Category: Writing

For the novel, Crow Winter: A Novel by Karen McBride
Demonstrate how the novel connects to the major themes of the course (i.e. identity, relationships, self-determination, sovereignty, and self-government);
Explain the significant literary techniques used by the author that enhance the reader’s appreciation of the text or the literary merit of the text (i.e. How does the use of literary devices make a satisfying reading experience? Consider characters, plot, conflict, symbolism, and the role the land plays in the novel. You should focus on key passages (showcase analysis skills), sentence structure, the overall structure of the novel, etc.)

Shaving by Richard Blanco-
https://aybem.info/blog/poem-shaving-richard-blanco-poetry/
TPCASTT: Poem Analysis Method
Title: What thoughts do you have over the title of the poem. Does it interest you. What do you think the poem will be about?
Paraphrase: I want you to detail the main events of the poem. What happened at the beginning, middle, and end?
Connotation- What images stood out to you? What words or string of words caught your attention? Was there any interesting similes or metaphors that caught your attention?
Attitude: What message does the author want you to get?
Shift- Are there any shifts in your emotions during the reading?
Title revisited: Any new insights on meaning or significance of the title?
Theme: What does the poem mean? What is it saying? How does it relate to life?

Diagram the following sentences.
Although you protest, I will not change my mind.
Oliver’s mother always decides what he will wear to school.
The Empire State Building, which has 102 stories, is the tallest building in New York City.

What is the author’s tone in both poems?
“A Dream” by Edgar Allen Poe and “We dream- it is good we are dreaming” by Emily Dickinson
“A Dream” by Edgar Allen Poe
“In visions of the dark night I have dreamed of joy departed— But a waking dream of life and light Hath left me broken-hearted. Ah! what is not a dream by day To him whose eyes are cast On things around him with a ray Turned back upon the past? That holy dream—that holy dream, While all the world were chiding, Hath cheered me as a lovely beam A lonely spirit guiding. What though that light, thro’ storm and night, So trembled from afar— What could there be more purely bright In Truth’s day-star?”
“We dream- it is good we are dreaming” by Emily Dickinson
“We dream—it is good we are dreaming— It would hurt us—were we awake— But since it is playing—kill us, And we are playing—shriek— What harm? Men die—externally— It is a truth—of Blood— But we—are dying in Drama— And Drama—is never dead— Cautious—We jar each other— And either—open the eyes— Lest the Phantasm—prove the Mistake— And the livid Surprise Cool us to Shafts of Granite— With just an Age—and Name— And perhaps a phrase in Egyptian— It’s prudenter—to dream—”

