Radha Jain, Class XII, New Horizons School
(a) …………………………… . Much of History and Science is constructed from letters left by great men in the past. Unfortunately, today, (b) …………………………… . No longer does one lie in wait for the postman because (c) …………………………… . Time has become such a precious commodity, and ordinary mail so slow that it is termed ‘snail-mail’! In this fast-paced age, (d) ……………………………. . In the 21st century, where brevity and speed are of the utmost importance, letter writing, with its rich descriptions and narratives, has been discarded (e) …………………………… . The telephone is another means of communication that has sounded the death knell for the art of letter-writing. (f) …………………………… . With the dying out of the art of letter writing, (g) …………………………… . While email is a good way to keep in touch, it cannot replace the thrill of receiving a letter, which you read, set aside, and read again.
Answer: (a) There was a time when letter writing was considered an art. (b) letter writing is a dying art for most people. (c) what he will bring most of the time is junk mail, bills, and magazines (d) even if one has the time to write a long letter, the receiver has no time or patience to read it (e) in favor of the faster, briefer e-mail (f) It is good to hear the voices of your loved ones. But sometimes at that time, one forgets all the things one would like to say and also ask. (g) the art of expressing one’s feelings and emotions is also dying out.
1 You recently came across the following news item.
Imagine a Sea with No Fishes A ban on fishing for bluefin tuna in the Mediterranean and Eastern Atlantic has been announced by the EU for large industrial vessels after widespread evidence of illegal fishing. It had been recently reported that overfishing and massive illegal catches have threatened the very survival of bluefin tuna. The problem stems from too many boats, with too much technology, chasing fewer and fewer fish with no effective mechanism in place to restrict catches or allow fish populations to recover. Conservation organizations are calling for an overhaul of the rules which currently allow the catching of three times more tuna than scientists say should be caught if the species is to survive. |
Write an article in 150–200 words for your school magazine, highlighting the need to conserve the species.
2 You are Suresh/Ishmit. You are concerned about the increasing use of cell phones by people. Educate the people about the risks such as potential health hazards from the electromagnetic fields emitted by mobile phones, the threat of brain tumours and cancers, fear of accidents while driving, etc. Write an article in 150–200 words expressing your concern.
3 To enforce strict discipline in schools and colleges is a great problem nowadays. As Mohan/Mohini, write an article in 200 words for City News, Delhi, about the problem and your views on punishment as a corrective measure.
4 Recently you read in the newspaper about an incident in which some children tried to imitate the stunts shown on television and hurt themselves. You have decided to write an article on the hazards television poses for kids. Write an article for a daily newspaper, in not more than 200 words.
5. You are a member of the Environment Club of your school. After visiting many places, you have realized that it is the need of the hour to protect our environment. Write an article on this topic to create awareness among the people. (Word limit: 200 words)
6 You are concerned about the wastage of money and manpower due to the frequent elections in your country. Write an article on the urgent need to have a stable government. (Word limit: 200 words)
7 You are Rani/Raghav. You are concerned about the changing attitude of politicians who are using religion for political gains. Write an article in about 200 words for publication in a local daily suggesting these people to separate religion from politics and work for the betterment of the society.
8 You are Rani/Raghav. Many organizations have come forward with the idea of education for all. In spite of their best efforts, it is still a dream. Write an article in about 200 words for publication in a local daily giving suggestions to make it a reality, as education is the only way to progress.
9 Owning a car has become a status symbol these days. However, an increase in the number of cars has added to various types of pollution and other problems. Write an article in not more than 200 words highlighting the urgent need for reducing these man-made problems, giving suitable suggestions. You are Vinod/Vidhi.
10 Write an article in 200 words on ‘The increasing crime rate in today’s society and ways to curb it’.
14 While reading a magazine you came across the following advertisement:
What is it that they’re wearing?… |
Write an article in not more than 200 words condemning the use of furs and animal skins to make clothes and accessories.
15 Plastic, with its exclusive qualities of being light yet strong and economical, has invaded every aspect of our day-to-day life. It has many advantages: it is durable, light, easy to mould, and can be. adapted to different user requirements. Once hailed as a ‘wonder material, plastic is now a serious worldwide environmental and health concern due to its non-biodegradable nature. Write an article in not more than 200 words about the growing plastic menace giving suggestions about dealing with plastic waste.
500+ words essay on internet.
We live in the age of the internet. Also, it has become an important part of our life that we can’t live without it. Besides, the internet is an invention of high-end science and modern technology . Apart from that, we are connected to internet 24×7. Also, we can send big and small messages and information faster than ever. In this essay on the Internet, we are going to discuss various things related to the internet.
It is very difficult to estimate the area that the internet cover. Also, every second million people remain connected to it with any problem or issue. Apart from that, just like all the things the internet also has some good and bad effect on the life of people. So the first thing which we have to do is learn about the good and bad effect of the internet.
Good effects of the internet mean all those things that the internet make possible. Also, these things make our life easier and safer.
Bad effects of the internet mean all those things that we can no longer do because of the internet. Also, these things cause trouble for oneself and others too.
You can access in any corner of the world. Also, it is very easy to use and manage. In today’s world, we cannot imagine our life without it.
Get the huge list of more than 500 Essay Topics and Ideas
From the time it first came into existence until now the internet has completed a long journey. Also, during this journey, the internet has adopted many things and became more user-friendly and interactive. Besides, every big and small things are available on internet and article or material that you require can be obtainable from internet.
Tim Berners-Lee can be called one of the main father of internet as he invented/discovered the WWW (World Wide Web) which is used on every website. Also, there are millions of pages and website on the internet that it will take you years to go through all of them.
The Internet can be used to do different things like you can learn, teach, research, write, share, receive, e-mail , explore, and surf the internet.
Read Essay on Technology here
Because of internet, our lives have become more convenient as compared to the times when we don’t have internet. Earlier, we have to stand in queues to send mails (letters), for withdrawing or depositing money, to book tickets, etc. but after the dawn of the internet, all these things become quite easy. Also, we do not have to waste our precious time standing in queues.
Also, the internet has contributed a lot to the environment as much of the offices (government and private), school and colleges have become digital that saves countless paper.
Although, there is no doubt that the internet had made our life easier and convenient but we can’t leave the fact that it has caused many bigger problems in the past. And with the speed, we are becoming addict to it a day in will come when it will become our basic necessity.
{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [ { “@type”: “Question”, “name”: “What are the limitation of internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Although internet can help you with anything but there are certain limitation to it. First of it does not have a physical appearance. Secondly, it does not have emotions and thirdly, it can’t send you to a place where you can’t go (physically).” } }, { “@type”: “Question”, “name”: “What is the ideal age for using internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Nowadays everybody from small kids to adult is internet addicts. So it is difficult to decide an ideal age for using internet. However, according to researches using internet from an early age can cause problems in the child so internet usage of small children should be controlled or banned.” } } ] }
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Pseb class 11 english elective syllabus: download the latest syllabus for pseb class 11 english elective in pdf here. check the prescribed topics for the academic session 2024-2025..
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3.The Clause and its Kinds
4.The Structure of the Noun Phrase
7.Determiners (The Use of Articles and their Equivalents)
8.Adjectives
9.The Structure of the Verb Phrase
10.The Main Verb: Transitive and Intransitive
11.Linking Verbs
12.The Tense
13.Preposition and Prepositional Phrases
15.Conditional Sentences
16.Adjective Clauses
17.Active and Passive Voice
18.Direct and Indirect Speech
19.Vocabulary Expansion
20.Short Responses
21.Various Concepts- How to express them(1)
22.Various Concepts- How to express them(2)
23.The Patterning of Certain Verbs
Composition
1.Translation from English into Vernacular
2.Application
1.English Reader Book-V
2.Selections from English Verse
3.A Book of Essays and Stories
4.A Practice Book of English Grammar
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Here’s our final top-60 big board for the 2024 NBA Draft.
The 2024 NBA Draft feels like the weakest class to enter the league in a decade. You have to go back to 2013 for the last time a draft had such a distinct lack of starpower at the top, but that class also offers some valuable lessons for this one. Anthony Bennett was a shocking No. 1 overall pick to the Cleveland Cavaliers back then, and he turned into a monumental bust. At the same time, there were still two future Hall of Famers lurking after the lottery (Giannis Antetokounmpo and Rudy Gobert) and plenty of solid pros scattered throughout.
Even bad drafts have good players, and this one will, too. It’s just going to be extremely difficult to identify the eventual best player in the class with the No. 1 overall pick, because no one can agree on who that player is this year. Before we delve into our final rankings, here are a few notes about my draft philosophy as someone who has been on the beat since about 2013 .
I put the most value into how good a player can be in his prime years. I don’t really care if I’m wrong, because unlike NBA GMs, I face no consequences for it. For that reason, I tend to prefer players with higher ceilings than more certain floors. I typically go for players with elite physical tools, because it gives them more outs for success ... but I have a habit of falling for super-skilled smaller guards, too. I put more value into shot creation than any other skill. I try to give the benefit of the doubt to players with a strong feel for the game. I value off-ball defensive impact greatly. I always look at advanced metrics like BPM and enjoy checking out different draft models, but typically rely more on my own eye test and gut check.
I released my first big board for this class the day after the 2023 draft . So much has changed since then. Here are our final top-60 player ranking for the 2024 NBA Draft.
Rank | Tier | Player | From | Position | Age |
---|---|---|---|---|---|
Rank | Tier | Player | From | Position | Age |
1 | 1 | Nikola Topic | Serbia | G | Born 2005 |
2 | 1 | Alex Sarr | France | C/F | Born 2005 |
3 | 1 | Ron Holland | G League Ignite | F | Born 2005 |
4 | 2 | Reed Sheppard | Kentucky | G | Freshman |
5 | 2 | Rob Dillingham | Kentucky | G | Freshman |
6 | 2 | Matas Buzelis | G League Ignite | F | Born 2004 |
7 | 2 | Isaiah Collier | USC | G | Freshman |
8 | 2 | Donovan Clingan | UConn | C | Sophomore |
9 | 2 | Devin Carter | Providence | G | Junior |
10 | 2 | Stephon Castle | UConn | G | Freshman |
11 | 2 | Zaccharie Risacher | France | F | Born 2005 |
12 | 3 | Tyler Smith | G League Ignite | F | Born 2004 |
13 | 3 | Kel'el Ware | Indiana | C | Sophomore |
14 | 3 | Cody Williams | Colorado | F | Freshman |
15 | 3 | Tidjane Salaun | France | F | Born 2005 |
16 | 3 | Kyle Filipowski | Duke | C | Sophomore |
17 | 3 | Yves Missi | Baylor | C | Freshman |
18 | 3 | Dalton Knecht | Tennessee | F | Senior |
19 | 3 | Zach Edey | Purdue | C | Senior |
20 | 3 | Jared McCain | Duke | G | Freshman |
21 | 3 | DaRon Holmes II | Dayton | F/C | Junior |
22 | 3 | Ja'Kobe Walter | Baylor | F | Freshman |
