Individual Assignment 1: Fashion by Miss G.Diocos

Play Dress Up

Fashion is an art of choosing the right shoes, clothes, bags, accessories, cosmetics, and even hairstyle. It is the passion of expressing uniqueness to the world. The fashion style revolves around as a cycle. Today’s latest trends are inspired by the retro look, which includes colorful tops and leggings, statement shoes, long and loose blouses, and bold accessories. But these styles are not widely adopted especially in local areas. It is maybe caused by lack of awareness and the weather. Dressing up according to the occasion is also very important. In coming to an occasion, it is necessary to know theme and location of the event. After that, it is now the time to choose the right clothes, shoes, bags, accessories, make- up, and hairstyle. In choosing footwear for formal occasions: stilettos, pumps, close shoes and high heels are widely used, while in informal occasions; flip- flops, ballet flats, sandals and open wedges. In choosing bags for informal events; bright colored handbags, body bag and backpacks are more appropriate, while for formal events; leather shoulder bags, sequined clutches and satin pouches are accepted. For choosing clothes the skin tone and body frame is the basis. Accessories are pieces that if it is added in a simple outfit it makes it more pop and stand out. For formal dresses or outfit, metals are must-have while in informal occasions, you can have fun with your look and add color. As for the hairstyle and make- up, it depends on the shape of the face and skin tone. It is important for us to be aware of the newest trend, for this changes rapidle. In expressing one's self through fashion needs limitations. We should also remmember to choose the right one who fits not only our physical features but also our personality and goals in life.

Prescious Adeline M. Encila

Sparkle

A personalized Louis Vuitton bag, Tom Hilfiger shades, necklace and other accessories from Paris, and a chic black cocktail dress with matching shoes prepared by the famous stylist Rachel Zoe - who wouldn't want any of these?

Everyday, we see many attractive things around us, may it be bags, shoes, accessories or gadgets. We are attracted to these things as if they are magnets to our eyes. We liked something because of its beauty. Most of the times, we like it because of the people endorsing or promoting it. to be exact, we are influenced by actors, models, hosts, and stylists. We are attracted to their clothes, style and accessories.

Fashion, it is what we are attracted with. It's the uniqueness of style and personality that gives the person a sparkle. Fashion is a sense of beauty from head to toe. It is how you put individual pieces together and look glamorous with it. Fashion is a trend that freely expresses ones emotion, and personality. It shows what kind of person one is, what he likes, and what he doesn't. Fashion is very important in this world because it gives us freedom with what we like.

Fashion brings out the shine from within us. It gives us courage, confidence and beauty. It makes us stand out among others. With fashion present in our hearts, we can sparkle more than anyone in this world!

Application of Rhetoric Guidelines (kc's output)

by Kristine Carla A. Asido

Editor's Note: This composition assumes the setting by the year 2016.

What started out as friends blossomed into a fruitful relationship, which had eventually brought two lovers into their most unforgettable moment--captured by the lens as they took their vows of a lifetime commitment.

At the reception, Troy and Cassie, together with their invited guests, had their love story unleashed, accompanied by Taylor Swift's Love Story as the musical background.

"We were both young when I first saw you. I closed my eyes and the flashback starts. I'm standing there on a balcony of summer air.."

Riding in a time machine to witness their lives before and after they met, they, indeed picture teenage behaviors of their generation--year 2008. One big question now is: How do teenagers of the year 2008 behave?

There will never be a simple cookbook formula. Teenagers as they are, they had encountered series of ups and downs which had molded them to the kind of persons they are as they ask for God's blessings in the altar.

Risk takers and adventurous. These are the best words to describe how teenagers act, think and talk. Just like Troy and Cassie, teenagers easily get themselves caught in a situation where problems would follow them afterward. Long before they met, Troy is a certified girl collector who engages himself in a relationship with whom he just met for about a week or less. Then, after a week, he would be cold to that girl for he has found another one. Worse, he would even make four girlfriends all at the same time. Of course, he never claims it in from of his girls.

Male teenagers would normally say, it is but normal for them to be easily attracted to girls--that they cannot be blamed for that. Yes, it may be true... True to those playboys in town. Just shows how innocent their minds regarding true love are. They may commit themselves in a relationship but the truth is, there ain't love.

Peer influence. Cassie shared, nobody is exempted to it. Human beings are very adoptive to changes--good or bad. A lot of teenagers are exposed to alcohol and cigarette. The reason behind it is for them to be in in the circle of friends they belong. She, for one, had engaged herself into drinking and smoking during her younger years. She admitted that she once used it as a pass in order for her to be part of the popular group in their campus.

