The correct verb form that agrees with the subject "My cat" is "(eats)." The sentence will be complete with the following construction: My cat eats his food when no one is watching.
What is subject-verb agreement? The subject-verb agreement is the match between a subject and the verb. To keep subjects and verbs in agreement, always recognize the subject's number. A subject can be singular or plural, and the verb should agree with it. It means a singular subject requires a singular verb, and a plural subject requires a plural verb.
Examples of subject-verb agreement in action: My sister loves her puppy. (Singular subject, Singular verb)The students play basketball in the yard. (Plural subject, plural verb).
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Write a letter to the Editor of a newspaper about the insanitary conditions prevailing in your locality and the indifference of the Municipal authorities in spite of repeated letters of complaint.
[Your Name]
[Your Address]
[City, State, ZIP]
[Date]
The Editor
[Newspaper Name]
[Newspaper Address]
[City, State, ZIP]
Subject: Insanitary Conditions and Municipal Authorities' Indifference
Dear Editor,
I am writing to bring attention to the dire and alarming insanitary conditions prevailing in our locality and the distressing indifference exhibited by the Municipal authorities despite repeated letters of complaint. It is disheartening to witness the negligence and apathy of those responsible for ensuring the well-being and cleanliness of our community.
Our locality, once known for its cleanliness and hygiene, has now turned into a breeding ground for diseases and unhygienic living conditions. The streets are littered with garbage and waste, which not only emits a foul stench but also attracts pests and stray animals. It has become a common sight to witness heaps of waste scattered around, creating an unsightly and unhygienic environment for the residents.
The inadequate waste management system is a significant contributor to these unsanitary conditions. The garbage collection is irregular and inefficient, leading to overflowing bins and waste strewn across public spaces. This not only compromises the aesthetic appeal of our locality but also poses severe health risks to the residents, especially vulnerable populations such as children and the elderly.
Several concerned citizens, including myself, have taken the initiative to raise awareness about this issue by submitting letters of complaint to the Municipal authorities. Regrettably, our efforts seem to have fallen on deaf ears. Despite numerous assurances of action and promises to address the problem, there has been little to no improvement in the sanitary conditions of our locality.
We firmly believe that it is the duty of the Municipal authorities to prioritize the well-being and health of its residents. It is disheartening to witness the lack of accountability and responsibility displayed by those entrusted with the task of ensuring cleanliness and sanitation in our community.
I urge the Municipal authorities to take immediate and effective measures to rectify the prevailing unsanitary conditions. This includes implementing a robust waste management system, increasing the frequency of garbage collection, and enforcing strict penalties for littering and improper waste disposal. The involvement of the community through awareness campaigns and citizen participation should also be encouraged to maintain a clean and healthy environment.
I implore you, as the voice of the community, to highlight this issue in your esteemed publication and bring it to the attention of the wider public. The power of public opinion can be a catalyst for change, and it is high time that our Municipal authorities are held accountable for their indifference toward the well-being of the residents.
Together, let us strive for a cleaner, healthier, and more livable locality that we can be proud of.
Thank you for your attention to this matter.
Sincerely,
[Your Name]
1. To help all children reach their full potential, our community should encourage
students to get involved in music and should offer free lessons to every child
who wants them.
2. A recent Cloud Valley University study confirms that this is a common
occurrence: Musical training can help children learn important life skills, build
self-esteem, and focus on a constructive activity that keeps them out of trouble.
3. When Miles Fremont began learning to play the guitar at age 11, his entire life
started to transform for the better.
How should these sentences be ordered to create a correctly organized
introduction paragraph?
1,2,3
1,3,2
3,1,2
3,2,1
1of3 QUESTIONS
To create a correctly organized introduction paragraph, we can use the order: 1, 2, 3(option a).
This order first provides the context for the essay, then adds evidence to the main argument and finally gives an example of how the argument works in the real world.
Introduction paragraphs serve as roadmaps for readers by providing them with a quick overview of what they can expect from the essay. To organize an introduction paragraph for the given sentences correctly, we need to first understand their order and how they connect to each other.
1. To help all children reach their full potential, our community should encourage students to get involved in music and should offer free lessons to every child who wants them. This sentence provides the context for the entire paragraph and introduces the main argument that the essay will explore.
2. A recent Cloud Valley University study confirms that this is a common occurrence: Musical training can help children learn important life skills, build self-esteem, and focus on a constructive activity that keeps them out of trouble. This sentence offers support for the argument in the previous sentence and adds evidence to it.
3. When Miles Fremont began learning to play the guitar at age 11, his entire life started to transform for the better. This sentence provides an example of how music can have a positive impact on children's lives.
So, an introduction paragraph for the given sentences could look like this:To help all children reach their full potential, our community should encourage students to get involved in music and should offer free lessons to every child who wants them. A recent Cloud Valley University study confirms that this is a common occurrence: Musical training can help children learn important life skills, build self-esteem, and focus on a constructive activity that keeps them out of trouble. For example, when Miles Fremont began learning to play the guitar at age 11, his entire life started to transform for the better.
