Tag: Academic writing

Task: Revise Sentences to Show Rather Than Tell
Rewrite the following sentences by using vivid descriptions and actions to convey the information more powerfully. Feel free to add details to make the new versions come alive.
The dog was happy to go on a walk.
Sally loved running.
It was a big storm.
The hall was really crowded.
Michael was really good at his job.

First:
Can you help me list possible research topics for the criteria below?
5 research topics involving PERSONAL INTERESTS
5 research topics involving POLITICS, CULTURE AND SOCIETY THAT IS INTERESTING
5 research topics involving TRENDS IN SOCIAL MEDIA
Second:
Can you help me formulate qualitative research title for the following topics?
Online Selling
Being an Ultimate at-home Plant Lover
Self-Learning Modules/Learning
COVID-19 Pandemic
Third:
Using the picture with a paragraph below, can you help me figure out which to put on the following?
Pampaalert: Security Guard’s Use of Chemicals This study examined the security guard’s use of chemical stimulants such as coffee, cigarette, vitamins, drugs, and energy drinks as part of their work in Puerto Princesa City, Palawan. The informants in this study include twenty-one (21′ security guards who were residents of Puerto Princesa City. Fifteen of the informan were men above 25 years old while six were women who were 28 years old and olf. The majority of the informants entered in the security industry because of theirack of college degrees; most of them were high school graduates and are supportin, heir families and other dependents. Open-ended questionnaires have been used to ather data and audio recorded files were transcribed. The transcripts were themtically analyzed through the use of Nvivo software program. The findings of the study suggest that in a highly urbanized city like Puerto Princesa, chemical products that support or generate alertness are treated as indispensable commoditif by many security guards. Though some people say that working as a security girds is a job for the lazy people (trabahong pang-tamad), this study shows that the work is very challenging. This research revealed that most of the securit guards had difficulty staying focused during the graveyard shift. Ultimately, thistudy found that chemical stimulants may seem necessary in the security guards it However, their effects are temporary and create a greater risk to the health of thi isers.
All inputs here will be based from the picture with a paragraph above
Research Problem
Research Topic
General Question
Specific Questions (3 Statement of the Problem):
Scope of the Study
Delimitation of the Study
Benefits and Beneficiaries of the Study (5 Benefits and Beneficiaries)
Fourth:
Can you help me figure out if the qualitative statements are RE-SEARCHABLE or NON-RE-SEARCHABLE?
Please help me analyze or know why it is researchable and not 🙁
What are the aspirations of single mothers in raising their children?
What is the possible impact of dividing province of Palawan in the Philippines into three provinces?
What time is it?
How far does the responsibility of the researcher extend when anonymization procedures fail to protect participants’ privacy?
What are the possible alternative solutions for COVID 19?
What are the responsibilities of individual researches when they participate in a larger teams and projects
What is the title of your study?
Does the distribution of money for goods to participants by researchers cause harm, for example generating conflict?
What are your plans for this week?
What are the factors that affect cyberbullying?

In your opinion, who is most responsible for the deaths of Duncan, Banquo and Macduff’s family? Consider the actions of Macbeth, Lady Macbeth, the witches, Hecate, etc. Support your opinion in a well-developed paragraph, and
be sure to use at least one specific example from the text
. In addition to proper citation, highlight your quote using either bold or blue font.
http://shakespeare.mit.edu/macbeth/full.html

Simon Legree is not born evil. He was raised by a loving mother and was at one point a good young man. Why do you think Stowe chose to show us that Legree was not born evil? Use quotations and examples from the text.
Uncle Tom’s Cabin book

FILING SEGMENT ORDER
KEY UNIT
UNIT 2
a. The Chimney Sweepers
b. The Crazy Fox
c. A Shop of Wonders
d. An Honorable Store
e. C & R Offerings
UNIT 3
f. Camp By The Sea
g. C & R Company
h. The Clip Joint
UNIT 4
i. The Dollar Saver Cleaners
j. Cybersurf By The Hour

