Category: Writing

“My First Police Stop,”  written by Hanif Willis-Abdurraqib , explain who you think is the intended audience and what the main idea (or thesis) is that the author is trying to get across. Share one or two of the descriptions you feel were the most effective in the essay. Why were these descriptions effective? What did they do for the piece?

John Steinbeck’s “The Turtle,” chapter three of
The Grapes Of Wrath
, is an exemplary expression of the way in which the choice and arrangement of language create harmony between an idea and its manner of expression. The turtle functions as a metaphor for the Joad family – and for other migrant families. It moves slowly, carrying its home on its back, and fights all kinds of adversity, never losing its will to carry on.The purpose of “The Turtle” is to affirm, imaginatively, the power of the life cycle, to assert the indomitability of the urge to life, and to emphasize the circularity of its pattern. This purpose is encased and expressed in the formal elements of the passage: structure, diction, sentence patterns, mood, symbol.
Read a short chapter from John Steinbeck’s
The Grapes of Wrath
.
Describe the author’s style of writing using text examples to support your analysis.
Excerpt- Chapter 3 of John Steinbeck’s The Grapes of Wrath:
THE CONCRETE HIGHWAY was edged with a mat of tangled, broken, dry grass, and the grass heads were heavy with oat beards to catch on a dog’s coat, and foxtails to tangle in a horse’s fetlocks, and clover burrs to fasten in sheep’s wool; sleeping life waiting to be spread and dispersed, every seed armed with an appliance of dispersal, wisting darts and parachutes for the wind, little spears and balls of tiny thorns, and all waiting for animals and for the wind, for a man’s trouser cuff or the hem of a woman’s skirt, all passive but armed with appliances of activity, still, but each possessed of the anlage of movement.
The sun lay on the grass and warmed it, and in the shade under the grass the insects moved, ants and ant lions to set traps for them, grasshoppers to jump into the air and flick their yellow wings for a second, sow bugs like little armadillos, plodding restlessly on many tender feet. And over the grass at the roadside a land turtle crawled, turning aside for nothing, dragging his high-domed shell over the grass: His hard legs and yellow-nailed feet threshed slowly through the grass, not really walking, but boosting and dragging his shell along. The barley beards slid off his shell, and the clover burrs fell on him and rolled to the ground. His horny beak was partly open, and his fierce, humorous eyes, under brows like fingernails, stared straight ahead. He came over the grass leaving a beaten trail behind him, and the hill, which was the highway embankment, reared up ahead of him. For a moment he stopped, his head held high. He blinked and looked up and down. At last he started to climb the embankment. Front clawed feet reached forward but did not touch. The hind feet kicked his shell along, and it scraped on the grass, and on the gravel. As the embankment grew steeper and steeper, the more frantic were the efforts of the land turtle. Pushing hind legs strained and slipped, boosting the shell along, and the horny head protruded as far as the neck could stretch. Little by little the shell slid up the embankment until at last a parapet cut straight across its line of march, the shoulder of the road, a concrete wall four inches high. As though they worked independently the hind legs pushed the shell against the wall. The head upraised and peered over the wall to the broad smooth plain of cement. Now the hands, braced on top of the wall, strained and lifted, and the shell came slowly up and rested its front end on the wall. For a moment the turtle rested. A red ant ran into the shell, into the soft skin inside the shell, and suddenly head and legs snapped in, and the armored tail clamped in sideways. The red ant was crushed between body and legs. And one head of wild oats was clamped into the shell by a front leg. For a long moment the turtle lay still, and then the neck crept out and the old humorous frowning eyes looked about and the legs and tail came out. The back legs went to work, straining like elephant legs, and the shell tipped to an angle so that the front legs could not reach the level cement plain. But higher and higher the hind legs boosted it, until at last the center of balance was reached, the front tipped down, the front legs scratched at the pavement, and it was up. But the head of wild oats was held by its stem around the front legs.
