...his speech was so powerful and in this half and a minutes long speech, he brightly pointed out what the follow speech is all about and also made the good atmosphere that everyone draw attention to that speech. | Part 2 & 3(~ 100 words) | Some one said that Obama’s speech is like a symphony. His speeches are so powerful because it has a shape, it has forms. During his speech he used the technique like Fast/slow, loud/quite, all of which may be separated by a short pause or silence. He has different movements and forms, also it has a harmonious whole. His powerful symphony and well crafted and delivered speech, in his ways, move the listener. Audience pay all their attention to Obama. I learnt a lot as I was lack of symphony preformence. | Do either Part B OR Part C to complete your reflection record for this module. Submit only one part. Part B My Activity Language ActivityUnderline as appropriate | CILL activity Others pls specify | Title | Movie watching – The Ring | Part 1(~ 50 words) | It is a horror film that produce from America , adapt from a famous horror film from Japan-----Ringu. Its about a girl who become a ghost and the story behind it. All that history is discover by the Main character. | Part 2 & 3 (~ 100 words) | At first, I felt a little bit afraid of the film. Because I’ve been told that it is a really terrifying and that make me a little nervous. But when I finished watching the film, I found that there are some meaningful stories...
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...Canterbury Boys’ High School English 2014/15 Advanced Course The following information gives an outline of the Year 12 Advanced English Program for the HSC tested in 2015. The syllabus states that: The aim of Senior English is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society. The study of English involves exploring, responding to and composing texts • in and for a range of personal, social, historical, cultural and workplace contexts • using a variety of language modes, forms, features and structures. Meaning is achieved through responding and composing, which are typically interdependent and ongoing processes. In Year 12 time is allocated to certain issues and texts based on the time needed to cover the Board of Studies’ requirements for the fulfilment of the English outcomes. This program is based on the premise that: • students are required to experience literature in a variety of modes (short story, novel, poetry, non-fiction, film and drama) • there should be a continuing study of non-literary material (print and non-print, multi-media) • students should be encouraged to develop reading interests outside the classroom • there will be a continuing emphasis on oral English in class discussions, small group discussions, debating, public speaking, interviewing, dramatic reconstructions ...
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...A STUDY ON THE IMPORTANCE OF GRAMMAR IN LEARNING ENGLISH In India English continues to be the medium of instructions in colleges and universities. It is also the language of the administration. English should be most useful “library language” in higher education and our most significant window on the world. English plays an important role in our national life. It was of great importance in the British India. It plays an important role in various fields. So grammar plays a vital role in the field of learning language. So working knowledge of grammar is required for a sound basis of language- ungrammatical use will create disorder, misunderstanding of ideas, and bad impression among the listener or the reader. In the words of Dr. West, “grammar is not a code of rules like etiquette and table manners, a statement of convention, it summarizes what is done by cultured people, and like etiquette, and it is a state of a constant”. NEED AND SIGNIFICANCE OF THE STUDY The most important ingredient of learning English is grammar. Because, when we come to learn a new language, we need to study its grammar. Grammar is the study of words and the ways words work together. Any person who communicates using a particular language is consciously or unconsciously aware of the grammar of that language. Students usually find difficulties in learning grammar and most of them hate grammar sessions. They do not realize that it is the back bone of language. Pupils at secondary schools also have difficulties...
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...Short Writing Assignment 2: Se Habla Español (83-87) Sneh Shah Mayer Amanda ENG 100 September 9th The text “Se Habla Español” by Tanya Barrientos touched my heart because I can find a connection with her point of view, and by showing me how important cultural roots are. Tanya points out the importance of race and ethnicity within the USA, and that it is ok to embrace your heritage in a world that sees you as different. This text mainly refers to a Latin American girl from Guatemala who was brought to The United States when she was a little kid. Her native tongue was Spanish; however, she was not able to speak it as a consequence of being part of a society that generally rejects emigrants. This reflection was imposed by her parents in her childhood. As a kid, she was not taught or spoken Spanish at home, only English. Her parents feared that her daughter Tanya would be rejected in the future by the American society.” Because speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms.” (84). Her parents did not want this, they wanted her to be successful and so making her life easier by being involved with Americans. In the short text that we can read Tanya occasionally uses Spanish terms. The reason is for the reader to see Tanya’s perspective of knowing Spanish, without knowing the language whilst there is a feeling of being left out. The Spanish word may also suggest that she is slowly transforming by becoming proud of her roots...
