<span>A verbal phrase that can be used as a noun, adverb, or adjective and is preceded by the word to is a(n) </span>infinitive
Topic Sentence at the End of the Paragraph
While it is most common for topic sentences to begin the paragraph, they do not always do so. Consider the following sign, seen in the window of a beauty salon:
Please,
No exceptions.
Unless they are booked for service,
No Children
In this situation, No exceptions is clearly not the topic of the sign, and No Children clearly is. Yet the subject, No Children, is placed in the end rather than the head position. When this idea is extended to the paragraph, the topic sentence, placed last, serves to summarize the previous details. Paragraphs written in this way can be diagrammed as an upright triangle, with the broad base representing the topic sentence:
Topic Sentence at the End of the Paragraph
While it is most common for topic sentences to begin the paragraph, they do not always do so. Consider the following sign, seen in the window of a beauty salon:
Please,
No exceptions.
Unless they are booked for service,
No Children
In this situation, No exceptions is clearly not the topic of the sign, and No Children clearly is. Yet the subject, No Children, is placed in the end rather than the head position. When this idea is extended to the paragraph, the topic sentence, placed last, serves to summarize the previous details. Paragraphs written in this way can be diagrammed as an upright triangle, with the broad base representing the topic sentence:
Paragraphs are written in this form primarily for one of two reasons: (1) to create suspense or (2) to bring up a controversial topic only after sufficient groundwork has been laid. In the case of the sign in the beauty salon, the message is made gentler by stating the only situation in which children are allowed before stating the more controversial behest, No Children, in the final position. The act of providing convincing data or groundwork leads the reader to the topic sentence, which then also serves as the conclusion.
The following sample paragraph is an example of one in which the topic sentence and controlling idea appear in the final position:
People do it everyday. They log on to their favorite website and browse for hours, checking out bargains. They dump every possible wish into their shopping carts, knowing they can cast each one aside before they finalize their purchases. On the way, they may enter a sweepstakes in the hopes of winning a trip to Cabo San Lucas, or maybe even a new SUV. And then, when they have decided on their purchases, they enter private information without giving it a thought. With a keystroke, they release their personal data into what may or may not be a secure zone. Despite what much of the public believes, internet shopping is not safe.
In this paragraph, the idea that internet shopping may not be safe could be considered controversial. For this reason, groundwork is laid before the final, topic sentence is stated.
Answer:
No
Explanation:
I have never assume anything. Some of the best looking people I have known were nothing but lousy people. Some of the more bedraggled ones were as pure as the driven snow. Looks are very deceiving. All people are/can be different.
Answer:
here ya go lad
Explanation:
Like many popular, entertaining, and addicting kid activities, video and computer games are looked down upon by many parents as time-wasters, and worse, and parents think that these games rot the brain. Also, the media and some experts are readily blamed for violent video games as the reason why some youth become violent or commit extreme anti-social behaviour. But many scientists and psychologists find that video games have many benefits – the main one being making kids smart. Video games may teach kids high-level thinking skills that they will need in the future.
A new study compiled by scientists at Yale University has found that video games are not harmful as long as those who play do not spend most of their time engaged in them. The Yale study says that the boys who played video games had better grades than those who did not, on average, and were less like to smoke cigarettes and engage in the consumption of banned substances like marijuana. Only 5 per cent of them had behaviour patterns like relieving tension only through gaming, having powerful urges to game that they cannot control, trying to limit time spent on video games, and failing. (Peart)
From the study, we can see that video games teach many skills to the developing child. Examples of these skills include problem-solving abilities, perseverance, pattern recognition, hypothesis testing, estimating skills, inductive reasoning, resource management, logistics, mapping, memory, quick thinking, and reasoned judgments (Sheff, 1994). Many of these skills are abstract and require higher-level thinking, which schools do not often teach children. By including a way to choose one's level of difficulty in most, if not all, video games, one can tailor the degree of intricacy of the game's tasks to meet one's skills. After the tasks are completed at a comfortable level, a child will feel motivated to attempt a higher degree of difficulty. By slowly ramping up the problem, the child can accomplish goals and learn while increasing their self-efficacy.
Sometimes the player does this almost every second of the game, giving the brain a real workout. According to researchers at the University of Rochester, Daphne Bavelier, a cognitive scientist, games simulating stressful events such as those found in battle or action games could be a training tool for real-world situations. The study suggests that playing action video games primes the brain to make quick decisions. Video games can be used to train soldiers and surgeons, according to the survey. (Benson)
