Tag: Paper Writing

write a summary of how they agree/disagree; provide quotes if necessary (1 paragraph)
from  Nicholas Carr, “Is Google Making Us Stupid?” and Clive Thompson, “Smarter than You Think:  How Technology Is Changing Our Minds for the Better”.
Note that the paragraph that explains how the two authors agree or disagree is still “they say”.

Hello, Can you help me with this?
Figures of Speech Worksheet
Identify and clearly label as many poetic/figurative language techniques as you can for each phrase.
Through the whistling wind and snow, like a sheeted ghost, the vessel swept.
We have a Jonah among us; our luck has changed.
The trees whispered in the night.
Roll on, thou deep blue ocean.
The thunder boomed and cracked around us.
Betty Botter bought a batch of bitter butter.
The more you learn, the less you know.
The huge rock sat contentedly on the mountain top.
He watches from his mountain wall, and like a thunderbolt he falls.
He is the most honest lawyer since Atticus Finch.
He is a dancer of no little ability.
I wouldn’t marry you if you were the last man on earth!
He had Herculean strength.
The clanging of the bell awakened us all.
The diminutive Eastern European fugitive from the law pleaded with the farmer, “Please sir, can you cache a small Czech?”
She resembled a small giant.
If I don’t get home by nine o’clock, my mom will kill me!
The buzzing of the bees was a pleasant sound.
Our parting was bittersweet.
The stars danced through the sky.
Our boating expedition was not unlike the maiden voyage of the Titanic.
In June the clouds are cushions in the noon day heat.
Life is like licking honey from a thorn.
These words are razors to my wounded heart.
Time has fallen asleep in the afternoon sunshine.

Discussion Topic Consider the changes in literary style during the modern era. Modernist writers explored new literary techniques, such as free verse, and broke from traditional literary customs. Research a writer from the modern era and describe the writer’s literary style and technique Why do you think American writers of subsequent literary periods often choose to break from traditions and seek more freedom in their artistic expression? Are writers justified in challenging the artistic status quo? Why or why not?

Writer’s Notebook 3.6
For this Writer’s Notebook, you will use information from Glass’s essay “In Praise of Classroom Cell Phone Bans” to write two paragraphs–a counterargument and a refutation. Such paragraphs are challenging to write, so before you begin be sure that you have carefully read through the previous Lesson on counterarguments and refutations.
For this task to work, you have to first imagine that you are writing a different argumentative essay, one about the debate over electronic devices in college classrooms. In this imaginary essay, you have provided and are defending the following thesis statement:
“Educational institutions should not ban students from using electronic devices in the classroom.”
Glass clearly takes a different view, so from his essay you can get a counterargument (a claim that is in opposition to your thesis). So, for your two paragraphs, do the following:
Write a counterargument paragraph showing the viewpoint of the opposition. This paragraph must include specific information, a claim, and a direct quote from “In Praise of Classroom Cell Phone Bans.”
Write a refutation paragraph in response to the counterargument. In this paragraph, you are refuting the opposing view, clarifying your position, and offering reasons why students should be allowed to use electronic devices.
In the end you will have two paragraphs: a counterargument that uses Glass’s ideas and quotes from his article and a refutation paragraph that has your own ideas about why electronic devices should not be banned.
Article to be used:
Glass, Arnold. “In Praise of Classroom Cell Phone Bans.”
The Hill
, 5 Sept., 2019, https://thehill.com/opinion/education/460143-in-praise-of-classroom-cell-phone-bans
Always a science-fiction technophile, in the last century I dreamed of future technologies that would turn my lecture classes into interactive exchanges between student and instructor. In this century the technologies arrived in the form of online course platforms and personal response systems for the classroom.
In 2005 I adopted both technologies and replaced broadcast lecturing with a more Socratic method, called distributed questioning, as my principal instructional methodology. It was known from laboratory experiments that when someone answers a question about study materials, they are likely to remember the question and their answer a long time. They are even likely to remember the correct answer if told it later as feedback.
For six years, as I became more skilled at using distributed questioning as an instructional methodology, exam performance in my class improved. Performance on the final exam increased from 73 percent correct in 2005 to 90 percent correct in 2010.
