Pilgrims Progress Short Form Essay Example for Free

Pilgrims Progress Short Form EssayMAIN CHARACTERS (a clear, concise description of each) Christian is the main character, he has a simple personality. He represents just one face of the charitable experience the search for religious truth. He is his faith (hence the name) his motivation, the search for salvation in the celestial city, is the one aspect that clearly defines him. Apollyon is the antagonist, he has a physical irregularity that displays his evil. Apollyon is a hybrid being, p nontextual matter dragon, bear, charitable, and fish, the air associated with his wings, the fire linked with dragons and the earth that bears live on. These combination canalise his immense power, suggesting that he draws power from all parts of the universe, his nature is complex, the exact opposite of Christians extreme simplicity.MINOR CHARACTERS (a clear, concise description of each) Evangelist- the messenger carrying the gospel, or the develop of Christ, to Christian he spurs Christi an on his journey to the celestial city. Obstinate- a dwell of Christian in the city of destruction who refuses to accompany him. Pliable- A neighbor if Christians who accompanies him for a while. After falling though the slough of Despond , Pliable is discouraging and returns home, only to be mocked by the townsfolk.Help- Fellow pilgrim who helps pull Christian from the throw off of Despond. Worldly Wiseman- A reasonable and practical man whom Christian encounters early in his journey Worldly Wiseman tries unsuccessfully to urge Christian to relegate up his religious foolishness and live a content secular life. Formalist- A traveler whom Christian meets along the wall of Salvation. With his hypocrisy, Formalist sneaks over the wall, instead of following the cracking and narrow as Christian did.Hypocrisy- Formalists travel companionDiscretion- One of the four mistresses of the Palace Beautiful. Discretion takes Christian and feeds him. pietism- one of the four mistresses of the palace Beautiful. Piety asks Christian about his journey so far. Prudence- One of the four mistresses of the Palace Beautiful. Prudence tries to understand Christians purpose in traveling to upgrade Zion Charity- One of the four mistresses of the palace Beautiful. Charity asks Christian why he did not bring his family, which causes him to weep. The Interpreter- Spiritual guide who shelters Christian. The Interpreter instructs Christian in the art of reading religious meanings hidden in everyday objects and events, which he houses in his Significant Rooms.Shining Ones- Three celestial creatures who clothe Christian with the new garments and give him the certificate. The Shining Ones act as guardians throughout Christians journey. Faithful-Fellow pilgrim from Christians hometown who reports on the city they both left behind. Faithful loyally accompanies Christian until he is penalize in the town of Vanity for the crime of disrespecting local Satan- worshiping religion. Talkative- F ellow pilgrim who travel alongside Christian and faithful for a while.Talkative is spurned by Christian and faithful for a while. Talkative is spurned by Christian for valuing spiritual words over religious deeds. Mr. By-ends- A user of religion for personal ends and social profit. Mr. By-ends accompanies Christian briefly after Christian escapes from vanity. burnished-Pilgrim who replaces Faithful as Christians travel companion and confidant after leaving Vanity, all the style to Celestial city. Hopeful saves Christians life in the river before the gates to mount Zion Giant Despair- Master of the doubting castle.Giant Despair imprisons Hopeful and Christian for trespassing on his domain and is later killed by Great-Heart and Christians sons. Diffidence- Giant Despairs wife. She encourages the harsh punishment of Hopeful and Christians in the Doubting Castle. Demas- Gentlemanly figure who tries to entice Christian and Hopeful with silver and dreams of wealth. flitting- A would-b e pilgrim whom Christian speaks of in a cautionary way, warning of Temporarys backsliding before his spiritual progress was complete.MAIN SETTING(S) (a clear, concise description of each) There is no main setting the novel occurs in a variety of places. ONE PARAGRAPH PLOT OUTLINE Faith, Hope, Mercy, Envy, Ignorance, Guilt These are not abstract concepts, but the names of vividly imagined, sharply draw human characters encountered by Christian, the hero of The Pilgrims Progress. In Christians search for salvation, each step along the way becomes a dramatic rendering of an inner state of the human psyche.As Christian journeys from The wilderness of this world to the glory of the Celestial City, he confronts a seemingly endless array of temptations, thr eats, and dangers, including the nearly irresistible allure of sensible splendor at Vanity Fair the crushing psychological burden of depression and despair in the Slough of Despond and the fear and uncertainty that eats by at faith i n the Doubting Castle. TWO OR THREE SYMBOLS (explain references and importance) City of Destruction- the city represents the entire world as it is, with all of its sins, corruptions, and sorrows, no one living there can have any hope of salvation.Interpreter- a character symbolizing the Holy Spirit.ONE OR TWO SENTENCES ON DOMINANT THEMES (State the theme correctly, e.g, Love is blind. not the theme is about love. What about it? BS. See Lit Book, p1187) The path to spiritual salvation is one full of many obstacles. STYLE ANALYSIS- CITE EXAMPLES AND ANALYZE THE EFFECT The Style Analysis portion of your short form must be ONE Page.Use bullet points-NOT news report format- like ur Novel Notes Single Spaced- but otherwise MLA format one inch margins N E Tabs s/b 1.5 Use Bullet Points NOT narrative formatELABORATE on the EffectUse your TOOLBOX and HandOutsDICTIONSYNTAXFIGURATIVE LANGUAGEFOUR SHORT (memorable QUOTATIONS TYPICAL OF THE clear include speaker and occasion. 1. ingeminate Here is a burdened sinner. I come from the City of Destruction, but am going to Mount Zion, that I may be delivered from Wrath to come I would therefore, sir, since I am informed that by this gate is the Way thither, know if you are willing to let me in? Speaker ChristianOccasion Christian introduces himself to the gatekeeper Goodwill, so that he can get through the gate and continue on his journey to salvation. 2. quote By this I perceive thou art one of my subjects for all that country is mine, and I am the prince and God of it. How is it then that thou hast run away from thy king? Speaker- ApollyonOccasion Apollyon tries to kidnap Christian and thwart his journey. 3. quote. You will use this Short Form to write your analysis essay.

Summarize the Positive and Negative Aspects of Offshoring Essay Example for Free

Summarize the Positive and Negative Aspects of Offshoring EssayOffspring means is moving the wareion to other countries. Currently this is happening in more or less of the countries where they find other countries are cheaper to produce their products. Weighing advantages and disadvantages of off shoring is always debate. I want to summarize the advantages and disadvantages off shoring in rouse of view and then I will put my strategy on this.AdvantagesOff shoring helps in thin the total be of a product by getting cheaper labor and core stuff for the product. This way company great deal focus on its administration operations like sales and marketing. It unquestionably reduces overhead costs like resource management. Many companies hire to do non technical recourses to do their work. This is the main reason that India has set up so numerous c every(prenominal) centers to help their customers for USA companies.Off shoring helps companies when their operations come operation ally uncontrollable. IT can increase the company efficiency and productivity so that it can be successful and better for marketing of its products in highly competitive market. Off shoring also makes an organization free from investments in technology, infrastructure to reduce the capital expenditure. It gives the business flexibility to increase the new skills that can be used as competitive advantage.DisadvantagesOff shoring does not suit for all companies and if company does estimate its necessity, the company would unsuccessful. One of the risks it has is losing sensitive data and the loss of confidentiality. Off shoring may lose management control of business and it may no longer be able to control operations and deliverables. In Off shoring, if that foreign country does not have proper product swear outes, the flavor may be bad and it might affect the company business in market. Source Company will lose jobs as it does not dominate many numbers of resources as they hire in other countries. It will lead to local unemployment and political pressure. We recently have seen lots of places these kinds of bothers where local good deal fight for their jobs and demand for cutting offshore processes.In some firms, there are so many legal issues in off shoring process and there are so many hidden costs that may lead to company loss in long run. There is another issue about communication when off shoring relationship is with completely different culture nations.Support of off shoringOff shoring can be acknowledged that its success comes with some pain, though it may have job cuts but, organizations that take a planned approach to off shoring succeed in managing this situation. The greatest advantage of off shoring is the cost advantage, which affects the companys success. Any savings in operating costs will help toward the companys financial status and growth. Companies in recession may sustain themselves and grow through innovation. By lowering its operating costs they will have more money to invest in innovation and technology which results in a domestic workforce. Success Story of off shoringThe best example of a company that has cost savings by off shoring to India is General Electric (GE). After off shoring its business process operations to India, it found a reduction of 25% percent on its labor cost. This decision made them to gain 150% in the earnings. There is a big difference in the labor costs in US/Europe and India in the IT industry as well. A software professional with 1-2 years of experience in the US and Europe charges USD 60,000 to 80,000 per year. On the other hand, a professional with same experience level costs about USD 10,000 per year in India, about 11 to 16 percent of that in the US and Europe.

Solutions for the Water Deficit

Solutions for the Water DeficitGround weeweeTakatufProblemLack of ground peeing become a big problem these days. Ground piss is important and useful umpteen countries argon depending on groundwater system to supply clear, reliable water to the citizen. Here in Oman we have the same problem and it mostly exists in Al-Batinah coast where I live. You can put on this type of water in m any other areas such as farming, domestic and industrial. We must find solutions to these problems, to eliminate the deficit in the aquifer be make water this problem has many negative effects. These effects are a reduction in the level of the earths surface and some dry wells because groundwater descent into the deep, forcing farmers often to deepen the pumps to ca-ca the water but, this solution will cost them a lot. Drought pumps may cause dry conditions in some agricultural regions because they use pumps to provide water for their farms. Some citizen are suffering from drought because they depend ed on these wells to provide clear water for them to drink it, but, few of those citizen impacted by maxing of sea season water fresh groundwater which Change water quality to become undrinkable and this cause shortage of clean drinking water.In these areas like Al-Batinah people are also facing a shortage of drinking water. This issue exist in Oman before more than 30 years since the population rose. Farmers are more affected by this issue because they depend mostly on the ground water for agriculture. Citizens are suffering too because it is the main source of clean water which they drink. One of the causes of this problem is saltwater intrusion, saltwater intrusion is the movement of seawater into aquifers and salt water mixing with ground water, which can contribute to ground water pollution and other consequences (Wikipedia, 2014). We are facing this problem in Al-Batinah and Salalah coasts, a huge quantity of saltwater intrusion into the aquifers that contaminates clean wate r.The second cause is water deficit in Al-Batinah coast which is about 350 million cubic meters per year because sea water goes through groundwater layers and this causes groundwater pollution. Rising population is another major cause for this issue, when the population increases the proportion of water consumption increases. The fourth reason of the shortage is lack of rainfall and this affect negatively on the storage of groundwater because rain is the stolon source of the groundwater the rain Nourishes the water storage.SolutionsMany countries started to solve this issue, for example, United Arab Emirates launched the project cloud- reservoiring for artificial rain and here is the meaning of cloud seeding,Cloud seeding, a haoma of weather modification, is the attempt to change the amount or type of precipitation that falls from clouds, by dispersing substances into the air that serve as cloud condensation or ice nuclei, which alter the microphysical processes within the cloud. (Wikipedia, 2014).They do some research about the clouds for the operation then they send special airplane for this mission, they target clouds then they seed them, this operation has some consequences if they used it constantly due to the accumulation of silver iodide in the air, which is toxic. This operation cost around 11 million dollars.In Australia and some cities in United States of America they used Aquifer Storage and Recovery Systems. Aquifer storage and recovery (ASR) is the re-injection of potable water back into an aquifer for later recovery and use. ASR has been done for municipal, labor and agriculture use (Wikipedia, 2014). They dig many wells close to dams and they treat rainwater sea water and after that they inject the water to Tertiary aquifers to store it there to use it any time they need it this plan was a huge success in Australia and USA and now they want to expand this project. In Egypt they used a strategy,Integrated water resources management (IWRM) whi ch has been defined by the Global Water Partnership (GWP) as a process which promotes the coordinated victimisation and management of water, land and related resources, in order to maximize the resultant economic and social welfare in an equitable manner without compromising the sustainability of indispensable ecosystems. (Wikipedia, 2014).Concluding StatementIt is hard to choice one of them but, in my view ASR system is the best solution for the country because ASR unlike cloud-seeding it does not have any consequences it has many benefits. In Al-Batinah we are suffering from floods when the sky rain therefore, it is better to stop the floods by pumping the water to the ground to recharge the groundwater by this solution we do not waste any drop and we stop floods and at the same time we store groundwater.ReferencesAquifer storage and recovery. (2014, November 27). Retrieved November 28, 2014, from http//en.wikipedia.org/wiki/Aquifer_storage_and_recoveryButalia, N. (2013, May 8). Cloud seeding Making it rain. Khaleej Times. Retrieved November 29, 2014.Cloud seeding. (2014, November 18). Retrieved November 26, 2014, from http//en.wikipedia.org/wiki/Cloud_seedingGroundwater and Drought. (n.d.). USGS Retrieved family line 19, 2014, from http//water.usgs.gov/ogw/drought/Groundwater Management in Oman. (n.d.). Groundwater governance. Retrieved September 16, 2014, from http//www.groundwatergovernance.org/filesHow cloud seeding has helped to increase UAE rainfall. (2014, wonderful 25). Retrieved November 26, 2014, from http//www.readme.ae/articles/tech/RainmakersIntegrated water resources management. (2014, September 17). Retrieved November 28, 2014, from http//en.wikipedia.org/wiki/Integrated_water_reIntegrated water resources plan, Egypt. (n.d.). deltares. Retrieved September 23, 2014, from http//www.deltares.nl/en/project/1210539/integrated-water-resources-plan-egyptKazmi, A. (2013, September 29). 124 cloud seeding operations since start of year. Retrieved N ovember 26, 2014, from http//gulfnews.com/news/gulf/uae/weather/124-cloud-seeding-operations-since-start-of-year-1.1236770Platt, B. (n.d.). Aquifer Storage and Recovery Systems. Small Wars Journal. Retrieved September 19, 2014, from http//smallwarsjournal.com/jrnl/art/aquifer-storage-and-recovery-systemsSaltwater intrusion. (2014, August 24). Wikipedia. Retrieved September 18, 2014, from http//en.wikipedia.org/wiki/Saltwater_intrusionSubaihi, T. A. (2014, February 26). Abu Dhabi Air Expo The National. Retrieved September 19, 2014, from http//www.thenational.ae/uae/meet-the-uae-cloud-seeding-captain-who-flies-into-the-eye-of-the-storm

Poetry Those Winter Sundays By Robert Hayden English Literature Essay

Poetry Those Winter Sundays By Robert Hayden English Literature EssayConsidered one of his beat out pieces of civilize, Robert Haydens Those Winter Sundays, is a heartfelt and moving poem. Haydens poem tells from a boys perspective of his father. In the poem it is obvious that thither is a distance between the cardinal and a clear gap of communication as well. But nearing the end of the poem we find that though ignorant of it at that moment, bash is actually present. Although exactly a 14-line poem, Haydens poem packs remarkable power and meaning into each line, utilise chant and subtle symbolism to amplify the overall effect of the poem.The poem is abject down into three stanzas of 5, 4 and 5 lines, respectively. In the first stanza of the poem, the subject of the poem is established the father. In the second stanza, the narrator is introduced into the poem and the atmosphere of the put up is further described. In the third and final stanza, the narrator tells how he still speaks ungratefully to his father and then admits his ignorance of his fathers simple love. The father is described as a hardworking man with cracked pass that ached, who woke up on Sundays too in the blueback cold to make banked fires blaze which drove out the cold and he would polish the narrators comfortably shoes as well before waking the rest of the house. But no one ever thanked him for doing such things. From labor in the weekday and with cracked reach that ached from labor it is understood that the father is a working man, possibly a laborer who uses his hands extensively in his field of work leading to the feeling that the fathers job is most probably a low-income job and as such Sundays are probably his simply day off of work, and so he would be expected to sleep in besides he doesnt. The simple phrase Sundays too implies that the fathers actions took place on Sundays as well as on both other day of the week. (Johnson) The father wakes early in the dayspring in th e blueback cold, the father would wake early at his own discomfort so that his son, the narrator, would not have to wake until a certain level of comfort had been attained in the house. Not only that but the father also polishes a pit of the narrators good shoes, showing that he has provided his son with more than one pair of shoes. But then why is it that even after providing such physical luxuries that no one ever thanked him? Why is it that the narrator still speaks indifferently to him? Is it because the narrator is an ungrateful son, taking his fathers work for granted? Looking closer, it is realized that it is not only the poet that doesnt ever thank him but that NO ONE ever thanked him (Gallagher). As such, the fault is shifted from son to father leading us to believe that there must be something about the way or the reason why the father performs his parental chores that creates or requires the apparent numbness in the speaker, even over the distance of the years. The nipp er is also vaguely but certainly aware of the angers of that house, and because the speaker in the poem does not know when the angers will erupt in the house, he is constantly in a state of terror that makes him speak indifferently to the father(Gallagher) And so the blueblack cold may have another meaning, describing not the physical condition but the sadistic atmosphere of the house and father. The meaning behind the last two lines of Haydens poem What did I know, what did I know of loves austere and lonely offices? remain slightly vague, given that they close with a question rather than a definitive statement (Johnson) but they also tie in and close the great have of the authors recollection. (Gallagher) All of this leads back to the fact that at a younger age, the speaker is in doubt of his fathers love as a child he presumes that love is show in slightly more clear ways. It is not until the speaker has grown considerably older that he realizes that love is not always expres sed so visibly, but is often expressed wordlessly and indirectly, and he is then able to find this indirect and silent love in his fathers early morning actions. Though there is still a slightly gloomy mood at the end of the poem there is also a sense of consequence and closing. (Thomson)The speaker in the poem is a man reflecting on his boyhood and his fathers love for him. The speaker tells about his ignorance of his fathers simple love, expressed for him through his fathers early morning gestures. The poems tone shifts continuously throughout the poem, in the beginning the tone changes from a cold, harsh tone to a warmer, more comforting tone by line 6. Although by line 9 the poems tone shifts again to a more negative tenor. The bitter tone depicted in the first stanza is reflected through the blueblack coldness of the house, the Fathers cracked hands and the fact that no one has ever thanked the father. By line 7 the house and rooms were warm and the tone has seemed to morph to a more satisfying sentiment when the cold is splintering, breaking. Although