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Some ideas on how to build and use the appendix:


It sounds like your Chemistry teacher is giving you license to make an appendix that will work for you and that the format isn't as important.

I don't know Chemistry but I do know Algebra, so I'll describe how an appendix could work in an Algebra paper and I'll let you get creative with the Chemistry.

The purpose of the appendix will be to get rid of duplications of explanations and things in your paper. You'll be able to make mention of a rule in the body of the paper and have the definition in the appendix.

For example, in my Algebra paper, in showing how to solve a variety of problems, I need to use the Commutative Law (the one that says that #a+b=b+a#). And so each time in my paper that I want to use the Commutative Law, all I need to say is by the Commutative Law... and so I can avoid describing it each time and, if I can manage it, I can skip steps in my equation solving/examples (I could say Using the Distributive and Commutative Laws we get...) and in that way save words.

To make this work, the way to set up the appendix will be to take the terms you want to use in your paper repeatedly and simply list them in alphabetical order with a brief explanation of what it is. For my Algebra paper, I could have:

Associative Law: #a+(b+c)=(a+b)+c#

Commutative Law: #a+b=b+a#

Distributive Law: #a(b+c)=abxxac#

And if you have a base graph you need to include, and using my Algebra example, perhaps the graph of #y=x#, I can add that in as well:

Base Graph, #bb(y=x#:


You can put that into the appendix (so in my example between Associative and Commutative).

It can help to have in the body of the paper those terms you have defined in the appendix highlighted in some manner - perhaps bolded or italicized to let the reader know there is more information in the appendix. Make sure when referring to the items in the appendix that you use the term exactly as listed in the appendix. For the base graph of #y=x#, I'd always want to refer to it in the paper as Base Graph, #y=x# so that it can be found easily.

Those are some ideas. I hope it helps and good luck on the paper!


Idioms: In hot water, blowin'in our jack.
Slang: Coons, jungle-up
Jargon: Bucking.


An idiom is a group of words whose meaning cannot be inferred from their individual words, e.g. A bitter pill is an idiom for accepting unpleasant information, or To steal someone's thunder is an idiom for taking someone's big news announcement.

Slang are words that are used in an informal context amongst particular groups whose meanings are not that of the individual words, e.g. Kick the bucket is slang for to die, or Gutted is slang for feeling devastated.

Jargon are technical words that are used in a formal context amongst people of the same profession that are difficult for outsiders to understand, e.g. Stochastic means a statistically random variation in Engineering Jargon , or Code Eight is a term that means an officer needs help immediately in Police Jargon .

Knowing this, lets list our words. The best for jargon would probably be bucking, as bucking is a word used frequently in the horse and bull proffession as the technical term for an animal lowering its head and kicking its back legs, and it wouldn't be slang or an idiom because ther eis no hidden meaning to the word.

For slang, it would have to be coon and jungle-up. Coon because it is either a derogarotory term for dark-skinned people, or a shortening of the word raccoon, which both meanings lend an informal context. Jungle-up would be slang as well because it refers to the the setting up of camps of homeless people during the Great Depression, and is very much informal and not a technical term.

The idiom's would be in hot water and blowin'in our jack, both of which are already established idioms . In hot water is an idiom because it is a group of words which mean "in great trouble," a meaning which cannot be puzzled out from the individual words of the saying. The same goes for blowin'in our jack, which means "to lose or gamble all our money."


I hope I helped!


Both of them are Japanese short fixed verce.


Both of the haiku and the tanka are fixed-form poems consisting of five and seven syllables.

A haiku has a structure of 5-7-5, while a tanka has a structure of 5-7-5-7-7.

[Sample of a haiku]
古池や 蛙飛び込む 水の音(by Matsuo Basho)
Furuikeya Kawadutobikomu Mizunooto

This haiku means "A frog is leaping into an old pond, making sound of water(plop)." After the frog jumped into the pond, there was silence again. Basho was fascinated by the silent pond.

[Sample of a tanka]
ふるさとの 訛なつかし 停車場の 人ごみの中に そを聴きにゆく(by Ishikawa Takuboku)
Furusatono Namarinatsukashi Teishabano Hitogominonakani Sowokikiniyuku

This tanka means "I feel nostalgic with the accent of my hometown. I go to a crowded station to hear it." The picture of the stone monument was taken in Ueno station(Tokyo), which many trains from the northern Japan arrive at.

A haiku depends a lot on your imagination since it is shorter than a tanka. So, you need to put a kigo (season word) in a haiku.
The haiku "Furuikeya Kawadutobikomu Mizunooto" has a spring season word "kawadu", which means a frog.

Some haikus or tankas have insufficient or extra syllables.
For example, the tanka above has a structure of 5-7-5-8-7.

Help with this?

Parzival S.
Parzival S.
Featured 1 month ago


My sister...will...
My brother...is going to...


We have a couple of things going on here (and a correction that should be mentioned for the question itself).

  • The first is the difference between simple tenses and continuous (also known as progressive) tenses.

In the first sentence, we're told "My sister studies hard." This is a simple tense (present tense to be specific). What we're being told is that the sister studies hard. We don't know if she's currently studying.

In the second sentence, we're told "My brother is playing really well". This is a progressive tense (also present progressive). What we're being told is that the brother is playing a game at this moment and that he's playing well.

  • The second is the rule, in English, to mirror tenses. Basically, if you are using a tense in one part of the sentence, you want things to line up so that they make sense. It's very much like what we do when we say something like "They are" and not "They is" - there needs to be agreement between noun and verb.

And so in our first sentence, we start with present simple tense. Since the test is somewhere in the future (it isn't occurring now), we use the simple future tense to indicate that when the test occurs, she will come in first. Choice 1 - Will.

In the second sentence, we have a game that is actively happening. The result of that game is being determined by the play now. And so we use the future progressive tense to indicate that we know that the end of the game is coming up and that he will win because he's playing well. Choice 2 - Is Going To.


Now to a correction in the question. There should be periods between the two clauses in each question:

My sister studies hard . I think she will come first.
My brother is playing really well . I think he is going to win.

And what was probably an oversight, but the second option in first question should probably have been "is going to".


''Nobody ever gets to heaven, and nobody gets no land.'' - from Crooks to Lennie


''Nobody ever gets to heaven, and nobody gets no land.'' - this quote is an exaggeration aiming to show Lennine that having his 'American Dream' is hopeless in the Great Depression.

Steinbeck basically uses this to add the context of the time period into the play

Hope this helps!


Satire is the use of humor, irony, exaggeration or ridicule to expose and criticize one's stupidity or vices.


A great deal of mockery towards funerals comes in Chapter 35 of Great Expectations, where Mrs. Joe's funeral occurs.

The house is decorated by Mr. Trabb in a gaudy manner. He even coordinates a formal funeral procession and makes the villagers dress in black mourning costumes. Even Joe finds himself "entangled in a little black cloak tied in a large bow under his chin". This is downright disrespectful and prevents Joe from showing how much he was devoted to Mrs. Joe.

One of the boys knocks the door for Pip, because he assumes that Pip is too sad to do it by himself.

The children and women only came to the house to admire the "sable warders", not Mrs. Joe. They just wanted to explore the house and show off how they can behave and fake their respects at Mrs. Joe's funeral.

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