English Coursework - Questions Example | Topics and Well Written Essays - 2250 words

English - Questions - Coursework Example (Point #8) What’s the difference between class drilling and individual drilling? Are some language items more suitable for drilling than others? Which students might respond well to drilling and which might not? (Point #10) Would all kinds of writing practice be suitable for all kinds of students? How would the writing the writing you give to business people differs from the writing you give to school students? Is there any point in giving EAP students story-writing practice? Not all writing need to be done long – what kinds of writing would you give to people wanting to learn English for a holiday trip to England? ( Point#11) Which of the vocabulary methods do you think more useful? Why? What other strategies for teaching vocabulary are you aware? Describe each of the five points chosen. (Point 6) Listening to the radio to get the weather; listening to a television program that offers Bible study, and attending a seminar listening to information on job related material is a hearing/listening activity I do daily. Checking my emails for both academic and social communication; reading a magazine in the doctor’s office that provided information on the latest break through in treating different medical conditions; reviewing a study Power Point to work on an academic paper, are different examples of reading and listening for information I may accomplish on any given day.I think it is pretty amazing how much information we receive everyday and equally amazing how many sources it comes from. I think this Point to Consider just wants you to ‘notice’ how many different mediums of information we are exposed to everyday and understand how daunting it must be for someone learning another language to take it all in and make sense of it. (Point7 )Preparing questions for review for students having read a novel versus those prepared for students having read a short story takes into account a broader perspective. With a novel, the questions mig ht include what is the theme; what is the tone; what is the setting. Using deduction and inference applies to students reading a novel and answering questions about the reading. When students are provided questions ahead of a short reading of entertainment sections of a paper such as who, what, where, when, and why then they have an opportunity to use scanning the way native speakers use it to get specific information from smaller pieces of text. I agree. Here are some other types of questions to consider. Some of these are more applicable to one particular genre than the other. Analylitical: Tear the text apart piece by piece. Evaluating: Expressing judgment Inference: Being able to read between the lines, to understand something without having it written out. Synthesizing: Pulling the text together. Valuing: Making a choice, preferring one over the other. View Point: Who is telling the story? How would the story be different if it were told by X instead of Y? (Point 8)Both beginni ng and advanced students benefit from drilling when kept to two minute exercises that challenge answers by asking questions as part of the drill. Using drilling individually focuses on the student for answers while class drilling can involve everyone answering a question. Either way, the use of drilling is only effective when it involves having students respond to a specific inquiry rather than repeating what is said. Repeating what an instructor says is useful for beginning work one on one with a student or in having individuals repeat the

The Chinese dragon and its influence on Christianity in China Essay

The Chinese dragon and its influence on Christianity in China - Essay Example Generally, dragons have held positive connotations in culture of the Chinese since the time of the Song dynasty, in AD 960-1279. The Chinese made prayers to the dragon for rain. In Chinese culture, the dragon has been used as a symbol of imperial power; in fact, the emperor wore a dragon robe, reigned from a dragon throne and was thought to be a dragon incarnation (Yang 28-29). After several centuries, the dragon was chosen by the then Chinese Emperor Qing, to represent the Chinese nation. The dragon is apparently, today the most favourable of zodiac animals in china; the dragons perform dances often clad in red, during the Chinese New Year. Since the time that Christianity made its way into China, most Christian believers have held the view that the Biblical and the Chinese dragons are very distinct creatures and have ultimately accepted them; however, there are other shunned Chinese dragons, arguing that they are demonic, just as the biblical one. This paper shows that the dragon-Chinese dragon has become an important but yet controversial symbol in China, greatly influencing the interpretations of Christianity by Chinese people. A closer look at the dragon throughout the history of Chinese Christianity shows greater influence and a process of both enculturation and indigenization with regards to how the dragon is conceived in both traditional Chinese and Christian Chinese (Yang and An 48). The difference and or equivalence between the biblical dragon and the Chinese dragon drawn in the mid-19th century by Chinese individuals as well as by religious figure from the west that brought Christianity. The leader of the Taiping Rebellion between 1814 and 1864, Hong Xiuquan, considered himself as having being commissioned by God to slay the serpent of Revelation; the red big dragon; he also referred to the Manchu rulers as demons/serpents. This consideration of the Chinese dragon as equivalent to the biblical/Revelation’s dragon is evident in his condemnation of the popular rain dragon from the Eastern Sea, considered by the Chinese to traditionally bring rain (Michael 39).The second in command to Hong Xiuquan, Hong Ren’gan is also seen to understand the existence of the controversy concerning the dragon. He decreed that, â€Å"†¦all public notices and memorials had political significance and that the use of demon-like expression such as the dragon must not be used (Giddens and Giddens 78). Many scholars have argued that the negative connotations on the Chinese dragon during the reign of Hong Ren’gan were a clear indication of the influence that the advent of Christianity had on the Chinese culture. In fact, it-the dragon is not used anywhere in Liang Fa’s book, Good Words Admonish Age (Yang 101). In fact Hong argued that his attitude and vies of the dragon was largely influenced by Christianity. This condemnation however was not a universal one, but was more pragmatic and selective. Accordingly, he argued that the Taiping’s used precious dragon to adorn their utensils their imperial seal and vestments; this was apparently acceptable when compared to visions of heavenly golden dragons. In so doing, Hong certainly retained the imperial dragon that could his imperial authority; he discarded to dragon deity, which served as a source of devotion for the Chinese. The Taiping’s thus went ahead and propagated Hong ’s vie of dragons being devils; this resulted in subsequent transfer of individual religious affiliations between the Taipings and Christians, which offered the opportunity of diffusion of the beliefs. It is clearly, however, that Hong’