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"Traditional Grammar Teaching Is Waste of Time, say Academics", 2005.
An article review on "Traditional Grammar Teaching Is Waste of Time, say Academics", from "The Times".
675 words (approx. 2.7 pages), 2 sources, $ 26.95
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Abstract
The paper analyzes four newspaper articles that mention English or grammar. The paper summarizes each article into one paragraph and the writer provides personal comments on the articles. The writer describes the articles as "on the border of humorous with a blend of seriousness." The writer further discusses how people often make mistakes in their writing and fail to proofread their work; these grammar mistakes can sound humorous.
From the Paper
"This article came from the newspaper, The Times, with the article, "Traditional Grammar Teaching Is Waste of Time, Say Academics." Notice the title has a mistake in it. It should be "says." The article states that English grammar does not give students writing skills. A study was completed by an English review group in York. The article states that no evidence in over 100 years has connected grammar with better writing skills. While sentence combining, has been beneficial in helping students gain improvements in their writing."
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Teaching English Grammar, 2000.
An examination of the difficulties and strategies involved in teaching English grammar, looking at various teaching theories.
2,000 words (approx. 8.0 pages), 6 sources, $ 63.95
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Abstract
An examination of the difficulties and strategies involved in teaching English grammar, especially to grade-school and high-school students. The paper emphasizes the different teaching theories of people such as Theodore Hipple, Arno Jewett, and Alan Puves.
From the Paper
"Modern grammar usage is ever changing as new methods once thought incorrect are now becoming acceptable. One way in which future English teachers can help students to see, understand, and learn from their mistakes is through grammar portfolios. Generally, a student may have many grammatical errors in a first draft of a piece of writing. If a student is able to see incorrect and corrected mistakes, he or she is more likely to improve his or her future pieces of writing more efficiently."
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Traditional and Constructivist Teaching Models, 2000.
A comparison of the effectiveness of traditional (competition, grades, standardized tests) and constructivist (collaborative & interactive methods) approaches.
1,125 words (approx. 4.5 pages), 8 sources, $ 39.95
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Abstract
Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and co
From the Paper
" Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and computational skills to acquire jobs in the real world (O?Malley, 1998, p. 14). They should build on the children?s innate desire to learn and explore. Thus, teachers should create learning activities that fully engage the interest of the students in order to capitalize on their natural desire to learn. However, in reality, educators are split into two camps in their beliefs about educating children: tradition versus constructivism. In the traditional system, the teacher is the only active agent in the classroom transmitting knowledge to students who are expected to absorb information passively. "
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Teaching Grammar - Focus on 'Aspect', 2006.
An examination of the 'aspect' feature of English grammar and how this is taught.
2,427 words (approx. 9.7 pages), 6 sources, APA, $ 74.95
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Abstract
This paper examines the grammatical errors evident in a fictional letter from "Betula" to "Andrea". The paper explains that although the grammatical mistakes (in the letter) are varied, the paper focuses primarily on the letter's problem of incorrect 'aspect', and attempts to analyze how Betula's grammatical aspect problems can be categorized and corrected. The paper also explains the types of tense expressed under 'aspect'.
Table of Contents:
Introduction
What is Aspect?
Types of Tense Expressed Under Aspect
Analysis of Betula's Essay in Terms of Aspect
Conclusion
From the Paper
"In laymen's terms, aspect is really the grammatical aspect of a verb, which characterizes the temporal flow of one's writing. However, it is different from the concept of "tense" alone: although tense describes whether an action or event has occurred in the past, present, or future, aspect determines whether it happened only once, whether it happens continually without stopping, whether it happens on an intermittent basis or whether it continues to happen now (Lynch). An example of different aspects are the statements "I skip" and "I am skipping", both of which lend to different interpretations of tense."
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Traditional vs. Non-traditional Students, 2007.
This paper looks at the achievement goals of traditional vs. non-traditional students.
