Tag: Paper Writing

Activity 1. Logo Analysis Directions: Classify the following LOGO as to “State” or “Non-State” institution/ organization. Explain the function/s of these institutions/ organizations in at least two sentences.
LOGO State or Functions of the Institution/ Non-State? Organization 2 3 UNITED NATIONS 4 5 + RED CROSS 6 PANGULO NO
SAGIBAG BDO
Processing Questions: Answer the questions below.
1. What is a State Institution/ Organization? Give examples and explain How do they function?
2. What is a Non-State/ Organization? Give examples and explain How do they function?
Analysis:
What have you learned from the lesson 1 and 2?
Which part or concept of the lesson you find hard to understand? (lesson 2 because….)
What activity can you suggest that would help your teacher help you with your learning?
reference for the Analysis Questions:
Analyzing Arguments Used by the Writer
Lesson 1
I.            Argument/s
An argument is an expression of one’s point of view on a particular subject or topic often called a “Claim” or a “Thesis Statement” presented with shreds of evidence and resources supporting the idea which aims for the reader to either do something or believe into something to be true or correct.
Example: “The cost of living in Sipalay City is lower than in most cities in Negros Occidental”.
From the given statement, the writer presented an argument about the cost of living in Sipalay City as compared to other cities in Negros Occidental
Claim/s
A claim is the main argument of the essay which is considered the
most important part of an academic paper. It defines your paper’s goals, directions, scope and exigence and is supported by evidence, quotations, argumentation, expert’s opinions, statistics, and telling details.
Three Types of Claims
1.  Claim of Fact
A
Claim of Fact
is a statement asserting that something has existed, does exist, or will exist. It is not a fact; it only claims to be a fact. Hence, the claim is debatable whether it is true or false.
Example: The Philippine Economy will bounce back higher before the end of this year.
The statement is a claim of fact (future) which is to be proven to be true or false come to the end of this year.
2.  Claim of Value
A claim of value is a statement asserting something to be good or bad or that something is better than the other one or that something is more or less desirable.
Example. The Game of Thrones is the best movie of all time.
Here, the claim is asserting the value of the said movie as best than the other movies
3.  Claim of Policy
A claim of policy is a statement urging that some conditions should exist, or that something should be or should not be done. This claim advocates the adoption of policies or courses of action due to problems that have occurred and call for a solution.
Example: Legislation should be passed mandating the conduct of Online Voter’s Registration amid the Covid-19 pandemic.
The claim here asserts that the government should provide a policy for the conduct of online voter registration amid a pandemic.
Lesson 2
Citing Sources to Support Arguments
Arguments
articulate a writer’s claim. This claim requires him to defend through good reasoning supported by plenty of research and reliable source that lend credibility to his work.
Claims
can be supported by facts, statistics and quotations from recognized authorities and some other types of evidence.
Citing
and
documenting sources
properly are among the skills the students should be concerned of before they engage themselves in writing. After all, any source of intellectual property should be acknowledged.
Further, a citation is essential for the following reasons:
?   It allows readers to locate the materials you used.
?   It demonstrates that you have conducted a thorough review of the literature on your topic.
?   It will be used to reinforce your arguments.
?   It will be used to explain the reasons for alternative approaches.
?   It will either bolster or challenged your argument.
?   It will refrain you from violating the Intellectual Property Rights.
Citation is the means by which you credit other researchers and writers when you use their work in your papers.
Plagiarize is using someone else’s work or ideas as your own with or without their consent by incorporating it into your work without full acknowledgment.
Common in today’s documentation style is In-Text Citation which includes two formats: The Parenthetical Citation and Narrative Citations found both in the Modern Language Association (MLA) author-page related method and the American Psychological Association (APA) author-year method.
§ In Parenthetical Citations, the reference data appears in parentheses.
§ While in Narrative Citations, the author’s name is incorporated in the text
§ As part of the sentence and the year or page number follows in Parentheses.
Each citation and documentation vary in style according to format, manner of citation and source of material used. Study and observe the summarized descriptive comparison of MLA and APA.
