Showing posts with label General. Show all posts
Showing posts with label General. Show all posts

Monday, February 21, 2011

APPLIED COMMUNICATION: Influence of Social Media

Popularity vs. Influence in Blogging and Social Media: What’s the Difference?

By Jennifer Mattern on April 13, 2010

influence

Credit: Advanced Human Technologies (www.ahtgroup.com)

You’ve heard about “influencers” right? That’s a big buzz word especially in the blogosphere these days (and it has been for a couple of years). What exactly is an influential blogger though? Do those lists of the most influential blogs or biggest influencers really mean much?

Honestly, they don’t. Why? Because sadly too many people confuse “influence” with basic popularity. Is there anything wrong with having a popular blog or being a popular personality in your niche or industry? No. Of course not. But being popular doesn’t mean you necessarily have a comparable amount of influence within that niche. Let’s explore both popularity and influence, and talk about why you really need to understand the difference. While we’ll look specifically at bloggers, the same can be true of those on Twitter, social networks, or who are active in any other area of social media.

Defining Popularity and Influence

What does it mean to be a “popular” blogger? It means that people like you (or they like your blog). Specifically related to blogging, it generally means a lot of people like you. You get a lot of traffic and / or a lot of unique visitors. You get a lot of comments. You get the idea….

If you have a lot of traffic, you naturally have a lot of influence, right? Wrong. Influence involves more than numbers. It involves your ability to influence outcomes, actions, and opinions.

The Biggest Difference Between Popularity and Influence

Being treated like a rockstar doesn't always equal influence

Being treated like a rock star doesn't always equal influence - Credit: BigStockPhoto.com

Let’s look at two hypothetical blogs to show why popularity doesn’t necessarily equate to influence. They’re both Internet marketing blogs. Blog A is a relatively high traffic blog — let’s say just under one million page views per month. Blog B gets around 75,000 page views per month instead (still not terrible, but clearly Blog A has them beat).

You could easily argue that Blog A is the more popular blog of the two. Assuming in this case that the larger number of page views comes from a larger number of unique visitors, Blog A has more readers / visitors.

That said, Blog B could still be the more influential blog. Numbers alone don’t cut it. The relationship between the blogger and their audience determines influence much more than traffic stats (or follower stats, or friend counts, etc.).

For example, maybe most of Blog A’s traffic comes from search engines. The visitors are one-time passers-by who only visit the page they land on. They read the content and then they move on. Blog B’s fewer readers are much more invested in the blog. They read regularly. They genuinely care about what the blogger has to say.

If Blogger A told their audience to do something, they might have less influence over their actual actions than Blogger B. The second blogger’s audience might be more likely to do what’s asked of them — think a certain way about a niche issue, try a new tool, take part in a survey, or even buy a product. That’s influence.

Popularity in blogging can leave a lot to chance (or basic search engine optimization). A blogger has to be able to take things a step further if they want to turn that popularity into influence. By all means, a popular blog can be influential. Many are. The mistake is in thinking that one necessarily equals or leads to the other.

Measuring Influence: Can it be Done?

Why do people often rank blogs by “influence” when they’re really only evaluating popularity metrics? Well, “influence” sounds better for starters. Who doesn’t want to feel like they have influence? It’s a power thing, whereas popularity is nice but it’s something tweens and teens are supposed to worry about — not professionals blogging within a given industry.

How do you measure success in social media?

How do you measure success in social media? - Credit: BigStockPhoto.com

Influence sounds better, but popularity is easier to measure. So they get packaged together whether or not it’s completely fair, “right,” or accurate. Is it even possible to measure influence? Personally, I consider it more of a qualitative than quantitative element of blogging and social media, and as such I would have to say it’s difficult, if not impossible, to accurately measure.

A blogger with a relatively small audience might have major pull in the industry because of their network. If they report a problem to a company, it might be fixed in hours or days instead of buried in a mountain of support tickets. If they request a new feature from someone, they might actually get it whereas others would be ignored. They might be able to change the minds of their audience members about an issue that’s important to them. I don’t see how those things can be accurately or fairly measured. Would action #1 get more weight than action #2? How many minds do you have to change to be “influential?”