the cold is gone and there is now warmth inside the house, the tone once again changes back to the bitter manner in line 9 when the chronic angers of that house are mentioned. (EE) The bitter tone is carried on until the end of the poem but the tone of the poem also takes on a sort of regretful spin when the poet asks in lines 13 14 What did I know, what did I know of loves austere and lonely offices?Hayden uses a great get along of symbolism in his poem, some obvious and others not so much. The very first symbol being winter, mentioned in the title of the poem Those Winter Sundays. well-nigh use winter to suggest death, as in Robert Frosts Stopping by Woods on a Snowy Evening. Some use it to suggest the absence of hope, as in C.S. Lewis The Lion, the Witch and the Wardrobe (Wikipedia) Winter births cold and dimness, both referred to in line 2 as the blueblack cold. The cold often symbolizes depressi on and the darkness almost always symbolizes death and destruction. Symbolism like this helps generate the negative tone the poet is trying to create. The fathers cracked hands symbolize labor and hard work but could also represent sickness or bad health. A final symbol in Haydens poem is the warmth. The warmth is possibly the only compulsive symbol used throughout the poem. The warmth often stands for happiness and harmony, much the opposite of the cold and darkness.Haydens poem incorporates tremendous meaning into each line of his poem, using varying tone and symbolism to help intensify the implications behind it. Delving into the very core of the meaning of the poem, behind the literal and sub-literal levels, the reader finds that what Hayden is trying to relay is that there are many different kinds of love and that saying I love you is not the only way to show affection but that love pile be portrayed in the simplest of actions and through the subtlest of gestures in life.

An Integrated Approach To Writing English Language Essay

An Integrated Approach To Writing incline Language EssayThe first chapter of my paper frame ins away three main issues an investigating of committal to opus in relation to the separate phrase accomplishments, a comparison surrounded by makeup-for- indite versus writing-for-learning as headspring as an analysis of the teachers roles and the students involvement in the attend of educational activity writing. By exposing these aspects, I demonstrate that writing should not be taught as an isolated style skill moreover rather as a part of an integrated approach. Additionally, I show how writing-for-writing is as signifi keept as writing-for-learning and how students play a crucial part in program line writing and bow responsibility for their own learning.An Integrated Approach to Writing and the Other Language SkillsContemporary methodological tendencies split the four manner of speaking skills into devil broad categories undefended skills and productive ones. The la tter includes speaking and writing with their much-debated differences. The process of writing presupposes the use of graphic symbols or letters chained together in higher destine sequences that respect a particular order and form a coherent text.Writing is primarily linked to two other language skills speaking and reading. On the one hand, the association writing-speaking gives rise to tough debates ab pop out whether teachers should focus more on teaching writing or teaching speaking. It may be argued that writing is not merely an ordinary extension of speech the former practice differs from the latter in multiple ways as Donn Byrne cogently shows in the following submitSPEECHWRITINGTakes place in a context.Creates its own context.Speaker and listener(s) in contact.Reader not present and no interaction possible psyche addressed is specific.Reader not necessarily known to writerImmediate feedback given and expected.No immediate feedback possible.Speech is transitory.Writing is p ermanent.Sentences often incomplete and sometimes ungrammatical. Hesitations and pauses common.Sentences expected to be c atomic number 18fully constructed and linked and organised to form a text.Range of devices (stress, intonation, pitch, speed) to help call for meaning. Facial expressions, body movements, and gestures also used.Devices to help convey meaning are punctuation, capitals, and underlining (for emphasis).Fig. 1. Differences between speech and writing (Byrne 3).Source Byrne, Donn. Teaching Writing Skills. London Longman, 1993.Thus, the written language asks for a greater standardization of grammar and diction whereas speech is varied according to distinctions in regional dialects. Speaking usually occurs as a spontaneous act while writing is carefully planned. Then, speakers make out use of their body language and voice to put across meaning but writers strike to count on their words for the same determination. Finally, speech has a more informal and repetitive cha racter where the written discourse develops logically in a more formal and compact style.On the other hand, writing is related to reading as these two skills represent the basis of literacy. Nowadays, theoreticians such(prenominal) as S.B. Kucer and E. Delgado-Larocco consider literacy as a multifaceted and active practice that encompasses sociocultural, cognitive, developmental, and cognitive factors (see Fig. 2 below). Consequently, for a person to make out literate, he or she has to master all the abovementioned dimensions of literacy at the same time (Kucer 4). First, the cognitive influence dictates the writers wish to find, build, and grant meaning. Afterwards, the sociocultural component contains markers of social identity (ethnicity or gender). Third of all, the linguistic element puts forth the language used by the writer as the car transporter of meaning. Last but not least, the developmental aspect includes