But seeing herself unhappy with her new group, she decided to cut her ties with them and focused on another past time, music. She provided herself with gadgets--mp3 player, i-pod nano, hi-tech mobile phones and a recorder. She got herself updated on the latest hit charts and gadgets, just like what a typical teenager of her age does.

Teenagers are indeed, unpredictable. Today, they like this. Tomorrow, they don't. The next day they want it back. Next month, they would throw it away. That's how they find pleasure and thrill with their lives. All they want is to explore and explore until they learn something--until they become better individuals.

Moving on, teenagers are fashion trend setters. They always try different outfits with different colors and styles. Most of them does not even bother as to how much they were to spend just to have themselves equipped with those kakikayans. Cosmetics are no longer new to many which comes with different looks: innocent look, bubbly look, elegant look, rebel look, sassy look and a lot more. That's all part of how adventurous they are. They always want to look good and to appeal fresh. They do not want to be left behind so that when the day comes that they met their partners... "Atleast, prepared" others exclaimed.

That's what happened to Troy and Cassie. One day, their fashion statements had brought them in a ramp, seeing themselves totally attracted to each other. They both admired each other's personality and fashion awareness. Cassie had an impression before that Troy is a gay. Of course, the man proved her wrong and explained. Troy cleared that it's just that he has an eye for fashion but he is not a gay.

Similarities and differences had made their relationship grow stronger until both of them realized, they are now in front of their relatives and friends having their dinner at their chosen reception hall.

JORNALES, MARILOU B.

TYPHOON

Typhoon is a violent cyclone in the China Sea around Philippines occurring most frequently in the late summer and early autumn. It is start in a simple low pressure and the goes to be a tropical cyclone. Typhoon is not a simple rain but with a strong wind that can destroy houses, building, and nature. It is evaluated by signals 1, 2, 3, 4 and so on… which determined how strong it is. The PAG-ASA is the office that have a complete instrument to measure the typhoon and they are also responsible to communicate people what is the latest news about typhoons. And also, they are already given the name of the typhoon when it is now on the Philippines area of responsibility.

Typhoon is consider by the signal that announced by PAG-ASA so that the people can be ready and prepared if the typhoon heats their places. Signal #1, were the class in Elementary above is already suspended and it is tells to people to be prepared already. Next, Signal #2, were High School and Colleges are being suspended also for them to go home early and it is quit strong. Now, the third is Signal #3-4, were is very dangerous. It could now destroy many things around. Buildings, plants, and even animals could die through this.

That’s the reason why, it need not to be taken for granted. We need to be prepared at all times. Make ourselves secure and everything need to be safe.

Graphic Organizer

Graphic organizers can help motivate, increase recall, assist understanding, create interest, combat boredom and organize thoughts. Graphic organizers are valuable tools for teaching/instruction. Unlike others, graphic organizers demonstrate a felxibility and endlessness in choices of use. A common trait is their ability to show the order and completeness of the student's thought process - how s/he understands becomes clearly evident. Using a range of graphic organizers shows both the close-up and the larger picture. Since many graphic organizers use short words or phrases, they are ideal for many types of learners including those for whom English as a second language.

Increasing Understanding by Creating Graphic Organizers:
The process of converting a mass of data/information/ideas into a graphic map gives the student an increased understanding and insight into the topic at hand. To create the map, the student must concentrate on the relationships between the items and examine the meanings attached to each of them. While creating a map, the student must also prioritize the information, determining which parts of the material are the most important and should be focused upon, and where each item should be placed in the map.

The creation of graphic organizers also helps the student generate ideas as they develop and note their thoughts visually. The possibilities associated with a topic become clearer as the student's ideas are classified visually.

Uses of Graphic Organizers:
Graphic organizers can be used to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.

Creating Graphic Organizers:
Graphic organizers can be drawn free-hand or printed. To go to printouts of many graphic organizers, click on one of the links above or below.

Adding color-coding and/or pictures to a graphic organizer further increases the utility and readability of the visual display.
How to Choose a Graphic Organizer for Your Topic/Task (click on a graphic organizer below to go to printable worksheets): The task at hand determines the type of graphic organizer that is appropriate. Choose the format that best fits your topic.

Flowchart of How to Choose a Graphic Organizer
To find an appropriate graphic organizer, answer the following questions about your topic:



EXAMPLES:

KWHL Diagram

The K-W-L-H teaching technique is a good method to help students activate prior knowledge. It is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading.

