ass in english

7/21/2019 Ass in English

http://slidepdf.com/reader/full/ass-in-english 1/17

Esquierdo, Rona Jasmin S.BSP1-2

What is a Logical Fallacy?

A logical fallacy is, roughly speaing, an error of reasoning. !hen someone adop"s a posi"ion, or "ries "o persuade someone else "o adop" a posi"ion, #ased on a #ad piece ofreasoning, "hey commi" a fallacy. $ say %roughly speaing& #ecause "his defini"ion has a fe' pro#lems, "he mos" impor"an" of 'hich are ou"lined #elo'. Some logical fallacies aremore common "han o"hers, and so ha(e #een named and defined. !hen people spea of logical fallacies "hey of"en mean "o refer "o "his collec"ion of 'ell-no'n errors ofreasoning, ra"her "han "o fallacies in "he #roader, more "echnical sense gi(en a#o(e.

Strategies

1. Monitoring comprehension

S"uden"s 'ho are good a" moni"oring "heir comprehension no' 'hen "hey unders"and 'ha" "hey read and 'hen "hey do no". )hey ha(e s"ra"egies "o *fi+* pro#lems in "heirunders"anding as "he pro#lems arise. Research sho's "ha" ins"ruc"ion, e(en in "he early grades, can help s"uden"s #ecome #e""er a" moni"oring "heir comprehension.

omprehension moni"oring ins"ruc"ion "eaches s"uden"s "o

• Be a'are of 'ha" "hey do unders"and

• $den"ify 'ha" "hey do no" unders"and

• se appropria"e s"ra"egies "o resol(e pro#lems in comprehension

2. Metacognition

/e"acogni"ion can #e defined as *"hining a#ou" "hining.* 0ood readers use me"acogni"i(e s"ra"egies "o "hin a#ou" and ha(e con"rol o(er "heir reading. Before reading, "hey migh"clarify "heir purpose for reading and pre(ie' "he "e+". uring reading, "hey migh" moni"or "heir unders"anding, adus"ing "heir reading speed "o fi" "he difficul"y of "he "e+" and *fi+ing*any comprehension pro#lems "hey ha(e. Af"er reading, "hey chec "heir unders"anding of 'ha" "hey read.

S"uden"s may use se(eral comprehension moni"oring s"ra"egies1. Identify where the difficulty occurs

*$ don3" unders"and "he second paragraph on page 45.*

2. Identify what the difficulty is*$ don3" ge" 'ha" "he au"hor means 'hen she says, 3Arri(ing in America 'as a miles"one in my grandmo"her3s life.3*

3. estate the difficult sentence or passage in their own words*6h, so "he au"hor means "ha" coming "o America 'as a (ery impor"an" e(en" in her grandmo"her3s life.*

!. Loo" #ac" through the te$t*)he au"hor "aled a#ou" /r. /cBride in hap"er 2, #u" $ don3" remem#er much a#ou" him. /ay#e if $ reread "ha" chap"er, $ can figure ou" 'hy he3s ac"ing "his 'ay no'.*

%. Loo" forward in the te$t for information that might help them to resol&e the difficulty*)he "e+" says, 3)he ground'a"er may form a s"ream or pond or crea"e a 'e"land. People can also #ring ground'a"er "o "he surface.3 7mm, $ don3" unders"and ho' people can do"ha"8 6h, "he ne+" sec"ion is called 3!ells.3 $3ll read "his sec"ion "o see if i" "ells ho' "hey do i".*

3. 'raphic and semantic organi(ers

0raphic organi9ers illus"ra"e concep"s and rela"ionships #e"'een concep"s in a "e+" or using diagrams. 0raphic organi9ers are no'n #y differen" names, such as maps, 'e#s,graphs, char"s, frames, or clus"ers.



Regardless of "he la#el, graphic organi9ers can help readers focus on concep"s and ho' "hey are rela"ed "o o"her concep"s. 0raphic organi9ers help s"uden"s read and unders"and"e+"#oos and pic"ure #oos.

0raphic organi9ers can

• 7elp s"uden"s focus on "e+" s"ruc"ure *differences #e"'een fic"ion and nonfic"ion* as "hey read

• Pro(ide s"uden"s 'i"h "ools "hey can use "o e+amine and sho' rela"ionships in a "e+"

• 7elp s"uden"s 'ri"e 'ell-organi9ed summaries of a "e+"

7ere are some e+amples of graphic organi9ers

• :enn-iagrams ;2<= P>?@

sed "o compare or con"ras" informa"ion from "'o sources. >or e+ample, comparing "'o r. Seuss #oos.• S"ory#oardhain of E(en"s ;2<= P>?@

sed "o order or sequence e(en"s 'i"hin a "e+". >or e+ample, lis"ing "he s"eps for #rushing your "ee"h.

