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themculibrary · 4 months

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Outsider POV (3) Masterlist

part one, part two

Access Granted (ao3) - Suaine bucky/sam T, 22k

Summary: Redwing comes back to life with an upgraded AI and has opinions. Especially on Bucky.

A Quiet Morning (ao3) - iam93percentstardust bucky/tony G, 751

Summary: Natasha figures it out on a Saturday. She hasn't known up to this point what brought Bucky and Tony together but she figures it out on a quiet morning

As Subtle As Cognitive Recalibration (ao3) - petroltogo T, 8k

Summary: “Your sole job as Director of SHIELD is to keep track of global threats and you’ve narrowed down the whereabouts of the mad god with mind-control Jedi tricks to the planet Earth,” Tony summarizes flatly. “What’s the plan? We wait till he blows up another super secret facility whose mysteriously undocumented existence doesn’t make me suspicious at all?”

“Germany!” Rogers blurts out, interrupting Tony’s epic stare-down with Fury.

In which the surviving Post-Endgame Avengers find themselves back in 2012, trying to stop Loki from invading the Earth. Without tipping their not-in-the-know team members off. Things go— sideways.

At Home With Captain America (ao3) - WhiteRoseCottage sam/bucky G, 7k

Summary: “What can you tell me about how you got to know the Winter Soldier?”

Wilson chuckles. “The first time I met Buck—Sergeant Barnes—he ripped the steering wheel out of the car I was driving on the freeway. He got on the roof, punched through the windshield, pulled the steering wheel off. Just like that.” He mimes with his hands as he describes it.

This doesn’t sound like an auspicious beginning to me, but Wilson is laughing.

Avengers Ameliorated (ao3) - whitchry9 T, 25k

Summary: a·mel·io·rate (verb)- to make or become better, more bearable, or more satisfactory; improve

Miranda thought she was done with dealing with ridiculous patients after Sherlock Holmes died. But apparently word of her medical prowess has spread, even across the ocean. And when Fury shows up in her flat one night, basically telling her that she is going to New York to be the go-to medical person for The Avengers, she figures they can't be too much worse, right? Hint- she's wrong.

Captain America Finds His Fella (ao3) - PR Zed (przed) steve/bucky T, 5k

Summary: When she reached her eighties, Audrey though she was done with change. She thought things would continue as they always had.

Instead, Steve and his friends have brought her more change than she'd gone through in the twenty years before. She gets used to one routine, and then a new one crops up.

Or what happens when an elderly USO showgirl helps her super hero friend and his boyfriend.

darken your door (ao3) - chaosy steve/bucky G, 6k

Summary: A series of visitors to the door of Rebecca Barnes, over the years.

home for wayward (genius) youths (ao3) - ikarakie G, 1k

Summary: there is a kid on tony's couch. it is not peter, and rhodey is having a breakdown.

How do you solve a problem like Maria? (ao3) - orphan_account steve/bucky G, 26k

Summary: Maria knows that the Winter Soldier was a ghost story, and nothing more.

Papa Hawk's Collectibles (ao3) - anarchycox clint/phil G, 27k

Summary: Tommy likes the memorabilia shop that opened a few months ago and he really likes the grumpy owners who love to bicker with each other. Clint and Phil are such dorks. He just wonders how they have such cool Avengers collectibles in amid the baseballs and jerseys.

Reasonable Suspicion (ao3) - Laimelde clint/phil T, 8k

Summary: Clint's new neighbours are a friendly bunch, and enjoy having him and Phil over for drinks on occasion. But pretty soon they notice that Clint often comes home with bruises, and start to worry.

Sauced (ao3) - ABeckoningCat G, 742

Summary: Clint encounters three drunk girls in a hotel elevator.

The Practical Application of the Lives of Saints (ao3) - Sassaphrass G, 1k

Summary: James Barnes and Steve Rogers have just started going to the local Catholic school.

One of the nuns watches in amusement as their friendship forms.

The Public Perception Game (ao3) - Amerna background darcy/steve T, 2k

Summary: Bucky Barnes' return from the dead and the Winter Soldier revelation could have quickly unraveled into a PR disaster for the Avengers. But thankfully they have Darcy Lewis on their team to play press and public like a fiddle.

The Scoop (ao3) - hollimichele G, 5k

Summary: The week after I moved to New York City, aliens invaded. Which is pretty much typical.

User Since (ao3) - rageprufrock

Summary:

To: PC ([email protected]) From: Buck ([email protected]) Subject: Report! Date: May 10, 2012

Phil — where the hell are you, man? Let us know if you're all right, or if there's anything we can do to help. HQ's freaking the fuck out.

#themculibrary #marvel #mcu #masterlists #outsiderpov #outsiderpov masterlist

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enterprisewired · 3 months

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Unraveling the Power of Natural Language Processing (NLP): A Comprehensive Exploration

In the realm of artificial intelligence and computational linguistics, Natural Language Processing (NLP) stands as a transformative force, enabling machines to comprehend, interpret, and generate human language. This comprehensive guide delves into the intricacies of Natural Language Processing, exploring its foundational concepts, applications across diverse industries, challenges, and the cutting-edge advancements shaping the future of this dynamic field.

Defining Natural Language Processing

1. Core Concepts

Linguistic Understanding: At its core, NLP seeks to imbue machines with the ability to understand and interpret human language in a manner akin to human cognition. This involves comprehending semantics, syntax, and pragmatics to derive meaning from written or spoken words.

Computational Linguistics: NLP integrates principles from linguistics and computer science to develop algorithms and models capable of processing and generating human language. This interdisciplinary approach encompasses a wide array of linguistic phenomena, from syntax and semantics to discourse and pragmatics.

2. Key Components

Tokenization: The process of breaking down text into smaller units, or tokens, such as words or phrases, forms the foundation of NLP. Tokenization facilitates subsequent analysis and interpretation.

Part-of-Speech Tagging: Assigning grammatical labels (nouns, verbs, adjectives, etc.) to each token aids in understanding the syntactic structure of a sentence or document.

Named Entity Recognition (NER): Identifying and classifying entities (such as names of people, organizations, and locations) within a text enhances the extraction of meaningful information.

Semantic Analysis: Going beyond syntax, NLP involves the interpretation of the meaning behind words and sentences, enabling machines to understand context and nuances.

2. Applications of Natural Language Processing

1. Conversational AI

Chatbots: NLP underpins the functionality of chatbots, enabling them to engage in natural and context-aware conversations with users, whether in customer support, virtual assistants, or other applications.

Voice Assistants: Virtual voice-activated assistants like Siri, Alexa, and Google Assistant leverage NLP to understand and respond to spoken commands, questions, and requests.

2. Information Extraction

Text Summarization: NLP techniques are employed to automatically generate concise summaries of lengthy texts, facilitating quick comprehension and information retrieval.

Sentiment Analysis: NLP algorithms analyze text data to discern the sentiment expressed, providing valuable insights for businesses to gauge customer opinions, product reviews, and social media reactions.

3. Language Translation

Machine Translation: NLP is pivotal in the development of machine translation systems, enabling the automated conversion of text from one language to another with a focus on maintaining semantic accuracy.

Cross-Language Information Retrieval: NLP facilitates retrieving information from documents in different languages, broadening access to knowledge across linguistic barriers.

3. Challenges in Natural Language Processing

1. Ambiguity and Context

The inherent ambiguity of human language poses a significant challenge for NLP systems. Words and phrases can carry multiple meanings, and the interpretation often relies on contextual cues, making accurate comprehension a complex task.

2. Data Quality and Bias

NLP models heavily depend on the quality and diversity of training data. Biases present in the training data can be perpetuated, leading to skewed results and reinforcing existing societal biases.

3. Handling Polysemy and Homonymy

Polysemy (multiple meanings for the same word) and homonymy (same spelling, different meanings) introduce ambiguity, requiring NLP models to discern the intended meaning based on context.

4. Advances and Future Trends in Natural Language Processing

1. Pre-trained Language Models

The advent of pre-trained language models, such as OpenAI’s GPT-3 and BERT, represents a paradigm shift. These models, trained on massive datasets, demonstrate exceptional language understanding and can be fine-tuned for specific tasks.

2. Explainable AI (XAI)

Addressing the “black-box” nature of some NLP models, research in Explainable AI focuses on developing models that provide transparent insights into their decision-making processes, fostering trust and interpretability.

3. Multimodal NLP

The integration of multiple modalities, such as text, images, and audio, expands the scope of NLP applications. Models capable of understanding and generating content across various modalities are at the forefront of research.

5. Ethical Considerations in Natural Language Processing

1. Bias and Fairness

One of the prominent ethical considerations in NLP is the potential for bias in language models. If training data reflects societal biases, NLP models can inadvertently perpetuate and even amplify those biases. Addressing bias in NLP involves careful curation of training datasets, ongoing monitoring, and the development of algorithms that prioritize fairness.

2. Privacy Concerns

As NLP systems process vast amounts of textual data, privacy concerns come to the forefront. Ensuring the responsible handling and protection of user data is essential. Striking a balance between personalized user experiences and safeguarding privacy requires robust data governance policies and transparent communication with users.

3. Explainability and Accountability

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6. Industry-Specific Applications of Natural Language Processing

1. Healthcare

NLP plays a vital role in healthcare, aiding in the analysis of medical records, extracting valuable information from clinical texts, and improving the efficiency of documentation. Additionally, NLP contributes to the development of virtual health assistants capable of understanding and responding to patients’ natural language queries.

2. Finance

In the financial sector, NLP is employed for sentiment analysis of financial news, customer support interactions, and regulatory compliance. NLP algorithms can analyze vast amounts of financial text data to inform investment decisions and assess market sentiment.

3. Legal

NLP is increasingly used in legal research, document analysis, and contract review. Advanced NLP models can quickly process and analyze legal documents, saving time for legal professionals and improving the accuracy of legal research.

4. Education

NLP is applied in the education sector for tasks such as automated grading, plagiarism detection, and personalized learning. By analyzing students’ written responses, NLP models can provide valuable insights into their comprehension and learning patterns.

7. Democratization of Natural Language Processing

The growing availability of NLP APIs (Application Programming Interfaces) and cloud-based services is democratizing access to NLP capabilities. Businesses and developers can leverage pre-trained NLP models without extensive expertise, accelerating the integration of natural language understanding in various applications.

8. Challenges in Cross-Language Understanding

While NLP has made significant strides in processing and understanding major languages, challenges remain in achieving robust cross-language understanding. Addressing linguistic diversity, idiomatic expressions, and variations in grammar across languages poses ongoing challenges for NLP researchers and developers.

9. Bridging the Gap with Human-Level Understanding

Achieving human-level understanding remains an aspirational goal in NLP. While models like GPT-3 exhibit remarkable language capabilities, they often lack a deep understanding of context, reasoning, and common sense. Advancing NLP toward human-level understanding involves addressing these nuanced aspects of language comprehension.

10. Future Directions and Open Research Questions

1. Context-Aware NLP

Enhancing context awareness is a key focus for the future of NLP. This involves developing models that can understand and leverage context in a more sophisticated manner, allowing for more nuanced and accurate language processing.

2. Multilingual Models

Advancements in multilingual NLP models aim to create models that can understand and generate content across a diverse range of languages. This research direction acknowledges the global nature of communication and the need for inclusive language technologies.

3. Collaboration with Other AI Disciplines

The future of NLP is closely intertwined with developments in other AI disciplines, such as computer vision and robotics. Integrating NLP capabilities with these domains contributes to the creation of more intelligent, context-aware systems that can interact seamlessly with humans.

Conclusion

Natural Language Processing has evolved from a niche field to a transformative force shaping how we interact with technology. From powering virtual assistants to revolutionizing customer service and information retrieval, NLP is at the forefront of AI innovation. As researchers continue to address challenges, ethical considerations, and industry-specific applications, the journey toward achieving more advanced, context-aware, and ethically responsible NLP systems unfolds. NLP’s impact extends beyond technology, influencing the way we communicate, access information, and navigate the complexities of the digital age. Embracing the opportunities and addressing the complexities will define the next chapter in the fascinating story of Natural Language Processing.