PASSAGE 2 Allen Cove, Summer, 1954 Walden is an oddity in American letters. It may well be the oddest of our distinguished oddities. For many it is a great deal too odd, and for many it is a particular bore. I have not found it to be a well-liked book among my acquaintances, Line although usually spoken of with respect, and one literary critic for whom I have the (5) highest regard can find no reason for anyone’s giving Walden a second thought. To admire the book is, in fact, something of an embarrassment, for the mass of men have an indistinct notion that its author was a sort of Nature Boy. I think it is of some advantage to encounter the book at a period in one’s life when the normal anxieties and enthusiasms and rebellions of youth closely resemble (10) those of Thoreau in that spring of 1845 when he borrowed an ax, went out to the woods, and began to whack down some trees for timber. Received at such a juncture, the book is like an invitation to life’s dance, assuring the troubled recipient that no matter what befalls him in the way of success or failure he will always be welcome at the party—that the music is played for him, too, if he will but listen and move his (15) feet. In effect, that is what the book is—an invitation, unengraved; and it stirs one as a young girl is stirred by her first big party bid. Many think it is a sermon; many set it down as an attempt to rearrange society; some think it none of these. It still seems to me the best youth’s companion yet written by an American, for it carries a solemn warning against the loss of one’s valuables, it advances a good (20) argument for traveling light and trying new adventures, it rings with the power of positive adoration, it contains religious feeling without religious images, and it steadfastly refuses to record bad news. If our colleges and universities were alert, they would present a cheap pocket edition of the book to every senior upon graduating, along with his diploma, or instead of it. Even if some senior were to take (25) it literally and start felling trees, there could be worse mishaps: the ax is older than the Dictaphone* and it is just as well for a young man to see what kind of chips he leaves before listening to the sound of his own voice. And even if some were to get no further than the table of contents, they would learn how to name eighteen chapters by the use of only thirty-nine words and would see how sweet are the uses of brevity. (30) If Thoreau had merely left us an account of a man’s life in the woods or if he had simply retreated to the woods and there recorded his complaints about society, or even if he had contrived to include both records in one essay, Walden would probably not have lived a hundred years. As things turned out, Thoreau, very likely without knowing quite what he was up to, took man’s relation to Nature and (35) man’s dilemma in society and man’s capacity for elevating his spirit and he beat all these matters together, in a wild free interval of self-justification and delight, and produced an original gourmet omelette from which people can draw nourishment in a hungry day. Walden is one of the vitamin-enriched American dishes. If it were a little less good than it is, or even a little less queer, it would be an 40) abominable book. Even as it is, it will continue to baffle and annoy the literal mind and all those who are unable to stomach its caprices and imbibe its them. Certainly, the plodding economist will continue to have rough going if he hopes to emerge from the book with a clear system of economic thought. Thoreau’s assault on the Concord society of the mid-nineteenth century has the quality of a modern Western: he rides -45) into the subject at top speed, shooting in all directions. Many of his shots ricochet and nick him on the rebound, and throughout the melee there is a horrendous cloud of inconsistencies and contradictions, and when the shooting dies down and the air clears, one is impressed chiefly by the courage of the rider and by how splendid it was that somebody should have ridden in there and raised all that ruckus. 50) When he went to the pond, Thoreau struck an attitude deliberately. But posturing was not to draw the attention of others to him but rather to draw his own attention more closely to himself. “I learned this at least by my experiment: that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.” +55) The sentence has the power to resuscitate the youth drowning in a sea of doubt. I recall my exhilaration upon reading it many years ago, in a time of hesitation and despair. It restored me to health. And now in 1954 when I salute Henry Thoreau on the hundredth birthday of his book, I am merely paying off an old score-or an installment on it. The writer’s intent of the opening paragraph (lines 1-7) is mainly to (A) acknowledge that Walden is not an easy read. (B) admit that Walden is not his favorite book. (C) raise the reader’s curiosity about what makes Walden an “oddity.” (D) prod readers into making up their own minds about the book’s success. (E) prepare readers for a devastating review of Thoreau’s book. The rhetoric in lines 10-11, describing what he did in the spring of 1845, implies mainly that Thoreau (A) had a specific plan of action in mind. (B) was determined to make a name for himself. (C) acted impulsively. (D) had a devil-may-care attitude. (E) had energy to spare. 16. In the second paragraph (lines 8-17), which of the following best characterizes the writer’s position on the relevance of reading Walden at a young age? (A) The book is “like an invitation” (line 12). It can be accepted, ignored, or turned down. (B) Because he was a young man when he went into the woods, Thoreau serves as a role model for young readers. (C) Although not all young people are rebels, enough of them are to make Walden a kind of handbook for youth. (D) On principle, thoughtful young readers may be unable to accept Thoreau’s ideas. (E) Thoreau offers youthful readers a plan for figuring out their place in the world. 17. By using the locution “began to whack down some trees” (line 11) the writer intends mainly to (A) illustrate that Thoreau was typical of young men going through “the normal” stages of life alluded to in line 9. (B) support his assertion in line 7 that Thoreau was a “sort of Nature Boy.” (C) characterize the free-spirited personality of young Henry Thoreau. (D) switch the tone of the passage from generally cerebral to more down-to-earth and physical. (E) editorialize on how attitudes toward trees changed between 1845 and 1954, when the passage was written. 18. Which of the following best describes the writer’s exigence in the passage? (A) the mixed messages that Walden sends to young readers (B) thoughtful commentary on how to live a productive and satisfying life (C) the need for universal truths (D) the serenity and grandeur that can be found in nature (E) the dictum that to understand the world one must retreat from it 19. In context, the third paragraph (lines 18-29) can be used to support which of the following claims about the writer’s tone? (A) His tone when discussing Walden’s function as a book for young people is hyperbolic. (B) His tone when mentioning religion is disapproving. (C) He uses a reverent tone when referring to colleges and universities (D) When referring to felling trees he adopts a sentimental tone. (E) He adopts an ironic tone when discussing Walden’s table of contents. 20. By figuratively likening Walden to an “original gourmet omelette,” (line 37) the writer intends to convey the idea that Thoreau’s work (A) may not suit all tastes. (B) appeals mostly to sophisticates. (C) is a basic treatment of the subject but tends to be effete. (D) is comprised largely of a harmonious mix of quality ingredients. (E) is more than a little pretentious. 21. The writer’s opinions about Walden in lines 39-49 are primarily meant to (A) reiterate the wide disparities in readers’ views of the book. (B) confuse the reader as a means to stimulate curiosity. (C) prepare prospective readers for a challenging but stimulating ride. (D) entice readers with the promise of an unusual experience. (E) argue that contradictions in the book don’t impede understanding it. 22. Which of the following best describes the rhetorical effect of the writer’s frequent use of “if… then” sentence construction, as in lines 22, 30, et.al? (A) It heightens the validity of the conclusions drawn by the writer. (B) It enhances the unity of the passage. (C) It uses the text of the passage to echo Walden’s theme, an alternate lifestyle. (D) It reflects the conviction and sincerity of the writer. (E) It transforms the writer’s opinions into facts. 23. Which of the following excerpts does the writer use specifically to support an assertion made early in the passage that readers of Walden should the young? (A) “it advances a good argument for traveling light” (lines 19-20) (B) “it steadfastly refuses to record bad news” (line 22) (C) “to see what kind of chips he leaves before listening to the sound of his own voice” (lines 26-27) (D) “his shots ricochet and nick him on the rebound” (lines 45-46) (E) “not to draw the attention of others to him but rather to draw his own attention more closely to himself” (lines 51-52) 24. The writer’s purpose in the last paragraph (lines 50-59) can best be described as an effort to (A) vicariously relive his experience reading Walden. (B) inform his audience that Thoreau’s initial motives for telling the story of his life in the woods changed over time. (C) express gratitude to Thoreau for writing an autobiographical story. (D) inspire his audience to read Walden because long ago it had life-altering effects on him. (E) advise young readers that Walden offers wise counsel to help them overcome self-doubt.

