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September 22, 2021

10th english unit 2 assignment answer key- july 2021, assignment - unit 2 .

Class: 10

Subject: English

UNIT-2

Part - A

I.One Mark Questions

1. Where was the author when he heard the noise?

a) kitchen

c) living room

d) study room

Ans : b ) bedroom

2. Who were the narrator's neighbours?

a) Mr. Herman and his wife

b) Mr. Bodwell and his friend

c) Mr. Bodwell and his wife

d) policeman and his wife

Ans : c) Mr. Bodwell and his wife

3. Who used the Zither?

a) Guinea pig

c) policemen

b) grand father

d) the author

Ans : a ) Guinea pig

4. What did the narrator think the unusual sound was --------

a) door sound

b) ghost

c) vessel

d) thief

Ans : b ) ghost

5. The cops broke the -------- door. Thus they managed to enter the locked house.

a) middle

b ) front

c ) back

Ans : b ) front

Choose the appropriate meanings for the underlined words.

6. The slamming of the door aroused the mother.

a) knocking

c) opening

Ans : d) shutting noisily

7 She peered out of her room

a) vanished

c) emerged

d) appeared

Ans : c) emerged

8. “Nothing" he said gruffly.

a) softly

c) silently

b) politely

Ans : d ) harshly

Choose the appropriate antonyms for the underlined words.

9. ..... the night had been distinctly a defeat for them.

a) failure

b) success

c) difficult

Ans : b ) success

10. They obviously did not like the layout.

a) clearly

c) certainly

b) evidently

d) doubtfully

Ans : d ) doubtfully

11. We thought at first he had forgotten all about what had happened.

a) remembered

b) overlooked

c) removed

d) memorized

Ans : a ) remembered

12. Write the plural form "Buffalo'.

a) Buffalos

b) Buffaloes

c) Buffalo

d) Buffalloo

Ans : b ) Buffaloes

13. Give the plural form of‘lady'

a) Lady

b) ladyes

c ) ladys

Ans : d ) ladies

Choose the appropriate article of the following sentences from the options given.( a, an, the)

14. There is an attic.

15. It is an old building

16. The Sun rises in the east.

Fill in the blanks by choosing the most appropriate prepositional phrase.

17. Everything falls to the ground ------ earth's gravitational pull

a) in addition to

b ) because of

c) cause of

d) in accordance with

Ans : b ) because of

18. As a ----- his hard work he achieved the target

a) instead of

b ) consequence of

c) result of

d) apart from

Ans : c ) result of

19. Children are given toys ------ sweets on childres's day

a) on top of

b) in addition to

C ) due to

d) in effect of

Ans b) in addition to

Read the following lines and answer the questions given below:

There's a family nobody likes to meet They live, it is said on complaining street In the city of never- Are - satisfied The river of discontent beside

20. Pick out the rhyming words from the above lines

meet - street

satisfied - beside

21. Identify the rhyme scheme from the above lines

a) Abab

c) Aaba

d) aabb

Ans : d ) aabb

22. Identify the figure of speech employed in the second line.

a) Metaphor

c) Personification

d) Anaphora

Ans : c ) Personification

23. Pick out the alliterated words from the above lines.

Ans : said , street , satisfied

Fill in the blanks with the right option

24. Who gifted Zigzag to Somu?

a) An English witch doctor

b) An African witch doctor

c) An Indian witch doctor

d) A French witch doctor

Ans : b) An African witch doctor

25. What is the title of Mrs. Krishnan's paintings?

a) Sun set at Marina

b) Sunrise at Marina

c) Sea shores of Marina

d) Sca waves of Marina

Ans : a ) Sun set at Marina

26. Somu wanted Dr. Krishnan to keep Zigzag a

--------- with his family for a week.

a) A bird

c) Beetle

Ans : a ) A bird

27. Zig-zag could sing and talk in ----- languages.

a) 21

b ) 20

c) 15

Ans : a ) 21

28. It perched on the ------ and snored.

a) Curtain rod

b ) fan

c ) Wall

Ans : a ) Curtain rod

29. The inmates wanted to send it back. Kishan took it to the -------

a) Car

b) hospital

c) Zoo

d) garden

Ans : b ) hospital

30. They wanted to keep ------- for another week

a) The painting

b ) the servant

c) The friends

Answer : d ) zig zag

Part - B

II. Short Answer .

1. Who were the narrator's neighbours?

The narrator's neighbours were a retired engraver named Bodwell and his wife.

2. What was the grandfather wearing?

The grandfather wearing a long flannel nightgown , over long woolen pants , a cap and a leather jacket.

3. What woke up the mother?

The slamming of the door woke up the mother .

4. Who used the Zither and how?

The guinea pig used the Zithar .It used to sleep on it.

5. Were the policemen willing to leave the house?

No , the policemen were reluctant to leave the house without getting hand on someone.

6. Where does the grumble family live?

The family lives on complaining street.

7. What does the word 'growl' mean?

' Growl ' here means an angry sound to signal disssatisfaction .

8. What does the phrase 'to keep our feet from wandering refer to?

One should avoid treading on the Complaining street.

9. What was Mrs.Krishnan busy with?

Mrs.Krishnan was busy with her paintings.

10. What are the pets did Somu have?

Some had a giant green - and - gold fighting beetle and a pet snake , the African sidewinter.

Part - C

Iii. write in detail..

1. Describe the funny incident that caused the confusion in the house?

Prose : The Night the Ghost Got In

Author :James Grover Thurber

Theme :Fear leads to chaos and commotion

Characters :The Narrator, Herman his brother, their mother, grandfather, Bodwells, a journalist and the cops

On November 17, 1915, Thurber hears some footsteps while taking bath. It is around 1’O clock in the morning. He thinks that it is his father and brother, Roy. When he sticks his head out the door, he doesn't see anyone. He walks out into the hall. He hears footsteps again. He wakes his brother, Herman to help him. They don't see anyone but hear the sounds of footsteps. They go back to their rooms and slam the doors. Their mother wakes up on hearing the sound. She believes there are burglars in the house. She throws a shoe into the window of the neighbour's house. She asks him to call the police. The police arrive. The grandfather ends up shooting one of the policemen in the arm, thinking he is a deserter. They find no evidence and leave. It was the grandfather who came to the dining room to drink water.

Moral: Imagination of odd things leads to humour

2. Write a paragraph on The Grumble Family' and their attitude towards other folks?

Poem - The Grumble Family

Poet - Lucy Maud Montgomery

Theme -Be happy with what you have

The Grumble family lives on Complaining Street. No one likes to meet them. They are never satisfied with their life. They are also discontented. They growl at everything. Whatever happens, they find nothing right . Their status is high. They are called grumblers. They are always gloomy in nature. They never stop growling. Even if something good happens, they grumble. It is wise not to walk into their street. No one should meet them. If not, they will acquire the grumbling nature. We should be happy and wear a smile in our face. We should never complain or feel dejected.

Moral: Live life with a smile

3. Narrate the story Zigzag in your own words.

Story : Zigzag

Author : Asha Nehemiah

Theme : A humourous story about a bird

Characters : Dr. Krishnan, Mrs. Krishnan, Arvind, Maya, Somu

Somu left the bird Zigzag at Mr.Krishnan's house. He told that the bird can speak 21 languages. On the first day it didn't utter a word. Arvind and Maya tried to make the bird speak but in vain. It looked dull. It was provided with nuts and fruits. It eats a few and picked some fruits. It kept it on the blade of the fan. It started to sleep and to snore. Nobody was able to bear it. The members of the house tried everything to stop it from snoring but they failed. People from neighbouring houses started to complain. The maid unknowingly switched on the fan. The papaya and orange fruit splatterel on the unfinished painting of Mrs.Krishnan. She requested her husband to take it away. Dr. Krishnan took Zigzag to his clinic. It transformed into a lovely bird. It entertained everyone. Dr. Krishnan was very happy. They accepted Zigzag.

Moral: Patience and fortitude conquer all things

4. Write a speech for your School Literary Association celebration with the given lead

3. Audience

4. Language

Distinguished Chief Guest, respected Principal, beloved Supervisor, Teachers, Parents and My Dear Friends, Good evening! On this auspicious occasion I stand before you with extreme pleasure on behalf of English Literary Association of our school. First of all,let me express my deep gratitude to you all for selecting me as the President of English Literary Association.
Kalvikavi English Literary Association has been prestigious Association in our school since its inception. It has been working rigorously during the past few years focusing on the improvement of reading writing speaking and listening skills of the students in our school. Our vision is to make the school as a full-fledged English medium school where each student speaks and communicates through English. We know that it is a Herculean task still we aspire and labour for it. A Chinese proverb says “if you are planning for a year sow corns, if you are planning for a decade plant trees and if you are planning for a life time, educate people.” Language is the medium through which educational process fulfils its aims. So it is highly essential that students should be able to handle language in its best level. The English Literary Association has been conducting many varied activities and competitions to improve the language skills of the students.

“Practice makes a man perfect”. We do believe in the proverb and constantly endeavour to achieve our aim.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Assignment Unit 2

LISTEN, WRITE AND CHOOSE

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Course Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool.

You can view them below or throughout the course.