#NLP #artificialintelligence #AI #technologynews #computational #techtrends #machinelearning #deeplearning #chatbots #FutureTech

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dynamicimmigration · 2 years

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Write a Personal Profile for your CV! (8 tips)

With a personal profile you make your CV stand out. Introduce yourself briefly and give recruiters an idea of who you are. Anyone who thinks that HR managers look extensively at a CV will be disappointed. It often takes no more than 10 seconds. Only a business-like summary of your education and work experience may prove insufficient to attract attention. You will look better with a reference . How do you impress? What is a profile sketch?

A personal profile on a resume summarizes in a few sentences who you are and what your skills, interests, characteristics and goals are. In this way, your CV gets a personal touch and recruiters immediately know what you are looking for in a position and what you have to offer. A catchy profile sketch arouses curiosity and stimulates the reader to take a good look at the rest of your resume. How necessary is a resume profile? A personal characterization is not mandatory, employers do not by definition ask for it. So you can just write a cool, businesslike variant for your resume, but that is a missed opportunity. Profiling makes you human and approachable. It provides an excellent opportunity to give a first impression of who you are and what you can do. The chance that your resume will end up on the 'yes pile' may increase. It may prompt the HR manager to invite you for an introductory meeting . You never know.

What should be in a personal profile? The questions below can give substance to your profile text.

What am I looking for in a new job? Where is my passion? What am I good at? What relevant work experience do I have? Which skills have added value? What have I achieved so far? What are my good character traits?

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If necessary, do a SWOT analysis to clarify your personal characteristics and wishes. How do you write a good profile sketch?

Write in the correct verb Write your profile text in the first or third person singular. The I-form fits well with people-oriented or creative professions such as that of care provider or designer . The third person, on the other hand, is suitable for jobs that require hard skills, such as an engineer or programmer. Whichever form of person you choose; use the same everywhere.

Choose the right template With the right resume template you present yourself in a professional way, appropriate to the relevant sector. These kinds of factors are critical to recruiters' first impressions.

Emphasize relevant personal qualities and skills Analyze the job advertisement and vacancy text to determine what skills they are looking for. Make sure the skills and achievements you list in your personal resume profile are directly related to this. There is no room for irrelevant skills, no matter how impressive they seem. Describe a number of strengths and possibly illustrate them with a practical example.

Strike the right tone Use a tone-of-voice that fits the corporate culture and work environment of your potential employer.

Familiarize yourself with the company and sector Show that you know the field and understand the requirements that candidates must meet. Research the employer you are applying to. A reference in your person profile will immediately attract attention.

Limit the number of lines. Remember that this is a curriculum vitae and not a letter of application or motivation. Employers read dozens of profiles every day, anything longer than 100 words is a distraction. So keep it concise and choose the content carefully. After all, that is the intention in a profile sketch.

Keep it legible Keywords are important to be found in search engines on job boards and candidate tracking systems. However, too many keywords are counterproductive. Make sure your text remains legible and flows smoothly.

Avoid clichés Terms such as 'team player', 'centipede' and 'spider in the web' are out of the question. Be original. What makes you so special?

Dynamic Immigration main aim to help our clients successfully accomplish their immigration-related objectives to make their foreign immigration dream come true.

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digitaleng · 2 years

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All you need to know about upcoming technology

Machine Learning, often abbreviated as ML, is a trending era that stems from AI and laptop technology. In assessment to AI in general, the focus of device learning is greater especially positioned on using records and algorithms to imitate human analyzing and incrementally enhance accuracy. Natural Language Processing (NLP) models Natural Language Processing (NLP) is a processing technique that leverages Digital Engine Land AI and ML to permit computer systems to apprehend written and spoken language just like human beings. NLP fashions make use of computational linguistics, representing rule-primarily based modeling of human language with gadget getting to know, deep getting to know, and statistical studying fashions. Thus, computer systems can manner human language in textual or audio form and understand its which means in conjunction with the reason and sentiment of the speaker or writer.

More specifically, NLP fashions paintings by means of converting unstructured information right into a primarily based format with the useful resource of figuring out named entities through a way referred to as Named Entity Recognition. Another a part of this manner is identifying phrase styles thru tokenization, stemming, and lemmatization, which examines the foundation types of phrases that, for example, help become aware of verb tenses.By combining sub-strategies collectively with speech recognition, speech tagging, word feel disambiguation, Named Entity Recognition (NEM), coreference resolution, and sentiment evaluation, scientists have evolved a big type of Natural Language Processing packages. Some Examples include:Spam Detection - filtering junk mail emails through detecting language generally associated with scams and phishing tries, together with overuse of financial terminology, useless urgency, bad grammar, and so forth.

Machine Translation - as confirmed by using way of Google Translate, pc translation calls for a complex understanding of contextual meaning rather than simply direct word substitute Virtual Agents and Chatbots - digital agents encompass the Google Assistant, Apple’s Siri, Amazon Alexa, and Samsung’s Bixby, while agencies typically rent chatbots as a extra fee-green customer service assistant Social Media Sentiment Analysis - the usage of NLP as a tool to apprehend emotions and attitudes located in social media posts to extract hidden records useful for businesses Text Summarization - digest huge volumes of text to create summaries and synopses for indexes and research databases mHealth apps are a subset of telehealth, a broader term encompassing era and methodologies for far off care, consisting of Remote Patient Monitoring (RPM), which makes use of cell generation to assist obtain health desires. MHealth has grown to symbolize a technology in large component powered through purchaser applications to be had on cell devices, which often do no longer include human clinicians.These applications constitute a shift in healthcare dispositions and characteristic grown in popularity because of the supply and comfort of cellular gadgets and propose the concept of cell self-care, where purchasers capture fitness records for my part and with out the help, interpretation, or intervention of a clinician.

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writing-with-olive · 3 years

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How to write essays fast

I've been writing a lot of papers, so that's what's on my mind.

So this mostly applies to your standard 5-paragraph paper, though it's fairly straightforward to adapt it to longer (or sometimes shorter) assignments.

One of the main things to note is that essays are VERY formulaic, so knowing the formula and being able to write down your ideas in a way that fit into the formula is probably the number one way to get stuff done fast. Because of that, most of what I’m covering is breaking down the formulas so they’re more accessable.

Also this got very long. If there’s anything you want me to expand on just let me know in the comments or send me an ask/DM and I’ll make another post that goes more in-depth about it.

Structure (I hate this step, so I’ve figured out how to do it very fast becuase it’s still important)

The first thing to consider is prewriting and structure. To start, there are two major paper structures I usually consider. The first goes

Introduction

Main point #1

Main point #2

Main point #3

Conclusion

This is good if you have a lot to say on the topic, or if it's something closer to a summary essay where there's not really an opposing side. In something where there are distinct sides, (or if you have less to say to support your own side), you may want something that looks like

Introduction

Main point #1

Main point #2

Why the other side is wrong

Conclusion

The "why the other side is wrong" side is involves thinking through the MOST credible arguments the other side might make, and methodically breaking them down to show how they don't work. The stronger the argument you choose, the more effective this is.

Since I personally hate prewriting with a passion, I usually do this step very fast and end up with an outline that looks like

Intro [insert thesis statement]

P1: [three word summary]

P2: [three word summary]

P3: [three word summary]

Conclusion

(thesis statement, introduction, body paragraphs, and conclusion tips are all below the cut)

Usually, this is enough so when I look at my outline, I can see what I'm trying to focus on for each paragraph - and do so without straying from my main point.

For the prewriting, the main things to do are identify with basic structure of the two will serve your purposes better, and write a thesis statement that solidly supports your argument.

Thesis Statement

There are so many guides about creating thesis statements that are powerful, but I'm just going to quickly go over how to be fast about it.

The first thing to know is that a thesis statement is usually a complex sentence: it's your entire essay distilled down to a single line. The general formula I follow goes something like this:

"In their [media type] [name of specific piece], [creator's full name] explored/demonstrated/other verb [theme you're going to be arguing about] demonstrated/using/as evidenced/as shown by [example 1], [example 2], and [optional example 3]."

For example, a thesis statement that follows this format might go

“In his short film Job at Place, David Davidson explored the manifestations of human stupidity through the absurdity of the main character’s home, school, and office.”

Or, if you're writing a historical piece, it might look something like this:

"In [place/time period], [thing you're arguing was happening]: they had to/the conditions were such that/other thing to set up a list [example 1], [example 2], and [example 3]."

For example, a thesis statement that follows this format might go

“During the Tusken Invasion of 32nd century Tatooine, it was the lives of the children that were most affected, from their social development and connections with others to more personal struggles they didn’t yet have the tools to overcome.”

The examples you give are going to correlate to your paragraphs - example 1 is for body paragraph 1, and so on.

Introduction

I like to think of the introduction as a funnel that gets more and more specific.

First, write a broad statement that touches on whatever theme you’re referencing.

Job at Place is about human stupidity, so something like “while great minds have flourished throughout the ages, so have the not-so-great.”

Tatooine is about war, and about child development, so something like “children’s development has always been impacted by the state of the world around them.” or “war has many effects, many of which impact those not directly involved with the conflict.”

The idea is that it’s a broad statement that can almost be looked at like a universal truth.

Next, you’re going to go deeper - two sentences that narrow down the time and place you’re talking about specifically, and how that time and place fit into your universal statement.

The fourth sentence gets even more specific - introducing how the thesis sentence fits into your first three sentences.

Then the last line is your thesis statements.

Body Paragraphs

Your three main body paragraphs all follow the same formula. (I’ll get to the “why the other side is wrong” paragraph in a minute)

The first sentence you’re going to want is a topic sentence. For this, you’re going to want to look at the example you gave in your thesis statement that corresponds to this paragraph, and see how it relates to your central claim.

If we’re going with the Job at Place example from above, for the second paragraph, you might open with a line like:

“A striking characteristic of Davidson’s short film was the abnormality of the main character’s school, used to showcase exactly what happens when poor decisions get taken too far.”

Everything within the paragraph will then back up the claim you’re making in the topic sentence (which in turn is backing up your thesis).

For each paragraph, you’re probably going to want about three pieces of evidence, either in the form of direct quotes (plucking words directly from the source) or paraphrased quotes (summarizing what happened in your own words). The quote should be used to directly support your argument.

After each piece of evidence, you’re going to want about... twoish lines of analysis (this number can change as you need it to, but two lines is something solid to fall back to).

While analysis can take all kinds of forms, one pattern you can use if you’re stuck is

evidence sentence

what it means

how that meaning ties back into your main point

Following this pattern, a piece of analysis of Job at Place might look like:

“One of the first images of the private school is that it’s a tall spire with creaking stairs and loose floorboards. Despite this, the principal has eight personal cars parked outside on full display. While the first glimpse of the school might indicate that there is little money to care for the structural integrity, the notion is directly negated by the principal’s actions. By using these two images, Davidson demonstrates what can happen to the youth when those in power let greed carry them away.”

After you write your analysis, include some kind of transition phrase, and go onto the next piece of evidence.

The last line of your paragraph is going to transition into the next paragraph while also summing up the main point of what you talked about in the current one. (This line can also get moved down and tacked onto the beginning of the next paragraph, before the topic sentence, but I have found it tends to look less cohesive that way).

You might choose something like:

“While the school was a disaster in its own right, it wasn’t the only example of human folly.”

If you’re writing a “this is why the other side is wrong” you’re going to want to think about the MOST compelling arguments the other side could make. Take the top one (or two), and figure out ways to crack them apart using evidence from your source material.

In this case, your topic sentence might start off with something like

“While opponents might say [insert compelling counterargument], their reasoning breaks down when one takes into account the evidence.”

At this point, you’re going to follow the same formula as above. The main thing to keep in mind is that for the duration of this paragraph, your point is that the other side’s claim of X is wrong.

Conclusion!

If you know what you’re doing, this is actually the easiest part.

