ELA Boot Camp - 4/14

“…not the stereotypical school uniform associated with private schools…” (paragraph 2)

“…mostly khaki and blue or khaki and red shirt/blouse and skirt/pants…” (paragraph 2)

“…wearing a uniform can decrease the risk of violence and theft…” (paragraph 3)

“…defines what clothes must be worn to school.” (paragraph 6)

Administrators exaggerate the effectiveness of school uniforms.

Students do not always comply with the school uniform policy.

School uniforms are not as necessary as administrators would believe.

The effects of school uniforms are often presumed but not actually real.

Paragraph 25 presents an alternative perspective on school uniforms to the critique developed in previous sections.

Paragraph 25 summarizes the author’s conclusions about school uniforms gathered from personal observations.

Paragraph 25 explains why research on the effects of school uniforms has yielded conflicting results.

Paragraph 25 supports the author’s claim that school uniforms are a failed policy that should be abandoned

“In 1920, during Thaddeus’s first run for the Senate, Hattie Caraway worked in his campaign headquarters, spoke on his behalf, and received much of the credit for his election.” (paragraph 2)

“…Hattie Caraway played down her experience as a congressional wife. ‘After equal suffrage in 1920,’ she recalled, ‘I just added voting to cooking and sewing and other household duties.’” (paragraph 2)

“Hattie Caraway, however, offered Governor Parnell a safe choice to sidestep choosing from a field of Arkansas politicians who coveted the seat…” (paragraph 3)

“But behind the facade of the dutiful widow was a woman who had every intention of not surrendering her seat to a chosen male successor.” (paragraph 4)

“She confided in her journal that she planned to test ‘my own theory of a woman running for office.’” (paragraph 5)

The author uses imagery to describe Caraway’s poise and presence on the Senate floor.

The author uses irony to show that Caraway was a better senator than her male counterparts.

The author uses an exaggerated nickname to highlight how resistant Caraway was to public speaking and attention.

The author uses a sarcastic quote from Caraway to illustrate her cleverness as a political figure.

The simile highlights the strength the grandfather displays to save his grandson.

The metaphor conveys that the grandson has learned an important lesson about obedience.

The alliteration emphasizes how closely the grandson came to being killed by the shark.

The personification illustrates the ferociousness of the shark bearing down on the grandson.

by using a metaphor to express enjoyment in his futile attempts to outsmart the loon

by using a simile to express frustration that he cannot get close to the loon

by using imagery to express confusion as to why the loon is darting around the boat

by using symbolism to express curiosity about why the loon is so agitated

“In its annual report, the AI Now Institute…called for a ban on technology designed to recognize people’s emotions in certain cases.” (paragraph 1)

“Researchers have been actively working on computer vision algorithms that can determine the emotions and intent of humans, along with making other inferences, for at least a decade.” (paragraph 3)

“…it’s possible to do some pretty remarkable things with images, such as stylize a photo to make it look as if it were drawn by a famous artist and even create photo-realistic faces…” (paragraph 4)

“Emotions are expressed not only through a person’s expression but also where they are and what they’re doing. These contextual cues are difficult to feed into even modern machine learning algorithms.” (paragraph 6)

“It’s also well-known that humans tend to trust these systems more than other authority figures.” (paragraph 13)

The speaker showed great determination in learning from his mistakes.

The speaker felt embarrassed that the expedition dragged on so long.

The speaker kept doing the same thing over and over until it finally worked.

The speaker allowed repeated failures to diminish his self-confidence.

He makes convincing statements about the importance of supporting exploration efforts to the North Pole.

He provides personal information about himself that provides a more complete picture of his character and professional interests.

He focuses on the support he received from others to show that his mission was a massive financial and logistical undertaking.

He shares his feelings of gratitude and pride that he succeeded in reaching the North Pole despite the overwhelming odds against him.

by suggesting that it is better to act first and ask questions later

by emphasizing that the journey is as important as the destination

by expressing that the end goals need not always be clear

by reaffirming that great discoveries often arise by chance