# data[].attributes.attachment_link.title
Dictionary.com | Meanings & Definitions of English Words

# data[].attributes.attachment_link.description
The world's leading online dictionary: English definitions, synonyms, word origins, example sentences, word games, and more. A trusted authority for 25+ years!

# data[].attributes.attachment_link.title
The Tell-Tale Heart (By Edgar Allan Poe) Text & MP3 File

# data[].attributes.attachment_link.description
Listen and Read Along - Text with Audio - For ESL Students - For Learning English

# data[].attributes.attachment_link.readable_text
Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
A discussion of transition strategies and specific transitional devices.

Transitional devices are like bridges between parts of your paper. They are cues that help the reader to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

There are several types of transitional devices, and each category leads readers to make certain connections or assumptions. Some lead readers forward and imply the building of an idea or thought, while others make readers compare ideas or draw conclusions from the preceding thoughts.

Here is a list of some common transitional devices that can be used to cue readers in a given way.

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then

To Repeat:

in brief, as I have said, as I have noted, as has been noted

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
A discussion of transition strategies and specific transitional devices.

Transitional devices are like bridges between parts of your paper. They are cues that help the reader to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

There are several types of transitional devices, and each category leads readers to make certain connections or assumptions. Some lead readers forward and imply the building of an idea or thought, while others make readers compare ideas or draw conclusions from the preceding thoughts.

Here is a list of some common transitional devices that can be used to cue readers in a given way.

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then

To Repeat:

in brief, as I have said, as I have noted, as has been noted

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently

# data[].attributes.attachment_link.description
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

# data[].attributes.body
Visuwords

# data[].attributes.attachment_link.description
SUBSCRIBE HERE TO MY YOUTUBE IF THIS HELPED!

# data[].attributes.attachment_link.description
The official website of the Anne Frank House, with the most complete and up-to-date information about Anne Frank, her diary, and the Secret Annex. Visit our museum and read more about our educational activities across the world.

# data[].attributes.attachment_link.readable_text
The Modes of Discourse-Exposition, Description, Narration, Argumentation (EDNA)-are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students' need to understand and produce them.

What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note: Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay's argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one's audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student's job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

# data[].attributes.attachment_link.description
The Modes of Discourse-Exposition, Description, Narration, Argumentation (EDNA)-are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students' need to understand and produce them. What is an argumentative essay?

# data[].attributes.attachment_link.readable_text
The way you cite song lyrics will vary depending on how you access them and how much information you include in the body of your essay.

If you cite song lyrics from a CD you listened to, you might simply refer to the song in your essay:

"You say you got a real solution," the Beatles sing in "Revolution 1."

You can then provide a works-cited-list entry for the album that contains the song. Follow the MLA template of core elements: list the name of the performer or band as the author, the name of the album as the title of the source, the publisher, and the date. In the optional-element slot at the end of the entry, list the format:

Beatles. The Beatles. EMI Records, 1968. CD.

If you cite song lyrics from a booklet accompanying the CD, list a description in the "Title of source" slot and the name of the album as the title of the container:

Beatles. Booklet. The Beatles, EMI Records, 1968.

If you cite lyrics from a Web site, provide a description in place of the title. Then provide the name of the Web site, publication information for the site, and the URL:

Beatles. Lyrics to "Revolution 1." Genius, 2017, genius.com/The-beatles-revolution-i-lyrics.

# data[].attributes.attachment_link.description
The way you cite song lyrics will vary depending on how you access them and how much information you include in the body of your essay. If you cite song lyrics from a CD you listened to, you might simply refer to the song in your essay: "You say you got a real solution," the Beatles sing in "Revolution 1."

