Lord of the Flies2 essays

Lord of the Flies2 essays Lord of the Flies, is the story of a group of boys of different backgrounds who are stranded on an unknown island when their plane crashes. As the boys try to formulate a plan to get rescued, they begin to separate, and a band of savage tribal hunters are formed. Eventually the boys almost entirely shake off the civilization of the world they once knew. When all the confusion of behaviour leads them to a manhunt the reader realizes the sudden decay of law and order and loss of civilization when adults aren`t among them. Which also brings out the underlying savage side existent in all humans. In Lord of the Flies, there were numerous themes that were portrayed throughout the novel. The Need for Civilisation, is the most obvious theme. Our beliefs were always lead to believe that man is innocent and that our society is evil. But what the statement is hiding from our peers is that without laws, rules, and order, our world would revert to a more primitive part of his nature. Which of course is a more darker and cruel place to live our lives. "There aren`t any grown-ups. We shall have to look after ourselves."1 The Innocence and the Loss of It is the existence of civilization that allows man to remain in captivity with his innocence or ignorance about his true nature. Although man needs civilization, it is also important that he be aware of his primal instincts. As William Golding the author of Lord of the Flies stated, "This loss of innocence by coming to terms with reality is necessary if humanity is to survive" Which is, to reach true maturity you must first realizes the reality of our world today, as it is not the same as it was many years ago. "I`m not going to be part of Ralph`s lot He looked along the right-hand logs, numbering the hunters that had been a choir. I`m going off by myself. He can catch his own pigs. Anyone who wants to hunt when I do can come too. He blu ...

