Tuesday, December 24, 2019

My Best Friend - Original Writing - 1363 Words

As a child I remembered my dog cookie, living far from any neighbors, cookie was my best friend. On every adventure she was right by my side. A pets love is a special thing to a child, most of my best memories involve her. I still remember picking her out from the pound, the worker referred to her as â€Å"the mutt†. To me that said it all, mutt sounded cool and really tough. So of course to really prove how tough she was, she was named after a dessert treat. I can recall all the times we swam in the bayou, snuck out of chores to play, and shared snacks in the yard. I also remember the day that cookie was tired, and hurting and how we had to go say our goodbyes to her so she can feel better. After ten years passed I can still remember almost†¦show more content†¦You can not train a elephant like a dog, they need professional training to perform. Although because of how common animal abuse is, it gives them stricter guidelines and people are aware of the problem. (11 F acts About Animal Cruelty)Yet, some places are not as well publicized, for example Puppy mills. These mills are actually more common than you would think. A puppy mill also called a dog farm, is a crowded living condition for pets based upon reproducing the stock at a rapid rate.(11 Facts About Animal Cruelty) The main problem with these are the conditions the animals are left to live in. Often with these come major sanitary and health issues. The animals will be locked up usually the majority of their life, living in their own filth. (Puppy Mills)Also because of the high number of pets being looked after it common for them to get serious neglect, lack of feeding and care. Commonly the â€Å"farmer† or owner of the animals will keep most female off-springs to help reproduce.Usually the females are not given time to recover after giving birth to a litter, and are immediately thrown back into the reproductive cycle. (11 Facts About Animal Cruelty)Because of the conditions the m other is put through and the reckless breeding, most litters are prone to serious health issues and diseases. The young offspring will usually die before making it to home or pet store.(Puppy Mills) The fact that they are

Monday, December 16, 2019

Dear Manny and Jennifer Free Essays

Good day! Before anything else, my father and I would like to express our deepest gratitude to both of you with regard to the real estate properties information in Phuket, Thailand. Your suggestions were closely considered and after thinking things thoroughly, my father indicated that he would like to buy a hotel that is fully established and is currently in business. Another possibility would be a hotel that is completely erected and would be in full operation in a few months’ time. We will write a custom essay sample on Dear Manny and Jennifer or any similar topic only for you Order Now My father decided on this as he is concerned that it would be difficult if he bought a property that is not yet established since he has very little knowledge about Thailand’s real estate laws and regulations. He also understands the trouble of having to deal with the hotel in Phuket while he is in Hong Kong and so he believes that this is the best way to do it. My father is also wondering about the cost of these properties. Is it possible that the prices be forwarded so that he can decide better? I would like to assure both of you that he is not rushing to buy a property, so please do not worry. He is actually waiting for the best one in the market, and, when the opportunity comes, you can be sure that he will buy it right away. Again, thank you so much for your help. Your efforts are greatly appreciated. Without you two, we would not have been able to look in to this. We hope to hear from soon. Sincerely How to cite Dear Manny and Jennifer, Papers

Sunday, December 8, 2019

Azteen Managment Staff Essay Sample free essay sample

Describe the many functions of the azTeen direction staff as discussed by Deb Rochford. Michelle Burgess. and Veronica Sherbina in the picture. In general. Mrs. Deb Rochford as a publishing house founded azTeen Magazine with the thought of gives teens an chance to acquire published. Mrs. Deb Rochford handles the direction of azTeen Magazine. She and her staff of azTeen Magazine develop the functions of engaging. fire and gross revenues. To be specific. Michelle Burgess is the Editor in head of azTeen Magazine. She does the occupation of redacting. engage the adolescent staff of azTeen Magazine. Besides. she makes and organizes the events such as parties for adolescent that azTeen Magazine brand in the twelvemonth. In add-on. she ever is looking and believing to better and work out the issues of the concern. Finally. Veronica Sherbina is the associate originative manager. As a originative manager Veronica work with the editor Michelle B. We will write a custom essay sample on Azteen Managment Staff Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page as a adolescent fall ining the best thoughts and maximising the resorts for the magazine.Read Also:Â   com/blog/success/need-hire-professional-editor/>Why You Need to Hire a Professional EditorWhat overall features are of import to azTeen Magazine when engaging teenaged housemans? The overall features when engaging teenaged housemans are: Adolescents must suit with current civilization. work good together. and be able to work as a squad. professional and honest in their occupation that they are developing. Although adolescents do non hold professional criterion because their ages. they need to give the best in their occupation that they are making to accomplish the highest demand of azTeen Magazine. What criterions are used at azTeen Magazine in order to mensurate organisational public presentation? The criterions used at azTeen Magazine in order to mensurate organisational public presentation would be how employees are executing because in order to be successful employees have to make their occupation on clip. with high quality. good articles. good expressions. and mark advertizements. as consequence make money. In add-on. value tools are used by asTeen Magazine in order to mensurate organisational public presentation such as engineering ( computing machines. blackberry cell phone ) . web sites. facebook history. feedback. package ( design plans ) . electronic mails. selling tools. pressmans.What leading features are valued by the magazine’s staff? Leaderships have to be truly appreciative. respectful. a batch merriment. relaxed. easygoing. affable. gradualness through age and experience. Besides. leaders need to be concern minded. originative Thinker. kind of a wise man. to actuate and promote others. Finally. the magazine’s staff must to be responsible e mugwumps workers.