Now the going was easy, and all the legs worked, and the shell boosted along, waggling from side to side. A sedan driven by a forty-year-old woman approached. She saw the turtle and swung to the right, off the highway, the wheels screamed and a cloud of dust boiled up. Two wheels lifted for a moment and then settled. The car skidded back onto the road, and went on, but more slowly. The turtle had jerked into its shell, but now it hurried on, for the highway was burning hot.
And now a light truck approached, and as it came near, the driver saw the turtle and swerved to hit it. His front wheel struck the edge of the shell, flipped the turtle like a tiddly-wink, spun it like a coin, and rolled it off the highway. The truck went back to its course along the right side. Lying on its back, the turtle was tight in its shell for a ong time. But at last its legs waved in the air, reaching for something to pull it over. Its front foot caught a piece of quartz and little by little the shell pulled over and flopped upright. The wild oat head fell out and three of the spearhead seeds stuck in the ground. And as the turtle crawled on down the embankment, its shell dragged dirt over the seeds. The turtle entered a dust road and jerked itself along, drawing a wavy shallow trench in the dust with its shell. The old humorous eyes looked ahead, and the horny beak opened a little. His yellow toe nails slipped a fraction in the dust.
?What creates style?
Diction – the choice of words and how they are used according to purpose and audience.
Syntax – or sentence structure. Sentences can be simple, complex, complicated or straightforward.
Figurative language – language beyond the literal sense and how it is used and how often.
Sensory language (imagery)
is included.
Point of View – the perspective from which the story is told
Rhetorical strategies – repetition,
parallel structure
, paragraph length
Dialogue
Method of Development:  analogy, allusion, anecdote, compare/contrast, etc.

In this section, you are expected to determine and demonstrate your skills in SQ5R, chunking, context clues. Specifically, by the end of this lesson, you are expected to recognize different reading strategies and their importance in enhancing your skills in reading comprehension. There will be a series of texts in which you can practice applying the skill learned in this unit. In each test, an assessment to test your comprehension will be given to determine your understanding of the skill discussed.
1. SQ5R – It is a study method that stands for survey, question, read, respond, record, recite, and review. This method helps improve higher memory and mastery of the material by helping you process the material actively.
2. Reading Comprehension – one of the most relevant skills in today’s generation. It is a study of processing texts and understanding information. Fundamental skills involve the capability to understand the meaning of a word from discourse context; ability to follow passage organization and identification of antecedents and references; ability to draw inferences from the passage content; ability to identify the main thought of a passage and the ability to recognize the literary devices or propositional structures used in a passage.
3. Reading Comprehension Strategies – A strategy refers to a way of doing things to achieve the desired result. Thus reading comprehension strategies help you to achieve better comprehension, which includes but are not limited to monitoring, metacognitive, read-aloud, chunking, and using context clues.
4. Metacognitive Strategies – refer to your own awareness about your own thinking or learning. These include strategies before, during, and after reading.
5. Chunking – refers to a reading strategy used in looking and dividing texts in chunks to aid in reading comprehension.
6. Context clues – These are bits of information from the text that, when combined with prior knowledge, allow you to decide the meaning of unknown words in the story or article you are reading.
A. SQ5R This method is particularly useful for textbooks such as biology, psychology, and sociology, as well as other readings, especially those that contain a lot of information and require deeper study.
SURVEY – Before reading the actual chapter, read the introduction and summary (if given). Skim through the chapter paying attention to topic headings, bold-faced words, pictures, charts, and graphs. These can give you an idea of the general structure and content before you begin reading. QUESTION – Set a purpose for your reading by developing questions about the material. Use the topic and heading information you gathered in the survey step to create questions to be answered. Begin asking yourself who, what, where, when, why, and how questions. Questions are most beneficial when they are general, covering main topics and important points.
READ – Break the material into sections that will take about 20 minutes to read (often, the chapter is already broken into sections that will work just fine). Read the material section by section. Look for answers to your questions, key concepts, and supporting details. Study charts, graphs, tables, and pictures. These can serve to present new information as well as tie together concepts from the reading.
RESPOND – After each section, think about the material you have just read and answer the questions you have asked. This can be done at the same time as the reading step since often, the response is automatic. The main point of this step is to think about the material and take notice of what is important.
