English proverb of the day

"The negative side of the American Dream comes when people pursue success at any cost, which in turn destroys the vision and the dream "

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  • Topic of this Week: "HEALTHY LIFESTYLE (May 9, 2021)"

    Dear Advancers,
    Some old topics (yet still helpful) will be picked for ONLINE discussion during this period.
    Please refer to the steps below to join the discussion:
    1. Download the Discord app either on mobile phone or using web based on laptop https://discordapp.com
    2. Register an account
    3. Join the room chat https://discord.gg/dDPbMZa
    The online discussion will start at 3.00pm and close at 5.00pm on Sunday 9th, May 2021.
    Topic 9th, May 2021: HEALTHY LIFESTYLE
    (The topic actually was discussed on WEDNESDAY, MARCH 23, 2016)

    “Health is not valued till sickness comes” - Thomas Fuller
    “It is only when the rich are sick that they fully feel the impotence of wealth” - Benjamin Franklin
    Young people, who are full of energy and eager to discover the whole new world ahead, may feel “hollow” or “theoretical” when you try to discuss with them about “a healthy lifestyle”. But they will soon realize that a healthy lifestyle would leave them fit, energetic and at reduced risk for diseases. Early recognition of healthy lifestyle practices would help young people make good use of their time and lead a more meaningful life.
    Healthy lifestyles could be defined physically and mentally. In terms of physical healthy lifestyles, people are advised to pay appropriate attention to basic daily activities including:
    - Eating: Good nutrition, reduce alcohol, fat and sugar intake;
    - Exercising: weight control, do exercise daily;
    - Sleeping: Sleep adequately;
    - Reducing Stress: Managing stress in positive ways, instead of through smoking or drinking alcohol.
    For mental well - being, it is interesting that advises given are very simple but of remarkable importance:
    -To enjoy regular family meals: This allows parents to serve as good role models, can promote more nutritious eating, and sets the stage for lively conversations.
    -To smile and laugh out loud several times a day: Read the comics, watch a sitcom, or tell jokes, raise a pet; forgive people and forgive yourself to bring out those happy feelings.
    -To have a positive attitude: Do your best to look at life as if "the glass is half full." You must believe in yourself, have good support systems, and think positively ("I think I can, I think I can…") to succeed.

    Questions for discussion:
    1. What lifestyle habits do you engage in that contribute to an illness or health condition you have right now?
    2. If you continue with these bad habits without making any lifestyle changes, what might your health be like in 10, 20, or 30 plus years?
    3. Do the bad habits you described above have any negative effects on people you care about or love? If so, please describe the habit and its negative effects.
    4. Can you think of any positive influence or hope you could bring to the lives of people you care about if you changed bad lifestyle habits to healthful ones?
    5. What thing would you love to do to change your lifestyle habits? What would be your goal?
    6. Who do you love or value enough to make the sacrifice necessary to break your bad habit and?
    Topic writer: Van Anh Tran


    Enjoy and have a fruitful discussion! 



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    Address: Nguyen Cong Tru Secondary School – No. 8 Nguyen Truong To, Hanoi

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     Learning to write effective paragraphs and essays, master essential sentence skills, and read critically are turning points for writers; these skills will

    prepare them to tackle many types of writing in college and beyond. Along the way, however, there are many other important skills to explore and

    develop using specific and concrete language to make a point and stick to it, selecting good supporting details to back up that point and create a

    convincing argument, organizing a paragraph in a way that best fits its purpose, and writing clear, error-free sentences to maximize the effectiveness of the

    writing. In Exploring Writing: Sentences and Paragraphs, I encourage new writers to see writing as a skill that can be learned and a process that must be explored.

     I refer to a set of four skills for effective writing as the four bases:

     •  Unity: Discover a clearly stated point, or topic sentence, and make sure all the other information in the paragraph or essay is in support of that point.

     •  Support: Support the points with specific evidence, and plenty of it.

     •  Coherence: Organize and connect supporting evidence so that paragraphs and essays transition smoothly from one bit of supporting information to the next.

     •  Sentence skills: Revise and edit so that sentences are error free for clearer and more effective communication.

    The four bases are essential to effective writing, whether it be a narrative paragraph, a cover letter for a job application, or an essay assignment.

    Highlights of the Second Edition Real Students

    Whether it is in the avatars (see the front cover foldout or jump online to meet a few) or the Writer’s Template activities, Exploring Writing  empha-

    sizes meaningful writing across the curriculum and throughout life.