Saturday, November 30, 2019

Victorian poetry Essay Example For Students

Victorian poetry Essay The Conventional Plots For one thing, the Victorian novel continues to be largely in the Fielding tradition. The plot is generally loose and ill-constructed. The main outline of the Victorian novel is the same. The story consists of a large variety of characters and incidents clustering round the figure of the hero. These characters and incidents are connected together rather loosely by an intrigue, and the ending is with ringing of wedding bells. Secondly, the Victorian novel makes an extraordinary mixture of sentiment, flashy melodrama and lifeless characters. There is much that is improbable and artificial in hereafter and incident. We will write a custom essay on Victorian poetry specifically for you for only $16.38 $13.9/page Order now Speaking generally, the Victorians fail to construct an organic plot in which every incident and character forms an integral part of the whole. Entertainment Value Still, the Victorian novel makes interesting reading. The novelists may not construct a compact plot, but they tell the story so well. They are so entertaining that children still love to read and enjoy a novel of Dickens or Thacker. The plot may be improbable, but there is enough suspense, and the readers attention is not allowed to slang even for a single moment. They do not like to give it up unfinished. Panoramic Nature The Victorian novelists may miss the heights and depths of human passion, there may be no probing of the human heart and no psycho-analysis-?we do get such probing in George Eliot-?as in the modern novel, but they cast their nets very wide. Novels alkalinity Fair, David Copperfield, etc. , are not, like most modern novels, concentrated wholly on the life and fortunes of a few principal characters; they also provide panoramas of whole societies. In the Victorian novel, A hundred different types and classes, persons and nationalities, Jostle each other across the shadow screen of our imagination. ?(David Cecil) Immense Variety The Victorian novelist is a man of varied moods. His range of mood is as wide as his range of subject. Just as he deals with all aspects of society, so also he renders human moods in all their manifold variety. He is not a specialist in any one mood or temper. The novelists of the age cannot be categorized. As David Cecil puts it, They write equally for th e train Journey and for all time; they crowd realism and fantasy, thrills and theories, knock-out farce and effects of pure aesthetic beauty, check by jowl on the same page; they are Mr.. Goalmouths and Mr.. Huxley and M Christie and Mr.. Woodlouse, all in one. A book like David Copperfield school boy hamper of fiction with sweets and sandwiches, pots of Jam Victoria greased paper caps, cream and nuts and glossy apples, all packed tog heterogeneous deliciousness. Creative Imagination Not only have the Victorian novelists width and range of subject and m are they entertaining story-tellers, they have also creative imagination measure. Their imagination works on their personal experiences and t transmutes them. Their renderings of the real world are not photograph pictures, colored by their individual idiosyncrasies, vivid and vital. O is fanciful and romantic. At other times, it sticks close to the facts of AC but these facts are always fired and colored by the writers individual creation is always performed. Dickens is, the romancer of London street Thacker, too, transports us to an entirely new world, call it vanity fair land or what you will. The creative imagination of the Victorian novelist setting of his story and transforms it. This creative imagination is also on the incidents or the stories of the Victorian writer. They linger long because they have been made dramatic and picturesque by the magi novelists. They abound in dramatic and picturesque scenes as in Vain As a picture is an invention of line and color, so are these, brilliant I scene and action. -?(David Cecil) Humor This creative imagination is also seen in the humor of the Victorian n of the great Victorian novelist is a humorist, and each is a humorist in own. They have created a number of immortal figures of fun, each com different way. There are hundreds of fine Jokes and witty remarks spree Victorianism. Mr.. Microware and Mrs.. Passer are immortal figures of f Characterization The most important expression of this creative imagination is to be SE important part of the novel, I. E. In the characterization. The Victorians make their characters live. Their characters may not always be real, the much in them that is improbable and false, but they are amazingly an alive. They are wonderfully energetic and vital. They are all individuals own existence, and lingering long in the memory once we have formed acquaintance with them. They act in their own characteristic way; they own tricks of speech, their own way of saying and doing things. A Victor crowd of breathing, crying, living, laughing people. It has a crowded ca with living, breathing individuals. Technical Weakness The Victorian novel lacks uniformity. It is extremely unequal; it is an e mixture of strength and weakness. It is technically faulty. This is so be in its infancy, it is still considered as a light entertainment, and not a s art, and the laws of its being, have not yet evolved. In this connection Cecil observes, Because it was in its first stage, it was bound to be etc It had not yet evolved its own laws; it was still bound to the convention stage and heroic romance from which it took its origin, with their artifact and stock situations and forced happy endings. Because it was looked TVA eight reading, its readers did not expect a high standard of craft nor if it had occasional lapses; especially as they themselves had no trade which to estimate it. On the other hand, they strongly objected to SP hours of light reading on themes that were distressing or put intellect them. One-sided View of Life Then again the Victorian prudery comes in the way of a free and Fran the animal side of life. In this respect, the Victorian novel shows a De from the earlier English novel. Any lapse from virtue is shrouded in a of, drawing the blinds and lowering the voice. Free and uninhabited the animal side is lacking. The Victorian novel gives only a partial, on life. Its Real Greatness For these reasons, the Victorian novelists cannot be ranked with the they have greatness in them. They have their imperfections. Their Pl improbable and melodramatic, their endings are conventional and t is loose. They do not have any high artistic standards. But their mere They are very entertaining, they can capture and hold the attention, creative imagination, and they have the incomparable gift of humor the qualities which only the great have. Its Two Phases The novel in the Victorian era is so abundant and prolific that it is us Victorian novelists into (a) Early Victorian Novelists, and (b) the Later Novelists. Writes Walter Allen in this connection, Thacker was boor 1811,Dickens in 1812, Trollope in 1815, Charlotte Bronze in 1816, Emil 1818,George Eliot in 1819. Mrs.. Seashell had been born in 1810, and born in the Regency period include Charles Reader (1814) and Charge Together, they are the names that first came to mind when we think novel. They do not form a coherent body; and Emily Bronze will prove all generalizations we care to make about the rest of them. Yet if we the chief novelists born in the generation after the Regency, Samuel Butler (1835), George Meredith (1828), Thomas Hardy (1840) and Hen shall see that they have much more in common with one another that the younger men. What they have in common is a special climate of feelings, a set of fundamental assumptions. It was this special climate assumptions, that the later novelists of the century were to question, great mass of the reading public still took them for granted. And HTH another main difference between the novelists of the first half of the and those of the second half. The former were at one with their pull remarkable degree; they were conditioned by it, as of course any novo UT for the most part were willingly conditioned by it. They identified their age and were its spokesmen. They may criticism their age as do Thacker, but on the whole they accept the prevalent customs and institutions. The later novelists, however, were writing in some sense age; they were critical, even hostile, to its dominant assumptions. The Victorian morality and the institution of marriage; Samuel Butler sac by flouting Victorian taboos and conventions, and Henry James went literary canons of the age by his advocacy of the novel as an art-form novels reflect the rationalism of the age. The relation of these novelists to the reading public was nearer to that of the twentieth-century novelists than to that of the early Victorians. The English Novel in the Age of Thomas Hardened we speak of the Victorian novel we do not mean that there was a conscious school of English novel, with a consciously common style and subject-matter, a school which began creating with the reign of Queen Victoria and which came to an end with the end of that reign. The English are too individualistic for such conformity. However, there can be no denying the fact that the English novel during the second half of the 19th entry, with the exception of one or two novelists, shows certain common characteristics. The purpose of the chapter is to deal with those characteristics and also to examine how far they are represented in the novels of Hardy. Adherence to the Fielding Tradition: Loose Plots the same. The story consists of a large variety of character and incident clustering round the figure of the hero. These characters and incidents are connected together rather loosely by an intrigue, ending with the ringing of wedding bells. Thacker follows, on the whole, this convention. A Mixture of Strength and Weakness Secondly, the Victorian novel is an extraordinary mixture of strength and weakness. There is too much of false sentiment, flashy melodrama and lifeless characters. There is much that is improbable and artificial in character and incident. Speaking generally, the Victorians fail to construct an organic plot, a plot in which every incident and character forms an integral part of the whole. Thackers plots, though much better constructed than those of Dickens, are still loose and theatrical. There is much superfluity even in Vanity Fair and much that is unconvincing anticlerical. Its Entertainment Value impact plot, but they tell the story so well. .u113139080182190338356fb8fef6ab7d , .u113139080182190338356fb8fef6ab7d .postImageUrl , .u113139080182190338356fb8fef6ab7d .centered-text-area { min-height: 80px; position: relative; } .u113139080182190338356fb8fef6ab7d , .u113139080182190338356fb8fef6ab7d:hover , .u113139080182190338356fb8fef6ab7d:visited , .u113139080182190338356fb8fef6ab7d:active { border:0!important; } .u113139080182190338356fb8fef6ab7d .clearfix:after { content: ""; display: table; clear: both; } .u113139080182190338356fb8fef6ab7d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u113139080182190338356fb8fef6ab7d:active , .u113139080182190338356fb8fef6ab7d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u113139080182190338356fb8fef6ab7d .centered-text-area { width: 100%; position: relative ; } .u113139080182190338356fb8fef6ab7d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u113139080182190338356fb8fef6ab7d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u113139080182190338356fb8fef6ab7d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u113139080182190338356fb8fef6ab7d:hover .ctaButton { background-color: #34495E!important; } .u113139080182190338356fb8fef6ab7d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u113139080182190338356fb8fef6ab7d .u113139080182190338356fb8fef6ab7d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u113139080182190338356fb8fef6ab7d:after { content: ""; display: block; clear: both; } READ: Robert Burns: Poetic Analysis EssayThey are so entertaining, that children improbable, but there is enough of suspense, and the readers attention is not allowed to flag even for a single moment. They do not like to give it up unfinished. Its Panoramic Value may be no probing of the human heart and soul, and no psycho-analysis as in the modern novel, but they cast their nets very wide. Novels like Vanity Fair are not, like most modern novels, concentrated wholly on the life and fortunes of a few principal characters: they also provide panoramas of whole societies. Thus in Vanity Fair the action ranges from the city to the town, from London to Brighton, from England to France, Brussels, and other countries of Europe. A hundred different types and classes, persons and nationalities, Jostle each oilier across the shadow screen of our imagination. (David Cecil) Its Immense Variety novels reflect the rationalism oft public was nearer to that to the t Victorians. The English Novel In t the Victorian novel eve do not me novel. With a consciously comma creating with the reign of Queen that reign. The English are too in be no denying the fact that the E century. Tit the exception of on characteristics, The purpose of t also to examine how far they are the Fielding Tradition: Loose Plot For one thing, the Victorian novel plot is generally loose and ill-con the same. The story consists of a round the figure to the hero. The rather loosely by an intrigue, once follows, on the whole, this convey Secondly, the Victorian novel is a There is too much of fals e sentient is much that is improbable and Incident. Speaking generally. The which every Incident and chair plots, though much better consort theatrical There is much suppers unconvincing anticlerical. Its En Still, the Victorian novel makes In compact plot, but they tell the us till love to read and only a now improbable, hut there is enough allowed to flag even for a single The Victorian novelists may miss may be no probing of the human modern novel, but they cast their most modern novels. Concentrate characters: they also provide par action ranges from the city to the France, Brussels, and other count classes, persons and nationalities Imagination. (David Cecil) The Victorian novelist is a man of range of subject Just as he deals human moods in all their manifold temper. The novelists of the age cannot be categories write equally for the train Journey and for all time; t whirls and theories, knockabout farce and effects of by Jowl on the same page; they are Mr.. Goalmouths a Mrs.. Christie and Mr.. Woodlouse, all in one. A book vast schoolboy hamper of fiction : with sweets and s greased paper caps, cream and nuts and glossy app heterogeneous deliciousness. Imaginative Rendering Not only have the Victorian novelists width and rang are they entertaining story-tellers, they have also cry measure. Their imagination works on their personal transmutes them. Their renderings of the real world pictures, colored by their individual idiosyncrasies is fanciful and romantic. At other times, it sticks close UT these facts are always fired and colored by the creation is always performed. Dickens is, the aroma Thacker, too, transports us to an entirely new world land, or what you will. His creative imagination work transforms it. Dramatic and Picturesque This creative imagination is also seen at work on the advertorial writers. They linger long in the memory dramatic and picturesque by the imagination of the dramatic and picturesque scenes in Hardy. As a epic color, so are these brilliant inventions of scene and This creative imagination is also seen in the humor of the great Victorian novelist is a humorist, and each win. They have created a number of immortal figure different way. They are hundreds of fine Sock and WI over Advertorial novel. Characterization The most important expression of this creative image important part of the novel, I. E . , in the characteristic make their characters live. Their characters may not much in them that is improbable and false, but they alive. They are wonderfully energetic and vital. They own existence, and lingering long in the memory on acquaintance with them. They act in their own char own tricks of speech, their own way of saying and d crowd of breathing crying, living, laughing people. F crowded canvas, crowded with living, breathing India Standards The Victorian novel lacks uniformity. It is extremely mixture of strength and weakness. It is technically in its infancy, it is still considered as a light entertain art and the laws of its being have not yet evolved. In observes, Because it was in its first stage, it was bob not yet evolved its own laws; it was still bound to the conventions of the comic stage and heroic romance from which it took its origin, with their articulatenesss and stock situations and forced happy endings. Because it was looked on as light reading TTS readers did not expect a high standard of craft, nor did they mind if it had occasional lapses; especially as they themselves had no traditions of tastes by which to estimate it. On the other hand, they strongly objected to spending their hours of light reading on themes that were distressing or put intellectual strain on them. Lack of Liberalism Then again the Victorian prudery comes in the way of a free and frank treatment of the animal side of life. In this respect the Victorian novel shows a definite decline from the earlier English novel. Any lapse from virtue as that of little Emily in David Copperfield is shrouded in an atmosphere of, drawing the blinds and lowering the voice. Free and uninhibited treatment of sex is lacking. Beckys relationship with Lord Sterne is left ambiguous for this reason. Conclusion For these reasons, the Victorian novelists cannot be ranked wit the very greatest, yet they have greatness in them. They have their imperfections. Their plots are improbable and melodramatic, their endings arc conventional, and their construction is loose. They do not have any high artistic standards. But their merits also arc many. They are very entertaining, they can capture and hold the attention, they have retentive imagination, and they have incomparable gift of humor. And these are qualities which only the great have. The important women novelists of Victorian Age with special reference to George Ultracentrifugation: The Victorian era is known for the galaxy of female novelists that it threw up. They include Mrs.. Trollope, Mrs.. Gore, Mrs.. Marsh Mrs.. Bray, Mrs.. Henry Wood, Charlotte Young, Mrs.. Elephant, Mrs.. Lynn Lyndon, M. E. Brandon, Outdid, Rhoda Brought, Edna Loyal, and still many more now Justly forgotten, but the four most important women novelists, who yet are quite Charlotte Bronze (1816-1855) important, are : (I) Mile Bronze (1818-1848) (iii) Mrs.. Seashell (1810-1865) George Eliot (1819-1880) Mrs.. Seashell may need some special pleading for being included among the rank of the great women novelists of the Victorian era, but as for the rest, their place in theosophist of English literature appears to be secure enough. Of the four, the two first-named were sisters and their methods and achievements as novelists met at many planes. But each of the remaining two pursued her own line and made herself known in the field of English novel in her own particular way. After these preliminary marks, let us consider individually the work underachievement of the important women novelists of the Victorian era. Charlotte Bronze: The three Bronze sisters-Anne, Charlotte, and Emily-collectively known often as the stormy sisterhood, who took the England of their time by storm, were in actual life shy and isolated girls with rather uneventful lives. All of them died young and died of tuberculosis as their two other non-literary sisters did. They were daughters of a strict Irish person who made them lead a life of what Compton-Rickets calls, the sternest self-repression. But behind their outwardly ripples lives lurked tempest- tossed souls which found an outlet in their novels which are all so patently autobiographic. They poured their inner life into the mould of the novel. This consideration leads Hugh Walker to assert: The Bronzes belong to that class of writers whom it is impossible to understand except through the medium of biography. But too much of preoccupation with biography should not be allowed to lead us to a lopsided appreciation of their novels. Thus Samuel C. Chew observes : The three Bronze sisters have been overlaid with so much biography, criticism, and injectors that in reading about them there is danger lest their own books be left unread. Charlotte Bronze wrote the following four novels: (I) Vitiate Jane Rye Shirley The Professor The first two novels were based on her personal experiences at a Boardinghouse- house where she most probably fell in love with the Belgian scholar Hager who perfectly answered her conception of a dashing hero of the Byronic type. Her soul had always yearned for such a Illogical, but she being the daughter of a village parson, the men who made propos als to her actually were lackluster curates with one f whom she ultimately settled down in 1854-a year before her death. But she worshipped a dashing, splendid, masculine figure as Hager was. Her frustrated passion for him provides the groundwork of her first two novels. The heroine of her third novel is a governess, Just like her sister Anne. Her tempestuous love-affair with Rochester-a combination of wonderful nobility and meanness is the staple of this novel. In Shirley, to quote Leagues, she set a story of intimate emotion against a background of Yorkshire in the time of the industrial disturbances. Perhaps the elemental and unchaste presence of the Yorkshire moor among which the Bronzes lived is to some extent responsible for the fierce passions and elemental emotions which are characteristic of their works. Charlotte Bronze in her novels revolted against the traditions of Jane Austin, Dickens, and Thacker. Thackers Vanity Fair she praised in glowing terms, but she herself never attempted anything of the kind. Her novels are novels not of manners but of passions and the naked soul. Her characters- mostly the effusions of her own soul-are elemental figures acting in the backdrop of elemental nature. .u899ae328e6da58025bdb40bd8291de24 , .u899ae328e6da58025bdb40bd8291de24 .postImageUrl , .u899ae328e6da58025bdb40bd8291de24 .centered-text-area { min-height: 80px; position: relative; } .u899ae328e6da58025bdb40bd8291de24 , .u899ae328e6da58025bdb40bd8291de24:hover , .u899ae328e6da58025bdb40bd8291de24:visited , .u899ae328e6da58025bdb40bd8291de24:active { border:0!important; } .u899ae328e6da58025bdb40bd8291de24 .clearfix:after { content: ""; display: table; clear: both; } .u899ae328e6da58025bdb40bd8291de24 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u899ae328e6da58025bdb40bd8291de24:active , .u899ae328e6da58025bdb40bd8291de24:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u899ae328e6da58025bdb40bd8291de24 .centered-text-area { width: 100%; position: relative ; } .u899ae328e6da58025bdb40bd8291de24 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u899ae328e6da58025bdb40bd8291de24 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u899ae328e6da58025bdb40bd8291de24 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u899ae328e6da58025bdb40bd8291de24:hover .ctaButton { background-color: #34495E!important; } .u899ae328e6da58025bdb40bd8291de24 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u899ae328e6da58025bdb40bd8291de24 .u899ae328e6da58025bdb40bd8291de24-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u899ae328e6da58025bdb40bd8291de24:after { content: ""; display: block; clear: both; } READ: Elements of Poetry Handout EssayThe social paraphernalia is altogether dispensed with. Gone, says David Cecil, is the busy prosaic urban world with its complicated structure and its trivial motives, silenced the accentuate everyday chatter, vanished are newspapers, fashions, business houses, duchesses, footmen, and snobs. Instead the gale rages under the elemental sky, while indoors, their faces rugged in the fierce firelight, austere figures of no clearly defined class or period declare eternal love and hate to one another in phrases of stilted eloquence and staggering candor. According to Compton-Rickets three characteristics detach homeless from the writings of Charlott e Bronze. They are: (I) intimacy; the note of passion; and the note of revolt. The note of The note of intimacy is caused by the markedly autobiographic slant of her novels. The note of passion is struck by a lonely sensitive woman on behalf of another woman. Her point of view is specifically the point of view of a woman. Like Mrs.. Browning she effectually represents in her life and novels the pa woman whose Prince Charming is yet to come. She pictures and primeval woman A s regards the note of revolt, we must point o rebel by nature and a Puritan by training. She could not reconcile elements. Charlotte, says Compton-Rickets, had the soul of a p leashed in by a few realization conventions, and she is always the leash while upbraiding at herself for doing so. Though she appreciably, revolt against social conventions, she at least revolt prevailing conventions of the novel. Emily Bronze: Emily was a poet as well as a novelist, and her only novel wither as well as a- novel There is no other book. Says Leagues, which the-troubled, tumultuous, and rebellious elements of romantics than even Charlotte but her fierceness is strangely accompanied tropes of intuitive illumination. She looks like a Byron in petticoat rebel, but her rebelliousness is tempered by a sense of spiritual very few do, the Infinite passionate the pain of finite hearts that Withering Heights is a story of primal passions enacted amongst environment. Cath erine Earns in her wildness and beauty is Heathenish, with his consuming passion for Catherine and his flag revenge,looks like a character from an ancient Greek tragedy. Ca Heathenish from her grave has about it all the mystery of the hid the universe. Indeed, Walter Allen observes: The central fact ABA hat she is a mystic. Her mysticism lies not only in her handling dead Catherine calling Heathenish to her, but also in her use of sys other forms throughout the novel in expressions like the following Catherine: Newly, I am Heathenish If all else perished, and he ream continue to be: and if all else remained, and he were annihilated turn too mighty stranger: I should not seem a part of it. There Samuel C. Chew, that she was deeply read in adulterate of m equally no doubt that she was a mystic. This critic believes that in her youth, Emily had attained the mystical experience in its e Bronze in Shirley also refers to Shirley (Emails) visions and trans poems, too, Emily tries to give expression to her mystical expire one place she exclaims: Speak, God of visions, plead for me, And chosen thee. Mrs.. Seashell: Mrs.. Seashell had nothing of this passion and frustration of the B was the wife of a quiet Unitarian clergyman in Manchester-one centers of English industry. She was mother of seven children, a according to Walter Allen, what may be called the serenity of the accepted everything with the air of, what David Cecil calls, sere sense of humor and deep human sympathy are obvious manifest reentry. What distinguishes the novels of Mrs.. Seashell is her De consciousness combined with a compassionate observation of the Her novels divide themselves into two well-defined categories. (1 have novels like Mary Barton (1848) and North and South (1855) social and industrial problems arising out of the masters-workmen struggles which were a feature of the industrial age which had then Just got under way. Being herself a resident of Manchester, Mrs.. Seashell was a witness to the blessing of the Industrial Revolution. She pressed into service her personal observation of the tuition prevailing in the hungry forties. layman Barton the heroine who gives he name to the title is daughter of a workman who led by the fervor of trade unionism murders Henry Carson, a fiery master, after his wife and son are dead from starvation. The novel gives a realistic picture of the poverty of the working classes and their animus against their masters whose cruelty is, however, considerably exaggerated by Mrs.. Seashell. North and South is a realistic, thoughtful, and thought- provoking presentation of the conflicted raging between the industrial North and the feudal, agricultural South. (2) Secondly, we have novels like Crawford, Ruth, Wives and Daughters, Andalusias Lovers which eschew all industrial problems and are concerned with rural life and manners which Mrs.. Seashell knew so well, thanks to her long stay at Knutson with her aunt, before she settled at Manchester with her husband. Of all the novels of decorticates the best and the best known is Crawford which is a disguised name for her own Knutson. Crawford is a classic o its own kind. It portrays a world inhabited by women alone. These women belong to middle-class families, and their main occupation is gossip, tea-making, and tea- ringing. W. J. Long observes: The humanity, the keen observation, and the gentle humor with which the small affairs of a country village are described make Crawford one of the most delightful stories in the English language. In Ruth Mrs.. Seashell foreshadows the psychological novel of George Eliot. Wives understates is a social comedy, and contains the character of Cynthia Kirkpatrick-? one of the most striking young women in English fiction. Sylvia Lovers is a rather didactic story in a domestic setting. George Eliot: With George Eliot we come to the most philosophical of all the major Victorian violists, both female and male. Philosophy is both her strength and weakness as a novelist. It keeps her from falling into pathos or triviality, but at the same time gives her art an ultra serious and refl ective quality which makes it heavy reading. Even her humor-the faculty in which she doubtlessly is quite rich-has about it the quail of ponderous reflections. But often there are some aphoristic strokes which do tell-as the following: Animals are such agreeable friends, they ask no questions, the pass no criticisms. What a man wants in a wife mostly is to make sure of one fool galls tell him hes wise. Im not denying the women are foolish-God Almighty Madames to match the men. Im not one of those who see the cat in the dairy and wonder what shes come after. George Elites important novels are the following: The Mill on the Floss Dammed Ormolu Felix Holt Daniel Adorned Middleware. All of them are marked by extreme seriousness of purpose and execution. As Samuel C. Chew observes, in George Elites hands the novel was not primarily for entertainment but for the serious discussion of moral issues She is, indeed, too didactic and makes every incident a text for moralistic expatiation. She, says the critic Just quoted, inculcates the importance of being earnest: but the virtues so earnestly striven after-industry, self-restraint unconsciousness-are very drab; school-teachers virtues they have been unkindly called. In her novels we invariably meet with the clash of circumstances with the human will. She, indeed, believed that circumstances influenced character, but she did not show circumstances entirely determining character. A man called upon to choose between two women or a woman to choose between two men is the common leitmotif of her novels. She emphasizes the need for a moral choice uninfluenced by any selfish motives. She herself did not believe in any convent ional moral creed and lived with Less as his wife without marriage, in spite of the defamatory rebukes of her priggish contemporaries. But inspire of her frank agnosticism and contempt for strait- casketing traditionalism, she valued ethics both in her life and her work as a novelist. Another important feature of her novels is their very deep concern with human psychology. Her novels are all novels of character. She, says Compton-Rickets, was he first novelist to lay the stress wholly upon character rather than incident; to make her stones spiritual rather than physical dramas. In her characterization she displays both subtlety and variety. Her studies of the inner man, but more particularly the inner woman, are marvelous. She puts all the emphasis on the inside, very little on the outside. David Cecil observes in this connection: We do not remember her serious characters by their appearance or the way they talk, indeed we do not remember these things clearly at all. Her portraits are primarily portraits of the inner man. George Eliot excels at portraying the tragedy of unfulfilled female longings. She identifies herself with her chief female characters and unfolds their inner feelings with masterly strokes. Compton-Rickets points out: Magpies cry was for fuller life, Removals for ampler knowledge, Tracheas for larger opportunity, for doing good. These themes are dealt with by George Eliot with a striking psychological profundity which makes her a very worthy forerunner of the psychological novelists like Henry James. Let us conclude with David Cells words: She stands at the gateway between the old novel and the new, a massive caryatid, heavy of maintenance and uneasy of attitude, but noble, monumental, profoundly impressive. Novelists of the Early Victorian Period the early Victorian period the novel made a rapid progress. Novel-reading was one of the chief occupations of the educated public, and material had to be found for every taste. The result was that the scope of the novel, which during the eighteenth century dealt mainly with contemporary life and manners, was considerably enlarged. A number of brilliant novelists showed that it was possible to adapt the novel to almost all pur poses of literature whatsoever. In fact, if we want to understand this intellectually of the period.

