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Cancel Forgot your password? Print book : Portuguese : [1. User lists. Structured data Items portrayed in this file depicts P Category : Machado de Assis. Namespaces File Discussion. Views View Edit History. This page was last edited on 8 July , at Files are available under licenses specified on their description page. All structured data from the file and property namespaces is available under the Creative Commons CC0 License ; all unstructured text is available under the Creative Commons Attribution-ShareAlike License ; additional terms may apply.
Image Source: Popplet Annotation Assignment 1 Make a 1-sentence claim at the top of the page. Assignment developed by Rex Nielson, Ph. Developed by Cherice Montgomery, Ph. Text Source: Moeller, One of the first things that Captain Torres does, knowing full well that the barber may try to kill him, is to disarm himself. Before anything has even happened the Captain has decided to not act violently. Unos cuantos apenas. However, the captain shows that acting violently and how he acts is his individual choice. Y yo cumplo honradamente con mi trabajo No quiero mancharme de sangre.
De espuma y The barber indicates that he will perform his work with honor. The barber thinks to himself about killing the captain. The barber makes a choice to not act in violence because he does not want to kill.
The barber indicates that he will perform his work with honor--the only thing he will stain himself with is shaving cream. Vine para comprobarlo. At the end of the story, the captain reveals that he knew all along that the barber might kill him. He says he came to see if he would.
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Table by Ben Mitchell Strong Example Thesis clearly interprets the short story Clear examples of supporting evidence within the text identified Thoughtful annotations for each example of evidence that clearly relate to interpretive claim Text Source: Machado de Assis, Intro. Course Text Source: Machado de Assis, Intro. Text Source: Machado de Assis, Weak Example o Vague interpretive claim. And then how to apply it to my situation. So that was really helpful. After the assignment, it was helpful to kind of figure that out.
Um, one of the assignments that I thought was especially useful was an annotation assignment. So, we would get a text, and we would have to read through it. And then with our thesis statement, we needed to get seven, different textual evidences from that same text to support our thesis.
It just emphasized that you need to be doing this to everything, not just when we have assignments about it. In the beginning, we thought about that because we knew we were going to have to analyze it, but it kind of justbecame a habit. And I just felt like I was being more professional when I was doing it, like I can do this in a professional setting.
A chinela turca (Portuguese Edition)
I can annotate this research paper or article. Other Ways for Learners to Annotate Texts Image Source: ThingLink Poemas futuristas. Image Source: Prism Provides visual representation of aggregate interpretation as a pie chart Image: Rex Nielson Text Source: Machado de Assis The Turkish Slipper — Duarte wants to go to a formal ball, but has to listen to a family friend read a page manuscript of a drama he has just written. An undercover cop posing as the priest frees him. He arrives home to hear the end of the manuscript and discover he was dreaming it all.
Rita visits a fortuneteller to see if Camilo truly loves her. Camilo laughs at her superstitious beliefs. They receive anonymous letters denouncing their affair, then Camilo receives a handwritten note from Vilela requesting a meeting. Camilo suspects that Vilela has discovered the affair, but convinces himself otherwise.
On the way to the meeting, Camilo visits the fortuneteller on a whim. Reassured and at peace, Camilo finds Rita lying in a pool of blood, and is then murdered by Vilela. Description: Connects artifact to cultural practices Analysis: Relationship to text and to other images on pinboard is vague Image: Cherice Montgomery, et. Oral Presentation Assignment 1 Select one artifact to present.
Image: Jay Lopez Images: Jessica A. Leveto Image: Jessica A. Leveto Image: TeachBytes Context for the Study Purpose: To explore potential strategies for mitigating the tensions between teaching the "content" of foreign language courses i. I thought that was useful and that was worthwhile. Also, we had to do several different projects where we had to find images from the internet and we had to take those and put them on Pinterest and document those.
And it taught a lot about research in a brief sense because we had to figure out if the pictures were authentic, and we had to figure out not just where we found the picture, but also who originally took the picture and where it was originally, which was also a valuable learning experience. I feel like it was learning that actually helped me to understand better. You know, like the Pinterest project, as well, that I talked about.
So I feel that technology made that more accessible to me, and through it, my learning grew, changed. It was kind of more of a cursory, you know, find a picture or something related to the story and put it on. There were different themes and elements for example, about the analysis, that I took in.
I also think that I became better at analyzing things around me, not just necessarily the text, but also world events.
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And that sort of stuff sort of kind of gets you thinking out of the box [brief pause] and helps you to learn in a different way than you normally do.