...Canterbury Boys’ High School English 2014/15 Advanced Course The following information gives an outline of the Year 12 Advanced English Program for the HSC tested in 2015. The syllabus states that: The aim of Senior English is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society. The study of English involves exploring, responding to and composing texts • in and for a range of personal, social, historical, cultural and workplace contexts • using a variety of language modes, forms, features and structures. Meaning is achieved through responding and composing, which are typically interdependent and ongoing processes. In Year 12 time is allocated to certain issues and texts based on the time needed to cover the Board of Studies’ requirements for the fulfilment of the English outcomes. This program is based on the premise that: • students are required to experience literature in a variety of modes (short story, novel, poetry, non-fiction, film and drama) • there should be a continuing study of non-literary material (print and non-print, multi-media) • students should be encouraged to develop reading interests outside the classroom • there will be a continuing emphasis on oral English in class discussions, small group discussions, debating, public speaking, interviewing, dramatic reconstructions ...
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...NEGATIVE EFFECTS OF POOR READING COMPREHENSION IN ENGLISH TO THE GRADE 7 STUDENTS OF MALALAG NATIONAL HIGH SCHOOL INTRODUCTION Reading comprehension is the ability to derive meaning from written materials, for a variety of text formats. (Linda Balsiger, M.S, CCC-SLP, Language and Learning) It is a way on how one delves for the importance of printed texts, the message or lesson it conveys to the readers. But due to poor comprehension, students are having difficulties in interpreting reading materials. Students who were said to be poor comprehenders are less noticed in class because teachers are more focused to students who are learning to read. Learners who lack in comprehension are undetected during class for they are fluent and reading accurately, specifically in the field of English. English is the universal language of all countries in the whole wide world that is why a subject made out of this are being taught and studied by teachers and at the same time, the learners. It covers a wide range of study that includes literary texts, essays, grammar usage, production of words, etc. English reading without comprehending the point or the meaning that a certain text delivers to the reader is ineffective and inefficient. Students who had undergone in this case had poor development in knowledge acquisition and unable to reflect in their lives the information written on reference materials. Reading requires comprehension but most learners prefer to read than to understand. It’s either...
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...SUMMARY: Distinguish between articulatory, acoustic, and auditory phonetics. Phonetics is the study of speech sound and consists of articulatory phonetics, auditory phonetics, and acoustic phonetics. Phonetics actually provides a language for people to discuss speech sound. Every language has a vocabulary. Articulatory phonetics is the production of speech sound. Auditory phonetics is the perception of speech sound. Acoustic phonetics deals with the physical properties of the speech signal. All three are different, but play an important role in speech. “Phonetics is a branch of linguistics that studies the material aspects of speech sound” (Phonetics 7).[1] The material aspects of sounds are made of physical production, transportation and comprehension of the sound. Another aspect of sound has to do with the function of sound in a language. The American English language does not transcribe all sounds in a one-to-one basis. “There are many instances, though, when we need an internationally comprehensible code for the detailed transcription of sounds, such as in linguistic research, as well as in foreign language teaching” (Phonetics 7).[2] The International Phonetic Association has created a special alphabet for this need. There are three different physical aspects of sound. These can be described as the “articulatory aspect of the speaker, the acoustic aspect of the channel, and the auditory aspect of the hearer” (Phonetics 7).[3] “Articulatory phonetics researches...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...method of citation in the text: (author year) When you are drawing from, paraphrasing or summarising another writer’s work, but NOT quoting directly from them, you must provide a reference as follows: 1.a. Single author of book or chapter: In a book by Said (1978) Orientalism was investigated as.... Orientalism was investigated (Said 1978) as.... When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets, which should also be used in the bibliography (see 4.i. below): Blunt (1994a) has discussed the impact of travel, gender and imperialism. He has also examined the impact of globalization on travel (Blunt 1994b). 1.b. Two or three authors: In the book by Driver and Rose (1992), ..... 1.c. More than three authors: Benner et al (1996) conclude that .... If more than one citation is referred to within a sentence, list them all in the following form, by date and then alphabetically: There are indications that passive smoking is potentially threatening to the health............ (Francome and Marks 1996; Bunton 1995; Lupton 1995) 2. Harvard method of quoting in the text: (author year, page) When you are quoting directly from another writer’s work you must provide a reference as follows. 2.a. Short quotations (less than 40 words) can be included in the body of the text and...
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...extensively. On the later part of the chapter are the gathered articles and case studies done by various researchers. Text Messaging Effects on Writing Texting feature in mobile phones has become a “God’s gift” for most of the people. This feature made this communication very convenient to everyone. It has become an important part of the daily lives of people, especially to the Filipinos. According to AHN Media Corp (2010), the Philippines has been tagged as the “texting capital of the world”. Many Filipinos exchange text messages with the use of their mobile phones. People have become frequent texters, and they have started sending messages in shortened ways. This problem cropped up with the innovation of this new technology, and its possible effects on the students’ language proficiency. The language proficiency of the students are important for effective communication. Language, according to McKee (1939), will successfully help people in different activities, which involve communication, various types of interaction, or even writing. Whether we are students or not, there is a need to use language appropriately. McKee goes on to say that the ability to write effectively is still important regardless of the influential and incredible effects of technology on man’s activities (p.3). One of the most common issues of text messaging is its effects on education. Some educators say it is negatively affecting the...
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...thoughts; that the language one uses can have an effect on one’s habitual thinking (Boroditsky,2001). In her article “Does language shape thought? Mandarin and English Speakers’ Conception of Time (2001), Boroditsky’s set out to ascertain the influence of language on thinking research. Her study focussed on the aspect of time in English and Mandarin speakers; investigating if the differences in talking about time results in how these two groups of speakers think about time by using an implicit measure of reaction time (RT). She argued that because English speakers typically used horizontal-oriented spatial metaphors such as ‘forward’ or ‘back’ for temporal relations, they might grow to think about time horizontally. Conversely, because Mandarin speakers commonly used vertical terms such as 上 (shang) and 下 (xia), which means ‘up’ and ‘down’ in English; this mapping may also become habits of thoughts. From her experiments, Boroditsky noted that Mandarin speakers relied on a ‘Mandarin’ way of thinking even when responding to English sentences. The subjects’ RT mirrored their perceived habit of thinking about time with Mandarin speakers demonstrating vertical biases even when thinking in English. Her investigations also suggested that earlier exposure to English decreases this semantic biases. Finally, her findings with English speakers briefly trained in vertical spatiotemporal metaphors indicated that it was language and not cultural differences that directs one’s way of thinking...
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...Influences of Lexical Approach on College English Teaching in China I. Introduction 1.1 Background In recent years, college English teaching research focuses on exploring more effective teaching methods to improve the students’English proficiency and self-learning ability. China's college English teaching find itself caught in a dilemma of time-consuming but low-efficiency. The undesirable language teaching situation drives the teaching researchers to make great efforts to innovate present teaching ideas and methods. No matter how much attention has been paid to reading and writing training, teachers and students generally think that vocabulary teaching is of vital importance and it is the foundation of English learning. However, a majority of students acquire new words by rote learning and some students even try to memorize the words based on the vocabulary list. Although students' vocabulary size is increased quickly, their English language skills have not been improved. In order to resolve these problems, we can try to update the teaching idea of vocabulary and to improve the teaching method. 1.2 Purpose of the Paper The focus of traditional English teaching is mainly on grammar and vocabulary, which are regarded as two independent items. In fact, students cannot express themselves very well even though they have acquired many words and grammar rules. So, how can we change the situation? Many studies have been conducted to improve English teaching efficiency in order to equip...
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...good drama look like at Key Stage 4? 22 3.5 What does good drama look like at post-16? 24 3.6 What does good drama look like in special schools? 26 3.7 What does a good drama enrichment programme look like? 27 4 Structuring drama in schools 32 4.1 Level descriptions for drama 33 5 Policy, facilities, resources 41 5.1 Useful points for schools managers and subject leaders to consider 41 5.2 What does a good school policy for drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy 54 Appendix 4 Drama and the Key Stage 3 National Strategy 58 Appendix 5 Inclusive education 60 Appendix 6 Ofsted’s guidance on inspecting drama 11–16 62 Appendix 7 Ofsted’s guidance on inspecting post-16 drama 65 and theatre studies Appendix 8 National initiatives in the arts that impact on drama 67 in schools...