23 | 3 | Jaylon Tyson | Cal | G | Junior |
24 | 3 | Bub Carrington | Pitt | G | Freshman |
25 | 4 | Tristan da Silva | Colorado | F | Senior |
26 | 4 | Pacome Dadiet | France | F | Born 2005 |
27 | 4 | Kevin McCullar | Kansas | G/F | Senior |
28 | 4 | KJ Simpson | Colorado | G | Junior |
29 | 4 | Johnny Furphy | Kansas | F | Freshman |
30 | 4 | Ryan Dunn | Virginia | F | Sophomore |
31 | 4 | Terrence Shannon Jr. | Illinois | G/F | Senior |
32 | 4 | Jamal Shead | Houston | G | Senior |
33 | 4 | Adem Bona | UCLA | C | Sophomore |
34 | 4 | Ajay Mitchell | UC Santa Barbara | G | Junior |
35 | 5 | Tyler Kolek | Marquette | G | Senior |
36 | 5 | Kyshawn George | Miami | F | Freshman |
37 | 5 | N'Faly Dante | Oregon | C | Senior |
38 | 5 | Bobi Klintman | Sweden | F | Born 2003 |
39 | 5 | Judah Mintz | Syracuse | G | Sophomore |
40 | 5 | Juan Nunez | Spain | G | Born 2004 |
41 | 5 | Keshad Johnson | Arizona | F | Senior |
42 | 5 | Dillon Jones | Weber State | G | Junior |
43 | 5 | Melvin Ajinca | France | G | Born 2004 |
44 | 5 | Jaylen Wells | Washington State | F | Junior |
45 | 5 | Nikola Djurisic | Serbia | F | Born 2004 |
46 | 5 | Isaiah Crawford | Louisiana Tech | F | Senior |
47 | 5 | Jonathan Mogbo | San Francisco | F | Senior |
48 | 5 | Cam Christie | Minnesota | G | Freshman |
49 | 5 | Harrison Ingram | North Carolina | F | Junior |
50 | 5 | Baylor Scheierman | Creighton | F | Senior |
51 | 5 | Ulrich Chomche | Cameroon | C/F | Born 2005 |
52 | 6 | Oso Ighodaro | Marquette | C | Senior |
53 | 6 | Anton Watson | Gonzaga | C/F | Senior |
54 | 6 | Tristen Newton | UConn | G | Senior |
55 | 6 | Reece Beekman | Virginia | G | Senior |
56 | 6 | Bronny James | USC | G | Freshman |
57 | 6 | Antonio Reeves | Kentucky | G | Senior |
58 | 6 | Justin Edwards | Kentucky | F | Freshman |
59 | 6 | AJ Johnson | Illawarra Hawks | G | Born 2005 |
60 | 6 | Jalen Bridges | Baylor | F | Senior |
1. nikola topic, g, red stars (serbia).
Topic first emerged as the top player in our board in Dec. during a torrid start to the season for Mega in the Adriatic League. Since then, he changed teams and suffered two knee injuries, the latest of which resulted in a torn ACL. This is the least confident I’ve ever felt about ranking a player No. 1 overall in a draft class, but ultimately Topic’s polish at an extremely young age (he turns 19 years old in August) and upside as a potential on-ball engine won out.
The main appeal for Topic is his shot creation potential, his positional size as a 6’6 point guard, and his undeniable production going against grown men. Topic is a downhill attacking guard who can burn defenders off the dribble with his tremendous burst going to the basket. While he lacks vertical explosion (he finished with zero dunks this season), he’s an extremely crafty finisher who used long strides and extension finishes to convert his rim opportunities efficiently all season. He’s at his best operating out of the pick-and-roll, where he can leverage the threat of his own scoring to open up passing lanes to teammates.
In 13 games with Mega, Topic averaged 18.6 points, 6.9 assists, 3.7 rebounds per game on terrific 62.9 percent true shooting. He got to the foul line a lot (and made 87.8 percent of his free throws), posted an impressive assist-to-turnover ratio, and finished with an “excellent” grade on pick-and-roll ball handling, isolations, and transition opportunities, according to Synergy Sports.
There’s still considerable downside here. Topic is not a good three-point shooter at the moment, and will face teams going under every screen early in his career. He tends to drift a bit when he doesn’t have the ball in the halfcourt. He shows poor technique and effectiveness defensively. It’s fair to wonder how a player so reliant on his burst will look coming off a torn ACL.
Still, Topic put up fantastic numbers as an 18-year-old in a solid pro league, and has a rare ability to generate easy baskets with his speed as a ball handler. His combination of scoring and playmaking as a downhill guard feels like the clearest pathway in this class to All-Star potential if everything breaks right.
Sarr has the best physical tools in this class as an athletic 7’1 big man with a 7’4 wingspan. He has the potential for elite defensive versatility as a big man who can protect the rim from the backline, or switch screens and stick with smaller perimeter players. Sarr can fly in the open floor, or soar above the rim to finish plays on both sides of the ball. While his offense remains a work in progress, he’s shown some tantalizing flashes as a ball handler and shooter. Sarr can be frustrating to watch at times because he doesn’t play with much force offensively, he’s not a plus passer, and he tends to give up opportunities on the glass. Will he shoot it well enough long-term to be an NBA four? Will he rebound it well enough to play center? The offensive upside here comes if Sarr’s three-point shot develops, or his body blows up and he’s able to start running over guys. Even with questions about his offensive role, Sarr’s ground coverage and explosion is a rare combination at 7’1 and gives him real star equity long-term as a play finisher.
Read my profile on Holland here . I’m betting on Holland’s ability to make winning plays when he’s not overmatched in a primary creation role like he was for the Ignite. His athleticism, slashing, defensive motor, passing touch, and transition scoring should all translate well to the league. He will obviously have to improve his jump shot, and I wish he was a little bigger to play the four. While his G League numbers were underwhelming, the fact that he was able to learn what it’s like to carry such a huge usage rate at a young age should be beneficial for his long-term development. Still only 18 years old on draft day, Holland is one of the few players in this class to have star upside with his physical tools, pedigree, and hustle.
