quarta-feira, 26 de novembro de 2014

106 Writing: NARRATIVE

108

http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm

Writing a Narrative composition appeals to one of humankind's basic instincts,
the impulse to share stories.

Sometimes the aim of the story-teller is simply to entertain, to provide a moment of escape from the business of the day or the horrors of the night, but sometimes the aim of the story-teller is to instruct, to help others in their understanding of something.

The best part of teaching in this way is that our listeners' natural resistance to heeding the words of others is low and they are not always aware that they are being taught anything until it's too late – we've got them.

aim  of   objetivo do

heeding  the words -- dar ouvidos às

aware conscientes, cientes avisados


The skills needed to narrate a story well are not entirely the same as the skills needed to write a good essay.

Some wonderful short fiction writers are not particularly good essayists and vice versa. Still, it is useful to look at those elements that make up a good narrative and know how to apply what we learn toward making our essays as dramatic as possible whenever that is appropriate.

Review, also, the elements of the Personal Essay, as the personal essay and the narrative essay have much in common.

quinta-feira, 13 de novembro de 2014

105 how to become a trainer

In the first article I wrote for this guest writer spot, I looked at all the basic questions we can ask about being an English language teacher trainer, educator or mentor. I chose the question for discussion, 'How do I know if I am ready to be a teacher trainer?' This time I would like to take the question, 'How can I do my job?' That is the topic of this article.
It’s not what you do. It’s the way that you do it
Well, of course it IS what we do, for content is very, very important in teacher training and mentoring. But, when we are giving workshops or talking with teachers in the staff room or conversing after an observed lesson, the way we do what we do also has much value for raising motivation, maintaining interest, and providing congruence between intention, messages meant and messages understood by all parties as well, of course, as for the clarity of the messages themselves.
The what and the how
So, we could usefully make a distinction between the WHAT of training, (the content we share with teachers or teacher trainees) and the HOW of training (the processes we use to work with the content). On one hand, we teacher trainers, teacher educators and mentors need to keep learning about the content in ELT. This might be developmental stages in children and neuro-plasticity in adults, or differences between written and spoken grammar, or about how we can encourage thinking in our classes, or whether any instructional sequences are implied in a DOGME approach, or systems of discipline in secondary schools... and that's just to mention a few examples. On the other hand, we can simultaneously be working on building a repertoire of process options for all the core tasks of our work. So, we can think of the core tasks of our job as being, say, planning teacher training courses and workshops, helping teachers to plan lessons, observing lessons and giving feedback on the work, setting and marking assignments, interviewing, hiring and assessing teachers, making resources available or whatever… You will be able to add a vast number of your own tasks to this I am sure! Whatever our tasks, we can check that we know many different ways of doing each of these tasks. But first, why should we know more than one way?
Basic routines and richer ones
When a new, beginner teacher starts off in their first teaching job, she or he is usually happy to be able to know how to do just one way of, say, calling the register, one way of setting homework and one way of attracting students’ attention. But once this elementary set of routines is ‘in the bag’, the teacher’s next step is often to get a larger repertoire of options sorted out. It saves the teacher from getting bored, adds variety for the students and is simply more effective since techniques can be varied to suit people and circumstances.
Similarly, as teacher-teachers, knowing just one way of giving a presentation to teaching colleagues, one way of taking notes while observing a trainee at work, or one way of structuring time and commentary when giving feedback on an observed lesson, will get us started in our work. But it is only going to keep us and our colleagues and trainees satisfied for a short time. We will soon be casting around for different ways of doing the core tasks of our job. We will want a bigger repertoire.
Actually, on consideration, it is not just when we are relatively inexperienced that we could do with a bigger selection of process options. For sometimes, if we have been in the same job for long time, we can get into a bit of a rut. We know ‘what works’ for us. We can also save time liaising with colleagues if we do much the same thing each time. After a while we can then find we are working with an ever-shrinking stock of techniques. On a different tack, if we do take the time to reflect, as I did recently, we may suddenly realise that our respectably large stock of techniques nevertheless looks a bit old-fashioned these days because technology has moved on so far, so wide and so fast. Whatever our situation then, we may need to rustle ourselves up a bit.
Gaining new ideas
Do you remember what it was like as a starter teacher? You have your groups and your lessons always in your mind’s eye. Every magazine you read has to be cut up, every funny TV commercial videoed, every menu and bus ticket collected, every short newspaper article snipped out!
Well, if you get interested in training processes, you tend to see them everywhere you go too! Conferences with poster walls or Pecha Kucha sessions get you thinking about how you could adapt these ideas for your training group. Unusual TV programmes, using audience participant voices, they all give you ideas. And then of course there are books and journals and internet sites to help too.
What criteria for use do we have?
Having gained some more process possibilities, this may well also start us off considering which of our store of options we might use in which situations. In other words, we’ll start considering criteria for the judicious use of the options we are gathering and trying out.
Some of the criteria we might consider are:
  1. What process option suits this particular content?
  2. What suits my personal style?
  3. What process option would broaden my style?
  4. What suits the level of experience, cultural or educational background, age, gender etc of the teachers I work with?
  5. What would broaden their style?
  6. How much physical space do we have?
  7. How many times will I meet the teachers and for how long each time?
  8. What resources do I have available?
  9. What is the learning philosophy inherent in this process and do I and do the teachers agree with it?
  10. Does this option fit the overall course model or metaphor?
  11. Is there any fit between the teachers’ final assessment/exam and the options we are using?
  12. What stage of the day/term/course is this option good for?
What now?
If anything in this article sparks your interest or a feeling in you… whether positive (‘I have a great idea I want to share!’) reserved and conservative (‘I don’t see why we can’t just lecture all the time’) inquisitive (What on earth is a course metaphor?’)… why not join our online discussion by adding your comment or question below?
I look forward to hearing from you!