100 Commonly Used Terms in English Grammar

100 Commonly Used Terms in English Grammar This collection provides a quick review of the basic terminology used in the study of traditional English grammar. For a more detailed examination of the word forms and sentence structures introduced here, click on any of the terms to visit a glossary page, where youll find numerous examples and expanded discussions. Abstract Noun A noun (such as courage or freedom) that names an idea, event, quality, or concept. Contrast with a concrete noun. Active Voice The verb form or voice in which the subject of the sentence performs or causes the action expressed by the verb. Contrast with passive voice. Adjective The part of speech (or word class) that modifies a noun or a pronoun. Adjective forms: positive, comparative, superlative. Adjective: adjectival. Adverb The part of speech (or word class) that is primarily used to modify a verb, adjective, or another adverb. Adverbs can also modify prepositional phrases, subordinate clauses, and complete sentences. Affix A prefix, suffix, or infix: a word element (or morpheme) that can be attached to a base or root to form a new word. Noun: affixation. Adjective: affixable. Agreement The correspondence of a verb with its subject in person and number, and of a pronoun with its antecedent in person, number, and gender. Appositive A noun, noun phrase, or series of nouns used to identify or rename another noun, noun phrase, or pronoun. Article A type of determiner that precedes a noun: a, an, or the. Attributive An adjective that usually comes before the noun it modifies without a linking verb. Contrast with a predicative adjective. Auxiliary A verb that determines the mood or tense of another verb in a verb phrase. Also known as a helping verb. Contrast with a lexical verb. Base The form of a word to which prefixes and suffixes are added to create new words. Capital Letter The form of an alphabetical letter (such as A, B, C) used to begin a sentence or proper noun; an uppercase letter, in contrast to lower case. Verb: capitalize. Case A characteristic of nouns and certain pronouns that express their relationship to other words in a sentence. Pronouns have three case distinctions: subjective, possessive, and objective. In English, nouns have only one case inflection, the possessive. The case of nouns other than the possessive is sometimes called the common case. Clause A group of words that contains a subject and a predicate. A clause may be either a sentence (an independent clause) or a sentence-like construction within a sentence (a dependent clause). Common Noun A noun that can be preceded by the definite article and that represents one or all of the members of a class. As a general rule, a common noun does not begin with a capital letter unless it appears at the start of a sentence. Common nouns can be subcategorized as count nouns and mass nouns. Semantically, common nouns can be classified as abstract nouns and concrete nouns. Contrast with a proper noun. Comparative The form of an adjective or adverb involving a comparison of more or less, greater or lesser. Complement A word or word group that completes the predicate in a sentence. The two kinds of compliments are subject complements (which follow the verb be and other linking verbs) and object complements  (which follow a direct object). If it identifies the subject, the complement is a noun or pronoun; if it describes the subject, the complement is an adjective. Complex Sentence A sentence that contains at least one independent clause and one dependent clause. Compound-Complex Sentence A sentence that contains two or more independent clauses and at least one dependent clause. Compound Sentence A sentence that contains at least two independent clauses. Conditional Clause A type of adverbial clause that states a hypothesis or condition, real or imagined. A conditional clause may be introduced by the subordinating conjunction if or another conjunction, such as unless or in the case of. Conjunction The part of speech (or word class) that serves to connect words, phrases, clauses, or sentences. The two main types of conjunction are coordinating conjunctions and subordinating conjunctions. Contraction A shortened form of a word or group of words (such as doesnt and wont), with the missing letters usually marked by an apostrophe. Coordination The grammatical connection of two or more ideas to give them equal emphasis and importance. Contrast with subordination. Count Noun A noun that refers to an object or idea that can form a plural or occur in a noun phrase with an indefinite article or with numerals. Contrast with a mass noun (or noncount noun). Declarative Sentence A sentence in the form of a statement (in contrast to a command, a question, or an exclamation). Definite Article In English, the definite article the is a determiner that refers to particular nouns. Compare to indefinite article. Demonstrative A determiner that points to a particular noun or to the noun it replaces. The demonstratives are this, that, these, and those. A demonstrative pronoun distinguishes its antecedent from similar things. When the word precedes a noun, it is sometimes called a demonstrative adjective. Dependent Clause A group of words that has both a subject and a verb but (unlike an independent clause) cannot stand alone as a sentence. Also known as a subordinate clause. Determiner A word or a group of words that introduces a noun. Determiners include articles, demonstratives, and possessive pronouns. Direct Object A noun or pronoun in a sentence that receives the action of a transitive verb. Compare to an indirect object. Ellipsis The omission of one or more words, which must be supplied by the listener or reader. Adjective: elliptical or elliptic. Plural, ellipses. Exclamatory Sentence A sentence that expresses strong feelings by making an exclamation. (Compare with sentences that make a statement, express a command, or ask a question.) Future Tense A verb form indicating the action that has not yet begun. The simple future is usually formed by adding the  auxiliary  will  or  shall  to the  base form of a verb. Gender A grammatical classification which in English applies primarily to the third-person singular  personal pronouns:  he, she, him, her, his, hers. Gerund A  verbal  that ends in  -ing  and functions as a noun. Grammar The set of rules and examples dealing with the  syntax  and word structures of a language. Head The keyword that determines the nature of a  phrase. For example, in a  noun phrase, the head is a noun or pronoun. Idiom A set expression of two or more words that means something other than the literal meanings of its individual words. Imperative Mood The form of the verb that makes direct commands and requests. Imperative Sentence A sentence that gives advice or instructions or that expresses a request or command. (Compare with sentences that make a  statement, ask a  question, or express an  exclamation.) Indefinite Article The  determiner  an  or  an, which marks an unspecified  count noun.  A  is used before a word that starts with a  consonant  sound (a bat, a unicorn).  An  is used before a word that starts with a  vowel  sound (an uncle, an hour). Independent Clause A group of words made up of a  subject  and a  predicate. An independent clause (unlike a  dependent clause) can stand alone as a  sentence. Also known as the  main clause. Indicative Mood The  mood  of the verb used in ordinary statements: stating a fact, expressing an opinion, asking a question. Indirect Object A noun or pronoun that indicates to whom or for whom the action of a verb in a sentence is performed. Indirect Question A sentence that reports a  question  and ends with a  period  rather than a  question mark. Infinitive A  verbalusually preceded by the  particle  tothat can function as a noun, an adjective, or an adverb. Inflection A process of word formation in which items are added to the  base  form of a word to express grammatical meanings. -ing  Form A contemporary linguistic term for the  present participle  and  gerund: any verb form that ends in  -ing. Intensifier A word that emphasizes another word or phrase. Intensifying adjectives modify nouns; intensifying adverbs commonly modify verbs,  gradable  adjectives, and other adverbs. Interjection The part of speech that usually expresses emotion and is capable of standing alone. Interrogative Sentence A sentence that asks a question. (Compare with sentences that make a  statement, deliver a  command, or express an  exclamation.) Interrupting Phrase A word group (a statement, question, or exclamation) that interrupts the flow of a sentence and is usually set off by commas, dashes, or parentheses. Intransitive Verb A verb that does not take a  direct object. Contrast with a transitive verb. Irregular Verb A verb that does not follow the usual rules for verb forms. Verbs in English are irregular if they do not have a conventional  -ed  form. Linking Verb A verb, such as a form of  be  or  seem, that joins the subject of a sentence to a  complement. Also known as a  copula. Mass Noun A noun (such as  advice, bread, knowledge) that names things which cannot be counted. A mass noun (also known as a  non-count noun) is used only in the singular. Contrast with  count noun. Modal A verb that combines with another verb to indicate  mood  or  tense. Modifier A word, phrase, or clause that functions as an adjective or adverb to limit or qualify the meaning of another word or word group (called the  head). Mood The quality of a verb that conveys the writers attitude toward a subject. In English, the  indicative mood  is used to make factual statements or pose questions, the  imperative mood  to express a request or command, and the (rarely used)  subjunctive mood  to show a wish, doubt, or anything else contrary to fact. Negation A grammatical construction that contradicts (or negates) part or all of a sentences meaning. Such constructions commonly include the  negative particle  not  or the contracted negative  nt. Noun The part of speech (or word class) that is used to name or identify a person, place, thing, quality, or action. Most nouns have both a singular and plural form, can be preceded by an article and/or one or more adjectives, and can serve as the  head  of a  noun phrase. Number The grammatical contrast between singular and plural forms of nouns, pronouns, determiners, and verbs. Object A noun, pronoun, or noun phrase that receives or is affected by the action of a verb in a sentence. Objective Case The case or function of a pronoun when it is the direct or indirect object of a verb or verbal, the object of a preposition, the subject of an infinitive, or an appositive to an object. The objective (or  accusative)  forms of English pronouns are  me, us, you, him, her, it, them, whom, and  whomever. Participle A verb form that functions as an adjective.  Present participles  end in  -ing;  past participles  of  regular verbs  end in  -ed. Particle A word that does not change its form through  inflection  and does not easily fit into the established system of parts of speech. Parts of Speech The traditional term for the categories into which words are classified according to their functions in sentences. Passive Voice A verb form in which the subject receives the verbs action. Contrast with  active voice. Past Tense A verb tense (the second  principal part  of a verb) indicating the action that occurred in the past and which does not extend into the present. Perfect Aspect A verb construction that describes events occurring in the past but linked to a later time, usually the present. Person The relationship between a subject and its verb, showing whether the subject is speaking about itself (first personI  or  we); being spoken to (second personyou); or being spoken about (third personhe, she, it,  or  they). Personal Pronoun A pronoun that refers to a particular person, group, or thing. Phrase Any small group of words within a sentence or a clause. Plural The form of a noun that typically denotes more than one person, thing, or instance. Possessive Case The inflected form of nouns and pronouns usually indicating ownership, measurement, or source. Also known as  genitive case. Predicate One of the two main parts of a sentence or clause, modifying the subject and including the verb, objects, or phrases governed by the verb. Predicative Adjective An adjective that usually comes after a linking verb and not before a noun. Contrast with an attributive adjective. Prefix A letter or group of letters attached to the beginning of a word that partly indicates its meaning. Prepositional Phrase A group of words made up of a  preposition, its  object, and any of the objects  modifiers. Present Tense A verb tense that expresses action in the present time, indicates habitual actions or expresses general truths. Progressive Aspect A verb phrase made with a form of  be  plus  -ing  that indicates an action or condition continuing in the  present,  past, or  future. Pronoun A word (one of the traditional parts of speech) that takes the place of a noun, noun phrase, or noun clause. Proper Noun A noun belonging to the class of words used as names for unique individuals, events, or places. Quotation The reproduction of the words of a writer or speaker. In a  direct quotation, the words are reprinted exactly and placed in  quotation marks. In an  indirect quotation, the words are  paraphrased  and not put in quotation marks. Regular Verb A verb that forms its past tense and past participle by adding  -d  or  -ed  (or in some cases  -t) to the  base form. Contrast with an irregular verb. Relative Clause A  clause  introduced by a  relative pronoun  (​which, that, who, whom,  or  whose) or a  relative adverb  (where, when,  or  why). Sentence The largest independent unit of grammar: it begins with a capital letter and ends with a period, question mark, or exclamation point. A sentence is traditionally (and inadequately) defined as a word or group of words that expresses a complete idea and that includes a subject and a verb. Singular The simplest form of a noun (the form that appears in a dictionary): a category of  number  denoting one person, thing, or instance. Subject The part of a sentence or clause that indicates what it is about. Subjective Case The case of a pronoun when it is the subject of a clause, a subject complement, or an appositive to a subject or a subject complement. The subjective (or  nominative) forms of English pronouns are  I, you, he, she, it, we, they, who  and  whoever. Subjunctive Mood The mood of a verb expressing wishes, stipulating demands, or making statements contrary to fact. Suffix A letter or group of letters added to the end of a word or stem, serving to form a new word or functioning as an inflectional ending. Superlative The form of an adjective that suggests the most or the least of something. Tense The time of a verbs action or state of being, such as past, present, and future. Transitive Verb A verb that takes a  direct object. Contrast with an intransitive verb. Verb The part of speech (or word class) that describes an action or occurrence or indicates a state of being. Verbal A verb form that functions in a sentence as a noun or a modifier rather than as a verb. Word A sound or a combination of sounds, or its representation in writing, that symbolizes and communicates a meaning and may consist of a single  morpheme  or a combination of morphemes. Word Class A set of words that display the same formal properties, especially their  inflections  and distribution. Similar to (but not synonymous with) the more traditional term  part of speech.

