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Early English Drama, 2004.
This paper studies three early English dramas in relation to morality, church and religion.
1,582 words (approx. 6.3 pages), 3 sources, APA, $ 55.95
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Abstract
In this article the writer analyzes three early English dramas 'Noah's Flood', 'The Second Shepherd's Play' and 'Everyman'. The writer discusses these dramas according to their commonalities in relation to morality, Church, and religion.
From the Paper
"The values in art of any era often reflect the most pressing concerns and staunchest values of the culture in which that art is produced. The case is no different in three literary works of early English drama, 'Noah's Flood', 'The Second Shepherd's Play' and 'Everyman'. Each of these works shares commonalities with respect to the values that are exhibited as positive in each of them. All of these plays demonstrate that only a life lived in accordance with Church doctrine and God's commandments will ... "
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Religion and Romance in English Drama, 2005.
This paper studies the concepts of religion and romance found in various examples of English Drama.
2,250 words (approx. 9.0 pages), 5 sources, $ 89.95
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Abstract
In this paper, the writer discusses the aspects of religion and romance that appear in various works of English drama. Among other examples, the writer points out that 'All for Love' presents the complex and dangerous relationship that existed between the Egyptian queen Cleopatra and the Roman leader Antony. The writer also looks at the concept of morals and seduction in the play "The Country Wife" by William Wycherley.
From the Paper
""The Country Wife" by William Wycherley exudes with the idea of the Rake Hero, as a man that is clearly against the highly moral strictness of the day, and seems bent on demoralizing everyone that he meets. Mr. Pinchwife, (the central character in the play) is a Rake Hero in many aspects, as he is constantly trying to stop his wife from behaving morally, but instead, this actually puts ideas into her about seduction, as he is very clever in his cunning. Margery, in essence, ends up cheating on him with another man, and they become fully immersed in immoral behavior in the play."
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English Drama, 2004.
This paper discusses the plays of John Ford, Thomas Heywood and John Webster.
904 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
The paper explains how the plays of John Ford ("'Tis Pity She's A Whore"), Thomas Heywood ("A Woman Killed With Kindness") and John Webster ("The Duchess of Malfi") show that the evolution of English drama evolved in a similar pattern to the religious and social injunctions of society.
From the Paper
"The religious and social injunctions during the eras when "Tis Pity She's A Whore," "A Woman Killed By Kindness" and "The Duchess of Malfi" were ones that greatly restricted female expression and clearly and rigidly defined roles for them deemed appropriate by the Church and social institutions. During Elizabethan England, patriarchy reached its pinnacle. Men maintained enormous control over women due to religious and social injunctions that permitted such control."
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Religion in English Drama, 2005.
This paper examines English plays by Wilde, Eliot, and Bolt.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper compares the manner in which these English plays by Wilde, Eliot, and Bolt express the religious issue of obedience to Christian teachings through plot and language. The author points out that Robert Bolt's play "A Man for All Seasons" dramatizes the sixteenth-century confrontation between King Henry VIII and Sir Thomas More. The paper relates that Wilde and Eliot apply different thematic approaches with Eliot using conflict and dialogue to explore, through poetic drama, universal issues such as the burden of temptation, the need for humility and the role of motivation in human actions.
From the Paper
"Robert Bolt's memorable play, "A Man for All Seasons", dramatizes the sixteenth-century confrontation between King Henry VIII and Sir Thomas More. Through setting, plot and characterization, Bolt (1990) explores the influence and consequences of religious belief and romantic emotion. Compelled by the expectations and demands of Henry VIII, Thomas More must choose between conscience and expediency, and his ultimate decision exacts a terrible, personal price. In describing two aspects of religious belief that strongly influenced More's fateful decision to follow his conscience instead of cravenly heeding the demands of his king, it is evident that More felt compelled by his deep religious faith and regard for the divine authority of the Roman Catholic Church to defy Henry."
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Three English Dramas, 2003.
Discusses conceptual binary of culture and nature in the three plays.
1,575 words (approx. 6.3 pages), 3 sources, $ 55.95
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Abstract
Discusses conceptual binary of culture and nature in the three plays: Shakespeare's "Measure for Measure" and "A Midsummer Night's Dream" and "Eastward Ho" by George Chapman, Ben Jonson, and John Martson.
From the Paper
"The purpose of this brief report is to examine three plays - Shakespeare's Measure for Measure and A Midsummer Night's Dream, as well as Eastward Ho by George Chapman, Ben Jonson, and John Marston - ..."
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Religion and Romance in English Drama, 2005.
Examines romance within literature, focusing on "Hamlet" by William Shakespeare.