K - Stands for helping students recall what they KNOW about the subject.

W - Stands for helping students determine what they WANT to learn.

L - Stands for helping students identify what they LEARN as they read.

H - Stands for HOW we can learn more (other sources where additional information on the topic can be found).

Students complete the "categories" section at the bottom of the graphic organizer by asking themselves what each statement in the "L" section (What We Learned) describes. They use these categories and the information in the "H" section (How Can We Learn More) to learn more about the topic. Students also can use the categories to create additional graphic organizers. They can use the organizers to review and write about what they've learned.

If the task involves analyzing and organizing what you know and what you want to learn about a topic, use a KWHL chart. K stands for what you already KNOW about the subject. W stands for what you WANT to learn. H stands for figuring out HOW you can learn more about the topic. L stands for what you LEARN as you read. Example: Fill out a KWHL chart before, during, and after you read about a topic.

Sample K-W-L-H

Dinosaurs

What We Know	What We Want to Find Out	What We Learned	How Can We Learn More
Dinosaurs are large. Dinosaurs are dead. They lived a long time ago. There is a movie about dinosaurs	How long ago did they live? Why did they die? How do we know what they looked like? Who are the people who study dinosaurs?	An archeologist has an exciting life. Dinosaurs eat plants and some eat meat. Some dinosaurs were gigantic, but had small brains. Fossils uncover dinosaur traits.	Research Museums Field Trips Archeological digs Videos Internet computer search
Categories of Information we expect to use: Size Career Eating Habits

Anticipation/Reaction Guide

An Anticipation/Reaction Guide is used to assess a class's knowledge before they begin a lesson.

Prior Knowledge Topic Survey Anticipation/Reaction Guide Instruction: Respond to each statement twice: once before the lesson and again after reading it. Write A if you agree with the statement Write B if you disagree with the statement Response Before Lesson TOPIC: Dinosaurs Response After Lesson Dinosaurs are the most successful group of land animals ever to roam the Earth. Paleontology is the study of fossils. Human beings belong to the Zenozoic Era. Most dinosaurs have Greek names. Some dinosaurs are named for places in which their fossilized remains were found. Dinosaurs ruled our planet for over 150 million years. Dinosaurs had small brains

Spider Map

Used to describe a central idea: a thing (a geographic region), process (meiosis), concept (altruism), or proposition with support (experimental drugs should be available to AIDS victims). Key frame questions: What is the central idea? What are its attributes? What are its functions?

If the topic involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. This is like the star graphic organizer with one more level of detail. Example: Finding methods that help your study skills (like taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the methods.

Series of Events Chain

Used to describe the stages of something (the life cycle of a primate); the steps in a linear procedure (how to neutralize an acid); a sequence of events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a historical figure or character in a novel (the rise and fall of Napoleon). Key frame questions: What is the object, procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?

Continuum Scale

Used for time lines showing historical events or ages (grade levels in school), degrees of something (weight), shades of meaning (Likert scales), or ratings scales (achievement in school). Key frame questions: What is being scaled? What are the end points?

Compare/Contrast Matrix

	Name 1	Name 2
Attribute 1
Attribute 2
Attribute 3

Used to show similarities and differences between two things (people, places, events, ideas, etc.). Key frame question: What things are being compared? How are they similar? How are they different?

Problem/Solution Outline

Used to represent a problem, attempted solutions, and results (the national debt). Key frame questions: What was the problem? Who had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?

Network Tree

Used to show causal information (causes of poverty), a hierarchy (types of insects), or branching procedures (the circulatory system). Key frame questions: What is the superordinate category? What are the subordinate categories? How are they related? How many levels are there?

If the topic involves a chain of events with a beginning and with multiple outcomes at each node (like a family tree), use a tree as your graphic organizer. Example: Displaying the probabilistic results of tossing coins.

Human Interaction Outline

Used to show the nature of an interaction between persons or groups (Europeans settlers and American Indians). Key frame questions: Who are the persons or groups? What were their goals? Did they conflict or cooperate? What was the outcome for each person or group?

Fishbone Map

Used to show the causal interaction of a complex event (an election, a nuclear explosion) or complex phenomenon (juvenile delinquency, learning disabilities). Key frame questions: What are the factors that cause X ? How do they interrelate? Are the factors that cause X the same as those that cause X to persist?