Tom's shoes Essay Example | Topics and Well Written Essays - 250 words

Tom's shoes - Essay Example These customers are conscious about socially credible and ethical business practices and therefore, prefer the way of operations of Tom’s Shoes. The company follows a One to One model in which it provides shoes to deprived children as a part of the charitable and ethical aspect of the company. Tom’s Shoes was found with the aim of providing a new pair of shoes to a child for every pair of shoes that is sold from the company. The charitable component of Tom’s Shoes is an important influencing factor of customer purchase decision when the customer is buying his/her first pair of shoes from the company. However, the charitable aspect becomes a much low impact buying factor in case of repeat purchases by the customers. The customer segment including socially conscious buyers is the main target segment for Tom’s Shoes which it taps through word of mouth publicity and other promotional tools. These are supported by the charitable aspects of the company. Cause ma rketing is an important marketing strategy used by Tom’s Shoes to attract the target customer group (Earle

CASE 2 - HRM 401 SELECTION Essay Example | Topics and Well Written Essays - 750 words

CASE 2 - HRM 401 SELECTION - Essay Example A total of fifty vacant positions are available across the country and successful applicants would work for a period not exceeding 89 days. The U.S. NRC recognizes the value that students can inject in the workforce of the commission. The setup for the internship is professional in nature and offers students’ adequate learning environment even for a possible career in this field. An interesting bit of this internship offer is that successful applicants are assigned duties based on their academic and career ambitions. Some of the areas that the internship focuses on are engineering and science, accounting, business, communications, finance, health physics, chemistry, hydrology, geology, and geophysics. In order to qualify for these positions at the GG-03 pay level, the applicant must be a high school graduate with 1 to 29 semester hours of college credit. He or she must be conversant with automation programs such as Microsoft Office, Excel, PowerPoint, among other desktop programs. Ability to work and communicate professionally is an added advantage. Other prerequisites include being a citizen of the United States; Background investigation leading to a clearance is needed for new recruits, and a GPA of not less than 2.85 (USA JOBS). The assessments methods used for this job application would be a combination of different techniques that are likely to include CV and application form, aptitude/ability tests, and finally face-to-face interviews. CV and application form would be the very first step of the recruitment process and will include applicants submitting their resumes either online or as a hardcopy. This step forms the basis for the human resource officers to determine candidates who meet the basic criteria for the job (Dwivedi, 2010). As expected, this stage would have a high number of successful candidates. Therefore, to cut down on the high

John Proctor - The Crucible Essay Example for Free

John Proctor The Crucible Essay Supporting this claim further are several lines from Miller’s pre-introductory notes; â€Å"His [Putnam’s] vindictive nature was demonstrated long before witchcraft began. † Not only does this reinforce our trust within the character of John Proctor, it always creates a likeness within him in the mind of the audience. Miller strives to achieve this more-so through Proctor’s defense of his absent wife to Abigail who aims to smite her; â€Å"You’ll speak nothin’ of Elizabeth! † This is due to the fact loyalty is an undisputable likeable trait. The moment our emotions towards John Proctor are challenged lay upon his treating of his housemaid upon the warrant of his wife to be arrested. Proctor handles her violently, though it is somewhat partially excused due to its honest aim: to free his wife. Thus, the challenging of our sympathetic yet simultaneously self-righteous attitude to Proctor, only succeeds in strengthening it, through the apparent pardoning of his actions for their good intentions. It becomes apparent the good moral of John Proctor, within his decision to risk the definite pardon of his wife in order to aim to release his fellow innocent towns folk during the court scene of the play; â€Å"I – I think I cannot. † Ironically, this portrays Proctor as one of the only Puritan’s of the play, as he strives to surpass his own greed, in strive to clear his conscience and do what is best for the village. His true Puritan values are also apparent earlier in the play when he suggests his uttermost disgust at Reverend Parris’ indulgence of â€Å"golden candlesticks. † Likewise, Proctors morality influences his decision to inform the court of his lechery with Abigail Williams. For this reason, Proctor rises even further in our levels of admiration. â€Å"I have known her, sir I have known her. † This line signifies Proctors fulfillment of complete morality, as he confesses his sins in hope to release innocent victims. Proctor becomes somewhat heroic at this point, as lechery is a highly punishable crime at these times. The final bout in which Proctor reaches our highest admiration comes at the end of the play, when he decides he would rather face hanging, than lying in the face of God. This selfless deed is what separates Proctor from the rest of the townspeople. His morality proves unrivalled, after several hints at its strength earlier in the play, such as his earlier converses with his wife upon his affair with Abigail, in which he becomes irritable at his wives judgment, despite her making almost no mention of it. This hints that Proctor has simply not forgiven himself for this deed, and rather than face the fact would rather put its blame upon someone else. Despite this, his character becomes arguably a martyr towards the deformation and destruction of the witch trials, as they seemingly dissolve after his death proves example to many others. Perhaps Miller may be comparing himself to the admirable character of Proctor. Through their both almost unjustified prejudice, Proctor for his lack of faith in the Puritan system, and Miller for his satirical outlook on capitalism. For this reason, perhaps Miller is justifying his actions to not confide the American Federal government at a later date, throughout his comparison of it to something quite revolutionary (the desolation of persecution. )

