Tag: Paper Writing

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Lottery” (A as/of L) a a. This story satirizes a number of social issues, including the reluctance of people to reject outdated traditions, ideas, rules, laws and practices.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?

Watch Chimamanda Ngozi Adichie’s TED Talk “The danger of a single story”: https://www.youtube.com/watch?v=D9Ihs241zeg, after you have finished watching it, answer these questions.
Ethos is a speaker’s ability to build credibility, establish himself/herself as an expert, and/or convince the audience members that the speaker has their best interests at heart. How does this speaker build ethos? Feel free to also refer to the speaker’s profile information from the ted.com webpage as you build your answer.
2. Pathos is an appeal to emotions (everything from humor to horror) in order to sway an audience, while logos is the use of data/evidence to prove one’s case. Did this speaker rely more on pathos or logos in his/her presentation?
What argument/point in this presentation did you find the most compelling? Why?
3. T.E.D. Talk presenters are known as effective public speakers. Describe two things this speaker does well in terms of engaging the audience. Be sure to include the minute:second mark (ex: 8:49) to denote the two specific moments you discuss here.
1.
2.
4. Write two specific things you learned from this presentation.
5. If you could ask this speaker a question about his/her information or presentation, what would you ask?
6. Give one piece of constructive criticism that would improve the presentation.

How do Lael and Maggie relate to the Woolners? How did their upbringing differ from their stepbrothers’? Are they willing to accept Ms. Woolner’s help? How do Jonah and Isaac relate to the Croteaus? Have their lives changed at all due to their stepfather’s presence?
When Richer Weds Poorer – The New York Times

Excercise 3: Shorten the following sentences by omiting unnescessry prepositional phrase. 1. My father is not at home at the present time. 2. Because of the fact that we were out too late, we did not do well on the final exam. 3. I took Composition I for the purpose of becoming an better writer. 4. In the unlikely event of t a tomato, run down the hall to the shelter beneath the basketball court. 5. In a reluctant manner, she called the doctor and asked for advice. 6. With the possible exception of the three men from Georgia, no one at the event knew any of the songs that were sung at the concert. 7. Of all people with citizenship in the United States of America, Lisa was the only one who noticed the mistake on the ballot. 8. The man’s dogs have a habit of barking on nights during which the moon in the sky is full. 9. My intentions for the evening are to ask her to marry me. 10. He drove in a sporadic way and in an angry manner when he went to see his sister. Exercise 4: Shorten the following sentences by omiting redundacies and expletive constructions. 1. Unnexessary redundant words and phrase are common in too many people’s writing. 2. There are far too many wild cats in Sterling. 3. It is with much pride that I introduce tonight’s guest speaker. 4. Mandatory attendance at assemblish is required. 5. The auction feartured contemporary furniture made recently. 6. There are numerous theories that address the phenomenon. 7. It is necessary for students to attend a certain number of chapel services each semester. 8 . We should cooperate together as we work through this problem. 9 . Despite the thoughtful advanced planning, the effort still failed. 10. There were seventeen people who showed up the game. Exercise 5: Omit the meaningless announcements from the following sentences. 1. In my humble opinion, television has become too violent. | 2. It is interesting that some bird species mate for life. 3. I would like to say that some professor are better than others. 4. I believe that goinh to college is the most important thing a person can do. 5. From my perspective, writing courses would be better if they emphasize more practical skills.

1. You are to create a original children’s fable, which must include some kind of moral or lesson for children to follow.
Remember: A fable is a story that uses animals as characters and that teaches a lesson—a moral!
DO #2 OR #3:
2. When you write or create a tale, you may write it as a story in a few paragraphs. You will have to type it in a word document. Locate a picture on Clip Art to add to your story. YOU MUST ADD CLIP ART TO YOUR STORY.
OR DO #3:
3. Or, you may create a tale as a PowerPoint presentation with Clip Art on every slide. If you select to make the PowerPoint, you should have five slides minimum.
You must follow the directions below for whichever choice you select.
4. Remember to add the fable characteristics:
Some of the characters are animals and are fictitious.
The tale is meant to entertain and to teach a lesson.
The tale should have symbolic or allegorical references.
The tales are moral tales, again teaching a moral lesson.
Fables are short and usually have no more than two or three main characters.

Bruce Hayes [Introductory phonology] Ch.4 Question
100 Features Table 4.11 Vowel chart for exercise 1 —_——— “—n— a. Find as many natural classes as you can that have four members. List them. and de?ne the natural class using features. In. Find as many natural classes as you can that have six members. Lis: them. and de?ne the natural class using features. c. Find as many natural classes as you can that have eight members. List them. and de?ne the natural class using features. d. Find as many natural classes as you can that have ?ve members. e. Explain why hr, e] is not a natural class.
2 Hypotbetical language A hypothetical language has the phonemes shown in table 4.12. Table 4.12 Consonant chart for exercise 2 Consonants | Labial Palatoalveolar d| Velar | Uvular | Pharyngeal | Glottal Velar Stops Affricates Fricatives Vowels: as in previous problem. Write the following phonological rules of this language using the features presented in this chapter. In each case | have indicated the real-life rule on which [ have modeled the imaginary rule. Some problems will arise in notation; read the footnotes for help with these.
Features 101 1 [i, y, w, u] become [e, a, x, o] before [q, N]. (modeled on Eskimo languages) 2 [t] becomes [ts] before [i, y, wi, u]. (modeled on Japanese) 3 [i, e, ae] become [j] before a vowel. (modeled on Ilokano) 4 When a member of the group [s, ts, is followed by a member of the group [s, ], the resulting cluster is broken up by the insertion of [i]. Use features, not a phonetic symbol, for [i]. (modeled on English) 5 [n] assimilates in place to a following stop or affricate. (modeled on Ilokano) 6 All consonants except /t, ts, s, n, r, 1, f, n/ delete word-finally. (modeled on Lardil (Australia)) 7 ] becomes [r] if another ] precedes it anywhere in the word. (modeled on Latin) 8 [?] changes places with an immediately following glide.” (modeled on Ilokano) 9 All unrounded vowels become [a], and all rounded vowels become , before [h]. (modeled on Maltese Arabic) 10 [e] and [x] become [o] and [o] if a [o] or [o] occurs in the preceding syllable. 10 (modeled on Khalkha Mongolian) 11 [k, x, n] become [k, x, n] after [i, j]. (modeled on German)

