Monday, June 9, 2008

WCom Wiki


Where do you stand?

Where do you stand?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?

Tuesday, June 3, 2008

Syllabus

E82A

Written Communication I

Syllabus

English 82A Syllabus
Lincoln University
Written
Communication I
Units: 3 Contact hours: 40

Semester: Summer 2008
Course Days: Tuesdays and Thursdays
Time: 1:00 – 3:45
Location: Room 402
Course Blogsite: http://4wcom.blogspot.com/
Course Wiki
site: http://4wcom.wetpaint.com/

Dr. Sylvia Y. Rippel Schoemaker
Phone: 510.628.8036

Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement

Email: drsylvia2008@gmail.com


Objectives:
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing.

You will learn editing, documentation skills, use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills (1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Description:
English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various rhetorical contexts.


Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I & II ENG 82A & 82B - WRITTEN COMMUNICATION I & II First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)

Course Materials:
Required Text:
VanderMey et al. The College Writer, Second Edition. Boston: Houghton Mifflin Company, 2007.

ISBN: 0 618 74253 0

Recommended Texts:
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005.


Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.

A comprehensive, current English dictionary and thesaurus

Format
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.

Evaluation:
Essays, assignments, exercises, class participation, notebooks, midterm and final presentations, extra credit work/journals will be averaged in determining the final grade in the following proportions:

Policies:
Assignments are to be submitted in a timely manner. Late work will receive reduced points and must be accompanied with a written explanation for its tardiness.
Plagiarized work will receive 0 points, and if persistent will result in course failure. All assignments must be typed, include in the top right hand corner your name, course, date submitted, assignment name and revision number. Attendance is mandatory. Missed classes will constitute 0 points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained in writing either before or immediately after the absence. Persistent unexcused absences will result in course failure.

Assignments
:
Overall Schedule Units, 2 to 3 sessions each (see schedule ),

Midterm and final portfolios, session 7 and 14, including essays for each unit, notes, reference data, in-class materials and assignments.

Grading:
Essays: 40 percent

Homework/in-class writing: 30 percent

Presentations/Participation: 30 percent

SessionDate

Topic / Assignments

Rhetoric ReaderHandbook
1
Tuesday, June 10, 2008

Introduction
Unit I

Narrative and Descriptive Writing

1, Critical Thinking and Reading

9, Personal Narrative35, Marking Punctuation
2
Thursday, June 12, 2008Reading and Thinking2, Getting Started10, Personal Reflection36, Checking Mechanics
3
Tuesday, June 17, 2008

Writing Process

Introductions Paper Due

3, Planning11, Personal DescriptionMultilingual and ESL Guidelines
4
Thursday, June 19, 2008Writing and Rewriting4, Drafting

5
Tuesday, June 24, 2008Narrative and Descriptive Writing

5, Revising

6, Editing and Proofreading


Parts of Speech
6
Thursday, June 26, 2008

Unit I Narrative and Descriptive Paper Due


Analytical Writing

7, Submitting12, Cause and EffectParts of Speech
7
Tuesday, July 01, 2008

Comparison and contrast

MIDTERM

8, One Writer’s Process.13, Comparison and ContrastSentence Basics
8
Thursday, July 03, 2008Narrative and Descriptive Paper Due Classification
14, ClassificationSentence Problems
9
Tuesday, July 08, 2008

Portfolio I Due

Process


15, Process Writing
10
Thursday, July 10, 2008Definition
16, DefinitionNumbers, Word Parts, and Idioms

Vocabulary and writing

Using the Right Word
11
Tuesday, July 15, 2008

Unit II Analytical Paper Due


Persuasive Writing

Rhetoric of Persuasion


17, Strategies for Argumentation and PersuasionUnderstanding Grammar
12
Thursday, July 17, 2008Defining a point of view
19, Persuading Readers to Act39, Constructing sentences
13
Tuesday, July 22, 2008Responding to an argument
20, Arguing Against a Claim40, Avoiding Sentence Errors
14
Thursday, July 24, 2008

Unit III Persuasive Paper Due


Portfolio II


Final Exam




Friday, May 30, 2008

Welcome

Welcome to the writing blog at http://4wcom.blogspot.com

Tuesday, April 1, 2008

Tuesday, March 11, 2008

Word Parts c5, p42 Vocab


Word Parts c5, p42 Vocab
See as a map at mind42.com:


Word Parts p42

Thursday, February 21, 2008

Sunday, January 27, 2008

28 Spelling Rules

See the following link from the Riggs Institute for the rules : http://www.riggsinst.org/28rules.aspx