• S"ory /ap ;1<= P>?@

sed "o char" "he s"ory s"ruc"ure. )hese can #e organi9ed in"o fic"ion and nonfic"ion "e+" s"ruc"ures. >or e+ample, defining charac"ers, se""ing, e(en"s, pro#lem, resolu"ion in a fic"ions"ory ho'e(er in a nonfic"ion s"ory, main idea and de"ails 'ould #e iden"ified.

• auseEffec" ;1C= P>?@

sed "o illus"ra"e "he cause and effec"s "old 'i"hin a "e+". >or e+ample, s"aying in "he sun "oo long may lead "o a painful sun#urn.

• D>ind more free graphic organi9ers.

!. )nswering *uestions

ues"ions can #e effec"i(e #ecause "hey

• 0i(e s"uden"s a purpose for reading

• >ocus s"uden"s3 a""en"ion on 'ha" "hey are "o learn

• 7elp s"uden"s "o "hin ac"i(ely as "hey read

• Encourage s"uden"s "o moni"or "heir comprehension

• 7elp s"uden"s "o re(ie' con"en" and rela"e 'ha" "hey ha(e learned "o 'ha" "hey already no'

)he ues"ion-Ans'er Rela"ionship s"ra"egy ;AR? encourages s"uden"s "o learn ho' "o ans'er ques"ions #e""er. S"uden"s are ased "o indica"e 'he"her "he informa"ion "hey used"o ans'er ques"ions a#ou" "he "e+" 'as "e+"ually e+plici" informa"ion ;informa"ion "ha" 'as direc"ly s"a"ed in "he "e+"?, "e+"ually implici" informa"ion ;informa"ion "ha" 'as implied in "he"e+"?, or informa"ion en"irely from "he s"uden"3s o'n #acground no'ledge.

)here are four differen" "ypes of ques"ions

+ight ,here+

ues"ions found righ" in "he "e+" "ha" as s"uden"s "o find "he one righ" ans'er loca"ed in one place as a 'ord or a sen"ence in "he passage.

E+ample !ho is >rog3s friendF Ans'er )oad

+,hin" and Search+

ues"ions #ased on "he recall of fac"s "ha" can #e found direc"ly in "he "e+". Ans'ers are "ypically found in more "han one place, "hus requiring s"uden"s "o *"hin* and *search*"hrough "he passage "o find "he ans'er.

E+ample !hy 'as >rog sadF Ans'er 7is friend 'as lea(ing.

http://www.readingrockets.org/?module=uploads&func=download&fileId=521





http://www.educationoasis.com/curriculum/graphic_organizers.htm









+)uthor and -ou+

ues"ions require s"uden"s "o use 'ha" "hey already no', 'i"h 'ha" "hey ha(e learned from reading "he "e+". S"uden"3s mus" unders"and "he "e+" and rela"e i" "o "heir priorno'ledge #efore ans'ering "he ques"ion.

E+ample 7o' do "hin >rog fel" 'hen he found )oadF Ans'er $ "hin "ha" >rog fel" happy #ecause he had no" seen )oad in a long "ime. $ feel happy 'hen $ ge" "o see my friend 'holi(es far a'ay.

+n -our wn+

ues"ions are ans'ered #ased on a s"uden"s prior no'ledge and e+periences. Reading "he "e+" may no" #e helpful "o "hem 'hen ans'ering "his "ype of ques"ion.

E+ample 7o' 'ould you feel if your #es" friend mo(ed a'ayF Ans'er $ 'ould feel (ery sad if my #es" friend mo(ed a'ay #ecause $ 'ould miss her.

%. 'enerating *uestions

By genera"ing ques"ions, s"uden"s #ecome a'are of 'he"her "hey can ans'er "he ques"ions and if "hey unders"and 'ha" "hey are reading. S"uden"s learn "o as "hemsel(esques"ions "ha" require "hem "o com#ine informa"ion from differen" segmen"s of "e+". >or e+ample, s"uden"s can #e "augh" "o as main idea ques"ions "ha" rela"e "o impor"an"informa"ion in a "e+".

