text:
VIEWS: 296 PAGES: 7 CATEGORY: Childrens Literature POSTED ON: 12/7/2009 Public Domain
Essay writing competition
Article: Essay Competition Detailed Article Publication: OUPSA Newsletter Date: 2 April 2007 Subject matter Pick a topic that you find significant. It must MATTER! Don't be fooled into thinking that a boring sounding topic will naturally lead to a boring essay. Imagine how impressed the marker will be if you take a dull sounding topic and work your magic with it! Pick a topic that you think you can wrestle with, play with, thrill with. Look at that topic long and hard, and see if you – and only you – can come up with an unusual approach. Could you write an essay about a dictionary by personifying the dictionary? Could you weave in lines from your prescribed poetry or literary texts?… Be careful – NO PLAGIARISM ALLOWED! But could you take a Shakespearean metaphor and find a new and personal way of exploring its meaning? If, while you are brainstorming, you think that other young adults might interpret the topic the way you have, START OVER! It's not good enough! It must be unique. It must reveal who you are and what you believe. Remember that subject matter counts 20 of your 50 marks! Here is a checklist: Original topic Creative approach Unique and innovative Memorable and interesting Structure and style Do you always start at the beginning of the story, and then explain things in chronological order, and then end, sometimes giving the marker a little moral lesson in the conclusion? HOW HORRIBLE! Let's break out of the conformity prison, people! What about starting with the ending? How could flashbacks enhance the effect? Wouldn't it be more lively if you included some single word sentences, or single word paragraphs? 1acebe74-1a54-44f0-a1b8-499081693874.doc 1 And how impressive would it be if you could capture the way someone spoke – with the accent, with the catch phrases? Could you use carefully selected words and phrases in a cyclical manner, showing how things developed? Could you suggest what happened by using innuendo, instead of explaining every dull step? What if you had a "layering" effect: one paragraph personal; one symbolic; one made up of dialogue; one argumentative? Structure and style count 10 of your 50 marks. Here is a checklist: Interesting and purposeful structure Creative use of paragraphs Varied paragraph length Evidence of innovative structuring Language usage This is split into two sub-sections: Spelling and punctuation and Vocabulary and craft. Spelling and punctuation Okay, so we know you hate grammar. What was that? "It sucks?" We think not! Look at the great word masters through the years – both literary and musical. They all played with words, found puns, discovered interesting rhymes, unusual ways of addressing topics. They made words matter. They made words memorable. So can you. Look at your spelling – check it carefully. Read your essay backwards if necessary, to check the spelling of every word. Get a friend to help you edit. Have you used full stops and commas? You have? Well done, but what else! There are ellipsis dots, semi-colons, colons, inverted commas… a whole range of interesting punctuation marks. Those pesky grammar lessons about participles and conjunctions… They matter. Show that you know why this is so! Spelling and punctuation count 10 of your 50 marks Here is a checklist: Spelling has been checked (you can use this feature on your computer, but be careful of Americanisms) 1acebe74-1a54-44f0-a1b8-499081693874.doc 2 Essay has been read backwards No evidence of apostrophe or comma abuse! Purposeful and informed punctuation usage Vocabulary level and craft Show the reader you are serious about words and their meaning. Say goodbye to clichés. Invent new and lively expressions. Show a mature vocabulary level – an understanding of words and their meaning. Reveal that you are capable of perfecting the craft of writing. You command words! Make them do your bidding. Invent words – not a whole language – just a few neologisms. Show an accurate understanding of figurative language. Display your prowess. Invent new idiomatic expressions, or if you have used an old one, then freshen it by having it in your own unique context. Your vocabulary and verbal command count 10 marks out of 50 Here is a checklist: Word usage is mature and appropriate Evidence of word play Original figurative language used No clichés at all! This is how the content of your essay will be assessed by the marking panel. Have a look at the categories and ensure that your essay reaches the OUTSTANDING level! 1acebe74-1a54-44f0-a1b8-499081693874.doc 3 CREATIVE ESSAY MARKING GRID: CONTENT 20 CONTENT % 20 OUTSTANDING WRITING 19 Extremely creative, inspired and inspiring; Lucid and 80 –100% 18 unique; Evidence of very mature and unusual ability; 17 Clear distinction; highly innovative and sparkling; 16 insightful and profound, memorable. 15 MERITORIOUS ACHIEVEMENT 70 – 79% Not quite distinction standard/ lacking the inspiration of a distinction; Originality of thought and expression; 14 some pleasing unique touches; a very impressive effort, which, with effort and editing, could reach distinction standard. 13 SUBSTANTIAL ACHIEVEMENT Evidence of careful planning; Intelligent reasoning and 60 –69% development; Fluent and interesting; Quite pleasing Some colour and vigour; satisfactory treatment of 12 subject, interesting but not dynamic. 