Tuesday, November 26, 2019

Your Guide to Writing a Narrative Essay

Your Guide to Writing a Narrative Essay Narrative essays are a common assignment seen across educational levels and programs and can be incredibly fun to write with the right planning and execution. In this article, were going to break down the elements of a narrative essay, as well as discuss formatting issues you might run into as you are writing your rough draft. Then, well discuss common issues you might run into as you are revising your essay and writing the final draft.Planning - Choosing your storyThe core of a narrative essay is the story you tell. However, a well-written narrative essay moves beyond just a personal anecdote and illustrates an important theme or topic using that story. This means that in addition to providing a story, your narrative essay will also need to include an analysis of that story or experience from your point of view (as both the writer and the person who experienced the event).Focus on a themeSo, in the planning stages of your narrative essay, you need to determine two important facts: 1 ) what theme and analysis of that theme will you focus on and 2) what personal story will you use to do this?In some cases, you might be given the theme as part of the narrative essay assignment. For example, your assignment might read something like this: Racism and sexism are two pervasive and complicated issues in American society. Write an essay about your experience with one or both of these concepts and what you learned from that experience.If your narrative essay prompt is open, you will still need to focus on a particular theme and analysis of that theme in the process of choosing which story you want to tell about your life or life experiences. Lets say, for example, you want to write a narrative essay about a time when your favorite childhood pet passed away. While that story might be an interesting narrative, without thematic analysis to let your reader know what you are sharing the story in the first place, your narrative essay will fall flat and miss the mark of what a narrative essay is meant to do.So, keep this in mind as youre choosing your story. It should be an entertaining or heartfelt story, certainly, but you will also need to analyze it thematically in the process of sharing it to write a true narrative essay.Avoid making it too broadAnother important consideration to keep in mind as you are choosing your story is to avoid making it too broad. A well-written, entertaining narrative essay often includes vibrant details and even dialogue, which means that if you dont narrow down the topic and theme precisely, it will be too broad for the constraints of your page and word count.For example, a narrative essay on your senior year in high school or even your summer vacation will likely be too broad. A narrative essay on your senior prom or a weekend getaway over the summer would be a better choice, leaving you room to include sensory details and dialogue without having to rush the story to fit page or word count.In other words, if your story un folds over a series of weeks or months, it is likely too broad for a narrative essay.Choose a story with vibrant detailsThe best narrative essays are the ones that include vibrant, sensory details throughout to engage the reader and make him or her feel as if they were present when the events happened. These details are the reason narrative essays are so powerful in their ability to inform, and even persuade, readers about important themes and topics.This is why it is important to choose a story with vibrant details to relate in your narrative essay. If you arent sure whether the story youve chosen will work well for a narrative essay assignment, consider how many details youll be able to provide about the sights, sounds, tastes, smells, and sensations you experienced during the event. If youre trying to decide between multiple stories to relate in your essay, choose the one that is most vibrant in your memory.First draft – The writing process in narrative essaysNow that youv e chosen the story you want to write about in your narrative essay, the hardest part of the assignment is over. Now the fun begins with the writing process!Create an informal outlineAs with any essay assignment, its important to begin the writing process with an outline. However, the outline for a narrative essay will be different than one you would create for an expository or persuasive essay and will be much less formal and structured. Basically, it should consist of bringing together the elements of a story in a logical way, so youll want to include information about the beginning, middle and end of the story, along with your thesis or thematic analysis.Brainstorm sensory detailsAs mentioned earlier, the sensory details that you include in your narrative essay will be the most important elements for engaging your reader. A great way to get started on these in the writing process is to take a few minutes to complete a sensory inventory of the event or situation you plan to detail in your essay.The easiest way to do this is to take a piece of paper and create five columns on it for the five senses: sight, sound, taste, touch, and smell. Within these five columns, write what you remember from the situation or event. For example, if my narrative essay will be about the day I buried my childhood pet, I might include the following details on my sensory inventory.Sight: Fur blowing in the wind, my dogs eyes closed, loose dirt, yellow and purple wildflowersSound: The silence without his bark, the wind in the trees, the shovel hitting rock, a bee buzzing aroundTaste: My moms blueberry pancakes she made before we buried him, the saltiness of my tearsTouch: The feel of his soft fur one last time, the crumbling dirt between my fingers, the heavy box carrying his weight.Smell: His comforting dog scent, the coffee on my mothers breath as she spoke to me.Use scenes and summariesAll narrative writing is made up of scenes and summaries. A scene is when you describe details that occurred at specific points in the story, including dialogue that happened, while a summary is what fills in and progresses or moves the action between scenes.Include an antagonist, even if its youThe best narrative writing includes an antagonist, who serves as a counterbalance, opposing force or obstacle for the protagonist. This doesnt necessarily mean that you need an alternate bad guy in your story. In fact, in many cases, we are our own antagonists with struggles like self-confidence, self-worth, self-limitation, etc., keeping us from a desired goal or outcome. Therefore, for your narrative essay, be sure to include details of the struggle between protagonist and antagonist, whether those are two different people or two different perspectives that fought for control of the outcome of the situation. Without that struggle between antagonist and protagonist, the narrative arc of the story falls flat because the protagonist (you) doesnt change. Your reader needs to see progres sion in your character within the story as you overcome an obstacle- be that a self-imposed one or one you encountered because of someone or something else.Format dialogue correctlyBesides details, dialogue is a useful way to bring a story alive and engage the reader, making him or her feel that they are right there experiencing the event(s) with you. To use dialogue, however, its important to know how to format it correctly. An example of correctly formatted dialogue for my narrative essay on burying my childhood pet might go something like this:I dont want to bury him, Mom, I said, with tears rolling down my face.My mom looked at me tenderly and wiped away a tear.I know, sweetheart, but we have to. Thats the way things are done.But what if he gets lonely and cold down there in the ground? I asked.Then youll just have to come visit his grave often to keep him from being lonely, my Mother replied.Final draft – Refining your writingNow that youve reached the final stage of wri ting your narrative essay, its important to keep in mind some best practices for making sure your final draft is in tip-top shape. This includes proofreading to find grammatical or spelling errors, as well as ensuring that your analysis of the theme you chose corresponds to the story you told.