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Exercise 1 Rewrite the sentences in the space provided, adding or deleting quotation marks and other punctuation where necessary. Some sentences may be correct.
Rehearsals start on Monday announced the director. I hope everyone will be on time
In the following sentence, we will add or remove the necessary punctuation and quotation marks. Some sentences may be correct: "Rehearsals start on Monday," announced the director. "I hope everyone will be on time." We can see that the sentence needs to be rewritten by adding quotation marks and other necessary punctuations where needed.
As given, "Rehearsals start on Monday," announced the director. "I hope everyone will be on time. "Here, the sentence is rewritten with the necessary punctuations. In the first part of the sentence, we add a comma after Monday, and a comma after the quotation mark, as the statement is being announced by the director. In the second part, we put the sentence in double quotations, as it is being stated by the director himself. The sentence is put in a full stop, and after that, the second sentence starts with a capital letter.
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Directions: Using a pre-writing strategy and the essay template from the previous lessons, write a 5 paragraph narrative essay on the topic of your choice. Place the paragraphs in the format below.
1. Paragraph 1 Introduction
2. Paragraph 2 Transition to body
3. Paragraph 3 Details and support
4. Paragraph 4 Details and support
5. Paragraph 5 Conclusion
A narrative essay is a type of essay that tells a story. It could be fictional or non-fictional.
The writer shares a personal experience and engages the reader by making the story as vivid as possible. It's a type of essay that helps the writer to express themselves in a creative and meaningful way. A pre-writing strategy is a plan that a writer makes before they start writing. It's a plan that helps the writer to think through the topic, organize their thoughts, and develop a clear and concise outline of what they want to write. A pre-writing strategy could be brainstorming, making a list, free-writing, or clustering.
The following is a five-paragraph narrative essay structure:
Paragraph 1 - Introduction: This is where you introduce the topic of your essay. The introduction should be engaging, and it should grab the reader's attention. It should provide some background information about the topic and set the tone for the rest of the essay. The last sentence of the introduction should be a thesis statement that tells the reader what the essay is all about.
Paragraph 2 - Transition to body: This paragraph is the bridge between the introduction and the body. It should be a smooth transition that takes the reader from the introduction to the body. You could use a transition word or sentence that connects the two paragraphs.
Paragraph 3 - Details and support: This is the first body paragraph. It should contain the main idea of the essay and provide details and supporting evidence that proves the main idea. The paragraph should start with a topic sentence that tells the reader what the paragraph is about.
Paragraph 4 - Details and support: This is the second body paragraph. It should contain the second main idea of the essay and provide details and supporting evidence that proves the main idea. The paragraph should start with a topic sentence that tells the reader what the paragraph is about.
Paragraph 5 - Conclusion: This is where you summarize the main points of the essay and restate the thesis statement in a different way. The conclusion should be a strong statement that leaves a lasting impression on the reader.
In conclusion, a narrative essay is a type of essay that tells a story. A pre-writing strategy is a plan that a writer makes before they start writing. The five-paragraph narrative essay structure has an introduction, a transition to the body, two body paragraphs, and a conclusion.
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Exercise 1 Underline the specific clue word or words. Using the context of the italicized word, define the word.
Although he delayed his research for a week, Miguel finally started to work seriously when he realized his group might get an "incomplete" for the project as a result of his dilatory practices.
The corrected version of the sentence is:
Although he delayed his research for a week, Miguel finally started to work seriously when he realized his group might get an "incomplete" for the project as a result of his dilatory practices.
The specific clue word in this sentence is "incomplete." Based on the context of the italicized word, "incomplete" refers to a possible grade or outcome for the project that Miguel's group might receive due to his delay in research and dilatory practices.
The word "incomplete" in this sentence refers to a grade or result indicating that the project was not completed or submitted on time.
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Which two statements accurately describe how the pace impacts tension in the excerpt?
Select to read the full text of The Necklace by Guy de Maupassant (excerpt)
Answer:
Explanation:
The sentences that describe how the pace creates tension in the story are "a fast pace at the beginning builds tension around the missing necklace" and "a slow pace in the middle eases tension as readers learn about Madam Loisel's difficult life."
What is pace in literature?
It is the speed with which the story progresses.It is the speed with which the events of the story appear.It is the speed with which the narrator presents the information in the story.The pace is very important because it sets the tension of the text. When the text has a fast pace, tension is stimulated, which causes anxiety and suspense in the reader. The opposite happens when the pace is slow because the tension decreases.
In "The Necklace" the author uses a fast pace when describing the missing necklace and the characters' reaction to it. As the necklace was borrowed and had a high economic value, the increase in tension is appropriate for the reader to feel the same as the characters are feeling.
