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English III- segment 2 Semester 2 17 Assignments Week 5 Pre-Test, 5. 03, 5. 04A, 5. 06, 5. 08 Week 6 6. 02C, 6. 03, 6. 04A, 6. 08B Week 7 7. 03A, 7. 03B 7. 05B, 7. 08 Week 8 8. 01, 8. 02A and B, 8. 03, 8. 05 (segment exam) 5. 03- A rose for Emily Part I: Character Identification in “ A Rose for Emily” In complete sentence format, identify each of the following characters. Remember reporters, be sure to include as much information as possible to give your readers a vivid picture of each of the following characters: 1.
Emily Grierson: Emily Grierson was a young lady, whose life was always run by her father. Her father who was of very high standard never felt that any man was good enough for his daughter therefore, she never married. 2. Colonel Sartoris: Colonel Sartoris was the former mayor of the town, when he was alive he had established the myth that the town had to take care of Emily and therefore, she did not have to pay taxes. 3. Tobe: Tobe was Emily’s faithful servant; he did all her errands and never socializes with anyone. 4.
Judge Stevens: Judge Stevens was the mayor of the town when Emily was alive, when a woman complained to him about the smell that was coming from Emily’s house he did not know how to tell Emily, therefore, he suggested that the men pour lime around the premises to get rid of the smell. 5. Homer Barron: Homer Barron was the gentleman that everyone though Emily had married. However, Barron was not the marrying type; he had said so many times while in town drinking with the younger men at the elks. Part 2 1. What metaphor is used to describe Miss Emily in the first paragraph?
In the first paragraph Miss Emily is described as a “ fallen monument”, after she died everyone went to her home, not so much to pay respect, but, to see how she lived and see the inside of her house. 2. How is the house personified in the second paragraph of this story? The house is personified in the second paragraph, by saying “ a big squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies, also garage and cotton gins had encroached and obliterated even the august names of that neighborhood”. 3. What had Colonel Sartoris done for Miss Emily in 1894?
After Miss Emily’s father died, Colonel Sartoris knew that she had nothing but the house; therefore, he invented a loan that would waive the taxes on the house. 4. What did the next generation of town leaders do on the first year? The next generation began sending Miss Emily tax letters. 5. How does Faulkner describe Miss Emily in the sixth paragraph? Faulkner describes Miss Emily as a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on a ebony cane with a tarnished gold head. 6. At the beginning of Part II, how long had Emily’s father been dead?
At the beginning of part II, Miss Emily’s father had been dead for two years. 7. What are the neighbors complaining about? What does Judge Stevens say probably has caused it? The neighbors are complaining about a bad smell, Judge Stevens say it’s probably some dead rats. 8. What did Miss Emily tell her visitors the day after her father’s death? Miss Emily told all her visitor her father was not dead. 9. Who began to date Miss Emily in Part III, and why was he in town? Miss Emily began dating Homer Barron in part III; he was a foreman who came to take care to the contract for the paving of the sidewalks. 0. What did the townspeople think of Miss Emily and her new boyfriend? The Townspeople thought that the relationship with Miss Emily and her new boyfriend was immoral. 11. What does Miss Emily do to make the townspeople think that she and her boyfriend have wed? Miss Emily went to the jeweler’s and ordered a man’s toilet set in silver, she also bought a complete outfit of men’s clothing, including a nightshirt. 12. When was the last time the townspeople saw her boyfriend/husband? The last time the townspeople was Miss Emily’s boyfriend/husband was three days after the cousins left. 3. Why had the men sprinkled lime around her house in Part II? The men sprinkled lime around the house to kill the bad odor that was coming out of Miss Emily’s house. 14. There is a room upstairs no one has seen for over forty years. After Miss Emily’s funeral, the door to this room is broken down. What do the townspeople find there? The townspeople found the corpse of Homer Barron in the room upstairs that was closed for over forty years. 15. What happened to Homer Barron? Comment on the second pillow on the bed in the last paragraph while responding to this one.