RECORD – Go back and underline key concepts and take notes. This can be done on a separate sheet of paper, on note cards, in the margins of the textbook, or in any way that works well for you. (Do it after each section.)
RECITE – Next, look away from the material and try to recite the key information and ideas. Put the material and go back and re-read until you feel comfortable with it. This may be frustrating at first, but it will lead to better understanding and save you review time in the long run. (Do it after each section.)
REVIEW – After completing the entire chapter, scan back over the reading and review the information aloud or in your head. Talk about the material with a classmate, if possible. Try to identify overall themes and relationships between concepts. Make any necessary revisions of your notes or markings so they can be easily understood later.
Now that you know about the SQ5R method for reading textbooks, the next step is to use this strategy while reading your next assignment. You may want to begin by selecting one for which you will use SQ5R to read every chapter prior to your next test. Below are some additional strategies you may want to implement along with reading the chapter using this method:  Plan ahead and start early. SQ5R takes time and is not a strategy that can be employed or used the night effectively before a test.  Plan to read each chapter before it’s discussed in class. Doing this will make the class lecture a review. It is also likely to help you to understand the material that is presented in class at a deeper level.  Identify information in the chapter you don’t understand and plan to talk with the professor after class or during his/her office hours if you still don’t understand the material after it’s covered in class.
B. Context Clues Textbook writers and authors include words or phrases to help their readers understand the meaning of a new or difficult word. These words or phrases are built into the sentences around the new or difficult words. By becoming more aware of the words around a difficult word, readers can make logical guesses about the meanings of many words. What are the different types of context clues? a. Definition Context Clues – With this type of context clue, the definition of the word is given to the reader in the form of an explanation. Sometimes the author will add very specific words to tell us an explanation is upcoming. These can include phrases like “which means” or “that is” or “in other words.” Dictionary should just be the last option. Ex. After a time, glaciers, or slowly moving rivers of ice, formed over many parts of the Earth. In this example, the words “slowly moving rivers of ice” tell us what glaciers are. b. Synonym or Restatement Clues – are words around a difficult word that mean the same or nearly the same as the word. Ex. The precepts of the Lord are right, giving joy to the heart. The commands of the Lord are radiant, giving light to the eyes. In this example, precepts are synonymous with the commands. c. Antonym or Contrast Clues – These are words around a difficult word that means the opposite or nearly the opposite as the word. These types of context clues give us hints to the meaning of words by telling us what they’re not. Often the word “but” is included in the sentence to tell us that an opposite thought is about to be presented. Ex. Lazy hands make a man destitute, but diligent hands make him affluent. (Prov. 10:4) Here you can infer the meaning of the bold terms by antonymy through the use of conjunctions such as but, on the other hand, nevertheless, however, yet and in spite of. d. General or Inference Clues – These types of context clues are a little more subtle. They usually require readers to look beyond the sentence they’re reading for understanding, sometimes even at the entire passage, the topic of the piece, or the illustrations. Ex. When you read Proverbs 8:21, says, “At the head of the noisy streets she calls out; at the entrance of the city gates, she speaks.” Reading that passage alone, we tend to presume that the pronoun “she” there could possibly refer to a real person. But if we read the verse before that, we can infer that it refers to Wisdom personified as a lady. Proverbs 8:20 says, “Wisdom cries aloud in the street, in the street plazas she raises her voice.” Thus, if the more specific context clues are missing, using inference clues might do. e. Punctuation or Font Clues – The clues hidden here are found in capitalization, italicization, quotation marks, and even parentheses. These clues tell the reader that the word could be a name, a book title, or even that, in the case of parentheses, the word is being defined for us. Ex. The ancient clock only rang once in a millennium (a thousand years). Terri retained – kept – the keys to the old mansion. f. Tone or Mood Clues – Sometimes, the mood that the author has set for us helps us guess at a word’s meaning. If the setting is a ghost story, for instance, and the protagonist is “brooding,” we can be pretty sure it doesn’t mean he’s happy. Asking yourself how you would feel in the setting of the story is one way to clue yourself into the meaning of a new word. Ex. When the children at the birthday party saw the cake, the balloons, and the clown, they were ecstatic. C. Metacognitive Strategies “Efficient learners use metacognitive strategies, but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. 