Tag: Paper Writing

Examine the distribution of oral vs. nasalized vowels in Kpelle, a language spoken in Liberia and Sierra Leone. (A tilde [~] over a vowel indicates that it is nasalized.)
[sii]             ‘spider’
[kp?la]       ‘water chevrotain’*
[nsua]                    ‘my nose’
[p?~ja]            ‘a design, mark’
[nuui]                     ‘the person’
[m?la]           ‘its horn’
[mela]                    ‘split it’
[nt??]             ‘send me’
[ntia]           ‘my taboo’
[nso?]           ‘catch me’
*A water chevrotain is a hornless ruminant, also called a mouse deer.
What is the distribution of the oral and nasalized vowels in Kpelle? (Click on the box to place an X beside your choice.)
? Contrastive
? Complementary
Provide evidence for your claim:

Arabic English speakers may have problems in their pronunciations of SAE words. Check all that apply.
initial consonant clusters
vowels
voicing of p
deaffrication
devoicing of v
Social dialects are based on social class, cultural background, socio-economic status, and second language acquisition. They are not geographical areas. So which of the ones below are social and not geographical? Choose as many as apply.
Utah English
New York English
Spanish Influenced English
African American Vernacular English
Asian Influenced English
Russian speakers of English may struggle with which of the following? Check all that apply.
using epenthesis at the end of a word where it should not be used
labiodentals
vowels
word final devoicing
Regional labels for dialectal areas in the US include which of the following? Choose all that apply.
Inland North
Midland and Western Pennsylvania
South
Asian/Pacific Islanders

After reading excerpts from “A Long Walk to Water”, how did Salva’s experience in the story help him handle struggles in life now? In what ways can you implement Salva’s method of dealing towards struggles of your own life?
Excerpts from “A Long Walk to Water” by Linda Sue Park
Southern Sudan, 1985
Salva sat cross-legged on the bench. He kept his head turned toward the front, hands folded, back perfectly straight. Everything about him was paying attention to the teacher – everything except his eyes and his mind.
His eyes kept flicking toward the window, through which he could see the road. The road home. Just a little while longer-a few minutes more-and he would be walking on that road.
The teacher droned on with the lesson about the Arabic language. Salva spoke the language of his Dinka tribe at home. But in the school he learned Arabic, the official language of the Sudanese government far away to the north. Eleven years old on his last birthday, Salva was a good student. He already knew the lesson, which was why he was letting his mind wander down the road ahead of his body.
Salva was well aware of how lucky he was to be able to go to school. He could not attend the entire year, because during the dry season his family moved away from their village. But during the rainy season, he could walk to the school, which was only half an hour from his home.
…Milk. When he got home, he would have a bowl of fresh milk, which would keep his belly full until supper time.
He knew just how it would be. His mother would rise from her work grinding meal and walk around to the side of the house that faced the road. She would shade her eyes with one hand, searching for him. From far off he would see her bright orange headscarf, and he would raise his arm in greeting. By the time he reached the house, she would have gone inside to get his bowl of milk ready for him.
CRACK!
The noise had come from outside. Was it a gunshot? Or just a car backfiring?
The teacher stopped talking for a moment. Every head in the room turned toward the window.
Nothing. Silence.
