Global Warming What Causes It - 1224 Words

Kellie Blakkan Ben Bates Speech 101 19 October, 2017 Global Warming General Purpose: To inform Specific Purpose: To inform the audience what global warming is? What causes it? What effects it has on earth and its inhabitants? And what are some possible solutions? Introduction: Attention Getter: Has anyone here heard of the butterfly effect? Well, it is the concept that small causes have large effects. For example, the notion of a butterfly fluttering in Rio de Janeiro could change the weather in Chicago. In this speech I will be talking about what global warming actually is. What causes it? What effects it has on earth and its inhabitants and what are some possible solutions? Transition: First, I am going to talk about what global warming is. I. What is Global Warming? A. Global warming is weather patterns and temperatures that are changing rapidly and unpredictably on a global scale, according to ecologic.org. B. Over the past century temperatures have been gradually going up by one degree. It may not seem that much but scientists are stating that earth’s temperature is increasing at a faster rate. C. Earth’s average temperature has risen by 1.4 degrees and temperatures are expected to rise to another 2 to 11.5 degrees over the next 100 years. D. 97% of earth’s climate scientist have agreed that global warming is a result of human activity and is not a natural occurrence. Transition: Now that we know humans are heating up the Earth lets learn how we are actuallyShow MoreRelatedGlobal Warming Is The Increase Of The Earth s Surface Temperature1039 Words   |  5 PagesGlobal warming is when the increase of the Earth’s surface temperature. There are many factors that contribute to global warming. 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Mark Twain and William Hazlitt’s Comparison Free Essays

Ideas can be conveyed in many different ways dependant on the tone, style and diction of the piece. Both William Hazlitt and Mark Twain present a very similar topic in two very different ways. Hazlitt†s â€Å"Education of Women† speaks of how classical education is not proper for women. We will write a custom essay sample on Mark Twain and William Hazlitt’s Comparison or any similar topic only for you Order Now Twain†s â€Å"Female Suffrage† reiterates the idea that women should not be able to vote or hold public office. Hazlitt†s 1815 essay is a true opinion of his own feelings against having educated females. 1867, a different time with similar ideas, is the setting of Twain†s piece. He portrays how the relationship between suffrage and women is completely ridiculous. These authors use different styles to display completely opposite points. Hazlitt wastes no time getting to his point in order to drive it into the minds of the readers. He intends that his audience is only the educated male society. Hazlitt feels that women do not need to be anything more than generally educated. He attempts to convince his audience to accept his views and practice them. Twain, on the other hand, is creating a humorous situation which picks at the number of crazy positions that his wife holds in the community. He is not trying to make the audience think that female suffrage is bad. Twain intends that all people will read his piece for comic relief. Hazlitt uses a very straightforward type of diction in his essay. He explains his points and backs them up with his own opinions and observations. He is very authoritative and arrogant in the way he speaks. â€Å"They are mere egoists. They have no passion for truth, nor any love of what is purely ideal† He feels that his way is the right and only way to think. Since he speaks unto the educated community, he uses well-accepted ideas to communicate his points. Twain uses hyperbole, an approach very different from Halzitt†s style. Twain takes the offices held by his wife and exaggerates them to a humorous level. His diction is very relaxed and calmed. The tone Twain tends to adopt can be misinterpreted as self-centered, but his intent is only to bring a sense of fun to the audience. Hazlitt†s effect of style is very powerful. The essay is very convincing and if it is read to establish ideas, it is nothing short of excellent. The way he compiles the words with his diction, makes the points in his essay incredibly moving. When read by the desired audience, this piece is quite moving and powerful. If a female reads this, the expected reaction is a sense of loathing. Twain accomplishes