I believed Miss Emily poisoned him so that he would not leave her. After he died she continued to sleep with him in the same bed until her death. * * 5. 04Upton Sinclair Respond to the following in complete, well-developed sentences. 1. Upton Sinclair was called a “ muckraker. ” How did Sinclair “ muckrake” for social reform? Upton Sinclair “ muckrake” for social reform, by reporting the horrible conditions women, men, and children were working in, he dedicated himself to uncovering the ill conditions of the meat industries. 2. Sinclair was convinced “…. through art one could cause change. What was established as a direct result of the public outcry from this novel? Sinclair wrote “ The Jungle” which opened the public eyes has to the terrible conditions people where working and how the meat products were being produced. This was the voice for the public to demand changes in the work field. 3. What did the author want to happen as a result of his novel? Sinclair believed that the public would be horrified by what they had discovered in the meat factories and perhaps they would shut down the factories or make better working conditions. 4. How did the public react to his novel?
They were annoyed that their meat was filled with human flesh and other contaminations. 5. Upton Sinclair’s The Jungle exposed filthy conditions in meat packing plants. The public was outraged and the government responded. In 1992 ABC-News did a similar story, this time in a supermarket. Visit PBS “ Food Lyin. ” What did the ABC-News story find was happening in Food Lion stores? ABC- News found that Food Lion were selling old food like cheese gnawed by rats, and spoiled meat that had been washed in bleach in order to clean the bad odor. 6. Could Food Lion prove the findings were false? No 7.
What was the basis of Food Lion’s lawsuit against ABC-News? They charged them of fraud, trespassing, and other deceptions. 8. What was the jury’s verdict? The jury ruled against ABC. 9. What was the jurors’ rationale for the verdict? The juror’s rationale for the verdict was that Lion food had sought twice the amount as compensation for wages paid to producers and also paid the company to train the workers. Part B Sound Off and Break it Down: Argue or Agree with your classmates! * Post your response to this question: I responded to Marc Todd on 08/27/11 Do you believe journalists have a duty to be “ watchdogs” for the public?
Why or why not? Yes I believe the duty of a journalist is to be “ watchdogs” for the public, how else would we get inform to important things is life, like the processing of foods, what the government is doing to improve our country and how budget cuts are affecting our education system. 5. 06 Marl Twain Question 1 (Multiple Choice Worth 7 points) Pap is Huck’s drunken father who represents: discrimination and folly ignorance and hate juxtaposition and loathing darkness and decay Question 2 (Multiple Choice Worth 7 points) Smiley’s “ fifteen-minute” nag: usually loses wins half the time sually wins dies of asthma Question 3 (Multiple Choice Worth 7 points) The novel mostly takes place on: the Ohio River the Mississippi River the Hudson River the Savannah River Question 4 (Multiple Choice Worth 7 points) Smiley’s weakness is: gambling drinking cursing training animals Question 5 (Multiple Choice Worth 7 points) Characteristics of the story that link it with the tall-tale tradition are: skill of the yarn-spinner, extra-ordinary characters, and exaggeration talking animals, complex plot, and uncomplicated story-teller allusion to historical events and superhuman characters olorful language, straitforward narration, and characters capable of human emotion Question 6 (Multiple Choice Worth 7 points) The narrator of the story asks about: Jim Smiley Simon Wheeler Leonidas W. Smiley Parson Walker Question 7 (Multiple Choice Worth 7 points) The narrator contributes to the humor of the selection because: his deadpan delivery is in absurd contrast with the story. he doesn’t care if his audience goes or stays. he tells jokes during dead moments of the story. he mimics the different animals described. Question 8 (Multiple Choice Worth 7 points) Smiley trains the frog by: aking it jump after flies prodding it with a sharp wire making it jump into an orange carton rewarding it with worms Question 9 (Multiple Choice Worth 7 points) The humor of “ The Celebrated Jumping Frog of Calaveras County” is enhanced by all of the following except: comic similes vivid colloquialisms grammatical errors irreverence for upperclass culture Question 10 (Multiple Choice Worth 7 points) It is believed Mark Twain abandoned the manuscript of The Adventures of Huckleberry Finn for: two years three years ten years fifteen years Question 11 (True/False Worth 5 points)