I was close to attaining my goal that 90 percent of my class would attain 90 percent correct on the final exam and they would all get As. But then exam performance declined dramatically. In 2012 the average score on the final exam was 80 percent, and it remained there through 2014. What had impaired the academic performance of my students? I only had to look out at them to see the likely answer.
I am old enough that when I grew up there was a universal social convention that you looked someone in the eyes when you spoke to them or they spoke to you. This convention extended to audiences in classrooms and theaters. Of course there was an occasional transgression. I can remember a high school math teacher removing an open newspaper from my lap during math class that I had been looking at while he spoke. But I knew that I had done something wrong and I rarely did it again. The opportunities for divided attention in the classroom were limited and of limited appeal.
Technology does not create new behaviors, but it can unexpectedly exacerbate a bad one. When I looked out at my students in 2014 it was obvious that most of them were no longer in class, except for their physical presence. Their attention was primarily on the laptop/tablet/cell phone on their desk. They acknowledged my presence with a clicker press when asked, but they were no longer engaged.
I have the advantage of teaching two large lecture sections back-to-back, twice a week. I performed an experiment in which a proctor insured that no electronic devices were opened for one section on Tuesday and for the other section on Thursday. For the alternate classes the students could do what they pleased but I collected self-report data on device use.
The result was that divided attention during class impaired subsequent exam performance. For material presented when students were not allowed to divide attention, final exam correct performance was 87 percent versus 80 percent when they were allowed to do as they pleased.
Furthermore, students took review quizzes and unit exams before the final exam that gave them multiple opportunities to learn the material taught in class. In most classes, in which there is not systematic repeated re-instruction and re-testing of study materials, the decline in final exam performance would be greater.
Since then I have not permitted students to divide attention in my class because of its substantial effect on academic performance. I think that such a policy should be revived as a universal social norm. There are some efforts in this direction. Other researchers, educators and health professionals have noticed the unintended, sometimes deleterious effects of cell phones and social media on child development. There is an organization, Children and Screens, that promotes research into new technologies and awareness of its effects. Edward Markey (D-Mass.) has taken an interest in its findings.
In some parts of the world, classroom cellphone bans are in effect. In September 2018, the French government banned mobile phones from schools for students from preschool through age 15.
A British study published in 2015 compared secondary students’ standardized test scores before and after the adoption of cell phone bans. Ninety-one schools participated, from four of the country’s largest cities. None of the schools had phone bans in place when the study started in 2012. By the end, all but one did. The authors found that if a school banned cell phones and got its students to comply, then student test scores improved. The biggest driver of this effect was improvement by the schools’ most underachieving students.
But there are strong countervailing forces against the re-establishment of a norm of a student giving undivided attention to a teacher in the United States. It is not known how many school districts have instituted cell phone policies because a thorough national survey has not been done and announcing a policy is different from enforcing it. In 2010, Pew reported that almost 80 percent of kids were texting in the classroom — even 58 percent in classrooms where phones were banned.
No government or private agency offers funds for experimental investigations of the effects of technology on human cognition or social behavior so there is only anecdotal evidence of what may be epochal changes in child development, learning and knowledge. Rather, the largely unacknowledged effect of cell phone use on live instruction allows policymakers to move in an attractive direction: replacing costly live instruction with much less expensive online instruction.
Beginning at the collegiate level and now increasingly at the high school level, there is an effort to entice students away from live to online instruction. Laboratory research has consistently shown that any kind of recorded, hence non-interactive and non-social, instruction is inferior to live instruction.
Until now, it has been easy to ignore this fact because there is no funding available for experiments that compare the effects of online versus live instruction on exam performance. In the future, as funding for live instruction dwindles and the shift to online instruction becomes more coercive, there may be pushback.
To justify the shift to online instruction, there may finally be an incentive to fund a well-controlled experimental study comparing online versus live instruction. But by this time classroom instruction may be so degraded by the unchecked divided attention of the students that it no longer produces better exam performance. Thus the degradation of classroom instruction through unchecked divided attention will be the first step in (and justification for) eliminating live instruction altogether for non-wealthy students.