Individual Assignments

Assignment: Interest Inventory
Assignment: Analyzing an Argument
Assignment: Rhetorical Analysis
Assignment: Infographic
Assignment: Policy Proposal
Assignment: Working with Literature

Multi-Part Research Paper Assignment

Assignment: Topic Proposal
Assignment: Locating and Evaluating Sources
Assignment: Annotated Bibliography
Assignment: First Draft
Assignment: Peer Revision
Assignment: Research Paper Final Draft

Discussions

Discussion: Discourse Communities
Discussion: Academic Argument
Discussion: Critical Reading
Discussion: Developing a Research Project: Audience
Discussion: Locating and Evaluating Sources: Two Truths and a Lie
Discussion: Integrating Sources
Discussion: Drafting a Research Paper
Discussion: Revising a Research Paper
Discussion: Letters to the Editor
Discussion: Working with Literature
Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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Author :James Grover Thurber. Theme :Fear leads to chaos and commotion. Characters :The Narrator, Herman his brother, their mother, grandfather, Bodwells, a journalist and the cops. On November 17, 1915, Thurber hears some footsteps while taking bath. It is around 1'O clock in the morning.
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Barnacles and whales have a symbiotic relationship; barnacles attach themselves to whales for a safe place to live and transportation to food sources, and whales benefit from the protective barrier that barnacles provide. Read this passage.In 1922, the D'Arrigo brothers, immigrants from Italy, planted trial fields of broccoli in San Jose ...
ENG1501 Assignment 2 (COMPLETE ANSWERS) 2024 (371427)
Assignment 2 2024 Detailed Solutions, References & Explanations Unique number: 371427 Due Date: 11 June 2024 SECTION A: REFLECTIVE ESSAY (4 DIFFERENT ANSWERS PROVIDED) Studying Unit 3 of the study guide on the short story has been an enlightening experience for me. As I reflect on the content of this unit, I can draw connections between the topics
Unit 2 English Assignment
Hsc English Assignment This program is designed for the unit of HSC English Standard which aims to develop students understanding, competency and appreciation of the English language. In studying this unit, students will be provided with the opportunity to explore various textual forms so as to become reflective, insightful and effective ...
ENGL 1102 unit 2 assignment activity
Unit 2 Assignment Activity Kyaw Zin Win University of the People ENGL 1102: English Composition 2 Stacy Andell (Instructor) November 30, 2023 Explain any two examples of effective writing principles that you have encountered in the workplace or university.
ENG 002 : Transition English
Transition English (. Take T. Unit 2: Identifying Main Ideas - Assessment Practice 2020SU.ENG.002.0010 *Test Information Descri. ENG 002. Wake Tech. TEST PREP 201 views. Unit 6 - Assessment Form A Questions D.docx. ... For this assignment.odt. Hannah Carlson Dr. Riehl Com 120 02 November 2023 Representing Ms. Lauren Hill For this assignment, I ...
ENG 1102 : ENG 1102
ENGL1102 Written Assignment Unit 7.docx. ENGL 1102 - English Composition 2 University of the People Abstract fA good abstract is characterized by its ability to effectively summarize the main points of a research paper and capture the reader's attention. According to Editage Insights (2017), a g.
Assignment Unit 2 worksheet
Assignment Unit 2 Assignment Unit 2. Andrea Mac. Member for 4 years 4 months Age: 9-12. Level: primaria. ... ID: 1176373. 15/07/2021. Country code: AR. Country: Argentina. School subject: English as a Second Language (ESL) (1061958) Main content: Jobs and workplaces (2012817) From worksheet author: LISTEN, WRITE AND CHOOSE.
English IV- Unit 2: Structure of Language Flashcards
Expresses action which began in the past and was completed in the past. A verb that adds -ed or -d to its base form to make A) simple past tense and B) its past participle. A verb in which the past tense is not formed by adding the usual -ed ending. Study with Quizlet and memorize flashcards containing terms like Verb, Verb Phrase, simple ...
ENGL 0008-01
Select the response that would be most helpful to a peer on a written assignment if they wrote this sentence: i like eating pineapple and apples everyday Question 10Select one: a. This student's sentence is wrong. b. The student's sentence contains a subject and a verb, but it is missing punctuation. It needs a period at the end of the ...
Assignments
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english II unit 2 practice test Flashcards
english II unit 2 practice test. 5.0 (1 review) Flashcards; Learn; Test; Match; Q-Chat; Get a hint. describes a text that has a clear topic sentence and supporting sentences that elaborate on the topic sentence. focus. 1 / 16. 1 / 16. Flashcards; Learn; Test; Match; Q-Chat; Created by. Quynh-ly. Share. Share. Students also viewed. HS Health.
ENGL 1102
Studocu is not affiliated to or endorsed by any school, college or university. StudeerSnel B.V., Keizersgracht 424-sous, 1016 GC Amsterdam, KVK: 56829787, BTW: NL852321363B01. Studying ENGL 1102 English Composition 2 at University of the People? On Studocu you will find 50 assignments, 11 practice materials, 11 coursework and much more for.
ENGL 1102 : English Composition 2
Written Assignment Unit 2 UNIT 2: Literature and Story Review ENGL 1102 - English Composition 2 Instructor: Bibi Anohar Thursday, 27 April 2023, 6:55 AM 1. The title of the text is "Skiing in Lesotho: A Snowy African Adventure" and the text is about the a. ENGL 1102. University of the People.