I need the answers
Short Florida Test Prep Workbook Name 30 Two hours later, I found myself sitting at a water rest station on Hayes Hill handing out cool bottles of water to sweaty, weary runners. Summiting the peak of this steep hill was one of the biggest challenges for racers, so they often needed a little extra encouragement. At first I felt resentful about being it as time passed, I got more and more immersed in supporting the 35 participants. When I saw Ronnie running past, I gave her a huge thumbs up and a smile. Even though I hadn’t been able to join the race, I still felt involved. I thought back to sitting on my bed this morning and feeling miserable, and I realized that the Bay to Breakers was still achieving its primary goal as far as I was concerned. Passage 2 On April 18, 1906, the city of San Francisco was rocked by a powerful earthquake, leading to massive destruction and fires that devastated the city and killed more than 3,000 people. Many thought San Francisco would never recover, but city residents would not give up without a fight- or a race. To help raise the spirits of residents, leaders developed a race across the city that gave people a new reason to cheer. Today, the Bay to Breakers race is one of the world’s longest-running footraces, taking over the streets of San Francisco every year since 1912. Once Upon a Race In that first race, 218 men signed up, 186 stood at the starting line, and 121 crossed the finish line. The winner was college student Robert “Bobby” Vlught with a time of 44 minutes and 10 seconds. Today, this 12-kilometer (7.5-mile) race is held annually on the third Sunday in May and has 40,000 male and female participants, with more than double that number of spectators lining the route to cheer them on. The winner in the 2018 men’s division was Philemon Cheboi from Kenya with a time of 35 minutes and 41 seconds. The winner of the women’s division was Jane Kibii, also from Kenya, with a time of 40 minutes and 27 seconds. Learning company LLC. All Rights Reserved. Race Through the City The race route crosses through the heart of the city, beginning on the northeast side of downtown San Francisco and finishing at the Great Highway along the Pacific Coast’s Ocean Beach. Streets are shut down in all directions, and drivers know to follow detours and stay far away from the competition. Between the start and finish lines are such challenges as the scenic Golden Gate Park and the notorious Hayes Hill. At two-thirds of a mile long, the incline is so steep that it is the most arduous section of the course for runners to endure. From Amateurs to Pros Runners of all abilities tend to take part in the Bay to Breakers competition. Young children run with their parents; teenagers keep up with adults; and groups of thirteen or more, referred to as centipedes, run linked together. Many of the racers run in full costume, from ballerinas and dragons to condiments and cartoon characters. There is little doubt that this race is about having fun, not setting world records.
Comparing Texts Test Bank 3 Short Story and Informational Text Florida Test Prep Workbook Name Which statement best paraphrases what happens to Andrea as she volunteers at the race in Passage 1? Andrea is concerned about helping because of her sprained ankle, but she cheers on the racers anyway. Andrea is reluctant to be involved in the race, but when she sees Ronnie running past, she grows more interested. Andrea is frustrated at first but grows more engaged in the race as the day continues, and she smiles as Ronnie passes. Andrea feels privileged to be involved, and when she sees Ronnie running past, she feels like she is running in the race herself. In what way does the primary purpose of the Bay to Breakers race advance the plot of Passage 1? The race was proposed to distract the people of San Francisco from the devastation of the earthquake, and it also distracted Andrea from the pain she was experiencing. The race was set up to welcome people of all ages and running abilities, and this made Andrea and Veronica feel comfortable enough to take part in it. The purpose of the race was to bring tourists to the city to help with its recovery, which explains why so many people participated in the race in the story. The race was established to improve residents’ feelings about their city, and Andrea’s feelings also improved from the beginning of the story to the end. How does Andrea’s personality help propel the plot in Passage 1? Andrea’s distress at the beginning of the story contrasts with her happiness at the end based on how her role in the race has shifted. Andrea’s dedication to running is clear throughout the story and helps to explain other characters’ participation in the Bay to Breakers race. Andrea’s close relationship with Veronica creates the conflict in the story as Veronica takes part in the race without Andrea. Andrea’s unhappiness with getting hurt pushes her to make decisions about what to do to prepare for future races and how she feels about this one. Page 94 GO ON

English 11 unit 1 writing freedom; visual propaganda write summary for number 4 and answer 2-3
Notebook Respond to these questions. 1. (a) In Image 1, what does the snake represent? (b) Connect How does that representation shed light on the meaning of Image 4? 2. (a) Compare and Contrast From the colonial point of view, how do Images 2 and 3 have a similar slant? (b) Analyze Which details in the two images suggest that slant? Explain. 3. Historical Perspectives What do these images suggest about the colonists’ growing sense of an American versus a British sense of identity? Explain. 4. Essential Question: What is the meaning of freedom? What have you learned about American freedoms from analyzing these images?

While most tutors saw a value in using games, as: “good for visual/kinesthetic support the learning styles of visual and kinesthetic learners. Games can make learning more fun, and learners are able to work at their own pace; ‘breaks up the lesson, gives my students variety and some fun whilst reinforcing their learning.” References: De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-356. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints Item 2 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning. References: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints Item 4 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated and interesting is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version First, the potential of digital games is discussed using the framework proposed by Taylor (1980). Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide safe environments; and facilitate collaborative problem-solving. References: Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 1-22. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints Item 6 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a design methodology called rapid prototyping, which has been used successfully in software engineering. Given similarities between software design and instructional design, we argue that rapid prototyping is a viable method for instructional design, especially for computer-based instruction. References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories. Such theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). Instructional-design theory must involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints Item B In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Other major issues involve the accepted methods by which fidelity is measured. Liu et al. (2009) identified two major methods for measuring fidelity. The first is a mathematical (objective) method that requires counting “the number of identical elements shared between the real world and the simulation; the greater the number of shared identical elements, the higher the simulation fidelity” (p. 62). The second method involves a performance matrix that compares a human’s performance in the simulation with that person’s real-world performance, producing an indirect measure of fidelity. References: Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds.), Human factors in simulation and training (pp. 61-73). Boca Raton, FL: CRC Press.
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version (written in 2002) The technological tools available today are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials. All it takes is time, know-how, and some funds. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism Hints Item 10 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’ comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 69-112. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism O This is not plagiarism