(wait, what??????)

The thing is, you NEVER want to introduce new ideas into your conclusion. Instead, you’re summarizing your main points.

The formula I follow per sentence is:

Thesis statement but reworded (you can change the sentence structure too)

Topic sentence for paragraph 2 or 3, but reworded (I’ll explain why you shouldn’t do the sentence for P1 in just a sec)

Topic sentence for paragraph 1 or 3 but reworded

Topic sentence for paragraph 1 or 2 but reworded

Wow sentence or question (i’ll get to this too)

The idea for the middle three sentences is you don’t want them to read as repetitive, so you’re going to mix up the order so it doesn’t match the order of the rest of the essay. This will help to keep it fresh.

The wow sentence is basically the last impression you get to make. I find it’s usually a good idea to go just a tad dramatic (it sounds dumb, but it has never failed me). If I can’t think of anything, a declarative statement on whatever major theme was being discussed throughout the essay usually does the trick.

Examples:

All of this shows that in the absence of friendships and platonic love, humanity will falter.

Fiction may seem far fetched now, but if the world falls into those same mistakes, it’s only a matter of time until it becomes a reality.

Art has existed for as long as humans have populated the earth; it’s not going away any time soon.

A lesson everyone must understand is the most powerful weapon isn’t anything physical or tangeable: it’s the ideas that exist in the minds of those who care.

(I told you they were going to be dramatic) A way I look at it is if you can’t imagine dropping the mic on the last line, it needs to be stronger (yes I found that plagiarized with not even a whisper of credit on Pinterest, but it works).

If you wrote a SOLID essay, consider ending with a question aimed at the reader (this will push your essay in the direction of either the positive or negative extreme: a strong essay will become stronger, a weak essay will become weaker). Questions can be a call to action or rhetorical as a means to drive home your final point. Becuase they’re more nuanced to the content of the essay, I don’t really have great examples to give you though (sorry).

Hopefully this is useful to at least some of you - good luck!

++++

Tagging:@candlemouse

If you want to be added to or removed from any of my taglists (found pinned to the top of my blog) just let me know :)

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theacassey · 3 years

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EAPP READING RECORD ALTHEA CASSEY B. SAGARIO 11- ABM3

In Unit 1, what I learned about the Structure of Academic Texts is how to identify the structure of paragraphs, essays, and research papers. Also, there are 3 parts of the paragraph the topic sentence, supporting sentences, concluding and/or transitional sentence, and the different patterns as well the illustration, definition, clarification, comparison and contrast, and process. Furthermore, there are also 3 types of essays the Introduction, Body, and Conclusion, as well as I learned about the best way to identify the main idea in a three-part-essay the INRad stands for Introduction, Methods, Results, and Discussion, with a Conclusion, this usually used for academic texts and research paper it's intended for discussing the research topic at hand to explain the topic and it's intended purpose.

In Unit 2 the lesson we talk about is all about the Thesis statement and Outlining Academic Texts. What I understood in this lesson is that the Thesis Statement is you will usually write an introductory paragraph first in most academic papers. Thereafter, is to state your point of view on the topic, and usually done in one sentence in this one sentence is called the “Thesis Sentence”, and the goal and flow of your statements in the rest of your paper are to dictate to your main idea. Furthermore, there are 6 questions to make a Thesis Statement expressed appropriately, first, Am I answering the question? second, Have I taken a position that can possibly be disputed by others? third, Is my thesis statement specific enough? fourth, Does my thesis statement pass the “So what” test? fifth, Does the rest of my essay specifically and concretely support my thesis statement?, these particular questions can help you to build a correct Thesis Statement.

Outlining Academic Texts is one of the last steps of the prewriting phase is establishing an outline. It assists the writers to classify and organize the main idea of the topic, paragraphs to make understanding, and assure that the paragraph is fully developed. Eventually, helps the writer to not get stuck while he/she is writing an essay is an outline acts as a blueprint or a map. Besides, there are two types of outlines: a topic outline and a sentence outline. A Topic Outline only phrases or main ideas are required, also utilizes wording that is parallel to one another. A heading or subheading should not divide into one part only; if there is a concept under “A,” they must be a “B,” if there is “1,” there must be a “2.” In Sentence Outline it's utilized phrases, sentence outline makes use of sentences unlike the topic outline, headings, and subheadings must be in sentence form and lesser need to have parallelism but it cannot be divided into one part only; the same concept or divisions per heading should still be followed.

Unit 3 lesson is Writing a Summary and Techniques in Summarizing Texts. Summarizing a text is clarifying its essential concepts in a paragraph or two, summary has two goals: simulate the key ideas and points of the text and express these concepts and ideas with detailed and specific language. When writing a summary u need to change the world without changing the meaning and there are techniques to prepare for writing a summary the previewing, skimming, and scanning. To distinguish which part to include in the summary, the following are; your purpose for summarizing the text, and your view on what is essential in the text. In Techniques in Summarizing Texts what I learned is, summarizing a text means establishing a coherent compressed paragraph about a distinct topic or concept. There are two aims in summarizing texts: to reproduce the overarching ideas of a text to specify the general concepts and to express the overarching ideas of a text using detailed language. Lastly, I also understood the 9 Steps in Summarizing Texts: first, once you read a text you can now identify and comprise the title and author, second, include the author's thesis statement in the first two sentences, third, write one or two sentences per main ideas before summarizing the entirety. Write one or two sentences per main concept or suggestion in a text, fourth, recall to omit the details that are not significant; there is no need to go into the minor and supporting details of the text, fifth, avert writing additional opinions about the text, sixth, avoid plagiarism of the author’s work. Comprise quotations if you are rapidly quoting the writer.

In Unit 4 the lesson we discuss is about What is Paraphrasing, and Techniques in Paraphrasing Texts. What I have learned is that paraphrasing is a restatement of a text, passage, or work articulating the meaning in another aspect, a good paraphrase shows how well a writer understood the reading materials. Moreover, there are two factors of a good paraphrase: first, the paraphrase relays the information, from the source in-text in your own words, and the paraphrase oversees the readers to the source of the information. As well as, the two guidelines on when to paraphrase, the first is to use a paraphrase with short texts with one or two sentences or a paragraph with five sentences, the other one is when you want to underestimate direct quotation or rewrite the author’s word utilizing your own, without changing the meaning of the source text use a paraphrase. In paraphrasing by Changing Word, the way is to change the words in the statement while keeping the original thought of the text, furthermore, Changing a Part of Speech usually nouns, verbs, adjectives, and adverbs can be written into various types of speech. The techniques in paraphrasing texts is to specify which words can be changed and the form they could be changed into, whether it is a noun into a verb, adjective into an adverb, etc, rewrite the sentence or passage modifying to the change in part of speech, check if the original and paraphrased sentences are related in meaning.

In Unit 5 Citing of information Lesson 1: Different Citation Style and Lesson 2: Writing a Bibliography. What I learned in lesson 1 is a citation is a way to give credit to the authors, scientists, researchers, and more. Citation conveniently locates particular sources and helps avoid plagiarism as well, furthermore, the citation includes the author’s name, date of publication, location of the publication, company, journal title, and DOI (Digital Object Identifier). Besides, there is a citation style, a citation style dictates what information is necessary to include in a citation, how that should be organized, what punctuations are used, and more. There are 3 different styles of citation, the APA(American Physiological Association) is used in education, psychology, and social sciences, MLA(Modern Language Association) is normally used in humanities, and Chicago/Turabian style is often used in business, history, and fine arts. Lesson 2 is all about Bibliography, list all of the sources you used for your research and additional background reading, it's included also in the bibliography if you borrowed work as an inspiration or as a purpose for your arguments, thesis, evidence, and the like, even if you didn't actively relate to them in your paper. Furthermore, a Bibliography in APA citation style has a particular formatting guide for your bibliography or references list. In Bibliography in MLA the reference list is pertained to as the works cited page, the title “Works Cited” is also included, capitalized, and centered at the outset of the page. In Bibliography in Chicago/Turabian citation style, a bibliography is usually used, meaning that all of the works you used in your research are included.

ADELANTE!!

#EAPP #JOURNAL #READINGRECORD #LICEOSHS #ADELANTE!#PRETTYMAAMRESCHELL #MAKAPASARSAEAPPCUTIIEE!!!

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ginnyzero · 4 years

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8 Signs Your Book May Not Be Ready to be Self Published

https://youtu.be/w7NPRA6SgHs

I’ve taken up doing a review booktube for indie SFF books, and have decided only to do 4 or 5 star reviews due to some social pressures being an indie author and also being a reviewer. This means I’ve been SLUSH reading. (You can get lots of indie books free if you trawl twitter and start an amazon wishlist and wait.)

Self-publishing has its pros and its cons. The biggest pro of self-publishing being you are in complete control. The second is anyone can do it. There are no gatekeepers. So, like on a fanfiction website, you’re going to find a range of quality in self-published books. There aren’t any bad books. I personally don’t believe in bad books. There are books that aren’t to my taste and there are books that were published too early.

In order to keep you from publishing too early, here is my list of 8 signs your book may not be ready to publish; a reader’s perspective from already self-published books in author terms because I’m also an author.

1) You have a Prologue

Hold up. Bear with me a moment. I know out there are writers and readers who love prologues. And I can hear you going “Ginny, there’s information in my prologue readers need to know to understand my story!” I’ve already created a post called 8 Reasons Why Prologues Don’t Work. So, you can get into detail with it by reading that post.

So hard truth, most traditionally published fiction doesn’t have prologues. Because agents and editors screen them out. Before you start listing off names, established traditional authors can do pretty much whatever they want because they have followings who will buy their books. You, as an indie author, especially if you are a debut indie author, do not. You’re trying to build one.

Prologues for an average reader for all the reasons I listed they don’t work are a very, very hard sell. Adding in a prologue reeks amateur. I know. That’s harsh. And face it, self-publishing because of the lack of gatekeeping and anyone can do it has a very bad reputation for being vanity projects and ‘complete rubbish’ that ranks only a little higher than fan fiction.

Up your professional look, ditch the prologue.

2) Passive Voice

Obligatory disclaimer of not all passive voice is bad. However, if 75% of your book involves the verb ‘to be,’ telling emotions, filter words (he/she/they looked is my Achilles heel at the moment,) and masses of summarization and list descriptions of everything from chewing the scenery, clothes no one cares about, and character traits, your book needs a serious ‘active voice’ edit and isn’t ready to be self-published.

Passive voice drags the reader into slow motion and ruins immersion by putting distance between them and the main character(s). Sometimes, there’s information being told me to I don’t need to know yet (or at all for the story to make sense,) and other times I’m getting these great scene summaries that I want to see happening in real time with interactions between characters!

I wish I was exaggerating on the 95% thing.

3) Paper Thin Characters

Paper Thin Characters can be a result of passive voice. Or, the result of having a story so heavily plot based the words aren’t taken to flesh out these characters in the first place. 80K words seems like a lot, then you get into the plotting and it can get eaten up very quickly. If you’re self-publishing, well, 80K words is a guideline not a rule and guess what, you do have those words.

The largest thing I notice as I’m reading is the characters have no conflicts given to them. Their personal stakes are non-existent, and sometimes, they don’t have a valid grievance even if they do have conflicts. They don’t like things, they don’t dislike things. They don’t have any fears. Their sole purpose is to move the plot along like robots.

Worse, is if they’re the loner type. Loner types aren’t given a lot of people to interact off of, so they have to be really interesting and intriguing to keep the reader’s attention. You may like or dislike Harry Dresden all you want, however, he reads as a loner type who’s interesting enough to continue reading.

(Until Butcher’s sexism gets to you.)

4) Your plot can be solved with a five minute conversation

If your plot can be solved with two people sitting down and yakking it out for five to ten minutes, then you need to rework your plot. Plots of miscommunication, unless you’re Timothy Zahn, tend to feel incredibly contrived. And I’m talking specifically about plots where people care for one another and are supposedly not talking to the other person ‘for their own good/safety.’ Or whatever petty reason the one character has not to talk to the other person over something really important.

