I chose INCLUSIVITY for the intended message of this image.
What I understand from this image is a small green bird being excluded from the other larger black birds. It is obvious they are being mean and disrespectful to the small bird because he is different. They are holding signs saying “Go back to Africa” and “Migrants not allowed” which are clearly made to make the small bird feel he does not belong there due to his differences. I believe the creator of this visual wanted to represent the message that the discrimination between these birds can be harmful to the receivers of it. The creator of this visual has used colour and size to help represent this message by making the bird who is being excluded different from the rest. The bird being excluded is smaller and is a green colour unlike the bigger, black birds who are being mean to him. First looking at this picture, I thought this image was a very clear depiction of racism, more specifically discrimination because of differences between groups. To conclude my thoughts, I believe this image is a great message to represent racism and discrimination in a simplified way and how inclusivity is important.
A run-on sentence is two or more independent clauses incorrectly presented in a single sentence. A run-on sentence can take two main forms: a fused sentence and a comma splice. A fused sentence is when two independent clauses are combined without any punctuation. A comma splice is when two independent clauses are incorrectly joined by a comma. While run-on sentences are extremely common, they are also easily fixed by using punctuation, coordinating conjunctions, or subordinate conjunctions.
Explanation of Rule/s (simplified in your own terms):
A run-on sentence is when multiple independent clauses are put together incorrectly in a sentence. This can be done either by putting the two clauses together in a sentence without any punctuation, which is a fused sentence, or with a comma, which is a comma splice. Run-on sentences can be fixed by using punctuation, coordinating conjunctions, or subordinate conjunctions in order to separate the independent clauses properly.
Example 1:
I watched Harry Potter and the Half-Blood Prince which was the movie where Dumbledore died, I was sad.
Correction: I watched Harry Potter and the Half-Blood Prince, which was the movie where Dumbledore died. I was sad.
Explanation of Example:
This run-on sentence contains a fused sentence and a comma splice. To fix the run-on sentence, we used punctuation. We added a comma after the word “Prince,” fixing the fused sentence, and used a period to separate the last two independent clauses, fixing the comma splice.
Example 2:
They ran 21 kilometers that is half of a marathon.
Correction: They ran 21 kilometers, that is half of a marathon.
Explanation of Example:
This run-on sentence is a fused sentence. We used punctuation to fix the fused sentence by adding a comma to properly separate the two independent clauses.
Example 3:
The Whitecaps are a good team they won their game last night, they’re my favourite team. Correction: The Whitecaps are a good team. They won their game last night. They’re my favourite team.
Explanation of Example:
This run-on sentence contains a fused sentence and a comma splice. We fixed the run-on sentence by using punctuation. We used a period between all the independent clauses to separate them all properly in their own sentences.
Example 4:
They ran out of eggs they drove to the store to get more eggs.
Correction: They ran out of eggs, they drove to the store to get more eggs.
Explanation of Example:
This run-on sentence is a fused sentence. We used punctuation to fix the fused sentence by adding a comma between the two independent clauses.
Test Questions:
1) How can you fix this fused sentence?
I am writing a fiction novel it’s about two people who meet overseas.
a – Add a period after “novel”
b – Add a comma after “novel”
c – There is nothing wrong with this sentence
2) Is this a comma splice or fused sentence?
My dog was sleeping on the couch, he looked very cute.
a – Comma splice
b – Fused sentence
c – It is neither of those
3) What can you do to fix run-on sentences?
a – You can use punctuation; commas, periods, etc.
b – You can use subordinate conjunctions
c – You can use coordinating conjunctions
d – All of the above
4) How do you fix this fused sentence?
My cats were playing around the front yard I watched them through my bedroom window.
a – Add a comma after “yard”
b – Add a period after “yard”
c – Nothing is wrong with this sentence
5) True or false?
Run-on sentences happen when two or more independent clauses are presented correctly in a single sentence.
a – True
b – False
6) How do you fix this comma splice?
Tim played with his dogs, John fed his cat beans.
a – Replace the comma with a period
b – Replace the comma with a subordinating conjunction like “while”
c – You can do both “a” and “b” to fix this comma splice
While working on this project, I got to work with a new person that I had never met before. I thought we all worked together quite well as a group and that we communicated very well with what needed to be done. While researching Mohawk Institute, the residential school we chose, I learned more about the experience and stories from survivors from the school. It was saddening learning the truth of what happened at residential schools. Still, I’m glad I can research these topics to become aware of Canada’s history with residential schools and how much it has affected Indigenous communities.
