373 Slices
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Love and Fire: The Washington Post / By Monica Hesse

Gayle Reaves, Editor UNT Press PDF

Love and Fire

The Washington Post

April 10, 2014

By Monica Hesse

In Virginia’s rural Accomack County, a troubled romance was behind a string of 77 arsons

Accomack County, Va. —The corn was harvested, and the field was a dirty sort of brown.

Deborah Clark would think about that later, how at a different time of year she wouldn’t have seen anything until it was too late.

A friend had come over to her house in Parksley, Va., once the kids from Clark’s living-room day care went home. He left about 10:30 that

Monday evening, but a few minutes later knocked on her door again.

“Hey,” he told her. “That house across the field is on fire.”

She knew which one he was talking about. It had been a nice house once: two stories, white paint. But now it was empty, and it had a peeled, beaten look to it. It had been a long time since anyone lived there, so she

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Best American Newspaper Narratives, Vol. 3

couldn’t think of how it could have caught fire — except that it was so dry that maybe the weather had something to do with it.

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14. The Noun Phrase

Andrew Cowell University Press of Colorado ePub

In the following section, we will examine the larger noun phrase, consisting of multiple words beyond the simple noun word. The additional forms common in noun phrases include independent adjectival modifiers, demonstratives, and pseudo-verbal presentational forms.

Prenoun-noun combinations show many similarities to preverb–verb stem combinations in Arapaho, and similarly, noun initial and final combinations resemble verb initial and final constructions. As seen in chapter 4, many common lexical items consist of these combinations.

However, it is also fairly common for these kinds of modifier + base noun constructions to be used even when they do not form fully lexicalized expressions. This seems to occur with common semantic pairings, and primarily with /ecex/ (‘little’), /eebet/ (‘big’), colors, and a few other prototypical adjectival modifers.

Adjective-type roots can also be expressed independently of the noun word when they are particularly salient. Contrast the following with examples 3–5 above:

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Prewriting: Gathering Resource Information

Emily Hutchinson Saddleback Educational Publishing PDF

Basic Skills Practice

Prewriting: Gathering Resource Information

Suppose you are assigned to write an essay based on research. The quality and quantity of the information you gather is important. What questions about your subject are you going to investigate? Begin by listing these questions. Then consult the sources that are most likely to be helpful in answering your questions.

A. What topic will you select for your essay? You might want to write about

politics, history, biology, culture, or ethics. Alternatively, you may write about anything else that interests you.

Write your essay topic here: _______________________________________________

Now write five questions about your topic. After each question, write the source you would consult to get the answer. These sources might be encyclopedias, atlases, almanacs, newspapers, magazines, or documentaries.

They might also include electronic databases on CD-ROMs or on the Internet, personal interviews of experts, biographies, or primary sources such as journals and diaries.

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Conclusion: Introduction

Guadalupe San Miguel Jr. University of North Texas Press PDF

CONCLUSION

INTRODUCTION

This brief history focused on one of the most contentious and misunderstood policies in the country: federal bilingual education. It traced and explained, in bold sketches, the rise and fall of federal bilingual education policy during the years from 1960 to 2001 and the role played by the contending groups of supporters and opponents in its development.

Three major findings were presented in this book. First, this study showed that contestation, conflict, and accommodation were integral aspects of federal bilingual education policy development. From its origins in the 1960s to the present, different groups with competing notions of ethnicity, assimilation, pedagogy, and power have contended, clashed, struggled, and negotiated with each other for hegemony in the development and implementation of bilingual education. Second, contextual forces over time, especially electoral politics and a changing political climate at the national, state, and local level, significantly shaped the contours and content of this policy. Finally, those supportive of or opposed to federal bilingual education displayed a wide array of political, educational, and social reasons for their actions.

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Appendix 4: Discarded/modified Metadata Elements

Brian O'Leary Book Industry Study Group ePub

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