184) Description In order to be effective learners, students must not only use their memory and the language skills they have internalized, but they must also develop their own way of learning. Students who “learn to learn” gain control of their learning process and gradually develop the ability to master their mental processes more effectively. A student’s inner language is what enables him/her to develop the high-level cognitive skills associated with metacognition. According to Pierre Paul Gagné et al. (2009): “Metacognition enables students to be more active in their learning, i.e., to mobilize all of their resources in order to have successful learning experiences. In order to do it, they must know how they learn and be aware of the steps that are followed and the means that are used to acquire knowledge, solve problems, and perform tasks.” [Unofficial translation] According to the LD Online Glossary (2014), metacognition is the process of “thinking about thinking.” For example, good readers use metacognition before reading when they clarify their purpose for reading and preview the text. In other words, metacognition is the understanding and awareness of one’s own mental or cognitive processes. Here are some examples of metacognition:  A student learns about what things help him or her to remember facts, names, and events.  A student learns about his or her own style of learning.  A student learns about which strategies are most effective for solving problems. Students become increasingly autonomous in their learning as they become aware of their strengths and weaknesses and understand that being successful depends on the effort they make and the strategies they implement. Their ability to regulate their cognitive processes increases accordingly, and their self-image improves. Students with LDS can improve their learning capacity through the use of metacognitive strategies. According to a number of research studies (Brown et al., 1983; Paris et Lindauer, 1982, Paris et al., 1988 Ainsi Que Persely et al., 1985), when students are able to manage their own performance on a task, they perform better. Their learning is more meaningful than when they are not able to manage it. To paraphrase Edgar Morin (2014), metacognition involves thinking and reflecting before, during, and after a learning task. Metacognition starts when students think about the strategies they will use to perform a task. Metacognition happens when they choose the most effective strategies and decide for themselves whether the outcome of these strategies meets the standards. The time taken to teach a variety of strategies is very important because students must choose strategies for each task they perform. These strategies help students think about thinking. Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: o Monitoring your progress as you learn o Making changes and adapting your strategies if you are not doing as well as you could Basic Metacognitive Aids/strategies o Connecting new information to existing knowledge o Selecting thinking strategies deliberately o Planning, monitoring, and evaluating thinking processes Metacognitive activities usually occur before or after a cognitive activity. An example of the relationship between metacognitive and cognitive strategies is a learner who uses self-monitoring when reading. The learner, through self-monitoring, can sense that he or she does not comprehend what was read (metacognitive) and recognizes that they will understand the text better if they make an outline (cognitive). Strategies to develop metacognition include: o Share and model self-monitoring processes (e.g., Proofreading) o Explain and provide handouts regarding particular strategies that may be helpful o Clarify and model when particular strategies are appropriate o Clarify why particular strategies are helpful and useful Three stages of using metacognitive strategies 1. Planning Good readers plan before reading, and K-2 students must learn the steps needed to accomplish this task. Through modeling and practice, teach them to  Think about the text’s topic.  Think about how text features can help in understanding the topic.  