no great distance, the ghost rides forth to the scene of battle in nightly quest of his head; and that the rushing speed with which he sometimes passes along the Hollow is owing to his being in a hurry to get back to the churchyard before daybreak. The specter is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.
It is remarkable that this visionary propensity is not confined to native inhabitants of this little retired Dutch valley, but is unconsciously imbibed by everyone who resides there for a time. However wide-awake they may have been before they entered that sleepy region, they are sure, in a little time, to inhale the witching influence of the air and begin to grow imaginative, to dream dreams, and see apparitions.
In this by-place of nature there abode, some thirty years since, a worthy wight of the name of Ichabod Crane, a native of Connecticut, who “tarried” in Sleepy Hollow for the purpose of instructing the children of the vicinity. He was tall and exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, and feet that might have served for shovels. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked like a weathercock perched upon his spindle neck, to tell which way the wind blew. To see him striding along on a windy day, with his clothes bagging and fluttering about him, one might have mistaken him for some scarecrow eloped from a cornfield.
His schoolhouse was a low building of one large room, rudely constructed of logs. It stood in a rather lonely but pleasant situation, just at the foot of a woody hill, with a brook running close by, and a formidable birch tree growing at one end of it. From hence the low murmur of his pupils’ voices, conning over their lessons, might be heard on a drowsy summer’s day, interrupted now and then by the voice of the master in a tone of menace or command; or by the appalling sound of the birch as he urged some wrongheaded Dutch urchin along the flowery path of knowledge. All this he called “doing his duty,” and he never inflicted a chastisement without following it by the assurance, so consolatory to the smarting urchin, that “he would remember it, and thank him for it the longest day he had to live.”
When school hours were over, Ichabod was even the companion and playmate of the larger boys; and on holiday afternoons would convoy some of the smaller ones home, who happened to have pretty sisters, or good housewives for mothers, noted for the comforts of the cupboard. Indeed it behooved him to keep on good terms with his pupils. The revenue arising from his school would have been scarcely sufficient to furnish him with daily bread, for he was a huge feeder and, though lank, had the dilating powers of an anaconda. To help out his maintenance he was, according to custom in those parts, boarded and lodged at the homes of his pupils a week at a time; thus going the rounds of the neighborhood, with all his worldly effects tied up in a cotton handkerchief.
That this might not be too onerous for his rustic patrons, he assisted the farmers occasionally by helping to make hay, mending the fences, and driving the cows from pasture. He laid aside, too, all the dominant dignity with which he lorded it in the school, and became wonderfully gentle and ingratiating. He found favor in the eyes of the mothers by petting the children, particularly the youngest, and he would sit with a child on one knee, and rock a cradle with his foot for whole hours together.
In addition to his other vocations, he was the singing master of the neighborhood, and picked up many bright shillings by instructing the young folks in psalmody. Thus, by divers little makeshifts, the worthy pedagogue got on tolerably enough and was thought, by all who understood nothing of the labor of headwork, to have a wonderfully easy life of it.
The schoolmaster is generally a man of some importance in the female circle of a rural neighborhood, being considered a kind of idle, gentlemanlike personage, of vastly superior taste and accomplishments to the rough country swains. How he would figure among the country damsels in the churchyard, between services on Sundays! – gathering grapes for them from the wild vines that overran the surrounding trees; reciting for their amusement all the epitaphs on the tombstones; while the more bashful bumpkins hung sheepishly back, envying his superior elegance and address.
He was, moreover, esteemed by the women as a man of great erudition, for he had read several books quite through, and was a perfect master of Cotton Mather’s ‘History of New England Witchcraft’. His appetite for the marvelous was extraordinary. It was often his delight, after his school was dismissed, to stretch himself on the clover bordering the little brook and there con over old Mather’s direful tales in the gathering dusk. Then, as he wended his way to the farmhouse where he happened to be quartered, every sound of nature, the boding cry of the tree toad, the dreary hooting of the screech owl, fluttered his excited imagination. His only resource on such occasions was to sing psalm tunes; and the good people of Sleepy Hollow were often filled with awe at hearing his nasal melody floating along the dusky road.
Another of his sources of fearful pleasure was to pass long winter evenings with the old Dutch wives, as they sat spinning by the fire, with a row of apples roasting and spluttering along the hearth, and listen to their marvelous tales of ghosts and goblins, haunted bridges and haunted houses, and particularly of the headless horseman. But if there was a pleasure in all this while snugly cuddling in the chimney corner, it was dearly purchased by the terrors of his subsequent walk homeward. How often did he shrink with curdling awe at some rushing blast, howling among the trees of a snowy night, in the idea that it was the Galloping Hessian of the Hollow!
All these, however, were mere phantoms of the dark. Daylight put mend to all these evils. He would have passed a pleasant life of it if his path had