future. The sentence “But my heart would not bleed poetry.” conveys that idea that in this perfect world‚ there is no place for poetry‚ something which is very dear to Cheng’s heart. The idea of blood is link in the lexical chain of words such as “flaws” and “blemishes”‚ all these things are what makes life real and honest. A world that is deceptive and artificial isn’t a world worth living in. This allows the reader to feel a sense of empathy and concern for the
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“lumbering” is defined as moving in a slow‚ heavy manner. There is consonance in the words Those‚ Horses‚ plough. The Consonance creates a more subtle effect with the repetition of the o’s. The word containing 3 syllables slows down the rhythm of the sentence. The term ‘steady plough’ means a device pulled through the even ground in order to break it open into furrows for planting. The poet implies that he still has a fear of Horses by expressing his childhood dismay for Horses. The use of the ‘Perhaps’
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consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. DQ 2: Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. DQ 3: You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises
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Republic of the Philippines Tarlac State University Graduate Studies Tarlac City AN ANALYSIS OF A CLASSROOM INTERACTION IN GRADE 7 A term paper submitted to DR. CECILIA L. CALUB In partial fulfillment of the course requirement in ENGLISH 503-Discourse Analysis By: MR. MAR CHAN N. MANGUERA MAEd-English October 201 I. INTRODUCTION In this globalization era‚ the value of English as an international language is significantly escalating in different aspects. Its significance
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Mark Scheme (Results) Summer 2008 GCE O Level GCE O Level English Language (7161/01) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn‚ London WC1V 7BH Section A: Comprehension First‚ read Passage One. Question number 1 Answer Award one mark each for any two of the following: • • • • • • Because the train began to move Because the train was leaving the station The rhythm of the train’s movement changed He had fallen from his seat He was
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Detailed Lesson Plan in English 1 I. OBJECTIVES: At the end of the class‚ 95% of the students should be able to: 1. Define what is topic‚ main idea‚ and supporting detail; 2. Recognize topics‚ main ideas‚ and supporting details in reading passages; 3. Identify the common location of main idea statements; 4. Improve their skills in reading comprehension. II. SUBJECT MATTER A. Topic: Identifying Topics‚ Main Ideas‚ and Supporting Details B. Reference: Study and
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1. Alliteration - Repetition of the same sound beginning several words or syllables in sequence. Example 1 - “[L]et us go forth to lead the land we love…” Language of Composition. Boston: Bedford/St. Martin’s‚ 2013. Print. Example 2 - “I shall delight to hear the ocean roar‚ or see the stars twinkle‚ in the company of men to whom Nature does not spread her volumes or utter her voice in vain.” --Samuel Johnson Harris‚ Robert A. A Handbook of Rhetorical Devices. VisualSalt‚ 19 Jan. 2013. Web
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1101-3118 Ben Rallo Spring 2013 My Goals In This Course My name is London Sedlock and I’m writing about my goals in this course. First‚ learning proper punctuation in writing is important to me. Second‚ I want to learn proper sentence structures and avoid run-ons‚ fragments‚ and comma splices. Also‚ I want to be able to properly use grammar when writing and avoid repetition. Finally‚ I’ll be discussing reading and share my experiences with teaching myself English‚ Writing‚ and
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well as the use of punctuation. The linguistic features of the text will be discussed with reference to the grammatical parts and lexical categories present in the sentences. This will be done by identifying the different phrases and clauses found in the text and explaining the functions of those that represent constituents of a sentence. Then the functions of the major word classes will be described and a distinction will be drawn between content and structure words. The text being analysed is an
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I. Identify and Guess (10 points) Hmmmm….what do you think these underlined words in the following sentences mean? Write your educated guess in the space provided beneath each context clue. 1. One of the reasons I don’t like to use medicines like cough syrup is that the taste is absolutely vile; if I’m supposed to be able to tolerate it‚ you’d think that the makers would make it less disgusting. 2. Mrs. Hatcher announced that in all her years of teaching second
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