/. ecogni(ing story structure

$n s"ory s"ruc"ure ins"ruc"ion, s"uden"s learn "o iden"ify "he ca"egories of con"en" ;charac"ers, se""ing, e(en"s, pro#lem, resolu"ion?. 6f"en, s"uden"s learn "o recogni9e s"ory s"ruc"ure"hrough "he use of s"ory maps. $ns"ruc"ion in s"ory s"ruc"ure impro(es s"uden"s3 comprehension.

4. Summari9ing

Summari9ing requires s"uden"s "o de"ermine 'ha" is impor"an" in 'ha" "hey are reading and "o pu" i" in"o "heir o'n 'ords. $ns"ruc"ion in summari9ing helps s"uden"s

• $den"ify or genera"e main ideas

• onnec" "he main or cen"ral ideas

• Elimina"e unnecessary informa"ion

• Remem#er 'ha" "hey read

0 I,I)L )I4' S,),'IS

1. 5re&iewing6 Learning a#out a te$t #efore really reading it.

Pre(ie'ing ena#les readers "o ge" a sense of 'ha" "he "e+" is a#ou" and ho' i" is organi9ed #efore reading i" closely. )his simple s"ra"egy includes seeing 'ha" you can learn from"he headno"es or o"her in"roduc"ory ma"erial, simming "o ge" an o(er(ie' of "he con"en" and organi9a"ion, and iden"ifying "he rhe"orical si"ua"ion.

2. onte$tuali(ing6 5lacing a te$t in its historical7 #iographical7 and cultural conte$ts.

!hen you read a "e+", you read i" "hrough "he lens of your o'n e+perience. Gour unders"anding of "he 'ords on "he page and "heir significance is informed #y 'ha" you ha(e come"o no' and (alue from li(ing in a par"icular "ime and place. Bu" "he "e+"s you read 'ere all 'ri""en in "he pas", some"imes in a radically differen" "ime and place. )o read cri"ically, youneed "o con"e+"uali9e, "o recogni9e "he differences #e"'een your con"emporary (alues and a""i"udes and "hose represen"ed in "he "e+".

3. 8uestioning to understand and remem#er6 )s"ing *uestions a#out the content.



As s"uden"s, you are accus"omed ;$ hope? "o "eachers asing you ques"ions a#ou" your reading. )hese ques"ions are designed "o help you unders"and a reading and respond "o i"more fully, and of"en "his "echnique 'ors. !hen you need "o unders"and and use ne' informa"ion "hough i" is mos" #eneficial if you 'ri"e "he ques"ions, as you read "he "e+" for "hefirs" "ime. !i"h "his s"ra"egy, you can 'ri"e ques"ions any "ime, #u" in difficul" academic readings, you 'ill unders"and "he ma"erial #e""er and remem#er i" longer if you 'ri"e aques"ion for e(ery paragraph or #rief sec"ion. Each ques"ion should focus on a main idea, no" on illus"ra"ions or de"ails, and each should #e e+pressed in your o'n 'ords, no" us"copied from par"s of "he paragraph.

!. eflecting on challenges to your #eliefs and &alues6 $amining your personal responses.

)he reading "ha" you do for "his class migh" challenge your a""i"udes, your unconsciously held #eliefs, or your posi"ions on curren" issues. As you read a "e+" for "he firs" "ime, maran H in "he margin a" each poin" 'here you feel a personal challenge "o your a""i"udes, #eliefs, or s"a"us. /ae a #rief no"e in "he margin a#ou" 'ha" you feel or a#ou" 'ha" in "he "e+"crea"ed "he challenge. Io' loo again a" "he places you mared in "he "e+" 'here you fel" personally challenged. !ha" pa""erns do you seeF

%. utlining and summari(ing6 Identifying the main ideas and restating them in your own words.

6u"lining and summari9ing are especially helpful s"ra"egies for unders"anding "he con"en" and s"ruc"ure of a reading selec"ion. !hereas ou"lining re(eals "he #asic s"ruc"ure of "he"e+", summari9ing synopsi9es a selec"ion3s main argumen" in #rief. 6u"lining may #e par" of "he anno"a"ing process, or i" may #e done separa"ely ;as i" is in "his class?. )he ey "o#o"h ou"lining and summari9ing is #eing a#le "o dis"inguish #e"'een "he main ideas and "he suppor"ing ideas and e+amples. )he main ideas form "he #ac#one, "he s"rand "ha"holds "he (arious par"s and pieces of "he "e+" "oge"her. 6u"lining "he main ideas helps you "o disco(er "his s"ruc"ure. !hen you mae an ou"line, don3" use "he "e+"3s e+ac" 'ords.