Save it for soap operas.

5) You’ve started the story in the wrong spot

This one is easy to do. It is really easy to start your story in the wrong place. Finding the right place where your story begins is something that takes time, practice, an editor, a few beta readers, and developing your gut and intuition. You may think ‘oh the story begins when so and so comes to town.’ And that might not be the case at all, unless strange or bad things start happening immediately. What is the incident that causes the story to really get going?

Or, you’ve gone too far into ‘in media’ res and have started the story at the climax. In today’s day and age, the inciting incident needs to be in the first chapter, not the fifth.

6) Your book lacks structure and a satisfying ending

This can often be a result of several things, the aforementioned you started it in the wrong spot, or there’s been a lack of development and you’ve got a beginning and middle but you’ve flubbed the landing.

Lack of development can lean in two directions, you’ve got too much exposition and world building and not enough story. Or you don’t have enough exposition and world building to support or explain the story you’ve got and you aren’t utilizing what you’ve got effectively.

Books need structure. They need beats and bones to hang everything else off of them. If your story lacks an inciting incident, rising action, a climax, falling action, and a satisfying ending where most of the questions raised in the story are tied up into neat little bows, then your book isn’t ready to be published.

And it’s possible to get these in the wrong order, see starting in the wrong place. The beats need to make sense as they follow one right after the other and not leave the reader confused. Sometimes, if you’re hopping around back and forth in time this can be especially difficult. If you do this, please, make sure things are labelled clearly.

Or, you’ve decided to cut the story in two to make two books because you want to end on a cliffhanger at the climax to get people to buy your second book. (You’re planning a loss leader.) Please, don’t. It doesn’t work. Stories need clear beginnings, middles, and ends. A cliffhanger works if the story prior to it has been resolved enough the cliffhanger makes sense. If you cut the book in half and leave it at the climax, it doesn’t. Readers can tell.

7) You’ve set up a different story in your plot than the one you’re telling

Foreshadowing. There are times when I’ve read a book where I’ve seen clues the author is putting into the book about the plot, and then we get to the climax and falling action and the author veers off into left field with a totally new plot that I didn’t see coming because it wasn’t set up in any way shape or form in the previous 50 to 75% of the book.

This is not good. This leaves the readers confused and feeling unsatisfied about the story because it wasn’t set up properly. A good twist has a reader going back and looking at the clues and foreshadowing and going “Oh, I get it now,” not going “Uh, where did this come from?”

Beta readers and development editors are your friends for this type of feedback. If they’re telling you your plot isn’t matching your foreshadowing, it’s time to do some thinking on how to make them jive.

8) Lack of Proofreading and Copy Editing

Your book is riddled with spelling and grammar errors. You’ve mixed up homophones and the formatting is painful to the eyes. This just shows a lack of respect for your work and for your readers.

Get thee to Grammarly or another copy editor service for your spelling and grammar and hire an edit to make sure the coffee cup finds it way in and out of your character’s hands!

Writing a book is hard work. Getting a book to where it is publishable is even harder work in order to make it enjoyable and satisfying to the reader. Readers can’t ‘read’ your mind and they need to see things played out on the page and only told information when they need it. So, here are 8 signs to look for that your book isn’t ready to be published from a self-published author, reviewer, and reader.

#writing tumblr #writrblr #writing advice #self-publishing #writing tips

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jiora · 5 years

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It Is Time To Summarize Korean Past Tense

WATCH THE LESSON: https://youtu.be/TvBnUjZbufc

It is time to summarize the past tense.

We will use adjectives to summarize conjugation rules because, as you may already know, Korean adjective can be conjugated just like verbs.

For example the Korean word for big 컹요(keo-yo) does not just mean big, but "is big", "are big" and "am big". It has the verb "to be" in it. That means we can also conjugate adjectives into the past tense. For example we can conjugate "to be big" into "was big" and we conjugate our adjectives using the same rules as we used for verbs in the last lessons. You may want to watch those first (CLICK HERE) as this lesson will be going through those conjugation rules at an accelerated pace... and then at the end we will use our past tense adjectives to make full sentences, and we will even add in prepositions and time and date so you can describe what happened and when it happened. You get to see multiple lessons come together to make a useful sentence.

Let's first review our past tense conjugation rules. Remember we have 3 types of verbs: ㅓ(eo) verbs, ㅏ(a) verbs and 하다(ha-da) verbs. To determine which type of verb you have you need to first cut off the 다 (-da) from the infinitive form and look at the root verb. 하다(ha-da) verbs have verb roots that end in 하(ha). ㅏ(a) verbs have verb roots that have a final syllable that contains either ㅗ(o) or ㅏ(a), but is not 하(ha). and ㅓ(eo) verbs that have a verb root that has a final syllable that contains any vowel other than ㅗ(o) or ㅏ(a). To make 하다(ha-da) verbs into the past tense you turn the 하다(ha-da) ending into the following: 했어, 했어요, 했습니다 For ㅏ(a) and ㅓ(eo) verbs it's a little more complex. If the verb root ends in a consonant then these are the verb endings you add to make the past tense:

ㅏ(a) verbs- 았어, 았어요, 았습니다

ㅓ(eo) verbs- 었어, 었어요, 었습니다

Look how similar they are. The vowel is the only difference.

If your verb root end in a vowel you still add the same endings, but the vowels fuse together in interesting ways outlined here. If you have an eo verb with a root that ends in if your verb root ends in ㅣ(i)- the 2 vowels combine into 여(yeo) if your verb root ends in ㅜ(u)- the 2 vowels combine into 워(wo) if your verb root ends in ㅡ(eu)- the (eu) simply disappears if your verb root ends in ㅐ(ae)- don't add the (eo) at all. if your verb root ends in ㅓ(eo)- only one (eo). Don't add another. If you have an a verb with a root that ends in (a) your two (a)'s combine into one. (o) the (o) and (a) combine into (wa). and here it is. A summary of all your past tense conjugation rules.

Now let's move on to making sentences. Let's use the example "The coffee was good." and we'll use the polite form.

Let's start with the verb 좋다.

We conjugate it by cutting off the 다(da) and looking at the new last syllable. This syllable has an ㅗ(o) in it so 좋다 is an ㅏ(a) verb. and it ends in a consonant, so we add this ending: 았어요 to conjugate it into the past form.

좋았어요

and we add our noun coffee 커피. 커피 좋았어요. and now we've got a sentence that makes sense, but let's just make it even more perfect by adding a subject marker. (if you don't know what subject markers are yet go HERE) we can add 는(-neun) to write "the coffee was good" 커피는 좋았어요. or we can add 가(-ga) to write "the coffee was good" 커피가 좋았어요. and now let's draw on our knowledge of prepositions and time and say That coffee was good at 2:00. We got the first part already. 커피는 좋았어요. Where do we put the "at 2:00" part? The verb almost always goes at the end of the sentence... so the “at 2:00″ part goes here: 커피는 "at 2:00" 좋았어요. remember at in Korean is 에 커피는 2:00에 좋았어요. and o'clock is shi 커피는 2시에 좋았어요. and two is du. remember we have to drop the last letter of 1234 when we use a counter and shi is a counter 커피는 두시에 좋았어요. The coffee was good at 2:00.

but HANG ON it's time to learn something new about prepositions. When you are talking about a past event that is no longer happening you add a 는 after the 에. If you want to say "The coffee was good at 2:00, and it may still be good. I don't know." You say 커피는 2시에 좋았어요. If the coffee was good at 2:00 but now it is not good. you say 커피는 2시에는 좋았어요. The -는(-neun) indicates that it is something that happened only in the past. “The coffee was good but only at 2:00. After 2:00 it was not good. . . . Remember in a previous lesson I said 저는(jeo-neun) could be translated as "for me"? You could think of 두시에는 as "for at 2:00" something that happened ONLY at 2 o'clock. Just for at 2:00. and that is how you make a sentence using the past tense and prepositions. but WAIT there is another way to make these sentences. You could say: "At 2:00 the coffee was good." and when you translate it into Korean you can keep the same word order 두시에 커피 좋았어요. but the difficult part is which subject markers to use and where. If you are using the type of sentence where you don't have a 는(neun) after the 에(-e) you can use either 은/는 (eun/neun) or 이/가 (i/ga) 두시에 커피는 좋았어요. At 2:00 the coffee was good. (and maybe it still is) 두시에 커피가 좋았어요. At 2:00 the coffee was good. (and maybe it still is) If you are using the 는(neun) after the 에(e) then you must use the i/ga(이/가) subject marker with the subject 두시에는 커피가 좋았어요. This should remind you of the sentences we made with the verb 있다(it-da) (to have). You must use the 이/가(i/ga) subject marker here, never 은/는(eun/neun). I hope you enjoyed the review. Thanks for studying with me.

WATCH THE LESSON:

youtube

#korean #learn korean #korean language #korea #korean grammar #korean lesson #korean langblr #korean learning

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guillemelgat · 6 years

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Periphrastic Past Tense in Catalan - What is it and why does it exist?

Okay, so if any of you are learning Catalan, you may have noticed that it has a weird feature. While in most Romance languages, as well as English, the construction “to go to [do something],” as in, “I’m going to eat this whole box of cookies if someone doesn’t hide it right now,” implies the future tense. Catalan doesn’t do that. You can’t say, “Vaig a menjar totes les galletes,” and have it imply the future tense. What you can do is say, “Vaig menjar totes les galletes,” which means, “I ate all the cookies.”

In other words, using the verb anar as an auxiliary in Catalan implies the past tense, not the future tense.

For learners, this is a nice and convenient system once you get used to it (preterite conjugations are MUCH worse than future conjugations in Catalan), but it doesn’t resolve the question at the back of everyone’s mind: why in the world did Catalan evolve this system and yet none of the other Romance languages, let alone any (?) languages in the general vicinity, have it?

I was just wondering this the other day and I found this paper (“El passat perifràstic en català antic - Una revisió a partir d’estudi de corpus” by Carles Segura-Lopes) which looked into the origins of the passat perifràstic, the contents of which I will (attempt to) summarize below. (Side note: the thesis is in Catalan and also may or may not be available freely on the internet, I’m on university wifi and so it might be giving me the full text solely for that reason.)

The paper posits that the passat perifràstic came into being in the same way as the periphrastic future tense in Spanish, Portuguese, etc. Originally in Catalan, the verb anar combined with an infinitive denoted movement to do that thing, as does the modern day “anar a [fer alguna cosa].” Around the end of the 13th century, this structure began to appear, as did the seeds of the passat perifràstic.

In Bernat Desclot’s Crònica, there are several examples of the structure anar + verb, all of which are either used in the past tense or the historical present tense (with anar conjugated in the preterite and the present, respectively). Some of these verbs can be used in this structure and still have anar imply movement,, but some of the verbs do not make sense in this context—for example, verbs like acostar-se “to approach” or desrengar “to break rank”. Interpreting the construction as implying movement towards doing these things seems somewhat strange, as the verbs themselves imply movement, and prior movement is unnecessary and even incorrect when using them. This, of course, is the beginning of the periphrastic formation, with the verb anar undergoing a shift in meaning.

Another factor at play is the use of the historical present, which is the use of present tense in narrating past events (it happens in English too, and it’s super interesting, but that’s a story for another day). This is why the passat perifràstic uses present tense conjugations of the verb anar, despite its past meaning, which does in fact comes from its use in the context of the past. Earlier examples, before the periphrastic form had fully evolved, show both past and present tense conjugation, but the final form only uses the present tense. Interestingly enough, the Valencian form varen seems to try to compensate for this by adding on the past tense ending to the present tense form (not the same as the actual simple past form anaren).

The use of anar had an important semantic shift during the Middle Ages, in which the use of <anar + verb> began to focus less on the movement towards the thing, and instead on the action in the second verb. In this way, the periphrasis began to emerge, with the meaning of anar fading into the background. In addition, this structure, at least in Spanish, was actually used for events with a definite end that were surprising or unexpected (this periphrasis is different from the one that would evolve into Spanish’s periphrastic future tense). The author of the paper I read hypothesizes that something similar happened in Catalan: a “periphrasis very similar to this one, which was used to introduce and demarcate, always in past perfect tenses, the last event in a sequence or series of events” (my translation).

The final piece to the puzzle is the use of anar with telic verbs—verbs whose action implies a definite end and can be finished—primarily in past tense narrative contexts, where the assumption that the action has been completed arises from the form of the text. In other words, this use led to the construction taking on the idea of a completed, past action, with less focus on going to do the action and more focus on the fact that the action had been finished and the narrative was continuing on. This is a key part of the evolution of the passat perifràstic’s semantic meaning and how the past tense part of it arose.

Putting together all these concepts, we get the full evolution of the passat perifràstic (as taken from the conclusion of the paper, although not a direct translation):

Phase I - The construction <anar + verb> has the literal meaning of movement or displacement in order to carry out a certain action, in other words, the periphrasis has not yet developed, and each word still maintains its original meaning. This form will eventually evolve into today’s <anar a + verb>.

Phase II - The basic features of the past tense meaning begin to emerge, with the construction implying that the action has ended, and the movement implicated by anar beginning to fade in some examples. The construction is still only used in the past tense (i.e., with simple past conjugations of anar).

Phase III - The meaning of anar as implying movement fades away, instead used to add emphasis for the action as a part of narration. Because the historical present in these cases implies a certain emphasis and focuses the narrative on that action, similar to the nascent periphrasis (in this case still functioning as a demarcative periphrasis), the two are used together, tying the present tense conjugation of anar with the semantics of the past tense.

Phase IV - The demarcative use of the construction fades away, and instead it comes to be an alternative to the simple past tense forms. Because of its greater ease of use, it slowly begins to replace the simple past.

Phase V - The passat perifràstic becomes the main past perfect tense in Catalan, losing any demarcative or emphatic value, and that’s where we are today!

This is a really crazy mess of a summary because I’m only a baby linguist and I am not an expert in this stuff, so please tell me if you have thoughts! It’s a super interesting subject, though, and I hope you think its as cool now as I do!

#also this is just the tip of the iceberg #all of these periphrases are probably just as interesting linguistically as the catalan one #this was really fun even though it took forever for me to write it all up #and it's a hot mess #with really poor translations for most of the terminology #still i hope it was helpful for someone #catalan #random stuff #linguistics #this is doing a weird thing with punctuation in my queue #so someone please tell me if that continues when it actually gets posted #catalan:linguistics #catalan:general #catalan:grammar #general:linguistics

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class-xyznotes · 3 years

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Unit 09 Poem Equipment Edgar Guest

Unit 09 Poem Equipment Edgar Guest 2021 Summary and Analysis of Equipment by Edgar Guest A. Answer the following question. Q1: Paraphrase the second stanza of the poem “Equipment”? Ans: My Lad! You have to understand this reality that God has gifted you with all capabilities that have given to all the greatest men. Just like those great men, you have two-arm, two hands, two legs, two eyes, and a brain. All the great men started their life with these things, so take start to reach the top because you can do everything. Q2: Summarize the poem “Equipment”? Ans: The poem Equipment has been written by Edgar Guest. In this poem, he addresses us & says that every person in this world has been granted the same physical capabilities i.e. Eyes, Ears, Legs, Hands, Arms, and a brain. The greatest men have had also these capabilities. All the great persons use these common tools in their daily lives for becoming great men in the world. In terms of body structure & physical power, all human beings are the same, so it is possible for every man to reach the top and achieve great goals. Q3: Write down the rhyme scheme of the poem Equipment? Ans: The rhyme scheme of the poem Equipment is AA BB CC. The poet sometimes repeats some words like the word ‘Two’ inline 3. Q4: What is the theme of the poem Equipment? Ans: The theme of the poem Equipment is that All human beings have been awarded by Allah with all the equipment needed for success. Now it’s up to them to utilize that equipment or not. All people are responsible for their own fate. Q5: “All human beings are created equal” Explain this statement in the light of the poem Equipment? Ans: In the poem Equipment, the poet says that all human beings are created equal. It means that Allah awarded all human beings with two eyes, two legs, two hands, two arms, and a brain. Now it’s up to them to decide how to use these qualities and capabilities. Q6: How do you feel after reading the poem? Ans: After reading the poem we feel more excited, energic, optimistic, and hopeful. The poem provided us some extra energy and sparks determination within us.

B. Choose the correct option.

1.(b) Metaphor 2.(c) Advice 3.(a) Imagery 4.(d) optimistic 5.(d) Will, courage and self- control Unit 09 Poem Equipment Edgar Guest GRAMMAR Prepositions: A preposition is a word used to link nouns, pronouns, or phrases to other words within a sentence. They act to connect the people, objects, time, and locations of a sentence. Prepositions are usually short words, and they are normally placed directly in front of nouns. In some cases, you’ll find prepositions in front of gerund verbs. i.e to. In, off, by, etc. are prepositions. A. Choose the correct preposition of movement or direction in each sentence. 1.(a) to 2.(d) Along 3.(c) Down 4.(a) Into 5.(a) To B. Choose the correct preposition of time or place in each sentence. 1.(d) Away from 2. (a) Up 3. (b) Down 4.(c) On - (b) Since 6. (a) in 7. (c) On 8. (a) At Prepositional phrase: Poem Equipment Edgar Guest A prepositional phrase is a group of words consisting of a preposition, its object, and any words that modify the object. Most of the time, a prepositional phrase, modifies a verb or a noun. Complete the following sentences choosing the appropriate prepositional phrase. 1.(c) Except for 2.(a) To a great extent 3.(a) In spite of this 4.(b) Apart from 5.(b) Matter with.

KPK G10 English Chapter 9 (Equipment) Newly updated 2021 notes for all Pakistan education boards

Comprehension Q.1) Paraphrase the second stanza of the poem ''Equipment''. Answer: Paraphrase of Second Stanza: You must look upon the lives of the wise and great men who take their food from the common plate and use the same knives and forks to have their meal just like you. They too tie their shoes with the same laces that you also use. Even still, with all these similarities, due to their wisdom and intellect, the world considers them courageous, unique and intelligent. When they started their journey of life, they had all the things just similar to the things you are owing now. the world sees them as being braver and smarter than others. Q.2) Summarize the poem ''Equipment''. Answer: In this poem 'Equipment', the poet Edgar Guest was giving a piece of advice to his son. He was telling him that he has blessed with all the equipment i.e. hands, arms, legs, eyes, and brain by Allah Almighty which were also given to the wise and brave men of the world. The poet was asking him to make effective use of all the equipment to lead a successful life. He was advising his son that he had all the abilities and capabilities to win the race of triumph but the only thing that was needed by him was the courage, will-power, and self-control. He must know how and when to use the equipment in a way that would help him to play a constructive role in society by attaining success. The poet was saying to his son that he would never face a failure until and unless he would not make effective use of his equipment at the right time. If he would fail, then it was totally his fault due to his own fearsome attitude. God has equipped the life of all his creatures with the same equipment now it was in the hands of the people either to make or break the statue of triumph. He was giving a boost to his son's morale that he must be courageous enough to face the challenges of life as courage was not an alien thing but it resided within the soul of a being. Whenever you would start your work, you must say "I can" only then you would be successful, leaving behind all the fears and failures of life. Q.3) Write down the rhyme scheme of the poem “Equipment”. Answer: The rhyme scheme of the poem 'Equipment' is aa bb cc. Each stanza of the poem has six lines and there are the rhyming words in the first two lines, then the third and the fourth has the rhyming pattern and similarly the fifth and sixth have the rhyming words. Q.4) What is theme of the poem “Equipment”? Answer: The theme of the poem 'Equipment' is optimistic focussing on the concept that all the people are blessed with the same blessings by Allah Almighty. They have all the equipment that is necessary to spice up the flavor of their life with success and triumph. Basically, it is a piece of advice that the poet is giving to his son in particular and to all the readers in general. If one uses all the equipment (blessings) in his life constructively then there is no question of failure or loss in his life. People themselves are responsible for their fate according to the blessings, abilities, and capabilities they are using either in a positive fashion or in a negative way. Q.5) "All human beings are created equal”. Explain this statement in light of the poem “Equipment.” Answer: It is absolutely correct that all human beings are created equal by Allah Almighty. We all are blessed with not only our physical features (eyes, nose, arms, legs, brain, etc) but with our spiritual well-being and intellectual abilities as well. Allah has given everything to almost everyone except the few handicapped ones who are blind, deaf and dumb. According to the poet, his son like every other human being has all the blessings, abilities and talents, it is in his hands how to make effective use of them at an appropriate time to gain success. Q.6) How do you feel after reading the poem? Answer: After reading the poem, I feel quite optimistic about my life. This poem awoke my sense of thankfulness to Allah Almighty for giving me uncountable blessings that if I use them effectively then I would be able to meet my destiny and achieve success. Now, I feel more confident in my in-built talent and God gifted abilities which for sure I would be utilizing at the maximum to lead a successful life.

Writing

A. Paraphrase the first and last stanza of the poem 'Equipment'. Answer: Paraphrase of First Stanza: My son, you are born with all the equipment or in other words blessings in the form of two arms, two hands, two legs, two eyes, and a brain that all the genius or wise men are born with. It is totally up to you how you are going to make effective use of them. It just depends on your own self that how you find the solutions to the problems that may come in your life. All the wise men of this world have started their journey with all these equipment that you have. Therefore, you must start your journey of life by saying "I can." Paraphrase of Last Stanza: Courage is something that resides within the soul of an individual. It depends upon the will of a person that how he uses his courage to win. My son, you have to figure out the solution to your problems yourself as you were born with all the equipment (qualities) that the other great personalities of the world were born with. They all began their journey with the equipment just like you, now it is your turn to muster up the courage and start your journey just by saying "I can." B. Write in your own words the message of the poem 'Equipment' and tell how effective the message of the poem is. Answer: The message of the poem is very strong and optimistic as well. Actually, Edgar Guest wants to give a piece of advice to his son that he must consider himself a fortunate being as he has all the equipment that is necessary to lead a successful life. It just depends upon his courage, will-power, and self-control that how he by using them effectively can achieve success in life just like other renowned and successful personalities of the world. On the other hand, if he is unable to utilize the equipment then it is his fault or shortcoming and he should consider himself responsible for his failure or loss. The message of the poem is quite effective in creating awareness and the sense of thankfulness towards Allah Almighty in the minds of the readers that they should try to make full use of the blessings that their Creator has given them. After reading the lines of the poem, the readers must develop courage and start thinking positively about the blessings they have and the abilities, skills, and talents they were born with. They would be able to trust their ownself and must work to achieve success in life. Related Post: - UNIT 02 THE CHAMPIONS CLASS 10 ENGLISH NOTES - UNIT 03 POEM DREAMS LANGSTON HUGHES - UNIT 04 POPULATION GROWTH AND ITS IMPACT ON ENVIRONMENT” - UNIT 05 “THE GREAT MASJID OF CORDOBA & IQBAL” CLASS 10 NOTES - UNIT 6 IN SPITE OF WAR ANGELA MORGAN ENGLISH NOTESCLASS 10 - UNIT 07 THE AGED MOTHER ENGLISH NOTES CLASS 10 - UNIT 10 WATER SCARCITY IN PAKISTAN - UNIT 11 GENETICALLY MODIFIED ORGANISMS (GMOS) - UNIT 12 THEY HAVE CUT DOWN THE PINES MARY LISLE - UNIT 13 HAZRAT UMAR (RA) CLASS 10 ENGLISH NOTES - UNIT 14 THE MODEL MILLIONAIRE CLASS 10 NOTES - UNIT 15 POEM OPPORTUNITY WALTER MALONE PARAPHRASES OF POEM Class 10 English Notes - PARAPHRASES OF POEM DREAMS CLASS 10 ENGLISH NOTES - PARAPHRASES OF POEM 2 IN SPITE OF WAR CLASS 10 ENGLISH NOTES - PARAPHRASES OF POEMS 3 EQUIPMENT CLASS 10 ENGLISH NOTES - PARAPHRASES OF POEM 4 THEY HAVE CUT DOWN THE PINES CLASS 10 ENGLISH NOTES - PARAPHRASES OF POEM 5 OPPORTUNITY CLASS 10 ENGLISH NOTES STANZA COMPREHENSION Class 10 English Notes - STANZA COMPREHENSION POEM 1 dream LANGSTON HUGHES CLASS 10 - STANZA COMPREHENSION POEM 2 IN SPITE OF WAR CLASS 10 - STANZA COMPREHENSION POEM 3 EQUIPMENT EDGAR GUEST CLASS 10 - STANZA COMPREHENSION POEM 4 THEY HAVE CUT DOWN THE PINES MARY LISLE CLASS - STANZA COMPREHENSION POEM 5 OPPORTUNITY WALTER MALONE CLASS 10 Read the full article

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love-stone · 6 years

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Gender-Neutral Linguistics Rambling...