Arnold Glass is a professor of psychology at Rutgers University. He is the author of
Cognition: A Neuroscience Approach
published by Cambridge University Press

Reading the article and answer to this question:
Why does Malcolm Gladwell begin his essay by describing the Woolworth’s sit-in of Greensboro, North Carolina in 1960? How does this example introduce the main idea of the essay? (What is the main idea?) Explain in your own words.
According to Golnaz Esfandiari, how do we know that the student revolts in Tehran (Iran) in 2009 were not aided or inspired by Twitter communication? Explain in your own words.
In paragraphs 11-14, Gladwell describes several important protest movements, from Greensboro in 1960 to Berlin in 1989. According to Gladwell, what did these movements have in common that made them successful? Explain in your own words.
How has Facebook enabled people to help victims of civil war in Darfur (a region in northeast Africa)? According to Gladwell, how is that kind of help very different from the activism of Greensboro? Explain in your own words.
In Gladwell’s opinion, are
hierarchies
or
networks
more effective at planning and executing revolutionary actions? In your answer, give a definition in your own words of “hierarchy” and “network” as they apply to Gladwell’s arguments about revolutionary activities.
“Small Change…” by Malcolm Gladwell
At four-thirty in the afternoon on Monday, February 1, 1960, four college students sat down at the lunch counter at the Woolworth’s in downtown Greensboro, North Carolina. They were freshmen at North Carolina A. & T., a black college a mile or so away.
“I’d like a cup of coffee, please,” one of the four, Ezell Blair, said to the waitress.
“We don’t serve Negroes here,” she replied.
The Woolworth’s lunch counter was a long L-shaped bar that could seat sixty-six people, with a standup snack bar at one end. The seats were for whites. The snack bar was for blacks. Another employee, a black woman who worked at the steam table, approached the students and tried to warn them away. “You’re acting stupid, ignorant!” she said. They didn’t move. Around five-thirty, the front doors to the store were locked. The four still didn’t move. Finally, they left by a side door. Outside, a small crowd had gathered, including a photographer from the Greensboro
Record
. “I’ll be back tomorrow with A. & T. College,” one of the students said.
By next morning, the protest had grown to twenty-seven men and four women, most from the same dormitory as the original four. The men were dressed in suits and ties. The students had brought their schoolwork, and studied as they sat at the counter. On Wednesday, students from Greensboro’s “Negro” secondary school, Dudley High, joined in, and the number of protesters swelled to eighty. By Thursday, the protesters numbered three hundred, including three white women, from the Greensboro campus of the University of North Carolina. By Saturday, the sit-in had reached six hundred. People spilled out onto the street. White teenagers waved Confederate flags. Someone threw a firecracker. At noon, the A. & T. football team arrived. “Here comes the wrecking crew,” one of the white students shouted.
By the following Monday, sit-ins had spread to Winston-Salem, twenty-five miles away, and Durham, fifty miles away. The day after that, students at Fayetteville State Teachers College and at Johnson C. Smith College, in Charlotte, joined in, followed on Wednesday by students at St. Augustine’s College and Shaw University, in Raleigh. On Thursday and Friday, the protest crossed state lines, surfacing in Hampton and Portsmouth, Virginia, in Rock Hill, South Carolina, and in Chattanooga, Tennessee. By the end of the month, there were sit-ins throughout the South, as far west as Texas. “I asked every student I met what the first day of the sitdowns had been like on his campus,” the political theorist Michael Walzer wrote in
Dissent
. “The answer was always the same: ‘It was like a fever. Everyone wanted to go.’” Some seventy thousand students eventually took part. Thousands were arrested and untold thousands more radicalized. These events in the early sixties became a civil-rights war that engulfed the South for the rest of the decade—and it happened without e-mail, texting, Facebook, or Twitter.