Read the title and author, front and back cover blurbs, and table of contents.  The study has given illustrations, photos, and graphics, including labels and captions.  Skim for boldfaced words, headings and subheadings, and summaries.  Think about what they know, what connections they can make, and what questions they might want to be answered.  Think about the way the text might be organized, such as: o cause and effect o compare and contrast o sequence of events o problem and solution o description o a combination of these text structures 2. Monitoring During Reading Good readers take charge of their reading by monitoring their own comprehension, and K-2 students need direct instruction on how and why to do it. The first step is recognizing whether or not confusion exists by asking, “Do I understand what I just read? or What does the author want me to know about this text?” Readers who take responsibility for their own comprehension constantly question the text and their reactions to it. Other ways that readers monitor comprehension during reading are to  make connections  make predictions  make inferences  using context clues  use text features  identify text structures  use graphic organizers to pinpoint particular types of text information  write comments or questions on self-stick notes or in the margins Readers become confused during reading for a variety of reasons (Tovani 2000): 1. The voice inside the reader’s head is not talking to him any longer about the text. It may simply be reciting the text. 2. The reader’s mind begins to wander; he is no longer reminding himself to “pay attention.” 3. The reader can’t remember what has been read. 4. The reader can’t answer his own questions. 5. The reader re-encounters a character but does not remember how or when the character was introduced in the story. 3. Evaluating After Reading When good readers finish reading, they reflect on the strategies they used to determine whether their plan worked or whether they should try something else next time because this evaluative component of the metacognitive process is so valuable, model, and practice it with your K-2 students at every opportunity. D. Chunking and Questioning Aloud Strategy Chunking is the grouping of words in a sentence into short meaningful phrases (usually three to five words). This process prevents word-by-word reading, which can cause a lack of comprehension since students forget the beginning of a sentence before they get to the end (Casteel, 1988). Smith (1982) assessed chunking as the largest meaningful combination of units that can be placed in short-term memory. Studies indicate that the presentation of “chunked” material separated into meaningful related groups of words improves the comprehension of some readers, most noticeably those readers who are classified as poor or low-ability readers (Casteel, 1989). – Chunking is a procedure of breaking up reading material into manageable sections. Before reading a “chunk,” students are given a statement of purpose, which guides them to look for something specific in the text. This process is repeated until students complete the passage. – For checking comprehension: once students have read a passage, they are asked to close their books, and they are teachers. They are to ask questions relating to what they have read. After a while, the teacher reverses the roles having students answer comprehension questions (Bondaza, 1998). – Excessive chunking (chunk’s chunks) may hinder text comprehension. A misapplied segmentation causes slower reading (Keenan, 1984). – Extreme variability in line length may slow reading by disrupting the rhythm of eye movements (Keenan, 1984). The advantages of reading aloud to students: reluctant readers might be “turned on” to reading, students may be exposed to literature beyond their reading ability, aural exposure to more complex patterns prepares listeners to predict these structures in future experiences, listening comprehension is developed, and vocabulary is increased (Shoop, 1987). – Developing comprehension through questioning in a teacher-question, student-response format. Neither literal (focused on details) nor affective (focused on attitudes) questions are sufficient. – Questioning prior to reading aloud (prior knowledge aids). – The reciprocal questioning procedure: students are asked to listen and to formulate questions they can ask the teacher. – Students are asked to develop their own questions about the text. The teacher can provide exemplary questions, if necessary. – Questioning the author: reminding students that what they read is just someone else’s ideas written down. Sometimes what authors have in their minds does not come through clearly as they write it. Generating questions and answering them. A more advanced comprehension check (Chatel, 2002).