MODULE 1: PARTS OF SPEECH REVIEW
EXERCISE 1
A. Classifying Nouns
On the line before each sentence below, classify the italicized noun. Write
con.
for concrete or
abs.
for abstract. Then, if the noun is compound, write
comp.
, and if it is collective, write
coll.
Use a semicolon to separate your answers.
Example
: con.; comp.
The real Mother Goose may have lived in Boston.
There is evidence that she was not a kindly bird in a bonnet.
A woman named Elizabeth Foster married Isaac Goose in 1682.
Elizabeth took care of her ten stepchildren.
She eventually added six of her own children to the family.
Elizabeth had a wonderful memory for stories, rhymes, and fables.
Thomas Fleet, Mrs. Goose’s son-in-law, collected and printed some of her tales.
By tradition, Mother Goose rhymes have no known author.
Copies of Fleet’s collection have all disappeared.
Some childhood favorites, such as “Old King Cole,” are from a French collector.
Elizabeth Goose was buried in a graveyard near the Park Street Church.
B. Classifying Verbs
On the line before each sentence below, identify the italicized verb as an action verb or a linking verb. If it is an action verb, tell whether it is transitive or intransitive. Write
a.v.
for action verb,
l.v.
for linking verb,
trans.
for transitive, and
intr.
for intransitive. Use a semicolon to separate your answers.
Example
: a.v.; trans.
Eloise grew miniature roses in her window box.
Your brother looks taller this year.
That airplane can fly faster than any other ever built.
Please stand those boxes up in the corner.
Hoy considered all his options before deciding.
Only ten loyal fans remained at the end of the game.
Eat your oatmeal before it gets cold.
I have been so busy, I haven’t had time to call.
Can we see you tomorrow?
The balloon touched the lightbulb and exploded.
It might be better if we left early.
C. Identifying Adjectives and Adverbs
On the line before each sentence below, identify the italicized word by writing
adj.
for adjective or
adv.
for adverb. Then underline the word or words that the adjective or adverb modifies.
Example
: adj.
The prow of the ship cut through the thick ice.
Everyone was formally dressed for the wedding.
I have heard that crocodiles are more dangerous than alligators.
The all-American hamburger most likely originated in Germany.
Ricardo explained the topic clearly.
The settlers stopped to repair the wagon wheel.
Remind me later to fix that window.
On the way to Boston, we stopped to see the most wonderful museum.
The famous author spoke at our school.
My cousin has always wanted to be an airline pilot.
Wiggins was six-foot-four, so we had to look up when we talked to him.
D. Using the Parts of Speech to Write a Children’s Book
You are writing an alphabet book for small children. Each entry in your book will include a letter of the alphabet, a sentence that includes a word beginning with that letter, and the part of speech of the word. Write entries for each of the twenty-six letters in the alphabet. Use each of the parts of speech that you have learned at least five times. These parts of speech are
nouns, pronouns, adjectives, verbs,
and
adverbs
.
Example
:
A
is for apricot.
I ate an apricot.
Apricot is a noun.