# data[].attributes.attachment_link.readable_text
Developing a defense with your attorney for your criminal case.

In general, a criminal defense strategy for your criminal prosecution will emerge as your criminal defense attorney finds out more about what the prosecutor is planning to do. Because each criminal prosecution is different from every other, a particular criminal defense strategy is unique to the situation at hand. For example, if a prosecutor in one case lays out a story that has the defendant at the scene of the crime, the defense attorney will probably ask questions that may lay out a different story showing the defendant at another location. In addition, how the criminal defendant acts and answers questions that the prosecutor poses will also change the criminal defense strategy.

However, this is not to say that a criminal defendant and his or her attorney sit around and make up false stories that would tend to show innocence. Generally speaking, a criminal defendant that is open and honest with his or her attorney will have a better chance of putting up a great defense. But it is worthwhile to keep in mind that the truth that a defendant sees is not always the truth that a prosecutor sees.

Indeed, there are often multiple versions of the truth that exist during a criminal prosecution. For example, if a defendant is on trial for murder charges, there could be many different true stories. In one storyline, the defendant killed the victim in cold blood as a premeditated crime. In another story, the defendant only killed the victim in self defense after the victim tried to assault the defendant. The best criminal defense strategy comes when the defendant and the defense attorney lay out a story that is based in truth and shows the defendant in the best light possible. Keep in mind that, even if a defendant is guilty, depicting a story in a better light could lead to a plea bargain or even being found guilty on a lesser charge.
Criminal Defense: The "Truth"
Much like a great storyteller, a criminal defense lawyer is an expert at telling a truthful story in a number of different ways. In reality, a prosecutor and a defense attorney can both use the same foundation of factual events and come up with two completely different stories. You can think of this in the way that you would think of a map of the United States. In one map, you have the states depicted in their geographic areas with the state borders in dark lines. However, the other map instead shows the United States in a gradient scale of colors based upon the average income per population. Although both maps are true, they will probably look nothing alike. In the end, it is up to the criminal defense attorney and the defendant to come up with the best story possible for the defendant's situation. The end story should have such characteristics as:

Being based in a truthful foundation of evidence. As an example, if the defendant's car was being used as a getaway car, show that the defendant's car was stolen from his person at gunpoint the very morning of the crime.

Having the ability to gain sympathy from the judge or the jury. For example, if possible, show that the defendant tried to withdraw from a crime before it was committed and even went as far as reporting the potential crime to the police in an attempt to prevent the crime from occurring.

Explaining and proving why the events that occurred in the defendant's story were the actual events. For example, if the defendant claims to not have been at the crime scene when the crime occurred, the defendant's story must show why the defendant was not there.

It is important for the criminal defense that the defendant's story be accurate and have the essential elements, based in truth, that point towards the defendant's goal. The defendant and his attorney should work carefully on this story before presenting it in court to make sure that no part of the story can be challenged by facts.
Denials and Admissions of Guilt
It is almost impossible for two defendants to come up with the exact same version of the events that took place during the crime. Generally speaking, a defendant's story will fall into one of three categories:

A "confession" story. This is where a defendant admits the crime to his or her attorney. As an example, the defendant comes into the attorney's office and admits that, "yes, I did break into the car and steal the radio as well as the money in the glove compartment."

A "complete denial" story. This is where a defendant denies all of the charges that the prosecution has laid against the defendant. Perhaps the most popular complete denial story is one that involves an alibi. "There was no way I perpetrated the crime that I am accused of. In fact, I was out of town with my girlfriend. Why are they charging me with grand theft?"

An "admit and explain" story. This type of story generally falls somewhere between a confession and a denial story. These stories normally involve a legal justification for the "crime." For example, "They are saying that I broke the window of the car and stole the radio and the money. However, what I actually did was use the key my friend gave me when he went out of town to remove the valuables from his car that was parked in a bad neighborhood. The glass must have been broken after I removed the radio and the cash from the car."