1,800 words (approx. 7.2 pages), 5 sources, $ 71.95
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Abstract
This paper answers a series of questions concerning literature. The focus of the paper is on "Hamlet", although there is a definition of romance using Oscar Wilde's "The Importance of Being Earnest." Both the play, "Hamlet", and Mel Gibson's film of the same name are discussed in detail. There is an essay of whether Hamlet is truly insane.
From the Paper
"Romance is the concept of emotional infatuation with an individual, and attempting to act in a manner that represents the depth of these feelings to that person. To romance someone is to attempt to convey to them how you feel and why these feelings are significant to you. In Oscar Wilde's The Importance of Being Earnest, the characters are driven by the need to romance their prospective partners. However, the scenario in which the romance is set does not allow for these feelings to be expressed in a truthful manner. As both suitors are attempting to convince their intended partners that they are "Earnest," they have the difficult task of showing that their true feelings while also continuing to carry on a subterfuge (Wilde, 1982; 80)."
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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Drama, 2002.
Explores the purpose of drama and how drama has changed over time through several works.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This paper compares "Oedipus Rex", the various plays of Shakespeare, and "Cat on a Hot Tin Roof", thereby demonstrating the purpose of drama and how drama has changed over time.
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Matthew Arnold: Late Victorian English Poet and Critic, 2002.
This paper discuses Matthew Arnold's critical analysis of English culture and the English nation during late the Victorian period.
1,205 words (approx. 4.8 pages), 4 sources, MLA, $ 41.95
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Abstract
The author states the late Victorian period in England was a unique time in that country?s literary history. Both literature and the political culture supported one another by different notions of England?s future. Matthew Arnold addressed directly issues of the purpose of English culture and the English nation.
From the Paper
"Matthew Arnold was a conservative writer in the sense that he was not egalitarian. He feared an intrusion of ?vulgarity? into the culture and of ?Philistine populism.? (Wilson xvii; xvii) But his ideas were more complex than that. Arnold did believe that the essential thrust of English development should not be so much to expand its physical boundaries, but to create a culture of, as he termed it, ?Sweetness and Light.? "
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The Future of English and Mother Tongue, 2001.
This essay deals with shifts of languages other than English and the globalization of English.
1,900 words (approx. 7.6 pages), 6 sources, APA, $ 60.95
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Abstract
A personal opinion paper which addresses the following questions - Does globalization of English form a serious threat? Do languages other than English face a slow death? This essays argues the eminent future of English and mother tongue.
From the Paper
"It appears that English is to become the main language in Europe, and perhaps the world. This topic has been discussed extensively and widely and there has been massive scientific research in recent years. I came upon the article ?The Great English Divide? merely by chance, and the discussion caught my particular interest, as I am a Dutch-speaking Belgian, living in multi-lingual South Africa and currently studying towards a degree in English. I surfed the Internet, and found hundreds of articles discussing this same subject. The articles of my choice are only a few examples. Professor David Crystal has nominated a book to the subject ?English as a global language? , where he researched these three questions: What makes a world language? Why is English the leading candidate? Will it continue to hold that position? David Crystal has written a number of books on the topic itself. My main interest is how this globalisation of the English Language will influence English as a language. Is the idea of globalisation of English not just a triumphalist notion? Will the increase of the use of English in non-English speaking countries change English vocabulary and grammar? Will the use of 'Fusion English' increase? Paradoxically, could it mean that the population of Europe will become monolingual and could therefore mother languages become extinct?"
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, $ 126.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, $ 78.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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Linguistics and the History of the English Language, 2002.
This paper explores the areas of linguistics and the history of the English language in terms of what an English teacher should know before teaching the subject.
4,392 words (approx. 17.6 pages), 7 sources, APA, $ 115.95
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Abstract
This paper asks if future English teachers should study the history of English. The writer shows that teachers should have a knowledge of linguistics. Main points of the paper include: why English is complicated, why languages (especially English) change, grammar rules and problems, spelling history and problems, how dialects are developed and how they influence English in the classroom, semantic changes and more. The paper concludes that all these contribute to a better and more interesting English classroom.
From the Paper
"The English language has a rich history, spanning centuries and passed on by different tribes. A lot of other languages, especially French, has had some influence on the English language. The language has undergone many changes in its history, including the Great Vowel Shift, which changed the way English was spoken. Some people who know more than one language have said that English is the hardest language to learn. As of today, many educated professors and acclaimed administration members probably don?t know the real reasons behind some grammar rules and depend on technology to correct their fragment sentences. What makes English such a hard language to learn and use, even for its native speakers? Will the knowledge of the history behind the English language enable teachers to help students master English? I believe that knowledge leads to understanding; therefore teachers with a strong background in the history of English will be better equipped to teach this difficult subject."
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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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