Category: Writing

Case Study: Thomas is an 8th grade student. When his teacher assessed his oral reading fluency, she found that his independent reading level was grade 4; Thomas read fourth grade passages with 96% accuracy. His median WCPM on Grade 4 passages was 82, well below the benchmark level of 118 WCPM. Describe the steps you would go through in conducting daily repeated readings for Thomas as described in the text.

Although Frankenstein is initially unsure of who could have killed William, the mere sight of the creature convinces him of the culprit. ”
He
was the murderer! I could not doubt it. The mere presence of the idea was an irresistible proof of the fact” (78). Do these chapters contain a critique of Victor Frankenstein’s system of passing judgment on others? Alternatively, does this passage reveal the acuity of Frankenstein’s instincts about the creature’s guilt?

Death and isolation are common themes in Dickinson’s poetry, yet her poems rarely seem melancholy. What elements prevent her poems from becoming too solemn? A minimum of one (1) Figurative/Connotative Device found in the work should be mentioned. Include a minimum of one (1) quote from the work with author name/page number reference in parentheses following the quote.

Hopkin’s “Talma Gordon” is an intriguing “who dun it” that weaves mystery with race and gender role tensions in a murder mystery.
Written by a woman of color who has sadly been excluded from our American literary canon until fairly recently, “Talma Gordon” was the first published mystery short story written by a black author.
The text explores what happens when we lose control over the story of our own life and how that can have an extremely detrimental impact on every aspect of our existence. This story is not even told by its main character, but rather by a white man connected to Gordon, which is intentional on Hopkins’ part. Talma has so little control of her circumstances from the moment her father, mother, and brother are found murdered, but truthfully, she has had little control since she was born. As a woman, she had extremely limited choices in the period of time in which this text is set.
We have to bear in mind that this text is written by another woman of color who has limited control over her own opportunities as well, so there are many layers for us to consider here.
The story begins in the all white, posh, private Canterbury Club in Boston, Massachusetts, the oldest of the old WASP-y (White Anglo-Saxon Protestant) places in America. Everything about the setting is intentional because it underscores that the seat of power is in the hands of upper class white men, who are casually having an academic debate about intermarriage of races.
How does the setting impact your interpretation of the story being shared by its narrator (Dr. Thornton)? Was the ending a surprise to you? What do you think the “message” or “meaning” of Hopkins’ story is? Why is this story of a “tragic mulatto” at its heart a deeply American story?