The incident involving the strattlebug is a good example of humor through exaggeration. True False Question 12 (True/False Worth 5 points) Smiley’s frog is named Andrew Jackson. True False Question 13 (True/False Worth 5 points) The line “ He ketched a frog one day, and took him home, and said he calk’lated to edercate him” is a good example of Twain’s efforts to capture the sound and flavor of oral tradition. True False Question 14 (True/False Worth 5 points) 10. Twain’s story presents the classic situation of the trickster who gets tricked in the end. True False Question 15 (True/False Worth 5 points)
The most notable characteristic of Jim Smiley is gullibility. True False Question 16 (True/False Worth 5 points) 11. Sent by his friend, the narrator finds Simon Wheeler in the general store. 12. True False Module five Glossary alderman | noun | a member of the municipal legislative body in a town or city in many jurisdictions | august | adjective | magnificent, inspiring awe; stately | cabal | noun | conspiratorial group of plotters or intriguers | condolence | noun | sympathy with a person who has experienced pain, grief, or misfortune | coquettish | adjective | flirty | uckold | noun | husband of an adulterous wife | deputation | noun | a person or group appointed to represent another or others; a delegation | dialect | noun | Dialect usually applies to the vocabulary, grammar, and pronunciation characteristic of specific geographic localities or social classes. Twain was a master with dialect and used it to enhance his local color fiction. dispensation | noun | an exemption or release from an obligation or rule, granted by or as if by an authority| encroached | verb | to advance beyond proper or former limits: desert encroaching upon grassland. | jalousies | noun | a blind or shutter having adjustable horizontal slats for regulating the passage of air and light | local color | noun | a term applied to fiction or poetry which tends to place special emphasis on a particular setting, including its customs, clothing, dialect, and landscape. macabre | adjective | suggesting the horror of death and decay; gruesome | metaphor | noun | a comparison of two things that are essentially unlike | naturalism | noun | a 19th century literary movement that was an extension of realism and that claimed to portray life exactly as it was | noblesse oblige | noun | Benevolent, honorable behavior considered to be the responsibility of persons of high birth or rank| obliterated | verb | to do away with completely so as to leave no trace | pallid | adjective | pale | ersonification | noun | a figure of speech in which an object or animal is given human feelings, thoughts, or attitudes | realism | noun | a style of writing, developed in the 19th century, that attempts to depict life accurately without idealizing or romanticizing it | regionalism | noun | literature that emphasizes a specific geographic area that reproduces the speech, behavior, and attitudes of the people who live in that region | sibilant | adjective | of, characterized by, or producing a hissing sound like that of (s) or (sh): | tableau | noun | a vivid or graphic description: The movie was a tableau of a soldier’s life; a striking incidental scene, as of a picturesque group of people | tall-tale | noun | an outrageously exaggerated, humorous story that is obviously unbelievable | temerity | noun | courage; gall | hwarted | verb | to prevent the occurrence, realization, or attainment of | vanquished | verb | to defeat or conquer in battle; subjugate; to defeat in a contest, conflict, or competition. | virulent | adjective | bitterly hostile or antagonistic; hateful | yarn-spinner | noun | a weaver of tall-tales, a “ spinner” of stories | 6. 04A The Chrysanthemums ————————————————- Top of Form Question 1 (Multiple Choice Worth 5 points) How does Steinbeck show the simple lifestyles led in this story? Elisa and Henry worry about how they will pay for their dinner if they go into town that night. Winter is ending at the ranch and there is much work for Elisa and Henry to complete. At first Elisa will not give the stranger any work to do because she is afraid they cannot afford the extra expense.
Elisa grows all of their fruits and vegetables while Henry raises their meat and poultry. Question 2 (Multiple Choice Worth 5 points) How does her conversation with the stranger become meaningful for Elisa? They talk about their dogs, and she can see loves his dog as much as she loves hers. She can see he is passionate about his being in the outdoors, just as she is passionate about her gardening. She realizes she can fix the same things as he can, and views herself as his equal. She feels good because she is able to provide some work for him, which will mean he can have supper that night. Question 3 (Multiple Choice Worth 5 points) Elisa’s greatest conflict is with erself, as she does not know how to show her strength and power. herself, as she does not know how to deal with Henry’s dominance over her. other people, as she cannot take up for herself, and easily gets conned into doing things. herself, as she cannot wait to move from the ranch and into town. Question 4 (Multiple Choice Worth 5 points) Use the following quote from the story to answer this question: “ Far ahead on the road Elisa saw a dark speck. She knew. She tried not to look as they passed it, but her eyes would not obey. ” Why does Elisa “ try not to look” at what she sees in the road? She knows the stranger has thrown her flowers down, and was only trying to get work from her.
She knows the stranger could not fix her pot, so he threw it down the road. She knows it is a bird that has died, and cannot bring herself to look at it. She knows Henry will be angry with her if she brings attention to it. Question 5 (Multiple Choice Worth 5 points) What is Elisa’s first impression of the stranger on the wagon? She thinks he is there to swindle her out of some money. She thinks he will try to steal some of their cattle or vegetables. She views him as a way out of the life she wants to escape. She sees he is a big man who has been aged by the traveling life he leads rather than his actual age. Question 6 (Multiple Choice Worth 5 points)
All of the following phrases are used to descibe Elisa in the beginning of the story except: “ Her face was lean and strong and her eyes were clear as water. ” “ She wore heavy leather gloves to protect her hands while she worked. ” “ The chrysanthemum stems seemed too small and easy for her energy. ” “ At the back of the house she dug in the can pile and found two old and battered aluminum saucepans. ” Question 7 (Multiple Choice Worth 5 points) What message about society is Steinbeck sending through this story? Neighbors should share more with one another. Husbands should encourage their wives. Strangers cannot be trusted. Strength and power can be present in some of the most unexpected people. Question 8 (Multiple Choice Worth 5 points)
The stranger’s purpose in the story is to show Elisa what great strength she has inside. remind Elisa she must be subservient to all men. remind Elisa how badly she wants to escape the life she lives. force Elisa to cook dinner at home rather than go to town for a night out with Henry. Question 9 (Multiple Choice Worth 5 points) What do the conversations between Elisa and Henry reveal about their relationship? They spend much of their time completing separate tasks, only speaking to one another when forced to do so. They are kind to one another, and recognize each other’s strengths. Henry is clearly a dominant husband, as he does not compliment his wife.
Elisa hates living on their ranch, and longs for material things Henry cannot provide for her. Question 10 (Multiple Choice Worth 5 points) Why does Steinbeck chose to have Elisa act so strongly as she sits in her dress and rides into town with Henry, only to have her relax in the seat after passing the stranger on the road? Steinbeck wants to show Elisa cannot concentrate after she and Henry pass the stranger, because she feels so sorry for him. Steinbeck wants to show Elisa is so angry at the stranger, she can only relax to try to focus on have a nice time at dinner with Henry. Steinbeck wants to show that Elisa must learn her place in society, and that she should act accordingly.
Steinbeck wants to show the role of women in general for that period of time, and that Elisa realizes she could never be the strong woman she has the actual potential to be. Instructions 6. 04A The Chrysanthemums * Answer the questions below about the John Steinbeck short story “ The Chrysanthemums. ” * Be sure your answers are in complete sentences. 1. What is the physical description given of Elisa Allen at the beginning of the story? How does this compare to the description given later in the story when she prepares to go to town for the evening with her husband? 2. In the first conversation between Elisa and Henry Allen, what words show a generally positive relationship between them? 3. What is Elisa’s first impression of the stranger on the wagon? 4.
