Final Score Coyotes. In Game two, the Coyotes would not be able to overcome an early deficit. The Dinos offense would capitalize on their opportunities scoring 7 times in the top of the 2nd inning. Dawson would throw 2. The OC offense would chip away at the lead, but the pitchers and defense just could not shut down the Dinos. In the final game of the regular season, OC needed a win to give them a chance at first place. They would deliver both on the mound and at the plate. Frew would have another 2 hits game and would drive in 3 runs.
The OC offense capitalized on 12 walks and would win the game in 7 innings. The pitching staff led the league in ERA and gave up the least amount of hits. The Offense led the league in triples and homeruns, slugging percentage, walks, On-Base percentage and set a new team record for stolen bases with The Semi-final and Final will be played on Sunday. The first two games of the series were played in Kelowna last Friday, the away games in Chilliwack were supposed to be played on Saturday but were moved to Tuesday as weather forced a rescheduling.
He would throw 7 innings, giving up 7 hits, and gave up just 2 earned runs. Cole Parussini Senior, Vancouver, BC would come in relief for the last two innings and would struggle to keep the lead the Coyotes had going into the 9th. He would allow 4 runs in the 9th to make the score He would drive a ball deep enough to right field to allow Fischer to tag up at third and score the winning run.
Game two would see the OC defense struggle as they would commit 7 errors. Aiden Mordecai Soph, Cloverdale, BC would start on the mound, and while giving up 7 runs, only one would be an earned run due to all the errors behind him. The offenses for both teams would capitalize on walks and errors throughout the game. Todosichuk would continue his good offensive season racking up 3 hits and 2 RBI, and Jared Dulaba Senior, Port Coquitlam, BC would add to his stellar final season with 2 hits including his 6th double of the season.
He would also drive in 2 runs and come around to score 3 times. In relief on the mound, Brandon Becking Senior, Coquitlam, BC would get little help behind him and would give up 5 runs, 3 earned, in just one inning of work. With the score now in the bottom of the 7th, Fischer would score on a past ball to make the score , when the lights suddenly shut off.
The game would be suspended until Tuesday when the Coyotes travelled to Chilliwack. Dulaba would add an insurance run in the bottom of the 8th when he blasted his second homerun of the season over the center field wall. Final score Coyotes. Thursday first official game would have the Coyotes continue their strong play both on offense and the mound. Dulaba would continue to hit the ball as he would again blast a homerun over the center field wall and would add another base hit.
Obrigewitch would come up clutch as he would hit a bases clearing triple to put the game out of reach. In the final game, the Coyotes offense would capitalize on 4 Cascade errors to put up 11 runs and starting pitcher Cole Parussini would throw a stellar 5 innings giving up just one hit with two outs in the 5th.
The Coyotes would mercy the Cascades in 5 innings as the 10 run rule would come into effect. Next up is a single game against the Thompson Rivers University Wolfpack today Wednesday at elks stadium starting a 1pm. The Coyotes will then host the University of Calgary Dinos for 4 games in their last regular season games of the year.
First game will be Friday night a 6pm, then a double header on Saturday starting at 2pm and a single game on Sunday at 10am.
Okanagan College Baseball Follow Me. Double Gold Posted on August 22, by ocbaseball Leave a comment. Your reader should know from your thesis what your specific arguments are, not just roughly what they prove.
Also, take into account the length you intend your paper to be. In the space of six pages, for example, you can't thoroughly discuss the effects of, say.
World War II on America, but you might be able to analyze one aspect of its impact on a specific industry or social group. Tension - Perhaps most important, make sure that your argument can be controversial. If you set out to prove something that is a given like " the s were an era of American cultural upheaval " or " Hamlet undergoes numerous psychological changes " your paper is not only uninteresting, but entirely pointless.
When you think you've decided on a statement, see if you can make a counterargument to refute it. Your job is to show how the evidence of your sources should be interpreted in a particular light, but crucial to its being worth reading is the fact that other interpretations are possible. Framing your paper - In addition to stating your argument, your thesis should give an indication of the particular components thereof.
Though it is not necessary for you to include the gist of each subsequent topic sentence in your thesis, it is important that the basic prongs of your over-arching idea be addressed. Contrary to popular belief, your thesis does not have to be just one sentence.
If you cannot construct an adequately complex thesis without making a heinous run-on, by all means, break it up. Once you've decided what your thesis is going to be, you must be able to frame it in a manner that provides an effective entry into your work.
No matter how great your argument is, it will not do much good if no one is enticed into reading it. DON'T keep reiterating your thesis - Your thesis should appear in your intro as the culmination of the previous thoughts, not just something you mention and then keep restating to fill up a paragraph.
DO ask yourself questions - Why is your thesis relevant? How is its being proven important to the understanding of either text or fact? By linking your argument to a larger issue, you will give your argument both universality and interest. DO be creative - Think about what aspect of your topic you find the most interesting, and figure out why.
Use this to make it interesting to your reader. The following are some pre-packaged introduction ideas. It is important, however, not to just adopt one and use it for every paper, particularly for the same instructor. This practice will become trite very quickly.
The quotation - Find a quote from one of your sources or, even better, from elsewhere that seems to get at the problem you're dealing with.
State it at the beginning of your intro and discuss how it relates to what you're trying to prove. The question - Throw out a broad question of universal interest, and demonstrate how a possible answer can be related to your thesis Example: It's a question that's plagued mankind since the dawn of histor y. The anecdote - This works particularly well for a historical essay, and even better if you have some ability at creative writing.
