Essay Samples For Class - How Long Does It Take?

Essay Samples For Class - How Long Does It Take?You are going to be inundated with essay samples for class during your first few weeks of college. You are going to read books and listen to speakers to determine how to write an essay. You might even come across some with students who are famous (or infamous) for writing better than others.But when do you know whether or not to take the time to learn how to write quality essays? Most likely it will be well after a few weeks have passed and you are still struggling with your work.However, as you progress through college, you may find that there is no single general answer to this question and that it has its own personal definition. If this is the case for you, here are some things you can do to help you along.One: Evaluate how well you are doing with your writing in the first place. There are two ways to go about this. One is to simply measure how much you are improving from week to week and the other is to measure how much you are act ually learning about the subject of the essay or paper.Note that I said 'improve.' Not necessarily get better at the essay itself. After all, it is still one of the most important skills you will ever learn - how to write effectively.Two: Take a look at your research methods. Does your writing sound like a person who is really passionate about the topic or does it seem more like you skim through the details? Is your own personal experience in mind when you speak of your research? Maybe your own experiences with the topic can provide an insight into the topic.A good note here is that I have never seen much point in reading things on the internet if you haven't taken the time to actually use it in a practical sense. For example, don't waste your time reading information about online courses if you never took one in person. It may seem interesting, but is unlikely to be anything that you will actually use.Your results with the essay samples for class will take a little bit of practice. I am still writing a lot of papers and my problem is often that I don't feel that I have learned anything new. Take the time to think about this and you will notice that it is a process that takes time.

Karl Marx And The German Political System - 1427 Words

Karl Marx was born on May 5th 1818 in Trier, Germany, which was then known as the Kingdom of Prussia. Karl was a philosopher, economist, sociologist, journalist, and revolutionary socialist. His work in economics laid the basis for much of the current understanding of labor and it’s relation to capital, and subsequent economic thought. He was born into a wealthy upper middle-class family. He attended school at the University of Bonn and later he studied law and philosophy at the University of Berlin, where he became interested in the philosophical ideas of the Young Hegelians. The Young Hegelians were a group of German intellectuals who wrote about the legacy of Georg Wilhelm Friedrich. They drew on his idea that the purpose and promise of history was the total negation of everything conducive to restricting freedom and reason; and they proceeded to mount radical critiques. First of religion and then of the Prussian political system. They ignored anti-utopian aspects of Friedr ich’s thought that some have interpreted to mean that the world has already essentially reached perfection. After Karl finished school and earned a doctorate from the University of Jena in 1841, he wrote for Rheinische Zeitung, a radical newspaper in Cologne. During this time he began to work on his theory of the materialist conception of art. It is principally a theory of history according to which the material conditions of a society’s mode of production fundamentally determine its organization andShow MoreRelatedThe Communist Manifesto And Das Kapital1507 Words   |  7 PagesKarl Marx A German philosopher, economist, journalist and revolutionary scientist, Marx was best known for his work in economics. He laid the foundations for today s theories of labor and capital. The Communist Manifesto and Das Kapital were among the most famous of his published works. Born to a middle-class family in Trier, Prussia in 1818, his parents were Jewish, but converted to Christianity in 1816 due to strict anti- Jewish laws. He was baptized as a Christian at the age of six but laterRead MoreThe Wealth Of Nations By Adam Smith1384 Words   |  6 Pageswritten by Karl Marx and have forever changed the course of history. On May 5, 1818, Karl Heinrich Marx was born in Trier, Prussia (modern day Trier, Germany) to Heinrich and Henrietta Marx. Throughout Karl’s schooling years, he was considered to be an ordinary student; he was not an outstanding student and did not take school seriously. In 1835, Marx began his college career at the University of Bonn, a college known for their rebellious students and wild parties. All too quickly Marx was sweptRead MoreConflict Theory926 Words   |  4 Pagesperspectives in social science that emphasize the social, political or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservativism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflict theory, which is a compone ntRead MoreAnalysis Of The Book Common Sense By Thomas Paine1474 Words   |  6 PagesTse-Tung. Karl Marx’ works, Capital and The Communist Manifesto, have forever changed the course of history. On May 5, 1818, Karl Heinrich Marx was born in Trier, Prussia (modern day Trier, Germany) to Heinrich and Henrietta Marx. Throughout Karl’s schooling years, he was considered to be an ordinary student and did not take school seriously. In 1835, Marx began his college career at the University of Bonn, a college known for their rebellious students and wild parties. All too quickly, Marx was sweptRead More Karl Marxs Life and Work Essay1478 Words   |  6 PagesKarl Marxs Life and Work As a German philosopher, a politician, and an important figure within the Communist League, Karl Heinrich Marx birthed a new way of looking at things through his beliefs, ideas, and writings. Karl Marx was considered to be â€Å"†¦certainly one of the most important minds of modern times†(1). He wanted to know more about philosophy, so that he might understand the political and social system better. http://csf.colorado.edu/mirrors/marxists.org/archive/marx/photo/indexRead MoreEssay on Biography of Karl Marx1220 Words   |  5 PagesBiography of Karl Marx Only in the course of the world’s history can a person born over a hundred years ago be as famous today as they were back then. Karl Marx is one person that fits this category. He paved the way for people of the same political background as his own. Marx’s ideas were unique and started uproar all over Europe. Marx helped write the Communist Manifesto one of the most important pieces of literature on Communism ever written. At one time people feared Communism asRead More Karl Marx and His Radical Views Essay1169 Words   |  5 PagesKarl Marx and His Radical Views Karl Marx[i] Karl Marx is among the most important and influential of all modern philosophers who expressed his ideas on humans in nature. According to the University of Dayton, â€Å"the human person is part of a larger history of life on this planet. Through technology humans have the power to have an immense effect on that life.†[ii] The people of his time found that the impact of the Industrial Revolution would further man’s success within thisRead MoreKarl Marx, The Philosopher, And Revolutionary Socialist1068 Words   |  5 PagesKarl Marx was the philosopher, social scientist, and revolutionary socialist during the 19th century. He was born in Prussia, on May 5, 1818, into a wealthy middle-class family. His father was disqualified from being a lawyer because he was Jewish so he converted to another religion. Karl attended a Lutheran Elementary School, but later became a non-believer of any God and a person that believes physical matter is all that is real. Kar l graduated from Friedrich Wilhelm Gymnasium at the age seventeenRead MoreAnalysis of the Main Strengths and Weaknesses of Marx’s Sociological Thought1676 Words   |  7 Pagessociety is the history of class struggles† Marx and Engels (1967, p.67) Born in 1818, Karl Marx, using his philosophical and socialist ideas, attempted to show how conflict and struggle in social development were important in the development of a society. The works of Marx were influenced by three distinct intellectual traditions: German idealist philosophy, French socialism and British political economy. German idealist philosophy is an approach based on the thesisRead MoreMarx And Engels, The Manifesto Of The Communist Party888 Words   |  4 Pages Marx and Engels , The Manifesto of the Communist Party The Manifesto of the Communist party was written by Karl Marx and Friedrich Engels in 1848. Karl Marx was a German philosopher, economist, sociologist, journalist and revolutionary socialist. Friedrich Engels was also a German philosopher, social scientist, and journalist. Friedrich Engels helped came up with the Marxist theory alongside Karl Marx, they also worked on the Communist manifesto which gave a

Bipolar Disorder Cause Of Great Madness Or Great Genius...

Is bipolar disorder the cause of great madness or great genius? The symptoms of this mental illness may also be considered as the driving forces behind some of the most gifted and talented people to grace our society. Although individuals with this illness may have some obstacles to overcome, it can be accomplished. With all of the treatment programs that are widely available, people have many options and methods to turn to for help. Bipolar disorder, also referred to as manic depression, is a mood disorder. A person with bipolar disorder will have extreme mood shifts between mania, a state of highly elevated euphoric feelings, and depression, a state of despondency and despair. These shifts can take weeks, days, or even minutes to†¦show more content†¦A person experiencing a manic episode may have increased energy and/or racing thoughts. Feelings of euphoria and/or an increased pressure to talk may also be symptoms. A person in this stage of the illness may have uncharacteristically poor judgement and/or may be involved in some type of high-risk behavior, such as uncontrollable spending sprees, habitual reckless driving and/or participating in unusual sexual encounters and behaviors. Usually the individual denies that anything is wrong when in a manic state (Manic-Depressive/Bipolar Disorder, 2000). A person experiencing the depression state of bipolar disorder may have feelings of worthlessness and/or guilt. Decreased energy and/or loss of interest in once pleasurable activities may also be symptoms of clinical depression. A depressed person may have trouble concentrating and/or have trouble making decisions. Depression may also leave individuals contemplating suicide (Manic-Depressive/Bipolar Disorder, 2000). There are two classifications for bipolar disorder, bipolar II and bipolar I (Williams amp; Wilkins, 1999, pp. 5-35). The combination and degree of mania and depression determine the type of bipolar illness. It is also determined by how long each stage lasts and the time frame of euthymia, having normal moods, between stages. The cycling of stages may overlap,Show MoreRelatedI Am A Mad Genius982 Words   |  4 PagesA mad genius: a person that has an extraordinarily high IQ, and is often overly â€Å"eccentric†. Scientists, and historians have been debating for years if there is a link between madness, and intelligence. Many Scientists have been proclaimed as a â€Å"mad genius.† This list includes Nicola Tesla, who is â€Å"the man that created the 20th century.† While he may be extremely intelligent, â€Å"he suffered from an extreme case of OCD, and germephopia. He also would refuse to touch anything round† (Bayne) . Tesla isRead MoreCorrelations betwe en Creativity and Mental Illness Essay1604 Words   |  7 Pages Several scientific studies have demonstrated correlations between creativity and mental illness, including bipolar disorder and schizophrenia. Even though the association between bipolar disorder and creativity first appeared in literature in the 1970s, the idea of a link between madness and genius is actually much older. It goes back at least to the time of Aristotle and the Ancient Greeks, when it was believed that creativity came from the gods, and in particularRead More The Bipolar Brain and the Creative Mind Essay1434 Words   |  6 PagesThe Bipolar Brain and the Creative Mind Our hospital was famous and had housed many great poets and singers. Did the hospital specialize in poets and singers, or was it that poets and singers specialized in madness? ... What is it about meter and cadence and rhythm that makes their makers mad? (1) The link between madness and creativity is one that has been hotly debated in both medical and literary circles for a long time. The two most common types of mental illness theorized to be anRead MoreVincent Van Gogh And Bipolar Disorder1668 Words   |  7 PagesGogh and Bipolar Disorder Introduction: Vincent van Gogh is one of history’s most renowned painters yet has never been considered the most mentally stable artist. Many people are familiar with the story of Van Gogh chopping off his own ear and later committing suicide. Although many artists have been considered to have suffered from mental disorders, such as Edvard Munch (GAD and hallucinations), Jackson Pollock (depression and substance-abuse), and Michelangelo (Obsessive Compulsive Disorder) (AdamsRead More Bipolar Disorder and the Creative Genius Essay2300 Words   |  10 PagesBipolar Disorder and the Creative Genius Bipolar disorder, also known as manic depression, is a psychopathology that affects approximately 1% of the population. (1) Unlike unipolar disorder, also known as major affective disorder or depression, bipolar disorder is characterized by vacillating between periods of elation (either mania or hypomania) and depression. (1, 2) Bipolar disorder is also not an illness that remedies itself over time; people affected with manic depression are manic-depressivesRead MoreThe Surfacing Field Of Posttraumatic Growth1748 Words   |  7 Pagesis showing how people can turn trauma into creative growth. There is evidence that shows links between mental illness and artistic ability. Affective disorders, such as bipolar disorder, have been shown to increase a person’s ability to be creative, as it has also been found that creative people are more prone to developing an affective disorder. While there seems to be some form of relationship between the two, many argue that there is no direct connection as creativity begins with logical thinkingRead MoreBipolar Disorder Is A Form Of Mental Illness Essay2057 Words   |  9 Pages What Is Bipolar Disorder? Bipolar disorder and also known as manic-depressive disorder or manic depression is a form of mental illness. A person affected by bipolar disorder has had at least one manic episode in his or her life. A manic episode is a period of abnormally elevated mood swings and high energy, accompanied by abnormal behavior that disrupts life. Most people with bipolar disorder also suffer from episodes of depression. Often, there is a pattern between mania and depression. ThisRead MoreMental Illness And Mental Health Stigma1253 Words   |  6 PagesManic-depression illness or what is now referred to as Bipolar disease is not created overnight. It is a form of chemical imbalance that causes one to display both manic and hypomanic behaviors. It is a serious illness that affects all aspects of ones life. The omnipresence of mental illness is increasing in our time era. Our society’s mental health stigma is the basis for why countless of people do not receive the needed help, even as their lives begin to crumble. The prejudice faults placed onRead MoreSAT Top 30 Essay Evidence18536 Words   |  75 Pages............................................................................ 15 Napoleon Hill and Think and Grow Rich (The Original Self-Help Book) ............................................... 17 Vincent van Gogh (A master painter struck by madness) ........................................................................ 19 Athletes and Sports Stars: Bethany Hamilton (Young surfer and shark-attack survivor)................................................................... 21 Billie Jean

