Category: Writing

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)

1. What do you think are the media and information texts? Give examples.
2. How do we analyze and evaluate codes and conventions for each media and information text? Provide examples.
3. Look for a news article from a broadsheet newspaper that has a similar story published in a tabloid newspaper. Compare and contrast according to creator, content, and consumer components based on the questions in the above matrix. Are the stories written differently? If yes, cite the differences.
Media and Information use “texts” to tell stories. Media and information texts must use a language or a combination of languages to communicate. The language is not about what we use for writing and speaking. Rather, it refers to
techniques
that media and the Internet use to draw attention, inform, and entertain people, dramatize issues, persuade audiences, and call for action.
Analyzing and evaluating media are important activities of media and information literacy. This process enables us to understand how media and information work, how they convey meaning, and why they do what they do. This is also known as the process of decoding texts or deconstruction that allows individuals to think about parts of media and information and how they constitute the whole. For example, television programs are produced with certain production techniques such as script, camera angles, lights, music, and sound, among others. Each element is analyzed and evaluated to find out how it is used to create a meaning. These elements refer to codes and conventions that comprise the “grammar” used for the language of television.
Engaging and Interacting with the media starts with analyzing and evaluating media and information that may be recreated or produced (e.g., media remix), used for problem solving, shared and communicated to an audience. When we interact with the media, we look at media and information texts.
Media and information texts
as a whole make up the generic term that they may refer to any form of message found in newspapers, advertisements, music, television, film, internet, and social media, or type of medium that is used, such as computer games for multimedia and the Internet. There is a need to critically analyze and evaluate each text and its meaning, and how it is conveyed. It is also important to know about its producers and the intended audiences or consumers or users of media and information. This is the reason why we need to cast a critical eye on the media and information.
Wilson et al. (UNESCO 2011, 71) suggest some key questions in analyzing and evaluating media and information. These include the following:
What is the purpose of this media/information text?
How was this produced?
Who created it?
Who is the intended audience? How do you know?
What is the main message?
Who benefits and what do they gain?
What are my information needs?
How can I identify and define this need?
Does the information I need exist in the form I need it? If not, what action can I take?
How do I understand, organize, and assess the information found?
How can I present this information in usable formats?
How can I preserve, store, and reuse and record and archive information?
We can also analyze and evaluate media and information texts based on the following components: Creator, Content, Consumer.
Creator
Consumer
Content
Creator
is an individual, a group of individuals, or organization who serve as message makers.
Content
is the media and information text produced by the creator.
Consumer
is the audience or the users of the media and information texts.
For each component, we analyze and evaluate the meanings of the media and information texts as follows:
Creator
– background of the producer, what he/she does, his/her purpose or reasons for producing it, how he/she works and how this affects the creation of content, and how he/she earns from such creation.
Content
– techniques used in the production, codes and conventions used and how they portray realities and create meanings, and how the content is accessed, stored, and retrieved.
Consumer
– background of the consumer, what he/she does, how the media and information texts appeal to his/her needs and interests, how he/she is reached by media and information, what will he/she gain from them, and how he used or intends to use the media and information received.
Codes and Convention
How do media and information texts convey their meanings? What are their techniques? What are the signs and symbols? These make up the “grammar” used to understand the language of the media and information.
Below is the matrix of codes and conventions for the following forms of media and information texts: written or printed, visual (still and moving images), audio, and multimedia.
Forms of Media and Information Text
Type of Media and Information Text
Codes and Conventions
Meanings Conveyed
Written or printed
Newspaper (news, editorial columns), magazines (features), books (story plots), etc.
Words, language font, punctuation, layout, positioning, etc.
Slant of stories may indicate bias of author; layout may show importance of stories and images.
Visual
Printed advertisements, billboards, posters, flyers, etc.
Images drawn, photographed, or computer generated; color, layout, appeal, etc.
Size and type of images may indicate emphasis; color and font may show recall and attention to details.
Visual (moving)
Electronic advertisements, films, video, etc.
Electronic, animation, TV, video and computer screen images; graphics and special effects, camera shots, dialogues, setting, etc.
Camera angles convey perspectives and contexts of visual stories; sound conveys the mood and the setting of the story.
Audio
Music, radio jingles and advertisements, etc.
Speech, sound effects, silence, lyrics, melody, etc.
Melody and rhythm may evoke happiness, sadness, seriousness, etc.
Multimedia
Internet, tablet, mobile phones, social media, etc.
Texts, video, sound, graphics, animation, etc.
Navigation and interactivity may show regulation and control in accessing certain information.
Why do media organizations and information providers use codes and conventions? Media is big business. These organizations invest in human and material resources to inform, entertain, and educate audiences, consumers, or users of information. Their creative people are trained to get the best stories, take the best camera shots and sound bytes, and use available technologies and gadgets to deliver the news or produce media products.
It is, therefore, important to learn how to read between the lines and analyze stories critically as to how they are shaped or produced. We need to realize that there are certain values conveyed in every media product that indicate where the producers are coming from.
The creators decide on what and what not to be included in media texts. How then do we analyze media and information texts to understand their purpose, audience, and production techniques? Below are some guide questions for specific media and information texts:

Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of Line existence; and had lived nearly twenty-one years in the world with very little to distress or vex her. She was the youngest of the two daughters of
a most affectionate, indulgent father, and had, in consequence of her sister’s marriage, been mistress of his house from a very early period. Her mother had died too long ago for her to have more than an indistinct remembrance of her caresses, and her place had been supplied by an excellent woman as governess, who had fallen little short of a mother in affection. Sixteen years had Miss Taylor been in Mr.Woodhouse’s family, less as a governess than a friend, very fond of both daughters, but particularly of Emma. Between them it was more the intimacy of sisters. Even before Miss Taylor had ceased to hold the nominal office of governess, the mildness of her temper had hardly allowed her to impose any restraint; and the shadow of authority being now long passed away, they had been living together as friend and friend very mutually attached, and Emma doing just what she liked; highly esteeming Miss Taylor’s judgment, but directed chiefly by her own. The real evils indeed of Emma’s situation were the power of having rather too much her own way, and a disposition to think a little too well of herself; these were the disadvantages which threatened alloy to her many enjoyments. The danger, however, was at present so unperceived, that they did not by any means rank as misfortunes with her. Sorrow came—a gentle sorrow—but not at all in the shape of any disagreeable consciousness.—Miss Taylor married. It was Miss Taylor’s loss which first brought grief. It was on the wedding day of this beloved friend that Emma first sat in mournful thought of any continuance.The wedding over and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost.
The event had every promise of happiness for her friend. Mr. Weston was a man of unexceptionable character, easy fortune, suitable age and pleasant manners; and there was some satisfaction in considering with what self denying, generous friendship she had always wished and promoted the match; but it was a black morning’s work for her. The want of Miss Taylor would be felt every hour of every day. She recalled her past kindness—the kindness, the affection of sixteen years—how she had taught and how she had played with her from five years old—how she had devoted all her powers to attach and amuse her in health—and how nursed her through the various illnesses of childhood.
5.
As used in line 26, “directed” most nearly means
A) trained.
B) aimed.
C) guided.
D) addressed.
6.
As used in line 54, “want” most nearly means
A) desire.
B) lack.
C) requirement.
D) request.
1) As you read, determine the text specifically for word choice: words that express specific emotions and words that might have multiple meanings
2) After reading, make a list of at least eight to ten words and phrases used to describe Emma Woodhouse, From these words, what conclusions can you draw about the narrator’s attitude toward Emma
3) Next, look at questions 5 and 6, both of which ask about words in context, consider why the other meaning of those words are not appropriate in this context
I ,just, need ,the, basic, answers, because, English, is, my, second, language.