So, I was bothered by the fact that there really isn’t a good gender-neutral term for “aunt/uncle”. Sure, we have “pibling” by analogy from “parent” and “nibling” (itself a portmanteau of “niece/nephew” and “sibling”), but that sounds awful. Other options are “ancle”/”unt” which either sound wayyy too close to one of the original words, or just sound...weird.

For my genderqueer linguistics nerds @mirandatam, @marrella-splendens, and others

tl;dr: I propose one of the following terms as a gender-neutral alternative for “aunt/uncle” in English:

“hyrne”/”hyrnie” meaning “corner” in West-Saxon/Old English (indicating the diagonal relationship one has to their hyrne).

Alternately, “oblique”/”oblie” from Latin, having essentially the same meaning.

“emodrie” as a portmanteau of “eme” and “mordie”, each an archaic Middle English term that refers to one’s maternal sibling.

Alternately, some version of “parenum”/“parennie” (options include “renum”/“rennie”, “rena”/“rennie”, “ren”/”ren-ren”, etc.) from Latin “parent” and modeling after unused “patruus” (father’s brother) and “matertera” (mother’s sister)

“olkin” as a portmeanteau of “elder” (”old”) and “kin” from West-Saxon

Alternately, some version of “parent consociate” from Latin.

(Explanations/frustrations/6 hours of etymological research summarized under the cut...)

I did some etymological digging, and found that both Old English and Latin had separate terms for matrilineal and patrilineal kin, even though today there is no longer a distinction. Thus:

One’s patrilineal uncle was a “patruus”(L)/”fædera”(OE)

One’s matrilineal uncle was an “avunculus”(L)/”eam”(OE)

Note that we still have “avunculus” in English, meaning “having to do with one’s mother’s brother”

One’s patrilineal aunt was an “amita”(L)/”faþu”(OE)

One’s matrilineal aunt was a “matertera”(L)/”modrige”(OE)

“avunculus” eventually became our modern “uncle”, and “amita” became our modern “aunt” in English today.

This didn’t help me, as my plan was to essentially change the distinction from "aunt/”uncle” (with the focus on the gender of the person) to “X/Y” where the distinction was instead on which parent the family member was related to (as if “aunt” referred to all your mother’s siblings, and “uncle” referred to all your father’s siblings--regardless of gender). The hope would then be to combine both combinations into one word meaning “parent’s sibling”, but alas, I wasn’t able to come up with a good combination...

So, I decided to turn my sights elsewhere--looking at the etymology of our existing gender-neutral kinship terms, and see if I could find a different pattern to exploit. And so, I discovered:

“parent” comes from Latin “parere” meaning essentially “to bring forth” (a fitting derivation if I do say so myself...). It’s Germanic/West-Saxon equivalent would be “elder”.

“spouse” comes from Latin “spondre” meaning essentially “to be betrothed to” (also very fitting). It’s Germanic/West-Saxon equivalent would be “gifted” or the archaic “hæmed” meaning “cohabitation/intercourse”

“sibling” comes from West-Saxon “sibb”, meaning “related” (both as a noun and an adjective), and the suffix “-ling” meaning “a follower or resident of X” (consider “underling”, “earthling”, “changeling”, etc.).

Unfortunately, Latinate kinship terms are incredibly gendered, so there is no direct translation for “sibling” in Latin. However, we could refer to one’s sibling as their “shared” or “connected” (since they share the same parents & bloodline) and use the verb “consocio”, giving us one’s “consociate” (kind of like “associate”).

“child” is a direct cognate from Old English “cild”, meaning “child”. It’s Latinate equivalent would be “infant”

“offspring” is another direct cognate with Old English “of-/æf-” (off) and “springan” (to spring-forth). It’s Latinate equivalent would be “fetus” (lit. “to be preagnant”, “to be fertile”, “to be young”)

“cousin” is weird. It’s a combination of Latin “com-” meaning “with” and “sobrin-x” meaning “matrilineal (a.k.a ‘second’) cousin”, or, more preciselly, the offspring of one’s “avunculus”: your mother’s brother’s children (where the ‘-x’ ending behaves just like in “latinx”--it takes the place of the gendered ending denoting a male cousin or a female cousin). Over time, “comsobrin-x” became “cousin”, and stood for all bilateral (meaning having to go in both directions familial relations of three persons or more (which we now have a much finer grain of distinction for: consider “great(-great-...etc.)-aunts/uncles” and “#th-cousin (x-times removed)”)

We unfortunately can’t make a direct analogous word for this in West-Saxon, since we don’t have any sort of terms for any kin past two persons of relation (including things like “grandfather”, though “ealdfæder” works okay for that...). However, we could refer to them as “X’s child” using “bearn”, thus giving us “fædræbearn/faþybearn” for partilineal cousins, and “eambearn/modri(ge)bearn” for matrilineal cousins.

So, it seems that Latin likes to derive its gender-neutral kinship terms from verbal participles (which are still actually gendered in Latin iirc), whereas West-Saxon simply had nouns for them. This doesn’t really help, as I couldn’t really think of a good verb that embodies “the sharer of your bearer” (which despite being a bomb-ass rhyme, is simply too long to use on a regular basis...RIP), and there wasn’t any sort of established word in West-Saxon that could get the job done...

Compounding this issue is the fact that English makes no distinction between “my parent’s sibling” and “my parent’s sibling’s spouse”, despite the fact that one’s parent’s sibling’s spouse is the other parent’s “sibling-in-law”. Technically, by this logic, my father’s sister should be my “aunt”, and her husband should be my “uncle in-law” since he is my mother’s “brother-in-law”, and, unlike my mother’s brother, he shares no blood with my family.

Turkish makes this distinction in it’s kinship terms, where one’s “enişte” is the husband of a parent’s sister, and one’s “yenge” is the wife of a parent’s brother. However, Turkish also distinguishes the gender of one’s parent and their sibling in addition to these terms (plus things like an older/younger brother/sister distinction), so you can imagine that kinship terms in Turkish are pretty overwhelming to a native English speaker. Also, this still unfortunately doesn’t help solve the problem at hand, since Turkish adds this distinction, instead of substituting it...

The reason I bring this point up is because a lot of appealing candidates for a gender-neutral term for “aunt/uncle” would involve some form of portmeanteau of “parent’s sibling”, but this is only half the story, unless we want to attach “-in-law” to all of our parent’s sibling’s spouses to remedy this fact.

So, what was the point of this? Mostly to rant/waste the past 4 or 5 hours looking up etymologies to solve this problem, but I did come up with a couple etymologically sound options for a gender-neutral term for “aunt/”uncle” based on the above evidence:

One idea would be to consider that one’s aunts/uncles sit diagonally from you on a family tree. By this logic, we could incorporate the idea of “across” or “diagonal” into our term.

Latin offers us “trans” and “oblique”, the former already heavily in use (and giving the diminutive “trannie” which is a big no-no), and the latter sounding odd, and borderline rude (but having the adorable diminutive “oblie”).

West-Saxon, on the other hand, offers us the word “hyrne” meaning “corner” or “angle”, which actually seems pretty fitting, though “hyrnie” sounds a little too much like “ernie” or “hernia” for my taste...

Another option would be the classic “parent’s sibling” approach

Here, Latin gives us “parent” and “consociate” to work with. “rencon” and “renkie”? “renso” and “rensie”? “parcon” and “parkie”?...

West-Saxon, on the other hand, gives us “olkin” and “olkie” as a shortened form of “old/elder’s kin”. This has a very Anglisch-y feeling to it, but I like that it rolls off the tongue in a similar way to “auntie/uncle”.

This one may or may not need the “-in-law” additive for spouses, since “kin” somewhat encompasses both “blood” family and “water” family (as in “blood (of the convenant) is thicker than water (of the womb)”), but “olkin-in-law” (or “olkin-law” by haplological processes, possibly eventually leading to one’s “olk” when related by blood) or “olkingif” (if you want to keep Saxon etymology) would still be acceptable

Finally, there’s the option to re-purpose/morph archaic kinship terms:

For Latin: “patruus”, “avunculus”, “amita”, “matertera”

Of these, “avunculus” and “amita” are already now “uncle” and “aunt” respectively. “patruus” and “matertera” have the Latinate roots “patria” and “matria” for mother and father, which we could simply substitute “parent” for, giving us ”parenum” (keeping in mind Latin neuter declensions).

For West-Saxon: “fædera”, ”faþu”, “eam” and “modrige”

"modrige” (ME “modrie”) and “eam” (ME “eme”/”eem”) are still in dialectical use, and “fædera” and ”faþu” have too much of “father” in them. However, a portmanteau of the former two would be “emodrie”, which could be a fitting option I suppose?

Of these, I suppose my favorites in descending order are “hyrne”, “emodrie”, and “olkin”.

Summary (copypasted from tl;dr at the top): I propose one of the following terms as a gender-neutral alternative for “aunt/uncle” in English:

“hyrne”/”hyrnie” meaning “corner” in West-Saxon/Old English (indicating the diagonal relationship one has to their hyrne).

Alternately, “oblique”/”oblie” from Latin, having essentially the same meaning.

“emodrie” as a portmanteau of “eme” and “mordie”, each an archaic Middle English term that refers to one’s maternal sibling.

“olkin” as a portmeanteau of “elder” (”old”) and “kin” from West-Saxon

Alternately, some version of “parent consociate” from Latin

#linguistics #etymology #nerd ramblings #i actually really like hyrne #and am going to start using it #they gay hyrne #say hello to your hyrnes Alex and Quinn

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passingexams101-blog · 6 years

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10 Tips for High School Students

High school seems like a drag most of the time. Going to school, doing work that you don’t like, seeing people you don’t like, and maybe even eating food that you don’t like. However, it is something that we all have to do (unless you’re homeschooled, of course). The main goal in high school is really to pass your exams and graduate alive, but, we’re all dead inside so I should say, graduate mostly alive. Wouldn’t it be great if we were all gifted and smart? However, that’s not how life is; you have to work for everything. As a result, I have put together 10 tips that will help any high school student successfully pass their exams.

1. Exam Calendar

Refusing to acknowledge the proximity of an exam won’t make it go away. In fact, it causes it to approach faster because without a calendar, the exam will be able to sneak up on you. Sneaky exams are exactly what we try to get away from, therefore, CREATE AN EXAM CALENDAR. Sorry, I didn’t mean to shout, but this is something I cannot stress enough, that’s why it’s number one. For CXC students, your timetables are available on the CXC website from maybe in September to the year prior to your exam (eg, if your exam is in 2018, the timetable is available in September 2017) therefore, you have no excuse as to why you didn’t already make a calendar. Ensure that you place your calendar in a spot where you will always see it especially when doing homework or studying. I recommend placing it on the wall above your desk or work space, this way, you always notice it. You don’t need to create any kind of huge, dramatic calendar (unless you want to of course). It can be plain and simple. Just ensure that you have the exam dates and times and what exams are happening on that day.

