Tag: Paper Writing

Which of the following is true for the student version above?
1) Word-for-word
plagiarism
2) Paraphrasing
plagiarism
3) This is not
plagiarism
Suppose you study a group of successful companies and you find that they shared attributes of rigorous research across subjects of study. For example, Collins and Porras (2002) emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven’t merely discovered the management practice equivalent of having buildings? How do you know that you’ve discovered something that distinguishes the successful companies from other companies? You don’t know. You can’t know—not unless you have a control set, a comparison group. References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Who is Fred Narracott, and what observation does he make about the guests? What is unusual about his relationship with Mr. Owen? Why does he think there is only one “satisfactory passenger in the boat?” (from the book And Then There Were None”

Answer this SOAPSTone about the “Sweet Land of Conformity article”
SOAPSTone
“SOAPSTone” is an acronym that can be used to analyze primary and secondary sources (including letters, journal entries, articles, charts, etc.). The acronym breaks down the pertinent parts of a given source, allowing you to analyze that source and assess its significance and/or validity. This AP strategy serves as a building block for evaluating frame of reference and point of view in essay writing, particularly in a document-based essay question (DBQ).
Subject
What is the document about? What is the main idea?
Occasion
Where and when was the document produced? Is it a primary or secondary source? If it is a primary source, how does it fit into the history/events & happenings of the time?
Audience
For whom was the document initially written?
Purpose
Why was the document created? What is the author’s purpose?
Speaker & POV
Who produced the material/who is the speaker? What is his/her background or status AND how might that affect his/her point of view?
Tone
What is the overall tone (attitude, emotion) inherent in the document? What conclusions can it help you draw?

Identify the correct sentence in formal prose:
No one has offered to let us use their home for a teacher-parent meeting.
After the meeting, the agreement between Fred and him came to a swift end.
Most parents want his or her children to have a good education.
Neither of us were able to say what the meeting yesterday involved.

Nine peers and I have been selected to apply for an important college scholarship. However, one student will be awarded the scholarship. I have been asked to write brief essay to the scholarship committee. I will need to talk about an important event in my life that significantly changed me, my view about life, my life goals, or my character for the better. Try to put a narrative technique, a solid prewriting strategy, and creative sentence patterns to share your story and stand apart from other applicants.
create outline:
Introduction:
A.
B.
Beginning:
A.
B.
Middle:
A.
B.
Ending:
A.
B.

A dog is accidentally left behind on a family camping trip hours from home. What author motivation best matches this conflict? A. Showing the importance of family camping trips B. Showing the power of human relationships C. Showing the fun and family vacations D. Showing the ignorance of animals

In her essay, “An Argument The Careless Language of Sexual Violence,” Roxane Gay focuses on the problems of the language of sexual violence. Roxane Gay admits to her readers that she include sexual violence in her fictional stories. She wants this to be authentic. Gay also addresses a
New York
T
ime
s article about an eleven year old girl who was gang raped by eighteen men in Celevand, Texas. The
New York Times
article negates the pain in rape by stating just factually that an eleven year old girl has been forced into having sex with several men. The word “rape” is not used often enough in the article to connect with the horrific experience for the eleven year old girl. This is a clear indication of something that is wrong with the language in the article, and the avoidance of the word rape buffers the mind of the reader from the brutality from the rape. Since the lack of the right language creates complacency in society and misunderstanding of these brutal crimes, law schools, journalism schools, and other educational environments must offer classes, seminars, and workshops to address the language used to describe sexual abuse.
As a society, sexual abuse is not an easy subject to discuss; therefore, people do not have the language to use. People do not want talk about sexual abuse.  They must be educated to discuss to sexual abuse.  Any workshops or classes developed must include people with the experience of sexual abuse; they should be included when deciding what should be written about the experience of rape. People creating these educational materials need to interview volunteers to listen to what they say when describing the sexual abuse experience. What language are they using when explaining their experience with horrible abuse. Volunteers can be found through advertisements on social media.
While these workshops need to be included in all educational settings, they should be created for specific target audiences also. What information is necessary for a lawyer is different from what is needed for teachers or writers.
How would you make this happen? Would you seek the help of advocacy groups? Would you approach people who are already working on this at journalism schools or law programs? Do funds need to be raised? How can the work that is already in progress be expanded? Perhaps, you need to include what might already be in progress.

