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: "FEELING (November 17, 2019)"

    Feelings and emotions are a huge part of all of us! Everybody has  different feelings, and it's very common for a person to experience  different emotions throughout the day as things happen and situations  develop.
    For young children, it’s  fundamental to learn about feelings. By learning how to identify their  feelings, and also how to process them, children can experience a  positive change in their behavior. If they are able to correctly  recognise their feelings and what's causing them, it will be easier for  them to manage difficult situations.
    However, In the process of  growing from childhood to adulthood, some of us unintentionally lose  touch with our emotional feelings. Somehow, our parents teach us to stop  responding to our feelings as we were created to. “That didn’t hurt.  Come on, get up!” a parent might say, as we fall and scrape our knee.  Or, “Stop that crying!”
     People say that All this is fine, as we  learn “survival skills” that help us cope in our family and which later  may help us deal with difficult friends, co-workers or authority  figures.
     Do you agree with this opinion?
    Let’s come to Advance this week to share your ideas ????


    1. What are some of the feelings that you have experienced recently? What causes those feelings?
    2. What are the benefits of sharing your true feelings?
     Have you ever taken actions by following your feelings and felt regretful afterwards?
    3. How often do you resist your feelings and emotions? Why would you do that?
    4. It’s said that “Control meaning, not emotions because feelings don’t  necessarily mean anything and they’re temporary”. What is your opinion  about it?

     

    Enjoy and have a fruitful discussion! 

    See you on Sunday at 3 P.M.!

      

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

    Website:               http://www.advanceclub.net
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    Youtube channel: https://www.youtube.com/user/AdvanceEnglishClub

     

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    Preface

    (02:28:52 AM 24/02/2014)

     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.

    NOTE:

    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.

    Goals

    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—

    immediately.

    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.

    Flexibility

    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

    .com/langan).

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