Reading 32

Climax


Cordelia fell in love with Atlas and so she kept sending him gifts but Atlas thought that it was nothing but an act of kindness. Atlas, on the other hand, became fond of Isla since he spent most of his time together with her and Isla also came to like Atlas. Their love was hidden from Cordelia since Isla knew that her sister was in love with him.

But one day, when Cordelia went to the land to visit Isla and Atlas, she found that the two of them were hugging each other and there, she knew that something was going on between Isla and Atlas. She left silently with the food on the floor without the two noticing.

Reading 31

Rising Action:

One day, Cordelia discovered a shipwreck and saw an unconscious young man and so she approached him. She was struck by his handsome features, he was beautiful like that of a god. When he finally opened his eyes, Cordelia was mesmerized by his green orbs with a hint of silver and bule together with his long curling lashes.

She brought him to their home and cared for her and there she learned his name, Atlas. Atlas lived with the twins and he often helped them in their duties especially with Isla in the fields since he had a hard time facing the sea because of the trauma.

Reading 30

The Girl Who Cried Flood

This is another story from the book of Kaye Allen. It is a story about two twins who fell in love with the same man.

Exposition:

There was once a city at the very heart of the ocean and it was a paradise for the living. Twin sisters lived in the city and they were very much identical. The only way to distinguish them was in the color of their eyes; Isla - a maiden on earth- had green eyes like leaves while Cordelia - a protector of the sea - had blue orbs. They kept the city's peace and maintaining the prosperity of the land; with Cordelia in the sea while Isla on the land.

Reading 29

Plot
Ending:

Moon would chase her sunsets every single day and to him, that was enough. But there are special days when Moon completely catches Sun and he becomes selfish; shielding her from the earth and keeping her all by himself and that's when we look up in the sky and see a magnificent eclipse.

The Moon glows because of the Sun, for the Moon belongs to Sun as the Sun belongs to the Moon.

Reading 28

Plot
Falling Action:

The disappearance of Moon became a mystery but when the Night goddess would go to her usual routine, she noticed a glowing white ball in the night sky shining majestically and she knew that it was her son, Moon. Love can do wonders that's why Moon's love for his Sun was more than enough for the universe to make Moon's promise come true - to follow her wherever she go.

Reading 27

Plot
Climax:

The god of Day had to give his powers to Sun for his daughter to heal, but Sun might heal too much for she is the one that the prophecy talked about - that a daylighter would become too powerful that he/she had to go to the higher realms. The ceremony had begun and the god of Day had disappeared and Sun became well again but different. The time had come for Sun to ascend to give light to the world and so, she glew brighter and brighter that everyone had to look away.

Sun disappeared and Moon felt hopeless, he felt anger and confusion. Moon started to glow bright -although nightseekers don't glow - he glew so bright and disappeared as well.

Reading 26

Moon's love for Sun was so strong that the higher realms had permitted him to be with her, to follow her as he promised. But, Moon and Sun stayed in different skies. The Night goddess had noticed this and felt Moon's pain and sorrow. So, she bargained Time to let the two lovers met once in a while and sometimes, Moon catches up and sees a glimpse of Sun's ethereal glow. He would stare from a distance hoping to catch her eye.

He does.

She does.

That's how it is, day after day and night after night. Moon would chase her sunsets every single day and to him, that was enough. But there are special days when Moon completely catches Sun and he becomes selfish; shielding her from the earth and keeping her all by himself and that's when we look up in the sky and see a magnificent eclipse.

The Moon glows because of the Sun, for the Moon belongs to Sun as the Sun belongs to the Moon.

- END -

Reading 25

Moon's disappearance was a mystery.

When the Day had gone to give way to Night, the Night goddess went on her routine to shroud the world in shadows and she saw a glowing white ball situated in the high heaves. She stopped to stare, tearing up the sight.

She knew that it was her son, Moon, glowing majestically in the night skies.

Reading 24

She's gone, he thought, panicking. She's really gone...