Friday, November 22, 2019

Selling Your Novel Without an Agent

Selling Your Novel Without an Agent Many authors mistakenly believe you must have a literary agent to sell your novel to a publisher – especially one of the big New York publishers. While it’s true that the right agent can help you find a publisher and negotiate a contract, it’s also possible to have a flourishing career without an agent. If you’re interested in selling your novel without an agent, here are some tips and guidelines to help you: 1.  Ã‚     Research Your Market – While many people rely on their agent to match them up with the right publisher, my experience has been that I knew as much about my chosen market as most of the agents I talked to. You, too, can become an expert in your genre. Read editor and agent blogs. Visit publisher websites. Follow publishers and agents on Twitter. Read publications devoted to your genre. Read the dedications and acknowledgments in your favorite books in your genre and note the names of editors – these are the pros you want to work with. 2.  Ã‚     Perfect Your Pitch – Your manuscript or proposal is a product you’re trying to sell to a publisher, so polish your one-to-two sentence pitch. You’ll use this pitch in query letters and as an â€Å"elevator pitch† when you meet editors at conferences. Your pitch should tell what your book is about, but it should also â€Å"sell† the project, making it sound intriguing and marketable. For instance, my pitch for my November release, The View From Here, was â€Å"Northern Exposure in the Rocky Mountains.† This immediately conjured up the idea of a small, rugged town filled with quirky characters. 3.  Ã‚     Know Publisher Policies – Though some publishers say they’ll take only agented manuscripts, plenty of publishers are still open to unagented submissions. Smaller presses such as Bell Bridge Books are open to unagented authors, as are most digital publishers and many larger publishers, including Kensington Books,   St. Martin’s Press, Berkley Books, Harlequin Books and many others. Read the publisher’s guidelines on their web sites and in market guides, but go a step further. Make a phone call and ask if they’ll accept a query from an unagented author. The worst that can happen is they’ll say no. And many will say yes. 4.  Ã‚     Attend Conferences – Even publishers with policies against unagented material will   send editors to conferences to take pitches. If you’re targeting a particular publisher and an editor you’d like to work with is attending, the price of the conference fee could be a good investment in your career. Pitch your project to the editor and they may request you send them the manuscript. I sold The View From Here to Kensington 5.  Ã‚     Enter Contests – Contests are another way to get your work in front of editors even if you don’t have an agent. Most contests will list the names of final judges. Select contests with judges who are editors you want to work with. (You’ll know this because you’ve been doing   your research – see #1). 6.  Ã‚     Find a Literary Attorney – Once you’ve successfully sold your novel, you’ll need to hire a literary attorney to review the contract for you. Be sure you get a literary attorney, and not just any lawyer. You want someone familiar with the contract terms used in publishing. You can find a literary attorney through a Google search or from referrals from writer’s organizations. Expect to pay several hundred dollars for the contract review, but it’s a one-time fee and well worth the money.

Wednesday, November 20, 2019

The World According to Miranda July Research Paper

The World According to Miranda July - Research Paper Example While she attended U.C. Santa Cruz only for a few years, her subsequent move to Portland, Oregon began the catalyst that would push her career forward and convince her to pursue her creative impulses as a career, whether in film, writing, performance art or music (Durbin 2005). Â  Portland was an artist-friendly location where Ms. July could flourish and grow as a performance artist. In 1996, now an experimental filmmaker, she began a project called Joanie4Jackie as a way to inspire and showcase the works of female filmmakers, soliciting short films that would then be put on videotape and distributed as a cinematic chain letter (Wenclas 2010). She later created a second collection of submitted films called the Co-Star series. The Joanie4Jackie series would eventually find a larger audience through screenings at film festivals and DIY events. Her level of creative success and the productive nature of her portfolio would continue to grow. Â  Why the newly defined focus on filmmaking? For Ms. July, the move was a natural progression as she matured creatively and understood that the power of film allows the author a unique means of expression that other creative mediums may lack. As she told an interviewer for Believer Magazine: Â  I became really interested in how much I could show this hard-to-articulate, kind of magical or somewhat ephemeral things through really worldly, grounded ways. And it just seemed like this medium was good for that. (Horowitz 2005) Â  Artistically preoccupied with the human condition, primarily the weight of loneliness and our desire to relieve that burden through some type of personal connection, Ms. July breathes life into the mundane.

Tuesday, November 19, 2019

A strategy for managing change process Essay Example | Topics and Well Written Essays - 3500 words

A strategy for managing change process - Essay Example This study looks into organizational culture as the experience which the hotel is supposed to bring to its customers. However, this is largely reflected through the behaviour of the associates of the hotel towards them. Therefore it is important that the present must try to build a strong culture along with insuring its core values such that it serves to contribute towards the continuous growth of the organization and accounts for the satisfaction of employees too. The first step towards a strong culture would be to establish core values of the organization. The hotel must seem to build core values which aims to provide the best services to customers, associates and the community at large. The basic culture is to provide the company associates with the maximum opportunities as well as providing superior quality of services towards customers. The next step towards initiating the change would be to attain the participation and involvement of company executives in the change process. Ex ecutives and employees in the organization must show their active participation in the change process and just in words. For example, in this case since a continuous change in behaviour towards customers is called for. Thus leaders must actually show their behavioural change in order to act as examples for remaining employees on their conduct with customers of the hotel. The management must practice effective communication. It is important that all employees in the organization are informed about the specific changes in order to make the process successful. This would necessarily ensure their commitment and success. Every employee must be told what exactly is expected of them. The organizational structure might also require changes. This would include changing the job description, roles and responsibilities for each employee and redesigning the same in order to bring about changes in their performance levels. Performance targets could be reset for each employee to bring about suffic ient changes in the overall productivity and performance level of the organization. This must also be coupled with the reviewing and redesigning of approaches towards rewards structures and recognition. It is very crucial to change the

Saturday, November 16, 2019

WAN Protocols Case Essay Example for Free

WAN Protocols Case Essay WAN Protocols are the standardised method of sending data between computers. The protocol will determine how the data is compressed, the error checking to be used, how the sending device will indicate that all data is sent, how the receiving device will declare its received everything. The WAN protocols are found in The Internet Protocol Suite. They are shown below in the diagram showing where they lie in the 4 layer TCP/IP Model. Sometimes, the TCP/IP protocol will be extended to include the physical layer also, but this is fairly uncommon and all protocols will work over all medias. Just like the OSI model, each protocol must pass the data down the layers to send out information and then send up the layer to receive information. So for example, the File Transfer Protocol will pass its data down to TCP which will pass it down to IT, which will pass it down to Ethernet which will place it on a physical media such as coaxial cable. To receive the data back, it must travel back through the stacks back to FTP. Each of the protocols on each stack will have its own set of tasks that it must carry out before sending the data on. Using this set group of protocols ensures that computers are capable of communicating between each other and therefore allows compatibility across devices. It is only when manufacturers stray away from these set protocols that compatibility problems will occur. Figure 1 The Protocols and their Relationship with the TCP/IP Model The OSI Model The TCP/IP Protocol suite does not directly map to the OSI model as TCP/IP relies on four layers and the OSI model uses 7. The top three layers of the OSI model map straight to the Application, Presentation and the Session layers of the TCP/IP Suite. Most of the protocols mentioned on this information sheet are found at the application layer of the OSI model; FTP, HTTP, SNMP, Telnet are all found here. The transport layer, containing UTP and TCP is the same on both models. The network layer is the actual Internet Protocol, as well as a few older alternatives such as X.25. The data link layer is the same and are the protocols controlling the actual transfer onto the physical line which is the physical layer that does not appear on the TCP/IP model as it does not care about the physical hardware. The TCP/IP Model squishes the top three layers of the OSI Model onto a single layer. Figure 2 Protocols and their Relationships with the OSI Model Evaluation of Protocols Almost all of the protocols of the past couple of decades are still in use in one way or another. Many have gained popularity as they surpass the capabilities of their older equivalents and some are a lot less common than they used to be. As the uses of WANs become more complicated, so must the protocols being used to provide the services expected. In general, older versions of protocols have been phased out and replaced by updated versions with new capabilities for the WANs they are placed on. HTTP is the standard method of transferring all sorts of webpage across the web. To do this it must reach across to servers to ask for data and then present it using whatever protocol the page is displayed in. For example, a HTML page must be displayed in HTML. A page linking to a zip file will require an unzip based program to handle it. FTP is an unsecured method of transferring files across the network. It is not considered a good method for secure documents to be sent as any security that has been added can very easily be decrypted and the contents can easily be viewed. All information sent along with the file, for example: passwords or destination are not encrypted and are sent in standard text. This means that anybody with access to the network could pull the file down and check its contents. It sends the file without checking with the other computer if the entire file has been received. Some clients will add an extra level on top of the FTP file that can calculate and check for file completion but this has to be enforced by both clients and is infrequently used. FTP is not really suitable for regular business situations. FTP replaces Simple File Transfer Protocol. Telnet is a method of connecting two computers together via a remote connection. Usually, the connection is aimed at a headless server. Once the connection is established using Telnet software, the user has access as though they are in front of that computer. SSH has vastly replaced Telnet because of its security problems across networks that are untrusted. Telnet is frequently used in troubleshooting situations where the required software is not available on both computers. Telnet is generally not used so much by businesses anymore as it has been superseded by SSH in most secure network situations. SMTP is a text based protocol where everything in the email is bundled together and sent. The email is sent to a remote server which pushes the email down to the specific DNS. It relies on DNS to find the correct domain name for the recipient and then filters to find the correct username at that domain. As it is a push protocol and not a pull protocol like POP3 or IMAP, it usually requires other protocols to work alongside it. SMPT does not however, have a successor and is considered a staple protocol in the TCP/IP Protocol family. SNMP is the network management protocol. It relies on a systems being managed by other systems. A piece of software called an agent runs on the user computers and this sends information back to the managing systems via SNMP. The system is designed to monitor available resources and to keep a check on how the users computers are acting. When this protocol was first developed i.e. SNMPv1, its role was simple just to simply monitor the network. It included no security or integrity to ensure that the data being requested was from the correct computers and hadnt been tampered with in transit apart from an unencrypted password and so was constantly criticized for its security problems. SNMPv2 improved slightly on this issue, and enhanced security was also added. The ability to talk between two managing systems also added the ability to check the integrity of the data being sent as it was possible to check past behaviour against new behaviour. The newest version, SNMPv3 which was released in 2004, adds this extra layer of security for managements piece of mind. This means that it is the securest version to date and is therefore considered industry standard with all old versions being deemed obsolete. NNTP is the standard protocol for reading and posting Usenet submissions. The last update was in 2006 and this further improved the protocol and ensures that it stays the standard method of accessing newsgroups. This protocol is popular with the types of businesses that require access the news posting sites these are particularly popular with computing based businesses. The IMAP protocol is capable only reading and so is not a viable alternative. X.25 is a packet switching protocol that predates IP. It is still found in situations where an extremely reliable system is required such as EPOS systems that allow businesses to take debit and credit cards. It is also popular in the developing world where it the cheapest and most reliable method of connecting to the internet. It is much slower than IP as it requires all of its packets to be received before moving the packets again. IP is the current industry standard packet switching method and was designed in 1981. It is a network level protocol that splits data into packets, addresses them and sends them forward. IP works closely with TCP to ensure that the data packets are received correctly as it sends the packets without ensuring they are received. All other protocols will work through IP as it converts upper layer data into packets. IPv4 is the current version in use, but users are being encouraged to move towards IPv6 as it allows more addresses to be used.