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... | |via StudySpace | |Individual in-class contributions to three “Experts and Novices” sessions, including a one |15% |Various: weeks 18, 19,| |page summary of your reading | |20 in class | The three elements are described in more detail here: 1. Individual learning log (15% of the marks) You are required to develop a personal learning log as part of your individual portfolio. This should include 300 words on each of the three guest speaker sessions (i.e., Merlin Stone, weeks 2, 3, and 5; Rob Thurner, weeks 7, 8 and 9 and Ardi Kolah, weeks 10-14). Reflections will be checked against attendance so if you are unable to make a session, please notify in advance (e-mail D.anderson@kingston.ac.uk) and explain how you intend to catch up with the content. A “pro-forma” of the learning log can be found on...
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...Course Syllabus INFT 101 Instructional Technology for Successful Online Learning Course Description Designed to equip students for success as they transition into the online classroom, this course offers strategic information tailored to ensure academic excellence in this unique learning environment; this information includes Liberty University’s foundations and beliefs, LUO’s resources for success, Blackboard navigation techniques, time management strategies, the adult learner’s responsibilities, methods for identifying and avoiding academic misconduct, scholarly research tactics, and approaches for selecting the appropriate courses towards completion of the preferred degree program. Rationale This required course provides an orientation to the online classroom, learning strategies, and technology skills required for success in online learning. This course offers students an opportunity to develop and strengthen the skills necessary for academic achievement within Liberty University’s online program. I. Prerequisites None II. Required Resource Purchases None III. Additional Materials for Learning A. Computer with basic audio/video equipment B. Internet access (broadband recommended) C. Microsoft Word (Microsoft Office is available at a special discount to Liberty University students.) IV. Measurable Learning Outcomes Upon successful completion of this course, the student...
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...Measuring the English vocabulary size of Greek Students in Swansea University Introduction ● ● Vocabulary of Greek highschool students English tests in Greece {Proficiency(Michigan,Cambridge,Edexcel), IELTS} ● ● ● Behaviour of Greek students in the UK Vocabulary of Greek highschool students Y_Lex vocabulary test and the difference from X_Lex Aim of this study To see if Greek students in Swansea university are learning new words from the time they leave Greece until the time they graduate and if they do, how much has their vocabulary increased. Hypothesis ● Due to the tendency of Greek students socializing with other Greeks, they should not be able to attain a certain amount of words in order to make a significant increase of their vocabulary. ● Maximum new words learned might be less than a thousand until the end of their studies. Methodology ● ● ● ● Selecting participants based on year of study, having IELTS or any other certificate. Handing out the two Y_Lex vocabulary tests to each one. Gathering all the data and analysing them. Checking the readability,difficulty and language level of the IELTS and Cambridge tests and comparing the participants’ scores with the scores of their Y_Lex tests. Participants ● Gathered 20 participants of which 10 were in foundation and 1st year and the other 10 were in their final year or doing their Master’s degree ● Some participants were not included as they used to live in an english speaking country for a couple of...
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...Social work practice is carried out through interactions between social workers and individuals, families, organizations and society. Social workers are inevitably shaped by their own experiences, beliefs, upbringing and culture, which might affect their interactions with these systems. This course encourages the students to start the reflective journey in visiting issues of self in relation to the perceived identity, intimacy, loss, family, and society. Through reflective exercises, discussions, and assigned readings, the students will develop a deeper understanding of their values, philosophy of life and behaviors, and how these in turn impact social work practice. The course adopts an active-learning and experiential approach. Assessment: 100% coursework. 5. Course Objectives: 1. To increase the reflexivity of the students 2. To enhance the development of self-understanding of the students in relation to their physical sensitivity, perspectives towards intimacy and loss, choices in life, and the value orientation towards broader social issues. 3. 4. To facilitate the students in examining the influences of their...