Summari9ing #egins 'i"h ou"lining, #u" ins"ead of merely lis"ing "he main ideas, a summary recomposes "hem "o form a ne' "e+". !hereas ou"lining depends on a close analysis ofeach paragraph, summari9ing also requires crea"i(e syn"hesis. Pu""ing ideas "oge"her again -- in your o'n 'ords and in a condensed form -- sho's ho' reading cri"ically can lead "odeeper unders"anding of any "e+".

/. &aluating an argument6 ,esting the logic of a te$t as well as its credi#ility and emotional impact.

All 'ri"ers mae asser"ions "ha" "hey 'an" you "o accep" as "rue. As a cri"ical reader, you should no" accep" any"hing on face (alue #u" "o recogni9e e(ery asser"ion as an argumen""ha" mus" #e carefully e(alua"ed. An argumen" has "'o essen"ial par"s a claim and suppor". )he claim asser"s a conclusion -- an idea, an opinion, a udgmen", or a poin" of (ie' --"ha" "he 'ri"er 'an"s you "o accep". )he suppor" includes reasons ;shared #eliefs, assump"ions, and (alues? and e(idence ;fac"s, e+amples, s"a"is"ics, and au"hori"ies? "ha" gi(ereaders "he #asis for accep"ing "he conclusion. !hen you assess an argumen", you are concerned 'i"h "he process of reasoning as 'ell as i"s "ru"hfulness ;"hese are no" "he same"hing?. A" "he mos" #asic le(el, in order for an argumen" "o #e accep"a#le, "he suppor" mus" #e appropria"e "o "he claim and "he s"a"emen"s mus" #e consis"en" 'i"h one ano"her.

0. omparing and contrasting related readings6 $ploring li"enesses and differences #etween te$ts to understand them #etter.

/any of "he au"hors 'e read are concerned 'i"h "he same issues or ques"ions, #u" approach ho' "o discuss "hem in differen" 'ays. >i""ing a "e+" in"o an ongoing dialec"ic helpsincrease unders"anding of 'hy an au"hor approached a par"icular issue or ques"ion in "he 'ay he or she did.

Misplaced Modifiers

A misplaced modifier is a 'ord, phrase, or clause "ha" is improperly separa"ed from "he 'ord i" modifies descri#es.

Because of "he separa"ion, sen"ences 'i"h "his error of"en sound a''ard, ridiculous, or confusing. >ur"hermore, "hey can #e do'nrigh" illogical.

E+ample



)he e+ample a#o(e sugges"s "ha" a gold man o'ns a 'a"ch.

/isplaced modifiers can usually #e corrected #y moving "he modifier "o a more sensi#le place in "he sen"ence, generally ne+" "o "he 'ord i" modifies.

E+ample

Io' i" is "he watch "ha" is gold.

,here are se&eral "inds of misplaced modifiers6

1. Misplaced ad9ecti&es are incorrec"ly separa"ed from "he nouns "hey modify and almos" al'ays dis"or" "he in"ended meaning.

E+ample 1

orrec" "he error #y placing "he adec"i(e next to the noun it modifies.

orrec"ed



Just means "ha" John hos"ed only the program7 nothing else

Each of "hese sen"ences says some"hing logical #u" qui"e different , and i"s correc"ness depends upon 'ha" "he 'ri"er has in mind.

6f"en, misplacing an adverb no" only al"ers "he in"ended meaning, #u" also crea"es a sen"ence 'hose meaning is highly unliely or comple"ely ridiculous.

)his sen"ence, for e+ample, sugges"s "ha" 'e brought a lunch slowly:

)o repair "he meaning, mo(e "he ad(er# slo'ly so "ha" i" is near ate.

!a"ch ou" for ad(er#s such as only, just, nearly, merely , and almost . )hey are of"en misplaced and cause an unin"ended meaning.

)his sen"ence, for e+ample, means "ha" $ only contri#uted "he money

Repaired, ho'e(er, "he sen"ence means "ha" $ con"ri#u"ed only ;1<.<<.



ie adec"i(es, ad(er#s are commonly misplaced in e(eryday speech, and may no" cause lis"eners difficul"y. 7o'e(er, such sen"ences are qui"e imprecise and, "herefore, should ha&e4 place in your writing.