1. What do you think are the media and information texts? Give examples.
2. How do we analyze and evaluate codes and conventions for each media and information text? Provide examples.
3. Look for a news article from a broadsheet newspaper that has a similar story published in a tabloid newspaper. Compare and contrast according to creator, content, and consumer components based on the questions in the above matrix. Are the stories written differently? If yes, cite the differences.
Media and Information use “texts” to tell stories. Media and information texts must use a language or a combination of languages to communicate. The language is not about what we use for writing and speaking. Rather, it refers to
techniques
that media and the Internet use to draw attention, inform, and entertain people, dramatize issues, persuade audiences, and call for action.
Analyzing and evaluating media are important activities of media and information literacy. This process enables us to understand how media and information work, how they convey meaning, and why they do what they do. This is also known as the process of decoding texts or deconstruction that allows individuals to think about parts of media and information and how they constitute the whole. For example, television programs are produced with certain production techniques such as script, camera angles, lights, music, and sound, among others. Each element is analyzed and evaluated to find out how it is used to create a meaning. These elements refer to codes and conventions that comprise the “grammar” used for the language of television.
Engaging and Interacting with the media starts with analyzing and evaluating media and information that may be recreated or produced (e.g., media remix), used for problem solving, shared and communicated to an audience. When we interact with the media, we look at media and information texts.
Media and information texts
as a whole make up the generic term that they may refer to any form of message found in newspapers, advertisements, music, television, film, internet, and social media, or type of medium that is used, such as computer games for multimedia and the Internet. There is a need to critically analyze and evaluate each text and its meaning, and how it is conveyed. It is also important to know about its producers and the intended audiences or consumers or users of media and information. This is the reason why we need to cast a critical eye on the media and information.
Wilson et al. (UNESCO 2011, 71) suggest some key questions in analyzing and evaluating media and information. These include the following:
What is the purpose of this media/information text?
How was this produced?
Who created it?
Who is the intended audience? How do you know?
What is the main message?
Who benefits and what do they gain?
What are my information needs?
How can I identify and define this need?
Does the information I need exist in the form I need it? If not, what action can I take?
How do I understand, organize, and assess the information found?
How can I present this information in usable formats?
How can I preserve, store, and reuse and record and archive information?
We can also analyze and evaluate media and information texts based on the following components: Creator, Content, Consumer.
Creator
Consumer
Content
Creator
is an individual, a group of individuals, or organization who serve as message makers.
Content
is the media and information text produced by the creator.
Consumer
is the audience or the users of the media and information texts.
For each component, we analyze and evaluate the meanings of the media and information texts as follows:
Creator
– background of the producer, what he/she does, his/her purpose or reasons for producing it, how he/she works and how this affects the creation of content, and how he/she earns from such creation.
Content
– techniques used in the production, codes and conventions used and how they portray realities and create meanings, and how the content is accessed, stored, and retrieved.
Consumer
– background of the consumer, what he/she does, how the media and information texts appeal to his/her needs and interests, how he/she is reached by media and information, what will he/she gain from them, and how he used or intends to use the media and information received.
Codes and Convention
How do media and information texts convey their meanings? What are their techniques? What are the signs and symbols? These make up the “grammar” used to understand the language of the media and information.
Below is the matrix of codes and conventions for the following forms of media and information texts: written or printed, visual (still and moving images), audio, and multimedia.
Forms of Media and Information Text
Type of Media and Information Text
Codes and Conventions
Meanings Conveyed
Written or printed
Newspaper (news, editorial columns), magazines (features), books (story plots), etc.
Words, language font, punctuation, layout, positioning, etc.
Slant of stories may indicate bias of author; layout may show importance of stories and images.
Visual
Printed advertisements, billboards, posters, flyers, etc.
Images drawn, photographed, or computer generated; color, layout, appeal, etc.
Size and type of images may indicate emphasis; color and font may show recall and attention to details.
Visual (moving)
Electronic advertisements, films, video, etc.
Electronic, animation, TV, video and computer screen images; graphics and special effects, camera shots, dialogues, setting, etc.
Camera angles convey perspectives and contexts of visual stories; sound conveys the mood and the setting of the story.
Audio
Music, radio jingles and advertisements, etc.
Speech, sound effects, silence, lyrics, melody, etc.
Melody and rhythm may evoke happiness, sadness, seriousness, etc.
Multimedia
Internet, tablet, mobile phones, social media, etc.
Texts, video, sound, graphics, animation, etc.
Navigation and interactivity may show regulation and control in accessing certain information.
Why do media organizations and information providers use codes and conventions? Media is big business. These organizations invest in human and material resources to inform, entertain, and educate audiences, consumers, or users of information. Their creative people are trained to get the best stories, take the best camera shots and sound bytes, and use available technologies and gadgets to deliver the news or produce media products.
It is, therefore, important to learn how to read between the lines and analyze stories critically as to how they are shaped or produced. We need to realize that there are certain values conveyed in every media product that indicate where the producers are coming from.
The creators decide on what and what not to be included in media texts. How then do we analyze media and information texts to understand their purpose, audience, and production techniques? Below are some guide questions for specific media and information texts: