English Language Essay Example for Free

English Language Essay Why and how is it to learn the English Language? That would always be the question that English language learners encounter. Learning the English language is important in the sense that it can be used in a lot of useful ways and even unites the world. How? Let us find out the nitty-gritty of the importance of learning the English language as detailed below. I will start the essay with a story that dates back in the year 2000. It was a very special year since the world celebrated the millennium. Almost every person anticipated the coming of that year. Excitement can be felt anywhere in the world. My friend, Julia and I were busy preparing for the year 2000 millennium celebration. We were decorating the dance and meal venue with colorful designs of paper art works. Julia came up to me and asked me if I can still remember his friend, Tom, his long-time chat partner. Tom is an American soldier that Julia met through the internet. I said yes, I can remember him. Julia told me that Tom is coming to the country. I was happy for her. She was happy too however she told me she had this big, big problem – Julia has difficulty expressing herself in English. Yes, Julia and Tom were long-time chat partners but problems to language barriers always arise as source of misunderstandings (very wonderful though that they manage to keep a healthy relationship despite that big problem). Having that in mind, I cannot help but remember my own experience with the English Language. Personally, I had difficulty learning the English Language, for one because it is not my native language and secondly, in day-to-day activities we use our own language and so there was no chance of learning English if I only rely on my day’s typical experiences. When I got into school for English, the first lesson if I remember it right is about the English Alphabet since it is the most basic approach towards learning the English Language. I had difficulty in remembering the Alphabet since there are 26 of them and as a beginner, everything was unfamiliar. At times when the teacher requires recitation for the alphabets, I would always avoid eye contacts with her because I am afraid that I would be called to stand up for the recitation. With my experience learning the English language, I can say that I was forced to do it -forced, because if I have it my own way, I will not burden myself learning a new language. At that time, if I only have a way not to attend the English class, I would do so. The teachers during that time are not so supportive of their students in the English class. English felt like a food that is forcibly fed upon us. They had a short understanding of psychology of students as first-timers in the English language class. However since there was a need to study English as a language, it encouraged me to attend classes. For me, that need was my guiding force and encouragement to pursue the study of the language even though the experience is unpleasant most of the time. The teachers surely have placed pressures to us students in learning the language. The pressures come in form of examinations meant to determine and measure the extent of how much we have learned in class. The pressure also took in forms of penalties, wherein, we pay fines and dues for every non-English word spoken inside the vicinity of the school. Although, it was a real tough pressure, we get to enjoy the conversation with had with classmates and teachers in English. We laughed at our own erroneous grammars. We also just laughed when at times we cannot talk with each other basically because we do not know how to say things in English. We were scared of the penalty and it would surely cost us our pennies and bills. Learning the English language is basically difficult as I have said earlier for reasons I cited therein. Yes, it is a new knowledge but that fact remains that it is a foreign language and thus really difficult to learn but as we interact with classmates and teachers and with foreign visitors who visit the school, we find it amazing on how we are able to clearly deliver the message across. It feels awesome to be understood by foreigners that visit the school. We like the idea of having foreigners around us since we are able to put into practice everything we have learned in class. We always had fun in the interactions using English as a medium of communication. I have an idea of what English is like even before when I was younger and those ideas and learnings were reinforced in the classroom. It is actually inevitable not to have basics of English at that time basically because of media proliferation. At times, in our lives even though we were younger, we are exposed to information about issues, movies, advertisements, conversations – all these – in form of English. So from this, we can conclude that it is only not in the classroom that we learn English since there was a massive exposure of people to various forms of media. In school, we can say that our English teachers taught us about the language but generally, it is the interaction that strengthens the base of our knowledge in English. In school, all we learn are theories. It is through interactions that we learn to hone our skills in English. Motivations for learning English vary (www. antimoon. com). There are those who want to learn English because they need it for international trades such as China and USA international trades. Undoubtedly, communication between these two countries is made convenient through China knowing how to speak English especially so that they are exporting their products in mainland USA. Others went to school for English basically because they wanted to study in English-speaking countries such as Australia, United Kingdom and the USA. Others are motivated to study the language to expand network of connections. Personally, I studied English not only because it is a requirement but also because of motivating factors I have mentioned above. Having studied English, I am able to trade with people around the world even if we are miles and oceans apart. I am also able to pursue higher forms of education basically because almost all textbooks that are used are in English. And undoubtedly, I am able to expand my set of connections through the English language. I have a lot of friends in other countries that at times I run to when I need some advice. When I got my certification in English I was hired as a private tutor to teach Koreans and Chinese the English language. At first, it is really difficult but at the same time challenging because I am given the task to open the minds of these people into the English language and I also foresaw that it will be my honor and pride to see these people prosper because of the English language. When I first stepped into the classroom, the number of non-English speaking students is overwhelming. But I carried with me the commitment to be able to impart what I have learned about the English language to them. I received a lot of negative comments as like me before, they are having difficulty. It was as if I relived my own experience in learning the language, only this time, I am no longer a student but a teacher. The advantage of me becoming an English teacher is that I know what these students are going through and I understand it very well. I know what their concerns are and I know what they need in order for them to learn the English language the easy and pleasant way. I am able to address each and every concern that a non-english speaking student has basically because I have been to their stage. As a teacher, I have realized that the best learning and teaching method to employ is exposure and interaction. Yes, the basics are still important for the technical side of the English language but nothing parallels the effectiveness of learning than exposure and interaction. This is the very reason why most of my students’ activities are group and interactive activities. Trust me, this is a very effective method. As they say language and culture are intertwined. Yes this is very true as culture, beliefs and practices are mostly transmitted through the use of language. For example, you notice that Australians wear the tuxedo in formal occasions. Now, a non-english speaker would ask (act of use of language), why do they wear tuxedos in special occasions? This examples depicts of how well a culture or a way of life is transmitted through the use of language particularly in our case, the English Language. In a study, English language is not the most spoken language but statistically speaking, it is the most distributed language around the world (O’ Niel, 2007). This means that anywhere we go, the probability of people having an idea of English or even knowing how to speak English is high. This perhaps the reason why especially in Asian countries like Japan, China and Korea industriously find ways and means to learn the English language as they can see the overwhelming advantages of knowing the language. Knowing the language can not only mean culture transfer but can also mean technology transfer which is still very much related to culture. By knowing how to speak English, especially in Australia, we are able to access movies and television shows that as we continue to watch, alter the way we behave, think and act. This is what we call culture assimilation through the use of language. In a recent study, the English language has long been dominating the world, in fact most of the journals published are in English. Most books authored by scientists and educators are in English. The impact of this is that if everybody knows how to speak English development in our economy, finance and public relations will be upheld in the most convenient manner. And most importantly, in the world full of chaos and war, who can tell that the English language may serve as a unifying catalyst of the world to further the understanding of each nation and result in what is long been dreamt – world peace, a world that would shelter and cultivate the human generation in the next decade, century and millennium to come such as how Tom and Julia find the love in each other through the English Language.

The Single Most Important Factor Influencing Learning Education Essay

The Single Most Important Factor Influencing Learning Education Essay Broadfoot (1996, p.21) describes assessment as the most powerful tool in education and as a source of leverage to bring about change. In this assignment I will attempt to draw together my own experiences of using assessment as a teaching tool, both summative and formative, and how music has been the most assessed of disciplines, both in the school context and beyond (Phillpott 2007) FIND REFERENCE or use online source?!!!! With relevance to Q11 I shall explain my understanding of the assessment requirements for GCSE and AS level music and how I have used these to inform my own practice and involvement with assessment for learning, specifically as a day to day classroom tool. It is necessary that pupils achievements are recorded and monitored in some way, not only to provide the student with essential hard evidence of their strengths for use in higher education, the workplace and beyond, but to provide a means to appraise the effectiveness of a school and its staff. OFSTED inspectors will appraise a schools record keeping and assessment protocols and will need to scrutinize records of student results. The school league tables printed in the national press focus on exam results in order to rate a schools success against the national average although these published results do not illustrate a schools success measured against other influences such as socio-economic factors or turbulence for example. What does key stage 3 national curriculum assessment consist of? At the end of key stage 3, normally when pupils are in year 9, schools have to report teacher assessment outcomes to parents/carers. The requirement for all pupils to sit tests in English, mathematics and science at the end of key stage 3 was removed in October 2008. Teacher assessment of pupils remains a statutory requirement. At the end of key stage 3, teachers summarise their judgements for each eligible pupil, taking into account the pupils progress and performance throughout the key stage. They need to determine: a level for each attainment target in English, mathematics, science and modern foreign languages   an overall subject level in each of the core and non-core subjects. Teachers should base their judgements on the level descriptions in the national curriculum. GET THIS IN SOMEHOW!! RELATE TO FFT/RAISE ONLINE, ETC Q13 requires trainee teachers to know how to use local and national statistical information to evaluate the effectiveness of their teaching. At Guthlaxton College, the pastoral assessment of pupils uses a summative model described as an ATL (attitude to learning). This compares aspirational target grades taken from scores at key stage 3 and analysed via the Fischer family trust data analysis project which produces estimates of likely attainment. These FFT estimates are calculated individually for each pupil and, from these, school and local authority performance projections may be calculated. These figures are estimates only in that they make predictions for future attainment if pupils work and make progress that is in line with that of similar pupils in previous years. The ATL score looks at current progression against the FFT estimate for that pupil and is useful in providing on-going data evidence, alongside teacher assessment, coursework grades, test results and attendance in pro viding a picture of the student across all of their subject areas. Student progression, with further relevance to standard Q13, can be assessed in this way and attainment levels can be raised by identifying strength and areas for further development or support. Effective schools continuously monitor progress and evaluate themselves by scrutinising pupil progress and grades, identifying influences which prove to hamper or accelerate achievement and progression. The school should pay close attention to the impact that any intervention or support has had and how it has affected the learning of the pupils. In my own practice I have used summative data, ATL scores and FFT projections to discuss pupil progress with parents during student review sessions. I have also been able to identify areas for improvement in my own teaching methods by using test and mock exam scores to create a picture of student achievement levels. At key stage 4, GCSE results can be used by the school to identify areas of weakness or areas which require support and intervention by looking at patterns which may emerge from scrutiny of these summative results. This information can be fed back to subject leaders who may then be able to identify areas for future development. Therefore, summative assessment can be used as a driving force for school improvement. Educational decisions regarding pupil performance, for example the streaming I observed in my second school placement at key stage 3, must be based on effective use of the evidence gathered. Over a relatively short space of time a childs performance may evolve. Careful and regular use of summative data can help a teacher or school make effective teaching decisions. www.fischertrust.org Broadfoot, P. (1996) Assessment and Learning: Power or Partnership? In Goldstein, H and Lewis, T (eds.) Assessment: Problems, Developments and Statistical Issues. Chichester: John Wiley and Sons The National Strategies illustrates that it is important for schools to use summative assessment data in a contextual way. For example learner achievement should be viewed against the national average, against relevant influences such as turbulence and KS3 and 4 splits (Leicestershire) and socio-economic factors such as EAL. Also, subject specific achievement differences may emerge. The strategies continue to illustrate that only useful data should be collected for the purpose of providing sound evidence for improvement. Relevant data may be used by schools to set targets and to identify successful practice so that it may be repeated or used as good exemplar teaching. When targets are established the school can then take steps towards support provision, training, intervention and further development (dcsf 2010) nationalstrategies.standards.dcsf.gov.uk Music as a discipline is fraught with grey areas which present challenges when trying to perform a final assessment of a performance or a composition, etc. In a school setting, when faced with the challenge of evaluating work which on some levels will always be interpreted subjectively, a teacher needs to have an assessment model that has legitimacy in a whole-education context (Spruce 1996) Spruce, G (1996) Teaching music, Assessment in the arts:issues in objectivity, London, Routledge. In my own practice for example I have used the carefully worded marking criteria given by the exam board as a template for appraisal and I have also used our college guidelines regarding learning objectives to assess what I have asked pupils to do and hopefully learn. However, it is the ongoing interaction between student and teacher which brings about most development in a young musician. The nature of learning a musical instrument requires that we move in small, guided steps and, to make any musical progress at all the learner must become self-reflective about their own skills and understanding. Traditional instrumental grades, although valuable in providing a signpost to a students general ability only deal with performance but do not provide any information about the journey which brought the student to this point. They do not take into consideration the musical growth, learning and understanding which has taken place prior to the final test (Faultley 2010). Fautley Martin Assessment in Music Education, Oxford Music Education, 2010. The folk view of assessment, that it happens after teaching has occurred, as in the model demonstrated by traditional musical instrument grades, separates assessment from teaching itself. This model of summative a ssessment makes the performance at the appointed hour of assessment the priority rather than the learning which has occurred. There are two types of assessment commonly referred to in education, summative and formative and there has been much debate over which one is more beneficial in education. In practice it seems that one, formative, is a teaching method which can lead to improvement and success in the other, summative form of assessment. Summative assessment is the summing up of a performance or an overall assessment that usually occurs at the end of a module or a period of work. The term formative assessment, on the other hand, is an ongoing process shared by the pupil and the teacher and is often referred to as assessment for learning because the constructive, reflective nature of the assessment is used an educational tool in itself, essential to guide both pupil and teacher alike for identifying areas for improvement and development. Summative assessment, tests, exams, grades, etc. summarise student progress at a specified point in the educational career, but formative assessment, questioning, peer and self-assessment, teacher feedback, etc. are all intended to develop and improve the process of learning itself. The results of formative assessment are not used to provide a final grade or judgement of a pupils knowledge or abilities but to guide learning. AfL, used well in the classroom encourages deep thinking and reflection rather than simple recall of information through questioning, self-assessment, peer assessment and teacher feedback. As a student teacher, I have often been asked by mentors, How do you know if they are learning? My initial attempts at teaching classroom music were characterised by the delivery of facts and instructions but without the utilizing the powerful opportunities for formative assessment such as open questioning or peer assessment for example. Dylan Wiliam in an interview for teacher TV is quoted as saying that the basic premise for AfL is the question Did the children learn what I just taught? If not, why not? This seemingly simple question requires discipline on the part of the teacher to be answered openly and constructively and the 10 principlines of AFL (assessment reform group 2002) gives a broad overview of how this might be achieved. Depending on situation, subject, behaviour issues, etc. it might be very difficult to put AFL into practice as it is intended. Indeed, Black and Wiliam (1998) write that formative assessment is a powerful tool if communicated correctly. As a trainee teacher, my second school placement in a very turbulent school presented me with such behavioural difficulties in the classroom that I found it difficult to attempt some of the AFL techniques I had been trying to hone with my perfectly behaved GCSE students elsewhere. Day to day strategies for AFL such as questioning, self-and peer assessment and feedback were not in place in a way I was familiar with and seemed tokenistic. The pupils were not familiar with the methods and so the style was not as effective as it should have been had they been introduced to AFL via a whole school approach. There is a definite need for a school to adopt a consistent culture of assessment for learning for it to work successfully within the music classroom. T he temptation may be to enhance a lesson using a few token AfL techniques such as peer assessment, etc. just to get through an observation or OFSTED inspection. However, the idealism and spirit behind assessment for learning seems to be that the pupil becomes more responsible for shaping their own learning through the constant use of self and peer assessment, receiving feedback and dealing with challenging, thought provoking questions. The AfL ideas should be the basis for the teaching rather than empty, ritualistic mechanisms or novelty add-ons. The Assessment reform group states that Assessment for learning should be recognised as central to classroom practice and should involve both teachers and learners alike in the process of reflection on the classroom activity and decisions regarding progression towards learning goals and objectives. AFL is also an important tool for the teacher to assess their own methods and ask Did they learn what I just taught them? If the teaching practice is ineffective then it must be adjusted and improved and AFL should become part of the effective planning of teaching and learning (Assessment reform group, 2002). The assessment judgments of teachers do matter, they are essential to the successful development of every child in learning music, and, as a number of recent initiatives observe, every child matters. (Faultley 2010) The Assessment Reform Group (2002, p.2) define assessment for learning as the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.   Assessment Reform Group. (2002) Research-based principles to guide classroom practice. London: Assessment Reform Group The single most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel et al, 1978) Ausubel, D.P, Novak, J and Hanesian, H (1978) Educational psychology:A cognitive view, 2nd edition, Holt Rinehart and Winston. Many different researchers such as, Casbon and Spackman, (2005), The Assessment Reform Group (2002) and Black, et al, (2002) have identified different strategies that underpin successful assessment for learning.   This assignment will focus on four that I have put into practice myself while teaching music and can comment upon from personal experience: setting goals and the sharing of assessment criteria, questioning, peer and self-assessment and teacher feedback.   I will use these four strategies as a guide to describe exactly what assessment for learning is and how it relates to musical Education. Casbon, C and Spackman, L. (2005) Assessment for Learning in Physical Education. Leeds: Coachwise Black, P, Harrison, C, Lee, C, Marshall, B and Wiliam, D. (2002) Working Inside the Black Box; Assessment for Learning in the Classroom. London: nferNelson SETTING GOALS/SHARING CRITERIA By setting goals and sharing criteria the classroom teacher can aim to ensure pupils know what they should have achieved by the end of the lesson (School Curriculum Assessment Authority, SCAA, 1997).   Pupils should know what they are trying to achieve. Without this information they cannot evaluate their own success at the end of the lesson (Weeden et al, 2002).   Before setting goals, the teacher needs to find out what the pupils have learned previously and what level they are at in order to make the goals achievable and a source of motivation (James, 2000 and SCAA, 1997). Q11 refers to developing an understanding of assessment requirements for public examinations and I have used these a starting point for designing many of my units of work as the AQA GCSE syllabus lists clear marking criteria. Indeed it was a useful exercise for me to translate these criteria into easily digestible, pupil-friendly language. Questioning, the second strategy, is a vital part of assessment for learning and one which as an inexperienced teacher I have had to seek much advice from colleagues.   Weeden et al. (2002) report that a lot of teachers use questions which require only the recall of information in order to provide an answer. Weeden, P, Winter, J and Broadfoot, P. (2002) Assessment: Whats in it for the school? London: RoutledgeFalmer As Stobart and Gipps (1997) point out, a pupil cannot demonstrate understanding simply by regurgitating facts or pieces of information.   Assessment for learning is concerned with process and not the product and therefore questions need to enable knowledge and understanding (Casbon and Spackman, 2005) via the implementation and demonstration of higher order thinking.   According to Blooms taxonomy, the recall of knowledge is classified as a lower order skill. By adjusting the complexity of a question and the requirements for an answer, a teacher can encourage higher order skills and thinking. For example, in my music lessons for KS3, I had to begin a topic on notation by introducing simple facts such as note values and pitch. The next questioning strategy I used, involving simple sums using notes instead of numbers, was designed to encourage the students to demonstrate their comprehension of note-lengths. Black, et al. (2002) describes teachers as not only presenters of informati on but leaders of exploration. The skills I am aiming to develop in my own practice require being able to create probing, explorative questions which cause a pupil to apply and analyze even simple knowledge and facts. Blooms taxonomy hierarchy of questioning get it in there somewhereà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ They can be used to explore pupils prior knowledge (Black and Wiliam, 1998) and also their own points of view on a subject.   Questions are also useful tools for feedback.   Black, et al. (2002) explain that impromptu questions posed while the pupils are working about what they are thinking and why, encourages wider thinking and provides immediate feedback to the teacher regarding pupil understanding.   Teachers also need to be aware of how the questions are being answered and that this can be influenced by the mode of questioning used.   The all-important thinking time allowed for all pupils is approved by Black, et al (2002) who prescribe a no hands up policy, where all the pupils should have an answer to share with the class if they are called upon by the teacher.   This approach to questioning allows more pupils to be involved and engaged in a question and answer session. According to personality type, different students will show different levels of willingness to be involved. The more effective and valuable technique I have used in my music lessons is to present a question, allow thinking time and then assess student answers in a way which does not rely on the hands-up approach. The answers and thoughts can be retrieved via methods such as asking a student by name and then asking a peer to comment on their answer or by using the mini-whiteboard method whereby the whole class can answer a closed question simultaneously. My first attempts at this AfL method were poorly planned because of the closed nature of the questions I used and I realized later that some pupils would give me answers they felt I wanted to hear rather than engaging in a dialogue unveiling the genuine state of their learning. In this way, I conclude that the focus should always be on the pupil truly reviewing their own understanding by tackling open ended questions. Black and Wiliam (1998) assert that a common feature of poor questioning practice is that teachers fail to allow adequate processing time when asking questions. Without reflective thinking time factored into the questioning, the only answers that can be reasonably asked are factual, knowledge based and limited in their scope for demonsrating learning through exploration and evaluation (Black and Wiliam 1998). The lesson may have a sense of pace and enthusiasm but it will only be a limited number of pupils answering the rapid, fact-based, short answer questions. Shirley Clarke (2005) advocates increased waiting time during classroom questioning by indicating the thinking time and adopting a no-hands up approach ie. Dont answer straight away, split into pairs and take 2 minutes to consider why Mozart changed key suddenly at bar 27. Clarke (2005) goes on to state that changing the student expectation of what classroom is and how they are to be involved in the process will result in long er, more confident responses. The variety of answers and explanations will widen and help to provoke thought and learning and the failure to respond will decrease for those who are less confident. In my second school placement I was presented with an assessment policy briefly covering the expected elements of AFL. This document stated that skillful questioning gauges understanding (Hamilton community college, 2010) but I would suggest that questioning in the classroom is also a means to provoke thinking when used correctly. Black et al (2003) concur with this by stating that More effort has to be spent in framing questions that are worth asking: that is, questions which explore issue that are critical to the development of students understanding. (Black et al, 2003) Black, P., Harrison C., Lee, C., Marshall, B., and Wiliam D. (2003) Assessment for learning, Open university press. Shirley Clarke (2005) writes that effective, thought provoking questioning is planned prior to the lesson and will extend student understanding beyond mere recall of facts or knowledge. Blooms taxonomy defines closed recall of fact as a lower order thinking skills but that analysis or evaluation require a higher level of thinking and involvement in order to engage with the question. Therefore, pre-designed questioning will encourage the required thoughtful, reflective dialogue needed to evoke and explore understanding (Black and Wiliam 1998) and through the implementation of sound framing and the use of thinking time all pupils may have the opportunity to develop and express their ideas. SELF ASSESSMENT Stobart and Gipps (1997, p.15) believe that assessment is only truly formative if the process involves the pupil, and this of course requires self-assessment, the third strategy.   By allowing independent learning where pupils crucially take active responsibility for, and participation in, their own learning, self-assessment is a vital AFL  tool. Black, et al. (2002) feel that this personal reflection on progress can only take place if the pupil fully understands objectives and this is backed up by Shirley Clarke (2005) who outlines a model for enabling students to identify their own success against clearly outlined learning objectives. The Assessment reform group (2002) states that AFL should develop a learners capacity for self-assessment, so that they can become reflective and self-managing. With well outlining learning goals the process may also avoid be destructive to a pupils confidence and can be focused mainly on areas for future improvement. For example, in my GCSE music classes I can use self-assessment to ensure that a pupil looks objectively at their own composition work with reference to the AQA marking criteria which help to provide sound success criteria for the unit of work. By understanding what they should be learning they can assess what they need to do to reach the required goals. Self-assessment is a skill which needs to be taught and used on a regular basis but in my brief experience needs to be woven into lesson planning in order to fulfill its role. Stobart, G., Gipps, C., Assessment: A teachers guide to the issues, Hodder Arnold H&S; 3rd Revised edition edition (4 Dec 1997) PEER ASSESSMENT As well as self-assessment, peer-assessment is also a powerful of learning tool.   Cowie (2005) points out that often pupils are more likely to understand the feedback language used by their peers.   Pupils may also appear more confident when they are around their peers and are consequently more likely to interrupt another pupil through lack of understanding, than a teacher (Black, et al, 2002).   It is however, important that pupils are not encouraged to draw comparisons between themselves because that could have a negative effect on confidence and self-esteem. The Dfes guidance states that students do not become self-evaluative overnight and in my own practice it has taken time and commitment to self and peer assessment to move the process away from simple competition in the classroom towards more valuable collaborative learning activity. The focus for peer and self-assessment should be on the quality of the work produced and ways to improve it rather than simply marking each others work. FEEDBACK Teacher feedback may be described as formative when it helps students understand how to do better next time. If feedback, written on the bottom of an essay for example, simply gives a grade or mark out of ten, the student has no idea how to improve. However, if a teacher gives clear guidance for possible next steps or areas for development then this is valuable for all students, regardless of ability. It also avoids the comparison effect and focuses on personal improvement. If the emphasis is placed on the grade of a piece of work, a student with low ability can easily become demotivated. This is especially true in GCSE music where the spread of the cohort admitted to the course can range from those who have had private instrumental tuition for years to those whose only experience of practical music making will have been in the music classroom. Through careful feedback a teacher can avoid the maladaptive responses (Dweck 1986) which can manifest in a music lesson as a form of helples sness and the lack of persistence a learner can exhibit when faced with difficulty or a low grade. Formative feedback is diagnostic and is more important to raising achievement by giving a commentary for improvement than simply by giving a grade (Lawson 2008) Lawson, Tony, Assessing students reflective teaching and learning edited by Dymoke, S., Harrison, J. 2008. Sage publications limited. Feedback, the fourth strategy, is very important in assessment for learning; it can have huge impacts on pupils learning.   There are two types of feedback, normative, which refers to the giving of grades and the comparison to a statistical picture and formative which refers to giving constructive comment. Weaver (2006) points out that feedback is an effective way of alerting pupils to their strengths and weaknesses and giving information on how to close the gap. Closing the gap refers to the difference between the learning outcome or goal and the pupils present state (Black and Wiliam, 1998). By using feedback and assessment information, pupils and teachers are then able to decide what should be done next. A study by Martinez and Martinez (1992) found that normative feedback, grades and marks, etc., had a negative effect on pupils learning and this is echoed by Black and Wiliam (1998) who observed in their research an over-emphasis on marks and grading which in itself did not provide useful advice or instruction for the future. In order for learning to take place feedback must involve constructive dialogue and comment between the teacher and the pupil.   This kind of feedback can be a catalyst for discussion and further enhance learning (Maclellan, 2001). Traditionally however, the education system is grade dominated, and it would be hard to deviate from that.   Pupils will always want to know their grades.   Feedback can have very positive effects on both confidence and motivation, if used effectively (Weaver, 2006).

Ignorance and Air Power: The Failure of U. S. Leadership to Properly U

Ignorance and Air Power: The Failure of U. S. Leadership to Properly Utilize Air Power in Vietnam Major Ted Tolman’s F-105 Thud fighter/bomber streaked through the air at just under the speed of sound. His aircraft performed modestly at best, struggling to maintain its speed and altitude under the heavy load of ordinance and fuel it carried under its wings (Patrick). Tolman, and his wingman Major Lonnie Ferguson, were en route to a rail line that served to distribute supplies from Cam Pha Harbor to enemy troops throughout North Vietnam. The harbor itself was protected from attack by orders coming directly from Secretary of Defense Robert McNamara, meaning the only way to neutralize supplies coming through the harbor was to attack the distribution network that surrounded it (Patrick). As he flew low near the harbor, puffs of flack began to appear, and Tolman soon found himself under heavy attack from North Vietnamese ground based anti-aircraft artillery (AAA). He hesitated a moment, then decided that he did not want to become a prisoner in the infamous Hanoi Hilton. Tolman depressed his rudder pedal and rapidly swung his F-105 around, pointing the nose at the AAA emplacement and releasing a burst of 20mm cannon fire. In doing so, he made the biggest mistake of his career (Patrick). As he swung his fighter around, Tolman inadvertently passed his gun sight directly across the Soviet cargo ship Turkestan as it traversed towards its intended target. Designed to provide a record of the action, the gun camera mounted in the nose of Tolman’s F-105 caught an image of the Soviet ship, inside the Cam Pha Harbor sanctuary, directly centered in his sights (Patrick). There was nothing that suggested any of the rounds Tol... ... Diss. United States Air Force Command Staff College, 1995. McNamara, Robert S. and Brian VanDeMark. In Retrospect. New York: Vintage Books, 1995. â€Å"Operation Rolling Thunder.† Military Analysis Network. 1998. Federation of American Scientists. 20 Dec. 2003. Patrick, Joe. â€Å"Testing the Rules of Engagement.† Vietnam Memoirs. 2003. 80th Fighter Squadron. 13 Nov. 2003. Rendall, Ivan. Rolling Thunder. New York: The Free Press, 1997. â€Å"Robert S. McNamara.† Secretaries of Defense. Defenselink. 20 Dec. 2003. United States Joint Chiefs of Staff. Memorandum to CINPAC, Definitive Rules of Engagement Applying to Laos. Washington: DoD, 1964.

Importance of the Night in William Shakespeares Romeo and Juliet :: Shakespeare, Romeo and Juliet

Importance of the Night in Romeo and Juliet Night can be seen in two contrasting ways. The first can be summarized as a time for celebration and love. The second, and most commonly associated with night, is a time of darkness and horror. Two shining examples of the different emotions and reactions brought on by darkness are the books Night by Elie Wiesel and Romeo and Juliet by well-known author, William Shakespeare. In Romeo and Juliet night has a positive image, a welcomed time for love, protection and exchanging of covenants, while in Night the image is portrayed in a negative way, a time for fear, suffering, and death. Night in the great romances is a greeted time of romance and in Shakespeare's Romeo and Juliet a time to hide from the harsh reality of the outside world. Juliet greatly yearns for the coming of night. "And bring in cloudy night immediately. Spread thy close curtain..." (Shakespeare Act III Scene ii:4-5) Juliet is very eager for night to come as she uses the word "immediately," which is very strong and demanding. Her true love, Romeo, is also associated with night. "Come, night, come Romeo, come thou day in night." (Shakespeare Act III Scene ii:17) Shakespeare uses night also as a time for exchanging of vows. "Lady, by yonder, blessed moon I vow, That tips with silver all these fruit tree tops -- -". (Shakespeare Act II Scene ii:106-107) After Romeo's vow Juliet later promises during the welcomed night to be loyal to him throughout his life. Under the cloak of darkness she is unafraid to pledge, "And all my fortunes at thy foot I'll lay, And follow thee my lord throughout the world." (Shakespeare Act II Scene ii:146-147) Night has a third important role of protecting Romeo at first when he trespasses to the Capulet Mansion and later when Romeo, then banished, meets Juliet for the final time. "I have night's cloak to hide me from their eyes..." (Shakespeare Act II Scene ii:74) Night, although it can be a time of love and happiness, can also be the complete opposite --- fear, suffering, and death. Elie Wiesel uses stunning, vivid descriptions to show the readers the negative side of night,

A Comparison of Wealth in Antony and Cleopatra and The Tempest Essay

The Importance of Wealth in Antony and Cleopatra and The Tempest  Ã‚     Ã‚  Ã‚   Wealth and it’s relationship to poverty figures in heavily in two of the plays we have read thus far in class. In both Antony and Cleopatra and The Tempest we are treated to characters and situations that deal with wealth and poverty. Specifically however, both plays have visions of an abundance of wealth that seems at times both corruptible and foolish. In Antony and Cleopatra we have their excessive behavior and flaunting, which proves to be a vice that grips them much to tightly. In The Tempest, characters stranded on a deserted island have their own unique versions of achieving that said abundance. Shakespeare treats the topic similarly in both plays, and uses it to expose the very nature of abundance.    For example, in Antony and Cleopatra we are treated to many scenes describing the level of excess the title characters are involved in. In Act 3, scene 6 Shakespeare writes, Here’s the manner of’t: I’th’ market-place, on a tribunal silver’d, Cleopatra and himself in chairs of gold Were publicly enthron’d. At their feet sat Caesarian, whom they call my father’s son, And all the unlawful issue that their lust Since then hath made between them. Unto her He gave the stablishment of Egypt, made her Of lower Syria, Cyprus,Lydia, Absolute Queen  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2-10).    With that passage, Shakespeare (through Caesar) is criticizing the lavishness and public showings of both Antony and Cleopatra. He seems to think it grotesque to have them sitting in front of everyone in â€Å"chairs of gold†.    Even earlier, Antony’s abundant behavior is made obvious. Shakespeare writes, â€Å"he fishes, drinks, and wastes/The lamps of night in ... ... riches? His want of this abundance is like the others, made worse by the fact that he at first had no idea what it was. He had something better (although some would view him as poor), and now a glimpse of wealth has changed him.    In the end, by looking at these two plays, we can see that wealth can indeed be a corrupting force in Shakespeare’s world. Although wealth may not necessarily be just money. It can come in many forms; power, idleness, etc. And in today’s world where money-winning game shows are what pass for culture and entertainment, it seems all the more relevant.    Works Cited:    The Riverside Shakespeare: Second Edition Houghton Mifflin Company Boston/New York   G. Blakemore Evans and J.J.M Tobin eds. Shakespeare’s The Tempest: World’s Classics The Oxford Shakespeare. Oxford University Press New York/London.   Ed. Stanley Wells   

Banning Smoking

Utilitarian holds that actions are justifiable if they result in the greatest possible happiness for the greatest number. As such, every human action can be said to be based upon this principle. However, there are instances where the society has accommodated practices that have proved to result in the greatest amount of harm to the greatest number of individuals. The most notable of such practices is public smoking. Smoking is not only irritating to the non-smoker but also harmful to the smoker.Research indicate that in America alone, smokers consume close to five hundred billion cigarettes per annum with more than four-hundred thousand deaths every year being attributed to this consumption (Slovic, 2001). With this regard, the society has every reason to invest all its energies in making sure that this practice is stopped since it is the single most preventable cause of premature death in many countries. As such, the society, through its most powerful institution, the government, is justified in not only banning public smoking but smoking in general.The World Health Organization predict that the number of deaths as a result of tobacco smoking will rise from four million people to ten million by the year twenty thirty (World Health Organization, 1997). In other words, if smoking is not banned, many individuals are going to lose their lives. There is no doubt that tobacco possess serious health risks. Anecdotal evidence of possible harms from this habit begun to be gathered shortly after it was introduced in Europe even though it was until the eighteenth and nineteenth century that physicians started publishing observations of serious life threatening hazards (Proctor, 2004).It was during this period that cancer of the mouth, nose and lips became associated with tobacco snuff. In France in the year eighteen fifty's, a physician by the name Etienne-Frederic Bouisson discovered that the majority of his patients suffering from cancer of the mouth were pipe smokers (Shephard, 1982). In Berlin, Rudolf Virchow also reported the same observations shortly after (Ibid, 234). By the end of the century, cancer of the lips, tongue, mouth, jaw, nasal cavities and pharynx were so common to cancer specialists that medical students wrote widely on the topic-then famously know to physicians as â€Å"Smokers' cancers† (Cortyl, 1897).Despite these inherent dangers, the society has continued to tolerate this silent killer. However, it is the responsibility of the government to protect its people from exposure to any dangers. With regard to this, many governments have failed. The practice ought to have been banned immediately after the first reports but this has not been the case. Actually, tobacco consumption increased in the late nineteenth and twentieth centuries with the invention of machines that could roll thousands of cigarettes per day (Viscusi, 1992).Coupled with the invention of safety matches, the habit quickly became popular. Instead of the government considering the health consequences of the habit, they quickly recognized the drug as a source of tax revenue. This has continued into this period with the result of furthering the use of the drug. However, some states in the United States banned the use of the drug as they recognized the reality of its dangers but the bans became lifted in the 1920s. During this period, there seemed to be much ignorance among the majority population with regard to the actual consequences of tobacco smoking.As such, the governments of the time may be excused on their treatment of the issue. In recent times though, there has been a stream of significant developments concerning the understanding of tobacco smoking and its harmful consequences. More understanding have been achieved with regard to secondary smoking and the consequences on the fetus when a pregnant mother engages in the habit. Very surprising and disturbing findings concerning the observed impacts of smoking or nicotine depend ence on twelve to thirteen year olds after days or weeks of light smoking (DiFranza et al, 2000).It was also discovered in the recent past that tobacco companies have been concealing the risks associated with smoking in their attempt to lure young people into smoking. All over the world, the manufacturers and merchants of tobacco have put their own economic interests above the health and lives of a million consumers to whom they sell their products. It is known that all these tobacco products contain nicotine which is unquestionably the element that is responsible for the most persistent and widespread drug dependence. There is no doubt about the fact that tobacco kills.It accounts for one death in every ten seconds (Slama, 1995). The majority of the victims die in their prime life and if the trend continues, as have been projected by the World Health Organization, tobacco will account for one death after every three seconds. The habit did not come as a product of chance. It has bee n furthered by effective marketing