11 ADEQUATE ACHIEVEMENT Mediocre subject matter with reasonably sound 50 –59% expression, or reasonable subject matter with weak 10 expression; Mundane and pedestrian; satisfactory but has no flair. 9 MODERATE ACHIEVEMENT 8 Tedious and dull; passable but below average; little 40 - 49% creativity and insight shown; topic could have been interpreted in a faulty or literal manner; learner needs to adopt a more mature and meaningful approach. 7 ELEMENTARY ACHIEVEMENT Poor subject matter; Muddled; irrelevant and 30 - 39% 6 frustrating to read. Immature and therefore not passable. 5 NOT ACHIEVED 4 Contains little to recommend it; Irrelevant 0 – 29% 3 Verging on unreadable; Bordering on the illiterate; Far 2 too long or far too short. 1 1acebe74-1a54-44f0-a1b8-499081693874.doc 4 STRUCTURE STRUCTURE/ PLANNING, STYLE 10 OUTSTANDING ACHIEVEMENT 9 Exceptional use of language; dynamic use of paragraphing and structure; innovative. Single word or single sentence 8 paragraph has been employed to powerful effect. Interesting use of cyclical elements, startling and exciting writing. Individual style; Creative and varied MERITORIOUS ACHIEVEMENT 7 Showing sense of structure; some experimentation with paragraphing/ repetition etc; Colourful, appropriate style; evidence of innovation SUBSTANTIAL ACHIEVEMENT 6 Free of all serious errors; Generally clear sense of structure; Plain statement; Logical but fairly predictable ADEQUATE ACHIEVEMENT 5 Unexceptional ability; Commonplace, acceptable, generally readable MODERATE ACHIEVEMENT 4 Careless and flawed but readable; Problematic cohesion; needs assistance with language structures and paragraphing techniques ELEMENTARY ACHIEVEMENT 3 Poor language control; Poor cohesion; badly constructed paragraphs, dull at times, little logic in the structure of the essay. 2 NOT ACHIEVED 1 Very poor structure, for example, no paragraphs, or overly long/ short paragraphs. Lacks cohesion 0 LANGUAGE Language is divided into two categories: (Each category is out of 10 marks) SPELLING AND PUNCTUATION 10 + VOCABULARY LEVEL & CRAFT (VERBAL COMMAND) /10 10 /10 Perfect, or almost perfect spelling and 10 A highly sophisticated understanding of language and its punctuation. Clearly a well edited and 9 techniques. Writer may be using mature, figurative diction and/or precise piece of work. Evidence of 8 simple diction, but it suits the purpose of the piece. experimentation with the more Here is evidence of an incisive brain at work: Writer knows how sophisticated punctuation techniques. to manipulate words for maximum impact. Publishable! A sense of uniqueness and daring is shown. Very effective spelling and punctuation; 7 Writer has an impressive command of language, with several careful and judicious use of words and unique expressions. Words are used with flair. Interesting and punctuation marks; errors are minor. innovative language usage. Average spelling and punctuation; generally 6 Average vocabulary level and sound use of certain figurative readable, acceptable. Evidence of care devices. There may be some faulty word usage, but there is still taken, but a few minor errors. an attempt to engage in the skilful use of words. Spelling and punctuation are careless at 5 Verbal command and vocabulary are not yet of a satisfactory times, and have detracted from the writer's standard. Writer is capable of clear expression, but has been meaning at times. careless, or writer is not really capable of clear expression, but has tried to make vocabulary something more tangible. Only just passable; several careless errors; 4 Writer's use of language and vocabulary does not quite reach little evidence of a careful edit. the required standard. Some words are used incorrectly or inappropriately. Not yet passable; writer needs to refine and 3 Not yet passable. Several malapropisms; muddled and/or improve spelling and punctuation quite a immature language techniques. lot; errors are common and distracting. Few spelling and punctuation conventions 2 Frustrating and difficult to follow. Language usage is so faulty or have been observed. What a pity! 1 so immature that it becomes unpleasant to read. Little or nothing to recommend it. 1acebe74-1a54-44f0-a1b8-499081693874.doc 5 FIRST ESTIMATE CONTENT STRUCTURE LANGUAGE VOCAB & CRAFT TOTAL FINAL & PLANNING MARK Subject matter Global Assessment Planning Spelling Verbal command Ideas General overall Introductory & Punctuation Idiomatic expressions impression Originality concluding paragraphs Concord Range of vocabulary Atmosphere Cohesion Syntax Feeling Sequence of paragraphs 50 20 10 10 10 50 50 Generally, a marker/ assessor would use the itemised grids to decide on the exact mark, per category. This happens quite a lot in the early stages of the assessment, until all the markers are comfortable that they are setting the same standards. Once that "meeting of the minds" has occurred, then it could be an idea to switch to this simpler grid – the marker gives a first impression mark, and then does a category breakdown mark; finally, a decision is made about whether to go with the first "gut" mark, or the structured one or settle on a mark in between. Essay requirements: Your essay should be about 400 words long. You essay can be one of these types: Narrative: this involves the telling of a story/ short story. If you choose the short story, remember that these usually have some sort of twist at the end. Descriptive: this essay will not have a plot. Instead, the focus is on descriptive details and trying to evoke a sense of place, mood and/or character. Personal: this essay is your chance to reveal your soul, your input. Here, using the first person, you share your perspective. You could make yourself a character in the story or you could be the narrator, but your personality should be revealed. 