1. Prewriting: invention, research, note-taking and outlining.
2. Write first/rough draft.
3. Revise: (look at main points, thesis, support, paragraph order, structure).
These items may need to be moved, more information may need to be added or material may need to be deleted.
4. Edit: grammar and meaning are addressed.
5. Proofread: spelling and punctuation issues are addressed.
6. Publish final draft.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
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Sunday, November 21, 2010
What is a Descriptive Essay?
Purdue OWL
The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay:
Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
Choose vivid language.
Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.
Writing Strategies
Skimming for the Main Ideas
Practice: Skimming for the Main Idea: 27-28
Main Idea by reading only the first and last paragraphs (intro and conclusion)
What are the topic sentences for the body paragraphs
Title
Bold words
Italic words
Capital words
http://daniel-j-stone.blogspot.com (C) 2009-10
The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay:
Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
Choose vivid language.
Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.
Writing Strategies
Skimming for the Main Ideas
Practice: Skimming for the Main Idea: 27-28
Main Idea by reading only the first and last paragraphs (intro and conclusion)
What are the topic sentences for the body paragraphs
Title
Bold words
Italic words
Capital words
http://daniel-j-stone.blogspot.com (C) 2009-10
Listening and Pronunciation: Word Stress & Vowel Length
English speakers store vocabulary items according to stress patterns. Learning a word must include learning its stress patterns. Speakers say a word in its correct stress pattern; the listener finds it easier to understand them even if each individual sound is not pronounced correctly. When a word is said with an incorrect stress pattern, the listener may spend time searching for the word in the wrong stress category. A stress pattern mistake causes a great deal of confusion.
Reasons for Word Stress Errors:
L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.
1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.
2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.
Example: prediction
3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.
Example: Atlantic
4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology
5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.
Noun: The politician when on record as a supporter for healthcare reform.
Verb: The politician recorded a commercial to support healthcare reform.
6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.
7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Reasons for Word Stress Errors:
L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.
1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.
2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.
Example: prediction
3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.
Example: Atlantic
4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology
5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.
Noun: The politician when on record as a supporter for healthcare reform.
Verb: The politician recorded a commercial to support healthcare reform.
6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.
7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Skimming
What is skimming?
Skimming in high-speed reading that can save you time and help you get through lots of material quickly. You skim to get a general sense of the passage or book, not specific details. When you skim, you have a general question about the whole text.
When do you skim?
In a typical college class, skimming is the only way to get through all of the reading required. Skimming is important when doing research.
How do you skim?
1. Don’t read every word.
2. Look for the writer’s thoughts.
3. Look for quotations.
Speed Reading Strategies: Check your Reading Habits
Speed Reading Strategies: Bottom-Up Reading
http://daniel-j-stone.blogspot.com (C) 2009-10
Skimming in high-speed reading that can save you time and help you get through lots of material quickly. You skim to get a general sense of the passage or book, not specific details. When you skim, you have a general question about the whole text.
When do you skim?
In a typical college class, skimming is the only way to get through all of the reading required. Skimming is important when doing research.
How do you skim?
1. Don’t read every word.
2. Look for the writer’s thoughts.
3. Look for quotations.
Speed Reading Strategies: Check your Reading Habits
Speed Reading Strategies: Bottom-Up Reading
http://daniel-j-stone.blogspot.com (C) 2009-10
Modal Review
Might- 50% or less likely that something takes place.
Could- stating a possibility
Must- 90% certain that something takes place.
Should- giving advice
A modal in perfect form makes a statement about something in the past.
Cell phone calls from students hiding in and around Columbine High School, which Dylan and Eric could have used to pinpoint the locations of their intended victims.
This is in reference to a possible action in the past that was not taken.
Rules
1. "Have" + past participle as a modal perfect doesn't carry the same meaning as the present perfect tense. It simply indicates past time.
2. The past form of should is use to give "hindsight advice". For example:
When I look back at my past, I realize that I was not a good student. It would have been better if I was a good student. Therefore:
I should studied harder when I was in high school.
http://daniel-j-stone.blogspot.com (C) 2009-10
Could- stating a possibility
Must- 90% certain that something takes place.
Should- giving advice
A modal in perfect form makes a statement about something in the past.