4. Reed Sheppard, G, Kentucky : Sheppard is tiny and doesn’t offer a ton of on-ball creation upside, but he’s such a good shooter and has a special ability to force turnovers defensively. He’d be at this best filling in the cracks for a team with length and athleticism around him, allowing him to tap into his shot versatility and maximize spacing. Sheppard will get physically overpowered defensively in certain matchups, but he has incredible hands to generate turnovers and is excellent kickstarting the break with outlet passes. He’s going to be below the size and athleticism thresholds for most NBA guards, but if he can continue the elite three-point stroke he showed at Kentucky (52.1 percent from deep on 144 attempts), he should bring enough to the table to be an elite complementary piece.
5. Rob Dillingham, G, Kentucky : Dillingham is dangerously small at 6’1 barefoot with a 6’3 wingspan, and will be the lightest player in the NBA next season after weighing in at 164 pounds at the combine. You need to be enormously skilled to thrive in the NBA at that size, and I believe Dillingham meets the criteria. The Kentucky freshman is one of the great shooters in this draft class, able to rip deep pull-ups off the dribble or relocate off-the-ball for backbreaking catch-and-shoot threes. He hit 44.4 percent of his 144 attempts from three this season, and knocked them down on every action possible . Dillingham also has a case as the best ball handler in this class, able to link together moves to keep his defender off balance while attacking. He has awesome vision as a passer, and looks comfortable throwing everything from lobs to skips to pocket passes to the roll man. His inability to play through any contact is a big concern, but the shot-making and playmaking here is too thrilling to discount.
6. Matas Buzelis, F, G League Ignite : Buzelis is simply going to have to shoot it better from three than he did with the G League Ignite (26.1 percent from three on 115 attempts in 34 games) to be successful in the NBA, but his track record as a shooter at lower levels inspires some confidence that could happen. Having a reliable spot-up jumper would unlock the rest of Buzelis’ offensive game. It’s rare to find forwards this big (6’8.75 with a 6’10 wingspan) who can attack off the bounce with creativity and make plays for themselves and others. Buzelis also showed a surprising amount of defensive toughness at the rim (64 blocks in 34 games) despite a skinny frame. This ranking could look bad if the shot doesn’t come around, but the ideal version of Buzelis is the type of well-rounded forward every team covets.
7. Isaiah Collier, G, USC : Collier entered the cycle as a potential top-3 pick, but quickly lost momentum during a slow start for USC. There was less attention on his hot close to the season, but it deserves the same consideration. Collier is simply one of the best shot-creation bets in this class as a strong and fast downhill guard with the requisite passing vision. At 6’2.5 barefoot, Collier has a burly 205-pound frame which he uses to put consistent pressure on the rim. He finished well at the rim (61.7 percent) with nearly 74 percent of those looks being self-created (without an assist). He got himself in trouble with turnovers for much of the season, partially because his passes were too ambitious, partially because USC didn’t have the spacing or lob threats to maximize his vision. Collier’s biggest swing skill is again his jump shot: he made 33.8 percent of his 80 attempts on the year. For a player who gets to the line a ton, he should probably start working on his free throws, too, because he only hit 67 percent from the charity stripe. If Collier can develop any kind of shot — even from mid-range — his speedy, bully ball game could still have serious pro upside.
8. Donovan Clingan, C, UConn : It’s hard to grasp just how huge Clingan is. At 7’1.75 barefoot with a 7’6.75 wingspan and 280 pound frame, he would have been one of the NBA’s tallest, longest, and heaviest players last season. Clingan was the rock on back-to-back national championship teams at UConn, and his game has an easy translation to the NBA as a rim protector. While he’ll mostly have to play drop coverage, his length and shot-blocking instincts give him a chance to be one of the league’s top paint deterrents. The offense could be a bit worrisome to me, despite the impressive playmaking chops and sparkling 63.7 true shooting percentage he posted this year. Clingan just doesn’t get much pop off the ground as a leaper, and his finishes will get much tougher against more athletic NBA defenders. I also find it concerning that Clingan played less than half the available minutes for UConn on the season, and only played over 30 minutes four times in his sophomore year. Clingan feels safer than other prospects for his size and easy role translation, but his scoring and conditioning issues give me some pause with a top pick.
9. Devin Carter, G, Providence : Carter took a superstar leap in his junior season at Providence by adding improved three-point shooting and paint finishing to his already tenacious defensive ability. Carter went from hitting 29.9 percent of his threes as a sophomore to 37.7 this past season while nearly doubling his number of attempts. He confidently stepped into pull-ups when the defense went under screens, and quickly relocated for spot-ups when he was off-the-ball. Carter’s improved stroke opened up the rest of his offense, and his added craft as a driver (he noted he started playing off two-feet more to model his game after Jalen Brunson after a suggestion from the coaching staff) helped him finish an impressive 65 percent of his shots at the rim. Carter’s best attribute is his defense. He has length (6’8.75 wingspan) and explosive leaping ability (42-inch max vertical) that helps him play so much bigger than his size. His 26 dunks this season are a shocking number for a guard who measured 6’2 barefoot. The catch with Carter is he’ll turn 23 years old during his rookie season, and is already the same age as someone like Jalen Green who has three NBA seasons already under his belt. Still, Carter’s fantastic defense and improved shooting stroke earmarks him as a disruptive guard who would thrive next to a bigger initiator.
10. Stephon Castle, G, UConn : Forget the noise about Castle viewing himself as a long-term point guard: right now, he’s perfectly suited as a defensive stopper who is more of a connective wing offensively. At 6’5.5 barefoot with a 6’9 wingspan and strong 210-pound frame, Castle is a physical guard who wins loose balls and rebounds and can play through contact on both ends. His three-point shot is just very bad right now (26.7 percent on 75 attempts), so a team will have to get creative how to use him offensively (as a short-roll playmaker, in the dunker’s spot, etc.) early in his career. Castle’s size and physicality stands out even with a broken jumper, and if he ever fixes it, this could be one of the better players in this class.