Sources
MLA
APA
Citing for a Direct Quote
?   Give the author’s last name in the text of your paper and indicate the page numbers in parenthesis following the borrowed material.
Example: (Parenthetical Citations)
The study stressed that “In today’s age, social networking sites as venues for public discourse is undeniable” (Gomez 61).
Author’s name & page number inside the parentheses.
Example: (Narrative Citations)
?   (Include author’s name, year/date and page number and place quotation marks around the direct quote when available)
Example: (Parenthetical Citations)
One study found that, “In today’s age, social networking sites as venues for public discourse is undeniable” (Gomez, n. d., p.61)
Author’s
Name                        page #
n. d. (no date)
?   When author is part of the narrative
Example: (Narrative Citations)
Author’s name followed by
year in parenthesis incorporated in a text
Gomez (n. d.) found that in today’s age, social networking
site as venues for public discourse is undeniable.
Web Pages
?   Use the author’s last name and the page number from which the quotation or paraphrase was taken in parentheses.
Example:
More than 300 million people worldwide are affected by depression (Guane 202).
Author-page
?   If the source does not use the page numbers, do not include a number in citation.
Example:
More than 300 million people worldwide are affected by depression (Guane).
Author’s name only; no page number
available
?   Cite web pages in text as you would with any other source, using the author and date if known in parentheses.
Example:
More than 300 million people worldwide are affected by depression (Guane,2018).
Author-year
?   Keep in mind that the author may be an organization rather than a person
Example:
More than 300 million people worldwide are affected by depression (World
Health Organization, 2018).
year
Organizational author
A Work by Two Authors
Give both names separated by the word
and
when including the names in the text of a sentence or in parentheses and the page number
?   Always cite both authors’ names in-text every time you reference them and the date
Example:
both authors were cited
year
Johnson and Smith (2009) found that more than 300 million people worldwide are affected by depression.
More than 300 million people worldwide are affected by
depression (Johnson & Smith, 2009)
Author’s name separated by “&”
followed by a comma and year inside the parentheses following the text cited
Example:
Both authors were cited separated by “and”
Wilson and Schlosser state that more than 300 million people worldwide are affected by depression (47).
Page number
More than 300 million people worldwide are affected by depression (Wilson and Schlosser 47).
Author’s name separated by “and” followed by page number inside the parenthesis following the text cited.
Observe how MLA and APA differ in citing work with two authors
Three or more authors
?   When mentioning the authors in the text, give all of the authors’ names or list the first author and write “and others”.
?   Provide all the authors’ last names when you first refer to a document with 3-5 authors.
Example:
Example:
Author’s name “and others”
James and others claim that more than 300 million people worldwide are affected by depression (157).
page number
List of author’s last names for first reference
Jones, Chavez, Jackson, and Chen (2010) reported that more than 300 million people worldwide are affected by depression.
?   For the parenthetical citation and Works Cited citation, give the first author’s
name followed by
et al.
?   Only list the first author with the Latin abbreviation “et al.” for any subsequent references
Example
More than 300 million people worldwide are affected by depression (James et al. 157).
Author’s name followed by “et al” referring to other authors of same work in parenthetical citation.
Example:
First author last name with “et al” referring to other authors of same work for the subsequent referencing
Jones et al. (2010) further stressed that more than 300 million people worldwide are affected by depression.

View the following YouTube TED Talks videos.
Why I don’t care about ‘Climate Change’ | David Saddington | TEDxTeen: https://youtu.be/7vnzKPq390Q
Reflect on the issues discussed in the video(s) you viewed. Address the following points in your discussion post:
?      What is the speaker’s point of view about the topic? Is the speaker biased?
?      What ethical issues and ethical reasoning are argued?
?      Do you think that environmental issues have moral and ethical implications? Why or why not?
?      Do you agree with the speaker’s point of view? Be specific and thorough. Express how and why you agree or disagree, and discuss how ethics and values contribute to your opinion. Consider the theoretical concepts discussed in the course. Do not just state your viewpoint; rather, provide relevant details to support your findings and/or position.