Creating a Criminal Defense Strategy
After the criminal defendant tells his or her story to their criminal defense attorney, they will probably collaborate with each other to come up with a strategy that will work best in court. Generally speaking, this strategy will be based upon the story that the defendant tells his or her attorney, but will probably not be exactly the same. Coming up with a defense strategy is not as simple as telling the truth in a way that shows the defendant's innocence or lessened legal culpability. Instead, it will often involve weighing witnesses' credibility, figuring out the reputation between the community and the police as well as various other legal factors. In sum, all of these considerations will go into making a "theory of the case" that will be based upon the defendant's story as well as other provable facts.

To look at how a great criminal defense strategy is created, let's look at an example. Suppose that a criminal defendant has been charged with burglary. The defendant goes to an attorney's office and tells his story, which he also confessed to the police after being arrested. Apparently, the man was identified by an eyewitness shortly after the burglary took place. The witness is not certain of the identification, but is "pretty sure" he got the right face. The defendant tells his attorney that, although he was present at the scene of the crime, he did not take part in the execution of the crime. Instead, he merely went along so that his friends would not think less of him. In addition, when the defendant was arrested, the police did not inform him of his right to be silent or his right to have an attorney present when he was questioned.

In the three categories above, this story would best be classified as a "confession" story because the defendant knew about the crime and was present while it was committed. However, the defense strategy would most likely be based upon a theory that the police used a weak eyewitness's account to make a stronger case then they should have and bullied the defendant into giving a confession. This is a theory that is based in truth and shows the defendant in a better light.

Putting this theory forward in court could be very beneficial to the defendant. Indeed, the defense attorney would probably file a pre-trial motion asking for the confession to the police to be omitted from the record because the police engaged in an unconstitutional questioning by not reading the defendant his Miranda warning. In addition, the defense attorney would also probably try to question the eyewitness and show that the identification was so flimsy that it would not establish "beyond a reasonable doubt" the true identify of the perpetrator. Depending upon the strength of the arguments, this theory could have its goal for the case to come back with a verdict of not-guilty, or for the prosecutor to offer a plea bargain to a lesser charge.
Coaching
Because attorneys are charged to be "zealous advocates" for their clients, this often means that they will provide coaching to their criminal defendant clients in order to put the best defense theory forward possible. In many situations, defense attorneys will:

Use mock-interviews in order to get defendants to commit the defense theory to memory,

Bring defendants to important crime scenes in order to stimulate memories, and

Get defendants to write down the version of events as seen from their own point of view.

Additionally, defense attorneys will often explain the theory of the case that the prosecution is using in order to get defendants to include important pieces of fact in their testimony. For example, if a key part of the prosecution's case is that the defendant was in a certain location at a certain time, the defendant needs to remember to tell a version of events that does not place him at that location at that time.

Defense attorneys should tell defendants about various pieces of information about the prosecution's case so that the defendant knows what kinds of evidence they need to produce. For example, suppose that Dennis has been charged with conspiracy to commit armed robbery. Dennis' attorney could tell him:

"Dennis, you are being charged with conspiracy to commit armed robbery. What this really means to you is that you are being charged with planning with at least one other person to commit armed robbery and have taken steps towards achieving this goal. In speaking with the assistant district attorney about your case, I now know that they plan on showing that you purchased a gun after talking with Frank and George. They claim that your talk with Frank and George was to plan the armed robbery and that your purchase of the gun was in furtherance of the crime. Now, do you have anything to tell me about your purchase of the gun or your talk with Frank and George?"

Now, because Dennis has this information, he will be in better position to give the defense attorney the story that explains the gun purchase. For example, Dennis could have bought the gun to defend himself from Frank and George who said they would hurt him if he did not participate in the discussed armed robbery. Then, the purchase of the gun would not be in furtherance of the crime.
The Truth Could Set You Free . . . In a shorter amount of time
Another reason that defendants should tell their defense attorneys the complete truth is that it could lead to a lesser charge. If, for example, a defendant is charged with armed robbery, and the defendant tells his attorney that, yes, he did rob the store, but not with any weapon, this could reduce the charge to simple robbery, a much less serious crime in terms of potential jail time.
Learn More About Legal Defenses from an Attorney
There are a number of possible criminal defense strategies that may be available to you depending on the nature of your case and the individual facts. Whether you hope to plead "truth" or completely deny the allegations, a criminal defense attorney will be able to best explain all your options and what defenses may be raised in your case. Start learning more today by contacting an experienced criminal defense lawyer near you.