The world, we are told, is in the midst of a revolution. The new tools of social media have reinvented social activism. With Facebook and Twitter and the like, the traditional relationship between political authority and popular will has been upended, making it easier for the powerless to collaborate, coordinate, and give voice to their concerns. When ten thousand protesters took to the streets in Moldova in the spring of 2009 to protest against their country’s Communist government, the action was dubbed the Twitter Revolution, because of the means by which the demonstrators had been brought together. A few months after that, when student protests rocked Tehran, the State Department took the unusual step of asking Twitter to suspend scheduled maintenance of its website, because the Administration didn’t want such a critical organizing tool out of service at the height of the demonstrations. “Without Twitter the people of Iran would not have felt empowered and confident to stand up for freedom and democracy,” Mark Pfeifle, a former national-security adviser, later wrote, calling for Twitter to be nominated for the Nobel Peace Prize. Where activists were once defined by their causes, they are now defined by their tools. Facebook warriors go online to push for change. “You are the best hope for us all,” James K. Glassman, a former senior State Department official, told a crowd of cyber activists at a recent conference sponsored by Facebook, A. T. & T., Howcast, MTV, and Google. Sites like Facebook, Glassman said, “give the U.S. a significant competitive advantage over terrorists. Some time ago, I said that Al Qaeda was ‘eating our lunch on the Internet.’ That is no longer the case. Al Qaeda is stuck in Web 1.0. The Internet is now about interactivity and conversation.”
These are strong, and puzzling, claims. Why does it matter who is eating whose lunch on the Internet? Are people who log on to their Facebook page really the best hope for us all? As for Moldova’s so-called Twitter Revolution, Evgeny Morozov, a scholar at Stanford who has been the most persistent of digital evangelism’s critics, points out that Twitter had scant internal significance in Moldova, a country where very few Twitter accounts exist. Nor does it seem to have been a revolution, not least because the protests—as Anne Applebaum suggested in the Washington
Post
—may well have been a bit of stagecraft cooked up by the government. (In a country paranoid about Romanian revanchism, the protesters flew a Romanian flag over the Parliament building.) In the Iranian case, meanwhile, the people tweeting about the demonstrations were almost all in the West. “It is time to get Twitter’s role in the events in Iran right,” Golnaz Esfandiari wrote, this past summer, in
Foreign Policy.
“Simply put: There was no Twitter Revolution inside Iran.” The cadre of prominent bloggers, like Andrew Sullivan, who championed the role of social media in Iran, Esfandiari continued, misunderstood the situation. “Western journalists who couldn’t reach—or didn’t bother reaching?—people on the ground in Iran simply scrolled through the English-language tweets post with tag #iranelection,” she wrote. “Through it all, no one seemed to wonder why people trying to coordinate protests in Iran would be writing in any language other than Farsi.”
Some of this grandiosity is to be expected. Innovators tend to be solipsists. They often want to cram every stray fact and experience into their new model. As the historian Robert Darnton has written, “The marvels of communication technology in the present have produced a false consciousness about the past—even a sense that communication has no history, or had nothing of importance to consider before the days of television and the Internet.” But there is something else at work here, in the outsized enthusiasm for social media. Fifty years after one of the most extraordinary episodes of social upheaval in American history, we seem to have forgotten what activism is.
Greensboro in the early nineteen-sixties was the kind of place where racial insubordination was routinely met with violence. The four students who first sat down at the lunch counter were terrified. “I suppose if anyone had come up behind me and yelled ‘Boo,’ I think I would have fallen off my seat,” one of them said later. On the first day, the store manager notified the police chief, who immediately sent two officers to the store. On the third day, a gang of white toughs showed up at the lunch counter and stood ostentatiously behind the protesters, ominously muttering epithets such as “burr-head nigger.” A local Ku Klux Klan leader made an appearance. On Saturday, as tensions grew, someone called in a bomb threat, and the entire store had to be evacuated.
The dangers were even clearer in the Mississippi Freedom Summer Project of 1964, another of the sentinel campaigns of the civil-rights movement. The Student Nonviolent Coordinating Committee recruited hundreds of Northern, largely white unpaid volunteers to run Freedom Schools, register black voters, and raise civil-rights awareness in the Deep South. “No one should go
anywhere
alone, but certainly not in an automobile and certainly not at night,” they were instructed. Within days of arriving in Mississippi, three volunteers—Michael Schwerner, James Chaney, and Andrew Goodman—were kidnapped and killed, and, during the rest of the summer, thirty-seven black churches were set on fire and dozens of safe houses were bombed; volunteers were beaten, shot at, arrested, and trailed by pickup trucks full of armed men. A quarter of those in the program dropped out. Activism that challenges the status quo—that attacks deeply rooted problems—is not for the faint of heart.
