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Who this guide is for................................................................................................................................. 3 Just like official examiners, teachers also spend many hours evaluating learners’ writing. This guide is for you. With lots of practical tips and real examples, it will help you to develop and assess How to use this guide.............................................................................................................................. 3 learners’ writing skills in preparation for the C1 Advanced exam.
· Supervisor reads your rough sketch (and if necessary checks faults); BUT! Supervisor does not have to correct your language. The talk at the defense: a kind supervisor gets together with you and makes together your talk. As you start reading literature do not trust every word you see. Often we need a second opinion (usually of your Supervisor or ask a more competent person). Where to get second opinion use our audience, or if writing on literature Maailmakirjanduse õppetool. Bibliography: the sources you have sited in your work: -term paper 10-15 sources (1 page), -graduation paper (2 pages of sources). FGI 1811 Proseminar I. Ladusseva 1 10.09.2002 At the defense aspects that are considered are: - your own contribution (whether it is there and is sufficient)
· Humanistic Methods: The Total Physical Response (TPR) http://www.youtube.com/watch?v=ikZY6XpB214 TPR and Language Acquisition The students should enjoy the experience Students imitate the teacher nonverbally: physical movement to react to verbal input Students get ready to speak after about 1020 hours of instruction Teaching procedure: a) modelling, b) demonstration c) commands in random order to demonstrate comprehension, d) reading and writing commands, e) students issuing commands No forcing to speak Culture is the lifestyle of people who speak the language natively I agree that this method is perfect at the beginner level. And it is pretty natural as well. The goals are having an enjoyable lesson, understanding the instructions and following them. In the beginning it is totally teacher-centred method. If a student doesn´t understand the teacher repeats the instruction. This method is similar to
(PEG)" (1973). The technology was foretold some six years earlier in a landmark Phi Delta Kappan article entitled, "The Imminence of Grading Essays by Computer" (Page, 1966). At the time the article was provocative and a bit outrageous, though in hindsight, it can only be deemed prophetic. As a former high school English teacher , Page was convinced that students would benefit greatly by having access to technology that would provide quick feedback on their writing. He also realized that the greatest hindrance to having secondary students write more was the requirement that, ultimately, a teacher had to review stacks of papers. While PEG produced impressive results, the technology of the time was too primitive to make it a practical application. Text had to be typed on IBM 80-column punched cards and read into a mainframe computer before it could be evaluated. As a consequence, the technology sat dormant until the early 1990s and was
1. STYLE The term "style" is polysemantic (has many meanings): a Latin word "stilus" originally meant a writing instrument used by ancient people. Already in classical Latin the meaning was extended to denote the manner of expressing one's ideas in written or oral form. Jonathan Swift defined style as "proper words in proper places". In present day English the word "style" is used in about a dozen of principle meanings: 1. the characteristic manner in which a writer expresses his/her ideas (e.g. style of Byron) 2. the manner of expressing ideas, characteristic of a literary movement or period
Metaphorical Archaic w. Grading rhythm Transferred Poetic diction Oxymoron Neologisms Functional styles / registers Hyperbole STYLE AND STYLISTICS FGI 1081 Stylistics (I. Ladusseva) 2 The term "style" is polysemantic (has many meanings): a Latin word "stilus" originally meant a writing instrument used by ancient people. Already in classical Latin the meaning was extended to denote the manner of expressing one's ideas in written or oral form. The precise definition was given by Jonathan Swift, who defined style as "proper words in proper places". In present day English the word "style" is used in about a dozen of principle meanings: 1. the characteristic manner in which a writer expresses his/her ideas (e.g. style of Byron). 2
A century or so ago this notion was fairly straightforward, as several Western languages had accepted standard forms. For instance in England the language of the ‘educated middle classes’ was considered the norm. Thus, it was the only language variety that really appeared in written texts and it was not uncommon that differences in the SL were levelled out into the standard language variety in English. A similar phenomenon in Estonia could be the use of German in official correspondence and writing in earlier centuries. However, as time has gone by, such notions of an accepted class related norm in languages has become subject of criticism. People are considered more equal and thus no language variety can be considered better than another. Sometimes ideology may also come into play with regard to the language of different social classes. For instance, in the target culture, the ruling ideology might not permit the use of any other language variety in literature than the standard dialect.
Style The term style is a polysemantic one. The latin word ,,stilus" meant a writing instrument used by the ancients for writing on waxed tablets. Already, in classical latin the meaning of style was extended to denote the manner of expressing one's ideas in written or oral form. One of the abts/the best was given by Jonathan Swift: ,,Proper words in proper places." In present- day english, the world style is used in about half a dozen basic meanings. 1. the characteristic manner in which a writer expresses his ideas. Some speak about the style of Hemingway, Dickens etc. 2
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