Supposed tourist Comes Dack Tom visiting an Island. The people who live on tic island refer to themselves as ‘Lanfunla’ and their language is also called ‘Lanfunla.’ Which of the following statements made by the tourist would be Whorfian? ()A) In the Lanfunla language, verbs have many different forms. (B) The Lanfunla people are very creative. ( C) The Lanfunla language has no verbs. ()D) The Lanfunla people are creative because verbs in their language have many different forms.
Consider this statement: “Every sentence is made up of a NP and a VP.” This is
A) A convention. (B) A hypothesis. O C) An observation O D) A fact.
Imagine that this is a sentence in some language: Glup niblumo towida gu wak. Suppose that, if you wanted to replace niblumo by another word, that word would need to begin with [ni] in order for the sentence to be grammatical. The most likely explanation of this is that: O A) niblumo is the verb. O B) /ni/ is an inflectional prefix. O C) /mo/ is a derivational suffix. (OD) the first syllable of any three-syllable word in this language has to be [ni].
Most of the sentences we utter are likely to have the following property: O A) They are
indefinitely long. B) They have never been uttered before. ( C) They contain an infinite
number of words. (D) They are meaningless.
signed languages are O systems that were artificially invented naturally occurring
systems. O the same as mime. O the same kinds of system as braille.
Suppose that you walk by two people who are talking and you overhear a few words of their conversation. Even though you have no idea about the topic, you understand the words. What does this demonstrate about speech perception? OA) Speech perception isn’t exclusively a top-down process. O B) The sound of silence is [p]. O C) The speech perception system causes many misunderstandings. OD) None of the above
Supposed tourist Comes Dack Tom visiting an Island. The people who live on tic island refer to themselves as ‘Lanfunla’ and their language is also called ‘Lanfunla.’ Which of the following statements made by the tourist would be Whorfian? ()A) In the Lanfunla language, verbs have many different forms. (B) The Lanfunla people are very creative. ( C) The Lanfunla language has no verbs. ()D) The Lanfunla people are creative because verbs in their language have many different forms.
Supposed tourist Comes Dack Tom visiting an Island. The people who live on tic island refer to themselves as ‘Lanfunla’ and their language is also called ‘Lanfunla.’ Which of the following statements made by the tourist would be Whorfian? ()A) In the Lanfunla language, verbs have many different forms. (B) The Lanfunla people are very creative. ( C) The Lanfunla language has no verbs. ()D) The Lanfunla people are creative because verbs in their language have many different forms.
Supposed tourist Comes Dack Tom visiting an Island. The people who live on tic island refer to themselves as ‘Lanfunla’ and their language is also called ‘Lanfunla.’ Which of the following statements made by the tourist would be Whorfian? ()A) In the Lanfunla language, verbs have many different forms. (B) The Lanfunla people are very creative. ( C) The Lanfunla language has no verbs. ()D) The Lanfunla people are creative because verbs in their language have many different forms.v
Question 11 (1 point) Consider the following sentence and the tree diagram representing it:
The news about the giraffes on the roof of the house spread. What is the subject of this
sentence? S NP VP Art N PP V the news spread P NP about Art N PP the giraffes P NP on
Imagine that banogikas is a word in a language. How many morphemes does this word
have?
The reason English speakers can perceive the difference between the spoken words light and right is because: ( A) [I] and are very different sounds. O B) [1] and are both liquids. O C) ] and correspond to different phonemes in English. O D) light and right are spelled differently.
The reason English speakers can perceive the difference between the spoken words light and right is because: ( A) [I] and are very different sounds. O B) [1] and are both liquids. O C) ] and correspond to different phonemes in English. O D) light and right are spelled differently.
If you are studying a language and you learn that [emu] means ‘table’ and [enu] means ‘small’, it suggests that: O A} [e] and [u] are allophones of the same phoneme in this language. 0 B} [m] and [n] are allophones of the same phoneme in this language. 0 C} [m] and [n] correspond to separate phonemes in this language. 0 D] [e] and [u] conespond to separate phonemes in this language.
Question 7 (1 point) Saved Phonemes are: O A) Mental units that have meaning. O B)
Letters that are capitalized. C) Mental units that have no meaning. O D) Allophones.
Consider a phonetician whose task it is to phonetically transcribe a person’s speech. Suppose the person is talking about pins and pens, and pronounces the words pin and pen the same way. The phonetician would: 0 A} teach the person to pronounce the two words differently. O B} represent the two words identically. O C} indicate the aspiration on the {pi for one word, but not the other. 0 D) use different yowel symbols to represent the two words pin and pen.
Consider a phonetician whose task it is to phonetically transcribe a person’s speech. Suppose the person is talking about pins and pens, and pronounces the words pin and pen the same way. The phonetician would: 0 A} teach the person to pronounce the two words differently. O B} represent the two words identically. O C} indicate the aspiration on the {pi for one word, but not the other. 0 D) use different yowel symbols to represent the two words pin and pen.
The number of possible sentences is infinite due to: O A) a finite number of recursive
rules. B) a large finite number of morphemes. O C) an ever-increasing number of words. (
D) an infinite number of recursive rules.
Imagine that in a language the root /mo/ means ‘drink’, the prefix /da/ marks past tense, and the prefix /gla/ has the following meaning statement: X – X water. The word for ‘drank water’ is OA) moglada. O B) modagla. O C) daglamo. ( D) gladamo.
Which of these did humans invent without the use of language? 0 A) Airplanes. O 3}
Agriculture. 0 C} Money 0 D} None of the above.
Question 2 (1 point) The creation of illusions by the human speech perception system: ()A) makes it difficult for speakers to communicate their actual intentions. B) allows listeners to understand speakers. C) prevents listeners from understanding speakers. ( D) leads to many misunderstandings.
Question 1 (1 point) Consider a child who pronounces words like these in the following way: [du] instead of [zu] (zoo), [paet] instead of [faet] (fat); [lib] instead of [liv] (leave); [taet] instead of [saet] (sat); and [didi] instead of [dizi] (dizzy). This child is doing the following: A) Changing consonants to vowels. O B) Changing dentals to alveolars. ( C) Changing fricatives to stops. O D) Changing voiceless sounds to voiced sounds.