The slow pace relieves tension and shows Madame Loisel's life. This is done to make the reader more relaxed, being able to reflect on the difficulties she went through and how they affected her behavior.
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Jing-mei learns to play the ("Two Kinds") while her rival Waverly is a prodigy at
A. piano, tennis
B. piano, chess
C. violin, the piano
D. harp,
Answer:
A.) She appeals to her father, who takes Jing-Mei's side.The sentence has been taken from the work "Two Kinds". The story is reallyethical as by the ending it teaches the main character as well as the reader a lesson which is never to be forgotten.In this the piano represents reunion between the mother and the daughter.It is so because Jing-Mei's past experiences wasn't good enough, due to which she was terrified that if she will take the piano lessons she won't end up with great results as her mother was expecting too much from her, even she was thinking that she might dishearten her mother.
Explanation:
Where was Bach living when he composed most of his choral
works?
Answer:
Bach was living in Leipzig, Germany and composed most of his choral pieces at St. Thomas Church
Explanation:
subject: ENGLISH
dear expert, you can make ONLY conclusion, i need only CONCLUSION.
if you want to add "introduction" it is ok your choose, but i am required only the conclusion part. thanks.
"Impact of online classes on the satisfaction and performance of UTHM students During Pandemic Period of COVID-19"
The impact of online classes on the satisfaction and performance of UTHM students during the COVID-19 pandemic period can be concluded as both positive and negative.
The implementation of online classes during the pandemic period has had a mixed impact on the satisfaction and performance of UTHM students. On one hand, online classes have provided convenience and flexibility, allowing students to access educational materials and participate in classes from the safety and comfort of their homes.
This has reduced the risk of virus transmission and provided an opportunity for continued learning. Additionally, online platforms have facilitated effective communication between students and teachers, enabling the exchange of ideas and collaboration.
Some students may face difficulties in adapting to the online learning environment, including issues with internet connectivity, technological constraints, and distractions at home. The lack of face-to-face interaction and personal connection with peers and instructors may also impact the overall satisfaction and engagement of students.
In conclusion, the impact of online classes on UTHM students' satisfaction and performance during the pandemic period is a complex issue with both positive and negative aspects. It is important for educational institutions to address the challenges and provide necessary support to ensure a successful online learning experience for students.
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Which question relates to finding the theme of a text? (10 points) What happens first in this story? What do the characters experience? What is the setting of the story? What lesson did I learn from this story?
Answer:
The question "What lesson did I learn from this story?" relates to finding the theme of a text.
Explanation:
What do the authors mean when they say the Great Lakes is ""a region with much biodiversity""?
The authors mean that the Great Lakes region is rich in different types of living organisms, known as biodiversity. This includes a wide variety of plant and animal species that have adapted to the unique environmental conditions of the Great Lakes.
The region's diverse habitats, such as wetlands, forests, and freshwater ecosystems, support a complex web of life.
1. Biodiversity refers to the variety of life forms in an area, including plants, animals, and microorganisms.
2. The Great Lakes region is characterized by a range of different habitats, such as forests, wetlands, and freshwater ecosystems.
3. These diverse habitats provide a wide range of niches and resources for different species to thrive.
4. The presence of a variety of plants and animals in the Great Lakes region indicates that it is a region with much biodiversity.
5. For example, the Great Lakes are home to over 170 species of fish, including trout, salmon, and walleye, as well as numerous bird species, such as bald eagles and migratory waterfowl.
6. This high level of biodiversity is not only important for the ecosystem's health but also provides opportunities for research, conservation, and recreational activities.
The authors mean that the Great Lakes region is characterized by a significant amount of biodiversity. Biodiversity refers to the variety of life forms in an area, including plants, animals, and microorganisms. The region's diverse habitats, such as wetlands, forests, and freshwater ecosystems, support a complex web of life. For example, the Great Lakes are home to over 170 species of fish, including trout, salmon, and walleye, as well as numerous bird species, such as bald eagles and migratory waterfowl. This indicates that the region provides a wide range of niches and resources for different species to thrive. The presence of a variety of plants and animals in the Great Lakes region indicates that it is a region with much biodiversity. This high level of biodiversity is not only important for the ecosystem's health but also provides opportunities for research, conservation, and recreational activities. The authors' statement highlights the significance of the Great Lakes as a diverse and ecologically rich region.
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Reread the last paragraph.
Which statement best explains why Douglass asks the question,
"Have I not as good a right to be free as you have?"
He uses rhetoric to help readers confront their own
thoughts on freedom and slavery.
He uses a rhetorical device to emphasize the fact
that all people deserve freedom.
Douglass wants the reader to know he is unsure of
his beliefs.
Douglass questions the boys as a way to question
the reader.
The statement that best explains why Douglass asks the question, "Have I not as good a right to be free as you have?" is that he uses rhetoric to help readers confront their own thoughts on freedom and slavery.