Tuesday, January 22, 2008

Word Parts Chapter 1 -- On Time



Word Parts Chapter 1 -- On Time
link at freemindshare.com: http://freemindshare.com/map/lnqrt24CJM/


Freemind How-to

Freemind How-to

Tutorial on Freemind Mindmapping

Vocab from Tony Buzan on Mindmapping


Vocabulary Pronunciation Pairs

Pronunciation Pairs
English pronunciation is so crazy that it sometimes even trips up native-speakers. Two words can have the same spelling but different pronunciation depending on the meaning.
This is a kind of self-checking exercise. Each of these sentences has such a pair of words. Read the sentence. If you're not sure about the different pronunciation of the two words, use your dictionary to check it. These are all common expressions.
1. We polish the Polish furniture every day.
2. He could lead if he would get the lead out.
3. A farm can produce produce.
4. The dump was so full it had to refuse refuse.
5. The soldier decided to desert in the desert.
6. The present is a good time to present the present.
7. At the Army base, a bass was painted on the head of a bass drum.
8. The dove dove into the bushes.
9. I did not object to the object.
10. The insurance for the invalid was invalid.
11. The bandage was wound around the wound.
12. There was a row among the oarsmen about how to row.
13. They were too close to the door to close it.
14. The buck does funny things when the does are present.
15. They sent a sewer down to stitch the tear in the sewer line.
16. To help with planting, the farmer taught his sow to sow.
17. The wind was too strong to wind the sail.
18. After a number of Novocain injections, my jaw got number.
19. I shed a tear when I saw the tear in my clothes.
20. I had to subject the subject to a series of tests.
21. How can I intimate this to my most intimate friend?
22. I spent last evening evening out a pile of dirt.

Thursday, January 17, 2008

Freemind Mapping Software Download Site

Download freemind software from here:
http://freemind.sourceforge.net/wiki/index.php/Main_Page

Dictionary Links

M-W -- Merriam-Webster Online with spoken words: http://www.m-w.com/
WordWeb Desktop eDictionary: http://wordweb.info/free/

Unit 1: Music -- The biology of music

The biology of music
1 What are two things that make humans different from all other animals? One is language and the other is music. While other animals can sing -- indeed, many birds do so better than a lot of people — birdsong, and the song of animals such as whales, is limited in type. No other animal has developed a musical instrument.

2 Music is strange stuff. It is clearly different from language. People can, nevertheless, use it to communicate things — especially their emotions. When combined with speech in a song, it is one of most powerful means of communication that humans have. But, biologically speaking, what is it?

3 If music is truly different from speech, then it ought to come from a distinct part of the brain. That part keeps music separate from other sounds, including language. The evidence suggests that such a part does exist.

4 People whose language-processing ability is damaged do not automatically lose their musical abilities. For example, Vissarion Shebalin, a Russian composer, suffered a stroke to the left side of his brain in 1953. After that, he could no longer speak or understand speech. He could, however, still compose music until his death ten years later. On the other hand, there are one or two cases of people who have lost their musical abilities but who can still speak and understand speech. This shows that the brain processes music and language independently.
5 A lot is known about how music works its magic. Why it does so is a different question. Geoffrey Miller, a researcher at University College, London, thinks that music and love are connected to each other. Because music requires special talent and practice, it is a way of demonstrating your fitness to be someone’s mate. Singing in tune, or playing a musical instrument, requires fine muscular control. Remembering the notes demands a good memory. Getting those notes
right once you have r them suggests a play is in top condition. fact that much music man to the woman vice versa) suggest indeed, a way of showing off.

Unit 1: Music -- Louis Armstrong

Louis Armstrong
Louis Armstrong had two famous nicknames. Some people called him Satchmo, short for “Satchel Mouth.” They said his mouth looked like a satchel, or large bag. Musicians were more likely to call him Pops, as a sign of respect for his influence on the world of music.
2 Armstrongwas born on August 4,
1901, in Jane Alley, one of the toughest areas of Ne~ Orleans, Louisiana. He grew up poor, but surrounded by great musicians. Jazz was invented in New Orleans a fe\~ years before he was born. Armstrong often said, “Jazz and I grew up together.”
3 Armstrong v~ as arrested in his early teens for a minor offense. That arrest proved to be lucky He was sent to a boy’s home where Professor Peter Davis taught him to play the cornet. Armstrong had a great talent for music, and he went quickly from being the bass drummer in the school band to first bugler and cornetist.
4 On leaving the boys’ home in his late teens, Armstrong began to live the life of a musician. He played ~ ith bands in parades, clubs, and on the steamboats that traveled on the i\/lississippi River. At that time, the city was defined by the nen music of jazz and ~~as home to many great musicians. Armstrong learned from the older musicians and soon became respected as their equal. He nas the best student of the great cornetist and trumpeter Joe Oliver~ and played second cornet in his famous band, King Oliver’s Creole Jazz Band.
5 In 1918, Joe Oliver moved to Chicago. At first, Armstrong remained in New Orleans, but in 1922 he went to Chicago to rejoin Oliver’s band. There, the tale of Louis Armstrong, the genius, begins. From then until the end of his life, Armstrong was celebrated, imitated, and loved v~herever he \~ent. Armstrong had no equal when it came to playing the American popular song.
6 His trumpet playing had a deep humanity and warmth that caused many listeners to say, “Listening to Pops just makes you feel good all over.” In addition to being a brilliant trumpetel; he was also the father of the jazz vocal st~ le. He toured constantly and during the last twenty ~ ears of his life, he ~ as one of the best-known and most-admired people in the world. His death, on July 6, 1971, was headline nev~ s around the world.