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...1 International College of Manitoba: Course Outline ENGLISH: Literary Topics 1400 - An Introduction to Canadian Literature Term: Fall 2014 Class Time: Tuesday – 1:30-5:30 Location: Fitzgerald 207 Instructor: Dr. Barry Pomeroy Email: pomeroyb@learning.icmanitoba.ca Office Hours: 5:30-6:30, or by appointment Location for Office Hours: Fitzgerald 207 Withdrawal no financial penalty: Sept 26, 2014 Withdrawal no academic penalty: Nov 12, 2014 COURSE DESCRIPTION This introduction to Canadian Literature is meant to expose the student to the landscape, history, and cultural milieu that is Canada, a country made up of many different cultural groups of immigrants as well as the many distinct cultures that are Canada’s Aboriginal people. As well, this course operates as an introduction to the techniques and forms of both poetry and prose, and introduces the process of literary research and the writing of academic prose. You will be required to submit many writing assignments as well as play an active part in class discussions. This course is writing intensive and you will see a marked improvement in your ability to express yourself clearly and concisely. This course emphasizes persuasive or argumentative writing, and therefore, critical reading, writing and thinking. This course intends to extend your understanding of effective argumentation beyond mere grammatical correctness into how to interpret what is written, how to research a topic, organize an argument, and articulate it concisely...
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...Project marking Sheet This project sheet is designed for marking but should inform discussions between the student and the tutor to assess progress throughout the project development. Milestones should be negotiated and progress can be recorded here. | Project below pass level( 0 – 39) | Pass level project(40 - 59) | Merit Level project( 60 – 69) | Distinction level project( 70 – 100) | Abstract [10 marks] | Missing or no indication provided as to focus and outcome of project | Some indication as to focus and outcome of project but more clarity required | Clear summary of focus, direction and conclusions of project | Clear summary of focus, direction and conclusions of project placed in context of previous research. | Introduction [10 marks] | Does not explain the purpose of the project and why it is interesting and important and/or does not outline the main points and approaches taken. | Attempts to explain why the project is interesting and important and briefly outlines the main points and approaches taken | Purposeful explanation as to why the project is interesting and clear summary of the main points and approaches taken | Purposeful explanation as to how the project is informed by previous research and why it is interesting. Clear summary of the main points and approaches taken. | Literature Review with references and citation [10 marks]Example of appropriate academic sources: Textbooks, articles in periodicals, journals and conference proceedings...
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...concerns during lunch break. English Teacher: I’m getting another special education student next week—with rather severe learning disabilities this time, I’m told. I’ll have this student in my composition and literature classes, along with a student with behavior disorders I’ve been coping with already. On top of that, as you all know, state assessments are coming up and our district curriculum standards committee is in the midst of who-knows-how-many meetings that seem to never end, and on it goes. Geometry Teacher: I hear you. What’s more, our special ed teachers don’t seem to be working with these kids separately like they did when I first started teaching. But that was before inclusion, collaboration, and co-teaching became part of our teaching vocabulary. Music Teacher: And before national “experts” had come up with things like No Child Left Behind and Common Core Standards. English Teacher: Well, anyway, I was told that one of the special ed teachers is coming to our next departmental meeting to consult with us and talk about our roles in helping these students with their special needs. I understand we’re going to be asked to set aside time to collaborate with the special ed teachers. That’s along with all the other things we do, of course. We may even be encouraged to do some co-teaching with other teachers. Physical Education Teacher/Coach: Hmmm, don’t those two words cancel each other out? “Consult” and “collaborate,” I mean. I believe you English teachers call that an oxymoron...
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...did you have to take as part of the naturalization process? A: I learned English from watching a lot of TV and music videos, and then my cousin taught me everything I needed to know for the test because he took it before. I passed my U.S. History and English then answered some questions about my history. Once that was done I pledged my loyalty and became a citizen. Q: How would you describe how you felt about the process? A: The process felt so long because I wanted to be a citizen as soon as I got to America. Also, waiting to have the same rights as other citizens was frustrating. But, after I was done I was so happy. Q: How has citizenship changed your life? A: Gaining the rights of a citizen definitely changed my life. It’s made me feel more involved with what happens in the country. Q: Is your daily life different because of citizenship? A: I believe so because I don’t think I would have a great job if I wasn't a citizen. Q: Do you feel the process was worthwhile? A: Definitely, I’m so happy I stuck through the process. Q: If you had to, would you do it again? Please explain. A: Without a doubt. All the rights I got from being a citizen is definitely worth the wait. Also, my life here is 100 times better than what my life would've been in Guatemala. Q: Do you ever miss Guatemala? A: Of course, most of my family still lives in Guatemala. But, I try to visit as much as possible. Reflection The purpose of the naturalization process is...
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...Individual Assignment (50%) | Module’s Information | Module | MKT3204 21st Century Consumer Marketing (4cr) | Session | JAN 2016 | Programme | B.A.(HONS) IN MARKETING | Lecturers | Syed Izzaddin Syed Jaafar | | Email: syedizzaddin.jaafar@newinti.edu.my | Room: | Coursework Type | Individual Assignment | Percentage | 50% out of 100% | Hand-out Date | WEEK 2 | Due Date | WEEK 12 | Topic (state Company and Service) : | Student’s Declaration: | I declare that: * I understand what is meant by plagiarism. * This assignment is all my own work and I have acknowledged any use of the published or unpublished works of other people. * I hold a copy of this assignment which I can produce if the original is lost or damaged Name | ID | Word Count | Signature | 1. | | | | | Learning Outcomes Assessed: | LO1 LO2 LO3 | By the end of the course, students will be able to: Understand the factors used to identify customers. Use syndicated market research studies and targeting research to analyse the different theoretical frameworks that underpin research and inform alternative research methodologiesUnderstand and implement consumer and buyer behavior theories, models and frameworks | Penalty for late submission: | Coursework submitted up to one (1) week after the published deadline will receive a maximum numeric grade of 40%. Work submitted later than one (1) week after the deadline will be awarded a fail grade (0%)...
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...Samuola Vernet Professor Amanda Weir English 100 11/26/12 Academic Literacies Project Sociology is the study of social behavior and the socio-cultural settings in which it occurs. It involves the study of whole societies and their basic institutions as well as smaller scale groups such as the family, peer group and neighborhood. (Undergraduate Programs University of Massachusetts Dartmouth. n.d) By examining different social groups in economic, political and religious contexts, the effects on human attitudes, actions and opportunities can be discovered. With the understanding of sociology in mind I expect the academic literacy workload for sociology to require a lot of reading and writing. Examining human behavior demands a lot of analyzing and research. When analyzing a text it is expected that the author reasoning will be looked for. To fully comprehend a text when reading one must take good notes, summarize and/or paraphrase the main idea. A sociology course requires a lot of precise thinking and reflection. By doing so the text is questioned and allows thoughts about personal emotions and affects as well as whether it connects text to text, self or world or another text. In an informal discussion with an upperclassman in philosophy, I was told that there will be two types of assigned papers study and theory. A thesis is needed when writing a theory paper. Theory papers tend to have readers think and evaluate them critically and address the issue of how...
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...considerations of individual learner differences, their familiarity with some defining aspects of human learning, and their willingness to encourage the learners’ discovery of formal language properties in a reflective and autonomous manner. 1 Introduction This essay reviews some of the key theoretical notions associated with second language acquisition and considers the pedagogical relevance of these notions. In order to relate the discussion to the practicalities of language teaching, we refer to the hypothetical case of ten adult learners of English, freshly arrived from Japan for a six-month course at a Canadian language school. These learners have earned their title of “mature students” not only from their middle age range, but also because their country’s Foreign Office selected them for their motivation to study English in Canada. Despite this promising background, two burning questions haunt the teacher: “how good is their English?” and “how much can I hope to improve it?”. We attempt to address these common concerns in light of contemporary theory of second language acquisition, by successively discussing the prevailing communicative approach to second language proficiency, the individuality of language learners, and some defining characteristics of the language...
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