Sure, we can measure some elements of influence — how many readers were converted into customers, the number of survey respondents, donations received when a blogger gets behind a cause, etc. But we can’t measure enough of the factors that determine influence to really say Blogger A is more influential than Blogger B, because the results of influence aren’t always visible. To outsiders, it’s all subjective.

If you really must rank the most “influential” blogs in some way, do what you must. But why not call it what it really is — the “most popular” blogs — instead? The two can coincide. We don’t need to belittle the influence of some bloggers by calling them less influential than others simply because they’re better at targeting a narrow audience that cares about what they have to say. You don’t see what goes on behind the scenes. That “little” blogger you left off your list might be the one making a real difference. Let’s go back to calling a spade a spade, shall we?

Blogs,Social Media Measurement,Social Media Relations

influence, influencers, popularity, social media

Sunday, February 20, 2011

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Monday, January 31, 2011

Who is ‘AskEric’?

This is one of the best resources for anyone associated with education. I strongly recommend this as a great place to start your research.

About the ERIC Collection

ERIC provides unlimited access to more than 1.3 million bibliographic records of journal articles and other education-related materials, with hundreds of new records added multiple times per week. If available, links to full text are included.

Within the ERIC Collection, you will find records for:

  • journal articles
  • books
  • research syntheses
  • conference papers
  • technical reports
  • policy papers
  • other education-related materials

You may also search special collections from the What Works Clearinghouse and the Regional Educational Laboratories.

Who Uses ERIC

ERIC users include education researchers, teachers, librarians, administrators, education policymakers, instructors and students in teacher-preparation programs, parents, the media and business communities, and the general public. The user community conducts more than eight million searches each month through the ERIC Web site and commercial and non-commercial sites.

What's in ERIC

Journals in ERIC

ERIC indexes education journals, the majority of which are peer-reviewed. Most of these journals are indexed comprehensively - that is, a record for every article in each issue is included in ERIC. Some journals are indexed selectively - that is, only those articles that are education-related are selected for indexing.

Journal records typically include bibliographic data (author, title, date, journal citation, publisher) and an abstract, or short description of the work. A small number of journal publishers also make the full text of an article available at no cost directly through this Web site. The majority of journal articles need to be obtained through library print and electronic holdings or directly from the publisher. To aid in the finding process, ERIC includes Find in a Library and/or Publisher's Web site links at the end of every record with an ISSN number.

Other Materials in ERIC

In addition to the journal literature, ERIC indexes education-related materials from a variety of sources, including scholarly organizations, professional associations, research centers, policy organizations, university presses, the U.S. Department of Education and other federal agencies, and state and local agencies. Individual contributors submit conference papers, research papers, dissertations, and theses.

Records for these materials typically include bibliographic data (author, title, date, source), an abstract, or short description of the work, and a link to the full text in PDF format. ERIC appreciates the individuals and publishers who have given ERIC permission to display the full text at no charge. For most materials from 2004 forward, if full text is not available in ERIC, links to the publishers' Web sites and to libraries that may have the full text are provided.

Identifying and providing full-text access to this "grey literature" or "fugitive literature" is one of ERIC's signature strengths. Grey literature provides searchers with a wide variety of important information about education. Diverse in format, it ranges from informational materials to very substantive, rigorously researched and reviewed documents, including research syntheses, conference papers, and policy reports. All materials are reviewed and selected in accordance with the ERIC Selection Policy ERIC Selection Policy.

Getting Started with ERIC

The ERIC Web site allows you to search education-related bibliographic records any time at no charge. A growing number of full-text materials are becoming available in the ERIC Collection as PDF documents in ERIC or via links to library holdings and publishers' Web sites.

  • Use the ERIC Web site's Basic Search or Advanced Search tools to search the ERIC Collection.
  • Use the Thesaurus to identify appropriate words and phrases from ERIC's controlled vocabulary for precision searching.
  • Use My ERIC to manage your search criteria and search results, save searches, and track your online submissions.