1acebe74-1a54-44f0-a1b8-499081693874.doc 6 Argumentative: here you will need to have evidence and statistics to prove your point. Ensure that your research is sound. Be aware that you must have reasons for your viewpoints. Discursive: This essay will demand that you discuss different aspects of a particular problem/ situation. Combo! Remember, that this is a creative writing competition, and so you are most welcome to combine the different genres and find interesting and innovative ways of experimenting with your own writing style. Essay topics: Select ONE of the following and write a memorable, innovative essay in response. You need not use the title given here, but you must indicate the essay's topic number. You must have a title to your essay – the one here, or a newly-invented one. My community – My history Cash, Cars and Cell phones I will do it my way Biting back – dealing with crime The perfect relationship – a modern day myth? Essays must be neatly written in BLACK ink, printed, rather than cursive. Write very neatly! Typed essays are most welcome, but please use 12 as the font size. Please allow at least 2cm on the left and right margins, so that markers can insert comments easily. Do not write your name on the essay. Your school will have an entry form, where you will write your name, age, grade and entry number. 1acebe74-1a54-44f0-a1b8-499081693874.doc 7
Pages to are hidden for
"Essay writing competition"Please download to view full document


text:
I have a question regarding caches that I'm not quite understanding
- Consider all the caches you can find in a typical high performance processor. Which one increases the performance of program, which simply copies data from one location to another? Which ones have little or no effect? Add a brief explanation.
The only cache I can think of are the L1, L2, L3 caches. As I understand it, the purpose of the L1 cache has the lowest latency, but the highest miss rate. The L2/L3 cache is slower but has lower miss rates. All of them increases the performance of a program. If any of them is taken out, either the hit time will increase, or the miss rate will increase. None of them have "little or no effect". Hence I'm not sure what to write.
EDIT: This is actually a past exam question I came across during revision, if it's any clarification, the question before this asked "How many caches can you find in a typical high performance processor. List them and write one sentence to explain how each one contribute to performance increase."
And maybe the registers are also counted as caches? or maybe the main memories too? But I don't see how that changes anything.
Any help would be much appreciated.

subset: commoncrawl


text:
@article {Moon:2012-02-01T00:00:00:1533-4880:1230,
author = "Moon, Sungmo and Kim, Byungjo and Yang, Cheolnam and Jeong, Yongsoo",
title = "Effect of Bath Type on the Formation of TiO2 Nanotubes in Fluoride Containing Aqueous Solution",
journal = "Journal of Nanoscience and Nanotechnology",
volume = "12",
number = "2",
year = "2012-02-01T00:00:00",
abstract = "TiO2 nanotubes were formed on Ti electrochemically by the application of anodic current in 1 M H3PO4 + 0.3 M HF solution in a glass and Teflon bath. The TiO2 nanotubes could be partly grown in the glass bath while a uniform growth of TiO2
nanotubes was observed over the whole surface in the Teflon bath. The TiO2 nanotubes fabricated in the glass bath broke off readily during ultrasonic cleaning in distilled water while the TiO2 nanotubes formed in the Teflon bath was not damaged by the ultrasonic cleaning
up to 5 minutes. The ultrasonic cleaning could remove the surface residuals which are obtained inevitably if TiO2 nanotubes are fabricated in aqueous solutions.",
pages = "1230-1233",
url = "http://www.ingentaconnect.com/content/asp/jnn/2012/00000012/00000002/art00064",
doi = "doi:10.1166/jnn.2012.4604",
keyword = "MORPHOLOGY OF OXIDE FILM, ANODIZING, TIO2 NANOTUBE"


text:
Town Square
Palo Alto author Meg Waite Clayton to speak at the Palo Alto City Library
Original post made by jessicathelibrarian, Another Palo Alto neighborhood, on Apr 1, 2009
The novel, The Wednesday Sisters, is set right here in Palo Alto in the late 1960s. Palo Alto booklovers will enjoy the evening with the author of this moving story about five women who meet in Eleanor Park, discover their common bond through books and writing, and embark on journeys of self-discovery through their friendship at a time of historic changes in the United States. Author Meg Waite Clayton conducted much of her research for this book at our very own Palo Alto City Library using the Palo Alto Historical Association archives.
Comments (1)
a resident of another community
on Aug 11, 2009 at 1:00 pm
I TRIED to like this book, having lived in Palo Alto for many years, but I absolutely hated it! Kept reading hoping that it would get better but unfortunately, it didn't.
Don't miss out on the discussion!
Sign up to be notified of new comments on this topic.
Lutticken's owner opens Main & Elm in Redwood City
By Elena Kadvany | 7 comments | 2,448 views
OK I Changed The Title
By Laura Stec | 24 comments | 1,702 views
Family Outing - Inside Out
By Cheryl Bac | 0 comments | 864 views
Relay for Life, Menlo Park, August 8
By Chandrama Anderson | 0 comments | 665 views