# data[].attributes.attachment_link.description
Developing a defense with your attorney for your criminal case. In general, a criminal defense strategy for your criminal prosecution will emerge as your criminal defense attorney finds out more about what the prosecutor is planning to do. Because each criminal prosecution is different from every other, a particular criminal defense strategy is unique to the situation at hand.

# data[].attributes.attachment_link.readable_text
Here are a few trailers made by teachers and students. Next to each one is the iMovie trailer template it uses.

Because trailers are so short, the information you convey has to be concise. iMovie's templates do not leave much room for text. And, the more you write, the smaller the text becomes and harder it is to read.

iMovie provides an outline and storyboard for each template. They are useful and necessary to make your trailer. However, I have found they can be limiting. iMovie's outlines have some suggested text and also show what kinds of shots to include (landscape, closeups, wide, action, etc). I find that those suggestions muddle my planning process. I don't have to use their suggestions, yet when I see them, I'm tempted to follow their example, which stifles my own creativity.

To help plan trailers with more original text and shots, I've created a fillable PDF for each template. I've omitted iMovie's example text and shot descriptions so that you don't have any preconceived ideas of what to write or show in your own trailer.

Each PDF is fillable, so you can open in an app like Adobe Reader or Preview and easily add your own text. It's up to you if you'd rather draw in the shots or simply type in what you plan for each shot. In classrooms, students will probably make trailers in pairs, so if each has an iPad or laptop, one student's device could have the planning PDF and the other could use iMovie. Of course, you can always print the PDF before or after it is filled out.

# data[].attributes.attachment_link.title
Plan a Better iMovie Trailer with These PDFs - Learning in Hand with Tony Vincent

# data[].attributes.attachment_link.description
Download fillable PDFs to help in planning an iMovie trailer project. Also watch example trailers made by students and teachers, and read tips for making movie trailers.

# data[].attributes.attachment_link.readable_text
How does your brain so quickly make sense of what at first glance is nonsense? Researchers aren't entirely sure, but they have some suspicions.

Yuo cna porbalby raed tihs esaliy desptie teh msispeillgns.

They think part of the reason the sentence above is readable is because our brains are able to use context to make predictions about what's to come.

For example, research has revealed that when we hear a sound that leads us to expect another sound, the brain reacts as if we're already hearing that second sound.

This is similar to the way the brain responds to an arrangement of letters or words. As your brain deciphered each word in the example above, it also predicted which words would logically come next to form a coherent sentence.

"We are continuously anticipating what we will see, hear or feel next," Dr. Lars Muckli, a researcher at the University of Glasgow's Institute of Neuroscience and Psychology told Phys.org.

However, even if you read that garbled example with ease, you probably didn't read every word correctly. You thought you did because you understood the sentence, but in addition to predicting what came next, your brain also filled in any gaps based on the subsequent words.

Photo: krsmanovic/Shutterstock

Just how good is your brain at reading garbled words?

If you've ever been stumped by a word jumble, you know it's not always easy to unscramble a certain assortment of letters. But what if the first and last letters of the word are in place?

If you're familiar with the text below, you may think you'd still be able to read any word scrambled in such a fashion.

"It deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe."

According to this meme, which claims to be based on Cambridge University research, we're able to read that passage because our brains process all of the letters in a word at once. However, according to Matt Davis, a senior research at Cambridge's Cognition and Brain Science Unit, that's not entirely true.

"There are elements of truth in this, but also some things which scientists studying the psychology of language (psycholinguists) know to be incorrect," he writes.