In Maya Angelou’s “Champion of the World”:
This narrative is told from the perspective of a child. How old would  you imagine the child to be? How might the story be different if it were told from the point of view of an adult?

1.     English is an Indo-European Language of the Germanic family. In the following dialect of English, common in Canada and parts of the United States, there is a predictable variant [??] of the diphthong [a?]. What phonetic segments condition this change? What feature(s) characterize the class of conditioning segments? (in other words, what is the phonetic environment in which the change from [a?] to [??] occurs?) Explain your answer. Need answers for each one.

Who is Brandon Farley in story of “how to slowly kill yourself and others in America” by kiese laymon.?
a basketball friend of the narrator’s
the narrator’s uncle
the narrator’s(former) editor

Source A: James Greenwood explains a packed lunch in 1869, from The Seven Curses of London. As need not be repeated here, a boy’s estimate of earthy bliss might be conveniently contained in a dinner-plate of goodly dimensions. When he first goes out to work, his pride and glory is the parcel of food his mother makes up for the day’s consumption. There he has it—breakfast, dinner, tea! Possibly he might get as much, or very nearly, in the ordinary course of events at home, but in a piecemeal and ignoble way. He never in his life possessed such a wealth of food, all his own, to do as he pleases with. Eight—ten slices of bread and butter, and may be—especially if it happen to be Monday—a slice of meat and a lump of cold pudding, relics of that dinner of dinners, Sunday’s dinner! His, all his, with nobody to say nay; but still only wealth in prospective! It is now barely seven o’clock, and, by fair eating, he will not arrive at that delicious piece of cold pork ‘with the crackling on it until twelve! It is a keen, bracing morning; he has already walked a mile or more; and it wants yet fully an hour and a half to the factory breakfast time. It is just as broad as it is long; suppose he draws on his breakfast allowance just to the extent of one slice? Only one, and that in stern integrity: the topmost slice without fee or favour! But, ah! the cruel fragrance of that juicy cut of spare-rib! It has impregnated the whole contents of the bundle; The crust of that abstracted slice is as savoury, almost, as the crisp-baked rind of the original. Six bites—”too brief for friendship, not for fame”—have consumed it, and left him, alas! hungrier than ever. Shall he? What—taste of the sacred slice? No. It isn’t likely. The pork is for his dinner. But the pudding—that is a supplemental sort of article; a mere extravagance when added to so much perfection as the luscious meat embodies. And out he hauls it; the ponderous abstraction afflicting the hitherto compact parcel with such a shambling looseness, that it is necessary to pause in one of the recesses of the bridge to readjust and tighten it. But, ah! rash boy!
Source B: An article from November 2017 explaining the ideal packed lunch for children. Surprise your kids when they go back to school this January by swapping their lunch time cola, chocolate and crisps for healthy, nutritious alternatives. Children’s packed lunches have come a long way since the days of Wagon Wheels, Um Bongo and Monster Munch, but what does the perfect primary school pack-up look like? Loughborough University’s Dr Clare Holley, an expert in healthy eating behaviour in young children, has assembled the ingredients and amounts needed to give youngsters the correct amount of nutrition for their scholastic meals. The perfect packed lunch, according to Dr Holley, includes a portion of all the main food groups – carbohydrates, dairy, fats and sugars, fruit and vegetables and protein. And the portion sizes can be judged by using the size of a child’s palm as one serving. She said: “The best kind of packed lunch will be balanced between the main food groups. “You need carbohydrates for energy. “Dairy for calcium – which helps with strong teeth and bones. “Fruit and vegetables for vitamins and minerals for a healthy body. “Low sugar, low salt and low saturated fat to protect teeth, heart and other health. Consider healthy alternative snacks like breadsticks and nuts. “And finally, milk, water or diluted fruit juice make the best drinks. Avoid fizzy drinks or flavoured waters as they may contain substantial amounts of sugar or be acidic which can lead to tooth decay.” Dr Emma Haycraft, an expert in children’s eating behaviours, also recommended using dividers to help keep the foods and flavours separate and reduce waste from unnecessary packaging.
Q1- Using source B shade the boxes of the four true statements.
a) The writer advises chocolate and crisps in lunchboxes
b) The size of servings doesn’t matter if it’s the right food
c) Calcium is needed to give children more energy
d) Dr Clare Holley is an expert in healthy eating for children
e) Flavoured water is a good option for lunch boxes
f) An ideal packed lunch contains all the main food groups
g) A packed lunch needs fruit and vegetables for vitamins
h) A packed lunch’s food should be separated if possible
Q2 – Write summary of the differences between the food in each packed lunch.
Q3 –  In source A how does the writer use language to describe the boy’s feelings about his food?
Q4-  Compare how the writers convey their feelings and attitudes towards a packed lunch.