What makes people capable of this kind of activism? The Stanford sociologist Doug

Hello, I need help to find.
1. Explain what Langston Hughes is saying in his poem: “I, Too”
2. Identify where Martin Luther King has the same idea in his speech. Be sure to use quotations to support your answer.
3. Both Martin Luther King and Langston Hughes use literary devices to enhance their message.
Identify two uses of metaphor, anaphora, or parallelism in either work (i.e. two in King’s speech,
two in Hughes’s poem, or one in each) and discuss their effects.
4. How does the Civil Rights movement differ from the Black Lives Matter movement? How is it the
same?
5. In a single paragraph discuss the power of words. There is a saying,’
“The pen is mightier than the
sword;” how is this possible? Can our use of language change the world?
6. In a single paragraph, discuss your opinion on racism in Canada. You may wish to discuss specific
instances that you have found through research, prior knowledge, or your own experiences.
Additionally, you may wish to discuss racism in general, or how a particular group of people are
often targeted.
I Have a Dream “I Have a Dream” by Martin Luther King, Jr. Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition. In a sense we have come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked “insufficient funds.” But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insuf?cient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God’s children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace ofjustice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and
hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satis?ed until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal.” I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at a table of brotherhood. l have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four chiidren will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day the state of Alabama, whose governor’s lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today.
I have a dream that one day every valley shall be exatted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all ?esh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform thejangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God’s children will be able to sing with a new meaning, “My country, ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountainside, let freedom ring.” And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, ” Free at last! free at last! thank God Almighty, we are free at last!” Reprinted with permission from “The King Center”
l, Too by Langston Hughes I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am And be ashamed– I, too, am America. Parts of Speech 1. Anaphora is a form of repetition. Speci?cally, it is repetition of the same word or group of words at the beginning of several sentences and sometimes within several sentences. A writer will use anaphora to emphasize an idea, and also because humans naturally respond to the rhythm of repetition. 2. Parallel Structure can be like anaphora. Parallel structure is used within one sentence to create a balancing effect. It requires using the same pattern of words to show that two or more ideas have the same level of importance. The usual way to join parallel structures is with the use of coordinating conjunctions (and, or, but). A writer will use parallel structure to make ideas come across more clearly. Consider the following examples: Unbalanced: She enjoys reading m to write poetry. Parallel:
She enjoys reading and writing poetry. 3. Metaphor is a form of comparison used to describe something. Metaphors show how two things that are unalike in most ways are similar in one important way. A writer will use metaphors to make their piece more entertaining, interesting, and clearer. Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else. Consider the following example: Slmlle The promise given to Black Americans when Abraham Lincoln wrote the Emancipation Proclamation to free slaves is like a bad cheque. Metaphor In a sense the promise given to Black Americans when Abraham Lincoln wrote the Emancipation Proclamation to free slaves is a bad cheque. 4. An allusion is a brief mention of or reference to a historical, geographical, literary, mythological, or Biblical event, person, place, or thing. Consider the following example: Martin Luther King Jr. makes a direct reference to Isaiah 40:4 in his famous “I Have a Dream” speech. “Every valley shall be raised up, every mountain and hill made low; the rough ground shall become level, the rugged places a plain.” (Isaiah 40:4)

Below is a list of achievements in the life of a normal baby girl.  However, these achievements are not presented in the correct order.  To demonstrate your understanding of Piaget’s stages of sensorimotor intelligence, number the events in the proper sequence from 1 to 6.   Write the letter, then the correct number.  You do not need to write the event.
(a) ___  The baby squeezes toothpaste out of a tube.
(b) ___  The baby laughs when she is tickled and shakes her arm with pleasure when a rattle is put into her hand.
(c) ___  The baby sucks the nipple and anything else that comes near her mouth.
(d) ___  The baby experiments with her spoon, banging the dish, then the high chair, and finally throwing the spoon on the floor.
(e) ___  The baby refuses the pacifier and shows her displeasure by crying.
