Category: Writing

1. What generation of women does the They were women then speaker describe? My mama’s generation Husky of voice-stout of Step 2. List three things that these women tried to With fists as well as obtain for their children. Hands How they battered down Doors And ironed 3. How did they go about obtaining what they knew their children needed? Starched white Shirts How they led Armies 4. In lines 12-18, Walker uses an implied metaphor, suggesting rather than stating a Headragged generals comparison. What does she compare the Across mined women to? Fields Booby-trapped Ditches 5. What is the speaker’s tone, her attitude To discover books toward these women? Desks A place for us How they knew what we

Rev. Dr. Martin Luther King, Jr., delivered this iconic ‘I Have a Dream’ speech at the March on Washington on August 28, 1963. Read an excerpt of King’s speech below and answer the multiple choice questions that follow:
I Have a Dream
1 I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.
2 Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
3 But one hundred years later, the Negro still is not free; one hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination; one hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity; one hundred years later, the Negro is still languished in the corners of American society and finds himself in exile in his own land.
4 So we’ve come here today to dramatize a shameful condition. In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was the promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.
5 It is obvious today that America has defaulted on this promissory note in so far as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.”
6 But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we have come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.
7 We have also come to this hallowed spot to remind America of the fierce urgency of now.
8 This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.
9 Now is the time to make real the promises of democracy; now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice; now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood; now is the time to make justice a reality for all of God’s children.
10 It would be fatal for the nation to overlook the urgency of the moment.
11 This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content, will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.
12 But there is something that I must say to my people, who stand on the worn threshold which leads into the palace of justice. In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.
13 We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protests to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy, which has engulfed the Negro community, must not lead us to a distrust of all white people. For many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom.
14 We cannot walk alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back.
1)Question: In paragraph 12, what does King exhort his audience to do?
a
Not engage in violent behavior despite setbacks.
b
Stand up for themselves against racism.
c
Thirst for freedom no matter how discouraged.
d
fight for civil rights despite hatred and bitterness.
2)Question: “We will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together…” is an example of what type of structure?
a
compound sentence
b
parallel
c
complex sentence
d
syntax
3)Question: What literary device is found in paragraph 5?
a
litotes
b
chiasmus
c
logical fallacy
d
amplification
4)Question: According to King, when will rest and tranquility come to America?
a
when physical force meets soul force
b
when the sweltering summer turns into the invigorating autumn
c
when citizen rights are granted to Negroes
d
when the nation turns to business as usual
5)Question: What is King’s purpose in delivering this speech?
a
to raise funds for future protests
b
to inform Congress that Black protests will continue until their rights are met
c
to encourage Blacks to continue fighting nonviolently for civil rights
d
to convince whites to join in the fight for civil rights for Blacks
6)Question: In the first sentence of paragraph 13, what does the word “plane” mean?
a
flat surface on which a straight line joining any two points on it would wholly lie
b
vehicle for change
c
level of existence, thought, or development
d
soar without wings
7)Question: What is the most important rhetorical device used in paragraph 2?
a
exigence of the audience
b
reference to the speaker, Martin Luther King, Jr.
c
allusion to Abraham Lincoln
d
alliteration of symbolic shadow
8)Question: These excerpts from the speech are what type of rhetorical device?
“Rise from the dark and desolate”
“the marvelous new miltancy”
“trials and tribulations”
a
anaphora
b
apostrophe
c
amplification
d
alliteration
9)Question: What are the main rhetorical devices used in the last sentence of paragraph 11?
a
imagery
b
similes
c
pathos
d
metaphors
10)Question: What strategy does the speaker use in paragraph 3?
a
The speaker addresses the audience directly for the first time.
b
The speaker shifts the tone beginning with the word “but.”
c
The speaker discusses the lack of progress in the last 100 years.
d
The speaker highlights the juxtaposition of progress and stagnation.