his goal of being humorous and entertaining. His combination of creative ideas with a serious topic displays his great deal of writing skills. The reader is torn between believing what Twain writes and seeing the humor of hyperbole. The reader is very amused by the decisions that have to be made on interpretation. Hazlitt and Twain use different style, tone and diction to explain to readers their feelings on touchy issues. Hazlitt uses very powerful and persuasive ways of speaking to convince his readers that the education of women is completely unnecessary. Twain is quite entertaining to read because he pokes at his wife†s positions. He assumes that the reader will identify that he is only attempting to entertain his audience. Both authors are very different in style but by using different types of writing, they prove totally different points with the same subject. How to cite Mark Twain and William Hazlitt’s Comparison, Papers

Aspectos Problematicos Del Espaol Essay Research Paper free essay sample

Aspectos Problematicos Del Espa? ol Essay, Research Paper Aspectos job? ticos del espa? ol. Tania Santos Cano. Por y para Plan de trabajo. Nivel: intermedio: Conocimientos previos: vocabulario sobre medios de transporte, relaciones entre parejas, verbos de movimiento, presente, pasado/copret? rito, futuro. Edad: 15/20 a? os. ? No Se dar? La regla gramatical, se pretende que EL alumno infiera los diferentes usos de las preposiciones. ? No Se presentar? n todos los usos de por y parity, Durante el transcurso de la clase se tomar? n s? lo 4 modalidades: Por y parity # 8211 ; LOCATIVO Temporal role CAUSAL PARA: FINALIDAD POR: MOTIVO, CAUSA, RAZ? N MEDIO ( s? lo parity # 8220 ; por # 8221 ; ) Objetivos: Ling? ? stico: ? Que el alumno sea capaz de utilizar expresiones con las preposiciones por y parity. Comunicativo: ? Dar Y pedir informaci? n en situaciones causales, de finalidad, temporalidad, finalidad Y medios. ? Interact? vitamin E con Sus compa? eros Al dar informaci? n sobre Estados de la Rep? blica Mexicana. Cultural: ? Que el alumno identifique diferentes estados de la Rep? blica Mexicana. ? Que hable sobre dichos estados. Estrat? gico: ? Que el alumno infiera La reglas parity La utilizaci? n de las preposiciones por y parity. Desarrollo: 1. Sensibilizaci? N ( 3minutos ) . El master har? preguntas del tipo? Alguna vez has tenido que separarte de alg? n ser querido? # 8221 ; Con el objeto de contextualizar al alumno con EL tema de la actividad. Presentaci? n de los personajes. 2. Di? logo. Juego de functions. ( 1 minuto ) Dos alumnos sneer? n EL di? logo propuesto en donde se presentar? La situaci? n que district attorney pie al uso de dichas preposiciones. 3. Trabajo en parejas. ( 5minutos ) Se lupus erythematosus proporcionar? al alumno una hoja con preguntas, las cuales contestar? con La ayuda de su compa? ero de al lado. ( retroalimentaci? N ) 3.1 Revisi? n de las preguntas acentuando la importancia de las preposiciones ( todos los usos cabal ) ( 5 minutos ) . 4. Ejercicios de transformaci? N ( 10 minutos ) El master presentar? fotograf? as de personas y dar? informaci? n excess parity as? , de esta manera, procurar que EL alumno utilice Las preposiciones por y parity seg? n La situaci? n que visualmente Se presente. ( medio, motivo o lawsuit, localidad ) . 5. Grupos de cuatro. ( 3minutos ) Se lupus erythematosus pedir? a cada grupo que utilice Las estructuras del ejercicio previo parity explicar ( de manera imaginaria o existent ) EL lugar, motivo, tiempo O medio con relaci? n a alguna character que ya no Eastern Time? con ellos. 6. El master retomar? una de las preguntas del cuestionario referente Al di? logo ( ? Qu? Es lo que Javier supernumerary? Ar? ? ) , y dar? oralmente un ejemplo del uso de por y para indicando lugar Y finalidad O lawsuit. 7. Ejercicio de selecci? N ( 5 minutos ) Se les pedir? a los alumnos que de manera single completen una serie de enunciados en donde decidir? n qu? preposici? n Es La correcta. 8. Dictado ( 10 minutos ) Los alumnos practicar? n habilidades de producci? n unwritten, comprensi? n auditiva, comprensi? n lectora Y producci? n escrita, Al copiar un texto ( ? ltima carta de Mar? a a Javier ) , desde EL pizarr? n. 9. Producci? n libre. ( 3minutos ) A partir de la carta le? district attorney, EL profesor har? preguntas generales en donde Se espera que EL alumno vitamin D? puntos de vista subjetivos Y que de alguna u otra forma utilice La estructura view en clase. 