Tessa Woodward

(By the way, my biography is available here)

104 001 a highlight sparingly realce (destaque) com moderação moderadamente

Carnegie Mellon University
Open Learning Initiative
Online Consent Form

I agree to participate in the on-line course research conducted by Norman Bier and his colleagues under the supervision of Norman Bier. I understand that the proposed research has been reviewed by the University's Institutional Review Board. I understand that my participation is completely voluntary, and I will not receive course credit or any other compensation from Carnegie Mellon for my participation in this research. I understand that I have the right to terminate my participation at any time I wish without penalty by selecting "opt out from research" on "my OLI home" page.
Purpose of the Study: I know that the researchers are studying how students learn in an online educational environment and that the study is directed at improving the course material, not judging my behaviors. As a result of this research, the researchers will produce design recommendations to improve future versions of the courses. I understand that my interactions with the on-line course will be logged in a data file and that these logs and the scores that I receive on exams will be used as data for this study. The only difference between agreeing to participate in the study and not agreeing to participate in the study is that if I agree to participate, my log file will be retained as data for this study, if I do not agree, my log file will not be retained.
Privacy: I understand that the following procedure will be used to maintain my anonymity in analysis and publication / presentation of any results. Each participant will be assigned an ID; names will not be logged with the study data. The researchers will save the data using this participant ID. Only registered OLI researchers will have access to the logged data for analysis purposes. The servers containing the log files are in locked secure room. No other researchers will have access to these files.
I understand the nature of this Study. I am at least 18 years of age and agree to participate. I can view of copy of this consent form at any time by selecting the "Research Consent Form" link on the "my OLI home" page. I give Mr. Bier and his collegues permission to present this work in written and/or oral form for teaching or presentations to advance the knowledge of science and/or academia, without further permission from me provided that my image or identity is not disclosed.

terça-feira, 11 de novembro de 2014

103 ARTICLES

The articles in English are the definite article the and the indefinite articles a and an (and sometimes some). Use of the definite article implies that the speaker assumes the listener knows the identity of the noun's referent (because it is obvious, because it is common knowledge, or because it was mentioned in the same sentence or an earlier sentence). Use of an indefinite article implies that the speaker assumes the listener does not have to know the identity of the referent. In some noun phrases no article is used.
Articles are a special case of determiners in English; for information about this class as a whole, see English determiners.

