Tag: Paper Writing

A supervisor having coffee break with his fellow supervisors. * Formal Informal Neutral A student writing a movie review. * Formal Informal Neutral An engineer being asked to write a report. * Formal Informal Neutral A Facebook post on a video that has gone viral. * Formal Informal Neutral A speech writer composing a piece for a senator’s privilege speech. * Formal Informal Neutral A series of text messages between best friends. * Formal Informal Neutral

Marji invents a series of games in which she and her childhood friends pretend to torture one another.   Why does Marji feel impelled to invent these torture games? What psychological purpose might they serve?  Does her invention of the games reflect that Marji has become a malicious person? Or do the games amount to an attempt to manage the experience of being exposed to traumatic violence

Name: Period: The Great Breakdown: Gatsby’s First Two Pages
What advice did the narrator’s father give him when he was younger?
As a result of his father’s advice, what “habit” does the narrator try to follow?
What, according to the narrator, is the downside of practicing this “habit”? Paraphrase into your own language – what does it really mean?
What does the narrator mean when he claims “a sense of the fundamental decencies is parceled out unequally at birth”? How is this true?
What is Fitzgerald trying to show us about the narrator by the fact that he admits this statement is “snobbish”?
Why is reserving judgments a “matter of infinite hope”? What does “infinite hope” mean?
The narrator realizes he does not possess an unlimited supply of what?
What does the narrator think is great about Gatsby?
What evidence suggests the narrator does not think everything about Gatsby is great?
excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction – Gatsby, who represented everything for which I have an unaffected scorn. If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away. This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the “creative temperament.” It was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No – Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men. My family have been prominent, well-to-do people in this Middle Western city for three generations. The Carraways are something of a clan, and we have a tradition that we’re descended from the Dukes of Buccleuch, but the actual founder of my line was my grandfather’s brother, who came here in fifty-one, sent a substitute to the Civil War, and started the wholesale hardware business that my father carries on to-day. I never saw this great-uncle, but I’m supposed to look like him – with special reference to the rather hard-boiled painting that hangs in father’s office. I graduated from New Haven in 1915, just a quarter of a century after my father, and a little later I participated in that delayed Teutonic migration known as the Great War. I enjoyed the counter-raid so thoroughly that I came back restless. Instead of being the warm centre of the world, the Middle West now seemed like the ragged edge of the universe – so I decided to go East and learn the bond business. Everybody I knew was in the bond business, so I supposed it could support one more single man. All my aunts and uncles talked it over as if they were choosing a prep school for me, and finally said, “Why – ye – es,” with very grave, hesitant faces. Father agreed to finance me for a year, and after various delays I came East, permanently, I thought, in the spring of twenty-two.
Chapter in my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. “Whenever you feel like criticizing anyone,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had.” He didn’t say any more, but we’ve always been unusually communicative in a reserved way, and I understood that he meant a great deal more than that. In consequence, I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores. The abnormal mind is quick to detect and attach itself to this quality when it appears in a normal person, and so it came about that in college I was unjustly accused of being a politician, because I was privy to the secret griefs of wild, unknown men. Most of the confidences were unsought – frequently I have feigned sleep, preoccupation, or a hostile levity when I realized by some unmistakable sign that an intimate revelation was quivering on the horizon; for the intimate revelations of young men, or at least the terms in which they express them, are usually plagiaristic and marred by obvious suppressions. Reserving judgments is a matter of infinite hope. I am still a little afraid of missing something if I forget that, as my father snobbishly suggested, and I snobbishly repeat, a sense of the fundamental decencies is parceled out unequally at birth. And, after boasting this way of my tolerance, I come to the admission that it has a limit. Conduct may be founded on the hard rock or the wet marshes, but after a certain point I don’t care what it’s founded on. When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous

Explain one of the following as if you were discussing it with a new teacher: explicit instruction with modeling, systematic instruction with scaffolding, student practice with multiple opportunities, assessment and progress monitoring, and feedback