Adapted from Marsalis on Music.
4

Unit 1: Music -- Music and Moods

Music and Moods

1 Have you ever felt a sudden rush of joy because a favorite song came on the radio? Then you know that music can have a strong effect on your emotions. You should try to take advantage of this power of music. It can help you beat a bad mood or maintain a good mood, says Alicia Ann Clair, professor of music therapy at the University of Kansas. Music can also help you relax and feel rejuvenated.

2 To cheer up or boost energy, listen to Latin music or anything with accented beats, lots of percussion, and a fast tempo. When you want to relax after a busy day, music with string instruments and woodwinds, less percussion, and a slower tempo can calm you.

3 Listen to calming music before you tackle stressful activities, recommends Dr. Clair. “Once you’re in a good state of mind, it’s easier to maintain.” To reduce stress at work, put on relaxing tunes only when you really need them. Woodwind instruments “If you listen to them all day long, you will screen them out,” Dr. Clair explains.

4 You can change your mood by switching from one kind of music to another. To feel rejuvenated, “Start with something serene and relaxing, then gradually pick up the tempo and beat,” says Dr. Clair. For example, play Frank Sinatra ballads, then move on to something energetic such as Aretha Franklin. When you want to calm down after a busy week at work, do the opposite.



String instruments






Adapted from Woman’s Day.

2
Percussion instruments

Link to vocabulary of music:

Link to vocabulary of music: http://www.eslgold.com/vocabulary/musical_instruments.html

Link to music vocabulary quiz: http://www.quizmoz.com/quizzes/Music-Quizzes/m/Music-Vocabulary-Quiz.asp

Course Text

Required Text
Title: Strategic Reading 1 Building Effective Reading Skills 2003
Author: Richards, Jack C and Samuela Eckstut-Didier
Publisher: Cambridge
ISBN: 0521555809

Recommended Text:

Title: Interactions 1 -- Reading (Silver Edition) 2007
Author: Kirn, Elaine and Pamela Hartmann
Publisher: McGraw Hill
ISBN-13: 9780073138114

Tuesday, January 15, 2008

Vocabulary Links

Link to idioms A to Z:

http://humanities.byu.edu/elc/student/idioms/idiomsmain.html

http://www.goenglish.com/Idioms.asp






By way of: http://wccniuesl.blogspot.com/2005/06/esl-vocabulary.html

ESL: Vocabulary
http://iteslj.org/links/ESL/Vocabulary/
Another compendium.
This is a sub-page of The Internet TESL Journal's TESL/TEFL/TESOL/ESL/EFL/ESOL Links and includes sites such as
Arabic Number to English Convertor (Requires JavaScript.)
Enter a number up to 999,999,999 and see it spelled out in English.
BBC News English - Words in the News
Read, listen and learn the English in this week's stories.
Common Errors in English (Paul Brians)
Words that native English speakers frequently find confusing.
Common Usage Problems (Vicki Jones and Ann Bertoldie)
Words that native English speakers frequently find confusing.
English for You - Visual Fruit (Donald Hennessey)
Pictures of fruit and their names in English
English for You - Visual Veggies (Donald Hennessey)
Pictures of vegetables and their names in English
Expanding your Vocabulary (La Trobe University)
Brief hints for advanced students.
Language Adventure - Picture Quiz
Easy. Click on the picture of the word you hear. (WAV files)
Megellan's Log - Pronunciation Pairs (Sentences Using Heteronyms) (Douglas Milburn)
We polish the Polish furniture every day. I did not object to the object. etc.
Nick Miller's EFL/ESL Resource Material - Street & Map Terms (Nicholas E. Miller)
A list of words with definitions.
QuiaCom - Matching Quiz - Countries and Nationalities [FRAME] (AH Syed)
Quia.com activity -Columns
specialist.hu - ESL Topics and Vocabulary [FRAME] (English Specialist)
True/false and multiple choice quizzes on basic exam topics and vocabulary
Testing Vocabulary
By S. Kathleen Kitao & Kenji Kitao
The Compleat Lexical Tutor (Tom Cobb)
Test your word knowledge, Learn words at your level, Read & Listen, ...
Vocabulary - Extended Family Chart
A detailed family tree chart: paternal uncle's wife, maternal cousin, ....
Vocabulary Self-Study Quizzes (The Internet TESL Journal)
See the answers right away. Produced by teachers around the world.
Vocabulary Vulcanizer [FRAME] (Paige Jaeger)
Study 'roots' to improve vocabulary: Phobia (=Fear) claustrophobia, xenophobia
Word Safari: vocabulary expeditions (Ruth Pettis)
For native speakers and advanced students. Expand your English vocabulary while surfing the Web
WordOrigins.org's List of Words and Phrases (David Wilton)
baker's dozen, kick the bucket, left wing, Kilroy was here, ...
http://www.antimoon.com/other/activevocab.htm (Tomasz P. Szynalski)
Why it is normal to understand more English words than you can use
http://learners.englishclub.com/esl-articles/200109.htm (Josef Essberger)
Gonna, Ain't, Gimme, Gotta, Kinda, Wanna, Whatcha, ...
http://vocabulary.englishclub.com/interjections.htm (Josef Essberger)
Charts with meanings and examples: Ah, Alas, Dear, Eh, ...
http://vocabulary.englishclub.com/cw_say-tell.htm (Josef Essberger)
How to use say and tell.
http://vocabulary.englishclub.com/time_tell.htm (Josef Essberger)
UK English: 'just gone three o'clock'; Others: 'a quarter past three' etc.
http://www.forumeducation.net/servlet/pages/vi/mat/voc.htm (Sven Cederberg)
300+ word formation exercises
http://www.forumeducation.net/servlet/pages/vi/mat/voc.htm#1 (Sven Cederberg)
Example of random generated test from huge database
http://www.googlefight.com/cgi-bin/compare.pl?q1=%22The+love+of+money+is+a+root+of+all+evil%22&q2=%22Money+is+the+root+of+all+evil.%22&B1=Make+a+fight%21&compare=1&langue=us (Create Your Own Vocabulary Study)
The love of money is the root of all evil. VS Money is the root of all evil.
http://www.learnenglish.de/vocabulary/buildings.htm#UsefulVocab
See pictures of vocabulary, a dialogue, crossword puzzles, dictation/spelling, .
http://www.learnenglish.de/vocabulary/rooms.htm#UsefulVocab
See pictures of vocabulary, a dialogue, crossword puzzle and jumbled words

I like to see specific categories of words (buildings, rooms, time, fruits and vegetables), and also idioms and informal contractions, which always confound students. There are a few that have online quizzes and pictures to help students understand better. Students who learned English the British way can find translations into American English, and even specific tools such as the Arabic Number to English convertor have a real value for students. Some of the sites are better than others, so if you find one particularly useful (or not at all useful), share it with your fellow bloggers.

Freemind Mapping Software Download Site

Freemind Download Link

Required Texts

Title: The Big Picture - Idioms as Metaphors

Author: King,Kevin

Publisher: Houghton MifflinYear of publication: 1999

ISBN: 0395917123



Title: Vocabulary Connections Book II, Word Parts

Author: Reynolds, Marianne C.

Publisher: McGraw Hill

Year of publication: 1998

ISBN: 007052629x

Wednesday, January 9, 2008

Tuesday, December 4, 2007

Friday, November 23, 2007

ePortfolio

from http://academic.sfsu.edu/ar/at/otl/port_think.php
Integrating Learning Theories, "Portfolio Thinking"
The portfolio development process covers the following learning theory stages:
Collection: saving artifacts that represent the day-to-day results of teaching and learning;
Selection: reviewing and evaluating the artifacts saved, and identifying those that demonstrate achievement of specific standards or goals;
Reflection: reflecting on the significance of the artifacts chosen for the portfolio in relationship to specific learning goals;
Projection (or Direction): comparing the reflections to the standards/goals and performance indicators, and setting learning goals for the future;
Presentation: sharing the portfolio with instructors, peers, or potential employers and receiving feedback
(Danielson & Abrutyn, 1997)
To learn more please read, "Demonstrating and Assessing Student Learning with E-Portfolios" , 2005 by George Lorenzo and John Ittelson.:
E-portfolios allow students to demonstrate competencies and reflect upon experiences, documenting academic preparation and career readiness. Creating e-portfolios enables students to enhance their learning by giving them a better understanding of their skills, as well as where and how they need to improve to meet academic and career goals. Additionally, the digital artifacts that students accumulate can be used to assess learning at the course, program, department, and institutional level. This report reviews how selected higher education institutions have implemented assessment e-portfolio systems that demonstrate and assess learning.

Thursday, November 15, 2007

Unit 5: Weather vocabulary

Link: http://www.englishclub.com/vocabulary/weather-vocabulary.htm

6.26.2007Unit 5: Weather Vocabulary from http://www.bom.gov.au/info/wwords/
Description of Phenomena

Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.

Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.

Mist: Similar to fog, but visibility remains more than a kilometre.

Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.

Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)

Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.

Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.

Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.

Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.

Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface. A severe thunderstorm produces one or more of hail at the ground with diameter of 2 cm or more; wind gusts at the ground of 90 km/h or more; tornadoes; or very heavy rain likely to cause flash flooding.

Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.

Thursday, November 1, 2007

Unit 3: Workaholics

from http://en.wikipedia.org/wiki/Workaholic

Workaholic
From Wikipedia, the free encyclopedia
• Learn more about citing Wikipedia •Jump to: navigation, search
Colloquially, a workaholic is a person who is addicted to work. This phrase does not always imply that the person actually enjoys their work, but rather simply feels compelled to do it. There is no generally accepted medical definition of such a condition, although some forms of stress, obsessive-compulsive personality disorder and obsessive-compulsive disorder can be work-related. Although the term "workaholic" usually has a negative connotation, it is sometimes used by people wishing to express their devotion to one's career in positive terms. The "work" in question is usually associated with a paying job, but it may also refer to independent pursuits such as sports, music, art, or blogging.

A "workaholic" in the negative sense is popularly characterized by a neglect of family and other social relations. The term has no clinical definition, however.

Workaholism in Japan is considered a serious social problem leading to early death, often on the job, a phenomenon dubbed karōshi. Overwork was popularly blamed for the fatal stroke of Prime Minister of Japan Keizo Obuchi, in the year 2000.[1]

The name itself is a play on "alcoholic". The term was coined in 1968 by psychologist Wayne Oates and popularized by his 1971 book Confessions of a Workaholic (Oates's coinage also prompted the widespread use of the -holism suffix for popular compulsions).[2] It gained more widespread use in the 1990s, as the result of a wave of the self-help movement that centered on addiction, forming an analogy between harmful social behaviors such as over-work and drug addiction, including addiction to alcohol. Although "workaholic" is not an official medical or psychological term, it remains in widespread usage to refer to those whose expenditure of time on work and work-related issues leads to the detriment of their bodily health, social lives, family and domestic life, or leisure time.


See also
Work-life balance

[edit] Further reading
Bryan Robinson (2007). Chained to the Desk: A Guidebook for Workaholics, Their Partners and Children, and the Clinicians Who Treat Them. New York University Press. ISBN 0814775977.
Barbara Killinger (2004). Workaholics: the Respectable Addicts. Key Porter Books Ltd. ISBN 1552635856.
Beth Sawi (2000). Coming Up for Air: How to Build A Balanced Life in A Workaholic World. Hyperion Books. ISBN 0786865490.
Jonathon Lazear (2001). The Man Who Mistook His Job for a Life: A Chronic Overachiever Finds the Way Home. Crown Books. ISBN 0609608460.

References
^ Daniel Griffiths. "Japan's workaholic culture", BBC News Online, 4 April 2000. Retrieved on 2007-10-12.
^ America in So Many Words. Houghton Mifflin (1997). Retrieved on 2007-10-12. Original publication in "On Being a 'Workaholic' (A Serious Jest)" in the journal Pastoral Psychology.

External links
Workaholics Anonymous - self-help organization
This psychology-related article is a stub. You can help Wikipedia by expanding it.

