Cry Freedom Critique
Cry Freedom, set in 1975 in the South-East of South Africa, was Briley’s (1997) most successful non-fiction book. Through this impressive, true-telling story Briley (1997), remarkably describes the risk of fighting against political injustice in South Africa. Donald Woods, the white editor who narrates the chronicle of Steve Biko – the South African black consciousness movement leader-, hears about a police raid in the black township crossroads in Cape Town. Woods does not believe in the demands of black people but, he can not accept police cruelty. Especially noteworthy is the harsh decision the editor takes. He is determined to act against brutality.
The style of the book is extraordinarily detailed and striking pictured. Briley’s (1997) book wouldn’t have been more persuasive even if had omitted certain facts. In this breathtaking and moving book the reader learns about the motives of those who collaborated with South Africa violent political system of the time. Images as well as dialogues are very convincing and poignant.
By reading this remarkable chronicle the reader will experience and learn about the truth story of thousand of innocent people who died in Africa just because they were black. Undeniably, Briley’s (1997) masterpiece is impossible not to be read.
Reference
Briley, J. (1997). Cry Freedom. Penguin Readers.
Thursday, December 10, 2009
Language Analysis
Language analysis
Writing academically involves language proficiency, strategy and language skill development. Therefore, composing is also required. This issue entails the ability to report and/or transform information and knowledge into new coherent pieces. Unquestionably, composing is one of the most challenging skills to be developed at academic level. To facilitate and improve academic writing skills formal instruction, understanding and acquisition of the fundamentals are required.
This assignment aims at examining Myles’ (2002) article to analyze and provide examples some of the different language conventions and fundamentals at advance literacy level.
Concerning quotations, two dissimilar types were found. One described as short quotation including the name of the author, year of publication and the page number for the reference, a signal phrase that includes the author’s last name followed by the date of publication in parentheses should be added. Quotations marks, which quote the exact words of the author, are also present in these types of quotations. For example, according to Ellis (1985), it is through analyzing learning errors that we elevate “the status of errors dorm undesirability of a guide to the inner working of the language learning process” (p.53).
Another type of quotation is referred as a long one where quotation marks are omitted and a different type of layout is used. It starts with an introductory phrase, followed by a longer quotation done in a new line. For example: as Yau (1991) points out:
[A]lthough we should not cripple our students’ interest in writing through undue stress or grammatical correctness, the influence of second language factors on writing performance is something we have to reckon with and not pretend that concentrating on the process would automatically resolve the difficulty caused by these factors.
Omission is another aspect to take into account when analyzing a text. There are several sorts of omissions: an omission of less than a sentence could be found in the text, indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis is placed on “students´ strategic knowledge and the ability of students to transform information . . . to meet rhetorically constrained purposes” (Grabe & Kaplan, 1996, p.116).
Insertion of can be used when changing a part of a word in a quotation, for example from an upper case to a lower case letter. The letter that has been changed can be identified through the use of square brackets, as for example:
“[L]earners lack the necessary information in the second language or the capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not.”
Introductory phrases, in text citations and use of reporting verbs are all strongly related. Accordingly examples can be analyzed together. Introductory phrases could have different layouts, being the source and the main idea paramount issues. In addition, the main idea is sometimes introduced by a reporting verb. Examples of reporting verbs found are: analyze, propose, and argue.
Accordingly, writing at academic level requires not only understanding of language conventions but also formal instruction, practice and experience to develop cognitive strategies and skills needed.
Reference
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Students Texts. TESL-EJ Magazine, 6, (2). Retrieved September 2008, from www-writing.berkeley.edu/TESl-Ej/ej22/a1.html
Writing academically involves language proficiency, strategy and language skill development. Therefore, composing is also required. This issue entails the ability to report and/or transform information and knowledge into new coherent pieces. Unquestionably, composing is one of the most challenging skills to be developed at academic level. To facilitate and improve academic writing skills formal instruction, understanding and acquisition of the fundamentals are required.
This assignment aims at examining Myles’ (2002) article to analyze and provide examples some of the different language conventions and fundamentals at advance literacy level.
Concerning quotations, two dissimilar types were found. One described as short quotation including the name of the author, year of publication and the page number for the reference, a signal phrase that includes the author’s last name followed by the date of publication in parentheses should be added. Quotations marks, which quote the exact words of the author, are also present in these types of quotations. For example, according to Ellis (1985), it is through analyzing learning errors that we elevate “the status of errors dorm undesirability of a guide to the inner working of the language learning process” (p.53).
