Why Do I Have A Hard Time Explaining

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ANG MAKAKASAGOT NG TANONG AY IBOBOTO KONG BRAINLIEST COMPLETE ANSWER

Ask: ANG MAKAKASAGOT NG TANONG AY IBOBOTO KONG BRAINLIEST

COMPLETE ANSWER

Learning Opportunity 2
Directions: Read the story: Proud Pencil by Joemar F. Furigay. After reading, evaluate
the short story using the criteria below. Then, Write a brief review in the comment section.

Proud Little Pencil
By Joemar L. Furigay

“Pencils? They’re very unfortunatel” mocked those bom with the privilege of ink.
“They’re dull, too!” mimicked those born with the privilege of color.
“Truly unlucky!” they chorused in derision
Little Pencil felt depressed upon hearing what the Pens and Crayons told about them
Pencils. True, he came from the Pencil family, and he was bound to carry out a Pencil’s job. And
he wasn’t proud of that
It was the role of Pencils to do the first part of any work. The Pens would then trace to
perfection what the Pencils had started, leaving no traces of their initial efforts. Then, the Crayons
would brighten the Pens’ work, making the Pencils go unnoticed. Such was the norm where the
Pens and the Crayons would be in the spotlight while the Pencils would always stay on the
sidelines
Little Pencil knew the Pencil family worked hard, but he couldn’t understand why they were
happy even if they were underappreciated.
“Mom, I don’t want to be a pencil anymore,” he grumbled.
“Dear, you need to know that we Pencils are as good as the Pens and Crayons,” his
mother replied
That’s clearly untrue, Mom!” Little Pencil protested.
“W not true, then tell me why pens need us to create perfect lines?” Mother Pencil asked.
Little Pencil replied with a sigh.
“Pens and crayons are unable to correct their mistakes while we, pencils, can,” Mother
Pencil continued. We don’t
get recognized most of the time, but it doesn’t mean we can’t shine,”
she explained.
Little Pencil mumbled, “But pens cover our marks, and crayons make them look alive.”
“But we guide them, dear son,” Mother Pencil countered, “they can’t produce great works
without us starting them.”
“And that makes you independent because you don’t need help to create something,”
Mother Pencil explained.
“Pens, crayons and pencils have their own ups and downs, and believe me when I say
we’re all the same,” she said. “We pencils create, so do pens and crayons. We make mistakes,
so do they.”
“But the Pens and the Crayons would always steal the credit!” Little Pencil complained,
holding back his tears.
“But without us, they won’t shine,” Mother Pencil wiped his tears away. We are as
important as they are. There’s something better than being noticed, son.”
Little Pencil asked, “What could be better than being noticed, Mom?”
“It is knowing you have a purpose and believing you are more than what you appear to
be,” Mother Pencil answered.
“You yourself should know how important you are and how beautiful your role is in this
world,” Mother Pencil pointed out as she hugged Little Pencil. “For me, there’s no better feeling
than leaming to love yourself and realizing how important you are,” she stressed.
Little Pencil gave a sheepish smile, all he needed was his mother’s enlightening words.
Never had he been proud of what he was and who he was. At last, he was ready to introduce
himself to the world.
“Lam a pen. I make drawings pop outl” proclaimed someone from the family of pens.
“I am a crayon. I make these drawings colorfull” declared someone from the family of
crayons.
“I am a pencil
. I make those drawings happenl” asserted Little Pencil
, who came from the
family of pencils
Never had he been this prouder!

Favorite character: Pencil

he is patient and can wait for someone to love him

Setting: School

theme:to encourage you to know that you are a special person and only you can fulfil the purpose to which you were born to accomplish

Conflict: the pencil has low self esteem and hates being a pencil

Point of view: Being mocked and hated on for who you are not until they see your true value

Style: Based on reality

Activity 2: Analyze the following text very carefully. Then, complete

Ask: Activity 2: Analyze the following text very carefully. Then, complete the table

that follows.

This paper purports to assess the linguistic complexity of students’ narratives and

reading texts. However, the authors never stated the purpose behind the study. The authors

provide no motivations and goals for the study, no research questions, no strong

methodological practices, and very few findings that can be easily interpreted. While reading

the study, every new sentence is surprise. There are no details and the entire paper is

completely under referenced.