General Sports Vocabulary

Vocabulary: Sport
General

applause
beginner
centre-forward (Fußball: striker)
champion
championship
competition
contestant
defeat
defender
disqualify
entry fee
fan
final
finish
finish line
football field
forward (Fußball: striker)
free kick
free ticket
game, match
goal
goalkeeper
golf course
gymnasium
Olympic Games
penalty
Penalty
player
pool
prize
prize
Ready, steady, go!
On your marks, get set, go!
record (world record)
referee, umpire
result
rider
rule
score
set
spectator
sportsman (Pl. sportsmen)
sportwoman (Pl. sportswomen)
stadium
start
stopwatch
success
supporter
ticket
to beat (a team)
to commit a foul
to lose
to take a break
to take part
to take place
to win
to win a medal
tournament
track
trainer, coach
trainers
victory
whistle
winner
world record

Unit 4: Sports

Do, Play, or Go Sports Vocabulary:

http://esl.about.com/library/vocabulary/blsport_doplaygo1.htm

Tuesday, October 30, 2007

word form link

http://www.athabascau.ca/courses/engl/155/support/word_forms.htm

Organization Pattern s


Two Types of Analytical Papers



ScientificHumanistic
EpistemologyDiscover the truthCreate meaning
Human NatureDeterminismFree will
Value PriorityObjectivityEmancipation
Purpose of TheoryGive universal lawsGive rules for interpretation
Research MethodsExperiment and SurveyTextual analysis and ethnography
Standards for EvaluationExplanation of data
Prediction of future
Relative simplicity
Testable hypotheses
Practical utility
Understanding of people
Clarification of values
Aesthetic appeal
Community of agreement
Reform society

Writing Skills -- ISTEP

Writing Skills and the ISTEP+ Test (Indiana Statewide Testing for Educational Progress)

In its listing of writing skills the ISTEP+ test focuses on the writer's ability to:
(words in parentheses indicate highest level of proficiency)
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader


More specifically, the good writer must:
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic

Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text

Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)

Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting

Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments

Thursday, October 25, 2007

Important Work Vocabulary Words

Important Work Vocabulary Words
From: http://www.mtstcil.org/skills/job-6.html
An easy way to be better prepared for a job is to understand many of the common words people use when discussing jobs. Below are some words that you may come across when searching for a job, interviewing, or on the job and examples of how they may be used.

Application
Attitude
Benefits
Career
Classifieds
Deductions
Experience
Goal
Gross Wages
Interest
Internal Revenue Service (IRS)
Job
Net Wages
Network/Networking
Occupation
Opportunity
Qualifications
Reference
Resume
Skill
Tax/Taxes
Value
Application
A form used to apply for a job

Have you answered all the questions on the application form?
Attitude
A feeling or opinion about something or someone; a mental position with regard to a state (a "negative" or "positive" attitude)

Have you answered all the questions on the application form?
What is your attitude toward working in large groups? (feeling/opinion)
You are more likely to succeed if you have a positive attitude. (mental position)
Benefits
Things that employers may offer you in addition to your wages; for example, health insurance, annual or sick leave, holidays, paid vacation, parking space or monthly reimbursement for parking space area, mileage for travel, and tuition reimbursement

Have you answered all the questions on the application form?
Although the salary was less than I wanted, I took the job because it had excellent benefits.
Career
A profession for which one trains; a job or series of job that you do during your working life He wants a career in social work.

Have you answered all the questions on the application form?
Her career as a computer technician is very rewarding.
What are your career goals?
Classified Ads/Classified Section/Classifieds
Advertisements in a newspaper, magazine, or online, regarding job opportunities; the section of a newspaper, magazine or Web site devoted to advertisements about job opportunities

Have you answered all the questions on the application form?
The job will be listed in this Sunday's Classified Section.
I saw your advertisement for an assistant in the classifieds.
Deductions
An amount of money taken from your paycheck every payday (usually for things such as federal and state income taxes, employment taxes, social security taxes, workers compensation coverage, and health insurance payments)

Have you answered all the questions on the application form?
Her paycheck was $178 after deductions.
Experience
Knowledge or skill that one gets from doing, seeing or feeling something; the experience a person already has of working

Have you answered all the questions on the application form?
Do you have any experience working in a restaurant or serving food?
I have experience working in an office, filing, typing, and answering phones.
Goal
Aim or purpose; the end toward which effort is directed

Have you answered all the questions on the application form?
The department's goal is to provide better customer service.
My goal is to find a job where I can work with children.
Gross Wages
The total amount of your pay or wages before any deductions are taken out of your paycheck

Have you answered all the questions on the application form?
Your gross wages are $200, but your net wages are $150.
Interest
The desire to learn about and/or be involved in a particular field or topic; activities that you enjoy doing or subjects that you like to learn about and spend time studying

Have you answered all the questions on the application form?
She has always had an interest in healthcare.
His interests include politics, computers, and exercise.
Internal Revenue Service (IRS)
A department of the U.S. government that collects taxes

Have you answered all the questions on the application form?
You must file your taxes with the IRS by April 15.
Job
Employment; the regular work a person does to earn money; a specific task or piece of work; a specific task or project that is one's responsibility