Davis uses the following three sentences to illustrate how simply leaving the first and last letters of a word in place doesn't necessarily mean a sentence will still be easily readable.

1. A vheclie epxledod at a plocie cehckipont near the UN haduqertares in Bagahdd on Mnoday kilinlg the bmober and an Irqai polcie offceir

2. Big ccunoil tax ineesacrs tihs yaer hvae seezueqd the inmcoes of mnay pneosenirs

3. A dootcr has aimttded the magltheuansr of a tageene ceacnr pintaet who deid aetfr a hatospil durg blendur

Having a little trouble with those last two? Each of these sentences becomes progressively more challenging to read because, even though Davis followed the rule dictated in the meme, he jumbled the letters more. (You can read the original sentences at the bottom of Davis' article.)

"Clearly, the first and last letter is not the only thing that you use when reading text," he writes. "If this really was the case, how would you tell the difference between pairs of words like "salt" and "slat"?"

So why is the meme text so easy to read?

First of all, function words like "the" and "be" remain unchanged, which preserves sentence structure and helps your brain make predictions about what's next. You might not have even noticed those correctly spelled words because readers tend to gloss over function words when reading.

Also, transpositions of adjacent letters - such as "porbelm for problem" - are easier to read than more distant transpositions. Seeing "pelrbom" isn't quite as easily recognizable for your brain.

"We know from research in which people read words presented very briefly on a computer screen that the exterior letters of words are easier to detect than middle ones," Davis writes.

Finally, the transpositions in the meme tend to preserve the sound of the word (such as using "toatl" instead of "ttaol" for "total"), and none of the jumbled letters in the meme's words can spell another word like in the example of "salt" and "slat."

Related on MNN:

# data[].attributes.attachment_link.description
How does your brain so quickly make sense of what at first glance is nonsense? Researchers aren't entirely sure, but they have some suspicions. Yuo cna porbalby raed tihs esaliy desptie teh msispeillgns. They think part of the reason the sentence above is readable is because our brains are able to use context to make predictions about what's to come.

# data[].attributes.attachment_link.readable_text
Below you will see a chart of English language word roots that are common prefixes and suffixes to base words. (This list is similar to that which appeared previously on this site.)

This list is a small portion of our 2,000 word root database which you can search using our root search engine.

Play and Learn!

Improve your vocabulary. Check out our fun teaching games, Rooty and Meany!

# data[].attributes.attachment_link.description
PrefixSuffix.com - English Word Roots Reference || Prefix, Suffix, Prefixes, Suffixes, root words, word roots, language games

# data[].attributes.attachment_link.readable_text
The good news is that teachers can show their students how to take better notes. Even better, good note-taking activities are themselves learning processes that can help students think metacognitively about their own studying, and can improve their retention of course material. A virtuous cycle!

Six Powerful Note-Taking Strategies

1. Organize the blank page. Many studies have attempted to determine how students should engage with their notes after class. One of them found that the best use of class notes was to create original summaries of those notes. The next best was to create original questions about the material that had just been covered.

Here's a great way to guide your students to do that: Have them draw a line down each sheet of paper they'll use, making two columns. One column should be one-third of the width of the paper, and the other should be two-thirds. Tell students to take notes in the wider column, leaving the narrow column blank.

After class is over, students should use the blank column to create questions or summaries about the material and use the questions and summaries to quiz themselves on the lecture notes.

Questions should be at higher levels on Bloom's taxonomy. Students should aim for questions that are not merely factual-they need questions that apply the material they're learning (e.g., How could I use Dr. Rich's article to improve my understanding?) or integrate the material with something they learned from another source (e.g., How is metacognition similar to critical thinking?).

2. Putting in time is important. You can't make them do this, but strongly encourage students to set aside dedicated study time to review notes, reread summaries, and answer the questions they created about their notes.