(f) ___  The baby imitates a temper tantrum she has observed in an older child.

Movie: 12 Angry Men 1. A) How does Juror 9 describe this witness, the neighbor who heard the boy shout “I’m gonna kill you!”. B) How do you suppose he came up with this ‘fantastic’ story about the witness? (45:55) 2. Juror 10 keeps saying that they are talking about the little details that don’t matter. What detail matters most to him? Use previous scenes from the movie to support your answer. (52:00) 3. This isn’t the first time Juror 3 has had to ‘eat his own words’. Explain how he talks himself into a hole when he says, “He’s an old man! How could he be positive about anything?” (54:50) 4. What point is the director of the film trying to make when there is a shot of Juror 4 wiping the sweat from his forehead? Use previous details from the movie to support your answer.1:12:20 5. We’ve heard previous comments from Juror 10 that proves he has a strong prejudice against people from the slums. Evaluate his speech and summarize the true extent of his illogical prejudice. (1:20:30) Juror 3 rips up the picture of him and his son right before he changes his mind to a ‘not guilty’ verdict. Explain, in your own words, the symbolism of him ripping up the picture. How does this action allow him to finally say the words ‘not guilty’? (1:32:35)
What is lyric vs. dramatic vs. narrative poetry?
What is voice in poetry? How does it operate differently in these different genres of poetry? What are some ways that voice situates readers, placing various “burdens” on them to be negotiated in the act of interpretation?

Read Aesop’s Fables, “The Fox and The Grapes” and “The Town Mouse and the Country Mouse.” http://read.gov/aesop/001.html
In own words fable modeled after Aesop’s. Choose an animal and an episode that will reveal something about human behavior.
Or you can take on the point of view of a character already in one of the fables, and rewrite it from their point of view.

Please answer these In ASAP, I don’t need any explanation, I just need the answers
16. _________ manager said that ________ allowed to leave early in observance of the holiday.
a. Their; they’re
b. Their; there
c. They’re; their
d. There; there
Mark to review later…
17. __________ her _________ was much appreciated, they neglected to recognize her contribution.
a. All though; assistance
b. Although; assistants
c. Although; assistance
d. All though; assistants
Mark to review later…
18. According to the superintendent, it is __________ for ___________ to take lunch at the appropriate hour.
a. necesary; everyone
b. necesary; every one
c. necessary; every one
d. necessary; everyone
Mark to review later…
19. The wonderful news ________ her greatly, and she thought it must be ________ good to be true.
a. affected; to
b. affected; too
c. effected; to
d. effected; too
Mark to review later…
20. If the new recruit could not live by the _________ that everyone else followed, _________ perhaps he was not cut out for the job.
a. principles; then
b. principles; than
c. principals; then
d. principals; than
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21. Local planning and needs assessments___________ that limited resources are __________ in the most effective manner.
a. assure; represented
b. ensure; utilized
c. insure; maintained
d. assure; handled
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22. All staff should __________ to the training room __________ for those who have already received training on the new computer software.
a. proceed; except
b. precede; except
c. proceed; accept
d. precede; accept
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23. It is not _______ to think that the cuts to government spending will have a _________ effect on many important programs.
a. unjustified; disasterous
b. injustified; disasterous
c. injustified; disastrous
d. unjustified; disastrous
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24. The office building with the brown bricks __________ located on the corner of 5th Street and N Street; __________ the one with the silver and green roof.
a. are; it’s
b. is; it’s
c. are; its
d. is; its
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25. Due to his job with the _________, _______ was ending in two weeks, Jose was unable to attend any political rallies.
a. goverment; that
b. goverment; which
c. government; which
d. government; that
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26. __________ Robin worked so hard on the project, she was happy to receive the _________.
a. Since; complement
b. Sense; compliment
c. Since; compliment
d. Sense; complement
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27. Which of the following best completes blank #27 in the paragraph presented above?
a. summing
b. including
c. comprising
d. containing
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28. Which of the following best completes blank #28 in the paragraph presented above?
a. awareness
b. knowledge
c. foundation
d. groundwork
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29. Which of the following best completes blank #29 in the paragraph presented above?