Begin by deciding what you would recommend as the ideal media diet — how much media a person should consume on a given day (or week) and what that diet’s balance or proportion of different types of media should be.
Once you’ve decided on your recommendations, present your media diet to the world! Choose a format that will express your ideas in an interesting way and then create your presentation. For example, you could make:
?      a media-food-groups pyramid
?      a chart for daily recommended media-vitamin dosage
?      a menu with selections for a balanced media meal
?      an informational pamphlet or PowerPoint presentation about healthy media consumption
?      a recipe for healthy media cooking, an online review of an eating-right-with-media cookbook
?      a video for a cooking-show segment featuring a balanced media diet
?      a media pie chart
?      OR whatever creative idea you come up with!
In this unit, you’ve considered the influence of different types of media on human behavior and reflected on your own media consumption habits. Now put that knowledge to use here by making a creative presentation in which you propose a guideline for a healthy media diet.
Here are some useful tips:
?      Using your own media consumption habits as a starting point, brainstorm about a media diet. What media do you use and interact with on a daily (or weekly) basis? How much time do you spend using each medium? How does your level of media consumption compare with that of other people you know? Do you wish you spent less time — or more time — with certain types of media?
?      Imagine that media are food. Like food, media can nourish you or make you sick if you consume too much of one kind or ingest too many different combinations at once. Which media are most like health food? Which media are most like junk food? What is the optimal amount of media (just as what is the optimal amount of calories) that you should consume in a day? Play with the media-food metaphor to help you brainstorm.
?      Using the media-food metaphor, think about a fun and creative way to present your ideas about balanced media consumption. What kind of presentation do you want to make?
?      Your presentation should use text and other kinds of media to appeal to your audience and demonstrate your creativity. Consider what images you’ll include and the overall design of your presentation. You may also want to use video, audio, web design, or other media elements in your presentation.
?      Your final presentation may have a physical format (brochure, poster, etc.) or a digital format (video, blog, PowerPoint presentation, etc.).

