My Struggle Essay, Research Paper
Since I was young, there have always been a struggle between
my parents and I. This situation began when my father
passed away when I was three years old. I have lived with
my mother and Step-father ever since. Although I love them
both, we do not always seem to see eye to eye on many
issues. The cause of this is in part due to my wild nature.
I like to stay out late and do things that if caught could
get me in lots of trouble. I am under the impression that
they resent my relationship with my grandmother. I like to
stay often with my grandmother rather than at home, which
they do not understand.
I have stayed with my grandmother every weekend since
my father became sick with cancer, in 1982. After my father
passed away in 1983, I continued to visit her. My mother
and stepfather both respect my father?s mother a great deal,
and would do anything for her. But they fail to see why I
want to spend so much time with her. My grandmother is a
large influence in my life. She has, and still does, so
much for me. Nanny has always had a big heart for her
family, but no one is as close to her as myself.
Since I was two years old, my grandmother and I have
gone out and done many things together. We have had many
great memories together which I will remember for the rest
of my life. We have gone out to eat, watched many baseball
games togather, bone bowling, amd many other things. If my
parents could only realize how strongly I feel about her and
the time I spend with my her. I wish they could be a little
more considerate of my feelings and not put me in the
position that they often do.
The relationship between my grandmother and I has been
tested many times. As I was getting older, my parents would
try to find things that would keep me from visiting her
during the. They would find things such as mowing the lawn,
washing cars, and doing house chores. These thing they know
I hate to do, but they seemed to want them done anyway.
Though they do not mind when I spend some time with my
grandmother, they feel that I should spend more time with
them. My senior year in high school was the time that they
really were getting to me. Nanny broke her arm one day when
she fell down in the kitchen. Since then I have moved in
with her. They felt that this was a bad decision. I do
love my parents dearly, but I felt that it was the best
thing at the time. As of this day I do not regret the
decisions that I have made in regards to spending time with
my grandmother. I love and respect my parents, still but
wish that they would not put me in the positions that they
Since I began attending college, my parents have been a
little more reasonable about the entire situation. This
does not mean that they do not still give me a hard time. I
just hope that by the time I finish with college they will
understand how I feel, and not worry me about as much as
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Comprising three course books, this series is aimed at university students in all disciplines who require instruction in completing academic writing tasks. Through extensive use of examples, model texts, and practical activities, the course develops the essential skills needed to compose texts which meet the expectations of an academic reader. Academic Writing Skills 3 addresses higher-level academic features, such as understanding essay prompts, research, paragraph cohesion, logical connections, and effective sentence building. It is appropriate for students wishing to focus on specific essay types that require the use and integration of sources to complete academic writing tasks. Academic Writing Skills 3 Teacher's Manual has two parts: Part 1: Lesson plans for each part of each unit Part 2: The answer key to the exercises
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Viewpoint is a two-level series for adults and young adults, taking learners from a high intermediate to advanced level of proficiency (CEFR: B2 - C1). The course is based on research into the Cambridge English Corpus, so it teaches English as it is really used. - Extensive corpus research ensures natural language is presented and practiced in authentic contexts. - Engaging writing tasks with explicit goals prepare learners to succeed in professional and academic writing. - Vocabulary-learning strategies encourage learner independence. - Tips to avoid common errors teach learners to use English accurately. The course is written by the same author team that produced the ground-breaking Touchstone series, a four-level series that takes students from beginner to intermediate levels (CEFR: A1 - B2).
Автор(ы): Кузьменкова Юлия Борисовна Издательство: ИД Сказочная дорога, 2015 г.
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Данный курс, ориентированный на практику англоязычного академического общения, содержит большое количество тематически организованных речевых оборотов, характерных для современного научного дискурса, и тренировочных заданий, нацеленных на развитие навыков научного письма и устной презентации. Он предназначен для студентов старших курсов, занимающихся написанием проектов на английском языке, аспирантов и научных работников, которым потребуется представить результаты своих исследований англоговорящей аудитории в устной форме - на международных конференциях или письменно - при подготовке материалов к публикации в зарубежном издании. Имеющийся учебный материал может быть также полезен при обучении написанию любого научного текста. Ключевые слова: англоязычное научное общение, написание научных работ (статьи, обзоры, дипломы, диссертации) в международном формате, подготовка научного текста к публикации в зарубежном издании. The course provides a step-by-step method for students to write their academic project in the proper international for mat. It is intended for undergraduates and also for post-graduates who work on candidate dissertations and need to discuss the results of their research in English or get materials ready to be published. The course focuses largely on developing skills of academic writing and oral presentation - though the materials presented can be used for writing any type of an academic text. Keywords: academic skills, project proposal, writing an academic paper (diploma, thesis, dissertation), publications in the international format, oral presentation.
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Objective First Fourth Edition is official preparation for the revised Cambridge English: First exam, also known as First Certificate in English (FCE). It has been fully updated in line with the revised exam. The Workbook with answers with Audio CD provides opportunities for further practice of new language and skills either at home or in the classroom. It includes an exam-style listening exercise every other unit. Key features of the Objective First course: Vocabulary sections informed by the English Vocabulary Profile, part of the English Profile project, ensure that students learn the words and meanings they require at B2 level. A student's CD-ROM provides extra practice of language and topics covered in the Student's Book, and includes wordlists which may be used either with or without definitions. 24 units, each focusing on a different stimulating topic, make preparing for Cambridge English: First a manageable task. Complete Cambridge English: First practice tests are available online. Regular Exam Folders provide systematic exam preparation and practice, covering each paper in detail. Writing Folders every two units give practice in writing skills and exam technique for the range of skills needed for Paper 2. Corpus Spots use examples from the Cambridge Learner Corpus to highlight common learner errors and train students to avoid them.