The passage explains why this mountain should be considered the highest in the world. Passage A Passage B Both Passages Neither Passage The author mentions an activity the mountain is used for. Passage A Passage B Both Passages Neither Passage The author mentions that there are different opinions on the highest mountain in the world. Passage A Passage B Both Passages Neither Passage Ill 0
The passage explains why this mountain should be considered the highest in the world. Passage A Passage B Both Passages Neither Passage The author mentions an activity the mountain is used for. Passage A Passage B Both Passages Neither Passage The author mentions that there are different opinions on the highest mountain in the world. Passage A Passage B Both Passages Neither Passage Ill 0
Llll The author memountain is thought to be currently changing. Passage A Passage B Both Passages Neither Passage The author believes people should not climb this mountain. Passage A Passage B Both Passages Neither Passage The author implies that local people do not always agree with how the mountain is used. Passage A Passage B Both Passages Neither Passage Ill 0
23:15 Show Text The passage mentions dangers associated with the mountain’s height. Passage A Passage B Both Passages Neither Passage The author suggests that this mountain is really the highest. Passage A Passage B Both Passages Neither Passage The passage explains the cultural significance of a mountain. Passage A Passage B Both Passages Neither Passage O
Free standardized English test calibrated to the CEFR | E…

What’s New Provided below is the transcript of a video about some famous places in Pangasirian, “Find Me in Pangasinan.” Let someone read it to you then accomplish the following task. DISCOVER PANGASINAN! Tourist Spots Travel Destinations Athactions- it’s More Fun in the Philippines “What if I told you that out of the 7.641 islands in the Philippines, there’s one place to see a hundred of them all in one go! Come find me in Pangasinan! Where you can find the place to make your water ventures come live. Everywhere you turn lies a unique surprise. Notre becomes your umbrella, wateralls ore calming and the Depth Pool gives a surge of adrenaline. How about a throwback. before you kick back and relax on a river cruise? Next thing you know, you’re making your own sall or bonding with Bangus. So, if there’s one thing you’ve always wanted to do, maybe you’ll find it here. It’s time to find the ONE!” From the transcript you have read, complete the following sentences: I. I have heard that .. 2. Obviously 3. I believe that .. 4. A friend of mine says. 5. Do you want to be a tourist ambassador of Fangasinan…? 6. Study the statements that you have made and choose one strong statement,
What Should I Do Native Food Advertisement! Make your own advertisement of the nalive food Bilo-bile just like the advertisement Top Attractions or Lingdyen Pangasinan Write your advertisement on the space provided. Don’t forget to draw or paste a picture of the native food below.
Example: Top Attractions of Lingayen, Pangasinan (Excerpt) Lingayen is dubbed as the heart, the soul and the face of the Province of Pangasinan. Lingayen is famous for its attractions, historical value and of course bagoong (made of fermented fish or shrimp). A beautiful and peaceful place, Lingayen has a lot to offer for those who visit her shores. Lingayen is a town filled with so much history and it shows in her historical wonders. However, it’s not just the beauty of the town itself that makes it a wonderful attraction, the warmth of her people is good enoughto keep tourists on coming back to this town. Lingayen is dubbed as the heart, the soul and the faceof the Province of Pangasinan. Lingayen is famous for its attractions, historical value R and of course bagoong (madeof fermented fish or shrimp). E A beautiful and peaceful place, Lingayen has alot to offer those for who visit her shores. However, it’s not just the beauty of the town itself that makes it a wonderful attraction, the warmth of her people is good enough to keep tourists on coming back to this town.
I Provided below is the transcript of a video about Bagoong, one of the famous products of Lingayen, Let someone read it to you then accomplish the following task “”We are now here at the Bagoong Factory in Lingayen. I’ll just show you how they make the bagoong. Fishes are salted and then fermented. Fermentation process lakes a lot of time, from a minimum of 6 months up to a year just to make a very good bagoong We are now in the fermentation chamber where the fermentation process is being done. Each lemmentalion tube can produce at least 200 buckets of bagoong “I am Jayson C. Vinluan a member of JCI Lingayen Bagoong, inviting you to try our very own product of Bagoong and experience the taste above the rest! So, come and join us as we celebrate the 31 / Era Conference here in Lingayen.” From the transcript you have read, complete the following sentences: 1. I have read that 2, In my opinion 3. The reason that 4. According to my experience 5. Write a strong statement about Bagoong.
It. Read each statement carefully and Identity the emphasis markers used. White your answer on the space provided. 6 Together we can make a difference in our Municipality of Lingayen. 7. Seek righteousness, seek meekness into the world. 8. Lita was a popular pollician living in on extravagant Barrio of Lingayen. 9. Lito just ran a million times just to see Lita in Baywalk. 10. Turn off the lights in our veranda. 1 1. Not yet Rizal. not yett 12. You and | together for a lifetime! 13. I will follow you until the end of the world! 14. Lito was ecstatic when he saw Lfa In the Plaza of Lingayon: 15. Please wear your mask and face shield when entering the Capitolof Pangasinan.