QUESTIONNAIRE
Multiple Choice: Identify the choice that best completes the statement or answers the question.
1. Which of the following is a true statement?
a. polymers are broken down by condensation
b. polymers are formed by condensation
c. polymers are formed by hydrolysis
d. hydrolysis involves the removal of a water molecule
2. Which of the following contain C, H, and O?
a. nucleic acids
b. proteins
c. carbohydrates
d. lipids
3. Which of the following contains nitrogen?
a. lipids
b. proteins
c. carbohydrates
d. nucleic acids
4. Which of the following can be used for energy storage?
a. nucleic acids
b. lipids
c. carbohydrates
d. proteins
5. A substance that is composed of only one type of atom is called a(n)
a. compound.
b. cell.
c. element.
d. molecule.
6. The bond formed when two atoms share a pair of electrons is called a(n)
a. hydrogen bond.
b. covalent bond.
c. ionic bond.
d. water bond.
7. A molecule that has a partial positive charge on one side and a partial negative charge on the other side is called a(n)
a. nonpolar molecule.
b. charged molecule.
c. polar molecule.
d. ion.
8. Which of the following is not a large biomolecule?
a. carbohydrate
b. lipid
c. ice
d. nucleic acid
9. All of the following are examples of lipids except
a. oil.
b. steroids.
c. starch.
d. candle wax.
10. Which molecules are most closely related to lipids?
a. amino acids
b. fatty acids
c. nucleotides
d. sugars
11. The building blocks of most biomolecules contain the element
a. carbon.
b. calcium.
c. nitrogen.
d. sodium.
12. Which of the following molecules are classified as carbohydrates?
a. amino acids
b. nucleotides
c. fats
d. sugars
13. Polysaccharides are __________.
a. carbohydrates.
b. proteins.
c. lipids.
d. nucleic acids.
14. Refer to the illustration above. Molecule A is a
a. carbohydrate.
b. nucleic acid.
c. lipid.
d. protein.
15. Which of the following is a carbohydrate?
a. ATP
b. wax
c. steroid
d. sucrose
16. Which of the following molecules are most closely related to proteins?
a. amino acids
b. nucleotides
c. monosaccharides
d. sugars
17. Long chains of amino acids are found in
a. carbohydrates.
b. proteins.
c. lipids.
d. sugars.
18. The two types of nucleic acids are
a. RNA and ATP.
b. DNA and ATP.
c. DNA and RNA.
d. nucleotides and ATP.
19. Which of the following molecules are most closely related to nucleic acids?
a. amino acids
b. nucleotides
c. fats
d. sugars
20. Which of the following is not part of a nucleotide in a DNA molecule?
a. three phosphate groups
b. a base
c. a sugar
d. a phosphate group
21. ATP (adenosine triphosphate) stores energy in the bonds between its
a. hydrogen atoms.
b. nucleotides.
c. carbon atoms.
d. phosphate groups.
22. The molecule on which an enzyme acts is called a(n)
a. active site.
b. polar molecule.
c. inactive site.
d. substrate.
23. Ionic bonds form between particles that have _________.
a. opposite charges.
b. no charges.
c. the same charge.
d. neutral charges.
24. Attractions between water molecules are called
a. covalent bonds.
b. polar bonds.
c. ionic bonds.
d. hydrogen bonds.
25. The three classifications of carbohydrates are ______________.
a. sucrose, maltose, and lactose
b. starch, glycogen, and cellulose
c. triglycerides, steroids, and waxes
d. monosaccharide, disaccharide, and polysaccharide

The writer wants to avoid revealing any potential
bias in sentence 3 (reproduced below).
Many people are excited about these new
technologies, and, as civil engineering
professor and infrastructure expert Shoshanna
Saxe explains, they are intended to improve
infrastructure by collecting data and
responding automatically.
Which of the following versions of the
underlined portion of sentence 3 would best
accomplish this goal?
(A) (as it is now)
(B) excessively dismissive civil engineering professor Shoshanna Saxe notes
(C) civil engineering professor and startlingly insightful critic Shoshanna Saxe notes
(D) civil engineering professor Shoshanna Saxe scornfully observes
(E) civil engineering professor Shoshanna Saxe cleverly declares

Factors Affecting Friction: Coefficient of Friction / =- Example Problem: A 260 N crate initially at rest on the floor requires an applied
F of slightly more that 79 N to start it moving. Draw a free-body diagram showing all forces acting on the crate. Find p between the
crate and floor. Problem Set #2 (1-2) Show What You Know (1-5)

Analyze sound devices – In the art of poetry, sound devices like consonance and assonance are important ingredients. Examine the functions of sound devices listed here. Then review both poems, finding an example of how Thomas achieves each through his use of consonance and assonance.