Cell phone calls from students hiding in and around Columbine High School, which Dylan and Eric could have used to pinpoint the locations of their intended victims.
This is in reference to a possible action in the past that was not taken.
Rules
1. "Have" + past participle as a modal perfect doesn't carry the same meaning as the present perfect tense. It simply indicates past time.
2. The past form of should is use to give "hindsight advice". For example:
When I look back at my past, I realize that I was not a good student. It would have been better if I was a good student. Therefore:
I should studied harder when I was in high school.
http://daniel-j-stone.blogspot.com (C) 2009-10
Unreal Conditional Sentences
Contrary to Fact (3-3)
Situation #1
If I had enough time, I would watch TV now or later on.
If-clause’s grammar point
Simple past
Result-clause’s grammar point
Would + simple form
Situation #2
If I had had enough time, I would have watched TV yesterday.
If-clause’s grammar point
Past perfect
Result-clause’s grammar point
Would have + past participle
Additional Notes for Unreal Conditional Sentences:
1. In truth, you don’t do what you are saying.
2. In truth, you aren’t where you say you are at.
3. In truth, you are not me (I am not you.)
4. Would in the result clause means a predictable result.
5. Could in the result clause means a possible option.
6. Grammar Change: We learned that for past singular subjects, the rules are:
I was
You were
He/She/It was
This rule changes for Conditional Sentences. Both Singular and Plural subject get “were”.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Situation #1
If I had enough time, I would watch TV now or later on.
If-clause’s grammar point
Simple past
Result-clause’s grammar point
Would + simple form
Situation #2
If I had had enough time, I would have watched TV yesterday.
If-clause’s grammar point
Past perfect
Result-clause’s grammar point
Would have + past participle
Additional Notes for Unreal Conditional Sentences:
1. In truth, you don’t do what you are saying.
2. In truth, you aren’t where you say you are at.
3. In truth, you are not me (I am not you.)
4. Would in the result clause means a predictable result.
5. Could in the result clause means a possible option.
6. Grammar Change: We learned that for past singular subjects, the rules are:
I was
You were
He/She/It was
This rule changes for Conditional Sentences. Both Singular and Plural subject get “were”.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Real Conditions
Situation #1
If I have enough time, I watch TV every evening.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple present
Notes
This is real in the present tense.
Situation #2
If I have enough time, I will watch TV later on tonight.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple future
Notes
This is real in the future tense.
Additional Notes for Real Conditional Sentences:
• Simple future is not used in the if-clause.
1- When the result-clause is simple present, we can express a habitual activity or situation.
2- When the result clause is simple present or simple future, we can express a predictable fact or general truth.
3- When the result clause is in simple future, we are expressing something in the future.
4- What are phrasal modals and modals?
Should, might, can, be going to
• Are they used in the “if” or “result” clause? Result clause
• Are these real or unreal? Real
5. When the result clause is imperative (an order)
• Can should be used in the “If” clause? Yes, the meaning of the sentence changes and becomes a little more uncertain.
htp://daniel-j-stone.blogspot.com (C) 2009-10
If I have enough time, I watch TV every evening.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple present
Notes
This is real in the present tense.
Situation #2
If I have enough time, I will watch TV later on tonight.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple future
Notes
This is real in the future tense.
Additional Notes for Real Conditional Sentences:
• Simple future is not used in the if-clause.
1- When the result-clause is simple present, we can express a habitual activity or situation.
2- When the result clause is simple present or simple future, we can express a predictable fact or general truth.
3- When the result clause is in simple future, we are expressing something in the future.
4- What are phrasal modals and modals?
Should, might, can, be going to
• Are they used in the “if” or “result” clause? Result clause
• Are these real or unreal? Real
5. When the result clause is imperative (an order)
• Can should be used in the “If” clause? Yes, the meaning of the sentence changes and becomes a little more uncertain.
htp://daniel-j-stone.blogspot.com (C) 2009-10
Inference, Previewing and Making Predictions
What is inference?
The act of reasoning from factual knowledge or evidence.
For example, a student's clothes were wet when he came to Daniel Hall this morning.
What can we infer from this example?
A- This student took a swim in the pond in front on the library.
B- This student took a a shower with his clothes on.
