...Structural | Human Resource | Political | Symbolic | Strategic planning | Create strategic direction | Meeting to promote participation | Arena to air conflict | Ritual to reassure audiences | Decision-making | Rational process to get right answer | Open process to build commitment | Chance to gain or use power | Ritual to build values, bonding | Reorgani-zing | Improve structure/ environment fit | Balance needs and tasks | Reallocate power, form new coalitions | Image of accountability, responsiveness | Process | Structural | Human Resource | Political | Symbolic | Strategic planning | Create strategic direction | Meeting to promote participation | Arena to air conflict | Ritual to reassure audiences | Decision-making | Rational process to get right answer | Open process to build commitment | Chance to gain or use power | Ritual to build values, bonding | Reorgani-zing | Improve structure/ environment fit | Balance needs and tasks | Reallocate power, form new coalitions | Image of accountability, responsiveness | Evaluating | Allocate rewards, control performance | Help people grow and develop | Chance to exercise power | Occasion to play roles in organizational drama | Approaching conflict | Authorities resolve conflict | Individuals confront conflict | Bargaining,...
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...The journey of two polar opposite teenage boys through high school. The twist? They have the same name. In “Will Grayson, will grayson”, a novel by John Green and David Levithan, unpredictable structure is used to develop the theme that friendship is an imminent aspect of life that is determined by fate. The recognizable structure of the switching between the two Will Grayson’s point of views every chapter helps distinguish the adversity of the two characters. But also aids to the development of friendship being a key element. The structure of the novel helps show that even though the characters have two completely different perspectives, they do however end up blending together into one united story line. The two different stories of each...
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...There are two short stories which, at first glance, seem to be unrelated in terms of the authors’ use of diction. The first being ‘A Pair of Silk Stockings’ and the second being ‘Things that Fly. When one first looks at these two books, they would seem to be as different as two stories can get; however, upon further examination, many similarities between the two can also be found. Theses similarities and differences influence and develop the tone of each story. Three key elements link Kate Chopin’s ‘A Pair of Silk Stockings’ and Douglas Coupland's ‘Things That Fly’: diction, connotation, and sentence structure. In Chopins Short story, the diction of the story has a high register. The high register reflects Mrs. Sommers desire to return...
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...can be used in an individual and group level, which makes it beneficial to all classroom sizes and occasions. The areas in which the guided teaching approach is lacking is that the progress is left up to the children, and if their motivation is lacking, they will not feel obliged to keep up with everyone else as it is set to an individual pace (Fellowes & Oakley, 2014). Furthermore, if there are children in a class are discovered to be different levels of writing proficiency, it can be overwhelming on the teacher to segregate the class into groups and to monitor each group to ensure productivity. Whilst each child learns differently, both the modelled teaching approach and the guided teaching approach support children in different ways to develop and enhance their reading...
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...Heaven or Hell is a short story based on a true historical event. The story highlights the inward, the invisible and the intangible power struggles of mankind. The stark descriptions of the reality and horror of war are frightening and shocking to the reader, aimed to affect emotionally and cause them to consider. The story is structured to make the reader visualize pain and death in war – Hell, when everything appears lost and hopeless, and Heaven - heroic and victorious, when the obstacles are overcome and the “Draconic Empire” defeated. The story has a formal register to deliver suspense and the factual horrors of war. This has been achieved in a number of different ways, firstly, the complex sentence, “Sergeant Hugh Mott and his colleagues frantically worked away in the belly of the bridge whilst troops continued to traverse the spine.” This creates formality through its sophisticated structure coupled with a serious and impersonal tone. Standard English also creates formality with the active verb phrase, “With a resounding thud his body hit the cliff”. There is no slang or dialect which helps to develop the formal and complex tone intended. The use of lexis, with the polysyllabic words, also creates a formal tone. The verbs, “surging”, “paralysing”, “illuminated”, and the pre-modifying adjective, “terrifying” are all a formal use of lexis. The story also avoids abbreviations such as the pronoun and verb, “He had”, instead of “He’d” which is more informal. Heaven or Hell...
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...In the short story, “the Lady or the Tiger,” the author uses plot structure to develop the unique writing style. For instance, the author does not use a traditional plot structure. The author creates his unique writing by ending the story right after the climax. In “The Lady or the Tiger” the author writes, “Without the slightest hesitation, he went to the door on the right, and opened it,” (9). At this point, it is the climax of the story, and the author does not continue on such as a normal story would. In a normal story there would be an exposition, rising action, climax, falling action, and a resolution. “The Lady or the Tiger” contains the first three, but not a falling action or resolution. Similarly, the author does include a resolution....
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...children helps develop positive associations with reading and also by building a stronger cognitive foundation for school success in the brain. Parents of young children can learn how influential reading aloud can be on the educational future of their children. This will make it easier for accomplishing goals in reading and writing. Reading aloud to young children helps develop positive association with reading. Also, reading aloud builds a stronger cognitive foundation. First, reading aloud to children will increase school success in children because reading helps children develop positive associations with school. When positive associations with school are made, children will see that learning is fun. Positive interactions with book help children learn that reading is good. Reading to children is the one of the most important activities for positive reading success. It provides children with an example of phrased, fluent reading. It helps children see the reward of reading, and develops the listener's interest in books. Reading aloud to children will increase desire to be a reader themselves. The example of listening to someone model good reading, helps the listener know how to read themselves. When a child listens to others read to them it develops important understandings such as an appreciation for how a story is written. They will begin to understand that "once upon a time" and "happily ever after" are the ways the authors tell an interesting story. They begin to...
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...recognition, the processing of sentence and word structure and their associated sounds. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either. Children can draw on their prior knowledge of vocabulary, but they also need to continually be taught new words. The best vocabulary instruction occurs at the point of need. Parents and teachers should pre-teach new words that a child will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understand each distinct word in a text, the child also has to be able to put them together to develop an overall conception of what it is trying to say. This is text comprehension. Text comprehension is much more complex and varied that vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension. These include monitoring for understanding, answering and generating questions, summarizing and being aware of and using a text’s structure to aid comprehension. How does reading comprehension develop? As you can see, reading comprehension is incredibly complex and multifaceted. Because of this, readers do not develop the ability to comprehend texts quickly, easily or...
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...6th Grade ELA Reading Unit 3 – Personal Essay | | |Preparing for Stage 1 – Brainstorming | |Established Goals: (the messy brainstorm) | | | |What did you want them to be able to produce? | | | | | | | |What big ideas did you want them to understand? | | ...
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...recognition, the processing of sentence and word structure and their associated sounds. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either. Children can draw on their prior knowledge of vocabulary, but they also need to continually be taught new words. The best vocabulary instruction occurs at the point of need. Parents and teachers should pre-teach new words that a child will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understand each distinct word in a text, the child also has to be able to put them together to develop an overall conception of what it is trying to say. This is text comprehension. Text comprehension is much more complex and varied that vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension. These include monitoring for understanding, answering and generating questions, summarizing and being aware of and using a text’s structure to aid comprehension. How does reading comprehension develop? As you can see, reading comprehension is incredibly complex and multifaceted. Because of this, readers do not develop the ability to comprehend texts quickly, easily or...
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...The Ingenuity of Narrative in Memento Abstract: Narration, simply put, is telling stories. However, the way movies narrate tales is not like that of novels developing plot in words or drama unfolding in stage space, but has its own special method for narrative - moving images. In Memento, through its unique nonlinear narrative structure and intense structure contradiction, the motifs of memory, self-deception and revenge and the philosophical exploration of existential angst are demonstrated in an elaborate and subtle way. Key Words: Memento narrative structure narrative contradiction Memento recounts the story of Leonard Shelby, a man with anterograde amnesia, who distorts his own memory to deny the harsh reality in a both conscious and unconscious way. Living in a world full of lies fabricated by himself, the ill-fated protagonist makes the very principle of his life consist in the pursuit and systematic exercise of the revenge for his wife’s death which is actually caused by himself. In Memento, the splendid way of narration gives audience not only indelible psychological experience, but also a test on their ratiocination. Below is the analysis of narrative advantages in Memento from aspects of narrative structure and narrative impetus, compared with novels and dramas. I．Narrative Structure Narrative structure is the structural framework that underlies the order and manner in which a narrative is presented to a reader, listener, or viewer. Compared...