Alcoholism in the Workplace Essay -- Drug Abuse

Alcoholism in the Workplace In the United States, 17.6 million people – about one in every 12 adults, abuse alcohol or are alcohol dependent. (NIH: National Institute on Alcohol Abuse and Alcoholism, 2012) The Mayo Clinic defines alcoholism as a chronic disease in which your body becomes dependent on alcohol (Mayo Clinic Staff, 2010), and indicates that more than 100,000 Americans die annually from alcohol related causes (Johnson) . Aside from the physical problems that alcohol addiction can create, there are frequently emotional and social complications. Alcoholism is a disease that harms not only the alcoholic, but also the co-workers and family of the alcoholic. Society has given us stereotypical images of the alcoholic. Some of these stereotypes include a homeless person who is drunk every day, usually an old man, who is unable to do well at work or at home. While these stereotypes are not always true, there are some similarities in those who have been affected by this disease (Sarah Benton, 2009). The alcoholic usually has low self-esteem and feels guilty or shameful much of the time. In order to compensate for their feelings of frustration, they often may blame others for their own under achievement, and outwardly appear to strive for perfection in everything that they attempt. Often they act out of impulse, and when they fail, they are filled with self-pity and more frustration. At some point, nearly everyone will experience something negative in his or her work environment that is directly related to the abuse of alcohol. One personal incident that comes to mind is of an occasion where my employer hosted a gathering to celebrate the accomplishments of several automobile dealers who had reached or surpassed sal... ... labor. Retrieved from http://www.osha.gov/SLTC/substanceabuse/index.html L'Etoile, M. (2011). Retrieved from http://www.opm.gov/employment_and_benefits/worklife/officialdocuments/handbooksguides/alcohol/index.asp Editorial Staff. (2012, February 24). The national institute on alcohol abuse and alcoholism. Retrieved from http://www.niaaa.nih.gov/FAQs/General-English/Pages/default.aspx Johnson, S. (n.d.). Genomics of addiction program. Retrieved from http://mayoresearch.mayo.edu/mayo/research/gene_unit/upload/genomics_addiction.pdf NIH: National Institute on Alcohol Abuse and Alcoholism. (2012, January 24). Medlineplus. Retrieved from http://www.nlm.nih.gov/medlineplus/alcoholism.html NIH: National Institute on Alcohol Abuse and Alcoholism. (2012, March 21). http://www.nlm.nih.gov. Retrieved from http://www.nlm.nih.gov/medlineplus/ency/article/000911.htm