Analysis Of The Way Meursault - 1335 Words

The way Meursault reacts to his surroundings throughout the first part of the book is especially noticeable in chapter 1. Within this chapter, you may notice that he talks more about the setting of places and the moods of others than he does his own emotions. The story starts off with Meursault stating that his mother died that day. Following this, he attends a vigil which he says is fifty miles away. Instead of telling us how he feels about the loss of his mother, he proceeds to tell us that he will catch the two o’clock bus and get to his mother’s in the afternoon. This leads us to assume that he is detached from his emotions. Once on the bus, still not once mentioning the affect his loss has been on him, he comments how it was very hot†¦show more content†¦But what if there is no purpose, what is we have no ultimate end point in life. Meursault show us that he himself is indifferent to the emotions and actions of others, by his reactions in the book. When his asked to write a letter to his friend’s mistress, he initially declines. Although, after his friends mentions that he should write it because that is what friends do for each other, he is reluctant in his change in response. This shows us that he does things not out of moral decisions, but rather because it is naturally what is expected of him. In the book, Mr Meursault is not given a first name, knor is he given any physical attributes. I can be said that this is to generalize him. When not given an identity, we are able to see him as anyone. It allows us to bend him and shape him to our will, thus proving that he is what is expected of him to be. Therefore proving that no one is meant to be something in life, we are all merely going along with what happens. In the book, we see that the our main character is detached from his feelings. As he sees it, life may be merely something we are all fumbling through with no real spiritual reason or end. We see that Mr Meursault is outside his mind when he attends his mother’s funeral and thinks about how hot it is outside, as opposed to seeing this as a sad moment in life, one in which he should be busy mourning. Through hisShow MoreRelatedTitle and Character Analysis of The Stranger by Albert Camus784 Words   |  3 PagesThe Stranger: Character and Title Analysis In Albert Camus’, The Stranger, the characters in the novel are individually unique in ways that bring out the positive and negative aspects of each other. When examining their traits you get the deeper meaning of things and what they stand for. The major characters in this novel are Meursault, Raymond Sintes, and Marie Cardona. Meursault shows no emotion through everything that goes on in his life such as a death. Raymond Sintes is a rude person and onlyRead MoreAlberts Aimless Absurdity898 Words   |  4 PagesIn Albert Camus’ novella, The Stranger, he exposes his beliefs on absurdism through the narration of Meursault. Camus’ definition of absurdism is a philosophy based on the belief that the universe is illogical and meaningless. Camus, founder of absurdism and French Nobel Prize winning author, sends the reader his underlying theme that life is meaningless and has no ulti-mate significance. This underlying theme of life’s absurdity is extremely per sonal to Camus through his own individual experiencesRead MoreLiterary Analysis: How Meursault Is Indifferent in the Stranger, by Albert Camus874 Words   |  4 PagesLiterary analysis: How Meursault is indifferent in The Stranger, by Albert Camus Although Meursault is the title character and narrator of Albert Camus’ short novel The Stranger, he is also a somewhat flat character. His apparent indifferent demeanor may be a convenience to Camus, who mainly wanted to display his ideas of absurdism. And as a flat character, Meursault is not fully delineated: he lacks deep thought and significant change. His purpose is that of a first-person narrator whose actionsRead MoreThe Individual Versus His Environment in The Stranger and Grendel1674 Words   |  7 Pagesmultifaceted nature of literature, analysis thereof is prone to generalization. One of the most grievous generalizations oft encountered involves failing to distinguish between a character and the novel it inhabits. Take John Gardener’s Grendel and Albert Camus’s The Stranger, for instance. It’s far too easy, when analyzing for dominant ideologies, to slap them both with the label of existentialism and be done with it. However, closer scrutiny i ndicates that whilst both Meursault and Grendel are existentialRead MoreThe Stranger By Albert Camus Essay1546 Words   |  7 Pagesanswered, Camus offers perspectives on what French society regarded the answers to be, such as connections with others, elusion to freedom, and faith in religion and God. In order to achieve a deeper understanding of what this quote really means, an analysis of the context of the quote must be established. This quote coincides with Barthes’ philosophy during his transition from structuralism to post-structuralism. In 1968, Barthes wrote an impactful essay, Death of the Author. In this essay, he exploredRead More The Stranger Essay1301 Words   |  6 Pagesnoticed that traits that Albert Camus character depicts in the book are closely related to the theories of Sigmund Freud on moral human behavior. Albert Camus portrays his character of Meursault as a numb, emotionless person that seems to mindlessly play out his role in society, acting in a manner that he sees as the way he’s supposed to act, always living in the moment with his instincts driving him, and if the right circumstance presents itself the primal deep seeded animal will come out. I believeRead MoreCrime and Punishment vs. The Stranger1438 Words   |  6 Pagesspells, both characters become incredibly confuse and frazzled. Often their judgment is clouded, and because of this, they tend to act upon emotions that they generally would not. One of the most noteworthy and climactic event in The Stranger is when Meursault meets the Arab on the beach. â€Å"The Arab drew his knife and held it up to me in the sun. The light shot off the steel and it was like a long flashing blade cutting at my forehead. At the same instant the sweat in my eyebrows dripped down over myRead More Essay on Camus’ The Stranger (The Outsider): Reader Response Criticism2226 Words   |  9 PagesThe Stranger (The Outsider)  Ã‚        Ã‚  Ã‚   In The Stranger (The Outsider), Albert Camus anticipates an active reader that will react to his text. He wants the reader to form a changing, dynamic opinion of Meursault. The reader can create a consciousness for Meursault from the facts that Meursault reports. By using vague and ambiguous language, Camus stimulates the reader to explore all possibilities of meaning. Camus also intends to shock the reader into rereading passages. Through discussion of narrativeRead More Absurdity in Albert Camus’ The Stranger Essay2431 Words   |  10 Pagesof absurdity, that person may appear to be alienated or exiled or a stranger, much like Meursault in The Stranger. For Woelfel, what is later described as absurdity by Camus comes out in two passages in The Stranger. When Meursault is asked why he shot the Arab, because of his understanding of himself and the world being absurd, he answers it was because of the sun (Camus 103). Also just before Meursault is being executed, h e thinks to himself about the gentle indifference of the world (CamusRead MoreLiterary Analysis Of The Stranger 2900 Words   |  12 Pages Curtis Poindexter Professor Slattum English M01B 11 December 2014 Literary Analysis: The Stranger The novel The Stranger is a first-person account of the life of M. Meursault from the time of his mother s death up to a time evidently just before his execution for the murder of an Arab. It was written by Albert Camus in 1942. Meursault however, is not your typical hero of a story; rather an antihero. He is neither good nor bad, and harbors no emotion. He goes through his life with a preconceived