C- This student took the bus to school and was splashed with a water puddle as a passing truck drove by his bus stop.
By using reasoning and since we know that this student takes the bus to school, we can infer that "C" is the correct answer. Furthermore, choices "A" and "B" are very strange.
Previewing and Making Predictions
What is previewing?
Looking for information before your read. This can be the title, subtitle, pictures or other bits of information.
What is making predictions?
Making guesses about a reading. We do this to keep engaged in the reading.
http://daniel-j-stone.blogspot.com (C) 2009-10
The act of reasoning from factual knowledge or evidence.
For example, a student's clothes were wet when he came to Daniel Hall this morning.
What can we infer from this example?
A- This student took a swim in the pond in front on the library.
B- This student took a a shower with his clothes on.
C- This student took the bus to school and was splashed with a water puddle as a passing truck drove by his bus stop.
By using reasoning and since we know that this student takes the bus to school, we can infer that "C" is the correct answer. Furthermore, choices "A" and "B" are very strange.
Previewing and Making Predictions
What is previewing?
Looking for information before your read. This can be the title, subtitle, pictures or other bits of information.
What is making predictions?
Making guesses about a reading. We do this to keep engaged in the reading.
http://daniel-j-stone.blogspot.com (C) 2009-10
Outline for the People Essay
I. Brainstorm the following questions
1. Who is outrageously rich or famous in your home country?
2. What person has made an important contribution to your happiness?
3. Who in your country is a household name?
II. Make a list of the ideas in the order that you will write about regarding the questions listed above.
III. Begin your rough draft with a sentence that names the person you admire.
For example:
Jon Bon Jovi is a world-famous singer, songwriter and leader of the American music group, Bon Jovi.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Then use your notes to write a rough draft of a composition about the person you admire. Use specific examples of admirable behavior or accomplishments.
For example:
1. Jon Bon Jovi has donated his personal money to build houses in urban areas in the U.S. for people that are less fortunate.
2. Last year, Bon Jovi gave a free concert to 20,000 fans at New York’s Central Park.
3. Bon Jovi has sold over 100 million albums worldwide since their debut in 1983.
4. Despite being a “rock star” and spending most of his life touring the world, Jon Bon Jovi has remained faithful to his high school sweetheart and children.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. End your essay with a sentence that tells why this person is admirable.
Example:
Jon Bon Jovi is a great role model for those that are still trying to find their way because of the optimistic message that relates to the common man throughout his songs.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
http://daniel-j-stone.blogspot.com (C) 2009-10
1. Who is outrageously rich or famous in your home country?
2. What person has made an important contribution to your happiness?
3. Who in your country is a household name?
II. Make a list of the ideas in the order that you will write about regarding the questions listed above.
III. Begin your rough draft with a sentence that names the person you admire.
For example:
Jon Bon Jovi is a world-famous singer, songwriter and leader of the American music group, Bon Jovi.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Then use your notes to write a rough draft of a composition about the person you admire. Use specific examples of admirable behavior or accomplishments.
For example:
1. Jon Bon Jovi has donated his personal money to build houses in urban areas in the U.S. for people that are less fortunate.
2. Last year, Bon Jovi gave a free concert to 20,000 fans at New York’s Central Park.
3. Bon Jovi has sold over 100 million albums worldwide since their debut in 1983.
4. Despite being a “rock star” and spending most of his life touring the world, Jon Bon Jovi has remained faithful to his high school sweetheart and children.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. End your essay with a sentence that tells why this person is admirable.
Example:
Jon Bon Jovi is a great role model for those that are still trying to find their way because of the optimistic message that relates to the common man throughout his songs.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
http://daniel-j-stone.blogspot.com (C) 2009-10
How to Make and Use an Essay Outline: Process
An essay outline is probably the most important friend you will have while writing your essay. It is the scaffolding of your paper and the skeleton of your ideas. It is the framework by which you will write a solid essay. It is difficult to write one without an outline.
Characteristics of a process essay:
• Arranged chronologically.
• This essay will have three paragraphs. (Introduction, long body paragraph and conclusion)
• Thesis statement: Eating food with chopsticks in Far East places like Japan is easy if you follow these steps.
• Long Body Paragraph (All the steps in the correct chronological order.)