At what point does Elisa’s conversation with the stranger change from casual conversation to a more meaningful one for Elisa? 5. What two ways does Elisa try to explain her talent for growing chrysanthemums? How do these descriptions contrast with what the reader has seen of Elisa’s character before this point? 6. Why does Elisa change her mind about finding some work for the stranger to do for her? 7. How does Elisa appear to change after her encounter with the stranger? 8. Why do you believe Elisa eventually chooses to keep up the appearance of her simple self to her husband and community? 9. Which character (Elisa, Henry, or the stranger) do you feel most closely matches the concept of Pigasus? Support your answer with examples from the story. 10.
Steinbeck’s work often uses simple characters and writing style to present complex ideas about society. What message about society do you believe Steinbeck was sending in this story? Support your answer with evidence from the text. * The mythological creature I would associate my live would be the “ griffin”. It has the body of a lion and wings of eagle, both considered to be kings of their kingdom. I hope someday to be the king or boss of some prestige’ company, also this mythological creature was known to be faithful, only giving their love to just one spouse and I intent to be this kind of husband. Furthermore, they were guardians of divine and I also will guard my family just as they did.
In the same way, I will fight for what is rightfully mind and will not give up. * Module Six Glossary| * Term| Part of Speech | Definition| assonance| noun| the repetition of vowel sounds. Example: “ she flees by sea” | comic device | noun| a literary device which creates humor| contemporary| adjective| current or modern time | expatriate| noun| person making residence in a foreign country, rather than their own | extravagant| adjective| excessive or lavish | linear| adjective| relating to or resembling a straight line | menace| noun| a threat or source of danger | metaphor| noun| a comparison of two unlike things without the use of like or as. Example: “ My love is a red rose. | naturalism| noun| a 19th century literary movement that was an extension of realism and that claimed to portray life exactly as it was| neuter| adjective| neither male nor female| onomatopoeia| noun| a word that imitates the sound it represents| parenthetical citation | noun| documentation of the author and source for a quote or fact contained within parentheses at the end of a sentence. Used in MLA style of documentation. | persistence| noun| continuing with or repeating an effort | personification| noun| a figure of speech in which human qualities are attributed to an animal, object, or idea| plight| noun| a situation which is difficult to escape | primitivist| noun| in literature, a writer whose style promotes a simplistic or rudimentary approach through characters or sentence structure| realism| noun| a tyle of writing, developed in the 19th century, that attempts to depict life accurately without idealizing or romanticizing it| regimented| adjective| kept within strict lines or boundaries | regionalism| noun| literature that emphasizes a specific geographic area that reproduces the speech, behavior, and attitudes of the people who live in that region| shell-shocked| adjective| stunned, overwhelmed, or exhausted from long term exposure to violence (particularly war)| signaling phrase | noun| inclusion of the author or source’s name within a sentence. Generally, at the start of the sentence. Examples: “ According to Maggie Smith, . . . ” or “ In To Kill a Mockingbird, . . . | slang| noun| casual or playful speech, usually popular for short periods of time | stereotype| noun| an oversimplified generalization of a person, group, or idea | stream of consciousness| noun| a form of writing developed in literature during the early twentieth century in which an author shares the thoughts of a character as though listening inside the character’s head| subjectivity| noun| a judgment based on personal opinions or feelings, rather than facts | superfluous| adjective| beyond what is required; extra | surprise and incongruity | noun| a time-honored comic device is to set up the audience to expect one thing and then surprising them with the unexpected| tone| noun| the tone of a literary piece is either the author’s attitude toward a subject or the mood of the work itself. The various devices used to create mood include diction, sentence structure, repetition, imagery, and