Category: Writing

Chapter 1
April Raintree is a personal narrative.  April is the narrator, and she gives us our first glimpse into the earliest moments of her life.  She also introduces us to her family.  The picture she paints is very bleak.  It may, however, give some insight into the possible reasons for April’s actions later in the novel.
Describe the hardships of the young girls that depict the harsh insensitivity and/or discriminatory attitudes of their family, government agencies, and the Church.
The narrator introduces many stereotypes regarding First Nations peoples.  These biases and assumptions seem to be already internalized by April even though she is only six years old.  Discuss how April’s feelings might impact her future choices and identity.
The author depicts a close and supporting relationships between April and Cheryl.  This relationship forms the dramatic tension through which other events in the text are explored.  What might happen that could make this relationship more vulnerable? What could happen that could strengthen it?
Chapter 2-7
These chapters focus on the diverse experiences and developing identities of both April and Cheryl as they grow up in foster homes.  The question of parents’ rights to their child’s health and well-being form an important sub-theme in the novel.
Compare April and Cheryl’s foster-home situations, and consider how the experiences of each shape her own views about her personal and cultural identity.
April’s experiences with the DeRosier family provide an insight into some of the major issues regarding foster care.  What are some of the measures that have been taken and/or still need to be taken to protect children’s health and well-being in our country/province?
Give examples of prejudice or discrimination that Cheryl and April experience in either their foster homes or schools, and describe their reactions to these situations.  What experiences have you had that are similar? Explain how your reactions to these experiences were similar or different.
Chapter 8-10
These chapters focus on life after foster care.  April chooses a marriage that promised economic and social stability and security.  Cheryl becomes actively involved with the Friendship Centre to reach out to other Aboriginal youth who need help to find their way.
April enters into a marriage that promises economic and social security, because she craves stability. Yet, the marriage fails.  What are the factors that contribute to the failure of her marriage? How does this experience change April in either a positive or negative way?
Cheryl’s activism in support of the First Nations and Metis peoples is often regarded as a positive outcome of her early introduction to Aboriginal issues through her education.  Would you say that her education was adequate? How has the representation of Aboriginal issues in schools changed even over your school career?  What do you think is still needed to provide an unbiased portrayal of Aboriginal history and culture? Is this even possible?

1)
Lord of the Flies
In Chapter 7, what conflict occurs when Ralph stares out into the ocean?
He attempts to flag down a passing ship and fails.
an inner loss of purpose because he has not been a great leader
feelings of downtroddeness because of his and Jack’s relationship
a conflict between the beauty he sees and the longing for rescue that he feels
an inner loss of hope as he looks at the long expanse of ocean that separates him from being rescued
2)
Lord of the Flies
The conflict that occurs when Ralph stares out into the ocean is _____________.
international
internal
external
domestic
allegory
3)
Lord of the Flies
Ralph gets caught up in the chase of a hunt, gives into the pressure of Jack to climb a mountain at night, and loses control of the group are all examples of the _________________ in chapters 7-9.
characters
climax
plot
theme
analogy
4)
Lord of the Flies
The setting in chapters 7-9 is ________________.
Australia
on a boat
Spain
on an island
England
5)
Lord of the Flies
The part of the structure of fiction that chapters 7-9 falls into is _________________.
climax
rising action
denouement
exposition
falling action
6)
Lord of the Flies
The character who was viciously murdered in chapter 9 was _______________.
Simon
Roger
Jack
Ralph
Piggy
7)
Lord of the Flies
The character who violently stabbed the pig during the hunt was ______________.
Piggy
Roger
Jack
Simon
Ralph
8) The
Lord of the Flies
symbolizes what?
the beast
the evil in each person
a dead pig
the good in the world
solitude on an island
9)
Lord of the Flies
In chapter 8, the story states, “We’re going to have some fun with you.” This is an example of which literary device?
allegory
metaphor
simile
overstatement
foreshadowing
10)
Lord of the Flies
How does Simon die in chapter 9?
He kills himself.
He falls down the mountain.
the beast
He drowns.
He is murdered.

Craft and Structure: Cite the details that Dove uses to describe her father’s homemade grape sherbet. Why does she say the
taste “doesn’t exist”? . Key Ideas and Details: Dove closes the poem by saying, “Now I see why you bothered,
father.” What shift is conveyed at the end of the poem?

What is the synonyms for  ?
mimic ( simulate – species – succeed )
roam( attempt – kill – wander )
ensure ( explain – guarantee – provide)
harm ( consider – hurt – steal)
what is the antonyms ?
indigenous ( alien – endanger – hospitable )
tame ( foreign – prey – wild)
extinction ( participation – removal – tiny )
What is the collocations for ?
expose an animal ………. a problem ( in – on – to )
across the ( future – globe – needs )
unforeseen ( colleagues – dangers – reserves )
protect an animal ……… a predator ( from – in – to )

Q4. Is the English possessive marker -s a clitic or an affix? Use the sentences listed below to decide. In your answer, refer to as many of these sentences as you can. [8 marks] Hints: [1] The possessive marker is sometimes phonologically realized as -se in English. [2] Not all of the sentences below contain the possessive marker: some are present merely to provide helpful background information. [3] You only need to apply three of the tests for identifying clitics in your answer.