11. Zaccharie Risacher, F, JL Bourg (France) : Risacher just doesn’t have enough shot creation upside to go higher than this to me, but it does feel like he has a high floor as an off-ball wing who can space the floor. At 6’8.5 barefoot with a 6’9.5 wingspan, Risacher played a big role in the top French pro league, and had some of his best games of the year deep in the playoffs. He hit 38.7 percent of his threes on 238 attempts this season, usually getting up three or four attempts per game. In addition to the shooting, Risacher looks like a good defensive forward, but it feels like he defends guards better than wings. Is he capable of defending someone like Jayson Tatum a few years from now in a playoff series? If not, it’s hard to see why he’s in the mix for No. 1 overall given that he’s not someone you ask to take the ball and create offense.
12. Tyler Smith, F, G League Ignite : Smith was just about the only player on the Ignite who surpassed expectations this year. A 6’9 forward with a 7’1 wingspan, Smith is a classic stretch four whose biggest value will come from his shooting and spacing. He hit 36 percent of his threes on 161 attempts for the year. Smith also gets off the floor pretty quickly for a big man, and had 58 dunks as a powerful inside finisher. His ball handling is too limited to create off the dribble, and his defense is an adventure at this point. He’ll need to shoot it at a high level to return this type of a value, but he’s worth a chance as a tall, athletic marksman with deep range.
13. Kel’el Ware, C, Indiana : Ware is oozing with talent, and it’s something of a gift and a curse for him. At 6’11.75 barefoot with a 7’4.5 wingspan, Ware is a huge center with tantalizing athleticism and a nice shooting stroke. He has an easy translation as a rim roller who can slam home dunks on offense (he had 63 dunks this season) and block shots in drop coverage defensively. The upside here comes if Ware’s shot continues to develop after he hit 42 percent of his threes on low volume (40 attempts in 30 games) this year. So what’s the catch? Ware is so talented that he often leaves you wanting more. He’s long been a player said to have a low motor dating back to his freshman year Oregon, and there are times on tape when it feels like he could have grabbed a rebound or blocked a shot but didn’t. He’s not a plus passer, and isn’t someone who should be tasked with decision-making on offense. Ware’s combination of physical tools and shooting potential is still so rare that teams are going to be kicking themselves for passing on him if it all comes together.
16. Kyle Filipowski, C, Duke : Filipowski isn’t the biggest or most explosive center, but he has a case as the most skilled big in the class offensively. The Duke sophomore is a pick-and-pop threat who can also act as a passing hub in the halfcourt. He made 34.8 percent of his threes on 112 attempts this season, and finished with an impressive 18.4 percent assist rate. His defense is likely going to be a problem because he’s not very long (6’10.50’ wingspan) and he can’t really jump, but his playmaking and shot-making is valuable in a league always looking for stretch bigs.
18. Dalton Knecht, F, Tennessee : Knecht is the best story in the draft, emerging as a potential lottery pick after a winding journey that included two seasons of JUCO ball and two years at Northern Colorado before his superstar turn at Tennessee this past season. He has an easy translation to the NBA as an off-ball shooter and scorer who can stroke it from deep and attack the rim with some athleticism. I’m lower on Knecht because I’m highly skeptical of his defense, and can’t get over the fact that he turns 24 years old at the end of his rookie year. Still, a team that needs a wing with real shooting versatility and enough juice to finish above the rim when he gets a clear lane will probably take him much higher than this.
19. Zach Edey, C, Purdue : Read my big breakdown of Edey’s pro potential here . His unprecedented size, scoring touch, offensive rebounding, and motor gives him a sliver of star upside at this point in the draft. I just don’t know how he defends an opposing big who can shoot, or a speedy guard on a spaced floor. I’d have him higher if I felt better about him as a processor and passer.
21. DaRon Holmes II, C/F, Dayton : Holmes was one of the very best players in college basketball as a junior for Dayton, unleashing a new dimension of his game by adding offensive skills on the perimeter. Holmes has always been impressive as a roll man, dunker’s spot finisher, and rim protector with the Flyers. This past season, he improved as a shooter (38.6 percent from three on 83 attempts), ball handler, and passer. Teams will wonder if Holmes is big enough to play the five in the NBA (he measured 6’8.75 barefoot with a 7’1 wingspan) or skilled enough to play the four. That might be overthinking it. He’s just a really good player with legit size who can find a way to make an impact regardless of his role.
25. Bub Carrington, G, Pittsburgh : Carington is a tall (6’3.75 barefoot with a 6’8 wingspan), extremely young (turns 19 a month after the draft) guard with an innate ability to take and make pull-up jumpers. He wasn’t always an efficient scorer (53 percent true shooting), but Carrington’s ability to create his own shot and cash difficult pull-ups is a trait that defines star guards. It might take some time, but Carrington’s upside is worth betting on in a weak class.
26. Pacome Dadiet, F, Ulm (France): Dadiet is a super young French wing (turns 19 in late July) with an intriguing combination of positional size, athleticism, and shooting touch. Measuring at 6’7.5 barefoot with a 6’9 wingspan, Dadiet hit 39 percent of his threes, a high percentage of two-pointers, and showed a good motor to get rebounds and steals. It might take a few years before he’s ready for the NBA, but the tools are there.