In “If Romeo and Juliet Had Cell Phones,” what main similarity does sociologist Barry Wellman point out between Romeo and Juliet and people using social networks today?
a.
They have broken from their groups to interact as individuals.
b.
They use special signals in communicating with each other.
c.
They spend a lot of time communicating with other people.
d.
They are not afraid to express their love in powerful terms.
What does the context suggest is the most likely meaning of
scrutiny
in this sentence from “If Romeo and Juliet Had Cell Phones”?
In addition, Wellman speculates that their exchanges would’ve been subject to less scrutiny, as mobile phones eliminate the need to connect through a family gatekeeper.
a.
happiness
b.
violence
c.
drama
d.
examination
What does context suggest is most likely the meaning of
averted
in this passage from “If Romeo and Juliet Had Cell Phones”?
Romeo and Juliet
is often cited as a tragedy that could have been averted with one cell phone call. But smug as we are in our technology, a Canadian sociologist says that the Shakespearean tale was actually ahead of its time.
a.
investigated
b.
worsened
c.
dramatized
d.
prevented
What does the context suggest is the most likely meaning of murmuring in this sentence from “If Romeo and Juliet Had Cell Phones”?
If you were riding on public transit 10 years ago, you’d hear people shouting at each other on their mobile phones. Now, they’re murmuring or they’re texting.
a.
crying out
b.
asking curiously
c.
speaking softly
d.
giving orders
Which word or words from the sentence best support the answer to the question above about the word
murmuring
?
a.
riding
b.
at each other
c.
public transit
d.
shouting
What does “If Romeo and Juliet Had Cell Phones” suggest is the main reason that cell phones would have prevented the tragedy in Romeo and Juliet?
a.
They would have allowed the lovers to resist peer and family pressure.
b.
They would have made it easier for the lovers to face modern times.
c.
They would have helped the lovers communicate their locations and situations.
d.
They would have enabled the lovers to express their true feelings.
Which of these quotations from “If Romeo and Juliet Had Cell Phones” best supports the answer to the question above about the main reasons cell phones would have prevented tragedy?
a.
In addition, Wellman speculates that their exchanges would’ve been subject to less scrutiny, as mobile phones eliminate the need to connect through a family gatekeeper.
b.
“The big problems were that they couldn’t coordinate with each other, they couldn’t find each other, and they had a lot of miscommunication about each other,” said Wellman.
c.
The problem with being ahead of your time, of course, is that technology needs to catch up.
d.
“The big thing about the social network revolution is that instead of living in tightly knit groups, people are crossing boundaries and connecting as individuals.”
In “If Romeo and Juliet Had Cell Phones,” what negative effect does Barry Wellman believe using cell phones would have had on Romeo and Juliet’s romance?
a.
Their romance would have become public knowledge because people would have heard them talking on their cell phones.
b.
Their romance would have grown weaker because they would have been distracted by frequent cell phone conversations with other people.
c.
Cell phone communication would have made the language of their romance less poetic and memorable to audiences.
d.
Too much cell phone communication would have diminished their feelings by making them grow tired of each other.
Which of these quotations from “If Romeo and Juliet Had Cell Phones” best supports the answer to the question above?
a.
“In the past, everyone in the house would know when you got a phone call.”
b.
“I know students who send one another secret (cell phone) vibrations just to let the other person know, ‘I’m thinking of you.’
c.
Such micro-communication is enabled by the slim-down of mobile phones, from roughly 1 kilogram to about 140 grams. Too much cell phone communication would have diminished their feelings by making them grow tired of each other.
d.
“They’d still be alive,” said Wellman. “But they probably would’ve gotten tired of each other really quickly.”
How are Elizabethan-era teenagers similar to teenagers today, according to “What’s the Rush?”
a.
Both groups of teens behave violently when they are angry.
b.
Both groups of teens act without thinking things through.
c.
Both groups of teens rebel against their parents’ authority.
d.
Both groups of teens are easily distracted from mundane tasks.
What is the primary reason that teenagers take dangerous risks, according to “What’s the Rush?”
a.
because they can concentrate on many different tasks at once
b.
to work off surplus energy and aggression
c.
to get the attention of neglectful or absentee parents
d.
because the warning system in their brains is not fully developed
What is the most likely meaning of
derided
as it is used in this sentence from “What’s the Rush?” Choose the meaning based on context clues in the sentence.
When teenagers are derided by adults, it is usually because they are “wild,” “impulsive,” or “rude.”
a.
protected
b.
ridiculed
c.
loved
d.
researched

04:51 Occupational Reading Assessment Generally, for jobs at the GS-7 grade level (or equivalent) and higher, your background must have included specialized experience. The specialized experience must be closely related to the work to be performed in the job for which you are applying. At least one year of the specialized experience must have been equivalent to the level of the next lower grade in the federal service. This means, for example, to qualify for a GS-12 grade level (or equivalent), you must have had a minimum of one year of specialized experience equivalent to a GS-11 grade level (or equivalent). Which of the following can be inferred from the information in the passage? O Jobs at the GS-6 grade require a minimum of one year of specialized experience at the GS-5 grade. Specialized experience is required to obtain a government position. Jobs at the GS-8 grade require at least one year of specialized experience at the GS-7 grade. All employees working below the GS-7 grade lack specialized experience. The sole requirement for obtaining positions at the GS-7 level and above is one year of specialized experience. Record answer