Summarize what happens in this scene ACT ONE | Scene V What do you think is the most important line in this scene? What the ghost reveals. Before the ghost will tell Hamlet his secret, How do people think King Hamlet died? What actually happened? What does the ghost say? What does he demand? A quote which famous actor would you pick to play the ghost? To which animal does the ghost compare Claudius? What does the ghost say about Hamlet’s mother, Gertrude? O Hamlet must also seek revenge against her. Do you think Shakespeare wants the audience to believe the murder? O Hamlet must tell her about what the ghost says. O Hamlet must not harm her. “As I perchance hereafter shall think meet it is I set it down, / That one may smile, and smile, and be a villain” This quotation most relates to Action versus Inaction for which topic? O Appearance versus Reality O Corruption Here, Hamlet is telling his friends that he might have to act mad in the future. Why do you think he might need to do so? What is a potential problem with this plan? Does Hamlet tell his friends what the ghost revealed to him? O yes O no After reading Act 1, Scene 5… Identify something you find entertaining/interesting: Identify something you find strange/confusing:

Read Passage 1 The Solitary Reaper. Then respond to questions 1-6, The Solitary Reaper From StudySync Platform Behold her, single in the field, Yon solitary Highland Lass! Reaping and singing by herself; Stop here, or gently pass! Alone she cuts and binds the grain, And sings a melancholy strain, O listen! for the Vale profound Is overflowing with the sound. No Nightingale did ever chaunt More welcome notes to weary bands Of travellers in some shady haunt, Among Arabian sands: A voice so thrilling ne’er was heard In spring-time from the Cuckoo-bird, Breaking the silence of the seas Among the farthest Hebrides. Will no one tell me what she sings? Perhaps the plaintive numbers flow For old, unhappy, far-off things, And battles long ago: Or is it some more humble lay, Familiar matter of to-day? Some natural sorrow, loss, or pain, That has been, and may be again? Whate’er the theme, the Maiden sang As if her song could have no ending, I saw her singing at her work, And o’er the sickle bending; – I listened, motionless and still; And, as I mounted up the hill The music in my heart I bore, Long after it was heard no more.
1. How does the poet’s choice in rhyme scheme enhance the meaning of the poem? (R.1.4)
A. It enhances the poem’s structure to emphasize the chaos of the maiden’s song.
B. It enhances the poet’s tone to suggest that he no longer wants to hear the song.
C. It enhances the musical quality of the poem to highlight its focus on the maiden’s song.
D. It enhances the rhythmic quality of the poem to reveal the speaker’s anger at hearing the song.
2. Select two statements showing how the combination of the two rhyme schemes, in each stanza, creates ambiguity. (R. 1.4)
A. by enhancing the speaker’s questioning and the maiden’s unclear responses.
B. by portraying how the speaker is unconcerned with discovering the maiden’s subject of the song.
C. by enhancing the speaker’s thoughts about the contents of the maiden’s song and the realization of her topic.
D. by enhancing the speaker’s struggle to make sense of the song because it has a break in consistency within each stanza.
E. by portraying an indecisiveness reflecting the speaker’s multiple attempts, and failures, to discover the subject of the maiden’s song.
3. In lines 17-24, how does the speaker’s perspective conflict with other perspectives in the poem? (R. 1.3)
A. The speaker wishes he could understand what the maiden’s song is about, while others question his motives for asking.
B. The speaker projects his own ideas about what the maiden’s perspective may be, while the maiden’s perspective is never actually known.
C. The speaker continues to wonder about the subject of the maiden’s song, while the maiden wishes that the speaker would leave her alone.
D. The speaker believes that the maiden’s song is beautiful and sad, while others do not believe that he should have an understanding of what it means.
4. How do the final two stanzas of the poem create ambiguity in the meaning of the poem? (R. 1.4)
A. The speaker speaks to the maiden to ask her what the theme of her song is, but she provides no clarity.
B. The speaker continues to express his confusion about the subject of the song, but leaves content to not have his confusion resolved.
C. The speaker sees the maiden again, expresses the emotions he felt upon hearing her song, and makes his own conclusion about the theme of the song.
D. The speaker poses questions, which are left unanswered allowing for multiple interpretations, leaving the end of the poem with no more clarity than when it began.
NAME PERIOD SBUA 2.1
1. How does the poet’s choice in rhyme scheme enhance the meaning of the poem? (R.1.4)
ANSWER EXPLANATION FOR / REASON YOU CHOSE THAT ANSWER
2. Select two statements showing how the combination of the two rhyme schemes, in each stanza, creates ambiguity. (R.1.4)
EXPLANATION FOR / REASON YOU CHOSE THAT ANSWER
3. In lines 17-24, how does the speaker’s perspective conflict with other perspectives in the poem? (R.1.3)
ANSWER EXPLANATION FOR / REASON YOU CHOSE THAT ANSWER
4. How do the final two stanzas of the poem create ambiguity in the meaning of the poem? (R.1.4)
ANSWER EXPLANATION FOR / REASON YOU CHOSE THAT ANSWER
5. Match how the Speaker’s experiences throughout the poem impact his perspective regarding the subject of the maiden’s song. (R.1.3)
Speaker’s curious perspective on the possibility of never knowing the song’s subject.
Speaker’s frustrated perspective on being content with just having heard the maiden’s song.
And, as I mounted up the hill, The music in my heart I bore, Long after it was heard no more.
And sings a melancholy strain; O listen! for the Vale profound Is overflowing with the sound.
Will no one tell me what she sings? Perhaps the plaintive numbers flow For old, unhappy, far-off things.
6. Which statement best describes how the imagery in lines 1-8 establishes the mood of the poem? (R.3.1)
A. The speaker appeals to the reader’s sense of sight and touch creating a hopeful mood.
B. The speaker appeals to the reader’s sense of sight and sound creating a curious mood.
C. The speaker appeals to the reader’s sense of sight and touch creating a frustrated mood.
D. The speaker appeals to the reader’s sense of sight and sound creating a melancholy mood.

