Fiction-writing mode Essay Example for Free

Fiction-writing mode Essay Rhetorical modes are methods for effectively communicating through language and writing. Complete the following chart to identify the purpose and structure of the various rhetorical modes used in academic writing. Provide at least 2 tips for writing each type of rhetorical device. |Rhetorical Mode |Purpose – Explain when or why |Structure – Explain what organizational |Provide 2 tips for writing in | | |each rhetorical mode is used. |method works best with each rhetorical mode. |each rhetorical mode. | |Narration |The purpose of a narration is to| | Start with asking yourself if | | |tell stories. Narrations can be |Chronological order, which is a method of |you want to write a factual or | | |factual; story based on events |organization that arranges ideas according to|fictional story. Next, make a | | |as they happened in real life, |time, is the best organizational method for |plot summary, which is a | | |or fictional; made up or |narration. |paragraph or outline that | | |imagined | |describes only the main events | | | | |that drive the story forward. | | |The purpose of an illustration |Order of importance, which is a method of |First, decide on a topic that | |Illustration |is to clearly demonstrate and |organization that arranges ideas according to|you are interested in writing | | |support a point through the use |their significance, is the best |about. Secondly, vary the phases| | |of evidence. |organizational method for illustration. |of illustration you use. This | | | | |way, readers will stay engaged | | | | |in your writing and ideas. | |Description |The purpose of a description is |Spatial order, which is a method of |Does your writing follow a flow?| | |to make sure the audience is |organization that arranges ideas according to|Good writing is focused. Is | | |fully immersed in the words on |physical characteristics or appearance, is |writing written for a purpose? | | |the page. The writer describes |the best organizational them. |Good writing is grammatically | | |his or her world through sensory| |correct a

Treatment and Management of Shyness in Children Essay -- Papers Person

Treatment and Management of Shyness in Children Research and studies have found that shyness in children could be due to genetic, temperamental, and environmental influences (Jaffe, 1991, p. 270, & Zimbardo 1995, p. 56). This paper aims to discuss the types of shyness, the influences on shyness, the difference between normal and problematic shyness. Lastly, strategies will be presented to help the shy child. The basic feeling of shyness is a common problem not only among children but also among adults. According to Zimbardo (1995, p.56-57) and Jaffe (1995, p. 270), shyness is a mix of emotions, including fear and interest, tension and pleasantness. A shy child may display in his/her behaviour a downward gaze, physical, and verbal reticence. That is he/she will try to avoid eye contact or withdraw slightly or totally when being touched or talked to. The speech is often soft, almost inaudible, and at times, very hesitant. Shyness is very often a mistaken and misunderstood emotion. It ought to be distinguished from two related behaviour patterns: wariness and social disengagement. It is very normal that young infants are very wary of strangers as it is a time that attachment to familiar faces of caregivers are very important during this period of growing and trusting in the surrounding physical and human environment (Gonzalez-Mena, & Widmeyer Eyer, 2001, p. 77). For older children who may prefer solitary play and appear to have low needs for social interaction, would usually not experience the emotional tensions of the genuinely shy child (Van Hoorn et al, 2003, p. 242-243, & Cohen et al, 1987, p. 80). Children ... ...docId=5000962656&offset=1. (July 12, 2004). Feldman, R.S.(2003). Essentials of Understanding Psychology. 5th ed. USA: McGraw Hill. Gonzalez-Mena, J. & Widmeyer Eyer, D. (2001). Infants, Toddlers, and Caregivers. 5th ed. USA: Mayfield Publishing Company. Hendrick, J. (1992). The Whole Child. 5th ed. New York: Macmillan Publishing Company. Jaffe, M.L. (1997). Understanding Parenting. 2nd ed. USA: Allyn & Bacon. Reid, B., & Vans, S. (1989). In J. Valsiner, (Ed.). Child development in cultural context (pp.199-218). Toronto: Hogrefe Inc. Van Hoorn, J., P.M. Nourot, Scales, B., & Alward, K. R. (2003). Play at the Center of the Curriculum. 3rd ed. New Jersey: Pearson Education. Zimbardo, P.G. (1995). Shyness: What it is? What to Do about it? USA: Perseus Publishing.