Which of the following sentences is most clearly narrated in third-person limited point of view?
A. He choked down his meal and wondered if anyone at the table realized how much he hated collard greens.
B. Later in life, he would come to love yogurt, but for now yogurt reminded him of milk that had gone bad.
C. Becky thought Ivana’s dress looked silly, but Ivana didn’t expect her to understand that the whole outfit was a joke.
D. Over 300 passengers were on the train that morning, and not one of them knew where the train would end up.

Which of the following statements is NOT true when teaching business English?
1. The teacher needs a detailed knowledge of the students’ industry.      2. Not all business English students are highly motivated.   3. The class age can vary tremendously.   4. Attendance of your students can often be irregular.

1. “It’s raining today, so unless you wanna get drenched, you’re gonna need your umbrella.”
It’s raining today, so unless you want to get drenched, you’re going to need your umbrella.
It is raining today, so unless you want to get drenched, you are going to need your umbrella.
Its raining today, so unless you wanna get drenched, you’re gonna need your umbrella.
It’s raining today, so unless you wanna get drenched, you’re gonna need your umbrella.
2. “Nice to meet you. I’m Michelle, Director of Product, here at Enron.”
Person:  Nice to meet you. I’m Michelle, Director of Product, here at Enron.
Michelle:  Nice to meet you. I’m Michelle, Director of Product, here at Enron.
michelle:  Nice to meet you. I’m Michelle, Director of Product, here at Enron.
Old Woman:  Nice to meet you. I’m Michelle, Director of Product, here at Enron.
3. “Well, I mean, um, there are like, some other ways, to umm, go about it.”
Well, I mean, there are some other ways to go about it.
I mean, there are some other ways to go about it.
Well, I mean, um, there are like, some other ways, to umm, go about it.
Well, I mean, there are, like, some other ways to go about it.
4. “Umm they’re not going to go there anymore because their car wouldn’t start”
They’re not going to go there anymore because their car wouldn’t start.
Umm their not going to go there anymore because there car wouldn’t start.
Their not going to go there anymore because there car wouldn’t start.
Umm they’re not going to go there anymore because their car wouldn’t start.
5. “Hi John, how are you? I am not feeling well Paul.”
Speaker A:  Hi John, how are you?
Speaker B: I am not feeling well Paul.
John:  Hi John, how are you?
Paul: I am not feeling well Paul.
Paul:  Hi John, how are you?
John: I am not feeling well Paul.
6. “She didn’t even… she really didn’t know how to accept the news.”
She really didn’t know how to accept the news.
She didn’t even… she really didn’t know how to accept the news.
She did not even, really did not know how to accept the news.
7. “We going to Paris in a few day.”
We is going to Paris in a few days.
We going to Paris in a few day.
We are going to Paris in a few days.
Word Choice
Choose the word that best fits the sentence:
8. Give the candy to Dave and ___.
they
me
I
we
9. ___ car is blue.
They’re
Their
There
There’s
10. Grilled cheese is the perfect ________ to my tomato soup.
complement
compliment
complicit
11. Peter didn’t know ___ was his.
whichever
which
whomever
who
12. Even after weeks of thought, he just didn’t know how to ______ his wrong.
write
right
rite
righten
13. How much is the _____ on that loan?
principel
principle
principal
14. I must admit ______ not my first choice!
they’re
their
there
Sentence Structure
Choose the best punctuation and capitalization for each sentence:
15. Choose the sentence that is written correctly.
My favorite stores are Bloomingdale’s and Macy’s. My sister only shops at Nordstrom.
My favorite stores are Bloomingdale and Macy. My sister only shops at Nordstroms.
My favorite stores are Bloomingdales and Macys. My sister only shops at Nordstroms.
My favorite stores are bloomingdales and macy’s. My sister only shops at nordstrom.
16. Choose the sentence that is written correctly.
My parent are picking me up from the airport today.
My parents is picking me up from the airport today.
My parents are picking me up from the airport today.
17. Which of the following sentences is correctly punctuated?
On Ma