Thursday, November 14, 2019

Dissection Alternatives Essay -- essays papers

Dissection Alternatives Dissection in science classrooms is an experience that almost every student has to go through, but one that many will regret. It is estimated that six million vertebrate animals are dissected in high schools each year, and another 5.7 million are used in college laboratories. The issue of educational dissection has become a national concern. Many groups such as PETA and The Humane Society have been lobbying for years to outlaw such practices, and implement new and safe dissection alternatives. Alternatives to dissection have become more popular in recent decades and may be the future of modern science and education. A dissection alternative is defined as an educational aid or teaching approach that replaces harmful animal use or compliments existing humane education. There are many types of alternatives available such as videos, CD-ROM activities, models, simulators, books, and interactive websites. The most commonly dissected vertebrate animals are fetal pigs, cats, and frogs, and therefore there are many alternatives available for these three animals. However, there are also alternatives for other animals such as sharks, rabbits, mice, snakes, minks, turtles, crayfish, clams, earthworms, starfish, and squid. Such alternatives are usually produced by educational companies or biological suppliers for student and teacher use. Science Works, Scholastic, Neotek, and Ventura Education Systems are a few examples of companies that make dissection alternatives for classroom use. Educational dissection first received national attention in 1987 when a young girl named Jennifer Graham took a stand against it. She filed a lawsuit against her California High School because they demanded that she participate i... ...ts and teachers with free up to date dissection alternatives for middle school, high school, and college levels. The only cost is return postage, and anyone is eligible to obtain the materials. Another great program is the Educational Memorial Program. This is when animals are donated to veterinary schools when they have been euthanized because of a terminal illness, or died of natural causes. Such universities as Tufts University School of Medicine and Western Health Sciences University only use donated animal cadavers. For many years dissection has been considered a widely used and acceptable form of scientific learning. Now, in the twenty first century, students are rebelling against such inhumane procedures. Because of the benefits to teachers, students, and school administrators, it is likely that dissection alternatives will be the future of modern science.

