PDF-DOCUMENT RESUMEED 123 556CS 002 626AUTHORMyers Phyllis CTITLEThe Cloze

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US DEPARTMENT OF HEALTHEDUCATION WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING

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DOCUMENT RESUMEED 123 556CS 002 626AUTHORMyers Phyllis CTITLEThe Cloze: Transcript

US DEPARTMENT OF HEALTHEDUCATION WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSS. FILMED FROM BEST AVAILABLE COPYU S OEPARTMENT OF HEALTH,EOUCATION A WELFARENATIONAL INSTITUTE OFEOUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATIN "\.S. DEPARTMENTOF EDUCATIONOff e of EducationalResearch and ImprovementCATIONAL RESOURCESINFORMATIOlgCENTER (ERIC)This document hasbeen reproduced as'received from the personor organizationoriginatin 0V)U.S. oermrrmlAIT Of IIDUCATIONNATIONAL INSTITUTE OF EOuCATIONEOuCATIONAL RESOURCES 040Tu.sATI0NCENTER IER*CtTh. dodunuent has 0.1. ..0,odoCias,C....4 hoto thd r.,10. to INOM:110noodutng d.I 2 M.+0, THE USE OF APOLOGIES IN SOCIAL PREDICAMENTSBruce W. Darby and Barry R. SchlenkerUniversity of FloridaU S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN RE CY%U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRO-1..C1DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-1.11INATING IT. POINTS OF VIEW OR OPI U S. DEPARTMENT OF EDUCATIONOtf.ce M Educational Reseattn and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER IERICIATNs document has Peen reproduced astecented thorn the person or otganttahonongtn U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)'14This document has been reproduced asreceived from the person or organizationo U. DEPARTMENTOF EDUCATIONOff e of Educational Research and ImprovementED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginat 5VG rA14 NIC 14 I UP CUULA "UNE Pi E-t-.T")NAL REUFEE LE, INF 11RMA 11,PE N1FIE11,4E,hirrtroerr oirrr ?du ortiS,r)Irtwentir.t'onoftro Irerr,rer,,enl,( PI , Io"yPERMISSION TO REPRODUCE THISMATERIAL HAS U. S. DEPARTMENT OF HEALTH, EDUCATION &WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCE)EXACTLY AS RECEIVED FROM THEPERSON OR Oftc'N'PTImi (17!^"0:Tr,Ir:OF VIEW OR OPINIONSOSTATED DO NOT NEC TM. Reduce Energy, Save Cost, and Extend Life. Poor Food Safety. CAUSED BY:. 1. Thermal Cycling. 2. Door Slamming. Gasket Life – . Too Short. 3-5 Years. Costly Maintenance. Air Leakage - $40/Year. Aims of the workshop. G. ive an overview of the skills needed for dealing with open cloze tasks successfully. Propose strategies that students should implement . Explore different methods for practice. Donna Gates, Gregory Aist (Iowa State University), Jack Mostow, Margaret McKeown (University of Pittsburgh), and Juliet . Bey. Project LISTEN (. www.cs.cmu.edu/~listen. ), School of Computer Science, Carnegie Mellon University . Sample Cloze Activities Cloze (fill in the gaps) activities are a great way to help students focus on key language in their vocational course. The activities involve taking key words, to reinforce a

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