A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
13 answers
LEARNING COACH: Absolutely! Remember, organizing your ideas is just the first step. The next step is to start writing and expanding on each of these points. I'm here to support you every step of the way.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
summarize this text
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
summarize this text
In this dialogue, a student is frustrated with organizing her ideas for an essay on the benefits of sports. A learning coach offers help and suggests categorizing the ideas into social benefits and physical benefits. The student identifies examples such as teamwork and friendship as social benefits, and exercise building muscle and improving health as physical benefits. They decide to use these categories as headings in the essay. The dialogue ends with the student feeling motivated to start writing and expressing gratitude for the team effort between the student and the learning coach.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the main idea
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the main idea
The main idea of this dialogue is the process of organizing ideas for an essay on the benefits of sports. The student is frustrated and seeks guidance from a learning coach. Together, they categorize the ideas into social benefits and physical benefits, and discuss turning these categories into headings for the essay. The dialogue ends with the student feeling motivated to start writing and expressing gratitude for the teamwork between the student and the learning coach.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the central idea
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the central idea
The central idea of this dialogue is the process of helping a frustrated student organize her ideas for an essay on the benefits of sports. The learning coach offers guidance in categorizing the ideas into social benefits and physical benefits, and suggests using these categories as headings in the essay. The dialogue emphasizes the importance of organization in writing and highlights the collaboration between the student and the learning coach.
Comparison and contrast means
Comparison and contrast are methods used to analyze and highlight similarities and differences between two or more subjects, ideas, or concepts.
Comparison involves examining the similarities or likenesses between two or more things. It aims to identify shared qualities, characteristics, or features, and draw attention to the commonalities. For example, comparing two different types of sports might involve looking at aspects such as rules, equipment, or strategies to find similarities and connections.
Contrast, on the other hand, focuses on the differences or distinctions between two or more things. It aims to highlight variations, contrasts, or unique qualities that make each subject or idea distinct from the other. For instance, contrasting two different sports might involve discussing differences in objectives, physical demands, or level of competitiveness.
By employing the comparison and contrast method, it becomes easier to gain a deeper understanding of the subjects being analyzed and to illustrate their similarities and differences in a clear and organized manner. This method is often used in academic essays, research papers, and presentations to provide a comprehensive analysis or evaluation of different topics.
Comparison involves examining the similarities or likenesses between two or more things. It aims to identify shared qualities, characteristics, or features, and draw attention to the commonalities. For example, comparing two different types of sports might involve looking at aspects such as rules, equipment, or strategies to find similarities and connections.
Contrast, on the other hand, focuses on the differences or distinctions between two or more things. It aims to highlight variations, contrasts, or unique qualities that make each subject or idea distinct from the other. For instance, contrasting two different sports might involve discussing differences in objectives, physical demands, or level of competitiveness.
By employing the comparison and contrast method, it becomes easier to gain a deeper understanding of the subjects being analyzed and to illustrate their similarities and differences in a clear and organized manner. This method is often used in academic essays, research papers, and presentations to provide a comprehensive analysis or evaluation of different topics.
Time order means
Time order, also known as chronological order or sequence, is a method used to organize and present information or events according to their order of occurrence in time. It is a way of structuring ideas or narratives in a logical and coherent manner by following a chronological timeline.
In time order, information or events are presented in a sequential manner, starting from the earliest or the first occurrence and progressing towards the most recent or the last occurrence. This can be done by using transitional words and phrases such as "first," "next," "then," "after," "finally," or by indicating specific dates, years, or time frames.
The purpose of using time order in writing is to help readers easily follow and understand the flow of events or the development of ideas. It provides a clear and organized structure that allows for easy comprehension and helps to establish a logical relationship between different parts of the information or narrative.
Time order is commonly used in various types of writing, including historical accounts, biographies, storytelling, process essays, and any other form of writing that requires a clear chronological presentation of events or information.
In time order, information or events are presented in a sequential manner, starting from the earliest or the first occurrence and progressing towards the most recent or the last occurrence. This can be done by using transitional words and phrases such as "first," "next," "then," "after," "finally," or by indicating specific dates, years, or time frames.
The purpose of using time order in writing is to help readers easily follow and understand the flow of events or the development of ideas. It provides a clear and organized structure that allows for easy comprehension and helps to establish a logical relationship between different parts of the information or narrative.
Time order is commonly used in various types of writing, including historical accounts, biographies, storytelling, process essays, and any other form of writing that requires a clear chronological presentation of events or information.
Think of a food or a craft that you know how to make. Write a short recipe or how-to paragraph describing how to make it. Format the text with headings or lists. Use time order in your writing.
Write a simple 3 sentence paragraph on how to bake a cake
Write a simple 3 sentence paragraph on how to bake a cake
How to Bake a Cake
Ingredients:
- 2 1/2 cups all-purpose flour
- 2 cups granulated sugar
- 1 cup unsalted butter, softened
- 4 large eggs
- 1 cup milk
- 2 teaspoons vanilla extract
- 2 teaspoons baking powder
- 1/2 teaspoon salt
Instructions:
1. Preheat the oven to 350°F (175°C). Grease and flour two 9-inch round cake pans.
2. In a large mixing bowl, cream together the softened butter and granulated sugar until light and fluffy. Add the eggs, one at a time, beating well after each addition. Stir in the vanilla extract.
3. In a separate bowl, whisk together the flour, baking powder, and salt. Gradually add the dry ingredients to the butter mixture, alternating with the milk. Begin and end with the dry ingredients, mixing well after each addition.
4. Divide the batter evenly between the prepared cake pans. Smooth the tops with a spatula and tap the pans gently to remove any air bubbles.
5. Bake for 25-30 minutes, or until a toothpick inserted into the center of the cakes comes out clean. Remove from the oven and let the cakes cool in the pans for 10 minutes. Then, transfer the cakes to a wire rack to cool completely.
6. Once the cakes are cool, you can frost and decorate them as desired. Enjoy your homemade cake!
With clear step-by-step instructions and a time-ordered approach, this paragraph outlines the process of baking a cake, featuring headings for ingredients and instructions. This format helps the reader easily follow along and understand the chronological process of creating a delicious cake.
Ingredients:
- 2 1/2 cups all-purpose flour
- 2 cups granulated sugar
- 1 cup unsalted butter, softened
- 4 large eggs
- 1 cup milk
- 2 teaspoons vanilla extract
- 2 teaspoons baking powder
- 1/2 teaspoon salt
Instructions:
1. Preheat the oven to 350°F (175°C). Grease and flour two 9-inch round cake pans.
2. In a large mixing bowl, cream together the softened butter and granulated sugar until light and fluffy. Add the eggs, one at a time, beating well after each addition. Stir in the vanilla extract.
3. In a separate bowl, whisk together the flour, baking powder, and salt. Gradually add the dry ingredients to the butter mixture, alternating with the milk. Begin and end with the dry ingredients, mixing well after each addition.
4. Divide the batter evenly between the prepared cake pans. Smooth the tops with a spatula and tap the pans gently to remove any air bubbles.
5. Bake for 25-30 minutes, or until a toothpick inserted into the center of the cakes comes out clean. Remove from the oven and let the cakes cool in the pans for 10 minutes. Then, transfer the cakes to a wire rack to cool completely.
6. Once the cakes are cool, you can frost and decorate them as desired. Enjoy your homemade cake!
With clear step-by-step instructions and a time-ordered approach, this paragraph outlines the process of baking a cake, featuring headings for ingredients and instructions. This format helps the reader easily follow along and understand the chronological process of creating a delicious cake.
17 answers