By posing this question, Douglass employs a rhetorical device to emphasize the fundamental principle that all people deserve freedom, regardless of their race or background.
Douglass, an escaped slave and prominent abolitionist, strategically challenges the prevailing beliefs of his audience, urging them to reflect upon the stark inequality and injustice inherent in the institution of slavery.
His question serves as a powerful tool to stimulate critical thinking and empathy among his readers, forcing them to confront the stark contrast between their own freedom and the bondage endured by enslaved individuals.
Through this rhetorical device, Douglass seeks to evoke a sense of moral obligation and encourage his audience to question the inherent inequality perpetuated by slavery. By highlighting the shared humanity and innate right to freedom, he challenges readers to reevaluate their own beliefs and consider the systemic oppression experienced by enslaved individuals.
In essence, Douglass utilizes his question as a means to prompt readers to examine their own perspectives, fostering a deeper understanding of the injustice of slavery and advocating for the universal right to freedom.
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She had the quickest fancy, a gift like her brother's, for the tune of words. Like him, she had a taste for the theatre. She stood at the stage door; she wanted to act, she said. Men laughed in her face. The manager—a fat, loose-lipped man—guffawed. He bellowed something about poodles dancing and women acting—no woman, he said, could possibly be an actress. He hinted—you can imagine what. She could get no training in her craft. Could she even seek her dinner in a tavern or roam the streets at midnight? Yet her genius was for fiction and lusted to feed abundantly upon the lives of men and women.
–A Room of One’s Own,
Virginia Woolf
How does the rhetorical question develop the central idea?
The question is used to make the point that inequality experienced by women extended beyond the theatre.
The question is used to emphasize the girl’s innocence by reminding readers that she is too young to engage in social activities at night.
The question is used to make readers question why women were not allowed to participate in theatrical productions.
The question is used to create a metaphor that makes a direct comparison between male and female actors.
The rhetorical question develops the central idea in "A Room of One's Own" by Virginia Woolf in this way: D) The question is used to create a metaphor that makes a direct comparison between male and female actors.
What is a rhetorical question?A rhetorical question is a literary device that asks a question without soliciting for an answer.
By their nature, rhetorical questions create dramatic effects to make some points or emphasize some issues.
Thus, the rhetorical question develops the central idea in Option D.
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We couldn't touch anything to protect nature, but I felt the soft, forest floor under my feet. I will never forget the magic of the rainforest.
Which metaphor does the author include to help the reader understand the feeling of being in the rainforest?
Couldn't touch anything
Magic of the rainforest
Protect nature
Soft, forest floor
Answer: b. Magic of the rainforest
Explanation:
A metaphor is a thing regarded as representative or symbolic of something else, especially something abstract.
In this case, "magic" is symbolic and representing the feelings the author uses to describe the rainforest.
Unit test read the excerpt from Greta thunbergs speech at the United Nations cilamate action summit
Greta Thunberg's speech at the United Nations Climate Action Summit was an influential and passionate call to action regarding the climate crisis.
She delivered her speech with conviction and urgency, emphasizing the need for immediate action to combat climate change. Thunberg stressed that the younger generation would hold leaders accountable for their inaction and called for radical changes to address the crisis.
In her speech, Thunberg highlighted the dire consequences of climate change, including rising temperatures, extreme weather events, and the destruction of ecosystems. She criticized leaders for prioritizing economic growth over the planet's well-being, stating that the current level of action is far from what is required.
Thunberg called on leaders to listen to scientists and respect their findings. She urged them to reduce greenhouse gas emissions, transition to renewable energy sources, and leave fossil fuels in the ground. Thunberg emphasized the importance of international cooperation and the need for everyone to take responsibility for their actions.
Overall, Greta Thunberg's speech was a powerful plea for immediate action on climate change. Her passionate delivery and strong message resonated with many people, inspiring them to join the fight against this global crisis.
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Exercise 1 Draw a line under the subject. Choose the verb in parentheses that agrees with the subject, and write it in the blank.
There on the sidewalk ___________ the photographers. (waits, wait)
The subject of the sentence is "the photographers," which is plural, so the verb must also be plural. Therefore, the correct verb to use in the blank is "wait."
The sentence should read: There on the sidewalk, the photographers wait. There on the sidewalk, the photographers wait. The correct verb to fill the blank is "wait" as it agrees with the subject "photographers."The subject of the given sentence is "photographers," which is a plural noun.
Therefore, we need a plural verb to agree with the subject. Let's take a look at the two options given: Option 1: "waits" is a singular verb and cannot agree with the plural subject "photographers."Option 2: "wait" is a plural verb that agrees with the plural subject "photographers."Hence, the correct verb to fill the blank is "wait" and the sentence is: There on the sidewalk, the photographers wait.
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Charlie plans to join his classmate on a fieldtrip
Charlie intends to join his classmate on a field trip. Charlie has made the decision to accompany his classmate on a field trip, demonstrating his
willingness
to participate in the
excursion
.