If the topic involves investigating multiple cause-and-effect factors associated with a complex topic and how they inter-relate, use a fishbone diagram as your graphic organizer. Example: Examining the effects of improved farming methods.

Cycle

Used to show how a series of events interact to produce a set of results again and again (weather phenomena, cycles of achievement and failure, the life cycle). Key frame questions: What are the critical events in the cycle? How are they related? In what ways are they self-reinforcing?

Star

If the topic involves investigating attributes associated with a single topic, use a star diagram as your graphic organizer. Example: Finding methods that help your study skills (like taking notes, reading, doing homework, memorizing, etc.).

SCloud/Cluster

If the topic involves generating a web of ideas based on a stimulus topic, use a clustering diagram as your graphic organizer. Example: brainstorming.

Chain of Events

If the topic involves a linear chain of events, with a definite beginning, middle, and end, use a chain of events graphic organizer. Example: Analyzing the plot of a story.

StarContinuum/Timeline

If the topic has definite beginning and ending points, and a number of divisions or sequences in between, use a continuum/timeline. Example: Displaying milestones in a person's life.

Clock

If the topic involves a clock-like cycle, use a clock graphic organizer. Example topic: Recording the events in a typical school day or making a story clock to summarize a story.

StarCycle of Events

If the topic involves a recurring cycle of events, with no beginning and no end, use a cyclic graphic organizer. Example topic: Documenting the stages in the lifecycle of an animal.

Flowchart

If the topic involves a chain of instructions to follow, with a beginning and multiple possible outcomes at some node, with rules at some nodes, use a flowchart. Example: Computer programmers sometimes use flowcharts to organize the algorithm before writing a program.

Venn Diagram

If the task involves examining the similarities and differences between two or three items, use a Venn diagram. Example: Examining the similarities and differences between fish and whales, or comparing a book and the accompanying movie.

Matrix Diagram

If the task involves condensing and organizing data about traits of many items, use a chart/matrix. Example: Creating a display of key inventions, who invented them, when, where and why they were invented, etc.

Y-Chart Diagram

If the task involves analyzing and organizing with respect to three qualities, use a Y-Chart. Example: Fill out a Y-Chart to describe what you know about an animal, including what it looks like, what it sounds like, and what it feels like. Or describe a character in a book, including what the charater looks like, sounds like, and how the charater feels.

T-Chart Diagram

If the task involves analyzing or comparing with two aspects of the topic, use a T-Chart. Example: Fill out a T-Chart to evaluate the pros and cons associated with a decision.

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Fact/Opinion

If the task involves distinguishing the facts vs. the opinions in a theme or text, use fact/opinion charts. Example: Fill out a fact/opinion chart to evaluate the facts and opinions presented in a news article.


PMI Diagram

If the task involves analyzing the plusses, minuses, and implicatios of a decision or an action, use a PMI Chart. Example: Fill out a PMI Chart to help evaluate the positive, negative and interesting points associated with taking a new job.


Decision Making Diagrams

If the task is making a decision, use a graphic organizer to enumerate possible alternatives and the pros and cons of each. Example: Fill out a desicion making diagram to help decide which elective courses you'd like to take next quarter.


Semantic Feature Analysis Charts

If the task is comparing characteristics among a group of items, use Semantic Feature Analysis . Example: Fill out a Semantic Feature Analysis chart to compare and contrast the care needed for various pets.


Cause and Effect Diagram

If the task is examining possible causes and effects in a process, use a cause and effect graphic organizer . Example: Fill out a cause-and-effect diagram to trace the steps in a feedback loop..


Pie Charts

If the task involves showing divisions with a group, use a pie chart. Example: Draw a pie chart to show what percentages of a population have blue eyes, green eyes, or brown eyes.

Vocabulary Map

Graphic organizers can be useful in helping a student learn new vocabulary words, having them list the word, its part of speech (noun, verb, adjective, adverb, etc.), a synonym, an antonym, a drawing that represents the word, and a sentence using the word.


Paragraph structure

These graphic organizers help you organize the structure of a paragraph, including a topic sentence, sentences with support details, and a conclusion sentence.


5 W's Diagram

If the task involves analyzing the Five W's (Who, When, Where, What, and Why) of a story or event. Example: Fill out a 5 W's Chart to help evaluate and understand the major points of a newspaper story.


Story Map

Story maps can help a student summarize, analyze and understand a story or event.



Character traits

Graphic organizers help the student identify the traits of fictional characters by looking at events surrounding the character in the text.


Biography Diagrams

Graphic organizers are useful to help prepare for writing a biography. Before writing, the graphic organizer prompts the student to think about and list the major events in the person's life.