a. required
b. inquired
c. normal
d. typical
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30. Which of the following best completes blank #30 in the paragraph presented above?
a. compound
b. adapt
c. adjust
d. convert
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31. Which of the following sets of names is listed in alphabetical order?
a. Adams, Addison, Adler, Aaronson, Aeon
b. Addison, Aaronson, Adler, Aeon, Adams
c. Aaronson, Adams, Addison, Adler, Aeon
d. Aeon, Aaronson, Adams, Adler, Addison
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32. In alphabetical filing, which name would appear FIRST?
a. Walter Schrader
b. Paul Schaffner
c. Anna A. Schnitzer
d. Paul V. Schaffner
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33. In alphabetical filing, which name would appear FIRST?
a. Pipeline Coastal Group
b. Pip Pipes And Plumbing Services
c. Pipe And Drains Co.
d. Pipe Fitters & Plumbers Services
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34. In alphabetical filing, which name would appear THIRD?
a. Evelyn Van Wonterghem
b. Peter J. Van Woerkom
c. Eric A. Wolferen
d. Blessy Van Winkle
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35. How many of the following pairs are EXACTLY THE SAME?
Charlemae C. Montgomery – Charlemae C. Montgomery
McMonagle Steinberg – Mc Monagle Steinberg
Santistevan R. Volodymyr – Santistevan R. Volodymyr
Mulrooney K. Huisman – Mulrooney K. Husiman
Sayles Y. Lilioukiahona – Sayles Y. Liliovkiahona
Kyo U. Panicerschii – Kyo U. Panicerschii
Gregory P. Sauer – Gregory P. Sauer
Clarise W. Gastrelsky – Clarise W. Gastrelsky
Srinivasan GnanaKumar – Srinviasan GnanaKumar
Christine L. Springs – Christine L. Springs
Donna N. Tanfani – Donna N. Tanfani
Marshall V. Williamson – Marshall V. Williamson
Alethea Q. Martin-Wright – Alethea Q. Martin-Wright
Dharmesh O. Desierto-Banias – Dharmesh O. Deseirto-Banias
a. Fewer than eight pairs
b. Eight pairs
c. Nine pairs
d. Ten pairs
e. Eleven pairs
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36. How many of the following pairs are EXACTLY THE SAME?
Kiyoshi T. Tsusaki – Kiyoshi T. Tsusaki
Samanya V. Velichko – Samanya V Velichko
Nikolay Washington – Nikolay Washington
Nancy U. Weissenberg – Nancy U. Weissenberg
Beverlie C. Zlotkowski – Beverlie C. Zlotkowski
Dwayne Edmondson – Dwayne Edmondson
Victor Y. O’Riordan – Victor Y. ORiordan
Vincent T. Mulevich – Vincent T. Mulevich
Maureen R. Morgenstein – Maureen R. Morgenstien
Dennis B. Knoxville – Dennis B. Knoxville
Heidy A. Konishchuk – Heidy A. Konishchuk
Marsha P. Krause – Marsha P. Krause
Ivan H. Hrytskezich – Ivan H. Hiytskezich
Lawrence Krieger – Lawrence Krieger
a. Fewer than eight pairs
b. Eight pairs
c. Nine pairs
d. Ten pairs
e. Eleven pairs
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37. How many of the following pairs are EXACTLY THE SAME?
Edwin K. Boniakowski – Edwin K. Boniakowski
Gibson H. Jenkins – Gibson H. Jenkins
Vladimir N. Ballerstein – Vladimir N. Ballerstien
William P. Keller – William P. Keller
Gloria Y. Blankenship – Gloria Y. Blankenship
Heidilee D. Guililland-King – Heidilee D. Guililland-King
Vivienne X. Shields – Viveinne X. Shields
Arminda O. Stutznegger – Arminda O. Stutznegger
Ethel M. Thibeaux-Smith – Ethel M. Thibeuax-Smith
Timothy V. Weitnauer – Timothy V. Weitnaeur
Kelley M. Olson – Kelley M. Olson
Leonard Nelson – Leonard D. Nelson
Sasha Z. Pugliese – Sasha Z. Pugliese
Joe I. Strikwerda-Weitz – Joe I. Strikwerda-Weitz
a. Fewer than eight pairs
b. Eight pairs
c. Nine pairs
d. Ten pairs
e. Eleven pairs
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38. How many of the following pairs are EXACTLY THE SAME?