Moon felt like the universe was coming down on him - anger, pain, love, confusion. He felt like his heart was ripped out as Sun took it with her.

He wasn't even paying attention to her mother calling his name, he was filled with several emotions.

Moon glowed and as the healer, nightseekers do not glow. Everyone took a step back and watched Moon glowed brighter and brighter - so bright that everyone had to look away. The moment they opened their eyes and looked back, Moon was nowhere to be found.

Reading 23

Just then, a scream was heard and Moon realized that it was from the healer, his hands were slightly burnt. Moon then recalled what the god of Day told him that once their energy emerged, Sun would be too powerful for any of them.

Sun panicked not knowing what was happening to her but the goddess of Night was there to explain about the prophecy - that Sun needed to ascend and that she would be the new ruler of Day. But Sun didn't want to, she didn't want to leave Moon. But Moon took his courage and assured Sun that everything will be okay, that they would still be together, and talked about how Sun felt she didn't belong in their Kingdom because she belonged to the higher realm. Moon promised that they would see each other again and that he would always follow his Sun.

And with that, Sun left. Sun shined brightly and disappeared.

Reading 22

On the day of the transformation, Moon felt empty. He felt at fault - for, in love, it's easy to take the blame. Moon noticed that the god of Day seemed to have a dimmer glow and Moon felt something heavy on his chest.

The ceremony had begun and the enchantments were made. He watched the god of Day, sitting next to Sun, their hands interlocked as the healer chanted a melody.

And then, Sun began to glow brighter until the room was filled in a blinding light, so bright that Moon had to look away. The god of Day had disappeared, nowhere to be found, and some statements said that Sun killed their god.

The healer approached Sun who was looking scared of what just had happened. As the healer helped her up, Sun's eyes immediately looked for her Moon. Moon gasped as their eyes met, noticing how golden her eyes had just become, looking otherworldly.

Reading 21

That night, Moon visited his Sun in her chambers. They exchanged "I miss you"s and "I love you"s, telling how they love one another, and assuring that they would always be together. That night, Moon and Sun became one, they marked each other's, making love and words of promise as each touch conducted sparks.

That night, stars were born.

Reading 20

"It is Sun," Moon finished and to his fear, the god only looked at him sadly.

The god of Day talked about how Sun was born from a nymph - Serena, a beautiful woman. But nymphs could not live forever and so she passed. Moon asked what would happen to Sun and the god answered that they need to restore her mortality and the god should give his energy to her.

Sun would heal but she might heal too well. The god then said that from the moment he saw Sun in moon's arms, he realized how truly different she was.

Moon and Sun managed to get along ; touch without hurting each other. Sun's touched could have burned Moon and Moon's coldness could also have suffocated her flames, but it did not. The god of Day said that Sun might be the Daylighter in the prophecy and once their energy emerged, Sun would ascend to the upper Tier.

Moon then said that if Sun would ascend, she would be left all alone but the god argued that he wanted to let her daughter live.

Yes, she will live, Moon thought and that was enough to consider the option.

She lives... but without her, I die.

Reading 19

Moon was standing outside the palace. He watched the skies begin to darken - the Day turning into Night -  knowing that it was his mother's doing.

Sun.

Moon wondered how his Sun was. It's been so long and Moon missed her so much, he felt like he was going to go insane.

"Moon?"

A deep voice interrupted his thoughts and Moon was surprised to see the god of Day standing before him. Moon bowed and gave respect to the god. They talked about the heavenly plains - the lower Tier and the higher Tier. The god asked him who resides in the higher tier but Moon realized he lacked knowledge on the subject.

"That is because the only ones who lived in the higher realms never came down to tell. They are higher beings: special deities, as we call them." The god of Day said.

Moon asked the god why they were talking about this and the god of Day talked about the prophecy wherein a Daylighter would be born who would surpass all others and become all-powerful; so powerful  that the Daylighter should be moved to the higher realm.

Reading 18

" Will she be alright?" Moon asked to the god of Day and he was intrigued by Moon's concern. He then shifted his gaze towards the goddess of Night and they exchanged greetings. The god of Day appreciated the Night goddess for helping in returning his daughter and said that he would let them know of her condition  but Moon interrupted saying that he wouldn't leave his Sun. The god was mildly shocked at Moon's persistence and ability to stare him down. 

But the god said he wanted to speak with the Night goddess instead, which slightly confused Moon. The Night goddess gave assurance to Moon by placing her hand on his shoulder and Moon gave her a small smile before she went away with the god of Day.

Moon was left alone in the great hall and looked at the door in which they took his Sun, wishing for her to be well. Then he waited. 

And waited.

Reading 17

The two Kingdoms lived apart to maintain the balance of the universe. They have been separated for a long time that's why the Daylighters were surprised when they saw the Night goddess and her son as well as their lost goddess.

"Sun!" The God of Day exclaimed, emanating strength and authority. Moon looked up as the doors opened, revealing a tall man with a sharp jaw and hard and intimidating features - a contrast to the Night goddess calm and collected disposition. Moon held onto Sun more tightly and held his ground.

The God of Day shouted orders to take Sun to her chambers as well as to summon the healer. He then gave thanks to Moon for returning his daughter.

Reading 16

As they reached the Nightseekers kingdom, the Night goddess was already waiting for them with a face that portrayed calmness and peace. But the Night goddess' calm expression turned into worry as she had a closer look at Sun's diminishing glow.

Moon asked her mother to help him heal Sun but the Night goddess said that it was beyond her power since Sun was a Daylighter. The Night goddess then promised that she would help Moon to take Sun back to their Kingdom and so, the three of them went to the kingdom where Sun belonged to.

Reading 15

Moon convinced Sun about going back to their kingdom. At first, Sun hesitated because she was kind of afraid what would happen to the both of them -  to the love they shared for one another. Moon promised that nothing would happen to them, that they would forever be together no matter what. Moon hopped to the Griffin, a magical creature with the face and body of a lion  and talons of an eagle, a creature of Moon's kind. Sun held tightly onto the Griffin's neck and they rode through the night sky, returning to their Kingdom. 

Reading 14

Plot
Rising Action:

As they began to develop feelings with one another, they spent their times together on earth. She was his Sun and he was her Moon - they were both happy and everything was going well. Until each day, their glow dimmed more and more and their abilities slowly getting weaker. Sun caught a terrible illness and Moon could only subdue her pain and he realized that sooner or later he would lose the ability to heal as well. He then decided that it was best for them to go back - to take her back. And so, he asked her mother for help.

Reading 13

Sun grew ill. Immortals were invincible and humans were not. As they slowly crossed the borders of becoming human, an illness fell upon Sun, causing her body to weaken. Moon's ability to heal was not enough to make Sun came back to what she was before. Moon could only subdue her pain and he was afraid that sooner or later, his ability to heal would no longer work. Moon then thought to himself that they needed to go back, he needed to take her back or else, his worst nightmare would happen, and so, he decided to ask help from her mother, the Night goddess.

Reading 12

As time passed by, they became in love with each other. They spent their time together on earth. She was his Sun and he was her Moon. However, time on earth did something terrible to immortal beings. Moon observed how Sun did not glow as bright as before and how he was losing the bluish haze that surrounded him. Each day, they dimmed more and more and they were losing their abilities little by little. But the presence of each other was enough for them to continue living.

That is until Sun grew ill.

Reading 11

The two had not made any physical contact before apart from the accidental brushes of their fingers when they are walking side by side. There were rumors how Nightseekers and Daylighters killed each other because of their mere presence only. But none of them was hurt and they only felt a small tingling. Moon then tried to explain himself and said that he was just only surprised how Sun thought like she didn't shine enough when she, Sun, was the brightest being he laid eyes on.

Reading 10

As they talked about how Sun felt like she didn't belong in their kingdom - how she felt being different from her brothers like she didn't shine enough and that she often spent her days wandering alone - Moon was surprised in horror that he could not help himself and let out a small chuckle instead.

Sun thought he was mocking her and before Moon could give an explanation, she stood up ready to walk away and because of panic, Moon suddenly reached out for her hand; and for the first time, they had a physical contact.

Reading 9

Plot
Exposition:

Daylighters and Nightseekers are the two most powerful divinities that ruled the heavens and earth. Daylighters were the fierce group that provides heat and light that keep living creatures alive and they were led by the god of Day. Nightseekers were the calm and collected group, they were the silence that shrouded the universe and they were ruled by the goddess of Night.

One day, a small ball of fire struck the earth and Moon, the son of the goddess of Night, was curious enough to look at it. Moon left his post and followed the mysterious shooting light. When he landed, he took his human form with a glowing light surrounding him. He went deeper into the forest and heard a faint sound of sobbing. He searched for the sound and he saw a girl crying on her knees and sitting on a crater of burnt grass and leaves.

Moon tried talking to her and later knew that the girl was named Sun and she was a Daylighter and her father was the god of Day. They later became fond of each other and they started liking one another.

Reading 8

Characters
Supporting Characters:

• God of Day - He is a powerful god who ruled the Day. He is also the father of Sun. 
• Goddess of Night - She is a beautiful and a powerful goddess who ruled the Night. She is the mother of Moon.
• Daylighters - They're the fierce group who provided heat and light that kept living creatures alive and they were led by the god of Day
• Nightseekers - They were the silence that shrouded the universe and was ruled by the goddess of Night.
• Griffin - It's a magnificent creature of old with the body and head of a lion and talons of an eagle.
• Serena - She was a beautiful nymph and said to be the mother of Sun.
• The Healer - The one who was assigned to heal Sun and chanted a melody to complete the prophecy. 

Reading 7

Characters

Antagonists:

Chasing Sunsets by Kaye Allen is a story about the love of the Moon and the Sun shares, and how the Moon chases her sunsets constantly. In the story, there's really no antagonist there but the destiny and nature itself; their differences which made them part. The Sun and the Moon are two different entities just like day and night, yin and yang, light and dark, fire and ice. Two different divinities who happened to fall in love with each other, and we all know how tragic it would be. The universe just can't keep them together and that's what makes them suffer - they need to be apart to maintain balance in the world.

Reading 6

Characters

Protagonists:

Hero and Heroine

• Moon - Moon is a Nightseeker, a great warrior in their Kingdom. He is also the son of the Goddess of Night. He came down to earth to see the ball of fire that struck the earth. He is the lover of Sun.

• Sun - Sun is a Daylighter, she is the daughter of the God of Day. She jumped down to earth because she felt like she didn't belong in their Kingdom since she didn't shine enough like her brothers. She is the lover of Moon

Reading 5

**~

As Moon became fond of Sun, he realized that he didn't like anyone to speak ill of her because Moon liked Sun, and he really did.

One night, Moon asked Sun why she fell on the day they met, when she was crying and sitting on black hole. Sun's eyes softened, they looked sad and her golden eyes seemed to dim. And from that moment, Moon realized that he didn't like that look at all because she was Sun, a Daylighter, the most radiant of the most radiant.

Sun finally answered that she jumped and she left her Kingdom. Knowing Moon waiting for an explanation, she asked if Moon had ever feel like...like he didn't belong.

Reading 4

**~
The girl smiled at him and from that, Moon felt an unfamiliar warmth inside his chest. He then finally asked the girl's name and gave assurance that she could trust her. The girl gaze softened and told Moon her name, Sun. Her name was Sun.

Moon and Sun, a Nightseeker and a Daylighter getting along well is such a strange combination.

As days passed by, the two deities remained on earth as they kept each other company, enjoying the beauty of nature, playing and discovering the many beautiful creatures on earth.

Sun told Moon about everything she knew and he listened, amazed by her knowledge. Daylighters were known for their pride and "know-it-all's" but Sun spoke with so much humility and kindness. Slowly, Moon became fond of Sun.

Reading 3

**~

As Moon touched the cheek of the girl, he felt something different for she was so warm. But that wasn't the thing that surprised him but the light that the girl's tear appeared in his hand as it was full of brightness and glowing beautifully. The girl also noticed one thing, his hand was so cold. She knew that Moon wasn't a human and later, Moon discovered that the girl was a Daylighter.

Reading 2

**~

Since Moon was curious about the small ball of fire that struck the earth, he decided to come down on earth. Then his form changed as he had his feet to walk and the gravity was somehow heavier than in their Kingdom. He had this glow which surrounds him and as far as he remembered, humans don't glow like he did. He walked deeper into the forest and he heard a small sob. He thought that somebody was hurt so, he followed it and found a girl with burnt dress, hugging her knees and crying. Moon approached her and tried to introduce himself but as the girl saw him, she was so scared that she backed away. The Moon explained that he meant no harm, and when he noticed that another tear would fall again, he hurriedly wept the tear that was trying to escape in her eyes. And that was when he thought that she had the most beautiful eyes he had ever seen, so bright and golden...

21st Century Literature

Chasing Sunsets: Love & Wonders Anthology

by Kaye Allen

Allen, K. (2017, August 25). Chasing Sunsets: Love & Wonders Anthology [Digital image]. Retrieved from https://78.media.tumblr.com/5000cdd8f6346aa8f48feac336ab1f82/tumblr_ov4heiMNDh1taonczo1_r1_1280.jpg

This book is a collection of five different stories about the greatness and beauty of love as it takes the readers to a different time and world. The first story that I have been reading is called "Chasing Sunsets". It's about the love that the sun and the moon shares and how they became lovers. The first part introduces how the Day and the Night were formed, and the most powerful divinities that ruled the world, the children of light and darkness: Daylighters and Nightseekers.

Daylighters were known for their strength and pride. They provided heat and light and were led by a god whose heart burned a flame so bright that it lit up even the whole universe. Nightseekers were the opposite since they were calm and collected. They were led by a beautiful goddess who calmed many sleepless nights.

These two kingdoms were living in harmony, taking turns in ruling the heavens and keeping balance in the universe until one night, a small ball of fire struck the earth and the son of the goddess of Night was curious enough to take a look at it.

**~
So far, I'm liking the story as it's able to take me in wonders and in a whole different world. The only thing that I'm expecting is that I hope it can hold my interest till the end but I think that won't be a problem since I love the idea and how the story was created and I know that Kaye Allen is a great author. <3


Click here for: Updates to sustain silent reading.

Concept Paper

   
What Concept Papers Are

Concept papers are summaries of projects or issues that reflect the interests, experience and expertise of the writer or organization. Concept papers generally serve the purpose of providing in-depth discussion of a topic that the writer has a strong position on, usually with the intent of obtaining funding for that project from donors. The terms "concept paper" and "proposal" are often used interchangeably as they can be used for the same function. The concept paper may also be used as an instructional tool that may have developed as a result of extensive research, committee input and/or as a result of the outcome of a current project. In addition to providing guidance for implementation of a program, a concept paper could also discuss best practices, philosophies and other related issues that the writer believes action should be taken on in the near future.

How to Write Concept Papers

In the cases where the concept paper is written with the intent of receiving funding, most grantors publish guidelines that instruct the writer(s) on how to write the concept paper that they will consider funding. Despite the individual guidelines that may be published, the format and many of the key elements are consistent between organizations. Therefore, it is suggested that writers develop "boilerplates" or standard templates of concept papers that they can personalize and submit based on specific guidelines. This practice eliminates the extra time added to the process by completely starting a new concept paper from the beginning each time. For concept papers that are used more as an instructional or educational tool, the format may be similar with the exception of the exclusion of charts, graphs or budgets that may be geared toward the solicitation of funding.