I am writing an essay for question: What is the author’s purpose in “WHY I DESPISE THE GREAT GATSBY”?
My Essay: “The Great Gatsby is a story told in the first person by the narrator Nick Carraway. It was written by Francis Scott Fitzgerald and is revered as a great American classic nowadays. However, every book has its critics which is certainly the case in the text “WHY I DESPISE THE GREAT GATSBY” by Kathryn Schulz. The author’s purpose in the text is to go against the overall laud of The Great Gatsby and convince the reader that it is not an American classic. To do this, she brings up how unrealistic the characters are and how much the book relies on symbols and plot rather than emotions.
Schulz first takes a look at how unrealistic and unrelatable the characters are, especially Gatsby and Daisy since they had one of the most important affairs in the book. Schulz criticizes the relationship between the two characters, saying, “Indeed, The Great Gatsby is less involved with human emotion than any book of comparable fame I can think of … It is possible, of course, to deny your readers access to the inner lives of your characters and still write a psychologically potent book … But to do that, you yourself must understand your characters and conceive of them as human … Fitzgerald fails at that … in the relationship between Daisy and Gatsby. This he constructs out of one part nostalgia, four parts narrative expedience, and zero parts anything else — love, sex, desire, any kind of palpable connection.” (Schulz 9-10). To convince the reader that The Great Gatsby is not the American classic that it is praised to be, she brings up the lack of connection between Daisy and Gatsby. This relationship is supposed to be one of the most important ones in the book since Gatsby had been waiting for years to be with Daisy again. However, viewers are not satisfied with the love and connection between them. Instead, they just get a bit of nostalgia between the two and a quick narration of the affair. The reader does not really feel any love between the two and this is the case for a lot of characters. Schulz points this out to the reader in order to show that if The Great Gatsby was truly an American classic, then it would have characters that the reader could relate to. In The Great Gatsby, it is hard to understand the characters and think of them as human. It just makes Gatsby and Daisy seem unrealistic and not understandable. In fact, Fitzgerald even admits, “I gave no account (and had no feeling about or knowledge of) the emotional relations between Gatsby and Daisy.” (Schulz 10). Thus, Schulz fulfills her purpose here to show that The Great Gatsby is not the American classic it is praised to be by showing how unrealistic and unrelatable the characters are.
Schulz also looks at how much The Great Gatsby one relies on symbols instead of emotions. She states that instead of focusing on the characters in the book, Fitzgerald focuses on “Precision-engineering his plot, chiefly, and putting in overtime at the symbol factory … Inside that story, almost everything in sight serves a symbolic purpose: the automobiles and ash heaps, the upright Midwest and poisonous East, the white dresses and decadent mansions.” (Schulz 11). When used correctly, symbols can portray profound messages. However, Schulz is trying to say that Fitzgerald used too many and backs it up by saying that “Heavy plot, heavy symbolism, zero ­psychological motivation: Those are the genre conventions of fables and fairy tales … moral significance requires moral engagement: challenge, discomfort, illumination, or transformation. The Great Gatsby offers none of that. In fact, it offers the opposite: aloofness.” (Schulz 12). By focusing too much on the plot and symbolism, Fitzgerald did not put enough psychological motivation or emotion. So much symbolism undermines the message of the book, which is about the American dream. This creates an easy-to-read book that is not psychologically strong; it does not captivate the mind and cause it to think about the complexity of the characters and how deep the rabbit hole of relationships and emotions between characters goes. It contains too much symbolism, rendering it close to a fairy tale. An American classic would not be so simple. It would contain a blend of strong symbolism with realistic emotions that create characters that seem human. Schulz explains this throughout the end of the article in order to convince the reader that The Great Gatsby is not an American classic.
“WHY I DESPISE THE GREAT GATSBY” by Kathryn Schulz goes against the universal thoughts about The Great Gatsby. Schulz’s purpose is to convince the reader that The Great Gatsby is not the American classic that it is praised to be. She does this by explaining how un-humanlike the characters are and how the book relies so much on symbolism and plot rather than emotion that it begins to undermine the message of the book. Schulz offers a new opinion on The Great Gatsby which will shock some and gain the support of others.”
Does it make sense? Also, do I explain the author’s purpose correctly?