Monday, November 11, 2019

Communicative Language Teaching Essay

Communicative Language Teaching The aim of this unit †¢ To make you think about communicative approach to teaching languages †¢ To analyse the concept of communicative competence †¢ To reflect upon the communicative teaching techniques What do you have to do in this unit? †¢ Warming up discussions †¢ Input reading †¢ Self-assessment questions (SAQS) †¢ Exploratory tasks †¢ Integrated task Warming up discussion 0 Warm up the concept of a â€Å"communicative situation† (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a â€Å"mind map† of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge of typical situations | | |Target culture | | |Skills in speaking | | |Skills in writing | | |Skills in reading | | |Skills in listening | | |Non-verbal means of communication (gestures etc) | | |Knowledge of how to deal with people | | |Experience of making decisions in communicative situations | | |Experience in playing a role | | |Experience in problem-solving | | |Experience in playing communicative games | | Pre-communication methods The way towards communicative teaching has been a long and controversial one with advances and set backs. The focus of attention was gradually shifting from the language as a systematic code to the language as a means of communication with the search for an effective method of instruction and consideration of the learner’s personality. (The digest of teaching methods in this module is based on Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP). Grammar translation (H.Olendorf) or Prussian method included detailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphology and syntax, reading and writing. Direct method (M.Berlitz) encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. Learning process was mostly based on imitation and memorization. Oral approach or situational language teaching (Palmer, H. 1940. The Teaching of Oral English. Longman) was based on selection and organization of the â€Å"situations†. â€Å"Situations† were organized with the use of concrete things and pictures. They were used to introduce the new grammar structures. Audio-lingual method (Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press) applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement). The Natural Approach (Krashen, S.1981. Second language Acquisition and Second Language Learning. OUP) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hypotheses were put into the foundation of the Natural Approach: the acquisition/learning hypothesis (only natural-like acquisition can result in mastering the language while â€Å"learning† helps getting the knowledge about the language), the monitor hypothesis (explicit knowledge has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition). SAQ 1.1 Match the following â€Å"methods† of instruction with their essential â€Å"features† |Method |Features | |Grammar-translation method |Imitation | |Direct method |Memorizing rules | |Oral approach |Motivating learners | |Audio-lingual method |Use of situations | |Natural approach |Memorizing patterns | Humanistic approach Warming-up discussion 1.1 Comment on the following revelation of a teacher: |†¦if a student really works hard, and yet there is a danger of this student failing a test, although he or she has studied | |intensively for it, then I cheat. I take a pen that has the same color ink as the student used to write the test and I correct| |some of the mistakes so that the student does not notice and I can give a positive mark. And then I follow this up with a lot | |of appraisal and support †¦ | (Puchta, H. 1999. Learners: belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72) Humanistic approach emerged as a reaction to the behaviorist approach to teaching with the rigid teacher’s control over the learners behavior. The concern of humanistic tendencies was to enhance people’s self-actualization and their role in directing their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University. P. 419). Humanistic approach to language teaching emphasized the value of developing whole learner’s personality, socialization of an individual in a group, creative activities with music, arts etc. It was further developed in community language teaching. The method was based on counseling techniques (Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y.) In lay terms, counseling is giving support to another person. This method was described as humanistic with self-actualization and secured self-esteem of the learners. The priorities of the method were to develop learners’ relationships in the group, to guarantee in learners the feeling of security and belonging to the group as well as asserting one’s personal identity. â€Å"Learner autonomy† became a new and much discussed concept. Affective learning and learner anxiety were taken seriously as an important factor of effectiveness. Instead of the formulaic knowledge (the product of behaviorism) teachers tried to develop in learners heuristic knowledge (After Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia. P. 87). Special attention was given to the issue of â€Å"debilitating anxiety†, which unlike â€Å"facilitating anxiety† could hinder and even block the process of language acquisition. As a result of the debilitating anxiety in the lesson the learners usually develop a â€Å"defense mechanism† against it. Some of them withdraw from the work of the class, make a game of a task, fidget and let their attention wander or plunge into the world of fantasy. They can challenge the teacher with the unacceptable behavior or passive aggression in the form of â€Å"silent protest†. Some learners accuse others of their own learning problems. As expression of protest the learners join subgroups of other failure-learners (See: Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications). An important issue, which is tackled by the humanistic approach to teaching is the rejection of the learners by their teachers. The rejection of this type can be hidden and show itself indirectly. These teachers prefer not to look at the learners, which they dislike (gaze of avoidance). The whole teacher’s body movement is in the direction opposite to the learners they dislike. The teachers keep a longer physical distance with these learners and give them less verbal contacts and addresses. These learners are denied teacher’s supportive intervention and detailed feed-back that other learners normally enjoy. They are given a reduced teacher’s waiting time. Humanistic approach advocated â€Å"non-conflict†, â€Å"non-judgement† and â€Å"empathy† in the relations of the teacher and learners. The importance of the humanistic approach lies not just in the effectiveness of language learning but also in the development of the personality. Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier psyche and are more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate perception of the reality and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themselves. These learners possess the capacity for peak experiences (through love, music, art, nature etc.) and a greater aptitude for empathy with other people. They are able to see things other than in black and white. Exploratory task 1.1 Study the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to improve the teaching situation. What individual features of the learners have to be respected by the teacher? |Descriptions |Reflections |Recommended | |Frank is shy, withdrawn and obtuse. When called upon for| | | |an answer in class, he hesitates a lot and sometimes | | | |does not respond at all. When pushed, his answers are | | | |usually incorrect. However he does well with written | | | |homework. | | | |Mark is a delightful student. Very active and | | | |enthusiastic in class. He never has enough time to | | | |complete the task in class and rarely finishes the test | | | |on time | | | |Mary is inattentive and never follows explanations in | | | |class. She does not seem to understand the grammar | | | |rules. However, the next day she knows the rule | | | |perfectly. | | | |Clara is very motivated to study English but finds it | | | |meaningless to take part in communicative activities. | | | |After communicative lessons she feels frustrated. | | | |Vera is clever and likes to take part in discussions. | | | |However while talking she often makes slips such as | | | |forgetting, blurring or mixing up word endings. | | | (Some examples are adapted from Leaver, B. 1993. Teaching the Whole Class. The AGSI Press. P. 4-8) Intensification tendency Total Physical Response (TPR) is the combination in the teaching method of speech and action (Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17). The method combined verbal rehearsal with motor activities. The Silent Way (Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y.) was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with the minimal language rather than rehearse and remember. Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teacher’s behavior and â€Å"infantalisations† of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning. Another example of exploiting resources of human psyche in teaching languages is neuro-linguistic programming (NLP). NLP is shaping one’s inner world through re-evaluating one’s experience and using the power of the word. It aims at opening up one’s inner resources as a way towards accelerated learning (Beaver. D. Lazy Language Learning). Exploratory task 1.2 Try to memorize the following groups of words using different techniques. Recall the words a minute after all the tasks have been done. Write the number of memorized words in the space provided and share the results in the group. Reflect on the reasons for diversity in the results (the meaning of the words should be made clear first) |Task 1 |Task 2 |Task 3 |Task 4 | |Memorize the words by marking |Memorize the words by |Memorizing the words in |Memorize the words by imagining| |rhythm with your hand |associating them with physical |complete relaxation |clearly and visualizing what | | |objects that you hold in your | |these words mean | | |hand | | | |Wary tortuous, dupe, hype, |Balk, upshot, slobber, freak, |Floss, tryst, mediocre, tassel,|Zap, trammel, largess, thud, | |lumber |virile |tacky |gullible | |Number of recalled words | | | | | | Communicative language teaching is based on a number of typical features of the communication process (Littlewood, W. 1981. Communicative language Teaching. CUP. Savignon,S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Widdowson, H. 1979. Teaching language as Communication. OUP). Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations. Fluency is put over accuracy. Interactive learning is encouraged as the way towards acquiring communication skills. The learners are taught â€Å"negotiating the meaning† (working towards better understanding each other), and â€Å"using communication strategies† (e.g. circumlocution). Exploratory task 1.3 What features of communicative teaching can you detect in the following activities? |Activities |Features | |Find the differences between the pictures that you and your | | |partner has without looking at these pictures and only by asking | | |questions | | |Role play a job interview, in which you want the job as soon as | | |possible while the manager is taking time and is hoping to find a | | |better candidate | | |Agree or disagree with the given statements by marking them as | | |â€Å"true†, â€Å"false† or â€Å"debatable† and give reasons for every answer | | |Each of you have heard only a little bit of the announcement at | | |the airport. Put your bits of knowledge together to know what you | | |need. | | |Hold an opinion poll in the group by asking everybody questions | | |and report the results (every learner has a set of their own | | |questions) | | Communicative teaching is a way of teaching a language through communication. The way towards communicative teaching method can be traced in the chart below: |Method |Grammar-translation |Audio-lingual method |Natural approach |Communicative activities| |Subject |Language forms |Language patterns |Whole language |Human discourse | |Learning |Language analysis |Memorization |Exposure to the input |Communication experience| SAQ 1.2 Match the following tasks the methods |Tasks |Methods | |Listen to the tape and react to questions in the pauses |Grammar translation | |provided | | |Find the ways to translate the sentences in your native |Audio-lingual | |language | | |Prepare a group presentation and show it to the class |Natural | |Listen to the conversation and dramatize it |Communicative | Any method can be described as â€Å"result-oriented† or â€Å"process-oriented† with some teaching methods occupying an intermediate position. A result-oriented method advocates the idea of a final goal with the emphasis on its speediest achievement and the obligatory equal results achieved by all the learners. A process-oriented method focuses on the teaching/learning procedure with the individual pace of learning and the final results varying according to individual learner differences. Form-focused methods concentrate teachers’ and learners’ attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures. Exploratory task 1.4 Find the adequate place on the axes for the following method: grammar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you) Form-focused Y Grammar-translation method Result-oriented. x X Process-oriented y Form-defocused Communicative approach is used differently in different teaching cultures. â€Å"Teaching culture† is the collective teaching experience, beliefs and practices, which are typical of a certain community or society. Communicative approach is not universally relevant for different teaching cultures. The learners can question the effectiveness of the lesson during which they practice communication but do not learn anything concrete. â€Å"What have we learned during this lesson of incessant talk?†, is a typical question asked by the learners in Asian communities. In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teacher’s checking the learner’s sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students they do not want to interrupt other students or the teacher, it is better to ask after the lesson etc. (Coleman H. 1996.Society and the Language Classroom. CUP). A lesson of English in Russia often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a particular learner is invited to speak, will regulate learners’ participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3. P. 213-218) Exploratory task 1.5 Given below are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local teaching culture? |BANA teaching culture |Local teaching culture | |Learner-centered | | |Learner-autonomy | | |Focus on the â€Å"whole language† | | |Critical thinking | | |Inductive teaching | | Input reading 2 Communicative competence Warming up discussion 2.1 Brain-storm the concept of â€Å"communicative competence† i.e. the knowledge and skills a learner needs for successful communication and draw a â€Å"tree diagram† of this concept Communicative competence The idea of communicative competence started to develop with the construct of â€Å"linguistic competence†. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. P. 24. Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The Psychology of Language. Psychology Press. P.141). Linguistic competence is only part of what is needed for communication. Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press. Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P.87). Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), pragmatic competence (knowledge of how to express a message), strategic competence (knowledge of how to express a message in a variety of circumstances), social-cultural competence (knowledge of social etiquette, national mind-set and values etc.) (another description of communicative competence can be found in Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47). Communicative competence breaks down into the two major components of the knowledge: knowledge of the language and knowledge of how to achieve the goal of communication |Communicative competence | | | |Knowledge of the language |Knowledge of how to use the language | Competence is not the same as ability. In order to be able to communicate, people need psycho-physiological mechanisms, i.e. communicative skills (After Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P. 84-85). Communication is the process of interpersonal interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people. In accordance with the social conventions, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit information, to manipulate behavior and opinions, to perform rituals etc), communicative roles (leader, informer, witness, participant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a speaker needs more than just the knowledge of the language. Exploratory task 2.1 Give examples of the knowledge you need for successful communication in a number of recent situations: |Knowledge for communication | |Rules of etiquette |Spoken language |Grammar and vocabulary | | | | | | | | | | | | | | | | | The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995). Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. E.g. the Prince (in â€Å"The Prince and the Pauper† by M.Twain) was unable â€Å"to ask† because he was only competent in how to â€Å"give orders†. Successful strategies are known as the â€Å"four maxims† of good communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality (say only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and manner (present your ideas clearly an unambiguously) The four maxims of successful communication can be used in teaching how to communicate effectively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71) Exploratory task 2.2 Imagine that you want to borrow some money from the bank and have to explain to a bank clerk the reasons for taking the loan. Role-play your talk and let your group mates comment on what you say using the â€Å"four maxims†: |Maxims of communication |Comment | |Quality | | | | | |Quantity | | | | | |Relevance | | | | | |Manner | | | | | Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, circumlocution etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981). In choosing a strategy the participants in communication can prefer either an achievement strategy (guessing, paraphrasing but achieving the goal) or a reduction strategy (co-operation, avoidance and sometimes giving up one’s goal partially or completely) (Bygate, M. 1987. Speaking. OUP). Exploratory task 2.3 Describe communicative strategies in the following conversation. One has been done for you |Conversation |Strategies | |Hello |Goal-oriented | |Can I have a return to London? |Partner-oriented | |Yeah. Are you coming back today? |Circumstances-oriented | |Erm †¦ I an not sure †¦ | | |A day’s return is 6.50. Otherwise it’s 8.80 | | |I’d better take a normal return | | |OK. That’s 8.80 then | | |Fine | | |Thanks. 