Use of articles[edit]

The rules of English grammar require that in most cases a noun, or more generally a noun phrase, must be "completed" with a determiner to clarify what the referent of the noun phrase is.[1] The most common determiners are the articles the anda(n), which specify the presence or absence of definiteness of the noun. Other possible determiners include words like this,myeach and many – see English determiners. There are also cases where no determiner is required, as in the sentenceJohn likes fast cars. Or the sentence Bob likes cool trains.
The definite article the is used when the referent of the noun phrase is assumed to be unique or known from the context. For example, in the sentence The boy with glasses was looking at the moon, it is assumed that in the context the reference can only be to one boy and one moon. However, the definite article is not used:
  • with generic nouns (plural or uncountable): cars have acceleratorshappiness is contagious, referring to cars in general and happiness in general (compare the happiness I felt yesterday, specifying particular happiness);
  • with many proper namesJohnFranceLondon, etc.
The indefinite article a (before a consonant sound) or an (before a vowel sound) is used only with singularcountablenouns. It indicates that the referent of the noun phrase is one unspecified member of a class. For example, the sentence An ugly man was smoking a pipe does not refer to any specifically known ugly man or pipe.
No article is used with plural or uncountable nouns when the referent is indefinite (just as in the generic definite case described above). However, in such situations, the determiner some is often added (or any in negative contexts and in many questions). For example:
  • There are apples in the kitchen or There are some apples in the kitchen;
  • We do not have information or We do not have any information;
  • Would you like tea? or Would you like some tea? and Would you like any tea? or Would you like some good tea?
Additionally, articles are not normally used:
  • in noun phrases that contain other determiners (my housethis catAmerica's history), although one can combine articles with certain other determiners, as in the many issuessuch a child (see English determiners: Combinations of determiners).
  • with pronouns (henobody), although again certain combinations are possible (as the onethe manythe few).
  • preceding noun phrases consisting of a clause or infinitive phrase (what you've done is very goodto surrender is to die).
If it is required to be concise, e.g. in headlines, signs, labels, and notes, articles are often omitted along with certain otherfunction words. For example, rather than The mayor was attacked, a newspaper headline might say just Mayor attacked.
For more information on article usage, see the sections Definite article and Indefinite article below. For more cases where no article is used, see Zero article in English.

Word order[edit]

In most cases, the article is the first word of its noun phrase, preceding all other adjectives and modifiers.[2]
  • The little old red bag held a very big surprise.
There are a few exceptions, however:
  • Certain determiners, such as allbothhalfdouble, precede the definite article when used in combination (all the team,both the girlshalf the timedouble the amount).
  • The determiner such and exclamative what precede the indefinite article (such an idiotwhat a day!).
  • Adjectives qualified by toosoas and how generally precede the indefinite article: too great a lossso hard a problem,as delicious an apple as I have ever tastedI know how pretty a girl she is.
  • When adjectives are qualified by quite (particularly when it means "fairly"), the word quite (but not the adjective itself) often precedes the indefinite article: quite a long letter.

Definite article[edit]

The only definite article in English is the word the, denoting person(s) or thing(s) already mentioned, under discussion, implied, or otherwise presumed familiar to the listener or reader. The is the most commonly used word in the English language.
"The" can be used with both singular and plural nouns, with nouns of any gender, and with nouns that start with any letter. This is different from many other languages which have different articles for different genders and/or numbers.

Pronunciation[edit]

In most dialects "the" is pronounced as /ðə/ (with the voiced dental fricative /ð/ followed by schwa) when followed by a consonant sound. In many dialects, including Received Pronunciation (standard educated speech of England), the pronunciation [ði] is used before words beginning with vowel sounds.[3] The emphatic form of the word is /ðiː/ (like thee) – see Weak and strong forms in English.
In some Northern England dialects of English, the is pronounced [t̪ə] (with a dental t) or as a glottal stop, usually written ineye dialect as ⟨t⟩; in some dialects it reduces to nothing. This is known as definite article reduction. In dialects that do not have the voiced dental fricative /ð/the is pronounced with the voiced dental plosive, as in /d̪ə/ or /d̪iː/).

Etymology[edit]

The and that are common developments from the same Old English system. Old English had a definite article se, in the masculine genderseo (feminine), and þæt (neuter). In Middle English these had all merged into þe, the ancestor of theModern English word the.