Pick a specific incident that represents the underlying conflict of your piece, and briefly narrate it like a story. Explain afterwards how the instance reflects a problem you're attempting to solve. Each body paragraph of your paper builds towards proving one particular aspect of your thesis, and each of these aspects should be crystallized into a strong topic sentence. If your paper is quite short, these sentences might represent the main points you mentioned in the blueprint part of your thesis, but they might each be more specific aspects of one of those points, particularly if your paper is longer.
Defining your topics - First and foremost, a topic sentence is a piece of analysis, NOT summary. Think of it in a similar manner to how you thought of your thesis; in other words, an original interpretation based upon the textual evidence of your source.
The first of the following examples illustrates a statement of fact, rather than an argumentative topic sentence. Relationship of topics to thesis - Your topic statements should each provide a solid area of analysis by which your thesis is true. They should, however, be more specific than a mere restatement of part of it. Topic Sentence for Second Paragraph: Click here for an introduction to critical thinking that will help you 1 analyze what you read and 2 write persuasive papers.
Close reading is a term used to describe how you ought to be using your sources. The most important element of close reading is questioning; it is imperative that you actively engage the text in order to develop your own ideas to use as arguments. If at all possible, make your close reading your second reading of the source. If you've read it once already, you will have a basic understanding of the text, and you can focus on a more intensive questioning.
Use highlighters - Take note of any and all points of interest in the text. If you've got a thesis in mind already, use several different colors of highlighter, each for information relevant to a separate prong of your argument.
This will make your life much easier when you go back to integrate your sources, particularly if you've got an extensive amount of text to cover. Look for patterns - Be aware of recurring techniques-both literary and rhetorical-which the author uses to illustrate a concept. Specific sorts of imagery, allusion, or dialogue, which seem to be similar or related inevitably, reveal a larger intention that can be made into an argument.
Ask questions - In expository work, continually ask yourself "Is this true? What evidence supports this statement? Can other conclusions be drawn from the facts of this text? In literature, question the author's purpose in using particular narrative structures.
What does the comparison signify? Why do we learn this particular piece of information in such a manner? Why is the setting dwelled on so much in this passage? What is the relationship between setting and character? Get down to the details - One of the most sophisticated close reading techniques you can incorporate into your work is an analysis of the multiple connotations of a specific word.
Be aware of every single word the author uses. When you find one of particular interest, literally look it up in the dictionary and consider how each and every definition might be applied to the text.
Even if the author uses it with one literal definition in mind, see if the connotations of the other definitions can be applied to your idea This is particularly true of Shakespeare. Consider the source in relation to other texts - If something in the work reminds you of something else you've read, there's quite possibly a good reason why. Consider how your source is a response to or a continuation of other texts.
Always be on the look out for Christ symbolism and Greek mythological allusions; both are fairly easy to spot and can be effectively analyzed in support of a particular interpretation. From Coleridge's Kubla Kahn: Your assignment is to write about how the poem illustrates the power of human creativity. In light of this, here are some questions to ask yourself right off the bat: Why does Coleridge select an Oriental locale and a historical figure to open his work?
What is the significance of the word " pleasure ," " measureless, " " sunless "? What is Alph, and does Coleridge use it as the setting for his poem? Answering these questions might involve a consideration of distance, in both time and space, related to the vastness of human capacity.
You might also consider " measureless " and " sunless " as descriptive of types of knowledge or ignorance; in breaching the " sunless " sea with his dome, what sort of power is Kubla Kahn exhibiting? A trip to the dictionary or, more likely, a glance at the inevitable foot note will provide the information that the Alph is a magical river in mythology. This begs the question, " how does a fantastic setting relate to Coleridge's view of the imagination? The meat and potatoes of your body paragraphs will be a mixture of textual summary and your analysis of it.
Once you've done your close reading and structured your topic sentence for a paragraph, go back and pull out the details you've highlighted. In putting these details into your paper, it is absolutely imperative that you balance each one with YOUR analysis of their significance.
It might help, at least until you're used to the idea, to maintain a mental ratio: It is important for your reader to understand what you're talking about, but only as an illustration for your own ideas. The interpretation - Go back to the questions you've asked yourself during the close reading. What answers have you found that you can explain here?
As always, remember that good interpretation avoids both summary and opinion — your arguments must be original but crafted from actual evidence. This fable-like invocation makes the reader immediately conscious of distance, as well as the mystical connotations of the Orient in the context of Victorian imperialism. By choosing a setting with such dual reverberations of reality and fantasy, Coleridge creates a landscape parallel to his view of the imagination — vast in breadth, yet potently accessible.
Note how very little textual detail was necessary to come up with quite a bit of interpretation. Keep an eye on the big picture - As tempting as it is to fill space with any interesting idea you come up with, do not put a single thought onto the page that you cannot relate directly to the proving of your topic sentence.
Remember, your paper must act as the impetus for an idea, not merely a description of your sources, however subtle that description might be.
Integrating quotes - Sometimes the textual details you include will necessarily take the form of direct quotation, particularly when analyzing language. It is always best to do so as inconspicuously as possible. The quotes should serve only to prove your ideas, not to supplant them. Rather than using big block quotations, wherever possible include only that which is specifically necessary to your point, within the framework of your own sentence.
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