• Conclusion
When you begin writing an essay outline, use the following model as a guide:
I. INTRODUCTION:
Thesis:_____________________________________________________.
II. Long Body Paragraph:
Opening Sentence:___________________________________________.
Process 1:__________________________________________________.
Process 2:__________________________________________________.
Process 3:__________________________________________________.
Process 4:__________________________________________________.
Process 5:__________________________________________________.
Process 6:__________________________________________________.
III. CONCLUSION:
Reconfirmed Thesis:_________________________________________.
What do you know how to do well? Brainstorm and think of things that you do well.
Examples of Process Essay Topics
1. How to get in shape
2. How to make pizza at home
3. How to make Libyan pasta
4. How to maintain good health
5. How to prepare rice
6. How to make California Roll Sushi
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Characteristics of a process essay:
• Arranged chronologically.
• This essay will have three paragraphs. (Introduction, long body paragraph and conclusion)
• Thesis statement: Eating food with chopsticks in Far East places like Japan is easy if you follow these steps.
• Long Body Paragraph (All the steps in the correct chronological order.)
• Conclusion
When you begin writing an essay outline, use the following model as a guide:
I. INTRODUCTION:
Thesis:_____________________________________________________.
II. Long Body Paragraph:
Opening Sentence:___________________________________________.
Process 1:__________________________________________________.
Process 2:__________________________________________________.
Process 3:__________________________________________________.
Process 4:__________________________________________________.
Process 5:__________________________________________________.
Process 6:__________________________________________________.
III. CONCLUSION:
Reconfirmed Thesis:_________________________________________.
What do you know how to do well? Brainstorm and think of things that you do well.
Examples of Process Essay Topics
1. How to get in shape
2. How to make pizza at home
3. How to make Libyan pasta
4. How to maintain good health
5. How to prepare rice
6. How to make California Roll Sushi
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Study Strategies for Irregular Verbs
Irregular verbs may be one of the most difficult grammar points of the English language for language learners to master. It is assumed that native English speakers have mastered this grammar point but surprisingly this is not the case. Studying incorrectly such as memorizing long lists for example may lead to frustration and will not improve a language learner's skills. Therefore, it is important to have a good study strategy.
Irregular Verb Chant
Please say aloud as the following:
arise, arose, arisen
Repeat 3-5 times then move onto the next set of verbs. Maybe clap your hands to get into a rhythm. Don't try to do too much one setting. Move at your own pace but follow this study plan on a regular basis.
http://daniel-j-stone.blogspot.com (C) 2009-10
Irregular Verb Chant
Please say aloud as the following:
arise, arose, arisen
Repeat 3-5 times then move onto the next set of verbs. Maybe clap your hands to get into a rhythm. Don't try to do too much one setting. Move at your own pace but follow this study plan on a regular basis.
http://daniel-j-stone.blogspot.com (C) 2009-10
Present Perfect vs. Present Perfect Continuous
When a non-durative verb is used and the action has completed thus, the cycle is closed, we are using present perfect tense. For example:
Elvis has left the building.
When a verb of duration, action continues and the cycle remains open, we are using present perfect continuous tense. For example:
He has been talking about losing weight for a long time.
http://daniel-j-stone.blogspot.com (C) 2009-10
Elvis has left the building.
When a verb of duration, action continues and the cycle remains open, we are using present perfect continuous tense. For example:
He has been talking about losing weight for a long time.
http://daniel-j-stone.blogspot.com (C) 2009-10
Planning for a Timed Writing
There are several formats for planning for a timed writing. The main ones are:
1. free writing,
2. outlining,
3. word map
Use any format that you are comfortable with. Do not spend more 10 minutes for a 30 minute writing.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
1. free writing,
2. outlining,
3. word map
Use any format that you are comfortable with. Do not spend more 10 minutes for a 30 minute writing.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Is it OK to use their first language during instruction?
It is often debated whether or not an English Language Learner can use their first language during instruction. Here are two teaching methods that support the use of their first language while receiving English language instruction.
Suggestopedia- a relaxed approach to learning a foreign language where a student’s first language may be used freely during instruction. “Make sure the students feel comfortable and confident.”
This method is carried out in four steps.
1. Decipher: The grammar point of the day in introduced. I prefer doing this by presenting the following:
A. What the grammar point is
B. How it is used
C. Displaying a grammatical formula of some kind
2. Concert: The teacher reads examples of the grammar point, the students repeat.
3. Elaborate: Songs are sung and games are played with the grammar point as the focus.
4. Production: In a structured environment, the students use the grammar point spontaneously.
This was the preferred teaching method of one of my team teaching partners when I was a teacher in Japan. This method worked really with with the EFL students. Sadly, the teacher was reprimanded for using this method since it only referenced the book and there wasn't much focus on passing the standardized test. But, the students could communicate with native English speakers and retained what they learned with this method and did well on standardized test. Being a maverick in Japan is unacceptable and this method definitely was nonconforming to the Japanese way of presenting English.
Community Language Learning- students work together to develop what aspect of a language they would like to learn. Teacher acts as a counselor and a paraphrase. Students act like a collaborator. A student’s first language may be used freely during instruction. This method encourages interaction with others in English as well as allows students to interact meaningfully with each other in English.
http://daniel-j-stone.blogspot.com (C) 2009-10
Suggestopedia- a relaxed approach to learning a foreign language where a student’s first language may be used freely during instruction. “Make sure the students feel comfortable and confident.”
This method is carried out in four steps.
1. Decipher: The grammar point of the day in introduced. I prefer doing this by presenting the following:
A. What the grammar point is
B. How it is used
C. Displaying a grammatical formula of some kind
2. Concert: The teacher reads examples of the grammar point, the students repeat.
3. Elaborate: Songs are sung and games are played with the grammar point as the focus.
4. Production: In a structured environment, the students use the grammar point spontaneously.
This was the preferred teaching method of one of my team teaching partners when I was a teacher in Japan. This method worked really with with the EFL students. Sadly, the teacher was reprimanded for using this method since it only referenced the book and there wasn't much focus on passing the standardized test. But, the students could communicate with native English speakers and retained what they learned with this method and did well on standardized test. Being a maverick in Japan is unacceptable and this method definitely was nonconforming to the Japanese way of presenting English.
Community Language Learning- students work together to develop what aspect of a language they would like to learn. Teacher acts as a counselor and a paraphrase. Students act like a collaborator. A student’s first language may be used freely during instruction. This method encourages interaction with others in English as well as allows students to interact meaningfully with each other in English.
http://daniel-j-stone.blogspot.com (C) 2009-10
Phonics, Syllables, Vowels and Vowel Rules
Phonics
Phonics are sounds that letters make that make up words.
• The English language tends to be difficult due to words being borrowed from other languages. (German, French, Latin, Greek, etc.)
Syllables
Syllables are a word or a part of a word with one vowel sound in it.
Vowels
Vowels create two sounds (long or short)
•When a short word has only one vowel, this word makes a short vowel sound .
• When a short word has two or more vowels, this word makes a long vowel sound.
• The closed syllable rule is when a vowel has a consonant after it that vowel always says its short sound.
• The sound of the short “a” changes just a little bit when “a” has a “m” or “n” after it.
• Rule of Silent E- at the end of a word does not make a sound. It usually changes the sound of the vowel before it. The vowel says it s own name, the long sound.
• Open syllable rule. A syllable is open when that syllable ends in a vowel with no consonant following it.
Consonants
• Blend: a group of two or more consonants, which stand side by side in a word and blend their sounds together.
• Diagraph: two consonants together making one sound.
• R control: when the vowel is controlled by R.
• Q: in English, “Q” always stands with “u”
http://daniel-j-stone.blogspot.com (C) 2009-10
Phonics are sounds that letters make that make up words.
• The English language tends to be difficult due to words being borrowed from other languages. (German, French, Latin, Greek, etc.)
Syllables
Syllables are a word or a part of a word with one vowel sound in it.
Vowels
Vowels create two sounds (long or short)
•When a short word has only one vowel, this word makes a short vowel sound .
• When a short word has two or more vowels, this word makes a long vowel sound.
• The closed syllable rule is when a vowel has a consonant after it that vowel always says its short sound.
• The sound of the short “a” changes just a little bit when “a” has a “m” or “n” after it.
• Rule of Silent E- at the end of a word does not make a sound. It usually changes the sound of the vowel before it. The vowel says it s own name, the long sound.
• Open syllable rule. A syllable is open when that syllable ends in a vowel with no consonant following it.
Consonants
• Blend: a group of two or more consonants, which stand side by side in a word and blend their sounds together.
• Diagraph: two consonants together making one sound.
• R control: when the vowel is controlled by R.
• Q: in English, “Q” always stands with “u”
http://daniel-j-stone.blogspot.com (C) 2009-10
Soft sound of “C” and “G”, Vowel Teams and the letter Y as a Consonant and Vowel
In English, the soft sound is usually heard when “C” or “G” has an E, I, or Y after it. The words "city" and "gem" are examples of this.
Also, in English, there are vowel teams that go by the name, diphthongs. These are two vowels that come together in a word to make only one sound. When two vowels come together, the first one says its own name, while the second one is silent. Here are a few examples:
Example: Long A (EI or AY)
The letter Y
The letter "Y" can act as a consonant and a vowel. As a consonant, it is at the beginning of a word. As a vowel, the letter "Y" is found in the middle or the end of a word.
http://daniel-j-stone.blogspot.com (C) 2009-10
Also, in English, there are vowel teams that go by the name, diphthongs. These are two vowels that come together in a word to make only one sound. When two vowels come together, the first one says its own name, while the second one is silent. Here are a few examples:
Example: Long A (EI or AY)
The letter Y
The letter "Y" can act as a consonant and a vowel. As a consonant, it is at the beginning of a word. As a vowel, the letter "Y" is found in the middle or the end of a word.
http://daniel-j-stone.blogspot.com (C) 2009-10
More on Narrative Essays
What is a Narrative Essay?
It is story writing.
How do you write an narrative essay?
You write about events in the order that they happen.
What is needed for a narrative essay?
Time order words are needed for narrative essays. Such words are:
Words: first, second, then, next, finally, afterwards, meanwhile
Phrases: at first, at exactly 5:04pm, after a while, after that, in the morning and in the meantime, etc.
This is a partial listing of words and phrases.
What is the outline of a Narrative Essay?
I. Introduction: The following are typically discussed in this part.
A. The setting
B. Main Characters
C. The Plot
II. Body: The climax is typically discussed in this part. Activities are separated in "time divisions".
Paragraph #1: First....
Paragraph #2: Next....
Paragraph #3: Then....
Note: Time order words are changed and switch in any what that the author sees fit as long as everything makes sense.
III. Conclusion: The ending is listed in this part.
http://daniel-j-stone.blogspot.com (C) 2009-10
It is story writing.
How do you write an narrative essay?
You write about events in the order that they happen.
What is needed for a narrative essay?
Time order words are needed for narrative essays. Such words are:
Words: first, second, then, next, finally, afterwards, meanwhile
Phrases: at first, at exactly 5:04pm, after a while, after that, in the morning and in the meantime, etc.
This is a partial listing of words and phrases.
What is the outline of a Narrative Essay?
I. Introduction: The following are typically discussed in this part.
A. The setting
B. Main Characters
C. The Plot
II. Body: The climax is typically discussed in this part. Activities are separated in "time divisions".
Paragraph #1: First....
Paragraph #2: Next....
Paragraph #3: Then....
Note: Time order words are changed and switch in any what that the author sees fit as long as everything makes sense.
III. Conclusion: The ending is listed in this part.
http://daniel-j-stone.blogspot.com (C) 2009-10
Test Taking Tips
1. Bring at least two pens/pencils with good erasers, a calculator with enough batteries and any other resources that your instructor allows you to.
Bring a watch to the test with you so that you can better pace yourself.
2. Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax.
3. Keep your eyes on your own paper, you don't want to appear to be cheating and cause unnecessary trouble for yourself.
4. When you first receive your test, do a quick survey of the entire test so that you know how to efficiently budget your time.
5. Do the easiest problems first. Don't stay on a problem that you are stuck on especially when time is a factor.
6. Do the problems that have the greatest point values first.
7. Don't rush but pace yourself. Read the entire question and look for keywords.
8. Ask the instructor for clarification if you don't understand what they are asking for on the test.
9. Write legibly. If the grader can't read what you wrote, they'll most likely mark it wrong.
10. Always read the whole question carefully. Don't make assumptions about what the question might be.
11. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question.