Your group’s path in researching the topic:
We separated the 7 points we were assigned to research our residential school between all of us. I researched the region/area information and the school information about Mohawk Institute residential school. We made sure we kept track of the sources we used in a separate word document. After we finished getting our information, we worked together to edit it into a format we could use to record with.
Obstacles or items you learnt in recording:
While recording, we had to learn how to use Audacity, the program we used to record our information. It was a bit difficult to understand which buttons mean what, but after watching a few tutorial videos online, we figured it out. Another thing we learnt while recording was that different people speak at different volumes and speeds. A couple of times, we needed to reposition ourselves closer or farther away from the microphone and practice speaking slower and clearer.
Communication: What are some ways that you use to communicate your learning?
To communicate my learning with my group members while working on this project, I created a word document and shared it with everyone to put all our information together and discuss our next steps. We worked and communicated together on what we could do to improve our information and how we should format our information in a way that we can use to record with. I have also communicated my learning by posting our findings and research on the residential school we worked on to my Edublog.
What was Dave Conroy doing out in the wilderness? (motivation)
Dave Conroy was out in the wilderness because he was a trapper and was heading back to the cabin.
At what point does the reader know the protagonist is in serious trouble and not likely to make it to MacMoran’s cabin? (plot)
On page four, there is a paragraph that describes the reality of Conroy’s situation. It states how he is still eighty miles from the railroad, a journey that would take four days and how he is unable to light a fire, and is without any source of warmth or food. The last sentences ends with “he would never make it.”
What three critical mistakes did Conroy make? What are some of the things he could have done to prevent himself from freezing? (plot)
The first critical mistake Conroy made was to travel alone in the mountains in the first place. Conroy didn’t seem very educated or knowledgeable as he fell into cold water. Conroy also didn’t seem very prepared for his trip into the wilderness, as he didn’t have a proper tent, backup supplies or plans if something went wrong, as it did.
Determine the elements of plot in this story: exposition, complicating incident, 3 crises, climax, and the denouement.
The exposition briefly explained where, what and who Dave Conroy is. It explains how Conroy is a trapper high up in the mountains during winter, where he is miles away from the closest resting point, a cabin. The complicating incident was when Conroy fell through the thin ice. The 3 crises was first, Conroy rushing out of the water freezing cold to then him running further away from the wilderness behind him with his skis. The next crisis was when Conroy had arrived to the cabin, though he unfortunately finds out it had been burned down. The last crisis was Conroy deciding to not give up and to pursue his journey to make it to the next cabin that was miles away. The climax was Conroy was slowing down and started seeing hallucinations, slowly freezing to death. The denouement was Conroy finally stopping and lying down in the snow taking a rest which was where he died.
Describe the setting – how does this setting affect the plot and the theme of the story?
The setting is high in the mountains during the cold winter. There are a cabins located a few miles out from where Conroy is stuck in the mountains. The setting is the main conflict and theme of the story. The climate of the setting is what is the initiating incident when Conroy falls through thin ice into freezing cold water. The setting also affects theme because the story takes place in the mountains during the winter, where Conroy finds himself in critical conditions due to the cold which he was unprepared for. I believe this is conveying the idea that preparation is very important, especially when adventuring in dangerous circumstances like Conroy’s.
Find one example of symbolic setting (concrete place that represents something abstract) and explain its meaning.
“Mist, like the shadow of universal darkness on the treeless summit, moved about him, searched every crevice of the mountain land, roamed in great billows, formed in the blindness and suffering of eternal homelessness.”
This example of a symbolic setting is comparing a concrete thing, mist, to an something abstract, the blindness and suffering of eternal homelessness. Conroy’s perspective on how he sees the mist could relate to how lost or hopeless he feels, as he is far from home.
Quote four images from the story that make effective comparisons (figurative language: simile, metaphor, and personification)
Simile:
“They were cold and white and responsive as a dead man’s.”
This example of a simile is comparing Conroy’s hands to ones of a dead man’s because they were so cold.
Metaphor:
“The rolling alp lands, a white sea frozen into weary immobility”
This example is comparing the alp lands to a white sea frozen into weary immobility because with the winter’s snow build up, the rolling alp lands have become difficult to traverse through, freezing into weary immobility.
Personification:
“his one means of escape from the cold hand of wilderness that pressed against his back”
This example of personification is referring to the bitter cold of the mountains behind Conroy that he was running away from.
“the moon threw his shadow on the snow”
This example of personification is referring to Conroy’s shadow being casted on the snow from the moonlight.
Vocabulary:
Eternal: lasting or existing forever; without end or beginning.
Immobility: the state of not moving; motionlessness.
Opaque: not able to be seen through; not transparent.
Reverberation: prolongation of a sound; resonance
Momentum: the quantity of motion of a moving body, measured as a product of its mass and velocity.
Cadaverous: resembling a corpse in being very pale, thin, or bony.
Congregated: gather into a crowd or mass
Inundation: an overwhelming abundance of people or things.
Beggared: reduce (someone) to poverty.
Filched: pilfer or steal (something, especially a thing of small value) in a casual way.
The article I chose is about gender inequality in workplaces, more specifically, leadership roles for women. The first point this article makes are the positives and negatives in workplaces for women. A positive it mentions is that women are starting their careers more educated than men. Negatives it includes are how women are underrepresented in CEO positions and are significantly outnumbered in all regions of work. The second point talks about the long history of gender inequality and how traditionally, C-suite roles were held by men. Even though things have changed since then, it is still difficult for women to enter male-dominated work fields. The last point is how stereotypes and generalization impact how women are treated in workplaces. I chose this article because I think it goes over all the key points about gender inequality. I also think it is a good article that is easy to follow that you can use to learn more about gender inequality. This article relates to the story because both talk about how gender can impact opportunities in life. Both the article and story express the unfairness between boys/men and girls/women.
Why are the boys so upset at the idea of the girls carrying the water bucket?
The boys were upset because they thought that the possibility of the girls carrying the water bucket was threatening to something that belonged to them. Carrying the water bucket was something that many boys dreamed of doing since a young age because you were seen highly – like one of the big guys – when you were the one to carry the water bucket. The boys obviously thought that girls were unworthy or undeserving of that, which is why they were so upset at the idea.
What strategies do the boys use to pressure the girls to give in? How do the girls react?
The boys’ immediate reaction after hearing the idea of girls carrying the water bucket was to bully them with violence, threats and exclusion. The boys targeted Alma to beat her up. They would write notes to Alma, threatening to give her a bloody nose or pull her pants down. They also didn’t let the girls field at softball. The girls’ reaction to 2all this was to stand up for themselves and Alma. They also were able to express their feelings about the situation to each other, which was something that had never happened before.
Who is telling the story? What does she think of Ms. Ralston and the conflict over the water? From what point of view is the story told?
The story is told by one of Alma friends. She likes Ms. Ralston because she is different from most teachers. She is still strict, but not mean like others teachers they’ve had. Even though Ms. Ralston is seemingly on the girls side by letting them carry the water bucket, she still doesn’t think that Ms. Ralston knows what’s really going on between the boys and girls. The story is told from first person point of view.
What is the setting (provide evidence). How does the setting intensify the conflict? What kind of conflict is it? (Person vs. person – person vs. self – person vs. society) Provide evidence for each conflict.
The setting of the story is a school with a softball field. The school is close to a railway station, which is where the water pump – an important part of the story – is located. The school is most likely located somewhere in Ontario because the Toronto Maple Leaf’s are mentioned. The setting intensifies the conflict because the pump at the railroad station is the thing that initiates the conflict between the boys and girls. The story’s conflict is Person vs. Person because the fight over who gets to carry the water bucket is between the boys and girls.
Who is the protagonist? How do you know?
The protagonist of the story is Alma because she is one of the main character in the story. She was the one who asked the question about why can’t girls carry the water bucket that started the conflict.
In what way has everything changed on that Friday? What significance of Ms. Ralston’s action in the last paragraph? What is the message (theme) the author is exploring?
The biggest change that happened on Friday was that the girls were able to carry the water bucket for the first time ever. The significance of Ms. Ralston’s action from the last paragraph was important because it was a direct representation – or awakening to the boys – that girls are able to do the same things that boys can do. The theme of the story is bringing awareness to gender inequality and many girls struggle with these similar problems in school, work and even everyday life.