By joining his classmate, Charlie is showing his interest in engaging in the shared experience and potentially forming a
stronger
bond
with his peer. This decision may arise from a desire for
social interaction
, curiosity about the destination, or a genuine
interest
in the activities planned for the field trip. Regardless of the reasons behind his decision, Charlie's choice to join his classmate on the field trip reflects his active involvement in school activities and his willingness to explore new opportunities for learning and personal growth.
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Charlie plans to join his classmate on a field trip. He has the option to wear the following:
q. a blue sweatshirt. a black T-shirt
c. a red T-shirt
d. Kakhi pants
e. maong pants
How many different ways can he choose a shirt and pair of pants to wear?
Everyone feels the need for order in their lives. Design principles help artists organize their artwork. Describe how the principles of design are similar to the way we accomplish order in our daily lives. For example, you could relate rhythm to the things you pass on your way to work. Make sure you describe how you use most or all of the ones in unity and variety, balance, emphasis and subordination, scale and proportion, and rhythm.
must be at least 500 words in length. No plagiarism
The principles of design are similar to the way we accomplish order in our daily lives, as they provide structure, balance, emphasis, and rhythm to create a harmonious and organized whole.
The principles of design, commonly used by artists to create visually appealing and cohesive artwork, can also be applied to how we achieve order in our daily lives. These principles include unity and variety, balance, emphasis and subordination, scale and proportion, and rhythm.
Just as artists utilize these principles to organize their artwork, we employ similar strategies to bring order and coherence to our daily routines and surroundings.
Unity and variety play a crucial role in creating a sense of order in both art and life. In artwork, unity refers to the consistent use of visual elements and themes throughout a composition. Similarly, in our lives, we seek unity by establishing routines, organizing our surroundings, and maintaining consistency in our actions. On the other hand, variety adds interest and prevents monotony.
It allows us to explore new experiences, adapt to different situations, and infuse creativity into our daily lives. Whether it's trying new hobbies, traveling to unfamiliar places, or embracing diverse perspectives, incorporating variety keeps our lives dynamic and enriching.
Balance is another principle of design that translates well into our daily lives. In art, balance refers to the distribution of visual weight within a composition, whether it's symmetrical, asymmetrical, or radial.
Similarly, balance in our lives involves finding equilibrium between various aspects such as work and leisure, personal and professional commitments, and physical and mental well-being. Striving for balance helps us avoid burnout, maintain harmony, and ensure that no single area dominates our lives at the expense of others.
Emphasis and subordination guide our attention and focus in both art and life. In artwork, emphasis refers to creating points of interest or focal points that draw the viewer's gaze. Similarly, in our daily lives, we prioritize certain tasks, goals, or relationships over others, placing emphasis on what we consider important or meaningful. By subordinating less critical elements, we streamline our efforts and allocate our time and energy wisely, thereby achieving a sense of order and purpose.
Scale and proportion, often associated with the size and relationship of objects in art, also apply to our daily lives. In artwork, scale and proportion are used to create visual interest and establish a sense of harmony. Similarly, in our lives, we strive to find the right scale and proportion in our relationships, responsibilities, and goals. It involves understanding the relative significance of different aspects of our lives and allocating resources accordingly, ensuring that no single area overwhelms or diminishes others.
Rhythm, the final principle of design, refers to the repetition or pattern of elements within a composition. It creates a sense of movement and flow. In our daily lives, rhythm is reflected in our routines, habits, and rituals. The regularity and repetition of our actions provide a comforting structure, much like the beat of a familiar melody. Whether it's the rhythm of our morning routine, the weekly cycle of work and rest, or the seasonal changes we experience, rhythm brings predictability and order to our lives.
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Exercise 1 Draw one line under the indefinite pronoun subject. Draw two lines under the correct form of the verb.
Many of the old pirate ships (has been, have been) lost in that area.
Indefinite pronouns are the words which refer to one or more persons, places, or things in an indefinite way.
Some examples of indefinite pronouns are: all, any, anyone, anything, both, each, either, everyone, everything, few, many, neither, nobody, none, nothing, one, several, some, somebody, someone, and such.
Most indefinite pronouns take a plural verb; however, some can take a singular verb if the subject is singular. In the sentence "Many of the old pirate ships have been lost in that area", the indefinite pronoun subject is "Many." Many is an indefinite pronoun that takes a plural verb.
Therefore, the correct form of the verb in the given sentence would be "have been".
Many of the old pirate ships have been lost in that area.
Indefinite pronouns are one of the eight parts of speech in English grammar. They are used to replace specific nouns with general meanings, and they can be either singular or plural. Indefinite pronouns are an essential part of English grammar, and they help writers communicate more effectively with their audience.