Review “Structured Literacy and Typical Literacy Practices Understanding Differences to Create Instructional Opportunities,” and explain why the structured literacy approach is recommended for students with dyslexia. Provide an example of two specific activities you could try in your classroom to implement this approach. Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities (readingrockets.org)

Step 1: Choose between The Giving Tree or “How Trees Talk to Each Other” and write a genre analysis of it. Step 2: Before starting to draft your genre analysis, you should brainstorm the following questions on a Google doc or a piece of paper and take informal notes. Step 3: When drafting your genre analysis, make sure it responds to the fol lowing questions: o Is the selected reading a literary or social- action genre? What subgenre does the selected reading belong to? Can you give two other examples of this subgenre? o What is the rhetorical situation of the genre? Can you analyze it using the 5 elements? 0 Use the 3 steps of genre analysis (refer to Genre Analysis slides) to analyze the genre of the text you choose. Step 4: Submit your completed analysis in an essay format via responding to all the three questions in Step 3 in detail to this assignment Submission checklist: 0 Your analysis needs to meet minimum 400 words. 0 Make sure your analysis is written in an essay format. 0 Make sure your analysis addresses all the three questions in Step 3 fully.

Questions
»
Writing
»
Paper Writing
»
Prompt: How can the power of language affect…
Prompt: How can the power of language affect individuals and the society in which…
47
+
Users Viewed
7
+
Downloaded Solutions
Missouri, US
Mostly Asked From
Prompt: How can the power of language affect individuals and the society in which they live? Select three works from this unit in which individuals’ language has a powerful impact on themselves, another individual, or their community. In a literary analysis, make a claim about the power of language and its ability to affect individuals and societies as demonstrated in each of the selections. Cite evidence from the texts you have selected to support your position. Be sure your literary analysis includes the following: . a valid claim and credible evidence . logical reasoning to demonstrate the soundness of the claim – elaborative techniques, including examples, explanations, and descriptions – a logical organizational structure and purposeful
Nov 27 2024 12:34 AM
Expert’s Answer
SOLUTION.PDF
Previous
Next
Related Questions in
Writing
Featured
Using your source(s), explore the question: How did a diversity of views transform American society?…
After reading the selections from Lessons 2 and 3, choose one of the following topics to find out more about, and write a clearly developed and well-formed research paper on your chosen topic. Follow the writing process and be sure to cite two or…
VIEW ANSWERS
Posted
4 months ago
Using your source(s), explore the question: How did a diversity of views transform American society?…
05] Research Paper / Using Textual Evidence Assignment: Research Paper After reading the selections from Lessons 2 and 3, choose one of the following topics to find out more about, and write a clearly developed and well-formed research paper on…
VIEW ANSWERS
Posted
4 months ago
Part Two: Long Essay (60 points total) Choose one of the following essay prompts and write a clear,…
Part Two: Long Essay (60 points total) Choose one of the following essay prompts and write a clear, concise essay with a solid thesis and evidence in the form of examples from the text to support your ideas. Your essay should be five paragraphs at a…
VIEW ANSWERS
Posted
4 months ago
explore the question: How did a diversity of views transform American society? Provide research……