symbolism. | vigorous| adjective| done with energy or force| Module Seven Glossary| Term | Part of Speech | Definition | bstraction| noun| something that is not concrete or specific | alliteration| noun| the repetition of initial consonant sounds in neighboring words| allusion| noun| a brief reference to a person, event, or place, real or fictitious, or to a work of art; casual reference to a famous historical or literary figure or event; an allusion may be drawn from history, geography, literature, or religion| apostrophe| noun| a statement, question, or request addressed to an inanimate object or concept or to a nonexistent or absent person| amphibious| adjective| able to live or operate on land and in water | apathetic| adjective| exhibiting or experiencing little or no emotion| barrio| noun| a chiefly Spanish-speaking community or neighborhood in a U. S. city| protoplasm| noun| the semifluid substance that makes up living plant and animal cells | icon| noun| one who is the object of great attention and devotion; an idol| ponder| verb| to consider carefully| adaver| noun| a dead body, usually used for scientific purposes| fumble | verb| to handle or proceed in an awkward manner | metaphor| noun| used to paint one concept with the attributes normally associated with another; a comparison | sluggish| adjective| slow to perform, inactive | staggering| adjective| overwhelming, astonishing | personification| noun| attributing human characteristics to abstract ideas | satire| noun| a literary work that ridicules the vices or stupidity of individuals, groups, institutions, or societies| stenographer| noun| person employed to transcribe testimony or dictation | simile| noun| the comparison of two unlike things using like or as| veracity| noun| truthfulness| vignette| noun| a brief literary description | 703A Vietnam War http://digitaljournalist. rg/issue0008/ng2. htm | | The photo on the left a woman is running with a baby in her arms, after her village was attacked. This child died ten days later. On the photo on the right another woman is also running with a child in her arms, this child’s skin was peeling after being with a grenade. I find these pictures very disturbing, because, no woman should have to lose a child under such horrible circumstances. Furthermore, I believe in this stage of a child’s life he/she should only have to worry about what game they are going to play next. I’ve always heard my parents say how adults make the mistakes and it’s the children that pay for them.
I understand that at times wars are necessary (although I don’t agree with them), but why can’t they fight somewhere where there are no children or women, men should resolve their differences in some isolated island, where no one but the ones involved get hurt. They want to kill themselves, let them that is their choice. In this photo, these are two civilians who were shot by a sniper. From the looks of it, these are also children. It’s just not fair for these children, they didn’t choose the government they were under, and they had no saying in what was going on, so why did their lives have to end so severely? 7. 03B Born down in a dead man’s town The first kick I took was when I hit the ground
You end up like a dog that’s been beat too much Till you spend half your life just covering up Born in the U. S. A. I was born in the U. S. A. I was born in the U. S. A. Born in the U. S. A. Got in a little hometown jam So they put a rifle in my hand Sent me off to a foreign land To go and kill the yellow man Born in the U. S. A. I was born in the U. S. A. I was born in the U. S. A. I was born in the U. S. A. Born in the U. S. A. Come back home to the refinery Hiring man says “ Son if it was up to me” Went down to see my V. A. man He said “ Son, don’t you understand” I had a brother at Khe Sahn fighting off the Viet Cong They’re still there, he’s all gone
He had a woman he loved in Saigon I got a picture of him in her arms now Down in the shadow of the penitentiary Out by the gas fires of the refinery I’m ten years burning down the road Nowhere to run ain’t got nowhere to go Born in the U. S. A. I was born in the U. S. A. Born in the U. S. A. I’m a long gone Daddy in the U. S. A. Born in the U. S. A. Born in the U. S. A. Born in the U. S. A. I’m a cool rocking Daddy in the U. S. A. The lyrics to this song were very well chosen, born in the U. S. A and forced to fight in country where we had no business. Many young Americans were drafted into the army to fight for a war they had no knowledge of.