Usage[edit]

The principles of the use of the definite article in English are described above under Use of articles. (The word the is also used with comparatives, in phrases like, the sooner the better, and, we were all the happier for it; this form of the definite article has a somewhat different etymology from other uses of the definite article. (See the Wiktionary entry the.)
An area in which the use or non-use of the is sometimes problematic is with geographic names. Names of rivers, seas, mountain ranges, deserts, island groups and the like are generally used with the definite article (the Rhinethe North Sea,the Alpsthe Saharathe Hebrides). Names of continents, islands, countries, regions, administrative units, cities and towns mostly do not take the article (EuropeSkyeGermanyScandinaviaYorkshireMadrid). However, there are certain exceptions:
  • Countries and regions whose names are modified common nouns, or are derived from island groups, take the article:the United Statesthe United Kingdomthe Soviet Unionthe Czech Republicthe Middle Eastthe Philippinesthe Seychelles. Note also the Netherlands.
  • Certain countries whose names derive from mountain ranges, rivers, deserts, etc. are sometimes used with an article (the Lebanonthe Sudan),[4] but this usage is declining, although the Gambia is the recommended name of that country. Since the independence of Ukraine (formerly sometimes called the Ukraine), most style guides have advised dropping the article[5] (in some other languages there is a similar issue involving prepositions). Use of the Argentine for Argentinais now old-fashioned.
  • Some names include an article for historical reasons, such as The Bronx, or to reproduce the native name (The Hague).
  • Names beginning with a common noun followed by of take the article, as in the Isle of Wight (compare Christmas Island). The same applies to names of institutions: Cambridge University, but the University of Cambridge.

Abbreviations for "the" and "that"[edit]

Barred thorn (after Ælfric)
Since "the" is one of the most frequently used words in English, at various times short abbreviations for it have been found:
  • Barred thorn:  the earliest abbreviation, it is used in manuscripts in the Old English language. It is the letterþ with a bold horizontal stroke through the ascender, and it represents the word þæt, meaning "the" or "that" (neuter nom. / acc.)
  • þͤ and þͭ  (þ with a superscript e or t) appear in Middle English manuscripts for "þe" and "þat" respectively.
  •  and   are developed from þͤ and þͭ and appear in Early Modern manuscripts and in print (see Ye form below).
Occasional proposals have been made by individuals for an abbreviation. In 1916, Legros & Grant included in their classic printers' handbook Typographical Printing-Surfaces, a proposal for a letter similar to Ħ to represent "Th", thus abbreviating "the" to ħe.[6] Why they did not propose reintroducing to the English language "þ", for which blocks were already available for use in Icelandic texts, or the  form is unknown.
In 2013 an Australian restaurateur named Paul Mathis proposed Ћ, which he nicknamed "The Tap",[7][8] as a symbol for "the." This symbol is the same as the Serbian Cyrillic letter Ћ (Tshe).

Ye form[edit]

In Middle English, the (þe) was frequently abbreviated as a þ with a small e above it, similar to the abbreviation for that, which was a þ with a small t above it. During the latter Middle English and Early Modern English periods, the letter thorn (þ) in its common script, or cursive, form came to resemble a y shape. As such the use of a y with an e above it (EME ye.svg) as an abbreviation became common. This can still be seen in reprints of the 1611 edition of the King James Version of the Bible in places such as Romans 15:29, or in the Mayflower Compact. Historically the article was never pronounced with a y sound, even when so written.

Indefinite article[edit]

The indefinite article of English takes the two forms a and an. Semantically they can be regarded as meaning "one", usually without emphasis. They can be used only with singular countable nouns; for the possible use of some (or any) as an equivalent with plural and uncountable nouns, see Use of some below.