Sunday, August 16, 2009

Essay Analysis from online … somewhere to begin from.

my new essay is on lord of the flies.

sc15pcz

Mar 26, 09, 12:14am

#1

you can combine topics as long as you show how they are connected in supporting your specific thesis on human nature and society.
1. character interpretation: choose one of the main characters and interpret the changes he goes through. what do these changes suggest about the novel's message regarding society and human nature? or, compare 2 or even 3 characters to show what ideas these characters represent regarding society or human nature.
2. symbolic interpretation: choose one or more of the main symbols and interpret the importance of that symbol in the novel. what do the symbols suggest about society and human nature. you might analyze changes in the conch throughout the novel and the changes in the tribe it represents. or compare changes in the conch to changes in the lord of the flies (pigs head) to explain how these changes reflect changes in the tribe. or compare different uses of fire. or examine piggy's specs, face paint, or any combination of these symbols. make sure that you compare each of them as you go and link them all together with a thesis regarding human nature and society. use symbol and symbolize only once or twice.
3. interpretation of irony: interpret various ironic situations and their importance in developing the novel's message regarding human nature and society. you might examine the boys' assumptions about grown-ups, the use of fire, their assumptions about the beast, the death of simon and their eventual rescue by the naval commander. in each case make sure you explain exactly how the situation is ironic: how is the reality or outcome of the situation the exact opposite of the characters expectations? what do these ironies suggest about human nature, society, or the nature of reality?
topic should have to do with human nature and society and the novel's message about them. you might also analyze what effect society has on human nature. what kind of societies or governments best keep human nature under control? can any government really suppress problems of human nature completely? why/why not?
i was thinking of maybe doing the symbolism one, the boys clothes fall apart as the novel goes on, and so does their social interactions, and their "humanity".
but then again this is humanity in a way, so i wasnt sure.
also maybe something about how golding uses piggy to keep the novel going, if they didnt have him for the other boys to ridicule and taunt, then they might just end up running around and hunting instead of hunting eachother.
maybe the littluns role, they serve as a gauge of the older boys' morality, how they treat the littuns is how they are. but maybe they might represent something else, innocence... maybe...
how golding uses the gentler characters, simon and piggy to enrage the other boys and get them to the point where they show their true humanity and loose all ties to society.
if you didnt read this book ill just post it somewhere else. i want to have an original topic, and im not sure what i am the most interested in.

sc15pcz
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sc15pcz

Mar 26, 09, 01:04am

#2

some ideas, a little more developed than the first. still cant choose one.
Are the littluns filler, or do they mean something more?
The littluns seem to just be in their own little group that does whatever they want, they build castles and play on the beach all day, but they can be useful. Golden uses the littluns to gauge the older boys morality, if they are cruel to them, then they are cruel in general. But they also seem to symbolize the connection between the boys and society, they are innocent and remind us of how people behave in society. The littluns cry a lot, and they are not scared to admit that they are frightened, and they don't go off and hunt or do any of that, they link the boys with their last shreds of normal behavior, and are not caught up in the older boys war.
Piggy, Ralph and Simon Made Me Do It
Would the boys become killers without Piggy, Simon, and Ralph?
Well, obviously they couldn't kill Simon and Piggy if they never existed, but if they were like the others, blood thirsty and savage, the others may have never been driven to kill at all. These softer characters are used to create a contrast between them that brings out the truth about humanity.
No Clothes, No Morals
As time on the island passes, their clothes fall apart, and with them their links to society, and their true human nature emerges.

sc15pcz
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lowryder49

Mar 26, 09, 09:50am

#3

history shows us that Humans tends to commit the same mistakes over and over again
Killing, rage adn anger are parts of human nature as well as loving, caring and nursing
lord of the flies topics are war, power, superiority,frienship these are a few

lowryder49
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EF_Kevin [Moderator]

Mar 27, 09, 12:28am

#4

I agree that symbolism is always a safe bet... and it can make for such a great essay. Symbolism is fascinating.
I really like your section about whether the Littluns are filler or something more!
Who is the kid that turned all evil? It would be cool to write about the changes he went through... but that would not be original.
Your ideas are good. Write some more of it!