Many with no prior experience on how to hold a riffle, much less how to fire one, yet they were trained to fight against people who had never done anything to them. My grandfather fought in this war and always said it was the worse experience ever. He always prayed that something like this never happens again, and if it does, that none of his grandchildren will have to go thru what he went thru during this era in his life. Furthermore, whenever he spoke about this war, he always did it with sadness in his eyes. Although, he went home with a purple heart, he always said it was nothing to be proud of. 7. 05b EPICAC 1. EPICAC______ 2. Noble brilliant 3. Building __Wyandotte College____ 4. EPICAC felt in love___ 5.
EPICAC found himself through poetry_____ 6. With help from EPICAC he proposed________ 7. EPICAC didn’t wanted to be a machine______ 8. Make another machine so EPICAC can be loved 8. 01 Module eight Course Content 1. Provide an honest assessment of your course notes: Are they consistently developed for each module? Are some modules strong, while others could use development? My note are pretty much consistent with each module, however, I will say that some of my modules are stronger than others.
The reason for this is that some assignments were more interesting than others. 2. Using the list below, pick the three periods you enjoyed studying the most in this course: During this English course the periods I enjoyed the most were, romantic, realism and contemporary 3. For each of the three choices you selected above, provide one element which proved most interesting to you. For example, you might select a specific reading assignment from that period, or a concept you learned while studying that period. The period I found to be the most interesting was the realism 4. What are your three favorite literary titles from the course (such as “ The Mirror” or The Adventures of Huckleberry Finn)?
Your choices may be short stories, poems, plays, novels, or a combination. The readings I found to be my favorites were “ A rose for Emily, Upton Sinclair, and “ The Scarlet letter”. * What do you consider to be the three most important elements of a successful newspaper article? Please explain your three choices. * 1. Three elements – Headlines, Introduction paragraph, and Accuracy * Headlines are what grab the reader’s attention. The introduction paragraph allows readers to understand what the article is about. It is also sort of a make it or break it thing. If the intro paragraph is interesting enough, the reader will continue reading the article, if not, the reader will move on to something else.
Accuracy – For the reader to trust the writer and continue reading articles from him/her, it must contain true and correct facts * If you could read only one section of your local newspaper each day, which section would it be (front page, life/times, sports, local news, etc. )? * Local news – I like to keep up with what is ongoing in my community * * How important are images/graphics to the overall appeal of a newspaper? Can a newspaper be successful without images/graphics to support the news articles? * . Images / graphics appeal to the newspaper because they help to capture reader’s interest and give a clearer understanding of what the article is about.
Also, most people remember pictures / images better than words. I also believe a newspaper can be successful without images / graphics if and only if the headlines is interesting, the information is accurate, and the article is something the reader is interested in Cont. module 8 Newspaper Creation 6. Please provide travel directions and a map from your home to your local newspaper office. Your directions should include the cardinal and ordinal directions, total distance from your home to your local newspaper office, travel time, street names, and at least two landmark Top of Form Trip to Hernando Today , 15299 Cortez Blvd, Brooksville, FL, 34613 – (352) 544-5200 5. 66 miles – about 10 minutes 2300 Ronald St, Spring Hill, FL, 34609-2075 1. Start out going east on Ronald St toward Gondolier Rd. Map go 0. 0 mi total 0. 0 mi 2. Turn left onto Gondolier Rd. 0. 7 mi total 0. 7 mi 3. Turn right onto Noremac St. 0. 1 mi total 0. 9 mi 4. Turn right onto Mariner Blvd / CR-587. 2. 4 mi total 3. 3 mi 5. Turn right onto Cortez Blvd / SR-50 E. 2. 3 m total 5. 6 mi 6. Make a U-turn at Winter St onto Cortez Blvd / SR-50 W. 0. 1 total 5. 7 mi 7. 15299 CORTEZ BLVD. 0. 0 mi total 5. 7 mi Hernando Today – (352) 544-5200 15299 Cortez Blvd, Brooksville, FL, 34613 Total Travel Estimate : 5. 66 miles – about 10 minutes While you are driving on Cortez Blvd. n your right will see a Wal-Mart Supercenter, Sams Club, and on your left you will see a shopping center with many wonderful stores to shop, for example, Sears, Payless shoes, HH Gregg, and numerous delicious restaurant to eat in. Wilson Pena 802 Editorial This Dave Barry column was originally published Sept. 4, 1994. We have all been through varying levels of exam stress in our lives. While some stress is desirable for motivating us to do well in our exams, being too stressed out only reverses our productivity and interferes with our performance. But for some, the very word, ‘ exam’ evokes images of impending doom, giving rise to unpleasant sensations and feelings of distress. Why is that we fear something that we go through year after year with great predictability right from our primary school? Stress; weightless, invisible, and deadly.