Process Writtun Format

MARKING SCHEME FOR WRITING PORTFOLIO (20 MARKS) WRITING PORTFOLIO (20%) PORTFOLIO 1. MARK Entry 1 2 paragraphs with topic sentences in 2 different locations 2. Entry 2 2 paragraphs that have different strategies of introduction 3. Entry 3 i) one(1) paragraph with a number of cohesive devices ii) two(2) paragraphs with different strategies of conclusion. 4. Entry 5 2 marks (1 mark for each introduction strategy) 3 marks (1/2 mark for each cohesive device : at least 2 cohesive devices) (1 mark each for conclusion strategy) Entry 4 5. 2 marks (1 mark for each topic entence) 7 marks (1 mark for each error free Acknowledge the sources of portfolio entry 1-3 using source) the APA format (7 paragraphs from 7 different sources) 6 marks (1 mark for each point) Thorough analysis of an expository essay: i) Introduction strategy ii) Thesis statement iii) Topic sentences iv) Type of supporting detail v) Cohesive devices vi) Concluding strategy TOTAL = 20 MARKS xxv MARKING SCHEME FOR SUMMARY WRITI NG (30 MARKS) (QUIZ 20%) *subject to change Content: 11 marks Documentation: Language: 4 marks 10 marks Paraphrasing: 5 marks __________ 0 marks 1. Content: 11 marks Topic sentence/introduction Supporting details Concluding sentence 2. 1 mark 9 marks (6 details @ 1? points each – ? for the technique, 1 for elaboration) 1 mark Documentation: 4 marks Quotation Paraphrase with proper use of one reporting verb. Reference 3. mentioning 1 mark 1 mark 2 marks Language Band Very Good to Excellent 9 – 10 Highly organized order of relevant points. Effective use of transition words and phrases for a smooth flow of sentences a nd messages are clearly conveyed. Minimal errors in grammar, spelling and punctuation.Fairly Good to Good 7-8 Logical order of relevant points. Adequate use of transition words and phrases for a satisfactory flow of sentences and messages are sufficiently conveyed. Several errors in grammar, spelling and punctuation. xxvi Fair to Average 4-6 Loosely organize d with a scattering of relevant points. Inadequate use of transition words and phrases leading to a lack of continuity in sentence f low and relatively distorted message. Frequent errors in grammar, spelling and punctuation. Very Poor to Poor 1–3 4. Extremely disorganized with disjointed points.An absence of transition words and phrases leading to total disarray in sentence flow, hardly communicating any message. Numerous errors in grammar, spelling and punctuation. Paraphrasing Band Very Good to Excellent 5 Impressive paraphrasing; very little lifting from original text. Fairly Good to Good 4 A satisfactory attempt at paraphrasing; some lifting from original text. Fair to Average 3 Very little paraphrasing; mainly lifting chunks out of original text. Very Poor to Poor 1–2 Copying word for word from original text. xxvii MARKING SCHEME FOR ARGUMENTATIVE ESSAY (50 MARKS) WRITTEN ASSIGNMENT 5%) CONTENT: 20 MARKS RHETORICAL STRUCTURE: 10 MARKS LANGUAGE: 20 MARKS CONTENT (2 0 MARKS) PREPARATION AND INTRODUCTION (5 MARKS) Audience 1 mark Purpose 1 mark (to convince/ to persuade/ to urge/ to influence) INTRODUCTION General statement : 1 mark W riter’s Stand : 1 mark Thesis statement : 1 mark (must include 2 pro-arguments & 1 counter argument) BODY PARAGRAPHS (12 MARKS) PRO-ARGUMENT PARAGRAPH 1 (4 marks) Topic Sentence Supporting details 1 mark 3 marks (1 ? mark for each relevant supporting detail) PRO-ARGUMENT PARAGRAPH 2 (4 marks) Topic SentenceSupporting details 1 mark 3 marks (1 ? mark for each relevant supporting detail) COUNTER-ARGUMENT PARAGRAPH (4 marks) Topic Sentence Supporting details 1 mark 3 marks (1 ? mark for each relevant supporting detail) CONCLUDING PARAGRAPH (3 MARKS) Summary/Restatement of ideas Comment Restatement of stand 1 mark 1 mark 1 mark xxviii RHETORICAL STRUCTURE (10 MARKS) This refers to the ability of the writer to persuade his or her stand using ideas, connective words and staying within the topic. Marks in this sect ion are awarded for the following: Unity: This refers to the points made.All statements must be related to the point being made. If there are irrelevant statements in the paragraph, then we say that there is no unity in the paragraph. Coherence: Refers to the arrangement or ordering of sentences and paragraphs (time order, order of importance, cause and effect order, etc. ) Transitions: the signal words that are used to show the link between sentences and ideas (firstly, next, moreover, however. ) MARKS IMPRESSION DESCRIPTORS 9-10 Very good Appropriate linking words are used effectively to link the sentences and ideas. There is very strong unity in the paragraphs.Paragraphs have been ordered to a preconceived pattern of organization. 7- 8 Good Appropriate linking words are used less effectively to link the sentences and ideas. There is a strong unity in the paragraphs. Paragraphs have been ordered to a reasonable preconceived pattern of organization. 5-6 Average Appropriate linking words are used to link the sentences and ideas but sometimes inadequately. There is some unity in the paragraphs. Paragraphs have been ordered and some parts of the pattern can be discerned. 3-4 Weak Some appropriate linking words are used to link the sentences and ideas but insufficient.There is hardly unity in the paragraphs. Paragraphs have been ordered but no pattern can be discerned. xxix 0-2 Poor No appropriate linking words are used to link the sentences and ideas. There is no unity in the paragraphs. Paragraphs have not been ordered. They are just blocks of writing not related to one another. LANGUAGE (20 MARKS) MARKS IMPRESSION DESCRIPTORS 17-20 Very good Language accurate with very few minor errors. Spelling mostly accurate. Uses appropriate and varied vocabulary. Uses variety of sentence structures to express ideas Presents views effectively. 13-16 GoodLanguage used fairly accurate with some minor errors. Spelling to a large extend accurate, although errors are found. Voc abulary used is varied and appropriate although some may not be appropriate. Variety of sentence structures are used although not perfect. Presents view points quite effectively. 10-12 Average Language used may sometimes be inaccurate. Spelling mistakes do occur but do not affect comprehensibility. Uses some appropriate vocabulary but generally lacking in variety. Uses sentence structures that are simple to express ideas. Attempts to presents views satisfactorily. xxx 5-9Weak A lot of grammatical mistakes in the script. Spelling mistakes are very rampant which makes reading difficult. Poor vocabulary. Sentences structures are mainly simple types. Hardly any attempt to present view points. 0-4 Poor Multiple errors found throughout the script. Meaning is not clear. Vocabulary inappropriate. No attempt to present view points. xxxi ORAL PRESENTATION EVALUATION FORM (50 MARKS) ORAL PRESENTATION 15% ORAL PRESENTATION (GROUP: ___________) Debate topic: _____________________________________ _______________ ___________ Affirmative (Speaker A) Negative (Speaker B)Affirmative/ Negative (Speaker C) Name : ________________ Name : ________________ Name : ____________________ Matric No: ______________ Matric No: _______________ Matric No: __________________ SPEAKER A DELIVERY SPEAKER B SPEAKER C 1 2 3 4 5 Eye contact 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Fluency 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Enthusiasm 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Body Language 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Adherence to time limits 1 2 3 4 5 1 2 3 4 5 SPEAKER A 1 2 3 4 CONTENT 5 SPEAKER B Definition/Explanation of SPEAKER C 1 2 3 4 5 1 2 3 4 5 Proposition 1 2 3 4 5 Refutation/Rebuttal 1 2 3 4 1 2 3 4 5 1 2 3 4 5 Supporting evidence 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Language 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Organisation 1 2 3 4 5 1 2 3 4 5 Speaker A: ________/50 marks Speaker B: ________/50 marks Speaker C: ________/50 marks xxxii MARKING SCHEME FOR EXEMPLIFICATION & COMPARISON AND CONSTRAST ESSAYS (50 MARKS) (FINAL EXAMINA TION 50%) CONTENT: 20 MARKS RHETORICAL STRUCTURE: 10 MARKS LANGUAGE: 20 MARKS CONTENT (20 MARKS) INTRODUCTION (3 MARKS) Introductory statement: 1 mark Background information: 1 mark Thesis statement: 1 mark (must include 3 main points) BODY PARAGRAPHS (15 MARKS)BODY PARAGRAPH 1 (5 marks) Topic Sentence Supporting details 1 mark 4 marks (Award 2 marks for each relevant supporting detail) *0 mark for off-topic supporting detail/topic sentence BODY PARAGRAPH 2 (5 marks) Topic Sentence Supporting details 1 mark 4 marks (Award 2 marks for each relevant supporting detail) *0 mark for off-topic supporting detail/topic sentence BODY PARAGRAPH 3 (5 marks) Topic Sentence Supporting details 1 mark 4 marks (Award 2 marks for each relevant supporting detail) *0 mark for off-topic supporting detail/topic sentence CONCLUDING PARAGRAPH (2 MARKS) Summary/RestatementComment (Concluding technique) 1 mark 1 mark xxxiii RHETORICAL STRUCTURE (10 MARKS) This refers to the ability of the writer to persuade his or her stand using ideas, connective words and staying within the topic. Marks in this section are awarded for the following: Unity: This refers to the points made. All statements must be related to the point being made. If there are irrelevant statements in the paragraph, then we say that there is no unity in the paragraph. Coherence: Refers to the arrangement or ordering of sentences and paragraphs (time order, order of importance, cause and effect order, etc. Transitions: the signal words that are used to show the link between sentences and ideas (firstly, next, moreover, however. ) MARKS IMPRESSION DESCRIPTORS 9-10 Very good Appropriate linking words are used effectively to link the sentences and ideas. There is very strong unity in the paragraphs. Paragraphs have been ordered to a preconceived pattern of organization. 7- 8 Good Appropriate linking words are used less effecti vely to link the sentences and ideas. There is a strong unity in the paragraphs. Paragraphs have be en ordered to a reasonable preconceived pattern of organization. 5-6 AverageAppropriate linking words are used to link the sentences and ideas but sometimes inadequately. There is some unity in the paragraphs. Paragraphs have been ordered and some parts of the pattern can be discerned. 3-4 W eak Some appropriate linking words are used to link the sentences and ideas but insufficient. There is hardly unity in the paragraphs. Paragraphs have been ordered but no pattern can be discerned. xxxiv 0-2 Poor No appropriate linking words are used to link the sentences and ideas. There is no unity in the paragraphs. Paragraphs have not been ordered. They are just blocks of writing not related to one another.LANGUAGE (20 MARKS) MARKS IMPRESSION DESCRIPTORS 17-20 Very good Language accurate with very few minor errors. Spelling mostly accurate. Uses appropriate and varied vocabulary. Uses variety of sentence structures to express ideas Presents views effectively. 13-16 Good Language used fairly a ccurate with some minor errors. Spelling to a large extend accurate, although errors are found. Vocabulary used is varied and appropriate although some may not be appropriate. Variety of sentence structures are used although not perfect. Presents view points quite effectively. 10-12 Average Language used may sometimes be inaccurate.Spelling mistakes do occur but do not affect comprehensibility. Uses some appropriate vocabulary but generally lacking in variety. Uses sentence structures that are simple to express ideas. Attempts to presents views satisfactorily. xxxv 5-9 W eak A lot of grammatical mistakes in the script. Spelling mistakes are very rampant which makes readin g difficult. Poor vocabulary. Sentences structures are mainly simple types. Hardly any attempt to present view points. 0-4 Poor Multiple errors found throughout the script. Meaning is not clear. Vocabulary inappropriate. No attempt to present view points. xxxvi