Another type of quotation is referred as a long one where quotation marks are omitted and a different type of layout is used. It starts with an introductory phrase, followed by a longer quotation done in a new line. For example: as Yau (1991) points out:
[A]lthough we should not cripple our students’ interest in writing through undue stress or grammatical correctness, the influence of second language factors on writing performance is something we have to reckon with and not pretend that concentrating on the process would automatically resolve the difficulty caused by these factors.
Omission is another aspect to take into account when analyzing a text. There are several sorts of omissions: an omission of less than a sentence could be found in the text, indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis is placed on “students´ strategic knowledge and the ability of students to transform information . . . to meet rhetorically constrained purposes” (Grabe & Kaplan, 1996, p.116).
Insertion of can be used when changing a part of a word in a quotation, for example from an upper case to a lower case letter. The letter that has been changed can be identified through the use of square brackets, as for example:
“[L]earners lack the necessary information in the second language or the capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not.”
Introductory phrases, in text citations and use of reporting verbs are all strongly related. Accordingly examples can be analyzed together. Introductory phrases could have different layouts, being the source and the main idea paramount issues. In addition, the main idea is sometimes introduced by a reporting verb. Examples of reporting verbs found are: analyze, propose, and argue.
Accordingly, writing at academic level requires not only understanding of language conventions but also formal instruction, practice and experience to develop cognitive strategies and skills needed.
Reference
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Students Texts. TESL-EJ Magazine, 6, (2). Retrieved September 2008, from www-writing.berkeley.edu/TESl-Ej/ej22/a1.html
Critical Incident Technique
Critical Incident Technique
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Flanagan (1954) illustrates the development of a technique of examining activity requirements known as the critical incident technique (CIT). Five steps are included in the procedure: setting up the general objective of the study of analysis, development and designing of criteria for the collection of the incidents, alternative for the collection of data, the analysis of such information and the interpretation and informational feedback of the statements of the prerequisites of the activity. Accordingly, CIT basically consists of a set of techniques for gathering data of human deeds in specified contexts. The results obtained would provide the foundations for the analysis and reflection of future human actions in similar situations.
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Flanagan (1954) illustrates the development of a technique of examining activity requirements known as the critical incident technique (CIT). Five steps are included in the procedure: setting up the general objective of the study of analysis, development and designing of criteria for the collection of the incidents, alternative for the collection of data, the analysis of such information and the interpretation and informational feedback of the statements of the prerequisites of the activity. Accordingly, CIT basically consists of a set of techniques for gathering data of human deeds in specified contexts. The results obtained would provide the foundations for the analysis and reflection of future human actions in similar situations.
Sunday, December 6, 2009
Summary analysis
Summary analysis
Reid (1994) describes the main characteristics of a summary. The author claims that the general purpose of a summary is to give a limited amount of information to a specific audience.
However, summary writing is not an easy task. In order to write an accurate summary, you not only have to extract the main ideas but you also have to be capable of expressing these main ideas, trying to avoid repeating the exact phrases of the original material. Moreover, good summaries are clear and balanced. That is to say, the reader should not find difficulties in understanding the main ideas of the material.
According to Pintos (2008), the above summary partially fulfils the requirements needed. The introductory phrase “[i]n her book (. . .) Reid (1994) describes the main characteristics of a summary” (as cited in Pintos, 2008, p.20), contains the two essentials required: the source and the main idea. However, a supporting sentence, which underscores the general purpose of the summary, is not properly developed. Although summary writing seems a challenging task, the use of appropriate connectors will direct the reader to the understanding of the main idea developed in the body of the summary. Moreover, these linking devices balance and clarify the information provided. That is to say, if the above mentioned data is well- balanced, accurate and clear, the reader will not face any difficulty in understanding the core of this summary. Academic writing implies the use and understanding of certain specific formal elements.
Pintos (2008), comments that by analyzing grammatical and discourse competences, as well as by constructing knowledge, learners will be able to become members of a discourse community. However, this will be accomplished by reading and writing texts that promote advanced literacy. To be precise, being a writer at academic level implies becoming proficient in language use and developing reading and writing skills.
Reference
Pintos, V. (2008) Unit 3: Academic Writing. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from
http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
Reid (1994) describes the main characteristics of a summary. The author claims that the general purpose of a summary is to give a limited amount of information to a specific audience.
However, summary writing is not an easy task. In order to write an accurate summary, you not only have to extract the main ideas but you also have to be capable of expressing these main ideas, trying to avoid repeating the exact phrases of the original material. Moreover, good summaries are clear and balanced. That is to say, the reader should not find difficulties in understanding the main ideas of the material.