Nightingale and the Rose free essay sample

â€Å"The Nightingale and the Rose† by Oscar Wilde Situational Irony is very evident in â€Å"The Nightingale and the Rose†. The outcome of the story is far from what readers expect. First, the readers would assume that there is actually true love between the student and the Professor’s daughter and that the in the end of a story lies a happy ending for the two. From the introduction to almost the end of the story (except the last 6 paragraphs from 57-62), the author tries to establish that the story is about true love- understanding it, finding it, and sacrificing to get it. From paragraph 3, the student gives us the impression that he has a deeper understanding or meaning for true happiness, he thinks that happiness must not depend on such a little thing like a single red rose. Furthermore in paragraphs 5, 7 and 37, we see how the student’s life seems to revolve around the Professor’s daughter. More than anything, he wants to find this red rose that will allow him to share a dance with this girl and be able to profess his â€Å"true love† for her because not being able to do so will break his heart [#57: â€Å"But there is no red rose in my garden, so I shall sit lonely and she will pass me by. She will have no heed of me, and my heart will break† and he flung himself down on the grass and buried his face in his hands, and wept]. However, there is a great irony waiting in the end of the story. As we are given hope that the impossible might be possible when the student is able to get a red rose, unexpectedly, as he gives it to the girl, they still do not share a romantic moment together. Rather, the girl seems indifferent [paragraphs 57-60], saying that she wouldn’t go the ball because she doesn’t like her dress and not even showing the smallest appreciation for the red rose she requested. In these same paragraphs, we also see how she really has a materialistic view on â€Å"love†. She liked the red rose because it was a flower that was sure to cost a lot yet she loses interest in it when she gets real jewels that cost more than the flower. In paragraphs 59-62, we also see a great change in the student who was supposedly had deep feelings for the girl and who was expected to fight for his love. However in the end, after he hears what the girl had said, he just snaps, throws the red rose he had given so much time inding, easily gets over the girl he â€Å"loved† and moped about and suddenly gives a different view on love- [#6162: â€Å"what a silly thing love is. It is not half as useful as logic. † So he returns to his room, pulled out a great dusty book and began to read]. â€Å"The Nightingale and the Rose† leads the readers to think that it is about true love and there is actually such a thing as true love however, as we read further, we realize that as we were expecting a story of true love and happiness, ironically, we actually get a story of unrequited love and materialistic happiness. As explained, the supposed â€Å"love† between the student and the girl proves to be just infatuation, a shallow love based on materialistic happiness. Secondly, the story’s irony lies on the relationship between the nightingale and the student. Throughout the story, we see how the nightingale thinks that she is finally being able to witness true love and does all she can to help the student and his dream girl have their happy ending. She is one with the sorrow that the student feels tries to find the red rose that will be the supposed key to the happiness of the two people [paragraph 6, 13-29]. This nightingale also agrees to sacrifice his life for what she sees is â€Å"true love† between the student and the professor’s daughter [#31: â€Å"Death is a great price to pay for a red rose and life is dear to all†¦Yet love is better than life, and what is the heart of a bird compared to the heart of a man? †]. One irony here is that it seems to us that the only character that gives pure and unconditional love in the story is the nightingale. She was ready to give up her life for the student’s rose. It is quite intriguing to see that the one character that really shows true love is not repaid even the slightest bit. The bird gives up his life and yet the student doesn’t even notice its dead body lying in the long grass nor does he know how much the bird had to suffer for that single rose which he will only in the end throw. Another irony is that the nightingale sacrifices his life for love and happiness, which turns up to be useless and shallow [#34: â€Å"be happy; you shall have your red rose. I will build it out of music by moonlight and stain it with my own heart’s-blood. All I ask of you in return is that you will be a true lover, for love is wiser than Philosophy and mightier than power]. We also see the irony in that exact line, the nightingale expects that the student will appreciate, understand and prioritize love above anything else yet in the end of the story, the exact opposite happens. What the nightingale did not wish to happen, happened. Power and Philosophy triumphed over love. [#60: â€Å"who are you? Only a student. Why I don’t believe you even got silver buckles on your shoes like the Chamberlains’ nephew has] [#61: â€Å"What a silly thing love is†¦ In fact, it is quite unpractical, and as in this age to be practical is everything. I shall go back to studying Philosophy and study metaphysics. †]. Oscar Wilde definitely gives a new view of love. What may seem as true love may turn out to be nothing but selfish desire that blinds people from what is real. This was seen in â€Å"The nightingale and the rose†, the story gives the readers the idealistic feel that a true love will develop but in the end of the story, we see that realistically, this isn’t how life and love always turns up. Not everyone ends up in a fairy tale like that of beauty and the beast..

The Role of Local Culture and Context in English Language Teaching Essay Example

The Role of Local Culture and Context in English Language Teaching Essay The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent. Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality. We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the set ting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written. When we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners? The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of English? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is. A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference. But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda? The first view expressed by Byram and Flemming (Byram, 1997; Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught. Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities. The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive. English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the spread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike. The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Crystal or loss of identity? The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community. Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English. There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power. Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English. Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language. What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication. Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level. The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language. Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner. Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004). This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds. If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English. She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education. Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture. On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT. Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives. It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus. The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn. The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways. As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning. All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages. The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with. In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning. The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English. This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciation too. A pavement for the British might be sidewalk for the Americans. A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language. This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3. The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†. This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global Interpretation Barfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one. Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language. If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures. To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends. It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Se cond, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities. Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language. Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

ADHD (spanish!!!) essays

ADHD (spanish!!!) essays Las diferencias en ni ocurre alrededor de ellos. Entonces hay otros dà ­as cuando estos ni Esto puede plantear un problema para los jvenes afectados mientras que conduce otros a pensar que los nicilmente estos comportamientos. ADHD no discrimina. De hecho con la agitacin constante en sus vidas, estos nitnica y los fondos culturales de los nin de este desorden y sus comportamientos. Asà ­ como tambin afecta cualquier opcin del tratamiento que pudiera ser buscada, porqu todos los nin y del tratamiento disponible en sociedad de hoy. Los nin psiquitrica crnica llamada desorden de la hiperactividad del dficit de atencin, conocida como ADHD. Las estimaciones sugieren que este desorden est afectando el 3% a el 5% de los ni haciendo a casi 5 millones de nirmino de lujo para lo que llamarà ­an los padres a los nin, reconocida en aficit de la atencin, disfuncin mà ­nima del cerebro, dan mdica seria, que se piensa que es causada por niveles...