3. Pen beats computer. According to a study by Pam Mueller and Daniel Oppenheimer, the act of taking notes in longhand involves deeper processing than doing so on a laptop or tablet. Typing on a device tends to be mere transcription, while longhand involves summarizing and interpreting.

4. Make use of the margins. When students have comments or questions about the material as it's being taught, they should write them on the edges of the paper, so that they don't clog students' working memory. This allows your students to focus on the content more fully.

5. Rereading is essential. When students reread their notes and the textbook, they should add additional comments about how those two sources can be integrated. For example, when the textbook discusses a term, they can write a few words in the margin about the example you used during class. When the notes provide a description of a concept, they can write a new note about a point in the textbook that illustrates that concept. This practice requires them to think about course concepts at a deeper level, which should lead to easier recall and better understanding.

In general, the more your students study to understand the concepts and overall message of your course material, the more likely it is that they'll perform well on exams. In a study by William Balch, two sections of the same college course were approaching an exam. In one section, the professor informed the students that they'd be receiving a multiple-choice exam. In the other, the students were told that they'd be taking a short answer/essay exam. In the end, all students were given a multiple-choice exam, and the ones who thought they'd need to write long answers outperformed those who prepared for a multiple-choice exam.

Studying for long-form questions presumably encouraged that group to understand and process information at a higher, more conceptual level, while preparing for multiple-choice led the other group to memorize facts and terms. Since the students who studied at that higher level understood the material for its meaning, they were able to decipher the answers to questions that required recall.

6. Use abbreviations for speed. Have students brainstorm or find abbreviations they can use for recurring words so they won't need as much time to write them down when taking notes-for example, "b/c" instead of "because" or "chem" instead of either "chemistry" or "chemical." They can save a lot of time this way, allowing them to capture more of the content as it is delivered.

# data[].attributes.attachment_link.title
6 Strategies for Taking High-Quality Notes

# data[].attributes.attachment_link.description
Get your students thinking deeply while they're taking notes-and show them how to make the most of those notes later.

# data[].attributes.attachment_link.readable_text
As a "part of speech" transition words are used to link words, phrases or sentences. They help the reader to progress from one idea (expressed by the author) to the next idea. Thus, they help to build up coherent relationships within the text.

Transitional Words

This structured list of commonly used English transition words - approximately 200, can be considered as quasi complete. It can be used (by students and teachers alike) to find the right expression. English transition words are essential, since they not only connect ideas, but also can introduce a certain shift, contrast or opposition, emphasis or agreement, purpose, result or conclusion, etc. in the line of argument.
The transition words and phrases have been assigned only once to somewhat artificial categories, although some words belong to more than one category.

There is some overlapping with prepositions and postpositions, but for the purpose of usage and completeness of this concise guide, I did not differentiate.

Agreement / Addition / Similarity

The transition words like also, in addition, and, likewise, add information, reinforce ideas, and express agreement with preceding material.

Opposition / Limitation / Contradiction

Transition phrases like but, rather and or, express that there is evidence to the contrary or point out alternatives, and thus introduce a change the line of reasoning ( contrast).

Cause / Condition / Purpose

These transitional phrases present specific conditions or intentions.

Examples / Support / Emphasis

These transitional devices (like especially) are used to introduce examples as support, to indicate importance or as an illustration so that an idea is cued to the reader.

Effect / Consequence / Result

Some of these transition words ( thus, then, accordingly, consequently, therefore, henceforth) are time words that are used to show that after a particular time there was a consequence or an effect.