Animal report Diagrams

Many graphic organizers are useful to help prepare for writing a report on animals. Before writing, the student should think about and list the major topics that will be researched and covered in the report.


Geography report Diagrams

These graphic organizers are useful to for doings a short report on a country or other area. The student draws a map and flag, and looks up basic information on the area.


Math Diagrams

Many graphic organizers are useful to learn and do math, include Venn diagrams, star diagrams, charts, flowcharts, trees, etc.


Scientific Method diagrams

Graphic organizers used to prepare and organize a scientific experiment.

Topic Sentence

TOPIC SENTENCE

A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.

Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

Topic sentences map out the direction of a paper and allow the reader to see where each paragraph is heading. They show the reader how the paragraph will relate to the thesis and specifically what topic within the thesis will be detailed, argued or explained.

Where can I find topic sentences?

Topic sentences are generally the first or second sentence in a paragraph. If the topic sentence is the second sentence, the first sentence will be a transitional sentence, a statement that bridges the previous paragraph’s idea to the idea in the paragraph at hand. Occasionally the topic sentence is at the end of the paragraph, when a paragraph moves from a specific to a general conclusion.

What do topic sentences do?

Topic sentences announce to the reader what part of the argument posed in your thesis will be discussed in the paragraph and limit the scope of the paragraph to that part of the argument. It is important to stay within these boundaries because they control the content and the main idea of the paragraph.

What is the structure of a topic sentence?

A topic sentence can be broken into two parts: the topic and the limiting idea. The topic lets the readers know the general domain of the paragraph. While the limiting idea narrows the domain to the specific idea, the paragraph will fully develop and discuss. The following sentence is an example of a topic sentence without a limiting idea: “Chocolate ice cream is the best!” This sentence, by contrast, contains a limiting idea: “Chocolate ice cream sparks hormones in the human brain which make people feel content.” The second sentence explains more fully the paragraph’s direction.

How do I know if I have written a good topic sentence?

Here are some key indicators that may help:
1. summarizes the entirety of the subject discussed in the paragraph
formed as one sentence
2. has a clear, direct relationship to the thesis
3. contains a specific limiting idea, a part of the thesis argument
4.does not introduce a subject that is too complex or too simple to be covered
in a paragraph
5. remaining sentences are subordinate to, and support, the topic sentence
6.the reader can distinguish the topic sentence from the rest of the paragraph.

Example of topics with related topic sentences:

• I had a wonderful summer
• I had a wonderful summer. First, I started sleeping in every day. I would then go swimming with my friends. I stayed up late watching TV a lot, and I went to camp for a week. I wished my summer would never end!


• Why it is rude to talk on a cell phone in public
• Talking on a cell phone in public is rude because it is inconsiderate of others.
  

• How to cut a rabbit's toenails
• Cutting your rabbit's toenails yourself is simple and can save you a lot of money.

• The Egyptian civilization was one of the most important cultures of the ancient world
• The Egyptian civilization was one of the most important cultures of the ancient world.This civilization flourished along the rich banks and delta of the Nile River for many centuries, from 3200 B.C. until the Roman conquest in 30 B.C. ...

• The corresponding contrasting type is the suppliant, the character, often female, who presents a picture of unmitigated helplessness and destitution
• We found in comedy that the term bomolochos or buffoon need not be restricted to farce, but could be extended to cover comic characters who are primarily entertainers, with the function of increasing or focusing the comic mood. The corresponding contrasting type is the suppliant, the character, often female, who presents a picture of unmitigated helplessness and destitution. Such a figure is pathetic, and pathos, though it seems a gentler and more relaxed mood than tragedy, is even more terrifying. Its basis is the exclusion of an individual from the group; hence it attacks the deepest fear in ourselves that we possess--a fear much deeper than the relatively cosy and sociable bogey of hell. In the suppliant pity and terror are brought to the highest possible pitch of intensity, and the awful consequences of rejecting the suppliant for all concerned is a central theme of Greek tragedy.

• The tragic hero is typically on top of the wheel of fortune, half-way between human society on the ground and the something greater in the sky
• The tragic hero is typically on top of the wheel of fortune, half-way between human society on the ground and the something greater in the sky. Prometheus, Adam, and Christ hang between heaven and earth, between a world of paradisal freedom and a world of bondage. Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning: Milton's Samson destroys the Philistine temple with himself, and Hamlet nearly exterminates the Danish court in his own fall.