1,385 words (approx. 5.5 pages), 12 sources, MLA, $ 46.95
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Abstract
In this essay, the writer first presents a definition of the term non-traditional student. The writer notes that while this paper argues for the hypothesis that the non-traditional student is more inclined to have a higher achievement-motivation level than the traditional student, it should also be kept in mind that there are many studies that in fact show the contrary view. The writer points out that in one such study it was found that nontraditional students are less likely to attain their degree goal within 5 years and more likely to leave postsecondary education. However, on the other hand, the writer highlights that the literature tends towards a preponderance of evidence and studies which show that there are significant differences in these two groups of students and many of the these studies suggest that there is a strong indication that non-traditional students are more motivated and achievement orientated. The writer concludes that many of the studies referred to suggests that there is still a large amount of statistical and other research that has to be completed on this topic before any conclusive statement can be made.
From the Paper
"There are also strong indications from a variety of studies that this group of students has a higher achievement and motivational level when compared to traditional students. Motivation is generally seen as a central criterion in obtaining higher achievement levels in all students. These two factors are linked and often seen as concomitant and supporting factors in the literature on this subject. McMenamin and McDevitt have stated that traditional students scored higher on motivation to learn than did the nontraditional students."
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Traditional and Non-traditional Families, 2002.
A comparison of typical two-parent families with those families whose make-up is different.
2,300 words (approx. 9.2 pages), 3 sources, MLA, $ 70.95
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Abstract
This paper presents a detailed comparison of traditional, nuclear families with non-traditional families. The writer explores the differences and similarities between each type of family. Using a literature review and an analysis process, the writer details for the reader the things that set each type of family apart from the other. One of the main focus areas is that of single-parent families versus two-parent families.
From the Paper
"The effects of many socioeconomic factors in two parent homes as well as single parent homes are important to the education and future success of the students. It is important that all children be provided equal opportunities but there are factors even in that arena including the ability to use the Internet. Today?s technological needs are undisputed and the inability to access and practice computer use at home can have a negative impact on the student?s ability to learn and advance."
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Traditional and Non-Traditional Families, 2002.
The paper looks at the differences and similarities between single parent and two-parent families.
2,294 words (approx. 9.2 pages), 3 sources, MLA, $ 70.95
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Abstract
The paper analyzes studies comparing nuclear and contemporary families and shows how they often focus on the financial aspect of each family style, especially incomes. The paper examines how the studies have also researched how the parent-child relationship affects behavior and distress, particularly in single parent households. It also discusses other comparative factors mentioned in the studies including economics, societal impact and cohesiveness, violence, and the mental state of the family.
From the Paper
"Single parent households and dual parent households can have many things in common. The families might sit down to eat together each night, and they may attend church. Some families in each style are neat and tidy while others live in constant clutter. While these are similarities there are also many differences that are important to the overall success or failure in life. Single parent households are often at a economic disadvantage and the parents are often more dependent on their children for relationship fulfillment by way of sharing family decisions than are the parents in two parent families. The single parent home can shore up the things that negatively impact its success attempts of the world provides support and assistance to those families."
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Traditional Methods of Language Teaching, 2002.
A discussion of the ten traditional methods of language teaching.
1,795 words (approx. 7.2 pages), 10 sources, $ 57.95
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Abstract
This paper discusses ten traditional methods of language teaching in detail, describing the principles of each and how they help both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.
From the Paper
"Grammar Translation Method
This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.
The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to teach 'dead' languages as well as literatures for instance Latin and Greek, and was accounted for its heavy bias towards written work to the virtual leaving out of oral production. However, its main features are as follow (Kitao):
-A careful analysis of the target written language, particularly its grammar.
-The Grammar rules are presented and learned clearly
-From bilingual word lists, vocabulary is learned
-A paramount use of translation exercises
-The medium of instruction is mother tongue
-Less or no attention is paid to speaking and listening skills."
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Discussion as a Method of Teaching, 2004.