(https://custompapers.com/essays-articles/concept-papers/)

Normally, a concept paper contains these components:

1. A title as an inquiry. This might be the last part ofthe idea paper that you compose, yet it ought to show up at the heading of the paper.

2. A reasonable depiction of the examination subject, including a synopsis of what is as of now thought about that theme.

3. A one-sentence statement of the research question that the project will seek to answer. The concept paper should expand on how this inquiry can be replied - something that quite often takes in excess of one sentence to achieve.

4. A demonstration of why it is important to answer this research question. What great happens to this answer? Why is this paper worth writing?

5. A portrayal of how the researcher intends to answer the exploration question. This incorporates:

     a. a depiction of the information or confirmation that the analyst intends to accumulate or utilize;

     b. a portrayal of how the scientist will break down these information; and

     c. a demonstration of how these information and this systematic strategy will answer the examination question.

(http://sociology.morrisville.edu/perpetual/Writing/What_Is_A_Concept_Paper.htm)

Assignment #5

Writing the Report Survey / Field Report Laboratory / Scientific Technical Report

1. Survey report writing is used to communicate the findings of the research. The report should recount the entire story — what the goals of the examination were, the manner by which the information was gathered, what the information says and what the implications of the discoveries are. Survey reports make recommendations based on a careful analysis of data tallied and organized from survey findings.
2. Lab reports provide a formal record of an experiment. Lab reports are composed to portray and examine a research facility analyze that investigates a logical idea. They empower you to direct logical research, figure a theory about a specific boost, occasion, as well as conduct, and audit important writing to legitimize your speculation. The talk of goals, systems, and results ought to be sufficiently particular that intrigued readers could recreate the analysis.  
3. A technical report is an archive that requirements diverse ways to deal with information accumulation and treatment. Technical reports portray the procedure, advance, or aftereffects of specialized or logical research.  A technical report also contains:

• Background of the Study
• Relevant Literature
• Methods, Materials, and Participants
• Results and Discussion
• Conclusion and Recommendation

Position Paper

A position paper is a kind of academic writing in which the student looks into a disputable issue and composes a paper that clarifies his/her stand or perspective on it.
The principal objective of a position paper is to partake in a bigger discussion on the issue by expressing and supporting your supposition or prescribed strategy. The study is required to investigate different papers on the issue, analyze and understand them thoroughly, and detail his/her own argument on the issue. Some true to life examples incorporate moral predicaments including existing or destined to-be-planned organization arrangement and contentions for/or against legislation that may influence business.

The following structure is common to a position paper:

Introduction
• Identification of the issue
• Statement of the position

The body 
• Background data
• Supporting confirmation or facts
• An exchange of the two sides of the issue

A conclusion
• Suggested strategies
• Possible solutions

• The introduction ought to plainly recognize the issue and express the creator's position. It ought to be composed in a way that gets the reader's attention.
• The body of the position paper may contain a few sections. Each passage should introduce a thought or principle idea that clears up a segment of the position explanation and is supported by facts or evidence. Evidence can be essential source citations, measurable information, interviews with specialists, and undeniable dates or occasions. It should lead, through inductive thinking, to the primary idea or thought displayed in the passage. The body may start with some foundation data and should consolidate a talk between the two sides of the issue.
• The conclusion ought to abridge the primary ideas and thoughts and fortify, without rehashing, the presentation or body of the paper. It could incorporate recommended strategies and conceivable arrangements.

References:

• Maimon, Elaine P., Peritz, Janice H., & Yancey, Kathleen Blake. (2005). A Writer's Resource. New York: McGraw-Hill

• Tucker, Kerry, & Derelian, Doris, Rouner, Donna. (1997). Building the case: Position papers, backgrounders, fact sheets, and biographical sketches. In Public relations writing: An issue-driven behavioral approach (pp.79- 85). Upper Saddle River, NJ: Prentice Hall.