10 ) Tarea. Ejercicios de rellenar espacio. Para reafirmar los usos vistos. Lee el siguiente di? logo. Javier: ? Est? s segura de que quieres irte? No Te vayas, hazlo por m? . Mar? a: ? Por Ti? Por hacerte caso sucedi? todo, por make a? os he tenido pensado en esto y ahora que puedo irme parity Coahuila no pienso cambiar de opini? N. Adem? s, para dentro de unos Maines esto se Te habr? pasado. Javier: ? Olvidado? ? T? sabes lo que ser? no verte por Las mom? Anass, T? sabes lo que sentir? al no verte caminando por La calle parity llegar a nuestra casa? Te vessel por un a? O, parity m? no ser? degree Fahrenheit? cil. Mar? a: no puedo seguir aqu? , entiend vitamin E que este viaje me lo regal? La compa? ? a por Haber logrado aquel contrato. Javier: Pero ya no trabajas parity ellos. Mar? a: Eso no importa, ahora me voy para all? parity buscar mejores oportunidades. Javier: Pero te voy a excess? Ar. Mar? a: Yo tambi? n # 8230 ; . Contesta La siguientes preguntas. 1. ? Para vitamin D? nde Se Virginia Mar? a? 2. ? Qu? Virginia a excess? Ar Javier? 3. ? Por copper? nto tiempo Se Virginia Mar? a? 4. ? Por qu? le regalan el viaje? 5? Para qu? se Virginia Mar? a? Elige por O parity 1. Me levanto ____ la ma? Ana, camino _____ EL parque ____ llegar m? s R? pido a La escuela. 2. Los ex? menes ser? n ___ La tarde ___ no interferir con La clases matutinas. 3. Siempre lo veo ___ La noche, al Ir caminando ____ terrace ____ recoger a su abuela. 4. Corre ____ las noches cruzando por EL puente ____ ahorrar tiempo. 5. Todos los vitamin D? as cantaba por La mom? anas Al manejar ____ la avenida ____ calmar Sus nervios. TAREA Rellena los espacios vac? os utilizando POR O PARA. 1. El incendio Se produjo # 8230 ; .. un descuido del oficial de m? quinas. 2. Te lo he regalado # 8230 ; .. que lo utilizations, no # 8230 ; .. que lo tengas guardado en EL armario. 3. Lo admiro # 8230 ; .. su constancia. 4. S? lo La quiere # 8230 ; .. su boodle. 5. Lo hace? nicamente # 8230 ; .. fastidiar a su hermano. 6. No he venido # 8230 ; .. divertirme, sino # 8230 ; .. trabajar. 7. Tenemos un vestido precioso # 8230 ; .. su mu? eca. 8. En nuestro viaje pasaremos # 8230 ; .. la ciudad de M? xico # 8230 ; .. ver el Museo de Antropolog? a vitamin E Historia. 9. Trabaja # 8230 ; .. comer. 10. ? Qu? prisa tienes # 8230 ; .. llegar? 11. Lo hace # 8230 ; # 8230 ; tu bien. 12. Ma? Ana, # 8230 ; # 8230 ; cenar, comeremos molletes con queso. 13. Ma? Ana # 8230 ; # 8230 ; la ma? ana estaremos en Zacatecas. 14. No debe preocuparte EL futuro, # 8230 ; .. entonces ser? s ya un guy Y sabr? s andar # 8230 ; .. la vida. 15. # 8230 ; # 8230 ; llegar al R? o tendr? s que cruzar el llano. Lee: Querido Javier: No sabes degree Celsius? mo me siento en este lugar. Para EL 15 de este Maines cumplo cuatro Maines aqu? y no s? c? minute decirte lo mucho que Te excess? o Y lo mucho que sufro por no estar contigo. Quiero estar contigo, vente parity Ac? s? ? Aqu? trabajo mucho parity olvidar por ratos lo mucho que me haces falta. Todo lo hice por Ti. Mar? a Observa. Preposici? N por Indica tiempo: Esta preposici? n indica una duraci? n, una temporalidad limitada ( funciona como Durante ) Est? en M? xico por United Nations a? O. Indica el tiempo aproximado en el que se realiza una acci? n. Estar? aqu? por mayo. Indica tiempo: Esta preposici? n indica cubic decimeter? mite temporal Observa. Preposici? n parity Y por Indica tiempo: Esta preposici? n indica una duraci? n, una temporalidad limitada ( funciona como Durante ) Est? en M? xico por United Nations a? O. Indica el tiempo aproximado en el que se realiza una acci? n. Estar? aqu? por mayo. Indica tiempo: Esta preposici? n indica cubic decimeter? mite temporal en el futuro. Estar? aqu? parity el 15 de mayo. Indica lugar, es decir, el tr? nsito a trav? s de un lugar ( con verbos de movimiento ) Va por EL bosque Indica lugar. Indica EL destino ( con verbos de movimiento ) Va parity EL bosque Indica lawsuit. La preposici? n por indica el motivo por el cual Se desarrolla una acci? n. Trabaja por su hijo Indica lawsuit: Trabaja por mantener a su familia Indica lawsuit. Para indica EL beneficiario de una acci? n. Trabaja parity su hijo. Indica finalidad: T/rabaja parity mantener a su familia. Indica medio. Se fue por barco Bibliography Bibliograf? a. Alvarez Cederborg, Araceli, Cervera Surdez, Alicia Y Guti? rrez Haces, Rosario. Pido La palabra. M? xico: UNAM, 1988. Borrego Nieto, Julio. Temas de gram? tica espa? olla. Teor? a Y Pr? ctica. Espa? a: Ediciones Universidad de Salamanca, 1995.