12. Don't worry if others finish before you. Focus on the test in front of you.
13. If you have time left when you are finished, look over your test. Make sure that you have answered all the questions, only change an answer if you misread or misinterpreted the question because the first answer that you put is usually the correct one. Watch out for careless mistakes and proofread your essay and/or short answer questions.
14. Double check to make sure that you put your first and last name on the test.
http://daniel-j-stone.blogspot.com (C) 2009-10
Bring a watch to the test with you so that you can better pace yourself.
2. Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax.
3. Keep your eyes on your own paper, you don't want to appear to be cheating and cause unnecessary trouble for yourself.
4. When you first receive your test, do a quick survey of the entire test so that you know how to efficiently budget your time.
5. Do the easiest problems first. Don't stay on a problem that you are stuck on especially when time is a factor.
6. Do the problems that have the greatest point values first.
7. Don't rush but pace yourself. Read the entire question and look for keywords.
8. Ask the instructor for clarification if you don't understand what they are asking for on the test.
9. Write legibly. If the grader can't read what you wrote, they'll most likely mark it wrong.
10. Always read the whole question carefully. Don't make assumptions about what the question might be.
11. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question.
12. Don't worry if others finish before you. Focus on the test in front of you.
13. If you have time left when you are finished, look over your test. Make sure that you have answered all the questions, only change an answer if you misread or misinterpreted the question because the first answer that you put is usually the correct one. Watch out for careless mistakes and proofread your essay and/or short answer questions.
14. Double check to make sure that you put your first and last name on the test.
http://daniel-j-stone.blogspot.com (C) 2009-10
Paraphrasing
Purdue OWL
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
•Provide support for claims or add credibility to your writing
•Refer to work that leads up to the work you are now doing
•Give examples of several points of view on a subject
•Call attention to a position that you wish to agree or disagree with
•Highlight a particularly striking phrase, sentence, or passage by quoting the original
•Distance yourself from the original by quoting it in order to cue readers that the words are not your own
•Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).
How to use quotations, paraphrases, and summaries
Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:
•Read the entire text, noting the key points and main ideas.
•Summarize in your own words what the single main idea of the essay is.
•Paraphrase important supporting points that come up in the essay.
•Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
http://daniel-j-stone.blogspot.com (C) 2009-10
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
•Provide support for claims or add credibility to your writing
•Refer to work that leads up to the work you are now doing
•Give examples of several points of view on a subject
•Call attention to a position that you wish to agree or disagree with
•Highlight a particularly striking phrase, sentence, or passage by quoting the original
•Distance yourself from the original by quoting it in order to cue readers that the words are not your own
•Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).
How to use quotations, paraphrases, and summaries
Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:
•Read the entire text, noting the key points and main ideas.
•Summarize in your own words what the single main idea of the essay is.
•Paraphrase important supporting points that come up in the essay.
•Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
http://daniel-j-stone.blogspot.com (C) 2009-10
Saturday, November 20, 2010
Basic Fundamentals- Behavior equals values
Something that I saw off a video that I was watching back in Japan in 2005. The video was of my collection brought from the US of my former shacho (Japanese term meaning head of company). One of the things that he mentioned was "loosing his way".
With a move as drastic as mine was in 2007, it is understandable that I "lost my way" and spent most of 2008 in conflict with myself.
One of the things from the video that seems to hit home is the following:
1- Identify your values. Your values are the foundation for everything that you do.
2- Keep your behavior in line with your values. By doing this, you will have more success and happiness in all aspects of your life.
3- The further your behavior is away from your values equals more stress.
http://daniel-j-stone.blogspot.com (C) 2009-10
With a move as drastic as mine was in 2007, it is understandable that I "lost my way" and spent most of 2008 in conflict with myself.
One of the things from the video that seems to hit home is the following:
1- Identify your values. Your values are the foundation for everything that you do.
2- Keep your behavior in line with your values. By doing this, you will have more success and happiness in all aspects of your life.
3- The further your behavior is away from your values equals more stress.
http://daniel-j-stone.blogspot.com (C) 2009-10
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