According to Pintos (2008), the above summary partially fulfils the requirements needed. The introductory phrase “[i]n her book (. . .) Reid (1994) describes the main characteristics of a summary” (as cited in Pintos, 2008, p.20), contains the two essentials required: the source and the main idea. However, a supporting sentence, which underscores the general purpose of the summary, is not properly developed. Although summary writing seems a challenging task, the use of appropriate connectors will direct the reader to the understanding of the main idea developed in the body of the summary. Moreover, these linking devices balance and clarify the information provided. That is to say, if the above mentioned data is well- balanced, accurate and clear, the reader will not face any difficulty in understanding the core of this summary. Academic writing implies the use and understanding of certain specific formal elements.
Pintos (2008), comments that by analyzing grammatical and discourse competences, as well as by constructing knowledge, learners will be able to become members of a discourse community. However, this will be accomplished by reading and writing texts that promote advanced literacy. To be precise, being a writer at academic level implies becoming proficient in language use and developing reading and writing skills.
Reference
Pintos, V. (2008) Unit 3: Academic Writing. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from
http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
Connecting dots
Connecting dots
In 2005, Stanford University graduates listened to Jobs’ (2005) Commencement address. Jobs’ (2005) speech dealt with three stories. The first one was about connecting dots – trivial experiences that later would become significant. The second focused on love and loss. Being fired from his company he decided to begin another one. The last story dealt with death. Diagnosed with cancer, he learnt another lesson: “Remembering that you are going to die is the best way (. . .) to avoid the trap of thinking you have something to lose”. Jobs’ (2005) speech finished with a straightforward advice “Stay Hungry. Stay Foolish.”
Reference
Jobs, S. (2005), Steve Jobs’ 2005 Stanford Commencement address. USA: Stanford University. Retrieved June 2007, from http:youtube.com/watch?v=UF8R6Z6KLc
In 2005, Stanford University graduates listened to Jobs’ (2005) Commencement address. Jobs’ (2005) speech dealt with three stories. The first one was about connecting dots – trivial experiences that later would become significant. The second focused on love and loss. Being fired from his company he decided to begin another one. The last story dealt with death. Diagnosed with cancer, he learnt another lesson: “Remembering that you are going to die is the best way (. . .) to avoid the trap of thinking you have something to lose”. Jobs’ (2005) speech finished with a straightforward advice “Stay Hungry. Stay Foolish.”
Reference
Jobs, S. (2005), Steve Jobs’ 2005 Stanford Commencement address. USA: Stanford University. Retrieved June 2007, from http:youtube.com/watch?v=UF8R6Z6KLc
Sunday, November 29, 2009
My first teaching experience at kindrgarten
My first teaching experience at kindergarten
Almost twenty years has gone by since the first time I entered a kindergarten classroom as a teacher. Currently, I can proudly admit that nearly everything I learned about teaching young learners, I learned it in that room among twenty eight 4-and- 5-year-old children. I can also confess that through listening and sharing experiences and knowledge with colleagues and acquaintances I survived those first in-service years. As Gil (1991) and Torre (1997), comment not only knowledge is required for teaching. Unquestionably, it was really not trouble-free to put into practice everything I had read fin books, booklets, set of copies and ideal lesson- plan designs.
My first in-service experience was truly breathtaking and dreadful at the same time. I had logically planned all the tasks for the lesson and I paid very much attention to timing because as Harmer (1991) points out Young Learners (YL) have limited span of attention so they can not concentrate for longer than 5 to 10 minutes. And that was exactly what I cared about. I prepared plenty of activities to keep YL active.
Unfortunately, neither did I have the opportunity to share my material or ideas with any single experienced teacher nor did I experience or analyze any sole critical incident before I went into the classroom, as suggested in Gonzalez et. al. (2003). Therefore, I courageously embarked upon the adventure.
I thought of running away from the very first minute I entered the room. They were too many, too young and so noisy that it was really difficult even to open the lesson. The lovely plan I had organized had the slightest trace of meaning and value at that moment. Each and every class management technique I read about was far from being handy. I survived the first day, anyway. But after that day there came another fearsome day.
I knew I needed some help and advice and I was definitely open to suggestions. Later that same afternoon I met some colleagues and shared my first day at kindergarten. It was there, at that very moment that I realized how valuable gathering together to grow is. I noticed that there were so many things to learn from the others and that I was really learning from experience that I decided to keep meeting my partners and reflecting upon our divergent classroom situations.