     • Avatars: Throughout the margins of Exploring Writing, you will meet more than thirty characters who are experiencing various

    writing dilemmas. For instance, within the chapter on commas, we meet Amy, who is having trouble using commas correctly

    in her journal entries. Writers are prompted to visit these fellow students online to learn more about their stories and to complete

    the lessons that solve and correct each writing problem.


    The easiest way to locate a specific character online is to go to the Connect Writing Web site at mhconnectwriting.com and enter the

    topic/subject area you are working on (for instance, commas) in the search box. This will bring up a link to the writing scenario for

    that particular character.

    •  A Writer’s Template: The Templates showcase the writing of a student from a different course across the disciplines. Writers

    will read Quang’s geography paper and Desmond’s psychology writing assignment and will be asked to evaluate and edit them in

    terms of the four bases. My hope is that by allowing new writers to see how writing plays a significant part in their other college

    courses, it will help to validate the importance of learning how to write, and write effectively. In addition, they will learn how

    the four bases can be applied to the writing they do in their other classes as well.

    Real Situations

    Just as the avatars work to improve their writing in class, at home, and in the workplace, Exploring Writing offers Beyond the Classroom for students to

    explore how certain professionals in the workforce may utilize a particular mode of writing in their day-to-day tasks.

    How Am I Improving?

    Students often struggle to see their improvement as writers. To help, Exploring Writing offers Reflective Activities that invite students to consider

    what they’ve learned thus far, to note their progress as writers, and to take some pride in their growth. Similarly, the personalized Learning Plan

    online shows students the skills they have mastered and charts their prog-ress toward new levels of attainment.

    More Activities

    With over 4,000 online activities and 350 more in print (50% of which are new to  Exploring Writing) students have ample opportunity to practice

    their skills.

     •  Collaborative Activity: These activities give students a chance to collaborate as they develop stronger writing skills.

     •  Introductory Activity: These provide hands-on introductions to the topics covered in each chapter of Part 3.

     •  Exploring Writing Online: These writing prompts give students a chance to apply a chapter’s lessons to a specific purpose—while

    learning to make use of the Internet at all stages of the writing process.

     •  Responding to Images: Throughout the text, images are used to help students visualize concepts (such as comparison or contrast

    and argument). Writing prompts are provided to get students thinking and responding critically to each image.

     •  Writing Assignments: The text includes a variety of writing assignments focusing on many new and interesting topics, such

    as racial profiling, returning to school after age 30, and how electronic devices enhance as well as interfere with our daily lives.

    Some assignments are highly structured with suggestions for prewriting and revision; others are open-ended.

     •  Review Test: Chapter 2 and all chapters in Part 3 conclude with tests that cover all the content in that chapter; answers to these are

    available in the Instructor’s Manual and the Annotated Instructor’s Edition, but not in the student text.


    Exploring Writing’s diagnostics help students set individual learning plans and goals for their writing skills. Similarly, each part of the print

    text opens with a list of goals and an intriguing full-page visual accompa-nied by a related writing prompt to get writers writing—and thinking—


    Readings for Writers

    Part 4 has been carefully updated and expanded in the Second Edition. The new readings were selected based on recommendations from our panel of

    reviewers, and I am excited to include them in this edition. New selections range from Rose Del Castillo Guilbault’s The Conveyor-Belt Ladies  to Paul

    Boutin’s A Grand Unified Theory of YouTube and MySpace, B. J. Penn’s Stance, and Maya Angelou’s Reclaiming Our Home Place. I have retained the more

    popular and thought provoking  readings of the first edition, including Ben Carson’s Do It Better! Katherine Barrett’s Old before Her Time, Let’s Get

    Specific by Beth Johnson, and The Most Hateful Words by Amy Tan. I hope you enjoy the new reading selections and that they prompt lively discus-

    sions in your classroom or chatroom.


    Since no two instructors teach in exactly the same way and no two students have identical needs, I have designed Exploring Writing  to be extremely

    flexible. Online, the lessons adapt to the needs of each individual student, while in print each of the book’s four parts is color-coded along the outside

    margins so that instructors can turn quickly and easily to the skills they want to present. A sample syllabus is provided in the Instructor’s Manual

    (available in the Exploring Writing Online Learning Center at www.mhhe


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