Which sentence is the main idea in the below paragraph:
1) Pedal error occurs when the drive of an automobile mistakenly presses down on the accelerator instead of the brake pedal. 2) This leads to unintended acceleration, which, in turn, can frequently result in an accident. 3) It seems as though stepping on the wrong pedal would be unlikely occurrence. 4) However, an analysis of pedal error shows that this mistake is easier to make than you might think. 5) A driver sometimes turns his upper body a little to the left at the same moment that he moves his right foot toward the brake pedal. 6) The driver might turn his upper body to the right to look in the left side mirror or to reach for this seatbelt. 7) Or, if he is in reverse, he might look over his left shoulder to make sure that it is safe to back up. 8) This turning of the upper body could cause his right foot to move slightly to the right. 9) As he unconsciously moves his foot to the right, he may end up hitting the accelerator rather than the brake. 10) Instead of stopping and remaining stationary, the car in fact begins to accelerate. 11) Believing that his foot is on the brake, the drive presses his foot down harder in an effort to stop the car. 12) Obviously, this action only makes the problem worse.

CENGAGE | MINDTAP Auto-graded Activity: Thinking Critically The writer has attempted to synthesize the source information in the following paragraphs. Read each synthesis and look for the best one. Then complete the question that follows by selecting the best choice from the drop-down menu. Synthesis 1 Synthesis 2 Synthesis 3 The marriage between royalty and The marriage between royalty and The marriage between royalty and commoners can be successful, as in the commoners can be successful as in the commoners can be successful, as in the case of Rania Al Yassin to Prince Abdullah case of Rania Al Yassin to Prince Abdullah case of Rania Al Yassin to Prince Abdullah Bin Hussein of Jordan and Michiko Shoda Bin Hussein of Jordan and Michiko Shoda Bin Hussein of Jordan and Michiko Shoda to the Crown Prince of Japan, Prince to the Crown Prince of Japan, Prince to the Crown Prince of Japan, Prince Akihito. These women were well-matched Akihito. These women were well-matched Akihito. However, these women were to their husbands. Queen Rania works to their husbands, and they had positive commoners who were not well-matched very hard to help people start businesses influences on their countries. On the other to their royal husbands. As evidence, in Jordan and to educate children. hand, the union between Prince Edward of consider the unhealthy relationship However, Michiko was the first commoner England and Wallis Simpson was not a between Prince Edward and Wallis ever to marry into royalty in Japan and healthy arrangement, and they had a Simpson and the negative effect they had was not very popular with the ten noble negative influence on how the royal family on the way the royal family was families who had hoped the prince would was perceived. perceived. In addition, the ten noble choose one of their daughters. families of Japan resented Michiko. Of the above syntheses, Synthesis 1 includes the perspective of all three sources. Grade It Now Save & Continue Bb O
ealthy Japanese family in 1934, Michiko was nevertheless considered to be a commoner and an unlikely match for a prince. However, for the first time in Japanese history, in 1959 a prince married a commoner, a union based on the equality of minds and hearts. Although the ten noble families of Japan felt slighted that the prince did not choose one of their daughters, no one can deny that this young couple was well- matched on the tennis court and in life. Source: “Japan: Crown Prince and Commoner.” Time. Time Inc., 1 Dec. 1958. Web. 25 Sept. 2013. Which of the following is a paraphrase of the main idea of Source B? Michiko Shoda’s marriage to the Crown Prince of Japan, Prince Akihito, was resented by ten noble families. O Michiko Shoda met her future husband, the Crown Prince of Japan, Prince Akihito, playing tennis. Michiko Shoda’s marriage to the Crown Prince of Japan, Prince Akihito, was a good match. Source A describes how a woman who married into a royal family can have a negative influence on her country, and Source C describes how a woman who married into a royal family can have a negative influence on her country. The writer has attempted to synthesize the source information in the following paragraphs. Read each synthesis and look for the best one. Then complete the question that follows by selecting the best choice from the drop-down menu. Sunthocic 1 Cunthacic ? Cunthacic 2 O Bb HUAWEI