the other three factors since literacy is a dynamic process, the writers / readers development never ceases (Kucer 5-6).Fig. 2. Dimensions of literacy (Kucer 59).Source Kucer, Stephen B. Dimensions of Literacy. A Conceptual root word for Teaching Reading and Writing in School Settings. New Jersey LEA Publishers, 2005.Moreover, the question of why and how writing should be taught arises. Since writing is a skill which is () difficult to acquire (Byrne 6), it is obvious by now that instructors should set very clear teaching goals as concerns writing. In this sense, writing may be taught as a response to students needs and diverse learning styles introvert learners do not feel at ease expressing themselves orally, so writing allows them to feel more self-confidence. But writing may equally be taught for reasons of memorization or retention and thus it offers students the confirmation for part of their learning progress. The most evident purpose for teaching writing seems to be the need for its presence in informal and formal examinations alike. In general, teaching writing is not meant to be an isolated practice. Instead, an good student exposure to the foreign language is acquired through more than one medium as Eli Henkel points out in meaningful communication, people employ incremental language skills not in isolation, but in tandem (quoted in Harmer 265). In the schoolroom, the teaching-learning environment tries to mimic real-life situations and this is the reason why lessons often integrate multi-layered language skills. In this context, writing invites us to gather and organize our thoughts in order to clearly communicate them (Johnson 8).Teaching Writing-for-writing versus Writing-for-learningLanguage is the vehicle of thought. The essential hypothesis is that-being a language skill-writing means writing a connected text and not just single sentences, that writers write for a purpose and a reader, and that the process of writing is a valuable learning tool for all our students (Raimes 11).Contemporary methodologi cal trends dictate that writing should be taught interdependently with reading, speaking, and listening. There is no single approach to teaching writing but many. Writing may reinforce recently acquired language structures, it may improve the students mental and linguistic development, and it may also emphasize individualistic learning styles.Additionally, the type of writing teachers promote depends greatly on the learners age, level, and personal interests. In The Practice of English Language Teaching, Jeremy Harmer divides the teaching of writing in two broad categories writing-for-learning and writing-for-writing. The former type is defined as the kind of writing we do to help students learn language or to test them on that language (Harmer 330). Thus, writing-for-learning can ask students to build sentences using the Past Tense Simple or the Going to Future for instance here, the aim is not to train students to write, but rather to help them remember (Harmer 330) a certain gra mmar item. Learners build writing habits for language practice in this case-they come to grasp, retain, and acquire new language structures. in any event this, writing-for-learning promotes learners involvement in the lessons development and outcome by raising their awareness and by making them prudent for their own learning.By contrast, writing-for-writing addresses specific writing genres such as narratives, ads, letters, postcards, job applications, reports, or articles whose construction we want our students to master. Therefore, if we are to build the students writing skills, it is advisable to use such writing-for-writing tasks as often as is distract (Harmer 330). This category focuses more on familiar, daily styles that the learners find useful and that they are likely to come across more frequently. Writing for fun or for joyousness is also included here since it allows students to acquire knowledge in their own rhythm self-experience proves valuable and motivates learne rs intrinsically, making them accumulate new language items more quickly and with more ease. There are countless types of writing of activities targeted for this type of writing, amongst which questionnaires, scenarios, puzzles, instructions, quizzes, diaries, headlines, or programmes. Unlike the controlled practice in class where pupils are asked to comply to certain radical rules, writing for fun does not require obeying specific conventions but rather using the language that learners have at their disposal. As a result, writing for amusement enhances students creativity and underpins their level of proficiency in the foreign language.Furthermore, Art Young-in Teaching Writing across the Curriculum-dwells on the same distinction between writing-for-learning and writing-for-writing, although he labels these categories other than writing to learn and writing to communicate.Fig. 3. Writing to learn and writing to communicate (Young 9).Source Young, Art. Writing across the Curricul um. New Jersey Prentice Hall, 1999.Young exposes the fact that on the one hand, writing to learn encourages students to take the time to break down new language items step-by-step through creativity and problem-solving skills. Thus, writing to learn sets forth the writers linguistic knowledge and principles in his attempt to explain the matter to oneself (Britton quoted in Young 10). On the other hand, writing to communicate enables writers to share newly acquired structures with others, to explain the matter to others (Britton quoted in Young 10). This time, the reader or the receiver of the writers text is privileged and further supported to revise shared information or discover new perspectives.All in all, writing-for-learning and writing-for-writing are only two of the many possible ways of teaching writing. These