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To: All Employees
From: Larry Ogawa, President, University of State
Date: January 15, 2021
Subject: Future Expenditure Guidelines
After careful deliberation, I have determined it is necessary to begin the initial steps of a financial stewardship program that carries UState through what appears to be a two-year cycle of a severe state shortfall in revenue and subsequent necessary legislative budget reductions. Beginning February 1, 2021, the following actions are being implemented for the General Fund, Auxiliary Fund, and Capital Fund in order to address the projected reductions in our state aid for the remainder of this year 2020-21 and next year 2021-22.
Only purchases needed to operate the university should be made so that we can begin saving to reduce the impact of the budget reductions.
Requests for out-of-state travel will require approval from the Executive Committee to ensure that only necessary institutional travel occurs.
Purchases, including in-state travel and budget transfers, will require the appropriate vice president’s approval.
Please understand that we are taking these prudent steps to create savings that will allow UState to reduce the impact of projected cuts in expected legislative reductions.
Thank you for your cooperation, and please direct any questions to my office.
Based on what you learned about word choice and tone, is this memo written for the audience? Why or why not?
Based on what you learned about word choice and tone, is this memo written with appropriate language? Why or why not?
Which parts of the memo could be more concise? Explain.
Which parts of the memo could be more clear? Explain
Did the writer choose the best delivery channel for this message? Why or why not?
Explanation:
Based on the information provided in the memo, it appears to be written for the employees of the University of State. The memo is addressed to "All Employees" and comes from the president of the university. The content of the memo discusses actions and guidelines that employees need to follow regarding expenditures and budget reductions. Therefore, it is tailored to inform and guide the university's employees.
In terms of word choice and tone, the memo uses professional and formal language appropriate for workplace communication. The tone is directive and authoritative, as it comes from the president and outlines specific actions and approvals required. The language used is clear and concise, conveying the necessary information without unnecessary embellishments or ambiguity.
However, there are parts of the memo that could be more concise. For example, the first sentence of the second paragraph could be simplified to say "Only necessary purchases should be made to reduce the impact of budget reductions." Similarly, the sentence "Please understand that we are taking these prudent steps to create savings that will allow UState to reduce the impact of projected cuts in expected legislative reductions" could be streamlined to "We are taking these steps to create savings and minimize the impact of budget cuts."
While the memo provides general guidelines, some parts could be clearer in terms of the specific actions employees need to take. For instance, it would be helpful to provide more details on the process of obtaining approval for out-of-state travel and the appropriate vice president for budget transfers.
As for the delivery channel, a memo is generally an appropriate choice for conveying important information and guidelines to employees. However, depending on the organization and its communication practices, additional channels such as a staff meeting, follow-up emails, or department-specific meetings could be beneficial for addressing any questions or concerns in a more interactive manner.
Scientists discover four lines of spiny lobsters traveling across the sea floor. There are 62 lobsters in one line, 60 lobsters in another line, 56 lobsters in the third line, and 59 lobsters in the last line.
1. What number facts are given?
2. What is being counted?
3. Write a question that asks for a total amount, and then add to answer it.
4. Write a question that asks for a difference, and then subtract to answer it.
Answer:
1. The number facts given are:
62 lobsters in one line
60 lobsters in another line
56 lobsters in the third line
59 lobsters in the last line
2. Lobsters are being counted in each line.
3. Question: What is the total number of lobsters in all four lines?
Calculation: 62 + 60 + 56 + 59 = 237
Answer: The total amount of lobsters in all four lines is 237.
4. Question: What is the difference in the number of lobsters between the line with the most lobsters and the line with the fewest lobsters?
Calculation: 62 - 56 = 6
Answer: The difference in the number of lobsters between the line with the most lobsters and the line with the fewest lobsters is 6.
Explanation:
Exercise 1 Complete each sentence with the correct form of the modifier in parentheses.
A hurricane is ________________ than a tropical storm. (bad)
A hurricane is worse than a tropical storm. (bad). To complete this sentence, we need to find a comparative form of the word "bad" that can describe the difference between a hurricane and a tropical storm.
The comparative form of "bad" is "worse." Therefore, we can say that a hurricane is worse than a tropical storm.
The word "worse" is used to compare two things and indicate that one thing is of a lower quality or more severe than the other. In this case, a hurricane is considered to be more severe or of lower quality than a tropical storm.
In summary, the correct form of the modifier in this sentence is "worse."
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Exclusion: How was the exclusion of Asian Americans institutionalized in the 19th century? Provide an example.
Orientalism: What is the theory of orientalism and who first coined the term? What were the prevailing orientalist stereotypes on Asian Americans in the 19th century?
Movement: What were key tenants of the Asian American Movement? How does the Asian American Movement continue to impact Asian American communities today?
Refugee: How does the figure of the Southeast Asian American refugee decenter immigration as a master narrative in Asian American studies?
Empire: Analyze the following cartoon as it relates to American empire in the Pacific. How does this cartoon exemplify U.S. empire and how did this impact the development of Asian American communities?