Below I will discuss some of the major problems with the paper. First, the authors never

provide a rationale for their study. They never give a reason as to why they are studying

reading and writing together and they fail to link the two skills. The authors assume that the

reader knows the narrative and made no attempt to assist them in developing the narrative of

the paper. Another major problem with the paper is the naiveté that is apparent in the literature

review, the methods, and the analysis. The literature review is perhaps two pages long and

boost up on their knowledge of L2 writing and reading theory before they submit a paper to a

professional journal.

It is interesting that the language background of the participants is never made explicit

(participants are at the mid beginners to high beginners level in using English is a second

language). The extent to which any results found in the study would be widely generalizable

to what is typically conceived as an EFL/ESL learner is not clear. Moreover, the author

continually draw on literature meant for an L1 acquisition audience and therefore of dubious

extension to L2 contexts.

The methods section contains no details at all. Ten participants per grade level, in a

stratified random sample, hardly seemed enough to get much stable data. Since, there are

only ten participants per grade level on both accredited and non-accredited schools due to

logistical constraints; the paper is more on exploratory study. In other words, it seems a stretch

to ask most journal readers to generalize from such a limited sample from such a specific

population. The authors state that “pupils were not given limits as to time and number of words,

for them to be relaxed in their narrative production” (p.5). However, later the authors explain

that those written data also form the basis of the corpus used for analysis. How does this

differential production affect the results of the analysis? Surely, a participant who produces

1,000 words will have different results from one who produce 500. It is not clear how the

authors can assert any sort of pattern from linguistic ‘snapshot’ from just 10 students per

school, producing such heterogeneous data samples. Again, from such a modest sample size.

In general, the paper is hard to read. This likely goes back to the lack of research

problems. There are few transitions and, organizationally, the paper does not set up any

expectations for the reader. The first paragraph is a great example because it contains a single

sentence and at least five different clauses. The final paragraph in the introduction (right before

the methods sections) is another example. I have read that paragraph four times and am not

sure how to process it.

There are major problems with this paper, but I do not have a time or the energy to discuss

them all. The authors really need to rethink the purpose of the collected data and educate

themselves in the field of L2 reading and writing. I would highly suggest that the authors reread

issues of the journal of Second Language Writing and Reading in a Foreign Language.

Type of Document

Purpose of the

Review

Writer’s Persona

Intended Reader

Strengths

Weaknesses

Answer:

NASA picture po ang answer

Explanation:

Sana makatulong

Analyze the following text very carefully. Then, complete the table

Ask: Analyze the following text very carefully. Then, complete the table that follows.
This paper purports to assess the linguistic complexity of students’ narratives and reading texts. However, the authors never stated the purpose behind the study. The authors provide no motivations and goals for the study, no research questions, no strong methodological practices, and very few findings that can be easily interpreted. While reading the study, every new sentence is surprise. There are no details and the entire paper is completely under referenced.

Below I will discuss some of the major problems with the paper. First, the authors never provide a rationale for their study. They never give a reason as to why they are studying reading and writing together and they fail to link the two skills. The authors assume that the reader knows the narrative and made no attempt to assist them in developing the narrative of the paper. Another major problem with the paper is the naiveté that is apparent in the literature review, the methods, and the analysis. The literature review is perhaps two pages long and boost up on their knowledge of L2 writing and reading theory before they submit a paper to a professional journal.

It is interesting that the language background of the participants is never made explicit (participants are at the mid beginners to high beginners level in using English is a second language). The extent to which any results found in the study would be widely generalizable to what is typically conceived as an EFL/ESL learner is not clear. Moreover, the author continually draw on literature meant for an L1 acquisition audience and therefore of dubious extension to L2 contexts.

The methods section contains no details at all. Ten participants per grade level, in a stratified random sample, hardly seemed enough to get much stable data. Since, there are only ten participants per grade level on both accredited and non-accredited schools due to logistical constraints; the paper is more on exploratory study. In other words, it seems a stretch to ask most journal readers to generalize from such a limited sample from such a specific population. The authors state that “pupils were not given limits as to time and number of words, for them to be relaxed in their narrative production” (p.5). However, later the authors explain that those written data also form the basis of the corpus used for analysis. How does this differential production affect the results of the analysis? Surely, a participant who produces 1,000 words will have different results from one who produce 500. It is not clear how the authors can assert any sort of pattern from linguistic ‘snapshot’ from just 10 students per school, producing such heterogeneous data samples. Again, from such a modest sample.