Mole Ratio of Chemical Reactions Essay

OBJECTIVE In this experiment, you will determine the number of moles of reactants and products present in the reaction of copper and silver nitrate, and calculate their mole-to-mole ratio. The mole-to-mole ratio relating to the disappearance of copper and the formation of silver metal will be used to write the balanced equation for the reaction. The reaction of copper metal with silver nitrate solution is a single replacement reaction, represented by the following unbalanced equation: Cu(s) + AgNO3(aq) → Cu(NO3)2(aq) + Ag(s) The values of the coefficients can be determined experimentally by measuring the mass of copper wire that reacts with the mass of silver that is produced in the above reaction. BACKGROUND MATERIALS NEEDED The reaction of copper and silver nitrate in aqueous solution provides an interesting display of chemistry in action – delicate silver crystals begin to grow on the wire surface and the colour of copper(II) ions gradually appears in the solution. Stoichiometry is the area of chemistry that deals with the numerical relationships and mathematical proportions of reactants and products in a chemical reaction. One of the most important lessons of stoichiometry is that the amounts of reactants and products in a chemical reaction are related to one another on a mole basis. Chemical reactions are normally represented by balanced chemical equations. The coefficients in a balanced chemical equation summarize the relative number of moles of each reactant and product involved in a chemical reaction. The ratios of these coefficients represent the mole-to-mole (or simply mole) ratios that govern the disappearance of reactants and the appearance of products. Knowing the mole ratios in a bala nced chemical equation is essential to solving stoichiometry problems. General Chemistry 1 Lab Acetone Copper wire 3 M HNO3 AgNO3, silver nitrate 50 mL beaker 100 or 150 mL beaker Toothpick Stirring rod Wash bottle 50 mL measuring cylinder SAFETY PRECAUTIONS Nitric acid is a corrosive liquid and strong oxidizer. Silver nitrate is a corrosive solid and is toxic by ingestion; it will stain skin and clothes. Acetone is a flammable liquid – avoid contact with flames and other sources of ignition. Avoid contact of all chemicals with eyes, skin, and clothing. Wash hands thoroughly with soap and water before leaving the laboratory area. Page | 1 PROCEDURE 1. Obtain a clean, dry 50 mL beaker. Carefully add 1.40 – 1.60 g of silver nitrate crystals to the beaker. Caution: use a spatula to transfer the solid. Do not touch the silver nitrate and carefully clean up any spilled material on the balance or the bench top. 2. Measure and record the exact mass of silver nitrate to the nearest 0.01 g. 3. Fill the beaker with 30 mL of distilled water and stir the mixture with a s tirring rod until all the solid has dissolved. Rinse the stirring rod over the beaker with a little distilled water. 4. Take a piece of copper wire and loosely coil it. 5. Find the initial mass of the copper wire to the nearest 0.01 g and record it. 6. Use a toothpick to suspend the copper wire in the silver nitrate solution. The copper wire should not be touching the bottom or sides of the beaker. 7. Carefully add 3 drops of 3 M HNO3 to the beaker. Do NOT stir the solution. 8. Allow the beaker to sit on the lab bench for 15 minutes. Try not to jostle or shake the suspended copper wire in any way. 9. Observe the signs of chemical reaction occurring in the beaker and record all observations. 10. While the reaction is taking place, label a 100 or 150 mL beaker with your name and class session. Measure and record the mass of this beaker. 11. After 15 minutes, gently lift the toothpick to remove the copper wire from the solution. 12. Holding the wire with the wooden toothpick, place the copper wire above the 100 or 150 mL beaker. Rinse the wire with a steady stream of distilled water from a wash bottle. The silver crystals should easily fall off the wire into the beaker. Gently shake the wire and rinse with General Chemistry 1 Lab water until no more silver adheres to the wire. Note: Use a total of about 40 mL of distilled water. 13. When all of the silver has been removed, lift the copper wire out of the beaker and place it in anot her beaker containing acetone. The acetone will clean the wire surface and allow it to dry more quickly. Note: Several groups can share this same rinse beaker of acetone. 14. Remove the copper wire from the acetone beaker and allow it to air dry for 3-4 minutes. 15. Measure and record the final mass of the copper wire. Note the appearance of the leftover wire and record your observations. 16. Examine the beaker containing the silver product. Most of the silver should have settled into a dense mass at the bottom of the beaker. Carefully decant the liquid into a waste flask to remove most of the water. Note: Try not to lose any of the solid in the process. 17. Rinse the solid with 5-10 mL of distilled water from a wash bottle. Decant the rinse water into the waste water flask as well. 18. Repeat the rinsing and decanting cycle with a second portion of distilled water. 19. Discard the waste water in the large beaker in the fume hood. 20. When all of the water has been decanted, place the labelled beaker containing th e silver product on the warming tray in the fume hood. 21. Allow the solid to dry overnight. 22. When the solid is dry, measure and record the final mass of the beaker plus silver solid. Page | 2 PRE-LAB QUESTIONS 1. Define: a. Law of Conservation of Matter b. Molar mass c. Mole d. Stoichiometry e. Limiting reagent 2. Solve: a. Using the balanced equation for the reaction of aluminum with iodine, answer the following questions: 2 Al (s) + 3 I2 (s) → Al2I6 (s) i. How many moles of Al2I6 are produced by the reaction of 4.0 mol of aluminum? ii. How many moles of I2 are required to react exactly with 0.429 mol of aluminium? b. What mass of sodium hydroxide, NaOH, would be required to produce 16 g of the antacid milk of magnesia [magnesium hydroxide, Mg(OH)2] by the reaction of magnesium chloride, MgCl2, with NaOH? MgCl2 (aq) + 2 NaOH (aq) → Mg(OH)2 (s) + 2 NaCl (aq) i. Which reactant is limiting? ii. How much water will the reaction produce? POST-LAB QUESTIONS 1. Calculate the mass and moles of copper wire that reacted in this experiment. Show your calculations. 2. Calculate the mass and moles of the silver produced in this experiment. Show your calculations. 3. Determine the mole ratio – the ratio of the number of moles of silver to the number of moles of copper. Round the result to the nearest whole number. Show your calculations. 4. Use the silver/copper mole ratio to write a balanced chemical equation for this reaction of copper and silver nitrate. 5. What was the limiting reagent in this experiment? Show all calculations and explain your answer. 6. Given what you know about copper, silver nitrate and this kind of single replacement reaction, what would you have predicted the balanced chemical equation to be? 7. Explain the possible differences between Question 4 and Question 6. 8. Do the results of your experiment support the Law of Conservation of Matter? Explain. c. Calculate the mass of oxygen gas, O2, required for the combustion of 702 g of octane, C8H18. 2 C8H18 + 25 O2 (g) → 16 CO2 (g) + 18 H2 O (l) d. A mixture of 5.0 g of H2 (g) and 10.0 g of O2 (g) is ignited. Water forms according to the following addition reaction: 2H2 (g) + O2 (g) → 2 H2O (g) General Chemistry 1 Lab