3. Misplaced phrases may cause a sen"ence "o sound a''ard and may crea"e a meaning "ha" does no" mae sense.

)he pro#lem sen"ences #elo' con"ain misplaced phrases "ha" modify "he 'rong nouns.

)o fi+ "he errors and clarify "he meaning, pu" "he phrases next to "he noun "hey are supposed "o modify.

E+ample 1 ;a #uyer 'i"h lea"her sea"sF?

orrec"ed

E+ample 2 ;a corner smoing pipesF?



orrec"ed

E+ample C ;a house made of #ar#ed 'ireF?

orrec"ed

!. Misplaced clauses may cause a sen"ence "o sound a''ard and may crea"e a meaning "ha" does no" mae sense.

)he pro#lem sen"ences #elo' con"ain misplaced clauses "ha" modify "he 'rong nouns.

)o fi+ "he errors and clarify "he meaning, pu" "he clauses next to "he noun "hey are supposed "o modify.

E+ample 1 ; a #u""ered 'omanF?



orrec"ed

E+ample 2 ;a hamper "ha" Ralph 'oreF?

orrec"ed

=e careful> $n correc"ing a misplaced modifier, don3" crea"e a sen"ence 'i"h "'o possi#le meanings.

E+ample



5ro#lem6 id "he "eacher say "his on /onday or 'ill she return "he essays on /ondayF?

orrec"ion K1 ;meaning "he essays 'ill #e re"urned on /onday?

orrec"ion K2 ;meaning "ha" "he "eacher spoe on /onday?

)4'LI4' MIFIS

A dangling modifier is a phrase or clause "ha" is no" clearly and logically rela"ed "o "he 'ord or 'ords i" modifies ;i.e. is placed ne+" "o?.

)'o no"es a#ou" dangling modifiers

• nlie a misplaced modifier, a dangling modifier canno" #e correc"ed #y simply mo(ing i" "o a differen" place in a sen"ence.

• $n mos" cases, "he dangling modifier appears a" "he #eginning of "he sen"ence, al"hough i" can also come a" "he end.

Some"imes "he dangling modifier error occurs #ecause "he sen"ence fails "o specify any"hing "o 'hich "he modifier can refer.

E+ample 1



)his sen"ence does no" specify who is looking toward the west . $n fac", "here is no"hing a" all in "he sen"ence "o 'hich "he modifying phrase looking toward the west can logically

refer. Since "he modifier, looking toward the west, is si""ing ne+" "o the funnel shaped cloud , "he sen"ence sugges"s "ha" "he cloud is doing "he looing.

E+ample 2

)his sen"ence means "ha" my mo"her enrolled in medical 'hen she 'as nine years oldL

A" o"her "imes "he dangling modifier is placed ne+" "o "he 'rong noun or noun su#s"i"u"e.

E+ample 1

Because of "he placemen" of walking to the movies, "his sen"ence sugges"s "ha" "he cloudburst is walking to the movies e(en "hough a possi#le 'aler - Jim - is men"ionedla"er.

E+ample 2



sing "he same me"hod, "his dangling modifier

may #e correc"ed "o

Io' "he sen"ence means "ha" :im was drenched #y the cloud#urst.

orrection Method @2

1. hange "he dangling modifier phrase "o a su#ordina"e clause, crea"ing a su#ec" and (er#.

2. ea(e "he res" of "he sen"ence as i" is.

)hus, "he dangling modifier

may #e correc"ed "o



Io' "he sen"ence means "ha" I ;no" my mo"herL? 'as nine years old 'hen my mo"her enrolled in medical school.

sing "he same me"hod, "he dangling modifier

may #e correc"ed "o

Io' "he sen"ence means "ha" "he car ;no" PriscillaL? 'as fi+ed.