The Rev. Camden Farebrother, whom Lydgate went to see the next evening, lived in an old parsonage, built of stone, venerable enough to match the church which it looked out upon. All the furniture too in the house was old, but with another grade of age—that of Mr. Farebrother’s father and grandfather. There were painted white chairs, with gilding and wreaths on them, and some lingering red silk damask with slits in it. There were engraved portraits of Lord Chancellors and other celebrated lawyers of the last century; and there were old pier glasses to reflect them, as well as the little satin-wood tables and the sofas resembling a prolongation of uneasy chairs, all standing in relief against the dark wainscot. This was the physiognomy of the drawing room into which Lydgate was shown; and there were three ladies to receive him, who were also old-fashioned, and of a faded but genuine respectability: Mrs. Farebrother, the Vicar’s white-haired mother, befrilled and kerchiefed with dainty cleanliness, upright, quick-eyed, and still under seventy; Miss Noble, her sister, a tiny old lady of meeker aspect, with frills and kerchief decidedly more worn and mended; and Miss Winifred Farebrother, the Vicar’s elder sister, well-looking like himself, but nipped and subdued as single women are apt to be who spend their lives in uninterrupted subjection to their elders. Lydgate had not expected to see so quaint a group: knowing simply that Mr. Farebrother was a bachelor, he had thought of being ushered into a snuggery where the chief furniture would probably be books and collections of natural objects. The Vicar himself seemed to wear rather a changed aspect, as most men do when acquaintances made elsewhere see them for the first time in their own homes; some indeed showing like an actor of genial parts disadvantageously cast for the curmudgeon in a new piece. This was not the case with Mr. Farebrother: he seemed a trifle milder and more silent, the chief talker being his mother, while he only put in a good-humoured moderating remark here and there. The old lady was evidently accustomed to tell her company what they ought to think, and to regard no subject as quite safe without her steering. She was afforded leisure for this function by having all her little wants attended to by Miss Winifred. Meanwhile tiny Miss Noble carried on her arm a small basket, into which she diverted a bit of sugar, which she had first dropped in her saucer as if by mistake; looking round furtively afterwards, and reverting to her tea-cup with a small innocent noise as of a tiny timid quadruped. Pray think no ill of Miss Noble. That basket held small savings from her more portable food, destined for the children of her poor friends among whom she trotted on fine mornings; fostering and petting all needy creatures being so spontaneous a delight to her, that she regarded it much as if it had been a pleasant vice that she was addicted to. Perhaps she was conscious of being tempted to steal from those who had much that she might give to those who had nothing, and carried in her conscience the guilt of that repressed desire. One must be poor to know the luxury of giving!
To the narrator and Lydgate, the furnishings of the parsonage seem to embody a more
A) affluent, bygone era
B) selfless, spiritual era
C) pragmatic, sensible era
D) family-oriented era
E) individualistic era