two categories are not reciprocally exclusive, so teachers should not focus solely on one of them at the expense of the other. Although writing-for-learning focuses more on content areas whereas writing-for-writing on compositional forms, they both represent valuable tools for the teaching-learning process. Used jointly within pairwork or groupwork, these techniques bring about the advantages of unimpeded communication, creativity, self-confidence and peer-reliability.Teachers Roles and the Students Involvement in Teaching WritingTeachers whose goal is to instruct students how to become proficient writers must always take into consideration the learners background and emotional makeup but also their life experiences that they bring to class. An efficient teaching of writing presupposes acknowledging the students active role in this process. Thus, a culturally sympathetic input offered by teachers embraces and explores class diversity.Besides the open-mindedness to culturally diverse learners, teachers also play other crucial roles in the classroom such as resource, organiser, prompter, motivator, participant, and feedback provider. As resource , the teacher should be ready to supply information and language where necessary () offering advice and suggestions in a constructive and tactful way (Harmer 330), especially for longer writing tasks. Skilled teachers operate with their expertise when it comes to teaching writing and make sure that they put across new structures in a significant and accessible way.When the teacher becomes organiser, he or she is involved in physically oscilloscope up the classroom environment so that students get to better assimilate the writing tasks. The teacher may require that the students work in pairs or in groups and that the class setting be corresponding to the task (horseshoe, circle, groups of four desks or more, u-shape, or others). In this case, the teacher can also act as prompter, hinting at certain English structures to ensure a smooth flow of the activity he or she could pass from group to group and offer learners tips and cues.Assuming the role of motivator, the teacher tries to advance both the learners intrinsic and extrinsic motivation since student motivation often proves to impede the acquiring of new English structures, whatever the taught skill may be. For teaching writing, motivation usually means giving students the advantage of choice without limiting their perspectives to a single activity. This is not to say that students may roam freely or disregard topics assigned by the teacher, but that they can rely on their life experiences, on their options in terms of English knowledge as well as on the prospect of a real audience (their colleagues, teachers, etc.) in order to successfully conclude an assignment. In this respect, one of our principal roles () will be to motivate the students, () persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit (Harmer 330).Additionally, acting as participant, the teacher can share with the students his or her own experience as a writer. By doin g this, the teacher exposes writing strategies and offers insight into techniques typically used by proficient, expert writers. Students have to opportunity to witness the teacher struggling with logic and coherence and thus, they become more confident in their own writing skills. Humbertson even recounts As I continued to write and share with my students, they connected and invested in their own literacy (11).Finally, the teacher as feedback provider is a position that I am dealing with in greater detail in my following chapter. However, mention should be made of the fact that teachers should respond positively and encouragingly to the content of what the students have written (Harmer 331). A negative feedback discourages students and makes them reticent to writing. It is generally accepted nowadays that the teachers feedback should highlight only one aspect that needs improvement every time English register, vocabulary, punctuation, grammar, or word order.Nonetheless, the acclaime d student-centred teaching style of today does not obviously revolve exclusively around teachers roles in the classroom. Instead, this approach views teachers and students as partners or collaborators in the teaching-learning process. Students are as active a part of the writing practice as their instructors. By showing that they care and understand the learners needs and interests, teachers allow their students to become responsible for their own learning. Another instance of students involvement in teaching writing is the case of groupwork tasks when more proficient learners can guide or help out less proficient ones. Regardless of the writing context in the classroom, the teacher can follow certain steps to guarantee successful learning outcomes physical body authentic and meaningful writing tasks, teach writing together with other language skills as part of an integrated approach, alternate teaching methods or techniques, make water a sympathetic class atmosphere, and adopt a supportive attitude towards the learners.Overall, the first chapter of my paper has dwelled on aspects concerning first of all the relationship writing-speaking and writing-reading, then the similarities and differences between writing-for-learning and writing-for-writing, and ultimately the teachers responsibilities as well as the students participation in teaching writing. In this respect, I have revealed the fact that an integrated approach to teaching the language skills is the most appropriate technique to adopt in class, that writing-for-writing is as significant as and sometimes more constructive than writing-for-learning, and that good teachers know how to include students in the teaching-learning process by offering them a share of self-reliance, awareness, and motivation.