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...importance of media in literature and social (daily) life? Answers: Media and Literature Texts from the English literary canon are often seen as 'pure' literature, as opposed to media texts which are a (necessarily, or potentially) bad influence against which students should be defended. "The aim is to set standards...against which the offerings of the media will appear cut down to size" (Leavis and Thompson) This suggests a clear distinction between the literary tradition and that of popular culture and the media. However, as English teachers will know, books which are now promoted as part of the canon - by authors such as Dickens and Hardy - were originally published in serial form in magazines, complete with cliff-hanging endings to each episode, like those used in television drama and soap opera nowadays. It has been suggested that if Dickens was alive today he would be writing scripts for Brookside rather than novels! Media approaches provide a way of making these connections explicit, enabling students to relate literary texts to their own experience, and to the media with which they themselves are familiar. There are many different ways of using adaptations to aid pupils' understanding of literary texts. One of the most common is comparing the book and the film. However, the English and Media Centre publication Media 1: Years 7-9 warns against simple comparisons of texts and their adaptations, which can lead to detailed lists of differences or omissions which don't...
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...LE1028 Texts in Action Assignment 1 Katherine Luesley According to Suzanne Romaine (2000:21) ‘register is typically concerned with variation in language conditioned by uses… and involves consideration of the situation or context of use, the purpose, subject matter and content of the message, and the relationship between participants.’ Consequently, my interpretation is that register can be - but is not solely - identified through linguistic choices and style. It is dependent upon the linguistic context and social situation surrounding the text- which can be identified as genre. Therefore, register is the language variety which results from the genre. Genre differs from register in that it is mainly applied to literary texts or texts which hold strict conventions such as newspapers, poetry, fictional writing and legal documents. Naturally then, to carry out a genre analysis would mean looking at a complete text rather than an excerpt as stated by Biber and Conrad (2009: 17-18) ‘Text excerpts are not adequate for genre analysis, because they do not necessarily represent the linguistic conventions that define the genre’. The data I obtained [Item 1] shows clearly that during the 24 hour period I received a larger range of differing language registers in comparison to the quantity that I produced. Language varieties I received came from a variety of contexts surrounding the text for example, listening to a lecturer deliver a presentation was formal in its approach and address...
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...AS/A2 English Literature B Student Guide A-LEVEL STUDENT HANDBOOK CONTENTS PAGE | | | |What we Expect of A-Level Students |3 | |Overview of the AS and A2 Course |4 | |Assessment Objectives |5 | |AS Marking Criteria |6 | |A2 Marking Criteria |7 | |Selecting and Studying Texts |8 | |Approaching Essays – coursework |9 | |Punctuation Guide |11 | |Glossary of Literary Terms |12 | |Reading List ...
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...of the key issues in translation studies. This comprehensive and up-to-date treatment of translation evaluation makes explicit the grounds of judging the worth of a translation and emphasizes that translation is, at its core, a linguistic operation. Written by the author of the world’s best known model of translation quality assessment, Juliane House, this book provides an overview of relevant contemporary interdisciplinary research on translation, intercultural communication and globalization, and corpus and psycho- and neuro-linguistic studies. House acknowledges the importance of the socio-cultural and situational contexts in which texts are embedded, and which need to be analysed when they are transferred through space and time in acts of translation, at the same time highlighting the linguistic nature of translation. The text includes a newly revised and presented model of translation quality assessment which, like its predecessors, relies on detailed textual and culturally informed contextual analysis and comparison. The test cases also show that there are two steps in translation evaluation: firstly, analysis, description and explanation; secondly, judgements of value, socio-cultural relevance and appropriateness. The second is futile without the first: to judge is easy, to understand less so. Translation Quality Assessment is an invaluable resource for students and researchers of translation studies and intercultural communication, as well as for professional...
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...Advance Inferential Statistics [Name] [Course] [Tutor] [College] [Date] Understand the concepts of Binary Logistic Regression Logistic regression is essential in predicting a categorical variable present in a set of variables that are predictors. During Logistic regression, categorical dependent variable which is the discriminant function is used when all the predictors that are present are continuous and distributed in a nice way. The binary logic regression has become the most preferred data analysis method that describes the relationship between response variable and an explanatory variable that and it is usually used where a variable follows binomial distribution. Assumptions of binary logistic regression Among the assumptions applied in the application of binary logistic regression is that logistic regression usually does not assume a relationship that is linear between the dependable and undependable variables. It is a must for the dependable variable to be a dichotomy i.e. must have two categories. It is also not required that the independent variables to be an interval, distributed in a normal way, linearly related, or even have linear variance within specific groups. Another assumption is that large samples are most important in this regression because it has a maximum likelihood of coefficients of large sample estimates. It is usually recommended that one should have a linear regression of 50 cases and above per predictor...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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