2. Study timetable

What is something that teachers constantly nag us about? That’s right, a study timetable. Hey! I know that you’re rolling your eyes! Honestly, I used to lowkey roll my eyes and sigh whenever my homeroom teacher even mentioned a study timetable too. However, I am a changed person. Take it from me, someone who hated study timetables. It is your key to passing exams because it ensures that you’re not wasting time procrastinating. What you need to do is look at your exam calendar and plan your timetable around it as to give yourself enough time to study and prepare for each exam. You can create two timetables; one for during the year away from exams, and one for during exams. Once again, put them in places where they will be noticeable to you like on the wall above your desk or work space.

3. Make Notes Ahead of Class

Well, well, well, this point is definitely something that we all know we should be doing, but is it being done? Of course not. Making notes ahead of class seems like torture, doesn’t it? We all want our teachers to open our heads and just shove the information right in. I mean, how cool and efficient would that be, right? Unfortunately, that’s not how it’s done. Making notes ahead of class is actually pretty simple. First, you open the textbook and read a paragraph. Then, you summarize what you just read and write it in a notebook in point form. Difficult? *Inserts ‘nope,didn’t think so’ meme*. I recommend using a notebook that you will dedicate to this subject specifically as to prevent mixing up other subjects with this one. Also, you should use colored pens, pencils, or highlighters for the headings so when you’re looking for something, it’s easy to find. Let me give you some reasons as to why you should make notes AHEAD of class.

· You’ll be prepared in case the teacher starts the class by asking questions about the topic, trust me when I say that it’s embarrassing not knowing anything.

· You can ask any prior questions you had about the topic as the teacher teaches.

· You can go to class with extra information (if you decided to do some research) and create a discussion in class. Teachers love discussions.

· You can add examples and extra notes that the teacher gives.

· Bonus: you can leave the heavy textbook at home and walk with your notebook instead since you already have the notes.

4. Use Technology

As the generation that lives within the age of technological advancement, there is so much resources to assist you online. For example,

YouTube. We’ve all heard of YouTube. I mean c’mon, if you haven’t, do you even live in 2018? Even though YouTube is mostly popular for music, beauty and DIYs, it is also useful for studying. Channels like Crash Course are great for revision or further understanding of topics. Another channel, Mr. Parr, uses the element of music to educate his watchers/listeners. He makes parodies of popular songs using science topics in order to teach.

BBC Bitesize offers a wide range of subjects and topics for a variety of educational levels. They have simple revision breakdowns of each topic, along with examples and revision questions. The website is very easy to use and navigate as it was created with youths in mind. Khan Academy is another great site. Whilst Bitesize focuses on typed explanations, Khan Academy offers video explanations, like YouTube.

If you write a lot of essays, then Grammarly is the site for you. It’s basically a grammar-checker. It checks for things like spelling, subject-verb agreement, capitalization, punctuation and a lot more. Sometimes Microsoft Word doesn’t get every single error because whenever it says that the document is fine and I put it through Grammarly, I get like 20+ new errors that Microsoft Word did not pick up.

5. Create Relationships with Teachers

Woah, woah, woah. I’m not telling you to date your 45-year-old math teacher. Gross. I’m talking about getting to know your teachers and having them know you. Showing interest in a subject really drives a teacher to wanting to helping you. After class, stop and talk to them; ask them about their day, if they’re ill, ask how they feel. Simple things. Always remember that teachers are people too. If you have problems or don’t understand something, ask them. Never be afraid of a teacher even if they seem scary, their best interest is in helping you. One thing that I found that really helped me improve was submitting extra work as practice. After a while of giving up extra work, my teachers realized that I was interested in the subject and paid more attention to me. This really helps you out in the long run when you need recommendations for university or jobs. These teachers will be more than willing to help you out.

6. Ask for Help

Never be afraid to ask for help. Whether it be from a teacher or peer, if you need help, ask for it. Asking for help will not only help you to understand better, but it will also strengthen your bonds with others. Also, your class should create a group chat on social media sites like WhatsApp or Facebook. This will serve as your main communication center. Work can be sent in the chat and questions can be asked and answered. In addition, study groups are great for getting in knowledge if you work better in small groups rather than by yourself. Just get a few of your peers, who you now will study and not mess around, and start studying. It can happen after school in the library or even an empty class.

7. Past Papers.

Okay, I don’t know if past papers are available for exams outside of CXC, therefore I can only give my experience for CXC here. Past papers are available on the CXC website or at any bookstore. However, the best way to obtain past papers, is to have it handed down to you from someone who already did the exam. This way, it’s free! You can also find PDFs online. Past papers are great because they give you an idea of questions that can possibly be part of the exam. Sometimes, the same exact questions in the past paper, is what will be repeated. Therefore, you’re even more prepared because you already did that question. However, let me warn you, don’t memorize answers just to pass. Study to learn the general concept of the topic. This way, you will be able to do any question. Another awesome thing that CXC does is subject reports. These are reports of the answers for the exams each year. Most times, the answers for the questions are presented here and it’s best to study with the past paper and subject report side by side.

8. E-books/PDFs

Let me tell you, especially literature students, eBooks/PDFs will save your wallets. These are mostly available for novels but there will be eBooks for other topics too. Since they are free, you save tons of money. On the other hand, be careful when downloading these books as some may come with viruses or missing information. That is definitely the problem with PDFs, errors. Sometimes they may have spelling or grammatical errors. However, if you have an understanding of what you’re reading, the errors should not be a problem.

Literature students usually have to do things like analyzing information and other pretty difficult things. An easy way to get a general understanding of books is by reading summaries and analyses online. There are sites that offer these services like:

· SparkNotes

· Shmoop

· CliffNotes

· Enotes

9. Interact with People

So, you’re learning a language, what do your teachers preach? Get a pen pal. Well, in this day and age, pen pals aren’t really popular anymore. However, you can still talk to native speakers who want to learn your language. The app Amino is great for this. It’s basically like a little community on your phone. You just have to sign up and choose which Amino community you want to use. You can join as much communities as you’d like. It allows you to join group chats or even private chat with people. You can ask or help, take quizzes, participate in polls, make blog posts and so much more. It’s also a great way to make new friends.

10. Take a Break.

This is definitely what we all love to hear, right? Yes, of course. Taking a break. It’s great to take a break in order to just relax. Overworking yourself won’t do anything besides stress you out. The best things to do when taking a break are:

· Take a walk somewhere. Walk around your house and maybe chat with your family a bit. Don’t study to the point where you completely lock off your family. Go outside and get some fresh air, you may even see something that can inspire you if you have writer’s block.

· Stretch. Sitting in one position for too long can cause your body to become tense and this isn’t good for the muscles. Therefore, maybe do a bit of yoga. Looking up stretches for studying on Pinterest will be beneficial to you.

· Eat. When you’re studying, it’s very easy to forget to do daily activities like eating and even showering. Therefore, I suggest when you take a break, eat some food or fruit, definitely not junk food.

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blogjallan · 5 years

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How To Write An Introduction To A Research Paper? Do's And Don'ts

What is a research paper?

According to experts from research paper writing service, the quality of the work will depend largely on the quality of the questions. But that is not enough: we must offer provisional answers to these questions, in the form of hypotheses. Then, it is necessary to explain how these hypotheses are going to be tested, and what conclusions you want to reach. That is how a research paper is written. Now, so that this project, thus described, convinces a group of people that it has sufficient merits, it is necessary to connect the theme of work with other issues connected with other known issues, note what are its interests, its originality, or even your needs.

If you want to solve your academic writing problems, click here bestessaywritingservice.org

In the research paper we can find several main sections, like:

1. The title

The title should be short, concise and clear. It is advisable that the title is written after drafting the core of the manuscript (introduction, material-methods, results, and discussion). Titles can be informative (“High incidence of myocardial infractions in smokers”) or indicative (“Incidence of myocardial infarction in smokers”).

2. How to prepare a summary?

A good summary should allow the reader to identify, quickly and accurately, the basic content of the work; It must not have more than 250 words and must be written in the past, except for the last paragraph or concluding phrase. It should not provide information or conclusion that is not present in the text, nor should it cite bibliographic references. The problem being investigated and its objective should be clear. In general, the Summary should: Set out the main objectives and scope of the investigation. Describe the methodology used. Summarize the results, generalize the main conclusions. The most frequent errors in the writing of the summary are:

Do not clearly ask the question

Be too long

Be too detailed

3. “Introduction” the most important part

The Introduction is, therefore, the presentation of a question. Why this work has been done? The interest you have in the scientific context? Previous work on the subject and what aspects are not clear, which are the subject of our research? The last paragraph of the introduction is used to summarize the objective of the study. oppose that what we propose is a study on the history of Equatorial Guinea. We can start with a summary of the evolution of Guinea: its colonial stage, its present situation, the degradation of its economy and its culture. In making this summary, we will highlight the elements that interest us for what we are going to propose next; for example, how the economy of the colony worked, what changes occurred after independence. In the second paragraph, we can say something like this:

In studies on Equatorial Guinea, it is often said that this state is a “Cambodia without ideology” and much attention has been paid to the psychopathology of its president, Francisco Macias Nguema. My work opposes that approach, which is too naive. Part of the explanation of the decline of Guinea should be sought in the structure of the colonial economy.

This introduction should be followed by a good explanation of the working thesis, always contrasted, implicitly, with the “naive” studies referred to at the beginning. All methodological developments will also be noted. In the example of Guinea, the new thing could be that the author of the proposal intends to conduct personal interviews in that country, in order to collect testimonies about the events that took place in the last twenty years, and that are poorly documented.

As stated in the example from research paper writing service we should outline it and it could be explained that the work on Guinea will allow knowing the role of traditional ideologies in today’s Africa, will contribute to studies on the economic dependence of Africa, will shed new light on the rupture of neo-colonial relations between a new state and its ancient metropolis, etc. The concrete work that is going to be carried out matters, as well as its projections and its interest for one or several disciplines.

Finally, take care of vocabulary: try to be precise without using technical expressions that may be incomprehensible. Remember that your work will be read by educated and intelligent people, but not necessarily be experts in your field.

4. Material and methods

Answer the question of “how the study was done”.

The material and methods section is organized into five areas:

Design: the design of the experiment is described (randomized, controlled, cases and controls, clinical trial, prospective, etc.)

The population on which the study was made. Describe the sample frame and how your selection has been made

Environment: indicates where the study has been done (hospital, primary care, school, etc.).

Interventions: techniques, treatments (always use generic names), measurements and units, pilot tests, devices, and technology, etc. are described.

Statistical analysis: indicates the statistical methods used and how the data has been analyzed.

5. Results

It includes the tables and figures that clearly express the results of the study conducted by the researcher. The results must fulfill two functions: First, it expresses the results of the experiments described in Material and Methods. Second, is to present the evidence supporting such results, whether in the form of figures, tables or in the same text. The first paragraph of this text should be used to summarize in a concise, clear and direct sentence, the main finding of the study. This section should be written using past verbs.

6. Discussion

Most readers will go after reading the summary (although experts recommend that, after reading the title, the first thing to read is the material and methods) and the most complex section to elaborate and organize.

Begin the Discussion with the answer to the question of the Introduction, followed immediately with the evidence presented in the results that corroborate it. Write this section in the present (“these data indicate that”), because the findings of the work are already considered scientific evidence.

Source: https://bestessaywritingservice.org/blog/how-to-write-introduction-to-a-research-paper/

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sciforce · 5 years

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Towards Automatic Summarization. Part 2. Abstractive Methods.

While our previous blog post we gave an overview of methods of extractive summarization that form subsets of the most important sentences contained in the input text(s), now we want to discuss more recent approaches and developments that generate closer to human text representations.

It is believed, that to improve soundness and readability of automatic summaries, it is necessary to improve the topic coverage by giving more attention to the semantics of the words, and to experiment with re-phrasing of the input sentences in a human-like fashion.

The approach that is expected to solve these problems is to switch from extractive to abstractive summarization. Contrary to extractive methods, abstractive techniques display summarized information in a coherent form that is easily readable and grammatically correct.