28. KJ Simpson, G, Colorado : Simpson was one of the best guards in college basketball by any measure as a junior for Colorado. He’s a quick and dynamic lead ball handler who can blow past his defender off the dribble, hit a tough floater or mid-range pull-up, or generate free throw attempts at the rim. Best of all, Simpson is a high-volume three-point sniper, hitting 43 percent of 181 attempts on the season. Simpson plays bigger than his size and posted impressive defensive rebound rates and steal rates this season. It’s hard to make it in the league as a guard who measured 6’0.25 barefoot, but Simpson is skilled enough to have a chance.
32. Jamal Shead, G, Houston : Shead an absolute menace defensively. The Houston senior consistently makes multiple efforts on possessions to get over screens, break up passing lanes, and press up on opposing ball handlers with tight, physical coverage. His 4.3 percent steal rate and 2 percent block rate this season are impressive numbers for a guard who measured 6-foot without shoes. Shead also took on the biggest offensive load of his career this season, and answered the challenge by becoming a fantastic college distributor and capable volume scorer. His jump shot and his size are major questions, but Shead’s motor and IQ are too impressive to bet against.
33. Adem Bona, C, UCLA : Bona is an explosive athlete with length who makes plays above the rim on both ends of the floor. The UCLA sophomore was a monster finisher at the rim this year (76 percent) by running the floor hard and getting off the ground quickly as a leaper. He posted the highest standing vertical leap at the combine (35 inches), and was among the top performers in max vertical (40 inches), too. Putting up those numbers at 243 pounds with a 7’3.5 wingspan is undeniably impressive. Bona is definitely short for an NBA center (6’8.5 barefoot) and he doesn’t have any perimeter skill offensively, but his length, strength, hustle, and elite leaping are worth consideration as an energy big off the bench.
37. N’Faly Dante, C, Oregon : Dante has the size and strength to fit on an NBA court as a play finisher right now. He measured at 6’ 10 barefoot with a 7’6 wingspan at 260 pounds. He made 69.5 percent of his field goals exclusively hammering home inside feeds created by his teammates. He has to play a relatively narrow role and will turn 23 years old at the start of the season, but Dante’s tools, touch, and production shouldn’t be discounted.
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At its core, Kialo is a tool for breaking down complex reasoning into manageable chunks. This makes it excellent for enhanced classroom discussions that increase student participation and train vital critical thinking skills .
However, it isn’t just for class discussions: Educators are always finding new and exciting ways to teach using Kialo Edu ! Let’s explore some of the popular ways you can use Kialo to enrich your teaching and engage your students.
The most common way teachers use Kialo is to hold whole-class discussions. Unlike traditional oral discussions, Kialo allows every student to contribute simultaneously. Plus, due to the branching nature of Kialo discussions, students can choose to respond to the threads of the argument that they find most interesting. These features combine to boost both participation and engagement !
Because Kialo discussions are text-based, they are also more inclusive of students who might have difficulty speaking up in class. You can further ease common anxieties about participation by making the discussion anonymous to students , with the added ease of teachers still being able to see students’ identities.
Whether your class is conducted in-person, remotely, or as a hybrid of the two, Kialo discussions can help support student learning. In-class activities can be continued asynchronously from home , allowing absent students and those with more to say to keep the conversation going. Plus, every Kialo activity keeps a record of the discussion, which can be referred back to for easy grading or review.
Developing long-form writing skills is essential for students, yet it can be challenging to learn. Kialo actively guides students through the crucial — yet often overlooked — planning stage , enhancing their ability to craft well-structured essays.
In a Kialo discussion, students develop points from a central thesis. This closely matches the structure of argumentative essays, with students able to map out their arguments visually before committing them to the page. By seeing their ideas laid out in a clear and logical sequence, students can better understand the relationships between their main points and supporting details, leading to stronger and more cohesive essays.
Kialo’s pro/con format also prompts students to consider counterarguments at every step while planning their essays. This feature is particularly beneficial for developing critical thinking skills, as it encourages students to engage with perspectives they might otherwise ignore.
Additionally, Kialo’s design supports the inclusion of detailed evidence to back up points. Students can add references to their claims using the Sources feature , ensuring their arguments are well-supported and credible.
As a teacher, you can easily provide targeted feedback on their essay outline, ensuring that they’re ready to write before they start.
For an innovative approach to assessment, have students develop their own copy of a Kialo discussion on a learning topic. This activity asks students to present their understanding of the connective relationships between the information learned, without the constraints of complex essay conventions.
Kialo’s unique sunburst mini-map helps identify knowledge gaps by visually representing different aspects of the discussion. This gives you a handy overview of each students’ knowledge of a topic, making it easy to assess student understanding.
As such, Kialo discussions are easy to grade. With our built-in grading tool, you can cycle through contributions, assign grades, and even export and save a copy of the grades for record keeping. Best of all, using Kialo for assessments can also reduce the risk of AI-assisted cheating , as students must actively engage in structuring their arguments and providing relevant evidence to back up what they say.
Replace traditional printouts with something more exciting: a dynamic Kialo discussion! Rather than crumpled papers or doodled-on textbooks, students will be more engaged as they explore the topic via an interactive digital resource, leading to higher retention rates of the core information.
You can customize or create your own Kialo discussion, by either starting from scratch or modifying an existing one from our Topic Library . This flexibility allows educators to tailor the content to their specific teaching goals and ensure that all necessary material is covered in an engaging way. Then, share a “read-only” Kialo discussion with the whole class, inviting students to join with the Viewer role.
Alternatively, you can give each student a personal copy of the discussion to annotate and build upon. Plus the Tasks feature makes it easy to assign follow-up activities, such as adding claims, voting, or including sources.
Finally, Kialo is an excellent tool to help prepare students for formal debates , whether you’re holding them as an in-class activity or taking part in regional or national competitions!