EF_Kevin
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EF_Sean [Moderator]

Mar 28, 09, 06:16pm

#5

I like where you seem to be going with the clothes as symbolic approach. Clothes conceal us, after all, hide our bodies. If, then, as the clothes decay, we see the children's true nature, which is animalistic and brutal, it is presumably the case that the children's nature doesn't decay, so much as get revealed as the civilizing veneer of socialization wear's off. So, the clothing would then actually represent socialization. You can definitely build on that to create a solid essay. Good luck.

EF_Sean
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sc15pcz

Mar 30, 09, 05:13pm

#6

i wrote this before i got any of your comments, but i couldnt decide so it is kind of a mixture of all of them. some of my classmates read it, and they didnt think it was too random but i do... does it fit together at all? it seems to me to just be a jumble but im not sure...
They Made Me Do it
SEE BELOW

sc15pcz
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EF_Kevin [Moderator]

Mar 31, 09, 04:16pm

#7

Everyone feels this way at one time or another; and no matter how much society tries to force it out of us, we still have our human nature under it all the facade of civility, and we will do what is necessary to survive.
How about that, with the semi-colon and a slight tweak.
This essay is great! I like the way you expertly attended to all the important things: narrative hook at the start, clear thesis, logical sequence of ideas. It is great!
The only gripe I have with you is that you oversimplify Golding's message. The story obviously shows that we have savagery beneath our civilized appearances, but I don't think he meant to say that we will always revert to our animal instincts. Instead, his exposition of the mechanisms that give rise to violence, and the factors that work against good leadership, gives readers real wisdom and insight. Golding shows a model of the human societal process... shows it in the form of a sort of experiment on an island, a "what if" scenario. Golding is showing something about human nature, and, more importantly, he is exposing the demons that need to be conquered if we are to succeed in keeping the violence out of society.

EF_Kevin
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EF_Sean [Moderator]

Mar 31, 09, 05:23pm

#8

The great flaw in your argument is that Ralph and Piggy don't in fact lose their morals. Both remain decent human beings standing up for what they believe is right to the very end. Piggy is murdered, and Ralph would have been, if not for the arrival of adults, or course, but they die, or come close to it, precisely because they refuse to give up their moral nature. So, perhaps you need to go a little deeper into your analysis than merely saying that everyone loses their morals when they don't have supervision. Why does Ralph lose out to Jack in the political battle? Why does Jack set the entire island ablaze in an effort to destroy him, even though he is smart enough to realize that this must surely end in his own destruction too? You might want to throw in some Freudian analysis here -- id, ego, superego. Also, what could Ralph have done to change the outcome? Why doesn't he?
"We need societies structure to keep us from reverting back to animals" But the larger society in the book is essentially on the verge of WWIII. That is, the planet itself is about to burn as the island does, only in a nuclear conflagration. So, even with society's structure, our destructive impulses can still emerge and destroy us.
Good essay overall, then, but try to dig a bit deeper to make it even stronger.

EF_Sean
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sc15pcz

Apr 1, 09, 02:11am

#9

sean, i get what you mean about ralph and piggy, but there is one point where they are so caught up in the hunters dance that they want to join in and kill simon. they do not loose their morals, but they arent completely intact either.
will work on the rest, just wanted to say that.

sc15pcz
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sc15pcz

Edited by: sc15pcz Apr 1, 09, 02:47am

#10

maybe a little better, not sure if i caught everything. ill change more of the stuff you said sean, i just need to have this done tonight for the second draft to show my teacher, and i already blew it by falling asleep.
They Made Me Do it
Have you ever been so mad you wanted to kill someone? Been so angry you just wanted to rip their head off? Everyone feels this way at one time or another; no matter how much society tries to force ...
SEE BELOW

sc15pcz
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EF_Kevin [Moderator]