The exclusion of Asian Americans was institutionalized in the 19th century through various discriminatory laws, such as the Chinese Exclusion Act of 1882.
During the 19th century, Asian Americans, particularly Chinese immigrants, faced systematic exclusion through institutionalized racism. The Chinese Exclusion Act of 1882 was one of the most significant legislations that exemplified this exclusion. It prohibited the immigration of Chinese laborers to the United States and denied Chinese immigrants the right to naturalize as citizens. This act was the first major law to restrict immigration based on ethnicity and had a profound impact on the Asian American community.
The Chinese Exclusion Act established a legal framework for the exclusion and marginalization of Asian Americans. It perpetuated harmful stereotypes about Chinese immigrants, portraying them as a threat to American jobs and society. Additionally, it created a climate of hostility and discrimination that led to violence and targeted attacks against Asian Americans.
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Exercise 3 Underline the noun clause in each sentence. Then label it d.o. for direct object, subj. for subject, p.n. for predicate nominative, or o.p. for object of a preposition.
I did not know how long the debate would go on.
In the given sentence, the noun clause is “how long the debate would go on”. The noun clause is used as the direct object.
A noun clause is a dependent clause that acts as a noun. It functions the same way as a noun in a sentence, either as a subject, object, predicate nominative or object of a preposition.
A noun clause starts with the following conjunctions: how, what, when, where, why, whoever, whomever, whatever, whichever, and that. These words make the clause act like a noun and not a conjunction.
Examples: Subject - Whatever you say is right.
Direct Object - They discovered that the house was broken into.
Predicate Nominative - Her biggest fear is that she will fail.
Object of a Preposition - I am excited about what the future holds for me.
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What information can the reader learn from characterization?
Exercise 1 Rewrite each sentence to eliminate any unclear pronoun reference.
Then in 1861, the first telegraph lines were stretched across the country, which allowed you to send messages faster.
To eliminate the unclear pronoun reference, the sentence can be rewritten as: Then in 1861, the first telegraph lines were stretched across the country, which allowed people to send messages faster.
In the given sentence, the pronoun "which" is used without any clear reference. It's unclear what "which" refers to. To eliminate this unclear pronoun reference, we need to specify what "which" is referring to. To do so, we can rewrite the sentence using "people" instead of "you" to make the reference clear.
Unclear pronoun reference is a common grammatical error. When writing, it's important to ensure that pronouns have clear antecedents to avoid confusing the reader.
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Exercise 2 Underline the adverb clause in each sentence. Circle the verb, adverb, or adjective it modifies.
The discussion made me angrier than it made him.
The adverb clause "than it made him" modifies the verb "made," the adjective "angrier," and the pronoun "him" in the sentence.
In the sentence, "The discussion made me angrier than it made him," the adverb clause is "than it made him."
Let's break down the sentence and identify the components:
"The discussion made me angrier than it made him."
The subject of the sentence is "The discussion."
The verb is "made," which is in the past tense.
The direct object of the verb is "me."
The adverb clause is "than it made him."
Now let's identify how the adverb clause modifies the other elements in the sentence:
"made" (verb): The adverb clause modifies the verb "made," indicating the comparison between how the discussion affected "me" and how it affected "him." It specifies that the discussion made "me" angrier than it made "him."
"angrier" (adjective): The adverb clause modifies the adjective "angrier," providing the context for the comparison of the levels of anger between "me" and "him."
"him" (pronoun): The adverb clause modifies the pronoun "him," indicating that the discussion made "me" angrier than it made "him."
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There was a handful of clay in the bank of a river. It was only common clay, coarse and heavy; but it had high thoughts of its own value, and wonderful dreams of the great place which it was to fill in the world when the time came for its virtues to be discovered.
Overhead, in the spring sunshine, the trees whispered together of the glory which descended upon them when the delicate blossoms and leaves began to expand, and the forest glowed with fair, clear colours, as if the dust of thousands of rubies and emeralds were hanging, in soft clouds, above the earth.
The flowers, surprised with the joy of beauty, bent their heads to one another, as the wind caressed them, and said: "Sisters, how lovely you have become. You make the day bright."
The river, glad of new strength and rejoicing in the unison of all its waters, murmured to the shores in music, telling of its release from icy fetters, its swift flight from the snow-clad mountains, and the mighty work to which it was hurrying—the wheels of many mills to be turned, and great ships to be floated to the sea.
Waiting blindly in its bed, the clay comforted itself with lofty hopes. "My time will come," it said. "I was not made to be hidden forever. Glory and beauty and honour are coming to me in due season."
One day the clay felt itself taken from the place where it had waited so long. A flat blade of iron passed beneath it, and lifted it, and tossed it into a cart with other lumps of clay, and it was carried far away, as it seemed, over a rough and stony road. But it was not afraid, nor discouraged, for it said to itself: "This is necessary. The path to glory is always rugged. Now I am on my way to play a great part in the world."