CENGAGE |MINDTAP to-graded Activity: Thinking Critically Imagine that you have been tasked to write an essay on the topic of royal weddings. You’ve gathered the three sources that appear in the following table. Read these three sources and answer the questions that follow. Royal Weddings Source A: Queen Rania Source B: Michiko Shoda Source C: Prince Edward and Wallis Simpson (1) How does a woman who is not young or attractive steal the heart of a king? No one really knows why Prince Edward became so obsessed with Wallis Simpson, a twice-divorced American woman, but on December 11, 1936, he gave up his right to ascend to the British throne to marry her. (2) The scandal began when Prince Edward met Wallis Simpson at a party given by the prince’s lover, Lady Thelma Furness. It was soon obvious that the prince was fascinated by Simpson, and in spite of the fact that she was married, the two became lovers. Having an affair was not new to either one of them. Prince Edward was a much sought-after bachelor, well-known for having many affairs. Wallis had been married before, and after her divorce she had an affair with a married man, Ernest Simpson. Ernest divorced his wife, married Wallis, and they moved to England. (3) In the end, their union was not a healthy one. Their relationship was neither harmonious nor peaceful, and it did not bring them the happiness they sought. Throughout their marriage, they still found comfort in the arms of other lovers. Source: Jones, Chris. “Profile: Wallis Simpson.” BBC News. BBC, 29 Jan. 2003. Web. 25 Sept. 2013. Which of the following is a paraphrase of the main idea of Source B? Michiko Shoda’s marriage to the Crown Prince of Japan, Prince Akihito, was resented by ten noble families. Michiko Shoda met her future husband, the Crown Prince of Japan, Prince Akihito, playing tennis. Michiko Shoda’s marriage to the Crown Prince of Japan, Prince Akihito, was a good match.
CENGAGE |MINDTAP Auto-graded Activity: Thinking Critically Imagine that you have been tasked to write an essay on the topic of royal weddings. You’ve gathered the three sources that appear in the following table. Read these three sources and answer the questions that follow. Royal Weddings Source A: Queen Rania Source B: Michiko Shoda Source C: Prince Edward and Wallis Simpson (1) Although she was a small girl, there was nothing delicate about Michiko Shoda’s physical and mental strength. Standing only 5 feet, 2 inches tall, she was nonetheless a powerful figure on the tennis court. Equally, she was a force to contend with in the classroom, and her professors and teachers at the University of the Sacred Heart of Tokyo characterized her as a brilliant student. (2) Perhaps these qualities were what attracted the Crown Prince of Japan, Prince Akihito, to pursue her. They met on the tennis court at the Karuizawa resort, and he was amazed by her strength and ability. In fact, when they played tennis, she beat him soundly. As he got to know her, he became equally fascinated by her brilliant mind. (3) Born of a wealthy Japanese family in 1934, Michiko was nevertheless considered to be a commoner and an unlikely match for a prince. However, for the first time in Japanese history, in 1959 a prince married a commoner, a union based on the equality of minds and hearts. Although the ten noble families of Japan felt slighted that the prince did not choose one of their daughters, no one can deny that this young couple was well- matched on the tennis court and in life. Source: “Japan: Crown Prince and Commoner.” Time. Time Inc., 1 Dec. 1958. Web. 25 Sept. 2013. Which of the following is a paraphrase of the main idea of Source B? Michiko Shoda’s marriage to the Crown Prince of Japan, Prince Akihito, was resented by ten noble families. Michiko Shoda met her future husband, the Crown Prince of Japan, Prince Akihito, playing tennis. O_Michiko Shoda’s marriage to the Crown Prince of lanan Prince Akihito was a good match