Distinction between a and an[edit]

The form an is used before words starting with a vowel sound, regardless of whether the word begins with a vowel letter.[9]This avoids the glottal stop (momentary silent pause) that would otherwise be required between a and a following vowel sound. Where the next word begins with a consonant sound, a is used. Examples: a boxan applean SSO (pronounced "es-es-oh"); HEPA filter (HEPA is pronounced as a word rather than as letters); an hour (the h is silent); a one-armed bandit (pronounced "won..."); an heir (pronounced "air"); a unicorn (pronounced "yoo-"); an herb in American English(where the h is silent), but a herb in British English.
Some speakers and writers use an before a word beginning with the sound /h/ in an unstressed syllable: an historical novelan hotel.[10] However, where the "h" is clearly pronounced, this usage is now less common, and "a" is preferred.[9]
Some dialects, particularly in England (such as Cockney), silence many or all initial h sounds (h-dropping), and so employan in situations where it would not be used in the standard language, like an 'elmet (standard English: a helmet).
There used to be a distinction analogous to that between a and an for the possessive determiners my and thy, which became mine and thine before a vowel, as in mine eyes.[11] Other more or less analogous cases in different languages include the Yiddish articles "a" (אַ) and "an" (אַן) (used in essentially the same manner as the English ones), the Hungarianarticles a and az (used the same way, except that they are definite articles; juncture loss, as described below, has occurred in that language too), and the privative a- and an- prefixes, meaning "not" or "without", in Greek and Sanskrit.

Pronunciation[edit]

Both a and an are usually pronounced with a schwa/ə//ən/. However, when stressed (which is rare in ordinary speech), they are normally pronounced respectively as /eɪ/ (to rhyme with day) and /æn/ (to rhyme with pan). See Weak and strong forms in English.

Etymology[edit]

An is the older form (related to one, cognate to German ein; etc.). An was originally an unstressed form of the number ān'one'.

Usage[edit]

The principles for use of the indefinite article are given above under Use of articles.
In addition to serving as an article, a and an are also used to express a proportional relationship, such as "a dollar a day" or "$150 an ounce" or "A sweet a day helps you work, rest and play", although historically this use of "a" and "an" does not come from the same word as the articles.[12]

Juncture loss[edit]

In a process called juncture loss, the n has wandered back and forth between the indefinite article and words beginning with vowels over the history of the language, where for example what was once a nuncle is now an uncle. The Oxford English Dictionary gives such examples as smot hym on the hede with a nege tool from 1448 for smote him on the head with an edge tool, as well as a nox for an ox and a napple for an apple. Sometimes the change has been permanent. For example, newt was once an ewt (earlier euft and eft), a nickname was once an eke-name, where eke means "extra" (as ineke out meaning "add to"), and in the other direction, a napron (meaning a little tablecloth, related to the word napkin) became an apron, and a naddre became an adder. The initial n in orange was also dropped through juncture loss, but this happened before the word was borrowed into English.

Use of some[edit]

The word some is sometimes used as a functional equivalent of a(n) with plural and uncountable nouns (also called apartitive). For example, Give me some applesGive me some water (equivalent to the singular countable forms an appleand a glass of water). Grammatically this some is not required; it is also possible to use zero article: Give me applesGive me water. The use of some in such cases implies a more limited quantity. (Compare the forms unos/unas in Spanish, which are the plural of the indefinite article un/una.)
In most negative clauses, and often in questions, the word any is used instead of someDon't give me any applesIs there any water?
The determiner some can also have a more emphatic meaning: "some but not others" or "some but not many". For example,some people like football, while others prefer rugby, or I've got some money, but not enough to lend you any. It can also be used as an indefinite pronoun, not qualifying a noun at all (Give me some!) or followed by a prepositional phrase (I want some of your vodka); the same applies to any.
Some can also be used with singular countable nouns, as in There is some person on the porch, which implies that the identity of the person is unknown to the speaker (which is not necessarily the case when a(n) is used). This usage is fairly informal, although singular countable some can also be found in formal contexts: We seek some value of x such that...
When some is used with merely the function of an indefinite article, it is normally pronounced weakly, as [s(ə)m]. In other meanings it is pronounced [sʌm]. See Weak and strong forms in English.

Effect on alphabetical order[edit]

In sorting titles and phrases alphabetically, articles are usually excluded from consideration, since being so common makes them more of a hindrance than a help in finding a desired item. For example, The Comedy of Errors is alphabetized beforeA Midsummer Night's Dream, because the and a are ignored and comedy alphabetizes before midsummer. In an index, the former work might be written "Comedy of Errors, The", with the article moved to the end.

See also[edit]