• Xavier University Library. (2002). How to Write a Position Paper. Retrieved from https://www.xavier.edu/library/students/documents/position_paper.pdf

Group Work: Set of Directions

Group 3

Set of Directions For a Deaf Woman 

Here are the instructions to reach you destination. You must follow these following direction.

1. First, from this gate, walk until you see the pedestrian lane on your left. In your left side is the New Building  and in your right side is the Civil Engineering building .

2. Just walk straight until you pass the building mentioned.

3. After you pass the buildings, you will see a comfort room on the right side and a building after that.

4. That building is the Mechanical Engineering building just beside the comfort room and infront of the Architecture building.

5. Congratulations you have already reached your destination!

Assignment #4

Paraphrasing

It includes taking an arrangement of realities or feelings and revamping them. While rewording, it is essential to keep the first importance and to display it in another frame. Fundamentally, you are essentially composing something in your own particular words that communicates the first thought. (http://examples.yourdictionary.com/examples-of-paraphrasing.html)

Summarizing

It is a union of the key thoughts of a bit of composing, restated in your own words – i.e., paraphrased.  You may compose a synopsis as a remain solitary task or as a feature of a more drawn out paper.  Whenever you summarize, you should be careful not to copy the correct wording of the first source. (https://integrity.mit.edu/handbook/academic-writing/summarizing)

Thesis Statement

It is the sentence that expresses the fundamental thought of a composition task and helps control the thoughts inside the paper. It isn't only a subject. It frequently mirrors a supposition or judgment that an author has made about a perusing or individual experience.
(https://gustavus.edu/writingcenter/handoutdocs/thesis_statements.php)

Outlining

Once a topic has been picked, thoughts have been produced through conceptualizing and free composition, and a working thesis has been created, the last step a writer can perform in the prewriting stage is creating an outline. An outline enables an writer to arrange the primary focuses, to sort out the passages into a request that bodes well, and to ensure that each section/thought can be completely created. Essentially, an outline keeps an author from stalling out when playing out the real written work of the article.

An outline gives a guide of where to run with the paper. A well-developed outline will show what the thesis of the essay is, what the main idea of each body paragraph is, and the evidence/support that will be offered in each paragraph to substantiate the main points.
(https://www.aims.edu/student/online-writing-lab/process/outline)

Citation

A citation is a a method for offering credit to people for their imaginative and scholarly works that you used to help your exploration. It can also be used to locate particular sources and combat plagiarism. Typically, a citation can include the author's name, date, location of the publishing company, journal title, or DOI (Digital Object Identifer).

A citation style dictates the information that is necessary for a citation and how the information is ordered, as well as punctuation and other formatting.
(http://pitt.libguides.com/citationhelp)

• MLA: Parenthetical citation in MLA style must include at least the name of the author. Page number should be also included if a specific page is cited, and a short title if more than one work by the same author is listed in the Works Cited page at the end of the paper.
• APA: It's very similar to MLA. APA in-text citation must include at least the author's name, the year of publication (with letters for multiple sources published the same year [1989a, 1989b]), and the page number, designated as p. 123. APA uses more commas to separate blocks of information than MLA.
(https://sun.iwu.edu/~jhaefner/WC200XSP17/mla&apa.html)

Assignment #3

1. Two-word verbs and their one word counterpart

• Add up–calculate
• Buy out–purchase
• Call off–cancel
• Carry on–continue
• Carry out–execute
• Find out–discover
• Give up–surrender
• Hold up– delay
• Leave out–omit
• Pick up–resume

(https://www.scribbr.com/academic-writing/47-phrasal-verbs-and-their-one-word-substitutions/)

2. What is sweeping generalization?

A sweeping generalization applies a general explanation too extensively. In the event that one takes a general govern, and applies it to a case to which, because of the particular highlights of the case, the control does not have any significant bearing, at that point one submits the broad speculation false notion. This false notion is the reverse of a hasty generalization, which construes a general rule from a specific case.

Example:

(1) Children ought to be seen and not heard.

(2) Little Wolfgang Amadeus is a child.