In general, the paper is hard to read. This likely goes back to the lack of research problems. There are few transitions and, organizationally, the paper does not set up any expectations for the reader. The first paragraph is a great example because it contains a single sentence and at least five different clauses. The final paragraph in the introduction (right before the methods sections) is another example. I have read that paragraph four times and am not sure how to process it.

There are major problems with this paper, but I do not have a time or the energy to discuss them all. The authors really need to rethink the purpose of the collected data and educate themselves in the field of L2 reading and writing. I would highly suggest that the authors reread issues of the journal of Second Language Writing and Reading in a Foreign Language.

Source:http://www.uwlux.edu/uploaded Files/Academics/Departments/Political_Science_and_Public_Admin/journal_article_critique_example.pdf

Type of Document:

Purpose of the:

Review:

Writer’s Persona:

Intended Reader:

Strengths:

Weaknesses:

Answer:

how to do it

Explanation:

prepare all materials needed

ACTIVITY 3:Determine if each case is inductive or deductive reasoning

Ask: ACTIVITY 3:

Determine if each case is inductive or deductive reasoning and explain why.

1. A scientist dips a platinum wire into a solution containing salt, passes the wire over a

flame,and observes that it produces an orange-yellow flame. She does this with many

othersolutions that contain salt, finding that they all produce an orange-yellow flame. She

states “A solution that contains salt produces a orange-yellow flame in a flame test”.

_________________________________________________________________________________________

2. Amanda was learning to drive when her father told her to never run the car if the overheat

light comes on. Last summer while driving to Anchorage, her overheat light turned on so

sheturned off the car and called for help.

_________________________________________________________________________________________

3. Your teacher tells the class that no credit will be given to assignments that show no work.

For two months you do your homework. Last week, your assignment had a couple of

problemswhere no work was shown. You received no credit for the assignment.

_________________________________________________________________________________________

4. Alyssa was working for AJ inc. In August, she worked really hard on all six projects she

was assigned and finished them all before their due dates. On her August paycheck, she

had$300 extra. In September, she finished one project early and three projects on time. Her

September paycheck was normal. In October, she finished four projects early and one project

late. Her October paycheck was normal. In November, she finished three projects early. Her

November paycheck had a $150 extra. She determines that if she finishes all of her projects

for the month early, she will receive a $50 bonus for each project.

________________________________________________________________________________________

5. Hunter notices that every day his math teacher wears what seems to be a different tie

everyday. He starts keeping track of what his teacher wears. After one semester, Hunter

approaches his teacher and states, “I think you wear a different tie every day, do you have a

180 different ties?”

_________________________________________________________________________________________

Step-by-step explanation:

Jack likes fishing. (This is a simple sentence with a normal predicate, i.e., there’s just one main verb (“likes”).) Jack likes fishing but hates hunting. (This is a simple sentence with a compound predicate. The subject “Jack” is the subject of two verbs (“likes” and “hates”).)

Now that we have practiced using some of the 5-system

Ask: Now that we have practiced using some of the 5-system maintenance in the previous

activity scenario, you shall now try it on your own to determine your knowledge and

understanding about the topic.

I. All the computers in the computer shop you are working in just suddenly stop

booting normally in the Operating System after a recent update that came

from windows update center that took place yesterday. In order to make all

the computer work again what type of system maintenance do you need to do

in order to quickly resolve the problem? Write down in the box provided below

your answer and explain why that is the answer.

SYSTEM MAINTENANCE WHY IT WILL WORK IN THE

SITUATION?

1. 1.

II. You noticed that your laptops hard drive is full of different medias like

movies, mp3, pictures or images and a lot of online or network games

installed. And it is taking some time now before your computer boots up

normally to the windows. What type of system maintenance do you need to

do in order to speed-up the bootup process or the processing of your

laptop? Write down in the box provided below your answer and explain why

that is the answer.

SYSTEM MAINTENANCE WHY IT WILL WORK IN THE

SITUATION?

Answer:

what do you think may happen to the leading egde of plate a as it continues to move downward why?

Activity 2: Analyze the following text very carefully. Then, complete

Ask: Activity 2: Analyze the following text very carefully. Then, complete the table that follows.