A look at the advantages of constructivist teaching, or learning through discussion, over traditional methods.
1,455 words (approx. 5.8 pages), 10 sources, MLA, $ 48.95
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Abstract
This paper examines how traditional teaching in the United States, as in other developed, industrialized nations. has been based on a hierarchical model in which a teacher has all of the authority in the classroom and in which students learn through rote drills and memorization of the facts that the teacher presents to them. It discusses how, even though some types of knowledge are best conveyed in this traditional fashion, for most other types of knowledge an non-traditional form of learning is both more enjoyable and more productive, learning. It explores one particular form of non-traditional, i.e., non-hierarchical, teaching and learning, that of constructivist teaching, which is based on the idea that learning is as natural to humans as breathing air. It shows how the goal of constructivism is an attempt to create the best possible match between the natural desire for children to learn (and their inherent skill at doing so) and the artificiality of the classroom environment.
From the Paper
"It should be clear that such a model of active learning has important implications for the process of education, for constructivist models of learning require that teachers create situations in which students are required to ?construct? knowledge; that is, they are required to bring a very active mindset to bear on the problem. Thus colleges and universities should mirror natural learning situations in which cognitive development depends on active exploration of the world around one. This includes the use of discussions ? which will mirror in many ways the interactions that nurses will later have with their patients."
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Sustainability, Waste Management and Incineration, 2008.
This paper discusses the issue of waste management and waste incineration as a way to manage waste.
2,573 words (approx. 10.3 pages), 10 sources, MLA, $ 77.95
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Abstract
In this article, the writer points out that waste is a non-avoidable result of high-technology industrialized economies, as more things are produced and more waste is generated. Environmental, economic and social factors involved are examined and waste incineration is compared and contrasted with land filling and the 3Rs: reduce, reuse and recycle. The writer discusses that the growing concern for the environment, a constant increase in the amounts of waste produced, economic, land and social costs involved in developing new landfill sites and public opinion have brought about the need to approach waste management in a new way. The writer maintains that the use of waste incinerators does provide certain advantages to landfill, particularly in terms of waste reductions as well as through waste-to-energy schemes. The writer concludes that the 3Rs method of waste management has the greatest potential for growth and improvement and is a sustainable way of approaching waste management.
From the Paper
"A waste incinerator involves burning waste at high temperatures inside a specially engineered and purpose-built incinerator facility. Some of the positive impacts include the reduction of the volume of waste, less fossil fuel use and less land required for disposal of leftover solid residue as well as the potential of energy-from-waste incinerators. For example, by incinerating waste, its weight and volume are greatly reduced, often by as much as 90% . Pitchtel also stated that a third, albeit unintended benefit of incineration is detoxification - the destruction of microbial and other pathogenic organisms - of the waste . Waste-to-energy incinerators boil water to make steam for heating spaces or for production of electricity."
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Teaching Methods, 2002.
A review of the constructivist and traditional methods of teaching in the classroom.
2,779 words (approx. 11.1 pages), 6 sources, MLA, $ 82.95
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Abstract
This paper examines two very different ways of teaching (which set the stage for very different ways of learning in the classroom) ? the constructivist and the traditional. The paper explores the definitions of these two types of teaching and finds a common ground between them, despite their apparent differences. The writer then examines the two approaches in greater depth to ascertain the strengths and weaknesses of each one of them.
Contents:
Introduction
Historical Background to Constructivist Education
Traditionalist Approaches
The Progressive Core of Constructivist Learning
The Future of the Classroom
References
From the Paper
"This shift would lead educators down a path that was itself an old one, at least in the realm of philosophy if not of primary education ? the idea of heuristics, or ?the art of intellectual discovery? (Kafai & Resnick, 1996, p. 11.) Another way that this word can be understood (and the authors rightly note that it is etymologically linked to Archimedes?s cry of ?Eureka!?, a paradigmatic example of the learner suddenly reaching out to the world to make it make sense) as teaching not numbers or thinking in school."
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Teaching Emotional and Social Skills, 2002.
This paper discusses that, instead of teaching under the traditional intelligence model, educators must take a more complex view of the process by which children learn and teach emotional and social skills.
4,070 words (approx. 16.3 pages), 17 sources, $ 109.95
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Abstract
The paper presents an extensive review of the literature on emotional and social intelligence theories, assessment and application. This paper stresses that all the problems of why children fail, despite demonstrating good intelligence, can be resolved if the emphasis is placed on educating the whole child.
Table of Contents
Theories of Emotional Intelligence
Learning Inhibitors
Personal Social and Health Education: PSHE
Future Directions
From the Paper
"Poor communication skills put children at risk of overall poor relationships with their peers ? which lead to more and more social and emotional problems, which in turn are likely to lead to intellectual problems. These, of course, in their turn, will make it more and more difficult for the child to acquire needed communication skills. As Lawrence (1988) argues, this is a cycle that must be, for the sake of the affected child, interrupted as quickly as possible."
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Teaching Mathematics at Secondary School Level, 2004.
An examination and comparison of traditional and modern methods of teaching mathematics.
2,091 words (approx. 8.4 pages), 5 sources, APA, $ 65.95
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Abstract
This paper discusses the difference between the traditional form of teaching mathematics that involves the use of traditional materials and of modern teaching channels and instruments. The effectiveness of these two methods is compared and contrasted in order to impart information and ideas on how teaching mathematics has evolved through time.
From the Paper
"One example where we can see the process of growth in a teaching task is in a mathematics class. Before, mathematics is taught in a more visual manner, ?literally? speaking, where the process involves materials such as chalk and board, and paper and pencils. Now, in the days where technology seems to be an important means of learning, teaching mathematics has gone a long way. Students now learn different things from state-of-the-art gadgets and electronics such as the computer. The classic method of teaching with chalk and board seems to be going out with time."
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TESOL Teaching Material, 2005.
An analysis of two sets of teaching materials for a Teaching English to Speakers of Other Languages (TESOL) course.
6,306 words (approx. 25.2 pages), 8 sources, MLA, $ 147.95
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Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
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Teaching 'The Adventures of Huckleberry Finn', 2007.
This paper discusses teaching methods and looks at the teaching of 'The Adventures of Huckleberry Finn' by Mark Twain.
3,297 words (approx. 13.2 pages), 10 sources, MLA, $ 94.95
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Abstract
In this article, the writer maintains that 'The Adventures of Huckleberry Finn' by Mark Twain stands apart from other great literature, making it a prime text for students from junior high to adulthood. The writer points out that the text forces discussion on many levels and teaching it requires in-depth looks at history, satire, humor and realism in literature. Additionally, the writer discusses that preparation for the subject requires at least some discussion of race, as it cannot be avoided when teaching 'Huckleberry Finn'. The writer notes that those who have worked with the text offer many theoretical and methodological frameworks to assist teachers in the classroom.
Outline:
Historical Perspective
Humor and Satire
Realism
Conclusion
Works Cited
From the Paper
"Fishkin argues that Huckleberry Finn remains difficult to read and teach despite its prevalence as a classic literature text in schools. This in no way means that the text is too difficult to teach or that it is not worth teaching. Rather, it is a challenge for teachers to address Huckleberry Finn in a methodical manner, incorporating tested classroom tools to explain the key elements of the text. Since satire and realism are the two prime teaching objectives of teachers who have chosen Huckleberry Finn, it is important to understand how other factors contribute to that understanding. By giving students a working knowledge of Twain's life and a historical perspective on the book's setting they will better be able to grasp the more challenging concepts surrounding satire and realism. Finally, the discussion of race must also be addressed in the discussion of Huckleberry Finn; not only does Twain's use of race in the story serve as a literary device on many occasions, but it also becomes an incredible distraction for students if it is not properly talked about before reading the book."
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