Presently, I know that my decision at that moment deeply influenced my practice and my understanding towards what really implies to grow professionally. Consequently, from that moment on I accepted peer observation and informational feedback. Sometimes I help others and share my experiences as well. I keep receiving feedback and not only form partners at work but from my own students. This really helps me monitor, self assess and adapt my every day learning and teaching experience.
References
Fernández González, J., Elortegui Escartin, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de formación de profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved December 2007, from http://redayc.uaemex.mx/redalyc/scr/inicio/ArtPdfRed.jsp?iCve=27417107
Harmer, J., (1991). The practice of English Language Teaching. (New ed.) New York: Longman Group.
Almost twenty years has gone by since the first time I entered a kindergarten classroom as a teacher. Currently, I can proudly admit that nearly everything I learned about teaching young learners, I learned it in that room among twenty eight 4-and- 5-year-old children. I can also confess that through listening and sharing experiences and knowledge with colleagues and acquaintances I survived those first in-service years. As Gil (1991) and Torre (1997), comment not only knowledge is required for teaching. Unquestionably, it was really not trouble-free to put into practice everything I had read fin books, booklets, set of copies and ideal lesson- plan designs.
My first in-service experience was truly breathtaking and dreadful at the same time. I had logically planned all the tasks for the lesson and I paid very much attention to timing because as Harmer (1991) points out Young Learners (YL) have limited span of attention so they can not concentrate for longer than 5 to 10 minutes. And that was exactly what I cared about. I prepared plenty of activities to keep YL active.
Unfortunately, neither did I have the opportunity to share my material or ideas with any single experienced teacher nor did I experience or analyze any sole critical incident before I went into the classroom, as suggested in Gonzalez et. al. (2003). Therefore, I courageously embarked upon the adventure.
I thought of running away from the very first minute I entered the room. They were too many, too young and so noisy that it was really difficult even to open the lesson. The lovely plan I had organized had the slightest trace of meaning and value at that moment. Each and every class management technique I read about was far from being handy. I survived the first day, anyway. But after that day there came another fearsome day.
I knew I needed some help and advice and I was definitely open to suggestions. Later that same afternoon I met some colleagues and shared my first day at kindergarten. It was there, at that very moment that I realized how valuable gathering together to grow is. I noticed that there were so many things to learn from the others and that I was really learning from experience that I decided to keep meeting my partners and reflecting upon our divergent classroom situations.
Presently, I know that my decision at that moment deeply influenced my practice and my understanding towards what really implies to grow professionally. Consequently, from that moment on I accepted peer observation and informational feedback. Sometimes I help others and share my experiences as well. I keep receiving feedback and not only form partners at work but from my own students. This really helps me monitor, self assess and adapt my every day learning and teaching experience.
References
Fernández González, J., Elortegui Escartin, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de formación de profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved December 2007, from http://redayc.uaemex.mx/redalyc/scr/inicio/ArtPdfRed.jsp?iCve=27417107
Harmer, J., (1991). The practice of English Language Teaching. (New ed.) New York: Longman Group.
Saturday, November 28, 2009
Gathering data within the Critical Incident technique
Gathering data within the Critical Incident Technique
Rahilly and Saroyan (1997), claim that the Critical Incident Technique (CIT) “shows people’s meaningful experiences up and this (. . .) allows to collect quantitative and qualitative data” (as cited in Pintos, 2008, p. 8). These records might be valuable in designing new strategies for future actions. According to these experts, CIT was shaped in 1954 by Flanagan.
Flanagan (1954) acknowledges the critical incident technique as a process of gathering data on the basis of observation upon human performance. The aim of this procedure is to gain major facts so as to improve the behaviour of those involved is the study.
Nevertheless, not every human action can be considered a critical incident. Thus, only evident and relevant deed, which takes place in a particular situation, can be measured as critical, especially if it accomplishes the aims of the study being carried out.
For the technique to be effective, significant and valid, the reports obtained from the collection of data should not be influenced by personal opinions or beliefs but rather by objectivity. Thus, if different observers are carrying out the investigation, the results should be similar in their contents. Hence, the focus would be on the facts and not on the individuals’ bias.
As mentioned before, CIT is based on observation done in particular settings and following certain human practices. These practices are specific experiences which are constantly modified by the context. Therefore, Flanagan (1954), states that CIT is a flexible set of techniques influenced by the situation under study.