Auto-graded Activity: Thinking Critically Imagine that you have been tasked to write an essay on the topic of royal weddings. You’ve gathered the three sources that appear in the following table. Read these three sources and answer the questions that follow. Royal Weddings Source A: Queen Rania Source B: Michiko Shoda Source C: Prince Edward and Wallis Simpson (1) Rania Al Yassin is a vision of loveliness, but what makes her beauty remarkable is her inner beauty and her hopes for the people of Jordan. Although she was considered to be a commoner when she married Prince Abdullah Bin Hussein on June 10, 1993, she has conducted herself as his equal and as a queen. (2) Before she became queen, Rania attended the American University of Cairo, and afterwards, she went to work for a bank. She did not dream of becoming the Queen of Jordan, but after she met Prince Abdullah, her life was never the same. (3) Now as his wife, she shares with him a vision of a brighter future for the Jordanian people and has devoted herself to providing educational and economic opportunities for her people. She has focused her efforts in five areas. First, she created the River Foundation to help stop child abuse in her country. Second, she has improved schools, launched teachers’ academies, and opened a children’s museum. Third, she served as chairperson for and has supported organizations that promote global education. Fourth, she encouraged people from different areas and cultures to meet and speak with one another to find peaceful solutions to conflicts. Last, she encouraged Jordanian youth to think about ways they can start businesses to contribute to the wealth and stability of Jordan’s economy. (4) Although born a commoner, Queen Rania has proven that royalty is not a matter of blood, but a matter of heart, spirit, and a hope for a future that is for the good of all. Source: “Her Majesty Queen Rania Al Abdullah (Jordan).” UN Foundation. United Nations Foundation, 2012. Web. 25 Sept. 2013. Which of the following is a paraphrase of the main idea of Source B? Bb O
ck to Assignment Attempts Average / 3 5. Synthesizing Sources When you gather large amounts of outside source material to support your claims, do not simply list these sources one after another in your paper. Instead, synthesize, or link, the information together to draw your own conclusions. The following strategies can help you bridge connections between sources: . Read thoroughly: Review your sources carefully and thoroughly and think about what you have read. Make sure you have a clear understanding of the information. . Form connections: How does the source material resonate with your point of view? How does it help support the point you want to make? Make connections and form responses. . Consider all sides: Look at all points of view and consider any new ideas or opposing arguments. . Finalize connections and blend sources: Once you’ve looked through all of your source material and considered how ideas connect to your thesis and to one another, blend the material into your paper. Some writers find it useful to draw a concept map that illustrates the connections between their thesis, supporting ideas, and source material. Imagine that you have been tasked to write an essay on the topic of royal weddings. You’ve gathered the three sources that appear in the following table. Read these three sources and answer the questions that follow. Royal Weddings Bb

Background Information and Directions:
Rosemary teaches 3- and 4-year-old children in a child-care center. Over time she observes that although the children begin each day eager to play in the pretend grocery store, they don’t seem to know what to do with the materials or each other. They mostly argue over the cash register, grab the food cartons from the shelves, and dump them onto the floor. Their play lacks focus, and they seldom talk to one another for real or in a pretend role. It doesn’t take long before the area is a mess and the children simply drift away to other activities
Identify three teaching strategies Rosemary could use to support the children’s learning in the pretend grocery store.  Provide examples of verbal scripts to illustrate any verbal strategies you choose

Discussion: Making Text—to—World Connections in “The Lottery” (A as/of L) a a. This story satirizes a number of social issues, including the reluctance of people to reject outdated traditions, ideas, rules, laws and practices. What kinds of traditions, practices, laws, etc. in our society could the story represent? b) “The Lottery” was published in 1948, just after WWII. What other cultural or historical events, attitudes, or institutions could Jackson be satirizing in this story?

