1.4.2 A chart or graph‚ needs to be explained in a detailed way‚ so that it makes sense to the person reading it. This detailed information needs to be structured in a flowing way that it is easy to read‚ and therefore should include an opening sentence that highlights the reason behind the graph. I feel that one needs to interpret the chart or graph in a well structured‚ flowing summary‚ to ensure that it is easy to read and understand. (Beekman‚ et
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Writing a Conclusion Paragraph for your Social Studies/Language Arts Research Paper “BASIC” MANDATORY REQUIREMENTS: must BEGIN with a restated thesis statement that clearly restates the 3 subtopics discussed in your paper. (This is your FIRST sentence.) NEVER introduces new details that haven’t been discussed already o You don’t want frustrate your readers by mentioning some new statistic or fact that you aren’t going to thoroughly explain. Your readers shouldn’t have more unanswered questions
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Sentence Pattern A sentence comprises smaller units which are called elements of sentence structure. They are: 1. Subject(S) 2. Verb(V) 3. Complement(C) 4. Object(O) 5. Adjunct(A) 1. SUBJECT is a word or group of words (phrase) in a sentence about which something is said. 2. VERB is a word or phrase expressing existence‚ action or occurrence. 3. COMPLEMENT is a word or phrase that usually come after ‘be’ verb such as am‚ is‚ are‚ was and were to make the sense complete
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and acts as a noun‚ adjective‚ or adverb. An infinitive is based on a verb and shows action or a state of being. The difference is that the infinitive may act as an adjective‚ adverb‚ subject‚ direct object‚ or the complement of a subject in a sentence. To sit seemed wrong since the boy needed help. ("To sit" is the subject) We all wanted to see. ("to see" is the direct object) Her dream is to play. ("to play" complements the subject) They didn’t have the strength to
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C-word. If your reader cannot understand what you are trying to say | | |or if he/she has to reread a section of your document‚ you have failed to communicate. | | |Choose simple words/sentences—this is especially critical when describing complex ideas. | | |Make only one point at a time. | | |Offer frequent examples
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analysis. I would put sight words on flashcards and drill the children. Context Clues - The ability to use the words around an unknown word to figure out what it is or means. I would write a sentence on the board and have the children try to figure out what a word means based on clues in the sentence. Phonics - The ability to associate speech sounds with letters. I would write a word on the board and have the children sound out the letters. Structural Analysis - The ability to decode
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Nature is also heavily featured in the scene when Tiberinus speaks to Aeneas. Tiberinus as the god of the Tiber is very relevant to Roman readers because the city depends on the river for transportation‚ trade‚ and more. Tiberinus as the personification of the Tiber river is a very natural god. He is described as “deus..loci” which means god of the place. Since book 8 happens near and at where Rome will be‚ place and locality are emphasized. In his actual speech he uses complex language and gives
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Spelling Commonly confused words Unknown words Grammar 1 issue Use of articles (1) Conditional sentences Use of conjunctions Modal verbs Use of adjectives and adverbs Show all Punctuation 1 issue Punctuation within a clause (1) Closing punctuation Punctuation between clauses Runon sentences and comma splices Special character punctuation Sentence Structure Sentence fragment Faulty parallelism Word order Style Check 3 issues Usage of colloquial speech (2) Wordiness (1)
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that consists of subject and verd as a unit which takes the place of an adverb in another clauses or pharses. It answers questions such as “when?”‚ “where?”‚ “why?”‚ “with whwt result?”‚ and “under what condition?”. It oftenly modifies verb in the sentences. 2. Mention the kinds of adverb clause! There are some kinds of adverb clause‚ they are: kind of clause common conjunctions Function Example time clauses when‚ before‚ after‚ since‚ while‚ as‚ as long as‚ until‚till‚ etc. (conjunctions that answer
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as a matter of factin like mannerin additioncoupled within the same fashion / wayfirst‚ second‚ thirdin the light ofnot to mentionto say nothing ofequally importantby the same tokenagaintoandalsothenequallyidenticallyuniquelylikeastoomo- reoveras well astogether withof courselikewisecomparativelycorrespondinglysimilarlyfurthermo- readditionally Opposition / Limitation / Contradiction Transition phrases like but‚ rather and or‚ express that there is evidence to the contrary or point outalternatives
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