Critical technique effectiveness depends on the clarity and validity of the general statement of objective. If the observer does not know what to pursue, the report will be unreliable. Nonetheless, there are no correct or accurate general aims. However, it is important that the settled objectives be precise and appropriate to the specific situation and context. Concerning the people in charge of developing and selecting those objectives, it is suggested that experts in the field, or individual with background experience, participate in the drawing of such prerequisites.
Flanagan (1954) points out that while deciding and organizing the general objectives, and before collecting data, certain aspects need revising. Firstly, there is a need of information about the place and the working condition where the investigation is going to be developed as well as characteristic about the people involved. Then, the experts need to analyze the different behaviours and decide whether they are acceptable or not depending on the aims. Besides, they also need to focus on the usefulness of the data. Another relevant factor is the selection and training of the observers. If all the above aspects are fully considered, then data will be noteworthy.
Four different procedures to collect data are suggested. The research can be done via interviews, group interviews, questionnaires or written records. Considering the educational field, group interview procedure can facilitate the recollection of meaningful data, especially because of the opportunity of sharing experiences in small groups. Though, if we consider divergent working timetables and the different teaching modalities, written reports can also be suitable to measure success.
Concluding, it is essential to underscore that the outcome of data analysis is to focus on effectiveness by discovering flaws in human endeavours. This data is based on different areas, which aim at improving efficacy and proficiency. The results obtained would guide teachers, for example, to reflect upon their practices and to incorporate new operations, suitable not only for personal and professional growth but also to promote an efficient and affective learning environment.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Pintos, V. (2008) Unit 2: Personal narratives in teaching. Universidad CAECE: Buenos Aires, Argentina.
Rahilly and Saroyan (1997), claim that the Critical Incident Technique (CIT) “shows people’s meaningful experiences up and this (. . .) allows to collect quantitative and qualitative data” (as cited in Pintos, 2008, p. 8). These records might be valuable in designing new strategies for future actions. According to these experts, CIT was shaped in 1954 by Flanagan.
Flanagan (1954) acknowledges the critical incident technique as a process of gathering data on the basis of observation upon human performance. The aim of this procedure is to gain major facts so as to improve the behaviour of those involved is the study.
Nevertheless, not every human action can be considered a critical incident. Thus, only evident and relevant deed, which takes place in a particular situation, can be measured as critical, especially if it accomplishes the aims of the study being carried out.
For the technique to be effective, significant and valid, the reports obtained from the collection of data should not be influenced by personal opinions or beliefs but rather by objectivity. Thus, if different observers are carrying out the investigation, the results should be similar in their contents. Hence, the focus would be on the facts and not on the individuals’ bias.
As mentioned before, CIT is based on observation done in particular settings and following certain human practices. These practices are specific experiences which are constantly modified by the context. Therefore, Flanagan (1954), states that CIT is a flexible set of techniques influenced by the situation under study.
Critical technique effectiveness depends on the clarity and validity of the general statement of objective. If the observer does not know what to pursue, the report will be unreliable. Nonetheless, there are no correct or accurate general aims. However, it is important that the settled objectives be precise and appropriate to the specific situation and context. Concerning the people in charge of developing and selecting those objectives, it is suggested that experts in the field, or individual with background experience, participate in the drawing of such prerequisites.
Flanagan (1954) points out that while deciding and organizing the general objectives, and before collecting data, certain aspects need revising. Firstly, there is a need of information about the place and the working condition where the investigation is going to be developed as well as characteristic about the people involved. Then, the experts need to analyze the different behaviours and decide whether they are acceptable or not depending on the aims. Besides, they also need to focus on the usefulness of the data. Another relevant factor is the selection and training of the observers. If all the above aspects are fully considered, then data will be noteworthy.
Four different procedures to collect data are suggested. The research can be done via interviews, group interviews, questionnaires or written records. Considering the educational field, group interview procedure can facilitate the recollection of meaningful data, especially because of the opportunity of sharing experiences in small groups. Though, if we consider divergent working timetables and the different teaching modalities, written reports can also be suitable to measure success.
Concluding, it is essential to underscore that the outcome of data analysis is to focus on effectiveness by discovering flaws in human endeavours. This data is based on different areas, which aim at improving efficacy and proficiency. The results obtained would guide teachers, for example, to reflect upon their practices and to incorporate new operations, suitable not only for personal and professional growth but also to promote an efficient and affective learning environment.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Pintos, V. (2008) Unit 2: Personal narratives in teaching. Universidad CAECE: Buenos Aires, Argentina.
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