THE ARTICLE: Here’s the situation: Alex, 13, recently began playing the saxophone. His grandpa plays with a local band, and Alex wanted to follow in his footsteps. Alex’s grandpa was so excited that he paid for six months of private lessons. But now, two months in, Alex is starting to dread those lessons. He just isn’t getting the hang of how to play. His grandpa says to be patient—that it took him years to learn the sax. But if Alex is honest with himself, he’s not having fun. Plus, he wants to join the soccer team, and he knows he won’t have time for the saxophone and soccer. Alex should just quit the saxophone, right? But wait. Isn’t that giving up? And isn’t giving up . . . bad?? Shifting Interests You’ve probably heard that you should never give up. That’s often good advice. Sticking with something difficult builds resilience and perseverance—traits that will serve you throughout your life. Think about it: If we gave up every time something got tough, how would we ever learn and grow? Even so, quitting isn’t always the “wrong” choice; in fact, experts say that in certain situations, it can be healthy. This is especially true in middle school. After all, middle school is the time to explore different interests—to figure out what you’re passionate about, what you enjoy. “There’s a misconception among kids that you’re closing a door [when you quit],” says Phyllis Fagell, an author and school counselor in the Washington, D.C., area. “We only have so many hours in a day, and often when we close one door, that just allows another to open.” Take Carrie, 16, from New Jersey. She’d been playing tennis since fourth grade; at the end of eighth grade, she quit to make time for other activities. In high school, she found a new passion: theater. “Tennis felt like a chore toward the end,” says Carrie. “Doing theater was always fun. I’m grateful I tried something new.” “There’s a misconception among kids that you’re closing a door [when you quit],” Time to Reflect Still, quitting is a big decision, so it’s worth taking time to reflect before you make it. Fagell suggests creating a pros and cons list. In the pros column, list everything about the activity that brings you joy. In the cons column, list everything about it that’s causing you unhappiness or stress. Also consider what you stand to lose (like time with teammates) versus what you stand to gain (like discovering a new passion). You can also keep a journal or track your mood with an app like Daylio. Record how you feel right after lessons or games. Looking back at this record will help you assess your feelings. Consider outside circumstances as well. Sometimes anxiety about other areas of life—school, family, current events—can leave us temporarily uninterested in our hobbies. The Covid-19 pandemic, for instance, has made some kids feel apathetic about the things they once loved—and that’s OK. “This is an unusually stressful time,” says Fagell. Instead of giving up right now on something you’ve loved for years, Fagell recommends waiting. When times get easier, you can reevaluate. Maybe you’ll find that you miss the activity and pick it back up, or maybe you’ll find something new. Making a Decision Once you understand the reasons you’re thinking of quitting, you’re ready to evaluate and make a decision. Say you love soccer, but your friends are all better players than you. Is that a good reason to quit? Probably not. After all, you don’t have to be a star to reap the benefits of the game: exercise, fun, friendship, teamwork. On the other hand, you could be a star player—and hate playing. Being talented doesn’t mean you’re obligated to continue. Will quitting disappoint your teammates, coach, and family? Maybe. But you don’t have to stick with something just to make others happy. In most situations, however, it is a good idea to honor your commitments—such as by finishing up the season or not dropping out two weeks before the big show. Sticking it out shows integrity, that you keep your word. QUESTIONS: 1. The main purpose of this article is to A. share an interesting story about a boy and his grandpa. B. offer readers advice on how to decide whether it is time to quit an activity. C. warn readers about the consequences of quitting. D. encourage readers to play an instrument 2. Author Mackenzie Carro writes, “Afterall, middle school is the time to explore different interests—to figure out what you’re passionate about, what you enjoy.” THIS LINE A. provides a counterargument to the idea that quitting is OK. B. supports the statement that most middle schoolers decide to quit something at some point. C. supports the idea that quitting one activity to explore another is a healthy thing to do D. shows the drawbacks of quitting. 3. Consider this line: “In most situations,however, it is a good idea to honor your commitments—such as by finishing up the season or not dropping out two weeks before the big show.” As it is used here, to honor means to A. praise. B. put off. C. ignore. D. fulfill. 4. Which claim can NOT be supported by information in the article? A. There are many factors to consider when deciding whether to quit B. There are benefits to sticking with something even when it is difficult. C. The majority of kids end up quitting something. D. Sometimes it is OK to quit.

Below is a list of words from both Proto-Quechua and Tena, one of Proto-Quechua’s daughter languages. Answer the following questions about the sound changes between these two languages.
Proto-Quechua
t?umpi
timpu
kunka
ljantu
sanku
hampatu
Tena
t?umbi
timbu
kunga
ljandu
sangu
hambatu
Gloss
‘belt’
‘boil’
‘neck’
‘shade’
‘thick’
‘toad’
Question 1
In which syllable of the word does the change occur?
Question 2
What Proto-Quechua consonants change in this environment?
Question 3
What phonological feature do these Proto-Quechua consonants have in common?
Question 4
In what environment is this change of consonants occurring?
Question 5
What Tena consonants are the result of the change?
Question 6
What phonological feature do these Tena consonants share?