This paper purports to assess the linguistic complexity of students’ narratives and reading texts. However, the authors never stated the purpose behind the study. The authors provide no motivations and goals for the study, no research questions, no strong
methodological practices, and very few findings that can be easily interpreted. While reading the study, every new sentence is surprise. There are no details and the entire paper is completely under referenced. Below I will discuss some of the major problems with the paper. First, the authors never provide a rationale for their study. They never give a reason as to why they are studying reading and writing together and they fail to link the two skills. The authors assume that the reader knows the narrative and made no attempt to assist them in developing the narrative of the paper. Another major problem with the paper is the naiveté that is apparent in the literature review, the methods, and the analysis. The literature review is perhaps two pages long and boost up on their knowledge of L2 writing and reading theory before they submit a paper to a professional journal. It is interesting that the language background of the participants is never made explicit (participants are at the mid beginners to high beginners level in using English is a second language). The extent to which any results found in the study would be widely generalizable to what is typically conceived as an EFL/ESL learner is not clear. Moreover, the author continually draw on literature meant for an L1 acquisition audience and therefore of dubious extension to L2 contexts. The methods section contains no details at all. Ten participants per grade level, in a stratified random sample, hardly seemed enough to get much stable data. Since, there are only-begotten ten participants per grade level on both accredited and non-accredited schools due to
logistical constraints; the paper is more on exploratory study. In other words, it seems a stretch to ask most journal readers to generalize from such a limited sample from such a specific population. The authors state that “pupils were not given limits as to time and number of words, for them to be relaxed in their narrative production” (p.5). However, later the authors explain that those written data also form the basis of the corpus used for analysis. How does this differential production affect the results of the analysis? Surely, a participant who produces 1,000 words will have different results from one who produce 500. It is not clear how the authors can assert any sort of pattern from linguistic ‘snapshot’ from just 10 students per school, producing such heterogeneous data samples. Again, from such a modest sample size. In general, the paper is hard to read. This likely goes back to the lack of research problems. There are few transitions and, organizationally, the paper does not set up any expectations for the reader. The first paragraph is a great example because it contains a single sentence and at least five different clauses. The final paragraph in the introduction (right before the methods sections) is another example. I have read that paragraph four times and am not sure how to process it. There are major problems with this paper, but I do not have a time or the energy to discuss them all. The authors really need to rethink the purpose of the collected data and educate themselves in the field of L2 reading and writing. I would highly suggest that the authors reread issues of the journal of Second Language Writing and Reading in a Foreign Language.

Type of Document:_____

Purpose of the Review:_______

Writer’s Persona:_____

Intended Reader:_____

Strengths:_____

Weaknesses:______

hi can i was the day i i was that a great day for the first time game and the counting pattern

A 3. Describes or presents events or items in or

Ask: A 3. Describes or presents events or items in or doing something B 4. Describes a person, place, thing, idea or concept by explaining its features or by giving examples с 5. Refers to what happened (effect) and why it happened (cause) II. Read the given sentences/paragraphs well and identify the type of informational text used. Write the letter of the correct answer. A. Sequence B. Description C. Cause and Effect D. Comparison and Contrast E.Problem and Solution 6. In the early 21st century, housing loans were often given to individuals who did not have the means to pay back these loans. Presently, in the midst of the current housing crisis, these subprime loans are no longer being offered to unqualified candidates. 7. My eight year old son, Joshua, stands out in a crowd of children because of his distinctive appearance and gentle manner. 8. Although I raised Marcee and Obbie from puppies, they have completely diverse personalities. Obbie is a six year old, male, toy Pomeranian whereas Marcee is a one year old, female, Boston terrier. Obbie is small and soft, unlike Marcee who has bristly hair and is much bigger. 9. in front of me on the table sat a beautiful pure white bowl, simplistic in design, hiding a decadent surprise inside. 10. He failed in the test last time so he studied hard to pass the next exam. 11. A tornado blew the roof off the house, and as a result, the family had to find another place to live. 12. First, the photographer walks through the area to get a perspective on the crime scene. Second, the photographer discusses what needs to be photographed in detail with the investigating officers. Third, mid-range photos are taken, focusing on the position of items considered as evidence. 13. There has been an increase in greenhouse gases, therefore global warming is happening. 14. Basketball and soccer are sports with many similarities and differences. Both sports are fun to play and each one has many beneficial qualities. Here are some of the similarities and differences with basketball and soccer, 15. Leah suddenly choked in the middle of the meal so her mother gave her a gass of water to drink