1. Sequencing – It is an important reading comprehension strategy, which allows students to make sense of how events unfold in their reading. 2. Connectives – These are words or phrases that link clauses or sentences. Connectives can be conjunctions (ex. but, when, because) or connecting adverbs (e.g., however, then, therefore). Connecting adverbs (and adverbial phrases and clauses) maintain the cohesion of a text in several basic ways, including 3. Chronological Order – It refers to ordering events in accordance with the time sequence in which they occurred. Sometimes it is interrupted by some flashbacks in the middle of the sequence. Big Picture in Focus: ULO a. Demonstrate your skills in listing a sequence of events. 4. Graphic Organizer – is a visual and graphic display that shows the relationships between terms, facts, and ideas within a learning task. They are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams. 5. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
As children, the idea of sequencing is something very familiar to us. We are surrounded by a lot of things that follow a logical order of things. It could be a simple process like cooking simple dishes and tying one’s shoes or as complicated as how laws are passed in Congress. Understanding the sequence of events in a paragraph or a novel is not that difficult since they behave the same way in real life. Each daily task we do like washing dishes or narrating to a friend about our favorite movie has its own inherent sequence. From the first fairy tales to the later classics we encountered, the importance of a defined beginning, middle, and end has already been emphasized to us. In this lesson, we aim to understand how a sequence comes together and developing the necessary skills to identify its component parts. 1. Why do you need to learn sequencing skills?  It improves your comprehension of texts, primarily narrative texts.  It makes you understand the text’s structure and how it is put together.  It makes you understand the function of linking devices such as connectives and transitions in keeping texts cohesive.  It helps you in organizing ideas in your own writing.  It is useful in developing your problem-solving skills that are useful in other content areas as well. 2. How to identify sequences in a text?  Identify the beginning, the middle, and the end.  Look out for the sequence words or transitions that are used to connect the various parts of the text  Some of these words and phrases also act as signals to indicate whether the event will be located in the beginning, in the middle, or toward the end of the text’s chronology. 3. Sample Signal Words: a. beginning (once upon a time)/ once there was, in the beginning, first of all) b. middle (meanwhile, after that, suddenly) c. end (in the end, Finally, After all) other sequence words: first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon 4. Use Graphic Organizers. They are of great help in terms of arranging your thoughts more efficiently. They can also help you classify ideas, structure writing projects, help in problem-solving, decision-making, studying, planning research, brainstorming, and communicating more effectively. Among the most useful for displaying the sequence of events are a. Timelines – they are the most commonly used form of graphic organizer for displaying events in chronological order. It is great for sequencing the events in both fiction and nonfiction. * parallel timelines, for example, may be used to show the main character’s timeline run alongside a timeline depicting concurrent historical events. * map timeline may be put onto a map to illustrate distance, place, and dates of events. b. Story Sequence Chart is where the events of a story are visually represented by a set of stair-steps arranged chronologically. This is particularly useful in representing nonlinear narratives. The finished chart helps you to see each of the events in the story in the order that they occurred.
Kindly answer the allowing; READING STRATEGIES A) There is no hard-and-fast rule in the use of different strategies that help improve our reading comprehension. You have to discover the various strategies that ?t your learning styles. You have to be responsible for your own personal learning. Let’s make an inventory of the strategies you currently use. 1. When memorizing texts 2. When reading a novel 3. When taking a test B) Which reading strategies do you think is worth trying and why do you think so? EQUENCING Understanding the sequence of events and the words used to show it opens our minds for better comprehension of the text even in various content areas. C) Think of your favorite movie and present the major events of the movie using a graphic organizer of your choice. Include an explanation of why you chose such organizer.

Part A Which statement best describes a central idea of the passage? D Fa ce—to—face instruction offers more benefits than Virtual
instruction. C] Uld—fashioned teaching methods are being replaced by digital methods. [3 Many students prefer learning in a traditional
classroom to learning in a virtual classroom. D Digital assignments can be frustrating for students Mao are unfamiliar with new technology.

Understanding Culture, Society, and Politics – Kinship, Marriage, and the Household
1.   The marriage of a woman to two or more men at the same time.
a.   polygamy                                    c. monogamy
b.   b. polyandry                              d. polygyny
2.   The basic institution of most societies.
a.   family                                         c. marriage
b.   b. kinship                                  d. descent
3.       Family structure that is based on residence that permits the newly married couple to live independently.
a.   patrilocal                                    c. biolocal
b.   matrilocal                                   d. neolocal
4.Refers to a group whose members are involved in politics. This can be seen in families that have been part of the government for several generations.
a.   political alliance                        c. political dynasty
b.   b. political kinship                     d. political descent
5.Kinship based on blood is considered as the most basic and general form of relations.
a.   matrilineal descent                  c. consanguineal kinship
b.   patrilineal descent                    d. affinal kinship
6.It refers to the practice of having more than one partner or sexual mate.
a.   polygamy                                   c. endogamy
b.   b. monogamy                             d. exogamy
7.A type of family that is made up of a group of people who are united by social ties and is usually made up of two adults and their socially recognized children.