Write or present a convincing argument with supporting textual evidence from the texts in the course, as well as others of your own choosing, as to why Shakespeare still matters or does not matter. Explain whether his writing reflects the human…
VIEW ANSWERS
Posted
4 months ago
Recent Questions in
Paper Writing
“Nonconformist ” by Angela Shelf Medearis – What is the main mood/emotion of the…
Nonconformist ” by Angela Shelf Medearis – What is the main mood/emotion of the poem “Nonconformist”? Quote the line which best supports your choice. – Briefly explain the main ideas in the poem “Nonconformist” – Quote the line of the poem…
VIEW ANSWERS
Posted
4 months ago
Read the following passage carefully before you choose your answers. This passage…
Read the following passage carefully before you choose your answers. This passage is excerpted from a short story published in 2002. At the edge of our reservation settlement there lived an old man whose arm was twisted up winglike along his side,…
VIEW ANSWERS
Posted
4 months ago
In the tempest how might Prospero’s famous line “we are such stuff as dreams are…
In the tempest how might Prospero’s famous line “we are such stuff as dreams are made on” apply to his own magical powers? Why do you suppose some critics have said that Prospero’s words are Shakespeare’s own “farewell” to his audience? …
VIEW ANSWERS
Posted
4 months ago
Read Othello – Act III and answer the following: Link to the reading:…
Read Othello – Act III and answer the following: Link to the reading: https://www.shmoop.com/study-guides/literature/othello/summary/act-3-scene-1 What does Michael Cassio say about Iago, after Iago offers to help him in Act III, Scene 1? (Cassio…
VIEW ANSWERS
Posted
3 months ago
1. Choose a recent happening or any pressing issue in the school or community and…
1. Choose a recent happening or any pressing issue in the school or community and make a feature article about it. Make sure to use primary sources in writing your article. You may conduct interviews with involved parties, eyewitnesses/participants,…
VIEW ANSWERS
Posted
4 months ago
THINGS FALL APART NOVEL how does the father-son relationship throughout three…
THINGS FALL APART NOVEL how does the father-son relationship throughout three generations shape personalities of Okonkwo and Nwoye? the characteristics and the role their fathers play in making them who they are. “conflicts within the characters are…
VIEW ANSWERS
Posted
4 months ago
Fahrenheit 451 Novel by Ray Bradbury People are prevented from deep, meaningful…
Fahrenheit 451 Novel by Ray Bradbury People are prevented from deep, meaningful thoughts or relationships in Bradbury’s novel. List specific details about various characters in Fahrenheit 451 that stand as signs that people are unhappy or…
VIEW ANSWERS
Posted
4 months ago
Read the short play Trifles below and respond to the questions 1 – 12 . TRIFLES By…
Read the short play Trifles below and respond to the questions 1 – 12.
TRIFLES
By Susan Glaspell
CHARACTERS
George Henderson, county attorney
Henry Peters, sheriff
Lewis Hale, a neighboring farmer
Mrs. Peters
Mrs. Hale
SCENE
1) At the time this play…
VIEW ANSWERS
Posted
4 months ago
How does Tim O’Halloran change over the course of the passage? from to…
How does Tim O’Halloran change over the course of the passage? from to compassionate lazy to skilled from immature to callous from sincere to dishonest
VIEW ANSWERS
Posted
4 months ago
Interpret the implied meaning beneath the emperors words, citing a direct example…
Interpret the implied meaning beneath the emperors words, citing a direct example from the excerpt. Then, explain how the message would have likely been received by the British imperialist, supporting your answer with evidence about the general…
VIEW ANSWERS
Posted
4 months ago