Japan and Korea :: essays research papers

INTRODUCTION a brief overview of the current situation regarding the aegis issue in the Pacific regionSince the end of the second World War, the shape of the relations between the nations in the Pacific region has stayed more or less the same way until the present. However, there has been unity big changed that affected the situation in the Pacific region and it was the outbreak of the Korean war and the trigger of a Communist North Korea. This brought a huge inevitable change in relations between countries in the region. The stability that was brought about with the end of the Second World War disappeared and a new type of tension appeared. This especially affected the relations between the Korea and Japan to a great extent. In the ultimo few years, the two countries have been seeking cooperation for the common aim of keeping the security system in the Pacific region but things did not always name out fine due to many reasons including the historic background of two countri es. In this paper, the historical background, the chronology of main events, the development of the relations and the current situation regarding the security and cultural issues, between Korea and Japan will be examined and analysed, which will be followed by a conclusion.THE HISTORICAL BACKGROUNDThe relations between and Korea and Japan has a long history. The first exchange of goods and information between the two goes back to the era of Three Countries and since then the relations between the two developed both(prenominal) in good and bad ways until now. There has always been lack of balance of power between the two nations. Back in thousands of years ago, Korea was the one that had more power and helped Japan develop her culture and since the late Chosun era, Japan has been the more powerful one. Conflicts between Korea and Japan continued and the ill feelings towards each otherwise reached the top when Japan colonized Korea. As a result, the history of the Korea-Japan relati ons is full of conflicts and ill feelings towards each other and even during the time of temporary quiescence for the 2002 World Cup, small diplomatic conflicts continue.BASIC STATISTICSDiplomatic relations(a) December 18, 1965 Normalization of diplomatic ties between Japan and the Republic of Korea (b) Number of Japanese in the Republic of Korea 15,217 persons (as of October 1 1999 14,648 long-term residents, 569 permanent residents)

The Late Bronze Age :: essays research papers

Trade and Phoenician Development in the Late Bronze AgeLittle is known about the Phoenician way of life other than the fact that they were a society founded on sell with other, larger demesnes. These people made use of their natural resources to establish trade with such nations as Egypt and Assyria. The geographical locations of the Phoenician city-states were also advantageous to their role as a trading state. Located on the east coast of the Mediterranean, where Israel lies today, the Phoenicians were qualified to trade with virtually all of the Mediterranean nations. Little else is known about their actual culture, other than what is written about them in other nations texts. In a text from the s tied(p)th century, the rules of trade are established, and appear to have been independent of any local rulers, traders acted on their own accord. Phoenicia became one of the superlative trading states in all of history, due to the fact that they possessed a large amount of valuable materials, a good location for trade, and an unsurpassed fellowship of the sea. It is through these advantages that Phoenicia was able to become such an influential state.Phoenicia was located in what is now present-day Israel, a very valuable plot of land even today. This was an undeniable resource for the Phoenicians, and without it there success as a trading nation would have been severely deterred. Being located on the Mediterranean, the Phoenicians had equal approach to both Egypt and Assyria, the two most influential nations in the region. In the text, it is clearly stated that should a trader be stranded in another nation they should be returned to their home, but their booty is free for the taking (Kuhrt, 407). This fact made trade easier, due to the idea that fear of capture was greatly reduced by the trade rules. Clearly, if Phoenicia had not been located where it was, their influence on trade would have been dramatically decreased. By making use of their location the P hoenicians capitalized on trade, and their wealth of resources contributed greatly to their role.Phoenicia was rich in natural resources such as timber and metal. Because of the demands made on them . . . the coastal cities appear to have concentrated their energy and resources on the toil of luxury commodities such as ivory inlaid furniture for royal consumption (Kuhrt, 407). This fact produced a wealth of skilled craftsmen, who are still known today for their creations.