In the recent past, NLP has seen a rise of deep-learning based models that map an input sequence into another output sequence, called sequence-to-sequence models, have been successful in such problems as machine translation (Bahdanau et al., 2014), speech recognition (Bahdanau et al., 2015) and video captioning (Venugopalan et al., 2015). However, despite the similarities, abstractive summarization is a very different problem from machine translation: in summarization the target text is typically very short and does not depend very much on the length of the source. More importantly, in machine translation, there is a strong one-to-one word level alignment between source and target, but in summarization, it is less straightforward.

Inspired by success with machine translation, a bunch of deep-learning based techniques emerged to generate abstractive summaries. Depending on their focus, the approached can be roughly divided into structure- and semantic-based ones.

Structure-based approaches to abstractive summarization

The core of structure-based techniques is using prior knowledge and psychological feature schemas, such as templates, extraction rules as well as versatile alternative structures like trees, ontologies, lead and body, graphs, to encode the most vital data.

Tree-based methods

The central idea of this bunch of methods is using a dependency tree that represents the text or the contents of a document. At the same time, the algorithms of content selection vary significantly from theme intersection to different algorithms are used for content choice for outline e.g. algorithmic program or native alignment try across of parsed sentences. The outline is generated either with the help of a language generator or an associate degree algorithm.

An example of such approach is sentence fusion — the algorithm which processes multiple documents, identifies common information by aligning syntactic trees of input sentences, incorporating paraphrasing information, then matches subsets of the subtrees through bottom-up local multisequence alignment, combines fragments through construction of a fusion lattice encompassing the resulting alignment and transforms the lattice into a sentence using a language model. The approach therefore combines statistical techniques, such as local, multisequence alignment and language modeling, with linguistic representations automatically derived from input documents.

Template-based methods

In this method, a full document is represented using a certain guide. Linguistic patterns or extraction rules are matched to spot text snippets that may be mapped into the guide slots (to form a database). These text snippets serve as the indicators of the outline content. An example of such approach isGISTEXTER, a summarization system that targets the identification of topic-related information in the input document, translates it into database entries and adds sentences from this database to ad hoc summaries.

Architecture of GISTEXTER

Lead and body phrase method

The lead and body phrase method, proposed by Tanaka to summarize broadcast news, involves syntactic analysis of the lead and body chunks of the sentence. Inspired by the sentence fusion technique, this method identifies common phrases in the lead and body chunks followed by insertion and substitution of phrases to generate a summary through sentence revision. The operations include syntactical parsing of the lead and body chunks, identifying trigger search pairs, phrase alignment with the help of different similarity and alignment metrics. Finally, insertion or substitution or both are applied to generate a new sentence: if the body phrase has rich information and has the same corresponding phrase, substitution occurs, while if the body phrase has no counterpart, insertion takes place.

Rule-based methods

The rule-based methods depict input documents in terms of classes and lists of aspects. To generate a sentence, this scheme uses a rule-based

information extraction module, content selection heuristics and one or more patterns. To generate extraction rules similar meaning verbs and nouns are identified. Several candidate rules are selected and passed on to summary

generation module. Finally, generation patterns are used for generation of outline sentences. A number of works, propose different sets of extraction rules, including rules for finding semantically related noun-verb pairs, discourse rules, syntactical constraints and word graph, or feature scores and random forest classification. This method provides the best summary but the main drawback is it consumes time as rules and patterns are written manually.

Graph-based methods

A graph data structure is widely popular in extractive and abstractive methods of summarization. The novelty of the system lies in the idea that every node represents a word unit representing the structure of sentences for directed edges. One of the best-know projects that applies this technique is Opinosis — a framework that generates compact abstractive summaries of extremely redundant opinions. The model generates an abstractive summary by repeatedly searching the Opinosis graph for sub-graphs encoding a valid sentence and high redundancy scores to find meaningful paths which in turn becomes candidate summary phrases. All the paths are afterwards ranked in the descending order of the scores and duplicated paths are eliminated with the help of the Jaccard measure to create a short summary. The Opinosis summarizer is considered a“shallow” abstractive summarizer as it uses the original text itself to generate summaries (this makes it shallow) but it can generate phrases that were previously not seen in the original text because of the way paths are explored (and this makes it abstractive rather than purely extractive).

Ontology-based methods

Ontologies are extremely popular across NLP, including both extractive and abstractive summarization where they are convenient because they are usually confined to the same topic or domain. Besides, every domain has its own knowledge structure and that can be better represented by ontology. Though different in their specific approaches, all ontology-based summarization methods involve reduction of sentences by compressing and reformulation using both linguistic and NLP techniques. One of the most influential approaches is the “fuzzy ontology” method proposed by Lee which is used for Chinese news summarization to model uncertain information. This approach features an extensive pre-processing phase, comprising the outline of the domain ontology for news events by the domain experts and production of the meaningful terms from the news corpus. Afterwards, the term classifier classifies the meaningful terms on the basis of news events. For each fuzzy concept of the fuzzy ontology, the fuzzy inference phase generates the membership degrees. A set of membership degrees of each fuzzy concept is associated with various events of the domain ontology. News summarization is finally done by news agent based on fuzzy ontology.

Semantic-based approaches

Semantic-based approaches employ linguistics illustration of document(s) to feed into a natural language generation (NLG) system, with the main focus lying in identifying noun and verb phrase.

Multimodal semantic model

Multimodal semantic model captures the concepts and forms the relation among these concepts representing both text and images contained in multimodal documents. A semantic model is initially built using knowledge representation based on objects. Nodes represent concepts and links between these concepts represent relationship between them. Important ideas are rated using information density metric which checks the completeness, relationship with others and number of occurrences of an expression. The chosen concepts are finally transformed into sentences to create a summary. An example of such system is SimpleNLG that provides interfaces to offer direct control over the way phrases are built and combined, inflectional morphological operations, and linearization.

Information item based methods

In this methodology, instead of generating abstract from sentences of the input file, it is generated from abstract representation of the input file. The abstract representation is an information item which is the smallest element of coherent information in a text the information about the summary are generated from abstract representation of supply documents, instead of sentences from supply documents. The important goal is to identify all text entities, their attributes, predicates between them, and the predicate characteristics. The framework used in his method was proposed in the context of Text Analysis Conference (TAC) for multi-document summarization of news. At the initial stage of the Information Item (INIT) retrieval, subject-verb-object triples are formed by syntactical analysis of the text done with the help of a parser. Most INIT do not give rise to full sentences, and there is a need of combining them into a sentence structure before generating a text. In sentence generation phase, the sentences are generated using a language generator. In the next phase i.e. sentence selection phase, raking of each sentence is done on the basis of the average document frequency score. At last, highly ranked sentences are arranged and abstract is generated with proper planning. This method generates a short, coherent, information rich and less redundant summary. However, the fact that it rejects much meaningful information, reduces the linguistic quality of the created summary.

Semantic Text Representation Model

This technique aims to analyze input text using semantics of words rather than the text syntax or structure. To name an example of such a model, Atif et al. suggested Semantic role labeling to extract predicate argument structure from each sentence and the document set is split into sentences with the document and position numbers. The position number is assigned by using SENNA semantic role labeler API. The similarity matrix is constructed from semantic Graph for Semantic similarity scores. After that, a modified graph-based ranking algorithm is used to determine the predicate structure, semantic similarity and the document set relationship. Finally MMR is used to reduce redundancy for summarization.

Semantic Graph Model

This method generates a summary by creating a semantic graph called therich semantic graph (RSG). The approach consists of three phases. At the first phase input document are represented using the rich semantic graph (RSG). In the RSG, the verbs and nouns of the input document are represented as graph nodes and the edges correspond to semantic and topological relations between them. The sentence concepts are inter-linked through the syntactic and semantic relationships generated in the pre-processing module. Then the original graph is reduced to a more concise graph using heuristic rules. Finally, the abstractive outline is generated from the reduced linguistics graph. This method produces less redundant and grammatically correct sentences, yet it is limited to a single document and does not support multiple documents.

The rich semantic graph creation phase

Even though abstractive summarization shows less stable results comparing to extractive methods, it is believed that this approach is more promising in terms of generating human-like summaries. Therefore, we can expect more approaches mushrooming in this field which offer new perspective from the computational, cognitive and linguistic points of view.

#machine learning #artificial intelligence #natural language processing #NLP #data science

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platosquill-blog · 5 years

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10 Basic Tips For Professional College Paper Writing Services

Writing a professional college paper may seem like a simple task, but the truth is that many mistakes are usually made at the time of writing. A misspelled word or a poorly placed punctuation mark could send the wrong message. So regardless of whether it is a college paper or a writing task, writing correctly is an obligation to communicate in the professional world. Always read what the best paper writers have to offer.

Far from being typical of the university, many of these errors are spread by society thanks to the media. When committed in endless circles that are not recommendable from the linguistic point of view, it is difficult to combat them. Course work must be correct in form and substance, with clear and concise wording. Below is a series of tips from the best paper writers that, no matter what type of research paper writing services you want to write, it will help you improve your writing and communicate your ideas in a clear and straightforward way. This study can also help you offer affordable paper writing services.

1. Do you already know what you want to write about?

Before starting to write the first thing you should define is what you want to say. So before letting your creativity fly, ask yourself the following five questions and answer them: What do I mean? What is the central argument of my text? Who is my writing service for? Why do I want to write it? How do I want to communicate?

2. Structure your text!

Do not forget that every paper should start with an introduction and should end with a conclusion. Try to follow the following formal structure:

Introduction: The central theme, the thesis or the structure to be treated is introduced. Likewise, you must mention what you are going to address the text with one or two sentences that summarize the topic.

Development or Body: the stage where the arguments and counter-arguments on the central case are exposed and extended. The length of the body depends on each writing but do not forget that each section of the college writing paper must develop an idea.

Conclusion: a summary of the above is made, and a result or an opinion is offered.

3. First things first!

The title is essential to attract any reader. Now, it is not always easy to find the right title, so the most convenient thing is for it to be simple. The paper has to do with your narrative and, more importantly, it creates attention to necessary details.

4. Learn to use punctuation marks!

This is one thing best paper writers swear by! Punctuation marks are essential to give fluidity and clarity to your notions.

5. Presume a rich vocabulary!

Try not to bore the reader and avoid repeating the same words in the same paragraph when using synonyms. There are many electronic dictionaries that you can consult.

6. Order of section/category

Try to follow the usual order of sections and categories in the paper.

7. Do not abuse the adjectives!

While qualifying adjectives serve to make a more descriptive text, in the end, they are overwhelming. So before introducing too many articles. One should ask if they are indispensable. When in doubt, answer the following two questions:

8. Does the adjective adequately describe the noun?

If the answer is yes, is that adjective necessary for the reader to understand the text? Be consistent in numbering! Remember that:

• The numbers from one to twenty-nine must be written with a letter and from 30 onwards with the number.

• It is also preferable that the tens and hundreds should be written in letters.

• You should try to use figures in numbers that have decimals.

• The ordinal numerals that are written with figures must be followed by letters flown as 1st, 2nd or 3rd.

To indicate the centuries, the dynasties in certain cultures, the numbering of volumes, the denomination of congresses, festivals or competitions and the series of popes, emperors, and kings it is necessary to use the Roman numeration.

9. Be precise!

Try to avoid the use of vague or generic words as a thing, something, matters, good, rich to refer to objects or situations. A vast majority of these words could be needed to make text more attractive.

10. Drafting and style

In addition to a correct presentation, paper writing must have professional text. You have to learn to write professional college papers. It is an easy goal to achieve with practice. To begin, it is advisable to make short sentences, following a necessary order, composed of subject, verb and complements. The paragraphs must also be measured, from about six to ten lines, with one idea per paragraph. The writing must follow an agile rhythm, which lends itself to a quick reading. Remember that you have to tend to the saving of words, to the simplicity of the language, and not to fill in the text with unnecessary flourishes.

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