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As explained in Wikipedia:Plot-only description of fictional works, an encyclopedia article about a work of fiction frequently includes a concise summary of the plot. The description should be thorough enough for the reader to get a sense of what happens and to fully understand the impact of the work and the context of the commentary about it.
Occasionally, you'll find excessively detailed plot summaries that overwhelm readers with a summary of every scene. In this case, it's frequently best to rewrite the plot summary from scratch. If you come upon a plot summary of around 800 to 900 words, it's frequently possible to streamline it such that you lose no significant information.
This is good, but it's too much for the MOS page. This seems to work better if it was an essay that the MOS page linked to - as sort of an explaination for why it says to write a specific way. BIGNOLE (Contact me) 15:59, 8 July 2008 (UTC) I agree - I didn't write this as an MOS page, I wrote it as a teaching tool.
The format of The Very Hungry Caterpillar allows for expansion into a classroom activities, [26] where children can engage in creative practice and storytelling by inserting their own foods and drawings into each day of the week. [26] Using the book's format, children can incorporate their own interests; thus, telling their own stories. [26]
An executive summary (or management summary, sometimes also called speed read) is a short document or section of a document produced for business purposes. It summarizes a longer report or proposal or a group of related reports in such a way that readers can rapidly become acquainted with a large body of material without having to read it all.
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Fun With Dick and Jane. Dick and Jane are the two protagonists created by Zerna Sharp for a series of basal readers written by William S. Gray to teach children to read. The characters first appeared in the Elson-Gray Readers in 1930 and continued in a subsequent series of books through the final version in 1965. These readers were used in ...
Students who are assigned homework in middle and high school score somewhat better on standardized tests, but the students who have more than 90 minutes of homework a day in middle school or more than two hours in high school score worse. [8] Low-achieving students receive more benefit from doing homework than high-achieving students. [9]