Have you answered all the questions on the application form?
I am looking for a job as a teacher's aide. (employment)
We hope to have the job done by next week. (piece of work)
It will be your job to answer the phone and file papers. (responsibility)
Net Wages
The amount of pay or wages you take home after all your deductions are taken out of your paycheck

Have you answered all the questions on the application form?
Your gross wages are $200, but your net wages are $150.
Network/Networking
Using friends, family, and people in organizations that you know to help you find a job

Have you answered all the questions on the application form?
One of the most successful ways to find a job is through networking.
Occupation
A person's job

Have you answered all the questions on the application form?
The application asks you to list your occupation.
He answered "teacher" when they asked his occupation.
Opportunity
The chance to do something you want to do, advance, or progress; the chance to get a job

Have you answered all the questions on the application form?
I had the opportunity to learn computer skills at my last job. (chance)
Will there be the opportunity to advance in this job? (advance/progress)
There are many opportunities for people who have gone to technical school. (job)
Qualifications
An ability, characteristic or experience that makes you suitable for a particular job or activity

Have you answered all the questions on the application form?
Nursing experience is a necessary qualification for this job.
Reference
A person who knows you and is willing to describe and usually praise you to support you when you are trying to get a job; a statement as to a person's character or ability

Have you answered all the questions on the application form?
She used her computer teacher as a reference for the job.
Resume
A short written description of your education, qualifications, and previous employment, which you send to an employer when you are trying to get a job; also sometimes called a curriculum vitae or CV

Have you answered all the questions on the application form?
People interested in applying for the job should send their resume by mail.
Skill
The ability to do an activity or job well, especially because you have practiced it

Have you answered all the questions on the application form?
Helping raise my younger brothers gave me great skills with children.
I learned my office skills while volunteering in the school office.
What skills does the job require?
Tax/Taxes
An amount of money that is paid to the government, which is based on your income

Have you answered all the questions on the application form?
Every person in the United States is required to pay state, federal, and social security tax.
Value
How important or useful something is; "value" can be used to describe something's basic worth (how important or useful people find it) or monetary worth (how much something costs)

Have you answered all the questions on the application form?
The company places a lot of value on honesty. (basic worth)
What is the value of the prize? (monetary worth)

Unit 3: Work Vocabulary

Work - What do they do? Where do they work?
from: http://www.learnenglish.de/vocabulary/jobs.htm
Job What do they do? Where do they work?
Accountants Look after the finances in an organisastion. They work in an office.
Bakers Bake bread. They work in a bakery.
Barbers Shave men's beards and cut men's hair. They work in a barbers.
Barmen/women Serve drinks. They work in a bar, pub or restaurant.
Butchers Prepare and sell meat. They work in a butchers.
Chambermaids Clean and tidy rooms. They work in a hotel.
Chefs Prepare and cook food. They work in a kitchen.
Dentists Look after people's teeth. They work in a dentists.
Doctors Look after people's health. They work in a hospital or surgery.
Fishmongers Prepare and sell fish. They work in a fishmongers.
Flight attendants Look after passengers. They work in an airplane.
Hair dressers Cut and style people's hair. They work in a hair salon.
Judges Judge and sentence people. They work in a law court.
Lawyers Defend and prosecute people. They work in a law court and in a lawyers office.
Nurses Look after patients . They work in a hospital or doctor's surgery.
Opticians Look after people's eye sight. They work in an opticians.
Porters Carry other people's bags and luggage. They work in a hotel or train station.
Receptionists Meet and greet visitors. They work in reception.
Sales Assistants Sell goods and look after customers. They work in a shop.
Secretaries Arrange appointments, type letters and organise meetings. They work in an office.
Surgeons Operate on people who are sick. They work in a hospital.
Vets Look after people's animals. They work in a veterinary surgery or vets.
Waiters/Waitresses Serve people food and drink. They work in a restaurant.

Leaving or Losing your job
There are many different ways to express leaving or losing a job.

To Leave Your Job:-
To resign | To quit | To leave your job = to give up a job or position by telling your employer that you are leaving.

To retire = to leave your job or stop working because of old age or ill health.

To Lose Your Job:-
To be dismissed | To be fired | To get fired | To be sacked | To get the sack | To get the chop | To get your P45 | To lose your job = to be asked to leave a job, usually because you have done something wrong or badly, or sometimes as a way of saving the cost of employing you.

To be made redundant = to lose your job because your employer no longer needs you.