Of Mice and Men Controlled Assessment Draft

Of Mice and Men is an American novel written by John Steinbeck about two itinerant workers who move from place to place. One itinerant worker named George is a small, smart, caring worker. While on the contrary the other itinerant worker name Lennie is a huge, clumsy, naive character. The story is set in a remote place a few miles south of Soledad. The south is usually the best place to live due to the climate of the area. Soledad is the Spanish word for loneliness and solitary.The two itinerant workers pursue their dream of getting their own farm. During their journey George and Lennie encounter many difficulties along the way. It was not uncommon for itinerant workers to suffer from loneliness, isolation and alienation. These three terms are the terms that will be explained in my essay. Dreams are another main factor in this book. George and Lennie have a dream that is the cornerstone of this book. Their dream is that they will â€Å"live of the fatta the lan’†. This quote is a reference to the American Dream.In this case, the fat is a good thing and fat has many properties and is usually the tastiest part of food, they also said that they will live of the fat. This means that the fat is in abundance. The American dream which says you get what you deserve if you work very hard. The American Dream is almost a capitalist dream. Loneliness is defined to be someone who is sad and/or be companionless. Characters such as George, Lennie, Candy and Curley’s wife all suffer from loneliness. George is lonely mainly because he is an itinerant worker which means he doesn’t stay anywhere for long.George even confesses his loneliness by saying â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. † This is when George talks to Lennie beside the river. Lennie is another character that is caught in the trap of loneliness because of his disability and the fact that he always getting into trouble. Candy is lonely as h e only has his dog which eventually dies. Finally, Curley’s wife is lonely as her wife Curley does not give her the attention she wants. Isolation means to separate or to force apart. â€Å"†¦ he limb is worn smooth by men who have sat on it†. Already, in the first paragraph we can see the relationship between man and nature is not the best. Man seems to be destroying nature’s work. The characters that suffer from isolation are the likes of Crooks and Curley’s wife. Alienation is term that is described to a person who is being withdrawn from the world or withdraws them self from the outside world. People often feel alienated as they are being shown disaffection by others. The favourites of Crooks and Curley’s wife suffer from alienation.Crooks suffers from alienation as he is the only black person on the ranch, while Curley’s wife suffers from alienation as she is called names like â€Å"jailbait† (from George) as she is always l ooking for a man and is unfaithful to her husband – Curley. The very first bit of knowledge we know about George is explained in this quote â€Å"The first man was small and quick, dark of face, with restless eyes and sharp, strong features. The first person/people in something are always the more dominant person as explained in this quote. â€Å"†¦ restless eyes†¦ tells us that he is also a very alert man. Later in the book George also confesses his loneliness to the other ranchers. The other ranchers generally don’t like confessing their own loneliness to others. Quotes like . George is a very father like figure to Lennie, to comfort Lennie he usually says (in this case about Curley) â€Å"you keep away from Curley†. George promised Lennie’s Aunt Carla that he will look after Lennie like a father after she dies. â€Å"One side of the river the golden foothill slopes curve up to the strong †¦ Gablian Mountains. This quote explains the q ualities of the two itinerant workers. The quote is saying that George is strong mentally and physically. â€Å"God, you’re a lot of trouble †¦ I could get along so easy and so nice if I didn’t have you on my tail. † George often loses his temper with Lennie. He knows that he is mentally stronger than Lennie meaning that he can do whatever he wants by himself but Lennie always restrains him. Crooks is a character in the book that gets quite a lot of stick from the other ranch workers. The type of loneliness he suffers from alienation.The two main reasons Crooks is alienated is because he is black and he is also disabled. The other ranchers use derogative terms like â€Å"nigger† and â€Å"stable buck† as a reference to Crooks. In those times they thought that it was alright to call black people any name that they desire. The book describes Crooks’ appearance as â€Å"his body was bent to the left by his crooked spine†. Since the Abrahamic religions started, the side to your left was considered ‘dirty’ so, Steinbeck can use this for a reason for the other ranchers to hate Crooks as they will probably consider him ‘dirty’.As Crooks spends a lot of time by himself, he has the privilege of keeping more prized possessions than the other ranchers as explained in the quote â€Å"he had books, too; a tattered dictionary and a mauled copy of the California civil code for 1905†. You could say that Crooks was quite lucky as he had many possessions unlike all the ranchers as all they owned was a small apple box. Crooks is always the one being picked on; for example one Christmas when all the other ranchers where trying to pick a fight with Crooks. Candy is another character in the book that is disabled.He is also one of the loneliest characters in the book. All Candy has is an old dog. Candy’s dog is described Steinbeck uses quite a few techniques in the book. Some of the techniq ues include allegories and foreshadowing. The best example of an allegory in this book is when Lennie kills the innocent mouse, Candy’s dog is killed and then right at the end of the book Lennie is killed. This also foreshadowed what was going to happen to Lennie as he used to follow George around ‘like a dog’. When Candy had no use of his dog; he decided to dispose of him. This just like what George did to Lennie.