Apr 1, 09, 05:25pm

#11

The boys are all "going native" to one extent or another, and loosing their footholds that keep them from going over the edge; however, it is sometimes hard to tell ...
Above, that was a run-on sentence without the semi-colon. I had not noticed it before! You tried to use "however" in the way you would use "but"; however, "however" cannot be used as a conjunction. "But" can be used in a compound sentence, but "however" needs its own sentence.
This is really quite a great essay, and the last paragraph leaves no doubt tha you understand the theme. It would be better, though, if you add a few sentences about how the society on the island is like a model that shows how larger societies sink into violence -- as a result of the savage ways to which we resort we are frightened.

EF_Kevin
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sc15pcz

Apr 10, 09, 12:33am

#12

so, my teacher didnt really think the ideas were connected. he said to have two of the paragraph topics be the theme and the other two the body, but im not exactly sure what he meant. i tried rewriting it like he said but i got stuck. help? suggestions? im pretty much at a block and cant seem to write anything else. thanks.
SEE BELOW

sc15pcz
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EF_Kevin [Moderator]

Apr 10, 09, 01:59pm

#13

Have you ever wanted to kill someone?
I like it! You toned down this opening in a good way. The mention of killing someone is enough to grab the attention. In general, it will be good for you to eliminate unnecessary sentences in your writing. Same for all of us.
Most would say no; however, if you think about it we get outraged very easily, and sometimes it takes all our self-control to keep from lashing out.

sc15pcz:

Humans fear what they do not understand, and unfortunately we understand very little. It is up to us to try to explain the mysteries of our world in order to maintain civility, and refrain from aggression.

Excellent! Now, reread your whole essay and think of it as advice you were writing for kids who were about to become policy-makers, senate, congress, etc. The essay is all very good. But I think you are neglecting the fact that the lessons in the story are most useful for those who would participate in government -- an important thing to at least acknowledge.