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...storytelling aspect of TPRS we shifted into reading. First, I read, and reread the story making sound effects and dramatic voices to develop engagement in the story. While reading the story, I ask numerous questions (questions like those used while dramatizing the story) to the class or to students at random. After dramatizing the story and rereading out loud the story we engage in a choral reading. We all read a section of the story at the same time. At this point, students have been provided with auditory, visual, and kinesthetic input of the story. After going through all these steps, I begin to see that some students are beginning to complete my sentences and answer questions in the target language as opposed to their first language....
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...teaching of English * The role of stories and storytelling in language teaching * Selecting story books * Pupil responses * Personal and professional development of teachers * Other support materials * Books referred to in this article The role of stories and storytelling in language teaching Once upon a time and not so very long ago in the capital city of France, a teaching centre for little children and not so little children was opened. One little child and then two and then three and then many, many more came along. And so our story unfolds ….. There was a little red hen, a meerkat in trouble, a brown bear, a black elephant and a white elephant, a very hungry caterpillar, Spot the dog, a clever tortoise, a big, roaring, yellow, whiskery lion, a kangaroo from Woolloomooloo and many more. These are just some of the colourful characters from children's literature who have helped children aged 5 - 10 attending holiday classes at the British Council's Young Learners Centre in Paris learn English. These weekly courses take place each afternoon for two hours. The educational value of using stories and the technique of storytelling has always been undisputed throughout the world. Now more and more English as a foreign language (EFL) teachers of young learners are using carefully selected stories from the world of children's literature because they have become more familiar with an acquisition-based methodology and because stories comply to the major objectives in...
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...programmes stated that “it is good for the filmmakers to pursue their aspirations we need to find stories that can travel. The best way is through script development and this is why we have Sebida script development programme”. This implies that the international appeal is emphasised more than the local appeal. Mbalo (cited in Treffry-Goatley, 2010) also highlighted that Sediba script development encourages filmmakers to adhere more closely to the classical narrative structure to enhance audience engagement to the story. Sebida’s obsession with the classical narrative structure is also supported by the founder and creator...
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...http://www.simplyscripts.com/oscar81.html http://thescriptlab.com/screenplay/what-is-a-screenplay/1018-20-steps-to-screenwriting-success?start=1 WHAT IS A SCREENPLAY? 20 Steps to Screenwriting Success 1 * 20 Steps to Screenwriting Success * 1 - 5 * 6 - 10 * 11 - 15 * 16 - 20 * All Pages Screenwriting is a skilled trade, and a good screenplay must be molded and managed with craftsman hands. But so does a screenwriting career. It takes dedication, fortitude, and time – ten years to have overnight success - but if you’re willing to do the hard work to turn your ideas into completed screenplays as well as build a screenwriting career, follow this 20 step roadmap to screenwriting success: Click Here to Start 1. Watch Tons of Movies Lots of them. Good, bad, old, new. All genres. Make it your quest to become exposed to all things film. It’s a badge of honor to earn film nerd status, because as we all know, “Nerds Rule the World.” The more movies you see, the easier it’ll be to identify plot points, sequences, and act breaks. You’ll even start watching the clockwhen viewing DVD’s at home, as you’ll be inundated with the desire to analyze, but you’ll know when you experienced something truly great when you stop thinking and just enjoy the ride. 2. Read Tons of Screenplays As many as possible. This helps to understand screenplay form as well as see how the pagetranslates to the screen. You get a sense of different screenwriting styles and voices...
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