Identify the primary and secondary sentence elements in the given exercises‚ as well. Identifying Indirect Objects. Underline the indirect object in each of the following sentences. Label direct objects with the initials d.o. (Note: all sentences are the same -"to whom?") d.o. Example: Bill lent Howard his jacket. 1. Lisa told the children a story about an elephant. 2. Give me one good reason for doing that job! 3. Pat gave Dick a record for his birthday. 4. We mailed Barbara a Christmas
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500 ENGLISH SENTENCES Issue(s) of Contention Mr Honda: Fear of losing face Japanese culture is known for its highly collectivistic nature. They always visualize themselves as part of a group and interactions are supposed to be group vs. group and never individual vs. individual. They are perceptive of their position in the society in relation to acting differently or independently. One of their greatest fears is being detested by the society. In this particular instance‚ it is Mr. Honda losing
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Simple Sentences 1. At the five year old’s’ first‚ chaotic soccer practice‚ the unnamed team’s confluence of kooky ideas led to the team name of “Shining Star Frogs”. Metacognition: For this sentence‚ the use of a prepositional phrase establishes context for the sentence in that it shows why the team is gathered. With the addition of the adjective “unnamed”‚ the need for collecting team name ideas is further exemplified. The greek affix con allows for better understanding of the word because con
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We live in a world where there are numerous discriminations: race‚ religion‚ sex‚ age‚ or sexual orientation. bell hooks has eloquently explained multiple reasons why the black population is discriminated against in an educational setting‚ “...most white folks are rarely‚ if ever‚ in a situation where they must listen to black women lecture to them.” (hooks‚ 31) Daily we hear about the killings of transsexual men and women‚ as well as multiple examinations talking about men who receive more money
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bell hooks: “Seeing and Making Culture” Summary In the essay “Seeing and Making Culture: Representing the Poor”‚ hooks proposes a different perspective on issues regarding people of higher class compared to those of lower class. In doing so‚ she clarifies and illustrates assumptions made about the poor‚ how they are viewed in popular culture‚ and in the media. To further validate her points‚ she utilizes ideas that stem from her own personal experiences with poverty‚ as well as examples from pop
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Rules of Transformation of sentence Transformation of Sentence প্রিয় শিক্ষার্থীরা‚ আজ ইংরেজি ২য় পত্রের গ্রামার অংশ থেকে ‘Transformation of Sentence’ নিয়ে আলোচনা করব। Transformation of sentence Rule-4 : Affirmative sentence-এ always থাকলে‚ এর পরিবর্তে never এবং key wordটির বিপরীতার্থক (antonym) ব্যবহার করে negative করতে হয়। Example: Affirmative : We always remember the martyrs. Negative: We never forget the martyrs. Affirmative: We are always regular in our duties. Negative: We are never irregular
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(Reason 1: emotional appeal) Topic sentence: By recycling‚ people can save their country from being buried in rubbish. Body 2. (Reason 2: logical appeal) Topic sentence: If Arabs keep recycling more of their garbage‚ they can also save valuable resources‚ such as trees‚ water‚ energy‚ and metals. Body 3. (Reason 3: logical appeal) Topic sentence: Air and Water pollution is a thorny problem that Arabs face. . Body 4. (Reason3: Facts) Topic sentence: Because environmental and cleaning
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Menu Print NAME CLASS Language Handbook DATE 8 Sentence Structure WORKSHEET 1 Identifying Sentences and Sentence Fragments (Rule 8 a) Exercise A Decide whether each of the following word groups is a sentence or a sentence fragment. Remember: A sentence contains a subject and a verb and expresses a complete thought. If the word group is a sentence‚ write S on the line provided. If it is a sentence fragment‚ write F. F 1. Because canoeing can be dangerous. S
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University of Phoenix Material Appendix F Paragraphs and Topic Sentences Part I: Review the four paragraphs below. There is one paragraph matching each of the following types: summary‚ analysis‚ synthesis‚ and evaluation. Once you have read each paragraph‚ complete the following chart to identify the paragraph types. Underline the topic sentence in each paragraph. Paragraph Type of Paragraph 1 ANALYZING 2 SUMMARIZING 3 EVALUATING 4 SYNTHESIZING 1. Alice Doe’s article discussed overlooked
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“Teaching is a performative act”‚ and it is for that reason that it is crucial that teachers teach beyond the textbook (hooks‚ 11) . The textbook merely supplies the student with information‚ data‚ and serve the core curriculum agenda that has been set up by the state or district. The teacher’s job is not to reiterate what the textbook says‚ although there is a responsibility upon the teacher to ensure that students understand the assigned readings‚ but the teacher’s job is to relate the text to
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