a.   extended family                        c. blended family
b. complex family                          d. nuclear family
8.It happens when the newlywed couple stays with the husband’s relatives and the wife’s kin alternately.
a.   biolocal residence                     c. neolocal residence
b. avuncolocal residence            d. patrilocal family
9.Which type of marriage where the man or woman’s parents determine the marital partner of the individual?
a.   exchange marriage                   c. referred marriage
b. child marriage                           d. diplomatic marriage
10.It is sometimes called a step family, reconstituted family or a complex family.
a.   nuclear family                          c. blended family
b.   transnational family                  d. extended family
11.It refers to the type of relations developed when a marriage occurs.
a.   consanguineal kinship             c. kinship by ritual
b.   affinal kinship                            d. kinship
12.It refers to the spiritual parents of the child.
a.   compadrazgo                             c. goddaughter
b.   b. godson                                   d. parents
13.When someone finds his/her partner through a matchmaker.
a.   arranged marriage                   c. fixed marriage
b.   referred marriage                      d. diplomatic marriage
14.It refers to the biological origin of a person’s family.
a.   kinship                                        c. descent
b.   b. alliance                                  d. dynasty
15. A marriage where an individual has only one spouse at a time.
a. polygamy                                     c. endogamy
b. polygyny                                     d.monogam

Select the correct type of language for the following sentence:
See you soon! Take care!
Group of answer choices
Formal Language
Informal Language
Question 2
Select the correct type of language for the following sentence:
The plan was implemented according to the regulations set in place.
Group of answer choices
Informal Language
Formal Language
Question 3
Select the correct type of language for the following sentence:
Say hello to Mary for me. I haven’t seen her in a while.
Group of answer choices
Informal Language
Formal Language
Question 4
Select the correct type of language for the following sentence:
I look forward to our meeting next week.
Group of answer choices
Informal Language
Formal Language
Question 5
Select the correct type of language for the following sentence:
It will do you good to check your answers before handing in your work.
Group of answer choices
Informal Language
Formal Language
Question 6
Select the correct type of language for the following sentence:
We noted that you have not returned the amount that was loaned to you in a timely manner.
Group of answer choices
Formal Language
Informal Language
Question 7
Select the correct type of language for the following sentence:
I think you should hurry. The train leaves soon and you can miss it.
Group of answer choices
Informal Language
Formal Language
Question 8
Select the correct type of language for the following sentence:
Don’t forget to bring back what you borrowed when you finish.
Group of answer choices
Formal Language
Informal Language
Question 9
Select the correct type of language for the following sentence:
I would really appreciate if you could assist me with this matter.
Group of answer choices
Formal Language
Informal Language
Question 10
Select the correct type of language for the following sentence:
I rather invest my intellect on a worthy cause than misuse my capacity in frivolous behaviors.
Group of answer choices
Informal Language
Formal Language
Question 11
Identify the alternate sentence that would express the same thought and write one example:
We went to Hawaii during our vacations. Lots to tell you!
Question 12
Identify the alternate sentence that would express the same thought and write one example:
Please return this form at your earliest convenience.
Question 13
Identify the alternate sentence that would express the same thought and write onexample:
I am sorry. I can’t go to the party today.
Question 14
Identify the alternate sentence that would express the same thought and write one example:
I am getting tired of dealing with this problem all the time.
Question 15
Identify the alternate sentence that would express the same thought and write one  example:
See you soon! Take care!
Question 16
Identify the alternate sentence that would express the same thought and write one example:
I think you should hurry. The train leaves soon and you can miss it.
View keyboard shortcuts
p
Question 17
Identify the alternate sentence that would express the same thought and write on example:
This appears to rectify the situation we experienced earlier.
Question 18
Identify the alternate sentence that would express the same thought and write one example:
It will do you good to check your answers before handing in your work.
Question 19
Identify the alternate sentence that would express the same thought and write one example:
Effective immediately, you are removed from your duties. Kindly gather your belongings and accompany us to the exit.
Question 20
Identify the alternate sentence that would express the same thought and write one example:
The gentleman whom I met in France was interested in conducting business in your company.