But the hard journey was nothing compared with the tribulation and distress that came after it. The clay was put into a trough and mixed and beaten and stirred and trampled. It seemed almost unbearable. But there was consolation in the thought that something very fine and noble was certainly coming out of all this trouble. The clay felt sure that, if it could only wait long enough, a wonderful reward was in store for it.
Then it was put upon a swiftly turning wheel, and whirled around until it seemed as if it must fly into a thousand pieces. A strange power pressed it and moulded it, as it revolved, and through all the dizziness and pain it felt that it was taking a new form.
Then an unknown hand put it into an oven, and fires were kindled about it—fierce and penetrating—hotter than all the heats of summer that had ever brooded upon the bank of the river. But through all, the clay held itself together and endured its trials, in the confidence of a great future. "Surely," it thought, "I am intended for something very splendid, since such pains are taken with me. Perhaps I am fashioned for the ornament of a temple, or a precious vase for the table of a king."
At last the baking was finished. The clay was taken from the furnace and set down upon a board, in the cool air, under the blue sky. The tribulation was passed. The reward was at hand.
Close beside the board there was a pool of water, not very deep, nor very clear, but calm enough to reflect, with impartial truth, every image that fell upon it. There, for the first time, as it was lifted from the board, the clay saw its new shape, the reward of all its patience and pain, the consummation of its hopes—a common flower pot, straight and stiff, red and ugly. And then it felt that it was not destined for a king's house, nor for a palace of art, because it was made without glory or beauty or honour; and it murmured against the unknown maker, saying, "Why hast thou made me thus?"
Many days it passed in sullen discontent. Then it was filled with earth, and something—it knew not what but something rough and brown and dead-looking, was thrust into the middle of the earth and covered over. The clay rebelled at this new disgrace. "This is the worst of all that has happened to me, to be filled with dirt and rubbish. Surely I am a failure."
But presently it was set in a greenhouse, where the sunlight fell warm upon it, and water was sprinkled over it, and day by day as it waited, a change began to come to it. Something was stirring within it—a new hope. Still it was ignorant, and knew not what the new hope meant.
In a well-written paragraph of 5–7 sentences, explain how the short story is allegorical in nature. Your response should:
identify the universal theme
identify and explain symbolism as it relates to the allegory
use evidence from the text
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FDK21.12
Answer:The handful of clay illustrates the universal notion that even the most bleak circumstances may contain beauty.The clay sensed itself being taken one day from the location where it had waited for so long. It was raised by an iron flat blade that passed beneath it, put into a waggon with other chunks of clay, and driven, it appeared, across a hard and gravel road to someplace far away. However, it was not discouraged nor fearful since it told itself: "This is essential. The road to success is always difficult. I am now headed toward playing a significant role in the world."The hardship that followed, however, was nothing compared to the difficult trek. The clay was placed in a trough and thoroughly mixed, beat, swirled, and trodden. It was almost intolerable.
Explanation:
Use the drop-down menus to identify each italicized phrase as a noun phrase, a verb phrase, or a prepositional
phrase.
We hid Lola's birthday present under the bed.
prepositional phrase
The runner leading the pack is our friend Kirsten.
The construction workers are building a new house.
Answer:
We hid Lola's birthday present under the bed.
"under the bed" is a prepositional phrase.The runner leading the pack is our friend Kirsten.
"leading the pack" is a verb phrase.The construction workers are building a new house.
"building a new house" is a verb phrase.Explanation:
Answer:
Identifying Different Types of Phrases
Use the drop-down menus to identify each italicized phrase as a noun phrase, a verb phrase, or a prepositional phrase.
We hid Lola’s birthday present under the bed.
✔ prepositional phrase
The runner leading the pack is our friend Kirsten.
✔ noun phrase
The construction workers are building a new house.
✔ verb phrase
Explanation:
Exercise 1 Use the spelling rules in this lesson to spell the words indicated.
clan + -ish
By understanding the spelling rules and applying them appropriately, we can spell the word "clan" with the suffix "-ish" to create "clanish," which helps convey the intended meaning more precisely.
The word "clan" refers to a close-knit group of people with a common ancestry or shared interests. To spell the word with the suffix "-ish," we follow the spelling rules as follows:
When adding "-ish" to a word ending in a consonant, we simply add the suffix without any changes to the original word. In this case, since "clan" ends with a consonant, we can directly add "-ish" to it.
Therefore, the correct spelling of the word "clan" with the suffix "-ish" is "clanish."
The addition of "-ish" to "clan" transforms the meaning slightly. "Clanish" can be used to describe behavior or characteristics associated with a clan. It implies a tendency to be exclusive, favoring or prioritizing the interests of one's own clan over others. It suggests a sense of loyalty and unity within the group.
For example, one might say, "The students in that university club are quite clanish, always supporting each other and sticking together."
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