ENGLISH LANGUAGE AND COMPOSITION SECTION II Total time -1hr 15min Question 1 (Suggested time- 45 minutes. This question counts for one-third of the total essay section score.) Directions: The following prompt is based on the accompanying five sources. This question requires you to synthesize a variety of sources into a coherent‚ well-written essay. When you synthesize sources‚ you refer to them to develop your position and cite them accurately. Your argument should be central; the sources
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The author creates a sense of urgency with very brutish words. Her method of writing is persuasive and simultaneously evokes sympathy. This passage is very clear in its stated goal and spends the entirety of the essay attempting to convince the reader; this was achieved through various methods beyond the preceding. Words like “need”‚ “Make”‚ “never”‚ and “must” all imply power and generally go together with forced obligations. For example‚ you MUST do the dishes or don’t MAKE me hurt you. These
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husbands power over the family‚ patria potestad (patriarchal power)‚ and how before 1959‚ women had to live with this‚ live with not being free • Document 3: The perspective of a Cuban husband who say as the revolution gave women more rights and jobs and that this isn’t right‚ that a women owes herself to her husband and children • Additional document: an article done by a less patriarchal country about the treatment of Cuban women during this time period Paragraph 2: Women fighting for equality‚ the
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The skills I had developed up until this point further evolved in the AP (Advanced Placement) English class I attended during my senior year. AP English was the most challenging literature class I took during my time in high school; it was also the most enjoyable and rewarding. We read literary works such as “The Poisonwood Bible” by Barbara Kingsolver; “The Invisible Man” by Ralph Waldo Emerson; “Frankenstein” by Mary Shelley; “The Things They Carried” by ???; and “A Doll’s House” by Henrik Ibsen
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English Language Education in Rural Schools of India: The Situation‚ the Policy and the Curriculum Abstract This paper attempts to bring in the issues related to English language education situation in rural schools in India‚ the state policy on language education‚ quality questions in second / foreign language education through an analysis of language policy practices and the curriculum and syllabi of five states (provinces) in the country. The language policy in school education emerged
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Running Head: TEACHERS OF ENGLISH LANGUAGE LEARNERS Problems that Science Teachers of English Language Learners Face in the Classroom Table of Contents Abstract………………………………………………………………..3 Introduction………………………………………………………..….3 Significance of the Study……………………………………………..4 Research Question……………………………………………………5 Hypothesis of the Study………………………………………………5 Methods………………………………………………………………6 Data analysis………………………………………………………….7 Conclusion……………………………………………………………8 References………………………………………………
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for people learning a new language. English is not my first language‚ it is my third‚ and I have spent a lot of time and effort to going through these steps. As an individual learning a new language‚ I can definitely say it is hard. Believe me‚ there is no way that a person can learn to run before he learns how to walk; the same applies to learning a new language like English. One of my English teachers from De Anza College said‚ “English is one of the hardest languages in the world‚ so you guys
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ENGLISH THE LANGUAGE OF THE BUSINESS AND GLOBALIZATION In the early history the British had colonies all over the world. The native of these colonies learned English for their benefit. As English was the language of the rulers the natives learned English eagerly. That is how English become a universal language. Now most of these colonies are free. Yet the English language continues to be used there. Sri Lanka is one of them. Even now if one knows English he or she can travel to any part of the
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Language is seen as mans most important gift. It is the basics of all creative thought. Without language‚ there will be no progress‚ no civilization and no culture. English is important in Nigeria because it is the language that builds a bridge across the barriers created by the existence of many languages. Irrespective of its significance in our educational system‚ the English language‚ to all intents and purposes‚ appears indispensable in all aspects of our national development. Politically‚ it
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J. Educational Sci. English and Medium of Instruction: Dalit Discourse in Indian Education Dhanaraju Vulli Department of History‚ Assam University (Central University)‚ Diphu Campus‚ Assam‚ INDIA Available online at: www.isca.in‚ www.isca.me Received 8th April 2014‚ revised 18th April 2014‚ accepted 30th April 2014 Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear
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