Kialo’s pro/con format helps students anticipate counterarguments, develop rebuttals, and strengthen their overall argumentation skills. This can enhance their understanding of different perspectives and improve their ability to defend a given position. Additionally, tasking students to add sources ensures that arguments are supported with credible information, helping to develop the research skills essential for successful debaters.
These are just some of the most popular ways that educators are using Kialo with students. If you’re doing something different on Kialo, we’d love to hear about it! Please contact us at [email protected] or connect with us on social media.
Sign up for free and use Kialo Edu to have thoughtful classroom discussions and train students’ argumentation and critical thinking skills.
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Guest Essay
By Johann Hari
Mr. Hari is a British journalist and the author of “Magic Pill: The Extraordinary Benefits — and Disturbing Risks — of the New Weight Loss Drugs.”
Ever since I was a teenager, I have dreamed of shedding a lot of weight. So when I shrank from 203 pounds to 161 in a year, I was baffled by my feelings. I was taking Ozempic, and I was haunted by the sense that I was cheating and doing something immoral.
I’m not the only one. In the United States (where I now split my time), over 70 percent of people are overweight or obese, and according to one poll, 47 percent of respondents said they were willing to pay to take the new weight-loss drugs. It’s not hard to see why. They cause users to lose an average of 10 to 20 percent of their body weight, and clinical trials suggest that the next generation of drugs (probably available soon) leads to a 24 percent loss, on average. Yet as more and more people take drugs like Ozempic, Wegovy and Mounjaro, we get more confused as a culture, bombarding anyone in the public eye who takes them with brutal shaming.
This is happening because we are trapped in a set of old stories about what obesity is and the morally acceptable ways to overcome it. But the fact that so many of us are turning to the new weight-loss drugs can be an opportunity to find a way out of that trap of shame and stigma — and to a more truthful story.
In my lifetime, obesity has exploded, from being rare to almost being the norm. I was born in 1979, and by the time I was 21, obesity rates in the United States had more than doubled . They have skyrocketed since. The obvious question is, why? And how do these new weight-loss drugs work? The answer to both lies in one word: satiety. It’s a concept that we don’t use much in everyday life but that we’ve all experienced at some point. It describes the sensation of having had enough and not wanting any more.
The primary reason we have gained weight at a pace unprecedented in human history is that our diets have radically changed in ways that have deeply undermined our ability to feel sated. My father grew up in a village in the Swiss mountains, where he ate fresh, whole foods that had been cooked from scratch and prepared on the day they were eaten. But in the 30 years between his childhood and mine, in the suburbs of London, the nature of food transformed across the Western world. He was horrified to see that almost everything I ate was reheated and heavily processed. The evidence is clear that the kind of food my father grew up eating quickly makes you feel full. But the kind of food I grew up eating, much of which is made in factories, often with artificial chemicals, left me feeling empty and as if I had a hole in my stomach. In a recent study of what American children eat, ultraprocessed food was found to make up 67 percent of their daily diet. This kind of food makes you want to eat more and more. Satiety comes late, if at all.
One scientific experiment — which I have nicknamed Cheesecake Park — seemed to me to crystallize this effect. Paul Kenny, a neuroscientist at Mount Sinai Hospital in New York, grew up in Ireland. After he moved in 2000 to the United States, when he was in his 20s, he gained 30 pounds in two years. He began to wonder if the American diet has some kind of strange effect on our brains and our cravings, so he designed an experiment to test it. He and his colleague Paul Johnson raised a group of rats in a cage and gave them an abundant supply of healthy, balanced rat chow made out of the kind of food rats had been eating for a very long time. The rats would eat it when they were hungry, and then they seemed to feel sated and stopped. They did not become fat.
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Undergraduate courses.
Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.
Dr. sharon smith.
In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.
S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231
S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217
English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.
Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.
Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.
TuTh 12:30-1:45 p.m.
The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”
“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.
Jodi andrews.
Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.
TuTh 9:30-10:45 a.m.
This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.
Randi l. anderson.
A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.
In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.
Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.
In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.
April myrick.
A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.
TuTh 11 a.m.-12:15 p.m.
This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.
As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.
MWF 1-1:50 p.m.
Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.
This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.
To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.
TuTh 8-9:15 a.m.
This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.
MWF 11-11:50 a.m.
This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.
MWF 2-2:50 p.m.
Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.
Mondays 3-5:50 p.m.
In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.
MW 8:30-9:45 a.m.
Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.
Tuesdays 3-5:50 p.m.
In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.
We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .
TuTh 3:30-4:45 p.m.
Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.
Likely Texts:
Erica summerfield.
This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.
Engl 575.s01 creative nonfiction.
In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.
Engl 704.s01 introduction to graduate studies.
Thursdays 3-5:50 p.m.
Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.
This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.
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We have the largest collection of essay topics and ideas. Find 500+ Essay writing topics for students, college students, kids and students from grade 6, 7, 8. ... Class 12. Class 12 Physics; Class 12 Chemistry; Class 12 Maths; Class 12 Biology; Class 10. Class 10 Physics; Class 10 Chemistry; Class 10 Maths; Class 10 Biology; Class 10 English;
1) Unity: The essay should deal with the main subject and all parts of it should be clearly linked with that subject. 2) Coherence: There should be a logical sequence of thought. This requires a logical relationship between ideas, sentences and paragraphs. 3) Relevance: Unimportant information should not be included.
Question 12. Travel is an important part of a man's education. It enables a person to learn manners, customs, languages and history of different people and places and also widens the circle of one's acquaintances. Write an article in 150-200 words on "Travel, an Important Source of Education". (Comptt.
Essay Writing Format Class 12 Exercises: To improve your essay-writing skills, you can try the following exercises. 1. Exercise writing prolusions and conclusions for different motifs. 2. The Impact of Social Media on Society. 3. Take a paragraph from a published essay and rewrite it in your own words. 4.