The teacher cleared his throat, which drew the boys’ attention to the front of the room again. He continued the lesson from where he had left off. Then-
CRACK! POP-POP-CRACK!
ACK-ACK-ACK-ACK-ACK-ACK!
Gunfire!
“Everyone,
DOWN
!” the teacher shouted.
Some of the boys moved as one, ducking their heads and hunching over. Others sat frozen, their eyes and mouths open wide. Salva covered his head with his hands and looked from side to side in panic.
The teacher edged his way along the wall to the window. He took a quick peek outside. The gunfire has stopped, but now people were shouting and running.
“Go quickly, all of you”, the teacher said, his voice low and urgent. “Into the bush. Do you hear me? Not home. Don’t run home. They will be going into the villages. Stay away from the villages-run into the bush.”
He went to the door and looked out again.
“Go! All of you, now!”
The boys scrambled to their feet. Some of them were crying. The teacher began hurrying the students out the door.
Salva was near the end of the line. He felt his heart beating so hard that its pulse pounded in his throat and ears. He wanted to shout, “I need to go home! I must go home!” But the words were blocked by the wild thumping in his throat.
When he got to the door, he looked out. Everyone was running -men, children, women carrying babies. The air was full of dust that had been kicked up by all those running feet. Some of the men were shouting and waving guns.
Salva saw all this with one glance.
Then he was running, too. Running as hard as he could, into the bush. Away from home.
He ran until he could not run anymore. Then he walked. For hours, until the sun was nearly gone from the sky.
Other people were walking, too. There were so many of them that they couldn’t all be from the school village; they must have come from the whole area.
As Salva walked, the same thoughts kept going through his head in rhythm with his steps.
Where are we going? Where is my family? When will I see them again?
The people stopped walking when it grew too dark to see the path. At first, everyone stood around uncertainly, speaking in tense whispers or silent with fear.
Then some of the men gathered and talked for a few moments. One of them called out, “Villages- group yourselves by villages.
[He finds some adults from his village that he doesn’t know and walks with them the rest of the day. However, The group he was with left him while he was sleeping. Eventually, he joins another group and then his uncle joins that same group. His uncle will protect him for most of the journey to the camp.]
Salva had never seen anything like the desert. Around his village, Louis-Ariik, enough grass and shrubs grew to feed the grazing cattle. There were even trees. But here in the desert nothing green could survive except tiny evergreen acacia bushes, which somehow endured the long winter months with almost no water.
Uncle said it would take three days to cross the Akobo. Salva’s shoes stood no chance against the hot stony desert ground. The soles, made from rubber tire treads, had already been reduced to shreds held together with a little leather and a great deal of hope. After only a few minutes, Salva had to kick off the flapping shreds and continue barefoot.
The first day in the desert felt like the longest day Salva had ever lived through. The sun was relentless and eternal: There was neither wisp of cloud nor whiff of breeze for relief. Each minute of walking in that arid heat felt like an hour. Even breathing became an effort: Every breath Salva took seemed to drain strength rather than restore it.
Thorns gored his feet. His lips became cracked and parched. Uncle cautioned him to make the water in his gourd last as long as possible. It was the hardest thing Salva had ever done, taking only sips when his body cried out for huge gulps of thirst-quenching, life-giving water.