D Question 2 1 pts Choose the correct answer. The Presidents’/President’s State of the Union address was heard by millions of listeners around ments the world. 3 Presidents’ President’s g Online President’s’ uccess President Irse D Question 3 1 pts es Online ams Choose the correct answer. For centuries, children’s/childrens’ clothes were simply miniature versions of adult clothing styles. ams childrens’ neDrive children’s O childs’ O child’s
D Question 4 1 pts Choose the correct answer. 3 The jury delivered its/it’s verdict to a packed courtroom of eager reporters and spectators. O it’s’ ne its O it’s O it he D Question 5 2 pts Choose the correct answer(s). Since everyone’s/everyones’ time is valuable, I’ll/Ill get straight to the point. everyones’ everyone’s
‘ Correct the following sentence. Add apostrophes where’they are. needed and remove apostrophes where they are not needed. Sentences may have more’than one error. Three sentences are already correct The upside down ketchup bottle earned its inventor 13 million dollars. the sentence is correct
Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. Its really nobodys’ business. O It’s O Its the sentence is correct O nobody’s D Question 9 2 pts Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. Sam said he had writers block and couldn’t finish his theme. O the sentence is correct O writer’s couldn’t O writers’
Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. You’re ugly and your mother dresses you funny. Your’e the sentence is correct You’re O Youre’ D Question 11 1 pts Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. We told Katie to put on her p.j.s. the sentence is correct O p.j.s’ O hers O p.j’s
where they are needed and remove apostrophes correct. where they are not needed. Sentences may have more than one error. Three sentences are already Thousands of years ago, cats were worshipped as gods, and they have never forgotten. O the sentence is correct O years’ O Thousand’s O Thousands’ D Question 13 1 pts Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. Jayden graduated in the class of 13. O 13′ O ’13 O class’ the sentence is correct
Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. Womens hearts beat faster than mens hearts. O men’s O Women’s [ mens’ Womens’ D Question 15 1 pts Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. An elephant broke out of it’s stall, causing panic and drawing crowds of curious residents as it wandered through the streets before being cornered by the police. O crowds’ O its’ O its the sentence is correct
Correct the following sentence. Add apostrophes where they are needed and remove apostrophes correct. where they are not needed. Sentences may have more than one error. Three sentences are already The President answered the reporters questions at the news conference. O reporters’ O news’ the sentence is correct O reporter’s D Question 17 1 pts Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. Are these notebooks her’s? O notebooks’ O hers the sentence is correct O hers’
Correct the following sentence. Add apostrophes where they are needed and remove apostrophes where they are not needed. Sentences may have more than one error. Three sentences are already correct. The teacher had so many papers to grade, she didn’t know where to start. O did’nt O paper’s O papers’ the sentence is correct D Question 19 1 pts Take apart this contraction. Write the two words that make up this contraction. (Yes, there are multiple different two word combinations but choose the only correct one available in the possible selection listed below.) It’s its – possessive, so no two words it is O it were O it have
Take apart this contraction. Write the two words that make up this contraction. Can’t can not cannot can have can be Question 21 1 pts Take apart this contraction. Write the two words that make up this contraction. (Yes, there are multiple different two word combinations but choose the only correct one available in the possible selection listed below.) You’ll you are you were you shall O you have
Take apart this contraction. Write the two words that make up this contraction. Hasn’t O has been O has had has gotten has not D Question 23 1 pts Take apart this contraction. Write the two words that make up this contraction. (Yes, there are multiple different two word combinations but choose the only correct one available in the possible selection listed below.) I’d I have O I will I should or I would I am