Preparing for English 30-1 Diploma Examinations — some help from Alberta Distance Learning Centre The package is designed to assist students in preparing for the Diploma Examination in English 30-1. Publications such as The Key: Diploma Preparation Guide (published by Castle Rock Research Corp) may also be useful. Contents: 1. Introduction a. Distribution of marks in English 30-1 b. Part A: Written Response c. Part B: Reading 2. Topics of Former Diploma Exams 3. Part A: Written Response
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Conclusion………………………………………………………………………………………….21 10. The article…………………………………………………………………………………………22 1. Introduction Sentences are either SIMPLE or MULTIPLE. A simple sentence consists of a single independent clause. A multiple sentence contains one or more clauses as its immediate constituents. Multiple sentences are either COMPOUND or COMPLEX. In a compound sentence the immediate constituents are two or more COORDINATE clauses. In a complex sentence one or more of its elements‚ such as direct object or adverbial‚ are realized by
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a Rorschach test. In this task we had to record the subject’s name‚ number‚ answer‚ and their response time. As we were getting further into the research we started observing the data more closely. In the data we had found many intriguing patterns. One pattern is that all females between the ages of 13-22 had said that they saw some sort of tree. One of these subjects was Subject 2002 who was a 13 year old female. Subject 2002 had said‚ ¨Umm… I think I see a tree… Ya that’s a tree” While the subject
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Common Core Standards for Peter Pan Mock Trial NM.CC.RL.6. Reading Standards for Literature Key Ideas and Details RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3. Describe how a particular story’s or drama’s
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University of Phoenix Material Production Patterns in Less and More Developed Countries Worksheet • Select a less developed country and a more developed country with faculty approval. You must choose countries other than the United States and China. • Research the basic economic production patterns of the two countries you have selected and complete the chart below. • Answer the follow-up question at the end of the chart and cite your references for your country information.
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can speak a little fluently and with confidence. Your fluency is due to wider vocabulary. You use complex sentences. You use complex sentences. You use and understands perfect tenses. You can understand perfect progressive tenses. You can develop ideas thoughtfully‚ describe events and convey your opinions clearly. You can make accurate simple sentences. You talk about matters of immediate interests. You showed confidence in talking particularly with topics that
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concept of ‘sentence’ A sentence is a sequence of words in a particular structural pattern (for example‚ S+V+O+A)‚ and regarded as primary because it comprises a minimum sense of unity and completeness. Sentences are best defined in terms of structure + meaning. I can easily walk that way back. She was feeling affectionate. She did it. *In the rain. Basic concepts in syntax 1. 2. 3. Sentences have parts‚ which may themselves have parts. (constituents) The parts of sentences belong
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a relative pronoun [who‚ whom‚ whose‚ that‚ or which] or a relative adverb [when‚ where‚ or why]. * Finally‚ it will function as an adjective‚ answering the questions What kind? How many? or Which one? The relative clause will follow one of these two patterns: relative pronoun or adverb + subject + verb relative pronoun as subject + verb Here are some examples: Which Francine did not accept Which = relative pronoun; Francine = subject; did accept = verb [not‚ an adverb‚ is not officially part of
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line). That second day they hunted me From hill to plain‚ from shore to sea. Then Billy who was silly Almost every other day… Makes the text memorable and can make poems amusing. Can tie together the middle and end of verses. Rhythm A regular pattern of stressed and unstressed syllables. I went to town to buy a phone. On the road there’s a girl with a bike. Makes the text as a whole more memorable and makes it flow better. Alliteration Repetition of the same consonant sound at the beginning
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Parts of Proposition * subject (S) * predicate (P) * copula (c) 3. Predicables * species * genus * differentia * property * accident Suggested Learning Activities 1. Spotting the difference between a mere sentence and a judgment/proposition. 2. Imaginary ‘anatomy’ of the body. 3. Mind game: What’s more essential: a) character or fame? b) beauty or brain? c) money or person? 4. ‘Measuring depth of knowledge’ game. | The Proposition as Expression of
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