This is your first essay project of the semester. Your essay will investigate the visual principles of scale and proportion as seen in Claes Oldenburg and Coosje van Bruggen’s
Shuttlecocks
.
?      Your essay must be at least 500-words long.
?      You must use a word processing program (such as MS Word) to write your essay.
?      You must then submit/attach your essay to the assignment page as a DOC, DOCX, or PDF file.
?      To submit/attach your essay to the assignment page, you must click “Attach File” under the “Assignment Submission” section.
?      The grading rubric for this essay can be found in the “Rubrics” folder under the “Resources” button.
Topic/Title—“Feeling Small: Scale and Proportion in Art”
??Imagine walking on the grounds of The Nelson-Atkins Museum of Art in Kansas City, MO where you encounter one of Oldenburg and van Bruggen’s giant shuttlecocks.  You are taken aback by the absurd enormity of the shuttlecock and begin to contemplate its meaning in relation to its disproportionate scale.  A “normal” shuttlecock would fit within the palm of your hand.  This shuttlecock could crush you!  Therefore, you MUST analyze the sculpture based on its relationship to the size of YOUR body.
Ask yourself—“What are my initial thoughts as I view and walk around this giant shuttlecock?”
Ask yourself—“Does the shuttlecock make me feel uncomfortable and endangered?”
Ask yourself—“Does this work of art make me laugh?  If so, why am I laughing?”
Ask yourself—“What meaning does the odd use of scale and proportion give to the sculpture?”

Hello, I need a help with my English 100. I need a cliche bust and Thesauruscoping paragraph. The word that I am assigned is either Sensitive or Insensitive. There is no specific length and the document is attached below.
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Cliché-busting and Thesauruscoping
Read the
Cliché-busting
(106-110) and
Thesauruscoping
(102-106) chapters and
review the samples in a “Taste for Others” for inspiration. Then use the two
defining strategies to create two drafts (one for each strategy) for your own chosen
abstraction.
Cliché-busting:
Organize with the following parts:
o
Open with a Lead-in;
o
Identify the Cliché idea or cliché definition or stereotypical
associations of your abstraction;
o
Bust by criticizing the cliché definition.
o
Redefine by offering a new, deeper, more qualified or opposite
definition for your abstraction, one that grows out of your bust for the
cliché definition that serves as your mini thesis.
o
Lastly, provide an example.
Thesauruscoping:
Unlike cliché-busting, this strategy will have a more organic
structure, one that develops around what you have to say. This strategy is a starting
point to get to the definitive nature of your word. This strategy is a starting point to
get to the definitive nature of your word and you can use this tool in several
different ways:
•
Contrast your abstraction with a synonym or several synonyms of your word.
•
Compare or show similarities between your abstraction and its antonym/s.
•
Compare and/or contrast your abstraction with another form of the word—I
might explore, for instance, the similarities and differences between the
complainer and the complain
ee
.
•
Include a Mini thesis—a definition of your word that grows out of the
comparison and/or contrast.
•
Include an example.
Length:
There is no specific length requirement for each strategy.
Revise:
Once drafted, revise for
Flow
and
Pause,
and interesting diction. As you
revise, your writing will get tighter, perhaps shorter. Remember we are practicing
the skill of saying a lot in a small space, to intensify what your content.
A draft (a virtual copy is fine) of both the
Thesauruscoping
and the
Cliché-busting
is
Due: Monday, March 13 @ the beginning of class.
There is a 1.0 grade point penalty for not having drafts