A Role Of Narrator In Poes Works - Free Essay Example

Sample details Pages: 2 Words: 484 Downloads: 1 Date added: 2019/05/23 Category Literature Essay Level High school Tags: The Cask of Amontillado Essay Did you like this example? In Edgar Allan poes The Cask of Amontillado and The Tell-Tale Heart, the narrators of the two stories are also the main characters of the stories, which forms the unreliable narrators. The Tell-Tale Heart talked about a story that an extremely sensitive person tried to kill an old man just because the old manrs eyes made him uncomfortable. But since then, the heartbeat of the victim has been screaming in the minds of the murderers, which has led to his mental breakdown and confessed his crimes. And The Cask of Amontillado told a story that the narrator, because of Fortunatos insult, deceived him into his cellar on the grounds of identifying Amontillado, and eventually killed him. There are some roles of the unreliable narrators: first, it can shape the character and image of the narrator well; secondly, it can evoke readers interest in reading, allowing readers to reflect on the whole story and gain a deeper understanding of the story; thirdly, it makes the surface real and the actual reality in contrast, to show the ridiculous and irrational of the former, to achieve the irony effect; Finally, it can express the problem of the narrators psychological stability. Don’t waste time! Our writers will create an original "A Role Of Narrator In Poes Works" essay for you Create order First, Allan Poes use of unreliable narrators plays an important role in shaping the character and image of the narrator. The use of unreliable narrators can reflect the narrators thinking characteristics and therefore play an important role in revealing the narrators character and shaping the narrators image. In The Cask of Amontillado, Secondly, the use of unreliable narrators can evoke readers interest in reading, allowing readers to reflect on the whole story and gain a deeper understanding of the story. Because the narrators unreliability will not be found immediately, the narrator may show some clues in the middle of the story or the ending, indicating that the storys narrator is unreliable and prompts the reader to rethink whether the previously received content about the story is true and reliable. Through reflection, the readers will discover the defects in the narrators discourse, and the readers discovery will bring the pleasure of reading. Thirdly, the use of unreliable narrators makes the surface real and the actual reality in contrast, to show the ridiculous and irrational of the former, to achieve the irony effect. Finally, the use of unreliable narrators can express the problem of the narrators psychological stability. In Allan Poes The Cask of Amontillado and The Tell-Tale Heart, the unreliable narrators play the important roles. First of all, it can well shape the character and image of the narrator. Also, it can arouse readers interest in reading and make them reflect on the whole story, so that they can have a deeper understanding of the story. Besides, it makes the surface reality and the reality opposite, showing the formers absurdity and unreasonableness, achieves the ironic effect. Finally, it can express the problems of psychological stability of the narrator.