Example of Personal Essay †English

Example of Personal Essay – English Free Online Research Papers Example of Personal Essay English I am going to help you to make a draft picture of my personality according to the way my most close friends or my family would describe me. I’ll focus on three traits which make who I am. First of all, it is necessary to know that when I was a child, I was treated as a king-child because I lived alone with my mother almost all my young life and because she was weak with me. I thus have to admit shamefully that I took most advantages possible and that I made a lot of whims. I obtained almost everything that I wished. I was really requiring and tyrannical with my mother but, believe me, I am not proud of it. Another facet of my personality consists in the fact that I am strongly determined. I have set the most ambitious goals and I am convinced that I’ll succeed. I’ll make all which will be in my power to reach my purposes. In order to give you an idea of my objectives I would say: â€Å"I want to become very rich, famous, well-known in the media and reach the highest spheres of the society.† It can seem paradoxical, nevertheless I am shy and I have a lack of self-confidence. I think that it began when I was between 10 and 14 years and as I was obese. For this reason, most of the guys laughed at me and annoyed me. I was the big little boy that nobody liked. But now that I grew and that I changed a lot, as you can see it, I try to cure my shyness and to open out myself. This period was the worst of my life, that’s why I think school didn’t prepare me well for adult’s life. In conclusion, I would say that they are not the only aspects of my personality. So now, I have said enough, it is your turn to discover who I am, if you want to. Research Papers on Example of Personal Essay - EnglishEffects of Television Violence on ChildrenComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraStandardized TestingLifes What IfsThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 2Bringing Democracy to AfricaHip-Hop is ArtQuebec and Canada