George Yule book
Study Questions
1 What is a more common name for the posterior speech cortex?
2 What kind of difficulty did Wernicke identify among his patients?
3 Is the use of fire distinguisher instead of fire extinguisher a spoonerism or a malapropism?
4 What type of slip is illustrated by: / like pop porn (for popcorn )?
5 What is aphasia?
6 Damage to what part of the brain results in conduction aphasia?
7 Which type of aphasia is characterized by speech like this: speech … two times … read … wr … ripe, er, rike, er, write … ?
8 What happens in a dichotic listening test?
9 What is the critical period?
10 What did researchers discover from Genie’s dichotic listening tests?

Here is a list of speech errors given in the form
intended production
?error. For each speech error, state what type of error it is (insertion, metathesis, shift, etc.) and which linguistic unit is involved in the error (e.g., phonotactics)? What does each error tell us about the processes involved in speech production?
a. we have many ministers in our church ? we have many churches in our minster
b. brake fluid ? blake fluid
c. an eating marathon ? a meeting marathon
d. speech production ? preach seduction
e. phonological rule ? phonological fool
f. untactful ? distactful
g. big and fat ? pig and vat
h. It’s too damn hot in here ? It’s too damn cold in here
i. His immortal soul ? his immoral soul
j. What that adds up to ?what that add ups to
k. Where’s the fire extinguisher? ? Where’s the fire distinguished?
l. thin sheets ? shin sheets
m. a no go zone ? a no gone zone
n. also share ? alsho share
o. There’s a draft/breeze blowing through the room ? There’s a dreeze blowing through the room.

17. In the sixth sentence of the third paragraph (“The near-global diffusion . . . opposite effect”), the author mentions the diffusion of English primarily to (A) challenge an assumption that other arguments depend on (B) offer evidence in support of his basic thesis (C) emphasize how one phenomenon can have multiple effects (D) justify his use of one language rather than another (E) acknowledge the validity of one element of an argument he generally opposes

