A foundational element in learning to write effectively or at least to write better is becoming more confident with the concept of genre learning about genre can start with thinking about categories or organizing types of writing according to their patterns characteristics features and purposes practice with analyzing works within a genre allows writers to transfer skills and strategies when developing their own writing products as students take different classes in their college career and write in various disciplines they can rely on the genre analysis skills learned and practiced in their composition class to build success in writing in other genres by transferring those crucial skills to any writing assignment in any discipline a writing assignment for any class could begin with students simply identifying the genre after identifying the genre students can reflect on what they know about the genre including its typical purpose and audience, as well as features of its content organization and style studying examples of work within a genre, helps students build their ability to create their own texts the benefits of genre study do not end in college this skill transfers beyond the world of academics into the professional world where people are expected to be able to communicate clearly in writing exploring connections between disciplines and genres is a worthwhile pursuit for any student of writing

Read the passage from animal farm. "that was part of the arrangement! " cried squealer. "jones's shot only grazed him. i could show you this in his own writing, if you were able to read it. the plot was for snowball, at the critical moment, to give the signal for flight and leave the field to the enemy. and he very nearly succeeded—i will even say, comrades, he would have succeeded if it had not been for our heroic leader, comrade napoleon. do you not remember how, just at the moment when jones and his men had got inside the yard, snowball suddenly turned and fled, and many animals followed him? and do you not remember, too, that it was just at that moment, when panic was spreading and all seemed lost, that comrade napoleon sprang forward with a cry of 'death to humanity! ' and sank his teeth in jones's leg? surely you remember that, comrades? " exclaimed squealer, frisking from side to side. now when squealer described the scene so graphically, it seemed to the animals that they did remember it. at any rate, they remembered that at the critical moment of the battle snowball had turned to flee. but boxer was still a little uneasy. how does the characterization of squealer support the author’s purpose? squealer's dramatic accusations draw parallels between him and stalin’s propagandists. squealer's uncertainty shows that he is not a reliable ally of napoleon and is ineffective with messaging. squealer's ability to get the animals to listen to him shows that any animal can rise to be a leader in time. squealer's humble interactions with the animals reflect the importance of equality and cooperation.

Those are books that need to be returned to the library what is the antecedent of the pronoun those

Ineed it now in this discussion you will use what you learned about the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias" to compare how both dickinson and shelley used form - lines, capitalization, and punctuation - to bring meaning to the poems. let's check out one of your classmate's posts: in both "will there really be a 'morning'? " and "i dwell in possibility," emily dickinson capitalizes the words in the poem that tell the reader what to focus on in the poem. shelley also capitalizes words that are not names. these must be important to the meaning of the poem. create one post that compares how both dickinson and shelley use form - lines, capitalization, and punctuation - to bring meaning to the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias".