Category: Writing

Practice test for punctuation, style, and mechanics-hacker English 1102
Practice test for punctuation, style, and mechanics-hacker English 1102
tuation, Style, and Mechanics – Hacker Completed 13 out of 45 Submit All < Question 13 of 45 > If any of the underlined segments has an error, select the answer option that IDENTIFIES the error. If no segments have an error, select “No error.” @ Macmillan Learning Bill, who has been my best friend since kindergarten, just married a woman, he met during his travels in Indonesia. O Bill, O kindergarten, O woman, No error

Visit MinimumWage.com.
Is this website trustworthy? Is it a fair broker for information on the relationship between minimum wage policy and employment rates? How do you know? Can this website be trusted? Why or why not?

What are some examples of figurative language in the poem “The Fight” by John Montague. it’s the story about the boy who found the sparrow’s nest and his friend breaks the eggs and then they get in a fight.

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