The late 1800s and early 1900s were a time of great change in the art world, and many poets began playing with words and text as well. These changes were met with a lot of push-back from people, but over time, we have come to revere these brave poets and now celebrate them as icons of the art world. Over the past 100 years, lyrics have changed in many ways as well, and the words and language we apply to lyrics and poetry can be controversial.
Please answer three of the four following questions.
1) Why do you think people reacted so fiercely against the changes early poets made at the turn of the 1900s? Do you think that still happens when artists and poets come up with different ways of doing things that society isn’t used to nor comfortable with?
2) From your explorations of Module 4 materials, which poet or poem did you like the most? Why? Please describe your thoughts and feelings about it.
3) From your perspective and using ideas generated from the module, what makes a word “real”? (Hint: There’s a Ted talk on this in the module, so please use vocabulary or reference ideas from that video for full points.)
4) How would song lyrics from the 1950s compare to the 2010s? For example, on the theme of “love”, how would the lyrics be similar and different?
Marking Criteria:
3/3=Answer is very detailed with obvious thought given to the topic and includes example(s) and explanations.
2/3=Answer is basically complete but lacks example(s) or has limited explanations.
1/3=Answer is very limited or shows little understanding of what we have discussed.

SCENE T act five ayout telligent What happens in this scene of the play? One WORD What does the doctor think of the gentlewoman’s worries Type to enter text TO DESCRIBE LADY MACBETH Type to enter text about Lady Macbeth? tyles a choice One WORD He trusts her completely He does not believe her DESCRIBE THE DOCTOR He thinks she is drunk ype to enter text He thinks she is overreacting rself, be What is the doctor’s reaction In your own words . explain your choice. How do you know? to Lady Macbeth? give coulence ybe-she Iking- -H ause-m [tick all that apply] He is worried that she will kil herself. ype to enter text type to enter text He is worried for his own life. He thinks that she is faking it. He thinks that she has mental illnesses. He does not trust her. he past. A Quote which encapsulates the essence In your own words, explain the dramatic effect of the of this scene: doctor and the maid’s presence in this scene. Type to enter text Type to enter text natic effe If Lady Macbeth were s scene. an animal in tructed, before s this scene, she’d be a DE and-t How is BLOOD used as a motif in this scene? How is SLEEP used as a motif in this scene? Because de, where a doctor ing. She will actually tor-tells Type to enter text Type to enter text Type to enter th, eyes completely text ing to rid herself of sible for an old man er-that- pout Macduff’s wife. ly. He is dead. He ca or does not know w ng, and Fiest more than a sleep-wv. ing-1 Comment on three notable aspects of Lady Macbeth’s language and speech: Type to enter text Explain your answer fully: Describe the MOOD created in this scene as a mo and give evidence ype to enter text otif-in- ow-lady and-th

22. Indicate the morphological phenomenon illustrated by each item in column 2. Column 1 Column 2 a) automation – automate b) plastic – nonplastic c) information, entertainment – infotainment d) love, seat – loveseat e) progress – progress f) typographical error – typo g) cannabis, business – cannabusiness h) act – deactivate i) extra virgin olive oil – EVOO j) perambulator – pram k) (the) comb – comb (your hair) 1) beef, buffalo – beefalo m) random access memory – RAM n) megabyte – meg o) Europe, Asia – Eurasia p) applications (for a computer) – apps q) do you -d’you r) Goods and Services Tax – GST

I am in AP Language and Composition and the text book I am using is called The Language of Composition third edition. I had to read a story on page 824, the story is called The Gig Economy Celebrates Working Yourself to Death. I had a few questions about this story…
1) How would I describe Tolentino’s tone in paragraph 4? How does the rhetorical shift between paragraphs 4 & 5 affect the tone? How effectively does this shift serve Tolentino’s purpose?
2) What is the nature of the contrast that Tolentino explores in paragraph 8? What paradox underlies this paragraph? What else could be responsible for the phenomenon that Tolentino criticizes?
3) I have to Identify Tolentino’s major claim in this article. I have to provide a quote that states this claim as well as examples of evidence she uses to support it. How effective is her overall argument?
4) Based on this essay, how would I define the gig economy as Jia Tolentino sees it? Should I agree with the stance she takes on the lace in and effect on modern society?
P.S. I cannot and have not been able to find an online version of my textbook since school started, but I was able to find a link that has the story on it. The link to the story is
https://www.newyorker.com/culture/jia-tolentino/the-gig-economy-celebrates-working-yourself-to-death

