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In order to assist children in their education, educators must have a vast knowledge of various text types and how children will learn most effectively the components of each text type as well as when and where to use them within society. As educators, we need to constantly be aware of how we can support students to use language in order to learn effectively. The purpose, structure and language features of all the various text types are essential components of an educators understanding of the subject in order for them to educate students. Halliday’s functional approach to language as well as a much broader understanding of the socio-cultural approach to language is crucial to take into consideration when planning programs to educate students about language and text types. The purpose of writing to socialise is to help writers maintain or improve relationships. It is frequently used to explain, advise, request and describe events, experiences and information important to the writer. Different text forms used to socialise include thank you notes, greeting cards, invitations, social sites, emails and letters. These forms of writing can be formal or informal in tone, depending on the relationship between the writer and the audience. This particular text type is used help to share information important to the writer, there may be an assumed knowledge of some of the content included and information is generally written as the writer would speak. The structure and language features of this particular text type vary greatly according to the purpose and audience, but generally each will contain first and second person pronouns, specific participants, questions or statements. Concise language is used as well as simple past tense re... ... middle of paper ... ...ate fully in the society in which they live. Educators must ensure students have a deep understanding of writing as a social construct and provide students with opportunities to practice using language as a social tool so as they can express themselves with confidence. Works Cited Emmitt, M., Zbaracki, M., Komesaroff, L., Pollock, J. (2010). Language & learning: An introduction to teaching (5th ed.). South Melbourne VIC: Oxford university press. Steps professional development. (2005). First steps: Writing resource book (2nd ed.). Belmont WA: Author. Win Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne VIC: Oxford university press. Winch, G., & Ross Johnston, R., & March, P., & Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literacy (4th ed.). South Melbourne VIC: Oxford university press.
While preparing for one of his college lectures, Dennis Baron, a professor and linguistics at the University of Illinois, began playing with the idea of how writing has changed the world we lived in and materials and tools we use in everyday life. This lecture slowly transitioned into “Should Everybody Write?” An article that has made many wonder if technology has made writing too easy for anyone to use or strengthens a writer's ability to learn and communicate their ideas. Baron uses rhetorical strategies in his article to portray to his audience his positive tone, the contrast and comparison of context and his logical purpose.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Writing can be a very difficult process for those who do not know how to go about constructing
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
...l survival in our society. I work as a counselor each summer at a sports camp in Philadelphia, and each summer I encounter very intelligent students who are placed in lower tracks or labeled as ìlearning deficientî because of their language. This disturbs me because as a speaker of both Black Vernacular speech and Standard English, I know that students can learn to use Standard English just as I have. Unfortunately, many students are not privileged enough to have the same educational opportunities that I was given by my parents, therefore, it is my responsibility to teach these students Standard English the way that I have been taught. But I must learn more about teaching students and dealing with the issues that plague the educational system, and I am looking forward to receiving more of this knowledge during my pre-student teaching and student teaching experiences.
Language has been said to effect culture and a person’s way of thinking; in addition to culture effecting language. Throughout the last 100 years there have been apparent and subtle changes in the English language. The changes an English speaking person may see throughout their life time are different catchphrases, the way language is written, the type of formality used, and how deeply English is affected by cultures; as well as how it effects other cultures around the world.
Any craftsman knows that you need the right tools to complete a project successfully. Similarly, people need the right language and usage to communicate in a positive way. How people write is often a problem because they don’t have the right tools, but a bigger problem occurs when a writer “is almost indifferent as to whether his words mean anything at all” (592). If a writer carries this mentality, why try to communicate in the first place? People need...
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
Walker, Cheryl. “Foreign Language Study in Elementary School.” Wake Forest University News Releases. Wake Forest University, 26 June 2004. Web. 18 Nov. 2011. .
Jaderstrom, Susan, Miller, Joanne, Office Pro (2004) - Writing with Purpose Business Source Premier , 64, Issue 5 Retrieved September 28, 2004 from the EBSCOhost database
In our English class we had to tell an embarrassing story orally to the entire class. We then made transcripts of our oral story and wrote a descriptive version. Both versions were significantly different from each other in many ways. Our study is on the differences between oral and written communication. When we are speaking and writing to people, content, style, structure and process are all key factors that determine our delivery.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
The purpose of writing goes hand in hand with the development of the writing. A student must understand about what he is being asked to write. He must be able to ...