policies of the industry that have been applied in many countries. The consumption of tobacco is expensive in the long run, not just in terms of human health but also in terms of finance.Even with the short term benefits of the tobacco industry in mind, the net loss that is being suffered every year by the world community as a result of smoking is estimated at two hundred thousand million dollars (Stratton, 2001). This is not a small amount of money and if it could be harnessed, it would be enough to double the current health care expenditure in the developing parts of the world. However, it is the responsibility of the health care sector to create awareness on the actual dangers of tobacco use. Since tobacco is an international commodity, the war against it must therefore be worldwide.Public health is one of the sectors that has been worst hit by the habit. With this regard, the habit directly or indirectly impacts on the national budget of many c ountries. The problem affects every section of the society and every age and every single member of the society faces its grave consequences. It is thus the responsibility of the government to make sure that every single member of the society of protected from death that can be easily avoided. The major reasons for the call to ban tobacco are not founded on empty grounds. They have been driven through the centuries by the concrete evidence on its health effects.It is amazing that regardless of the centuries of research evidence and findings concerning the dangers of the drug, many countries still treats the issue with less seriousness. Cancer has been rated among the deadliest diseases. The world is trying to find ways of countering this condition but has turned its back on the actual causes. There is numerous evidence that indicates that smoking causes cancer and thus, there is absolutely no way that the society will pretend to fight cancer without addressing such issues as banning smoking.The rise of lung cancer and coronary heart disease that were once rare was noticed in the twentieth century and an attempt to explain such increases revealed that smoking was among their causes. However, it would be wrong to assert that the medical findings and reports were understood by the public and in situations where they were published, the tobacco industries countered such claims with assurances on the safety of smoking, at times using such reports to convince the consumers to change brands.Going by the utilitarian principle, there is no doubt that all the arguments supporting the ban of smoking should be treated with much sensitivity as the health of real human individuals is at stake. The human race does not need any further proof as to the harms and dangers of smoking and thus, every government should ban the use of tobacco so that a healthy society is realized. Tough measures should be taken against the tobacco industry as they blatantly deceive the majority into death in the name of making profits.In the mid twentieth century, individuals involved in tobacco industry were quoted as saying that they would quit the business if it was established that it poses serious health risks to the smokers. Almost half a decade later, even with enough evidence that smoking is dangerous to ones health; the industries are still alive and making millions of shillings while the majority perish. Instead of being in the forefront of informing its consumers of the dangers, the tobacco industry has tried every conceivable deceit to cover up the dangers and win over more consumers.This responsibility of protecting the citizens from the harmful effects of tobacco can thus not be entrusted in the hands of the business people but in the hands of the most superior institution of the society, the government. The government would thus do much justice to its citizens by banning smoking. References Cortyl, J. (1897) Du Cancer des fumeurs. Paris: Henri Jouve, (Translated by Edmond Gwan). Proctor, R. (2004). Tobacco and Health. Journal of Philosophy, Science and Law. Vol.4 9-11 Shephard, R. (1982). The risks of passive smoking. Taylor & Francis Slama, K. (1995). Tobacco and health. Springer Science & Business Slovic, P. (2001). Smoking: risk, perception & policy. SAGE Stratton, K. , (2001). Clearing the smoke: assessing the science base for tobacco harm reduction. National Academies Press Viscusi, K. (1992). Smoking: making the risky decision. Oxford University Press World Health Organization, Tobacco or Health: A Global Status Report (Geneva: WHO, 1997).

Genre Text Essay

The Real Inspector Hound When you think of the term ‘genre’, what does it exactly mean to you? Well I’m sure it’s without a doubt that you all commonly believe it constitutes either a kind or category of text, but in actual fact does it really? Good morning Year 11. The prime focus of your studies during the HSC course next year, I’m going to discuss how the genre of crime fiction has extended through time, whereby a variety of notions and characteristics exhibited throughout a text may either reinforce, challenge or extend on genre parameters. So what is genre then? Although genre is quite difficult to define, there are numerous interpretations of the term since the confines between genres are constantly evolving due to changing values. As Daniel Chandler states, â€Å"defining genres may not initially seem particularly problematic but it should already be apparent that it’s a theoretical minefield. † However, Jane Feuer believes â€Å"genre is ultimately an abstract conception. † These critics therefore prove that yes, while it may be easy to classify a text to a particular genre, we must understand genre as a concept that can apply to varying applications rather than its fundamental relevance to a text. In saying this, as changing contexts and values have developed over time, resulting in new-found conventions, I’ve come to agree with Stephen Neale’s understanding; â€Å"Genres are instances of repetition and difference†¦ difference is absolutely essential to the economy of genre. † (Neale, 1980). This my friends, effectively reflects constant changing cultural values and attitudes in our social milieu, don’t you think? Hence, my aim today is to focus on the conventions of the genre of crime fiction and how they have been recreated in a number of ways to reflect the social and cultural aspects that are dynamic to their survival within the popularity of a text. As Neale further suggests, â€Å"genres exist to assist in shaping values. † Subsequently, I will discuss how and why Alfred Hitchcock’s film Rear window and Tom Stoppard’s play The Real Inspector Hound have re-worked and extended upon crime conventions prevalent in crime writing through genre, often defying audience expectations in one way or another. As a result, Rear Window highlights and expands upon the cosy conventions of its contemporary society by paralleling the post-war issues of voyeurism and women and subverting them, reflected through its social milieu. The Real Inspector Hound also utilises cosy conventions but parodies them instead, challenging the classical Golden Age’s ‘whodunit’ storyline in a satiric way, so as to query the restoration of justice and the idea of reality vs. allusion. Thus, whilst both texts seek to extend and challenge crime conventions, they also serve to explore society’s human conditions and issues at the time in order to become seminal texts of the genre. Directed in 1954, Hitchcock’s Rear Window reinforces the fact that very few works exemplify all required characteristics of a particular genre, by cleverly breaking the ideal conventions of a suspenseful circumstance in a crime fiction text. The film is rather based around the notion of both solving the crime and proving that it happened. Rear Window further revolves around the concepts