Note that for and because are placed before the cause/reason. The other devices are placed before the consequences or effects.

as a result

under those circumstances

in that case

for this reason

in effect

for

thus

because the

then

hence

consequently

therefore

thereupon

forthwith

accordingly

henceforth

Conclusion / Summary / Restatement

These transition words and phrases conclude, summarize and / or restate ideas, or indicate a final general statement. Also some words (like therefore) from the Effect / Consequence category can be used to summarize.

as can be seen

generally speaking

in the final analysis

all things considered

as shown above

in the long run

given these points

as has been noted

in a word

for the most part

by and large

to sum up

on the whole

in any event

in either case

all in all

Obviously

Ultimately

Definitely

Time / Chronology / Sequence

These transitional words (like finally) have the function of limiting, restricting, and defining time. They can be used either alone or as part of adverbial expressions.

Many transition words in the time category ( consequently; first, second, third; further; hence; henceforth; since; then, when; and whenever) have other uses.

Except for the numbers ( first, second, third) and further they add a meaning of time in expressing conditions, qualifications, or reasons. The numbers are also used to add information or list examples. Further is also used to indicate added space as well as added time.

Space / Location / Place

These transition words are often used as part of adverbial expressions and have the function to restrict, limit or qualify space. Quite a few of these are also found in the Time category and can be used to describe spatial order or spatial reference.

List of Transition Words

Transition Words are also sometimes called (or put in the category of) Connecting Words. Please feel free to download them via this link to the category page:
Linking Words & Connecting Words as a PDF.

It contains all the transition words listed on this site. The image to the left gives you an impression how it looks like.

Usage of Transition Words in Essays

Transition words and phrases are vital devices for essays, papers or other literary compositions. They improve the connections and transitions between sentences and paragraphs. They thus give the text a logical organization and structure (see also: a List of Synonyms).

All English transition words and phrases (sometimes also called 'conjunctive adverbs') do the same work as coordinating conjunctions: they connect two words, phrases or clauses together and thus the text is easier to read and the coherence is improved.

Usage: transition words are used with a special rule for punctuation: a semicolon or a period is used after the first 'sentence', and a comma is almost always used to set off the transition word from the second 'sentence'.

Example 1:
People use 43 muscles when they frown; however, they use only 28 muscles when they smile.

Example 2:
However, transition words can also be placed at the beginning of a new paragraph or sentence - not only to indicate a step forward in the reasoning, but also to relate the new material to the preceding thoughts.

Use a semicolon to connect sentences, only if the group of words on either side of the semicolon is a complete sentence each (both must have a subject and a verb, and could thus stand alone as a complete thought).

Further helpful readings about expressions, writing and grammar: Compilation of Writing Tips How to write good ¦ Correct Spelling Study by an English University

Are you using WORD for writing professional texts and essays? There are many easy Windows Shortcuts available which work (almost) system-wide (e.g. in every programm you use).

# data[].attributes.attachment_link.keywords[]
transition words list connecting  transitional transitions phrases  sentences example rule comma semicolon

# data[].attributes.attachment_link.description
As a "part of speech" transition words are used to link words, phrases or sentences. They help the reader to progress from one idea (expressed by the author) to the next idea. Thus, they help to build up coherent relationships within the text.

# data[].attributes.attachment_link.readable_text
Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue-that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation-that there are, for instance, many different metaphors in such-and-such a poem-which is not a thesis.)

Once you have a working thesis, write it down. There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction. A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments. Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument-it may be a fact, or an opinion, but it is not an argument.)

Michael Dukakis lost the 1988 presidential election because he failed to campaign vigorously after the Democratic National Convention.

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

While Dukakis' "soft-on-crime" image hurt his chances in the 1988 election, his failure to campaign vigorously after the Democratic National Convention bore a greater responsibility for his defeat.

Some Caveats and Some Examples

A thesis is never a question. Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list. "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay-a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational. An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim. "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible. Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

# data[].attributes.attachment_link.description
Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you.

# data[].attributes.attachment_link.description
FREE Real and the Best Hermann Rorschach Inkblot Test Online. Take Rorschach test and investigate your psychological personality

# data[].attributes.attachment_link.description
The web's most comprehensive guide to American punctuation.

# data[].attributes.attachment_link.title
Home - East Palestine City School District