Stress is not a disease of any sort but yet, it affects almost every person on the face to this planet, from the Marshall Islands to Hawaii. Stress can be defined as “ an unpleasant state of emotional and physiological arousal that people experience in situations that they perceive as dangerous or threatening to their well-being. ” Regardless of your age, weight, height, skin color, or environment, you will encounter stress at least once in your lifetime. Stress is caused by anything that frustrates you. In the case of teenager, the stressor may be school, peer pressure, gangs, drugs violence, their environment, and many other problems. In adults’ stressors can come from their work environment, trouble with their spouse, overdue bills, etc.
For both teenagers and adults, the most stressful event is the loss of a loved one. There are three general categories that stressor can be grouped in, which are: major life changes, catastrophic events, and daily hassles. The majority of the stress that we deal with in our lives is a result of daily hassle that we experience. Daily hassle may be living in a noisy neighborhood, waiting in a long line, failing a quiz or exam, or failing a class in school. Circumstances like these may cause mild, short-term stress. Major changes in an adults live may include the loss of a job, imprisonment, or going through a divorce. Catastrophic events are the most extreme example of stress.
This takes place when a person experiences a life-threatening event, such as surviving a natural disaster, sexual assault, an automobile accident, violent physical attacks or losing a love one. Recognizing and accepting the symptoms of stress maybe the first step in relieving yourself of stress. Early signs of stress may be frequent headaches, tense muscles, an increase in your heartbeat, unexplained sweating, stomach pains, and/or cold hands. These effects may be caused by the daily hassles of a person’s everyday life.. On a more serious level, stress may also cause much more serious effects that may require for a person to consult with a doctor or psychologist, such as hypertension (high blood pressure), heart disease, asthma, cancer, and the worst of all, death. Says Dr Sujatha Sharra of the Public Health Foundation.
Clearly then, you teachers must find another way to figure out if we have learned what you have being trying to teach us, without calling it an exam. Perhaps with conversations, or by playing games, live is already stressful enough. First we stress out because we hear our talking about important things we have no idea about, then others stress out because their parents are getting a divorce, some even stress out because they have no food. Furthermore, when in school we stress out when its FCAT season. In final analysis, taking exams is very stressful, therefore, teachers please find another way to learn if we have learn your lesson, by using another strategy, without calling it an exam.
The word itself brings chills down my back. This Dave Barry column was originally published Sept. 4, 1994. We have all been through varying levels of exam stress in our lives. While some stress is desirable for motivating us to do well in our exams, being too stressed out only reverses our productivity and interferes with our performance. But for some, the very word, ‘ exam’ evokes images of impending doom, giving rise to unpleasant sensations and feelings of distress. Why is that we fear something that we go through year after year with great predictability right from our primary school? 8. 02B Read and Evaluate an Editorial 1. Evaluate your position on the editorial you chose. What do you agree or disagree with regarding the columnist’s views? I agree with Dave Barry’s opinion when he states that taking exams can be quite stressful. * Which opinions did you find the most and least compelling? I agree when he says that the very word “ exam evokes images of impending doom, giving rise to unpleasant sensations and feeling of distress. * What opinions, experience, and views do you have regarding the topic? My personal experience with this topic is in school, often I am very sure of myself, I enjoy the subject very much, however, when it’s time to take an exam, my brain seems to go into panic and it shuts down and often I end up getting an unpleasant grade.
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