Question 7
Describe the phonological rule that explains the change in consonants from Proto-Quechua to Tena.
Question 8
Does the phonological rule affect all instances of these consonants in Proto-Quechua?

Ballads have strong associations with childhood: much children’s poetry comes in ballad form. Ballads emphasize strong rhythms, repetition of key phrases, and rhymes; if you hear a traditional ballad, you will know that you are hearing a poem. Ballads are meant to be song-like and to remind readers of oral poetry–of parents singing to children, for instance. Ballads do not have the same formal consistency as some other poetic forms, but one can look for certain characteristics that identify a ballad, including these: 0 Simple language. Some ballads, especially older traditional ballads, were composed for audiences of non-specialist hearers or readers. Therefore, they feature language that people can understand without specialist training or repeated readings. When later poets choose to write ballads, regardless of their intended audience, the choice of the ballad form generally implies a similar emphasis on simple language. 0 Stories. Ballads tend to be narrative poems, poems that tell stories, as opposed to lyric poems, which emphasize the emotions of the speaker. o Ballad stanzas. The traditional ballad stanza consists of four lines, rhymed abcb (or sometimes abab–the key is that the second and fourth lines rhyme). The first and third lines have four stresses, while the second and fourth have three. a Repetition. A ballad often has a refrain, a repeated section that divides segments of the story. Many ballads also employ incremental repetition, in which a phrase recurs with minor differences as the story progresses. 0 Dialogue. As you might expect in a narrative genre, ballads often incorporate multiple characters into their stories. Often, since changes of voice were communicated orally, written transcriptions of oral ballads give little or no indication that the speaker has changed. 0 Third-person narration. Ballad narrators usually do not speak in the first person (unless speaking as a character in the story), and they often do not comment on their reactions to the emotional content of the ballad.
When reading “The Ballad of Birmingham,II use the information above to help with your understanding. Read the poem out loud to hear its patterns of rhyme and rhythm, to determine the speaker or speakers, and look for abrupt changes in time. Ballad Of Birmingham “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No. baby, no. you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But. mother. I won’t be alone. Other children will go with me. And march the streets of Birmingham To make our country free.” ‘No baby. no. you may not go For I fear those guns will ?re. But you may go to church instead And sing in the children’s choir.” She has combed and brushed he night-dark hair. And bathed rose petal sweet, And 1’erer whitn nlnmae nn hnr emall hrnwn The mother smiled to know that her child Was in the sacred place. But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of glass and brick, Then lifted out a shoe. “0, here’s the shoe my baby wore. But. baby. where are you?” On the bombing of a Black church in Birmingham, Alabama, 1963 © by owner. provided at no charge for educational purposes
Answer the questions below. Please be sure to answer each question thoroughly. 1. Choose four of the six characteristics of a ballad from above and identify and explain how each is used in “The Ballad of Birmingham.” (8 points) 2. Why does the poet make sure we know the poem’s setting is in Birmingham, Alabama? How does it affect the meaning of the poem? (2 points) 3. Why don’t we ever find out the names of the mother or daughter? How would it change the effect of the poem? (2 points} 4. How does the final image of the single white shoe really bring home what has happened in Birmingham? Why is it so powerful? (2 points) 5. Explain what you feel the theme of this poem is all about. Use at least two examples from the poem. (3 points}

Their Eyes Were Watching God by Zora Neale Hurston
?Chapter 16:
1) What time of year is it when the events of this chapter take place?
2) What type of music do Janie and Tea Cake begin to enjoy?
3) What are the physical characteristics of Mrs. Turner that “To her way of thinking… set her aside from Negros”?
4) What is Janie’s defense of Tea Cake to Mrs. Turner’s criticisms?
5) What are Mrs. Turner’s complaints about black people?
6) What is Mrs. Turner’s solution for Janie?
7) What does Mrs. Turner mean when she describes Booker T. Washington to Janie as “a white folks’ nigger”?
8) What is Tea Cake’s reaction to seeing Mrs. Turner’s husband on the street?
9) Why does Mrs. Turner put up with Janie’s cold treatment of her when she comes around to visit?
10) What are the characteristics of Mrs. Turner’s God?