on the effects of quitting a job; each paragraph containing one effect. • Cause/effect paragraphs generally follow basic paragraph format. That is‚ they begin with a topic sentence and this sentence is followed by specific supporting details. For example‚ if the topic sentence introduces an effect‚ the supporting sentences all describe causes‚ and vice versa. Words and Phrases to develop our cause and effect essay as a result consequently possibly certainly necessarily initially above all
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I. Identify and Guess (10 points) Hmmmm….what do you think these underlined words in the following sentences mean? Write your educated guess in the space provided beneath each context clue. 1. One of the reasons I don’t like to use medicines like cough syrup is that the taste is absolutely vile; if I’m supposed to be able to tolerate it‚ you’d think that the makers would make it less disgusting. 2. Mrs. Hatcher announced that in all her years of teaching second
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published on the 4th October 2012. The first text I am analysing is Text A which was written by Andrew Charlesworth‚ and begins with the minor sentence ‘Why Facebook is bad for you’. It is bold and in a bigger font than the rest of the article; this graphology attracts your attention and tells you immediately what the text is about. The complex sentence ‘Networking website…mates’ gets you to relate to it if you use Facebook as a form of entertainment‚ and we agree with the attributive adjective
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the bounty of Autumn whereas the extract has 2 paragraphs which is known as continuous pros. He introduces the reader to the market with the opening sentence e.g.:’’ so up we went and found ourselves in the vegetable market.’’ This function is a discourse marker ‘’up’’ - prepositions - because he changed word order around. It’s got stress on the sentence along with inverted syntax that takes us up on to narrative stance. Conferring to text B the Narrative stance‚ he uses are reflective pronouns - ourselves
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Combine the following sentences using adverb clauses at the end of the sentence. 1. We watched the robins. They raised their young in our apple tree. 2. Becky read the book. It was recommended by a friend. 3. Dad donates his suits to charity. He has worn them a year. 4. The policemen delayed the drivers. The wrecks were cleared. 5. Ann ate an apple. She studied her vocabulary. 2. Combine the following sentences using adverb clauses at the beginning of the sentence. 1. Frank started medical
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A LESSON PLAN FOR ELEMENTARY ENGLISH V I. OBJECTIVES: At the end of the lesson the pupils shall be able to: a.) Identify adverbs of time b.) Use appropriate prepositions in a given sentences c.) Actively participate in the activities II. SUBJECT MATTER: Adverbs of time REFERENCE: Fun in English‚ Language Textbook I‚ pp. 216-217 MATERIALS: Charts‚ Calendar and clock. III. Strategy/Procedure A. Preparatory Activities 1. Greetings 2. Prayer 3. Checking Attendance B. Developmental
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Mark Scheme (Results) Summer 2008 GCE O Level GCE O Level English Language (7161/01) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn‚ London WC1V 7BH Section A: Comprehension First‚ read Passage One. Question number 1 Answer Award one mark each for any two of the following: • • • • • • Because the train began to move Because the train was leaving the station The rhythm of the train’s movement changed He had fallen from his seat He was
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Detailed Lesson Plan in English 1 I. OBJECTIVES: At the end of the class‚ 95% of the students should be able to: 1. Define what is topic‚ main idea‚ and supporting detail; 2. Recognize topics‚ main ideas‚ and supporting details in reading passages; 3. Identify the common location of main idea statements; 4. Improve their skills in reading comprehension. II. SUBJECT MATTER A. Topic: Identifying Topics‚ Main Ideas‚ and Supporting Details B. Reference: Study and
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1. Alliteration - Repetition of the same sound beginning several words or syllables in sequence. Example 1 - “[L]et us go forth to lead the land we love…” Language of Composition. Boston: Bedford/St. Martin’s‚ 2013. Print. Example 2 - “I shall delight to hear the ocean roar‚ or see the stars twinkle‚ in the company of men to whom Nature does not spread her volumes or utter her voice in vain.” --Samuel Johnson Harris‚ Robert A. A Handbook of Rhetorical Devices. VisualSalt‚ 19 Jan. 2013. Web
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under discussion - you need to engage with the literature and not merely describe or report it. (PEEL: Point + Evidence + Explanation + Link to the Question asked is an alternative to SSC that you may have been taught.) Remember to use linking sentences between paragraphs. Conclusion: Summarise the main points. Link them explicitly to the question asked to demonstrate that you have addressed it. Bring the ideas together to make a cohesive conclusion. The conclusion should not include
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