Juvenlles Don’t Deserve LIfe Sentences By Gail Garinger New York Times March 15, 2012
In the late 1980s, a small but influential group of criminologists predicted a coming wave of violent juvenile crime: “superpredators,” as young as 11, committing crimes in “wolf packs.” Politicians soon responded to those fears, and to concerns about the perceived inadequacies of state juvenile justice systems, by lowering the age at which children could be transferred to adult courts. The concern was that offenders prosecuted as juveniles would have to be released at age 18 or 21.
At the same time, “tough on crime” rhetoric led some states to enact laws making it easier to impose life without parole sentences on adults. The unintended consequence of these laws was that children as young as 13 and 14 who were charged as adults became subject to life without parole sentences.
Nationwide, 79 young adolescents have been sentenced to die in prison — a sentence not imposed on children anywhere else in the world. These children were told that they could never change and that no one cared what became of them. They were denied access to education and rehabilitation programs and left without help or hope.
But the prediction of a generation of superpredators never came to pass. Beginning in the mid-1990s, violent juvenile crime declined, and it has continued to decline through the present day. The laws that were passed to deal with them, however, continue to exist. This month, the United States Supreme Court will hear oral arguments in two cases, Jackson v. Hobbs and Miller v. Alabama, which will decide whether children can be sentenced to life without parole after being convicted of homicide.
The court has already struck down the death penalty for juveniles and life without parole for young offenders convicted in non-homicide cases. The rationale for these earlier decisions is simple and equally applicable to the cases to be heard: Young people are biologically different from adults. Brain imaging studies reveal that the regions of the adolescent brain responsible for controlling thoughts, actions and emotions are not fully developed. They cannot be held to the same standards when they commit terrible wrongs.
Homicide is the worst crime, but in striking down the juvenile death penalty in 2005, the Supreme Court recognized that even in the most serious murder cases, “juvenile offenders cannot with reliability be classified among the worst offenders”: they are less mature, more vulnerable to peer pressure, cannot escape from dangerous environments, and their characters are still in formation. And because they remain unformed, it is impossible to assume that they will always present an unacceptable risk to public safety.
The most disturbing part of the superpredator myth is that it presupposed that certain children were hopelessly defective, perhaps genetically so. Today, few believe that criminal genes are inherited, except in the sense that parental abuse and negative home lives can leave children with little hope and limited choices.
As a former juvenile court judge, I have seen firsthand the enormous capacity of children to change and turn themselves around. The same malleability that makes them vulnerable to peer pressure also makes them promising candidates for rehabilitation.
An overwhelming majority of young offenders grow out of crime. But it is impossible at the time of sentencing for mental health professionals to predict which youngsters will fall within that majority and grow up to be productive, law-abiding citizens and which will fall into the small minority that continue to that children should not be condemned to die in prison without being given a “meaningful opportunity to obtain release based on demonstrated maturity and rehabilitation.”
The criminologists who promoted the superpredator theory have acknowledged that their prediction never came to pass, repudiated the theory and expressed regret. They have joined several dozen other criminologists in an amicus brief to the court asking it to strike down life without parole sentences for children convicted of murder. I urge the justices to apply the logic and the wisdom of their earlier decisions and affirm that the best time to decide whether someone should spend his entire life in prison is when he has grown to be an adult, not when he is still a child. Gail Garinger, a juvenile court judge in Massachusetts from 1995 to 2008, is the state’s child advocate, appointed by the governor. A version of this op-ed appeared in print on March 15, 2012, on page A35 of the New York edition with the headline: Juveniles Don’t Deserve Life Sentences.
Activity 17 Thinking Critically Answer the following questions about the traditional rhetorical appeals that Garinger makes in “Juveniles Don’t Deserve Life Sentences.”
Questions about Logic (Logos)
What are Garinger’s major claims and assertions? Do you agree with her claims?
What evidence does she use to support her claims? How relevant and valid do you think the evidence is? How sound is the reasoning? Is there any claim that appears to be weak or unsupported? Which one, and why do you think so? Can you think of counterarguments that Garinger does not consider?
Do you think Garinger has left something out on purpose? Why?
Questions about the Writer (Ethos)
What can you infer about Garinger from the text? Does she have the appropriate background to speak with authority on the subject? Is she knowledgeable?
What does Garinger’s style and language tell you about her? Can you trust her?
Questions about Emotions (Pathos)
Does “Juveniles Don’t Deserve Life Sentences” affect you emotionally? What parts?
Do you think Garinger is trying to manipulate your emotions? In what ways? At what point?
Answer the following questions about the traditional rhetorical appeals that Jenkins makes in “On Punishment and Teen Killers.”
Questions about Logic (Logos)
What are the writer’s major claims and assertions? Do you agree with her claims?
What evidence does she use to support her claims? How relevant and valid do you think the evidence is? How sound is the reasoning? Is there any claim that appears to be weak or unsupported? Which one, and why do you think so?
Can you think of counterarguments that Jenkins does not consider?
Do you think Jenkins has left something out on purpose? Why?
Questions about the Writer (Ethos)
What can you infer about Jenkins from the text? Does she have the appropriate background to speak with authority on the subject? Is she knowledgeable?
What does the writer’s style and language tell you about her? Can you trust her?
Questions about Emotions (Pathos)
Does “On Punishment and Teen Killers” affect you emotionally? What parts?
Do you think Jenkins is trying to manipulate your emotions? In what ways? At what point?

Watch: https://youtu.be/htmeP3R7Eaw
?      From your point of view, compare the similarities and differences in this video to real-world incidents.
?      Explain how this video has or hasn’t influenced your future outlook as a career nurse?

Collections
Grade 12 Guiding Questions
Collection 5
“The Mosquito Solution” by Michael Specter
Text:  “The Mosquito Solution” – Pages 453 – 470
Lines 384-430: Restate Specter’s central idea in one sentence. How does Specter support this idea?
Lines 410-415: Infer Specter’s purpose in writing this article. Give reasons for your answer.
Lines 440-454: Briefly restate the two different positions presented in the passage.
Lines 455-462: Why does Specter say “The biggest question raised by the creation of OX513A is who will regulate it and how”?
Lines 466-478: What terms in these lines seem to have strong connotations? Why are the terms a source of contention between Oxitec and its opponents? Evaluate each side’s position on this use of language.