924797763 – 924797763          974121243 – 974121243
486140234 – 486740234          367371587 – 367731587
399803279 – 399803279          441370878 – 441370878
366322688 – 366322688          927687620 – 927687620
429119861 – 429179861          567981243 – 567891243
484186809 – 484186809          773772054 – 773772054
209368721 – 209368721          451651151 – 451651151
591480313 – 591480313          331677148 – 331677148
a. Fewer than eleven pairs
b. Eleven pairs
c. Twelve pairs
d. Thirteen pairs
e. Fourteen pairs
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39. How many of the following pairs are EXACTLY THE SAME?
234877304 – 234877304          947682889 – 947682889
386823667 – 386826367          391692664 – 391692664
098588353 – 098588353          744423463 – 744243463
332330281 – 332330281          876782072 – 876782072
424869279 – 424689279          295241876 – 295241876
375657902 – 375657902          534493256 – 534943256
716921273 – 716927273          365942771 – 365942771
635543721 – 635543721          979961792 – 979967792
a. Fewer than eleven pairs
b. Eleven pairs
c. Twelve pairs
d. Thirteen pairs
e. Fourteen pairs
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40. Which of the following number sequences is arranged in the correct order from lowest to highest?
a. 122350, 122075, 123500, 123525
b. 122075, 122350, 123500, 123525
c. 122075, 123500, 123525, 122350
d. 123525, 122350, 123500, 122075
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41. If the following dates were ordered from most recent to the earliest, in what order would they be placed?
1. 01/22/2010
2. 12/11/2011
3. 10/23/2010
4. 11/21/2011
5. 11/17/2010
6. 11/11/2011
7. 12/25/2010
8. 10/22/2011
9. 01/12/2011
10. 10/07/2011
a. 12/11/2011; 11/21/2011; 11/11/2011; 10/22/2011; 10/07/2011; 01/12/2011; 01/22/2010; 10/23/2010; 11/17/2010; 12/25/2010
b. 12/11/2011; 12/25/2010; 11/21/2011; 11/11/2011; 11/17/2010; 10/22/2011; 10/07/2011; 10/23/2010; 01/12/2011; 01/22/2010
c. 12/11/2011; 01/22/2010; 10/23/2010; 11/17/2010; 12/25/2010; 01/12/2011; 10/07/2011; 10/22/2011; 01/11/2011; 11/21/2011
d. 12/11/2011; 11/21/2011; 11/11/2011; 10/22/2011; 10/07/2011; 01/12/2011; 12/25/2010; 11/17/2010; 10/23/2010; 01/22/2010
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42. The following table contains the first names of the Office Assistants in the Los Angeles Field Office and their corresponding position numbers:
Name
Position Number
1. Xander
46573
2. Mickie
46753
3. Meng
45754
4. Elvian
46893
5. Sven
46754
If the position numbers were ordered from lowest to highest, in what order would the Office Assistants be placed?
a. Meng, Xander, Mickie, Sven, Elvian
b. Meng, Xander, Sven, Mickie, Elvian
c. Meng, Mickie, Elvian, Xander, Sven
d. Meng, Sven, Xander, Mickie, Elvian
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43. Which of the following sets of identification numbers is listed in alphanumerical order?
a. F9, F5, H1, H4, E2
b. G2, G8, I2, H3, K2
c. W1, S7, R8, T9, X10
d. N8, O4, Q2, R9, T5
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44. Which of the following sets of identification numbers is listed in alphanumerical order?
a. T7, U6, U3, V7, V2
b. T3, V7, V2, U3, T9
c. T5, T9, U7, V3, V7
d. U1, U7, V2, V6, T8
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45. Between which of the following sets of dates does 7/09/2012 fall?
a. 04/23/2011 and 06/15/2012
b. 06/01/2012 and 07/06/2012
c. 01/15/2012 and 06/15/2012
d. 05/23/2011 and 09/29/2012
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