Along these lines:

(3) Little Wolfgang Amadeus shouldn't be heard.

Regardless of what you think about the general rule that youngsters ought to be seen and not heard, a child wonder piano player going to perform merits tuning in to; the general standard doesn't make a difference.

(http://www.logicalfallacies.info/presumption/sweeping-generalisation/)

3. Structure of Academic and Professional Writing

• Aim-The aim determines the entire academic text and the content found in each section.

• Research questions-Research questions are specific questions that enable you to reach your aim.

• Introduction- The introduction should provide everything the reader needs to know in order to understand the aim.

• Methods and materials- In the methods section, how the researcher have conducted the research should be shown to the readers

• Results- Results with captions and indications are presented and illustrated

• Discussion- It is where results are interpreted for the readers

• Conclusion- It's about what the results may imply after careful consideration

(https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts)

Assignment #2

Formal language is less personal than informal language. It is used in academic and professional writing. It does not use colloquialisms and contractions and first person pronouns.
 (https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https://www.uts.edu.au/sites/default/files/HELPS%2520Formal%2520and%2520Informal%2520Language.pdf&ved=2ahUKEwiHnt-1o4LZAhVIGpQKHezIBJYQFjAKegQIERAB&usg=AOvVaw17K6duZPxBNO3hZPIZyEo4)

Colloquialism- It is the use of informal words appropriate for familiar conversations.
(https://www.thefreedictionary.com/Colloquial+expression)

Examples:

1. Ain't
2. Wanna
3. Y'all
4. Gonna
5. Be blue
6. Go nuts
7. Ornery
8. Ruckus
9. Plague
10. Crapshoot

Colloquial words that are not colloquial:

1. Firstly
2. Conversate
3. Nother
4. Irregardless
5. Prolly
6. Anyways
7. Funner
8. Snuck
9. Madded
10. Literary
(https://www.google.com.ph/amp/s/www.rd.com/culture/words-that-arent-words/amp/)

Street language- Slang is a very informal use of words by a particular group of people.
(http://examples.yourdictionary.com/20-examples-of-slang-language.html)

Examples:

1. Tryna
2. Woke
3. Bae
4. Fam
5. Salty
6. Booze
7. Dope
8. Fab
9. Dude
10. Airhead

Slang that are not slang:

1. Awesome
2. Cool
3. Cooler
4. Peat
5. Hang out
6. Basic
7. Chill out
8. Busted
9. Trash
10. Ride

Assignment #1

1. What is writing? How is it shaped?

Writing allows the students to put their ideas and feelings on paper, to organized their thoughts, opinions as well as to convey meaning through well constructed text. (https://msu.edu/course/cep/886/Writing/page1.htm)

It is shaped by the thoughts, feelings, emotions, knowledge, and wisdom the the writer wants to express and share with the readers.

2. What do you mean by Academic Writing Style?

Academic Writing refers to a style of expression that is used in defining intellectual boundaries of the researchers' disciplines and specific areas of expertise. Its characteristics include a formal tone, third-person perspective, clear focus and precise word choice.
(http://libguides.usc.edu/writingguide/academicwriting)

3. What are the aspects of Professional and Academic Language?

• Complexity- Noun-based phrases are used rather than verb-based phrases. The language has more grammatical complexity and has a more varied vocabulary.
• Formality- Academic writing iOS relatively formal. Colloquial words and expressions should be avoided.
• Objectivity- The main emphasis should be on the information rather than the doer of the action
• Explicitness- The writer should make the reader understand how the various parts of the text are related.
• Accuracy- Accurate vocabulary should be used.
• Hedging- It's about making decision about the your stance on a particular subject, or the strength of the claims you are making.
• Responsibility- the writer is responsible for providing evidences and justifications for any claims that were made.
• Organisation- Academic writing should be well organised.
• Planning- Academic writing is well planned according to a specific purpose and plan.
(http://www.uefap.com/writing/feature/featfram.htm)