Watch Chimamanda Ngozi Adichie’s TED Talk “The danger of a single story”: https://www.youtube.com/watch?v=D9Ihs241zeg, after you have finished watching it, answer these questions.
Ethos is a speaker’s ability to build credibility, establish himself/herself as an expert, and/or convince the audience members that the speaker has their best interests at heart. How does this speaker build ethos? Feel free to also refer to the speaker’s profile information from the ted.com webpage as you build your answer.
2. Pathos is an appeal to emotions (everything from humor to horror) in order to sway an audience, while logos is the use of data/evidence to prove one’s case. Did this speaker rely more on pathos or logos in his/her presentation?
What argument/point in this presentation did you find the most compelling? Why?
3. T.E.D. Talk presenters are known as effective public speakers. Describe two things this speaker does well in terms of engaging the audience. Be sure to include the minute:second mark (ex: 8:49) to denote the two specific moments you discuss here.
1.
2.
4. Write two specific things you learned from this presentation.
5. If you could ask this speaker a question about his/her information or presentation, what would you ask?
6. Give one piece of constructive criticism that would improve the presentation.

How do Lael and Maggie relate to the Woolners? How did their upbringing differ from their stepbrothers’? Are they willing to accept Ms. Woolner’s help? How do Jonah and Isaac relate to the Croteaus? Have their lives changed at all due to their stepfather’s presence?
When Richer Weds Poorer – The New York Times

Excercise 3: Shorten the following sentences by omiting unnescessry prepositional phrase. 1. My father is not at home at the present time. 2. Because of the fact that we were out too late, we did not do well on the final exam. 3. I took Composition I for the purpose of becoming an better writer. 4. In the unlikely event of t a tomato, run down the hall to the shelter beneath the basketball court. 5. In a reluctant manner, she called the doctor and asked for advice. 6. With the possible exception of the three men from Georgia, no one at the event knew any of the songs that were sung at the concert. 7. Of all people with citizenship in the United States of America, Lisa was the only one who noticed the mistake on the ballot. 8. The man’s dogs have a habit of barking on nights during which the moon in the sky is full. 9. My intentions for the evening are to ask her to marry me. 10. He drove in a sporadic way and in an angry manner when he went to see his sister. Exercise 4: Shorten the following sentences by omiting redundacies and expletive constructions. 1. Unnexessary redundant words and phrase are common in too many people’s writing. 2. There are far too many wild cats in Sterling. 3. It is with much pride that I introduce tonight’s guest speaker. 4. Mandatory attendance at assemblish is required. 5. The auction feartured contemporary furniture made recently. 6. There are numerous theories that address the phenomenon. 7. It is necessary for students to attend a certain number of chapel services each semester. 8 . We should cooperate together as we work through this problem. 9 . Despite the thoughtful advanced planning, the effort still failed. 10. There were seventeen people who showed up the game. Exercise 5: Omit the meaningless announcements from the following sentences. 1. In my humble opinion, television has become too violent. | 2. It is interesting that some bird species mate for life. 3. I would like to say that some professor are better than others. 4. I believe that goinh to college is the most important thing a person can do. 5. From my perspective, writing courses would be better if they emphasize more practical skills.

1. You are to create a original children’s fable, which must include some kind of moral or lesson for children to follow.
Remember: A fable is a story that uses animals as characters and that teaches a lesson—a moral!
DO #2 OR #3:
2. When you write or create a tale, you may write it as a story in a few paragraphs. You will have to type it in a word document. Locate a picture on Clip Art to add to your story. YOU MUST ADD CLIP ART TO YOUR STORY.
OR DO #3:
3. Or, you may create a tale as a PowerPoint presentation with Clip Art on every slide. If you select to make the PowerPoint, you should have five slides minimum.
You must follow the directions below for whichever choice you select.
4. Remember to add the fable characteristics:
Some of the characters are animals and are fictitious.
The tale is meant to entertain and to teach a lesson.
The tale should have symbolic or allegorical references.
The tales are moral tales, again teaching a moral lesson.
Fables are short and usually have no more than two or three main characters.

Bruce Hayes [Introductory phonology] Ch.4 Question
100 Features Table 4.11 Vowel chart for exercise 1 —_——— “—n— a. Find as many natural classes as you can that have four members. List them. and de?ne the natural class using features. In. Find as many natural classes as you can that have six members. Lis: them. and de?ne the natural class using features. c. Find as many natural classes as you can that have eight members. List them. and de?ne the natural class using features. d. Find as many natural classes as you can that have ?ve members. e. Explain why hr, e] is not a natural class.
2 Hypotbetical language A hypothetical language has the phonemes shown in table 4.12. Table 4.12 Consonant chart for exercise 2 Consonants | Labial Palatoalveolar d| Velar | Uvular | Pharyngeal | Glottal Velar Stops Affricates Fricatives Vowels: as in previous problem. Write the following phonological rules of this language using the features presented in this chapter. In each case | have indicated the real-life rule on which [ have modeled the imaginary rule. Some problems will arise in notation; read the footnotes for help with these.
Features 101 1 [i, y, w, u] become [e, a, x, o] before [q, N]. (modeled on Eskimo languages) 2 [t] becomes [ts] before [i, y, wi, u]. (modeled on Japanese) 3 [i, e, ae] become [j] before a vowel. (modeled on Ilokano) 4 When a member of the group [s, ts, is followed by a member of the group [s, ], the resulting cluster is broken up by the insertion of [i]. Use features, not a phonetic symbol, for [i]. (modeled on English) 5 [n] assimilates in place to a following stop or affricate. (modeled on Ilokano) 6 All consonants except /t, ts, s, n, r, 1, f, n/ delete word-finally. (modeled on Lardil (Australia)) 7 ] becomes [r] if another ] precedes it anywhere in the word. (modeled on Latin) 8 [?] changes places with an immediately following glide.” (modeled on Ilokano) 9 All unrounded vowels become [a], and all rounded vowels become , before [h]. (modeled on Maltese Arabic) 10 [e] and [x] become [o] and [o] if a [o] or [o] occurs in the preceding syllable. 10 (modeled on Khalkha Mongolian) 11 [k, x, n] become [k, x, n] after [i, j]. (modeled on German)