Dialogue - Naturally Speaking
The job interview
John has a job interview for a Saturday job
Interviewer: So, you've applied for the Saturday position, right?
John: Yes, I have.
Interviewer: Can you tell me what made you reply to our advertisement?
John: Well, I was looking for a part-time job to help me through college. And I think that I'd be really good at this kind of work.
Interviewer: Do you know exactly what you would be doing as a shop assistant?
John: Well I imagine I would be helping customers, keeping a check on the supplies in the store, and preparing the shop for business.
Interviewer: That about covers it, you would also be responsible for keeping the front of the store tidy. What sort of student do you regard yourself as . . . did you enjoy studying while you were at school?
John: I suppose I'm a reasonable student. I passed all my exams and I enjoy studying subjects that interest me.
Interviewer: Have you any previous work experience?
John: Yes. I worked part-time at a take-away in the summer holidays.
Interviewer: Now, do you have any questions you'd like to ask me about the position?
John: Yes. Could you tell me what hours I'd have to work?
Interviewer: We open at 9.00, but you would be expected to arrive at 8.30 and we close at 6.00 pm. You would be able to leave then.

I think I have asked you everything I wanted to. Thank you for coming along to the interview.


John: Thank you. When will I know if I have been successful?
Interviewer: We'll be making our decision next Monday, we'll give you a call.

Tuesday, October 23, 2007

Process Topics

How to care for a cat (or any animal).
How to spend a holiday.
How to develop self-control.
How to find happiness.
How to keep your girl (boy) friend.
How to track a wild animal.
How to prepare my favorite dish.
How to cure a cold.
How to take good snapshots.
How to take notes.
How to criticize music.
How to make an ice cream soda.
How to keep friends.
How to spend a weekend.
How to take it easy intelligently.
How to plan a garden.
How to entertain the family.
How to paper a room.
How to be popular.
How to grow tomatoes (or any vegetable, grain, or flower).
How to choose a friend.
How to solve the housing problem.
How to make cheese.
How to make coffee.
How to write a good essay.
How to be a nonchalant when embarrassed.
How to study systematically.
How to prepare for an examination.
How to plan a meal.
How to cure insomnia.
How to get along with a brother (or sister).
How to enjoy music.
How a band moves into a formation.
How to give a gentle hint.
How to leave a party.
How to make an impression on a girl (or a boy).
How to learn a part in a play.
How to administer artificial respiration.
How (not) to prepare for a journey.
How to caddy.
How to review a book.
How to develop film.
How to spend your time profitably while standing in line.
How to clean a rifle.
How to enjoy a vacation.
How to hunt with a camera.
How to sleep in class.
How to approach Dad.
How I would change Present (traffic, food, education) laws.
Learning to ride a course.
Do's and don'ts for basketball fans.
Tinkering with machinery.
Steps in making a garden.
A good party game.
In case of fire . . .
Making something out of nothing.
A complicated play in basketball or football (use diagrams).
Helps for puzzle friends.
How to "psych out" a teacher.
How to play a game.
How to spend an enjoyable evening in . . .
Plan for a garden.
Where automobiles are likely to break down.
The serve in tennis.
Choosing a wardrobe.
Earning one's way.
The best scheme I ever heard of to make money.
Making a hobby profitable.
Miracles nature never thought of.
A good floor plan.
How books are classified in a library.
A chairman's (or speaker's) duties in a group discussion.
How to enjoy literature.
How to converse.
How to tie a shoe.
How to take care of a computer.
How to say "no".

Thursday, October 11, 2007

Questioning Strategies

Questioning Strategies
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
from: http://depts.gallaudet.edu/englishworks/reading/queststrategy.html
Memory Questions:
Who? What? Where? When? Why? How?


Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?


Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?


Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?


Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?


Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?


Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?


Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?


Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?


Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?

Thursday, October 4, 2007

Reading Links

Reading Links List from TESOL:
http://iteslj.org/links/ESL/Reading/

Takako's Great Adventure

http://international.ouc.bc.ca/takako/

Voice of America:

Chimp http://www.voanews.com/specialenglish/2007-11-19-voa1.cfm

Parts of speech

n. (noun) - a name word; name of a person, place, thing, or idea
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word

HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.

ADJECTIVES AND ADVERBS

As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.

THE SENTENCE PLAN
SubjectVerbObject
AdjectiveAdverbAdjective
AdverbAdverbAdverb


Two Positions of the Adjective

Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.

Freemind tutorial link

http://www.geocities.com/shaila_kishore/Freemind

Freemind tutorial link

http://www.geocities.com/shaila_kishore/Freemind

SQ3R Reading System

SQ3R - A Reading and Study Skill System
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html

SURVEY - gather the information necessary to focus and formulate goals.
Read the title - help your mind prepare to receive the subject at hand.
Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.

READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.

RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.

REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.

REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!

Monday, October 1, 2007