Misplaced ModifiersSome"imes 'e #ecome careless and place descrip"i(e phrases far a'ay from "he 'ords "hey modify, maing our sen"ences unclear or inaccura"e. !e call "hese phrases misplacedmodifiers. >or e+ample, in *$ 'as "old "ha" $ had #een a'arded "he scholarship #y my professor,* does "he underlined phrase mean "ha" "he professor did "he "elling or "hea'ardingF $f "he professor did "he "elling, 'e could mae "he meaning of "his sen"ence clearer #y reposi"ioning "he phrase *$ 'as "old #y my professor "ha" $ had #een a'arded "hescholarship.*

angling Modifiers6"her "imes 'e 'ri"e descrip"i(e phrases "ha" poin" "o or modify 'ords "ha" are no" clearly s"a"ed in our sen"ences, maing our sen"ences illogical. !e call "hese phrases danglingmodifiers. >or e+ample, in *!aling "o college on a su#9ero morning, my lef" ear #ecame fro9en,* "he underlined phrase modifies *my lef" ear.* )his doesn3" mae sense someperson mus" ha(e #een doing "he 'aling. !e can clarify "he sen"ence #y pu""ing a logical 'ord af"er "he phrase for e+ample, *!aling "o college on a su#9ero morning, $ fro9e mylef" ear.* 6r, 'e can change "he phrase so "ha" i" has a logical su#ec" and (er# in i" *!hen $ 'as 'aling "o college on a su#9ero morning, my lef" ear #ecame f ro9en.*



$amples of angling and Misplaced Modifiers e&isions

6n July 2M, 1<5<, American as"ronau"s Ieil Arms"rong and Ed'in *Bu99* Aldrin landed on "hemoon,'a"ched #y nearly a fif"h of "he 'orld3s popula"ion.

Watched #y nearly a fifth of the worldAs population7 )mericanastronauts 4eil )rmstrong and dwin +=u((+ )ldrin landed on themoon on :uly 2<7 1B/B.

;)he 'orld 'as no" 'a"ching "he moon "he 'orld 'as 'a"ching "heas"ronau"s.?

Af"er seeing "he #enefi"s of reduced employee "urno(er, a#sen"eeism, and la"eness, onsi"e

daycare is #eing pro(ided more frequen"ly as a per for 'oring paren"s.

)fter seeing the #enefits of reduced employee turno&er7 a#senteeism7and lateness7 more and more companies are pro&iding onsite daycareas a per" for wor"ing parents.

;6nsi"e daycare is no" seeing "he #enefi"s of reduced "urno(er,a#sen"eeism, and la"eness companies are seeing "hese #enefi"s as aresul" of onsi"e daycare.?

An au"hor 'ho did no" recei(e much a""en"ion un"il af"er her dea"h, readers of all ages enoyEmily icinson3s poe"ry "oday.

or

Readers of all ages enoy Emily icinson3s poe"ry "oday, an au"hor 'ho did no" recei(e mucha""en"ion un"il af"er her dea"h.

,oday7 readers of all ages en9oy the poetry of mily ic"inson7 anauthor who did not recei&e much attention until after her death.

;)he phrase, an author who did not receive much attention until after herdeath, should modify Emily icinson ra"her "han readers or EmilyDickinson's poetry.?

os"-efficien" and con(enien", many of "oday3s corpora"e employees are #eing "rained"hrough compu"er-assis"ed ins"ruc"ion.

ostCefficient and con&enient7 computerCassisted instruction is #eingused #y many companies to train employees.

;)he descrip"i(e 'ords, costefficient and convenient, modify computerassisted instruction ra"her "han today's corporate employees.?

7a(ing su#mi""ed "he conference regis"ra"ion form af"er "he deadline, special permission #y a&ing su#mitted the conference registration form after the deadline7



"he chairperson 'as needed #efore she could gi(e her presen"a"ion.

Susan needed special permission from the chairperson #efore shecould gi&e her presentation.

;)he e+ample doesn3" mae sense as i" is 'ri""en. Someone mus" ha(esu#mi""ed "he form la"e. According "o "he re(ision, !usan su#mi""ed "heform la"e.?

!hen purchasing a cellular phone, "he 'ide (arie"y of calling plans and fea"ures o(er'helmsmany people.

When purchasing a cellular phone7 many people #ecomeo&erwhelmed #y the wide &ariety of calling plans and features.

;)he calling plans and features aren3" purchasing cellularphones. "eople purchase cellular phones.?

Ie' Gor S"oc E+change mem#ers shou" ou" opening #ids and offers, ac"ing on #ehalf ofins"i"u"ions and indi(idual in(es"ors.

Ac"ing on #ehalf of ins"i"u"ions and indi(idual in(es"ors, Ie' Gor S"ocE+change mem#ers shou" ou" opening #ids and offers.;/em#ers of "he Ie' Gor S"oc E+change--ra"her "han opening #ids and

offers-- ac" on #ehalf of ins"i"u"ions and in(es"ors.

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