of the changing roles of women and queries the morality of voyeurism. Such notions reflect the contextual concerns of the post-war era where a revolutionary social change was clearly prevalent in society, thus endangering the traditional gender restrictions marked by WW2. Through the mis-en-scene of Jeff holding his camera looking outside the window as blinds are swiftly raised to reveal vignettes of apartments, it’s evident that a didactic message outlining the unethicalness of voyeurism is contained within Rear Window. As voyeurism further exposes hidden worlds within the film, Hitchcock manages to reflect upon American society through each of these blocks acting as a microcosm. But it stops there. Quite similarly to our other text The Real Inspector Hound, Hitchcock withdraws from typical crime conventions by not showing the occurrence of the crime itself. This was due to growing conflict between the conservative American government and growing acceptance to sexuality by society at the time, as a result of censorship on films. The concept of voyeurism is cleverly employed by Hitchcock via subverting a cosy setting, a convention to reflect the concept of McCarthyism where there was a fracturing of society due to the paranoia of communism, which was most prominent during the Golden Age. This is illustrated as the camera pans across Jeff’s apartment, focusing on his photography tools and emphasising his infatuation for observing life. Thus, Jeff’s dilemma of being entrapped in his apartment persuades him to do â€Å"something drastic† to remove him â€Å"out of the swamp of boredom,† which metaphorically foreshadows his forthcoming hobby of spying on his neighbours. I’m certain you all must think he’s strange, but the aspect of social insecurity and fear at the time was what Hitchcock was seeking to embody. Where spying begins as an innocent obsession, it soon becomes a neurotic effort to prove Thorwald’s criminal actions. Therefore, after the growing tension depicted through continual panning shots, Jeff takes action which exposes clues in Thorwald’s apartment. However, the consequences of voyeurism are made apparent through the non diagetic sound and quick motion of Jeff falling out the window. Hitchcock hence questions the moral ambiguity of voyeurism due to society’s fear of maintaining social order, by focusing on the depraved aspect of society becoming â€Å"a race of peeping toms. † Despite changing perceptions of females in the workforce, how exactly did Lisa become an amateur detective and femme fatale, whilst presenting the evolving independance and roles of women? In actual fact, Hitchcock broke a key crime convention – there must only be one detective! A high angle shot first characterises Jeff as bound to his wheel chair, and the cast around his injured leg is symbolic of the identity boundary he endures. Consequently, Jeff is left helpless, a frequent motif that’s prevalent throughout the film in which Jeff is metaphorically incapable of embracing his male dominance, hoping to â€Å"emerge from his plaster cocoon. † Thus when Lisa emerges, the dark lighting and shadows surrounding her signifies Jeff’s intimidation, as men were startled by the role of women in the post-war period. By having Jeff restricted at home in a feminised position, Hitchcock underpins Lisa as the amateur sleuth, sustained through her constant dominance over Jeff within the framing. Hitchcock further challenges the authority of women in crime fiction as femme-fatales, whereby negative connotations strengthen the presence of conceited masculinity. Yet Lisa’s strong persona and sheer determination leads to her fatal participation in â€Å"the next assignment,† exhibited in the panning tracking shot of her investigating Thorwald’s apartment, underlining Lisa’s unusual role as a detective and the film’s conclusion of restoration. Subsequently, Hitchcock illustrates the development of crime conventions by challenging traditional crime conventions, via representing the shift in the growing independence and role of women in society, by maintaining both genders as main detectives. Thus, Rear Window not only reinforces and extends upon crime genre parameters, but also reflects society’s changing values, hence explaining why it’s considered a critical crime fiction text even today. Unlike Hitchcock who reinvented some crime writing rules, Stoppard completely goes against them. Whilst Stoppard experiments with the classical Golden Age crime conventions, the crime genre is seen to continuously mirror society’s changing attitude and values. In successfully challenging the audience to interpret whether the perceived distinction between what is real and an allusion in crime is essential, Stoppard also leads them to question the restoration of justice. The perceived distinction between reality and allusion is no longer relevant in today’s post-modern world as it was in the Golden Age, due to changing societal expectations, like Stoppard suggests. He breaks traditional conventions, as the margins of a play-within-a-play have been intersected, demonstrating the blurring of reality. Whilst Rear Window uses a cosy setting to depict society’s issues, Stoppard instead parodies it to demonstrate that a crime isn’t always within its confines, and hence defies crime conventions to outline the irrationality of society. The cosy method of contrivance supports this, being parodied through Mrs. Drudge’s absurd dialogue about the â€Å"somewhat isolated Muldoon Manor, which is surrounded by deadly swamps and fog. † Thus Stoppard criticises S. S Van Dine’s code where â€Å"the detective himself† â€Å"should never turn out to be the culprit,† by forwarding the murderous role onto Puckeridge, whom the audience come to learn as Inspector Hound and Magnus also. This is depicted in the final scene through an exaggerated climax of a string of revelations. For eg. â€Å"I am not the real Magnus Muldoon! It was a mere subterfuge. Stoppard effectively emphasises the melodramatic and absurd situation of the play, by demonstrating multiple pauses and an overuse of explanation points in union with stage directions. Through a variety of dramatic devices, the distinction between reality and allusion is dissolved, as Stoppard denounces the lack of innovation and irrelevancy of crime fiction conventions. Society is further challenged by Stoppard to query the relevancy of the nature of truth and justice within the traditional crime fiction genre. So must there always be a hero within the context of the text? The authorities within the play are not central figures, just like the police aren’t in Rear Window, as justice isn’t achieved. But whilst the police in Rear Window are idiotic, Inspector Hound doesn’t even convey detective traits. Alternatively, Inspector Hound is continuously ridiculed through stage directions. For eg. He is wearing â€Å"inflatable swamp boots and carrying a foghorn,† in his entrance. Therefore, The Real Inspector Hound has eloquently challenged the conventions of crime fiction, leading the play to become a significant crime fiction text as it crucially contributes to the revolution of crime over time. In summation, it’s without a doubt that Hitchcock’s Rear Window skilfully challenges the conventions of crime fiction in such a way that classifies the film as unlike your traditional crime film, as he endeavoured to reflect the cultural values of the post-war era. Moreover, Stoppard also extended upon genre parameters in The Real Inspector Hound by satirising the classic conventions of characters and plot from the Golden Age, whereby he duplicated postmodernist beliefs at a point where it was seen as time for change. Thus, both texts have grown to become seminal crime fiction texts, by cleverly reinventing already established crime conventions in numerous ways.