Crafting a captivating essay often begins with choosing the right topic. A good topic not only prompts thoughtful reflection but also incites curiosity. Whether you're a student looking for an assignment topic or a teacher compiling a list, these 500+ essay ideas span various genres and complexity levels. List of 500+ Topics for Writing Essay
Article Writing Class 12 CBSE Format, Topics, Examples, Samples. Students may be asked to write a composition based on a verbal/visual output (in about 150-200 words). Output may be descriptive or argumentative in nature. It shall be in the form of an article for a newspaper or a school magazine. The 'Verbal input' may include broad hints ...
Some common topics for writing skills in Class 12 include: 1. Essay Writing Topics: • The impact of climate change on the environment. • The role of education in society. • Social media and its impact on relationships. • The importance of mental health awareness. • The impact of technology on society.
2. Write a letter to the Police Commissioner of your city regarding the increasing incidents of chain snatching. 3. Write a letter to the Municipal Corporation of your city regarding the poor condition of roads. Topics for Essay Writing: 1. Write an essay on the Pros and Cons of Online Education. 2.
Essays include a huge range of types and forms which includes the following bulleted forms: Cause and Effect: This format generally discusses a particular problem, the causes, and the effects, also suggestions and includes a proper well-researched write-up. Classification and Division: This type of essay sums up the classification and divisions ...
Our course covers all the topics and skills that you need to ace your Class 12 English Writing exams and beyond. You will learn from the best teachers, who have years of experience and expertise in teaching writing. You will also get access to highquality study materials, such as notes, videos, quizzes, and assignments. 📚.
Essay on Raksha Bandhan. Essay on Diwali. Essay on Christmas Festival. Essay on Pollution. Essay on Environmental Pollution. Essay on Noise Pollution. Essay on Water Pollution. The above essay topics for class 12 students are based on important personality, important national and international days and popular festivals celebrated in India and ...
The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here.) Public and private schools. Capitalism vs. communism. Monarchy or democracy. Dogs vs. cats as pets. WeAreTeachers. Paper books or e-books. Two political candidates in a current race.
We have focused on both types and gathered this list of English essay topics which are very effective for any type of essay writing competition. Essays on School's Surroundings and Examinations. Essays on Society & Social Issues. Essays on Education. Essays on Relationships. Essays on Great Personalities.
Writing Topics. Do you want to inspire your students to write great narratives, essays, and reports? Check out these grade-specific writing topics organized by mode (explanatory, creative, and so on). Or search for writing topics that relate to a theme, such as "life" or "animals" or "family.".
write in indirect speech and preferably in passive voice. write in third person form and avoid using pronouns like I, me or you. avoid imposing your personal opinions and do not make any conclusions. answer the questions to 'when', 'where', 'why', 'what', 'who' and 'how'. Format of a Report. Headline.
Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education.
NCERT Solutions for Class 12 English will help you to write better answers in your Class 12 exams. Because the Solutions are solved by subject matter experts. Article Writing Class 12 Format, Topics, Examples, Samples. Articles express the personal opinions of the writer. Input for an article/speech may be in the form of verbal/visual input.
Check out best ★ narrative, argumentative, and persuasive essay topics for grades 8, 9, 10, 12 🏫 Follow our easy tips to write an excellent essay! 👍 ... Essay Topics for Class 9 in Various Subjects . Below you will find unique topics for argumentative or persuasive essays:
Beginner Topics. Kids should get paid for good grades. Students should have less homework. Snow days are great for family time. Penmanship is important. Short hair is better than long hair. We should all grow our own vegetables. We need more holidays. Aliens probably exist.
Article Writing Topics Practice Example With Answer for Class 12 CBSE. 1 You recently came across the following news item. A ban on fishing for bluefin tuna in the Mediterranean and Eastern Atlantic has been announced by the EU for large industrial vessels after widespread evidence of illegal fishing.
500+ Words Essay On Internet. We live in the age of the internet. Also, it has become an important part of our life that we can't live without it. Besides, the internet is an invention of high-end science and modern technology. Apart from that, we are connected to internet 24×7. Also, we can send big and small messages and information faster ...
This list of essay topics is valid for all Punjab boards. There is a list of top ten most important English essays for 12th class 2023. I have listed the most important 10 essays from those topics. 1. Important Urdu to English Paragraphs for 2nd Year. 2. 2nd Year English paragraphs translation solved. 3. 2nd Year Urdu to English paragraph notes.
Essay Topics for Class 11 and 12. / Essay / By Shweta Srivastava. Essay Topics for Class 11th and 12th Students. Essay on Wonders of Science. Essay on Conservation of Environment. Essay on Relationship. Essay on My Best Friend. Essay on My Family. Essay on My Favorite Teacher.
Applied Grammar for PSEB Class 11 English Elective. 1.The Sentence and its Forms. 2.The Sentence and its Kinds. 3.The Clause and its Kinds. 4.The Structure of the Noun Phrase
In 13 games with Mega, Topic averaged 18.6 points, 6.9 assists, 3.7 rebounds per game on terrific 62.9 percent true shooting. He got to the foul line a lot (and made 87.8 percent of his free ...
In-class activities can be continued asynchronously from home, allowing absent students and those with more to say to keep the conversation going. Plus, every Kialo activity keeps a record of the discussion, which can be referred back to for easy grading or review. 2. Have students plan essays on Kialo to train argumentation skills
Guest Essay. A Year on Ozempic Taught Me We're Thinking About Obesity All Wrong. May 7, 2024. Credit... Illustration by The New York Times. Share full article. 1640. By Johann Hari.
Undergraduate CoursesComposition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.100-200 levelENGL 201.ST2 Composition II: The Mind/Body ConnectionOnlineDr. Sharon SmithIn this online section of English 201, students will use research ...