Creating and Using Resources in Visual Basic 6

Creating and Using Resources in Visual Basic 6 After Visual Basic students learn all about loops and conditional statements and subroutines and so forth, one of the next things that they often ask about is, How do I add a bitmap, a wav file, a custom cursor or some other special effect? One answer is resource files. When you add a file using Visual Studio resource files, theyre integrated directly into your Visual Basic project for maximum execution speed and minimum hassle packaging and deploying your application. Resource files are available in both VB 6 and VB.NET, but the way theyre used, like everything else, is quite a bit different between the two systems. Keep in mind that this isnt the only way to use files in a VB project, but it has real advantages. For example, you could include a bitmap in a PictureBox control or use the mciSendString Win32 API. MCI is a prefix that usually indicates a Multimedia Command String.   Creating a Resource File in VB 6 You can see the resources in a project in both VB 6 and VB.NET in the Project Explorer window (Solution Explorer in VB.NET - they had to make it just a little bit different). A new project wont have any since resources arent a default tool in VB 6. So lets add a simple resource to a project and see how that is done. Step one is to start VB 6 by selecting a Standard EXE project on the New tab in the startup dialog. Now select the Add-Ins option on the menu bar, and then the Add-In Manager... This will open the Add-In Manager dialog window. Scroll down the list and find VB 6 Resource Editor. You can just double-click it or you can put a check mark in the Loaded/Unloaded box to add this tool to your VB 6 environment. If you think youre going to use the Resource Editor a lot, then you can also place a check mark in the box Load on Startup and you wont have to go through this step again in the future. Click OK and the Resources Editor pops open. Youre ready to start adding resources to your project! Go to the menu bar and select Project then Add New Resource File or just right-click in the Resource Editor and select Open from the context menu that pops up. A window will open, prompting you for the name and location of a resource file. The default location will probably not be what you want, so navigate to your project folder and enter the name of your new resource file into the File name box. In this article, Ill use the name AboutVB.RES for this file. Youll have to confirm the creation of the file in a verification window, and the a AboutVB.RES file will be created and filled into the Resource Editor. VB6 Supports VB6 supports the following: A string table editor(Edit String Tables...)Custom cursors - CUR files(Add Cursor...)Custom icons - ICO files(Add Icon...)Custom bitmaps - BMP files(Add Bitmap...)Programmer defined resources(Add Custom Resource...) VB 6 provides a simple editor for strings but you have to have a file created in another tool for all of the other choices. For example, you could create a BMP file using the simple Windows Paint program. Each resource in the resource file is identified to VB 6 by an  Id  and a name in the Resource Editor. To make a resource available to your program, you add them in the Resource Editor and then use the Id and the resource Type to point to them in your program. Lets add four icons to the resource file and use them in the program. When you add a resource, the actual file itself is copied into your project. Visual Studio 6 provides a whole collection of icons in the folder... C:\Program Files\Microsoft Visual Studio\Common\Graphics\Icons To go with tradition, well select the Greek philosopher Aristotles four elements - Earth, Water, Air, and Fire - from the Elements subdirectory. When you add them, the Id is assigned by Visual Studio (101, 102, 103, and 104) automatically. To use the icons in a program, we use a VB 6 Load Resource function. There are several of these functions to choose from: LoadResPicture(index, format)  for bitmaps, icons, and cursors Use the VB predefined constants  vbResBitmap  for bitmaps,  vbResIcon  for icons, and  vbResCursor  for cursors for the format parameter. This function returns a picture that you can use directly.  LoadResData  (explained below) returns a string containing the actual bits in the file. Well see how to use that after we demonstrate icons. LoadResString(index)  for stringsLoadResData(index, format)  for anything up to 64K As noted earlier, this function returns a string with the actual bits in the resource. These are the values that can be used for format parameter here: 1 Cursor resource2 Bitmap resource3 Icon resource4 Menu resource5 Dialog box6 String resource7 Font directory resource8 Font resource9 Accelerator table10 User-defined resource12 Group cursor14 Group icon Since we have four icons in our AboutVB.RES resource file, lets use  LoadResPicture(index, format)  to assign these to the Picture property of a CommandButton in VB 6. I created an application with four  OptionButton  components labeled Earth, Water, Air and Fire and four Click events - one for each option. Then I added a  CommandButton  and changed the Style property to 1 – Graphical. This is necessary to be able to add a custom icon to the CommandButton. The code for each OptionButton (and the Form Load event - to initialize it) looks like this (with the Id and Caption changed accordingly for the other OptionButton Click events): Private Sub Option1_Click()   Ã‚  Ã‚  Command1.Picture _   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  LoadResPicture(101, vbResIcon)   Ã‚  Ã‚  Command1.Caption _   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Earth End Sub Custom Resources The big deal with custom resources is that you normally have to provide a way to process them in your program code. As Microsoft states it, this usually requires the use of Windows API calls. Thats what well do. The example well use is a fast way to load an array with a series of constant values. Remember that the resource file is included into your project, so if the values that you need to load change, youll have to use a more traditional approach such as a sequential file that you open and read. The Windows API well use is the  CopyMemory  API. CopyMemory copies block of memory to a different block of memory without regard to the data type that is stored there. This technique is well known to VB 6ers as an ultra fast way to copy data inside a program. This program is a bit more involved because first we have to create the a resource file containing a series of long values. I simply assigned values to an array: Dim longs(10) As Longlongs(1) 123456longs(2) 654321 ... and so forth. Then the values can be written to a file called  MyLongs.longs  using the VB 6 Put statement. Dim hFile As Long hFile FreeFile() Open _   Ã‚  Ã‚  C:\your file path\MyLongs.longs _   Ã‚  Ã‚  For Binary As #hFile Put #hFile, , longs Close #hFile Its a good idea to remember that the resource file doesnt change unless you delete the old one and add a new one. So, using this technique, you would have to update the program to change the values. To include the file MyLongs.longs into your program as a resource, add it to a resource file using the same steps described above, but click the  Add Custom Resource...  instead of Add Icon... Then select the MyLongs.longs file as the file to add. You also have to change the Type of the resource by right clicking that resource, selecting Properties, and changing the Type to longs. Note that this is the file type of your MyLongs.longs file. To use the resource file you have created to create a new array, first declare the Win32 CopyMemory API call: Private Declare Sub CopyMemory _   Ã‚  Ã‚  Lib kernel32 Alias _   Ã‚  Ã‚  RtlMoveMemory (Destination As Any, _   Ã‚  Ã‚  Source As Any, ByVal Length As Long) Then read the resource file: Dim bytes() As Byte bytes LoadResData(101, longs) Next, move the data from the bytes array to an array of long values. Allocate an array for the longs values using the integer value of the length of the string of bytes divided by 4 (that is, 4 bytes per long): ReDim longs(1 To (UBound(bytes)) \ 4) As Long CopyMemory longs(1), bytes(0), UBound(bytes) - 1 Now,  this may seem like a whole lot of trouble when you could just initialize the array in the Form Load event, but it does demonstrate how to use a custom resource. If you had a large set of constants that you needed to initialize the array with, it would run faster than any other method I can think of and you wouldnt have to have a separate file included with your application to do it.

PLANNING FOR METROPOLITAN AREAS Term Paper Example | Topics and Well Written Essays - 1000 words

PLANNING FOR METROPOLITAN AREAS - Term Paper Example It has turned into a platitude amongst many sustainability supporters that tall buildings are, by absolute benefit of the concreteness they offer, epitomes for sustainability. Concentration of these tall buildings in particular areas reflects three economic powers; for solitary use, or incomplete multiple-use office structures, housing towers occupied typically by affluent families and housing schemes created by the government (Jacobs 4-27). This sheds light on the advantages of acknowledging the advantages and interesting potentials of tall buildings, while laying grounds for measuring the common assumptions about the ecological benefits of tall buildings. Concentrated tall buildings which house the poor are governments’ projects, and they are not communally sustainable for families. Most of them have no correctable scheme imperfections, and exemplify inherent problems curtailing from isolation from the ground, and absence of eyes on the streets (Hoch 23-47). Thus, it is corr ect to state that these buildings are concentrated in particular areas, so that the correct architectural designed can block the view of those in need of adjustments (Jacobs 39-41). Another evidence for concentration of tall buildings is the efficient placement of people and their activities, which is vital in contemporary world due to ever increasing pressures from work, family and changing lifestyles (Hoch 54). In what ways might several small businesses on a street be preferable to one large one? What establishes a small business differs around the globe. Small businesses are generally privately possessed firms, conglomerates, or sole proprietorships. Big businesses have in history driven the economy, but small businesses have historically generated employment (Good, 17). According to scholars, small businesses contributed to two thirds of all net jobs summed between 1992 and 2007. Small businesses are able to bail out of the economy and spur innovation, particularly after period s of recession. In piercing contrast, big businesses drib their worker count, one in each three employees and these big businesses usually seem to be in austere cash flow problems by the end of the fiscal year. Small businesses persist because of diverse reasons, which highlight the importance of these many businesses on a street instead of one big business. They are willing to accommodate both full time and part time staffs, because taxes on their income do not intimidate their cash flow as opposed to bigger firms. Availability of community banks, which have traditionally focused on small businesses, is another factor, because reduction of small businesses on streets will automatically necessitate decline in community banks, which hold a significant position in the progression of United States economy over time (Good 23-36). Consumer spending at low levels is another reasonable condition for location of these smaller businesses on a street. This is because to a growing economy, mar ket place is critical for different level of income groups, without which a sustained economic expansion will not be achievable. As a result, these small businesses serve as a critical bridge for government involvement in the economy, by creating conducive environment for the all citizens, and bridges the gap between big businesses and varying political swings which causes