Which of the following forms can be used to represent the ZERO conditional?
If + present tense, will
If/when + present tense, present tense
If + past simple, would + verb
If + past perfect, would + have + past participle
2
Which of the following forms can be used to represent the FIRST conditional?
If/when + present tense, present tense
If + past simple, would + verb
If + past perfect, would + have + past participle
If + present tense, will
3
Which of the following forms can be used to represent the SECOND conditional?
If + past simple, would + verb
If/when + present tense, present tense
If + present tense, will
If + past perfect, would + have + past participle
4
Which of the following forms can be used to represent the THIRD conditional?
If/when + present tense, present tense
If + present tense, will
If + past perfect, would + have + past participle
If + past simple, would + verb
5
Which of the following forms can be used to represent the MIXED conditional?
If + past perfect, would + verb
If/when + present tense, present tense
If + present tense, will
If + past simple, would + verb
6
Identify the conditional used in the following sentence:
If I were you, I would stop smoking.
Mixed
First
Second
Third
7
Identify the conditional used in the following sentence:
If I had studied medicine, I would be a doctor.
Mixed
First
Second
Third
8
Identify the conditional used in the following sentence:
If it rains tomorrow, I will stay at home.
Mixed
First
Second
Third
9
Identify the conditional used in the following sentence:
If I’d had enough money, I would have travelled the world.
Mixed
First
Second
Third
10
Identify the conditional used in the following sentence:
If you eat too much, you put on weight.
Mixed
First
Zero
Third
11
When reporting speech, what does the following tense change to?
Past simple changes to…
Present perfect
Past continuous
Past perfect
Past perfect continuous
12
When reporting speech, what does the following tense change to?
Present continuous changes to…
Past perfect
Past continuous
Present perfect
Past perfect continuous
13
When reporting speech, what does the following tense change to?
Present perfect changes to…
Past perfect
Past continuous
Present perfect
Past perfect continuous
14
When reporting speech, what does the following tense change to?
Past perfect…
Changes to the past perfect continuous
Changes to the past continuous
Changes to the present perfect
Remains the same
15
When reporting direct speech, which of the following is NOT a correct phrase for ‘tomorrow’?
The next day
The following day
That day
The day after
16
When reporting direct speech, which of the following is NOT a correct phrase for ‘yesterday’?
The day before
The next day
The previous day
The preceding day
17
Which of the following reported sentences is the correct form of this direct speech sentence?
Jane said, “I went to Italy last week.”
Jane said that she had gone to Italy the week before.
Jane said she was going to Italy last week.
Jane said she went to Italy last week.
Jane said she was going to Italy next week.
18
Which of the following reported sentences is the correct form of this direct speech question?
Kate asked John, “Are you working tomorrow?”
Kate asked John if he was working tomorrow.
Kate asked John if she was working the next day.
Kate asked John if he was working the following day.
Kate asked John if he was going to work the following day.
19
Which of the following reported sentences is the correct form of this direct speech sentence?
Catherine said, “I have never eaten octopus.”
Catherine said that she never eats octopus.
Catherine said that she has never eaten octopus.
Catherine said that she didn’t eat octopus.
Catherine said that she had never eaten octopus.
20
Which of the following reported sentences is the correct form of this direct speech sentence?
Jack said, “I am having dinner with my wife this evening.”
Jack said that he was going to have dinner with his wife that evening.
Jack said that he was having dinner with his wife that evening.
Jack said that he was having dinner with his wife yesterday.
Jack said that he was having dinner with my wife this evening.

Text-Dependent Questions Directions: For the following questions, choose the best answer or respond in complete sentences.
PART A: Which of the following best describes a central theme of the text? [RL.2]
A. White people were intent on stealing as much wealth as they could from people of color, and violence was an unintended consequence.
B. Prejudice is used to justify conquering and/or killing people seen as inferior.
C. White people in the 19th century thought that colonization was for the betterment of all people.
D. Power over countries and peoples can lead to corruption, though not often.
PART B: Which of the following quotes best supports the answer to Part A? [RL. 1]
A. “Pile on the Black Man’s Burden. / ‘Tis nearest at your door;” (Lines 1-2)
B. “Hail ye your fearless armies, / Which menace feeble folks / Who fight with clubs and arrows / And brook your rifle’s smoke.” (Lines 5-8)
C. “Pile on the Black Man’s Burden / His wail with laughter drown” (Lines 9-10)
D. “Better by far defend it / With honor’s holy breath.” (Lines 15-16)
Which of the following statements best summarizes how the poem describes the [RL.3] white man?
A. The poem describes the white man as a group of fearless armies setting out to defend the weak.
B. The poem describes the white man as arrogant and cruel, laughing at the black man.
C. The poem describes the white man as buffoonish and unaware of the destruction he causes.
D. The poem describes the white man as a conquering force setting out to spread its power and influence at the cost of indigenous peoples.

Which statement best describes a technique used to represent Amy’s desire to marry the narrator? A) The narrator describes in detail her youthful enthusiasm as a major motivating factor. B) The narrator asks a hypothetical question that is immediately refuted. C) The narrator applauds her decision as a reflection of an inner strength that is unparalleled. D) The narrator stresses her sincerity as proof of a dedication fostered by her maidenhood.