1.20 change please | | |Thanks | | An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and life space in the process of communication), kinesics (body language, gestures and postures), facial expression (smiles, eye-contact), haptics (the use of touch in communication), clothing and physical appearance in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via smell), paralanguage (â€Å"um-m†, â€Å"uh-huh† etc). Many non-verbal expressions vary from culture to culture, and it is often the cause of cultural misinterpretation. E.g. a physical distance can be too close or somebody’s private space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching somebody’s body during conversation can be taken as offensive. The dressing habit can be alien. Some smells (e.g. sweat or breath) can be found intolerable. Vocal confirmation of following the conversations (Aha! Etc.) can also be inappropriate. In some cultures humble bows are part of etiquette while others support a proud upright posture. Exploratory task 2.4 Describe non-verbal communication in your native culture |Features |Description | |Physical distance | | |Gestures | | |Use of touches | | |Decent clothing | | |Appropriate smell | | |Smiles | | |Eye contact | | Exploratory task 2.5 How would you say the following sentences without words, using the gestures only? |Communicative goal |Description of the gestures | |†It’s too hot.† | | |†I’m too cold!† | | |SSHHH! Be quiet.† | | |†Come here.† | | |†Come here quickly!† | | |†Stay back! It’s dangerous!† | | |†I’m impatient† | | |†I’m tired† | | |†What did you say?† | | Exploratory task 2.6 Mark as appropriate or inappropriate |Statements | Appropriate or not | |A/ A man not opening the door to the woman | | |B/ Man and woman walking together, woman carrying a heavy bag | | |C/ A man not helping a woman out of the bus | | |D/ A man not giving up the seat in the bus for a woman | | |E/ A person telling the police the truth about his friend’s involvement in the crime | | |F/ A married man living with his parents | | |G/ A young married couple paying more attention to themselves than to their newly born | | |child | | Exploratory task 2.7 Read the following description of the American character and draw comparisons with your home culture: |American culture |Learners’ home culture | |Physical appearance is a key to U.S. culture. Americans are obsessed with body hygiene. They | | |take many showers, wash their hair often and usually wear clothes only once. People who have body | | |odor, bad breath, oily hair, and do not wear fresh clothes every day may be rejected because of | | |their odor. Americans are likely to be extremely cautious when they meet a new person who seems to| | |want to get closely involved with them. â€Å"What does this person want?† they seem to be asking. | | |†How much of my time will it take? Will I be able to withdraw from the relationship if it gets too| | |demanding?† Americans are explicitly taught not to discuss religion or politics. Politics and | | |religion are thought to be â€Å"controversial†, and discussing a controversial topic can lead to an | | |argument. Americans are taught to avoid arguments, unlike other people who consider politics to | | |be an excellent topic for discussion and debate. | | Input reading 3 Communicative teaching Communicative teaching can be successful if the teaching techniques help to replicate authentic communication in the classroom Exploratory task 3.1 What makes real-world and classroom communication â€Å"authentic†, i.e. genuine and natural? List the features in the spaces below: |Authenticity of real-world communication |Authenticity of classroom communication | | | | | | | | | | Exploratory task 3.2 Do these activities help replicate authentic communication in the classroom? If, â€Å"yes, what makes the classroom communication â€Å"authentic† in each case? |Activity |Comment | |A bottle has been found in the sea with a letter in it. The text has been damaged | | |by water and is therefore blurred. In groups decide what the message says | | |You are to entertain guests before lunch. Role-play the conversation | | |You have always worn glasses but have now decided on switching to contact lenses. | | |Prove your decision | | |Each participant has a picture, which is part of the whole story. Without showing | | |your pictures talk to each other and make up the whole story | | |Write a letter of complaint to the hotel about their service and demand a | | |compensation for the spoiled holiday | | Communicative techniques A technique is a way for a teacher to organize a learner activity. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP). Communicative techniques can develop in learners productive, receptive and interactive skills that are necessary for effective communication. Activities with listening and reading aim at developing in learners skills of receiving information. Activities with speaking and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication. Communicative techniques fall down into a number of groups: A. Language arts are oriented towards a communicative task but are not â€Å"communicative† in themselves. B. Language for a purpose is what the learners might need to learn how to request information, how to change somebody’s behavior or train of thought, how to co-ordinate efforts in a team, how to express one’s emotions etc. C. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. D. Personal language use develops in learners the skill of expressing one’s own attitudes and values. E. Theatre art develops communicative skills in simulations such as role-plays. F. Debating society teaches problem-solving skills. G. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89) SAQ 3.1 Match the following techniques and their features |Techniques |Features | |Language arts |Exposure to the whole language | |Language for a purpose |Cause-and-consequence reasoning | |Communicative games |Attaining a communicative goal | |Personal language |Winning in a competing activity | |Theatre art |Presenting one’s case | |Debating society |Vocabulary and grammar build-up | |Beyond the classroom |Taking up a communicative role | Some activities are more associated with reading and listening (receptive skills), while others are more often used with speaking and writing (productive skills). Information gap is organized to promote speaking activities. Information gap is a situation when a participant or a group possess the information, which others do not have, while others command the information that the other party is missing. E.g. a student in a pair with the other student might have the train timetable for odd numbers, while her partner might have the train timetable for even numbers. Their task is to use communication for finding out complete information on how the train runs. Information gap can take the format of an opinion gap when the participants differ in their opinions. The gap is filled in the course of active communication. Any activity with an information gap can be turned into a communicative game if there are rules to name the winner. Information gap is a frequent technique used in order to organize a communicative game. E.g. you have new neighbors. They can tell you about themselves only what is given on their role cards. Try to guess their professions. Ask any questions. Direct questions about professions are excluded. A popular speaking activity is reading from cues. It is organized when the participants write information about themselves on sticky labels in the form of separate words, dates, names etc. Other students ask questions trying to find as much as possible about the person, To achieve this goal they have to think first what a date on the sticky label might mean and ask a question like â€Å"Were you married in 1991?†, â€Å"May be you got your first job in 1991?† etc. Reading and speaking processes can be boosted by a â€Å"matching† activity, in which the participants are to match pictures and texts, pictures and pictures, texts and texts (both oral and written) by using questions. Jig-saw reading activity is organized most often with the texts that are meant for reading or listening (â€Å"jig-saw† reading and â€Å"jig-saw† listening). A text is divided into several parts. Every participant has access to only one part of the oral or written text. They ask each other questions and provide information to pool the parts of the text together and to know the contents of the whole text. Another variant is a jig-saw listening when each participant or a small group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts. Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an â€Å"opinion gap† and boost communication. Productive skills of speaking and writing are developed in simulations. A simulation means that an episode of the real world is reproduced in the classroom environment in the form of the role-play, discussion (problem solving), piece of writing or a project work. SAQ 3.2 Give examples of communicative simulations that can be used to develop productive communicative skills in learners |Simulation of productive skills |Examples of activities | |Simulation of speaking | | | | | |Simulation of writing | | | | | An important aspect of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners’ interaction is organized in pairs, small groups, moving circles, parallel lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom atmosphere and successful communicative teaching Exploratory task 3.2 Recall your own experience of classroom interaction and complete the evaluation form. What can be done to improve interaction in the classroom? |Classroom communication |Usually |Sometimes |Never | |1. The teacher asks the class questions. | | | | |2. Students volunteer to raise problems for discussion | | | | |3. Students say their opinions freely in class. | | | | |4. Teachers ask students to express their opinions. | | | | |5. Students speak only when the teacher calls on them. | | | | |6. Students tell the teacher in class when they don’t understand. | | | | |7. Students listen passively when the teacher talks. | | | | |8. Students listen passively when classmates talk. | | | | |9. Students speak loud enough for the whole class to hear and address| | | | |the classmates. | | | | |10. Students consult with classmates before answering teacher. | | | | |11. Students are afraid to make mistakes. | | | | |12. Teachers encourage students to risk making mistakes and to speak | | | | |freely | | | | |13. Students ask for the teacher’s opinions on the problem in class. | | | | |14. Teachers organize students’ interaction in pairs, small groups, | | | | |moving circles, parallel lines. | | | | |15. Students copy answers from others during tests. | | | | |16. Students coach each other for a test | | | | |17. Teachers are open to informal communication | | | | Communicative teaching is often organized in the three-phase framework. Three-phase framework means subdivision of the teaching process into three phases: pre-activity, while-activity and post activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and integration with other skills. The three phases of teaching are shown in the table: |Phases |Procedures | | |Teacher |Learners | |Pre-activity |Increasing motivation for the activity. Activation of prior knowledge in learners. Language | | |preparation. | | | | |While-activi ty |Oral or written communication. Information gap techniques. Simulation techniques. | | | | | |Reflection on the language and ideas produced during the â€Å"while-activity† phase. Focusing on | |3. Post-activity |the language. Integration with other skills. | (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg) Exploratory task 3.3 Match the following communicative tasks with the pre- while- or post-activity phases |Tasks |Phases | |Write down all the reasons you can think of for getting married|Pre-activity | |A husband wants his wife to stay at home because he is earning |While-activity | |more than enough. The wife wants to be self-reliant. What |Post-activity | |should they do? | | |Agree or disagree with the following statements †¦ | | |Interview a working woman and a housewife (a pensioner). Report| | |on the findings | | |Look at these pictures of the families. Which family seems | | |happiest and why? | | |Write an essay, †Coral gardens of family life† | | |Think of positive and negative words when you think of family | | |life | | Integrated task †¢ Give a rationale for communicative language teaching †¢ Illustrate the tasks for teaching pronunciation, grammar and lexis (indicate the source) †¢ Describe the tasks for teaching speaking and writing, listening and reading †¢ Work out a three-phase framework for any one of the tasks †¢ Ask your peers to evaluate your â€Å"three-phase framework task† according to the evaluation form and attach it |Points of analysis |Comment | |The explanations to tasks are quite clear | | |The task motivates communication | | |The task provides information gap for the learners | | |The task simulates the real world | | |The task develops language knowledge in learners | | |The task develops world knowledge in learners | | |The task creates a reasonable challenge for the learners | | |The three phases of the task are quite logical | | |The tasks provide for a good communicative practice | | Answer keys SAQ 1.1 1B 2A 3D 4E 5C SAQ 1.2 1B 2A 3D 4C SAQ 3.1 1F 2C 3D 4E 5G 6B 7A SAQ 3.2 |Information gap |Simulation | |Matching, jig-saw, interviews, reading the cues, communicative |Role-play, problem-solving, socialization, project work etc. | |games etc | | Exploratory task 1.1 1 Frank is a learner who needs more time to think the task over. 2 Mark can’t stand the time limits because he is usually overactive. 3 Mary prefers working with examples and deriving a rule from them. 4 Clara is a â€Å"deductive learner† and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs special attendance to her needs Exploratory task 1.4 Oral approach YX; audio-lingual xy; communicative yX Exploratory task 1.5 1 Teacher-centered, 2 learner-dependence, 3 focus on form and text, 4 memorization, 5 deductive teaching from rule to examples Exploratory task 2.3 A 2 3 5 7 9; B 1 8 10; C 3 4 6; Exploratory task 2.8 1 test-tube babies, 2 AIDS, 3 Nuclear power Exploratory task 3.3 1A 2B 3A 4C 5A 6C 7A Glossary Audio-lingual method is the way to teach a foreign language through intense repetitions of language patterns Communicative approach is a theory of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction Communicative competence is the knowledge that is necessary for successful communication Communicative method is a way to teach a foreign language through communication for the purpose of communication Communicative principles are guiding rules of instruction in the framework of communicative approach Communicative situation is a set of circumstances, in which it is necessary to use the language for communication in order to achieve the desired goal Communicative strategies are the means and maneuvers of communication to deal with the goal, partner and circumstances Communicative techniques are the devices to organize teaching in compliance with communicative principles Community language teaching is a teaching approach that emphasizes the importance of students’ co-operation, support and interaction Direct method is the way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practicing Grammar-translation method is a way to teach a foreign language with the help of contrastive native and target grammar analysis Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to fulfil the task Interactive learning is instruction with the tasks that can’t be fulfilled by the isolated students but require co-operation Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom Neuro-linguistic programming is a teaching way that combines mental imagery with the language Non-verbal communication uses physical distance between the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume etc. Oral approach is a way to teach a foreign language through oral introduction and practice of the language structures with the help of objects and pictures to create â€Å"situations† Process-oriented teaching focuses on the motivation and involvement in the activities with the expectation of different results in learners according to their aptitude Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result Silent way is a method a teaching that attempts to combine creative thinking with the minimum of language resour ces available to the learners (using colored rods etc) Simulation is a technique to replicate in the classroom real world situations for the purposes of communicative language teaching Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements of suggestive therapy Total physical response is a way of teaching that combines language rehearsals with physical activities References and further reading Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y. Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17 Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP Beaver. D. Lazy Language Learning Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. Brown, G. and G. Yule. 1983. Discourse Analysis. CUP Bygate, M. 1987. Speaking. OUP Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47 Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. Coleman H. 1996.Society and the Language Classroom. CUP Cook, G. 1989. Discourse. OUP. Crystal, D. 1992. Introducing Linguistics. L. Penguin. Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3 Ellis, R. 1994. The Study of Second Language Acquisition. CUP Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y. Haines, S. 1995. Projects for the EFL Classrooms. Longman Harley,T. 1997. The Psychology of Language. Psychology Press Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press Krashen, S. 1981. Second language Acquisition and Second Language Learning. OUP Leaver, B. 1993. Teaching the Whole Class. The AGSI Press Littlewood, W. 1981. Communicative language Teaching. CUP Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y. Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Nunan, D. 1993. Discourse Analysis. Penguin Books. Palmer, H. 1940. The Teaching of Oral English. Longman Pollak A. Communicative strategies at work. NJ 1995 Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University Savignon, S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg Widdowson, H. 1979. Teaching Language as Communication. OUP Wood B. 1981. Children and communication. NJ.