Answer:

pppppppppp

ppppppppp

pppppp

"Father And Son"(Father]It's not time to make a change Just

Ask: “Father And Son”

(Father]

It’s not time to make a change Just relax, take it easy You’re still young, that’s your fault There’s so much you have to know Find a girl, settle down if you want you can marry Look at me, I am old, but I’m happy

I was once like you are now, and I know that it’s not easy To be calm when you’ve found something going on But tako your time, think a lot Why, think of everything you’ve got For you will still be here tomorrow, but your dreams may not

(Son}

How can I try to explain, cause when I do he tums away again It’s always been the same, some old story From the moment I could talk I was ordered to listen Now there’s a way and I know that I have to go away

I know I have to go

[Father]

It’s not time to make a change Just sit down, take it slowly

You’re still young, that’s your fault

There’s so much you have to go through (I have to make this decision)

Find a girl, settle down

If you want you can marry Look at me, (No) I am old, but I’m happy

Son:

All the times that I cned

(Decision, decision, decision) Keeping all the things I knew inside It’s hard (Why must)

But it’s harder to ignore it (You go and make this decision)

If they were right, I’d agree But it’s them they know not me Now there’s a way and I know That I have to go away I know I have to go

1. Does the song express your feelings towards your father? 2. Does the song express your attitudes towards your father?

PLS ANS THIS

Answer:

2.Yes, because it reminds me that my father’s advice is like a life, once in a lifetime.

2.yes as a daughter like my father didn’t give up on situation when it’s hard because always keep to talk in god that he can help me to fight for our dreams.

Explanation:

i hope it’s help:)

Analyze the following text very carefully. Then, complete the table

Ask: Analyze the following text very carefully. Then, complete the table that follows.

Source:http://www.uwlux.edu/uploaded Files/Academics/Departments/Political_Science_and_Public_Admin/journal_article_critique_example.pdf

Type of Document:

Purpose of the:

Review:

Writer’s Persona:

Intended Reader:

Strengths:

Weaknesses:

Hope this helps.

Type of document: Informative document or Descriptive Critique

Purpose of the document: (It is in the text, you just have to critically analyze it )

Writer’s Persona: (I am not sure about this but this was what I helped explain to my brother) The author is able to describe in the first two paragraph about the problem of the paper, the author is straightforward and knows the weaknesses of the paper..

Situation 2 I was staying at a relative's house for

Ask: Situation 2
I was staying at a relative’s house for one week. I was using
the computer in the 16-year-old’s room. The father came in
and we started talking. He was telling me how his son had
made some of the furniture in
the room. One of the things he

made was a small table. On the table was a cloth cover. He
took off the photograph and the other things on top of the table,
then took off the cover, saying, “I don’t know why he has this
covered up. I like the way the natural wood looks.” He folded
up the cloth cover and put it on a desk. It was hard for me to
believe my eyes. I was so stunned I couldn’t even think of what
to say. All I could think of was, “…but it is not your room!”
When the son came home he immediately noticed the
change and asked me about it. I explained and asked how he
felt about it. He rolled up his eyes, shook his head and said,
“He does that all the time. He also comes in and makes my
bed even though I have told him I don’t like it. It is just another
one of the many reasons I feel he has no respect for me.”

1. Do you have an experience that is something similar to the second situation
2. What can you say about the fatger’s action?
3. What will you do if you were the visitor? What can you do to ease the son’s feeling of being disrespected by his father?

Answer:

⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛⬛

Not only you can get the answer of why do i have a hard time explaining, you could also find the answers of Activity 2: Analyze, Situation 2 I, Analyze the following, ACTIVITY 3:Determine if, and Activity 2: Analyze.

ANG MAKAKASAGOT NG TANONG AY IBOBOTO KONG BRAINLIEST COMPLETE ANSWER

Activity 2: Analyze the following text very carefully. Then, complete

Analyze the following text very carefully. Then, complete the table

ACTIVITY 3:Determine if each case is inductive or deductive reasoning

Now that we have practiced using some of the 5-system

Activity 2: Analyze the following text very carefully. Then, complete

A 3. Describes or presents events or items in or

"Father And Son"(Father]It's not time to make a change Just

Analyze the following text very carefully. Then, complete the table

Situation 2 I was staying at a relative's house for

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