EF_Kevin
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sc15pcz

Apr 13, 09, 11:47pm

#14

i had to rush at the end but here it is. i kind of lost interest in the topic because i didnt do it right away...
56093
An Adaption to Ruthlessness
What would it mean to be the lord of the flies? William Golding entitles his work the Lord of the Flies leading one to wonder weather he refers to the decapitated pigs head or to Ralph. The fly is an ignoble creature. It is small. It is a bearer of germs. It is known to feed on feces. If Golding perceives the boys as flies, his view of human beings is completely pessimistic. His premise is that if left alone on an island away from the supervision, rules, and laws of adults, boys would revert to a state of total savagery and would proceed to murder one another. Survival of the fittest would be enacted. To become a lord or ruler of such creatures would require becoming the most violent and vicious person among the group. In short this ruler would rule over insignificant creatures and thus be no true lord at all. Ralph is not able to maintain his rule over the boys because his power stems from his ability to think with forethought rather than physical strength. Ultimately Ralph's intelligence cannot overcome jack's force. One of the true marks of maturity is learning that simply because you can, doesn't mean that you should. In a human context, what does it take to maintain rule, intelligence or strength? Golding puts forth the idea that force is superior to intelligence in the quest for power.
In the beginning it appears that Ralph is the logical leader of the group, but if Ralph hadn't been so calm, Piggy so smart, and Simon so gentle, the other boys would still have come to kill. These softer characters were used as a catalyst to expose the true nature of the boys. They were all just looking for food and playing at first, but when the hunters start messing around and let the fire go out, Ralph says the "smoke is more important than the pig, however often you kill one" (81), and he is not impressed by their kill. They are angry because they think their game is impressive, and they do not appreciate him telling them that all their manly efforts were not of any use. Jack uses this annoyance towards Ralph to his advantage; planting the idea that Ralph is an annoying know-it-all and causing the rest of the hunters to want to show off more to spite him. He revs them up into a frenzy until all they want to do is "Kill the pig. Cut her throat. Spill her blood" (69), and all Ralph's ideas about keeping the fire going seem to be a joke. The hunters feel that they are too strong to take orders from a weakling that "[is] not a hunter. [And would] never have got [them] meat" (126). They don't know anything about him, so when Jack says, "He just gives orders and expects people to obey for nothing" (126), the hunters start to question the idea that they will be rescued with fire, and begin to follow Jack even more. Piggy and Simon are similar to Ralph, being smart and unique. They consider the consequences of their actions, rather than just going for whatever whim comes their way. The hunters don't like this. They want to be able to do what they want, when they want, so when the odd ones tell them to behave, they get annoyed and think they are better than them and shouldn't be ruled by the ones who are not the most vicious or violent. They are not the lord, and therefore are nothing.
That which we want the most is often the worst possible thing for us. It is important in life to know when to draw the line. To know what is ok, and what is going too far. The flies have lost this sense. They can no longer tell the bad from the good, they simply do what they feel is necessary to survive, so when they attack they never think to stop. Never think it is wrong to kill another boy. Thus as the boys forget about their civility, the reader begins to wonder how far they have really gone, and Golding uses the littluns to remind us of the empire waiting for them back home. They act as a gauge, to tell us how far each character has fallen. The littluns are around six, terrified of everything, spend all their time eating and playing, but are essentially harmless. They aren't expected to do anything, but what really shows a persons character is how they act towards those who cannot protect themselves. If you go and poke a baby with a stick, you cannot be a very nice person. Some people pretend, but on the island with no consequences, how they act towards the weak shows a lot about who they are. Ralph, being the leader, is not mean to them, and tries to include them in meetings by using "simple words so that even [they] would understand"(79); however, he doesn't find them useful. This demonstrates his nature. He is a pensive boy who finds delight in swimming, and simple things, and does not find the affairs of others particularly intriguing unless they directly affect him. This is displayed when he tells them to make sure they do not go to the bathroom near the food, water, or tents, and also when they start all the talk about the beast which makes all his followers begin to question him. Piggy is similar to Ralph in that respect, he is not mean, but does not think they warrant his attention. He feels that they are childish, and he is above their games, saying, "If the littluns climb back on the twister again they'll only fall off in a sec. So they might as well sit on the ground and listen" (84), in a rather irritated manner. Correspondingly, Piggy always feels that he is smarter than everyone else, and he comes up with most of the good ideas, even if no one listens to him. Simon on the other hand goes out of his way to be kind to them, bringing them "fruit they [cannot] reach" (56), and looking out for them when no one else does, which exemplifies his kind, caring nature, to sacrifice himself for the well-being of others. One of the middle kids (neither bigun, nor littlun), Maurice throws sand in their eyes and rocks around them; however, when they are all at a meeting he "save[s] them" (87) crying out, "Look at me!" (87), and pretending to fall over in order to make them laugh and avoid their crying. This is not a completely selfless act, in that he would have to wait for them to stop, nonetheless, he still tries to help, which is illustrated later when he follows the rest of the hunters, not exactly wanting to kill, but simply trying to avoid being singled out like the other three, and saving his own skin. This leads to Jack who is mean and thinks they are a "useless lot of cry-babies!" (83), and it would "serve [them] right if something did get [them]" (83) for causing all the trouble about the beast. When Jack's tribe splits off, he leaves all the littuns with the nicer characters who care if they are unhappy or in danger, which shows how he is savage, and will waste no effort in trying to help out little children, simply hunting and killing whatever he can. It's like stealing candy from a baby, if you do it to make yourself happy, then you are a horrible person, and you can't deny it.
Golding uses clothing as a symbol for civilization. Every morning we put on clothes without thinking about their function. Clothes provide warmth and preserve modesty. They also maintain cleanliness and give a protective covering to the skin. The first description of Ralph is that he is trailing his school sweater by one arm and that the clothing he still wears is causing him to sweat. Thus his clothes do not suit the climate or circumstances in which he finds himself. As the book goes on, the boys' clothing deteriorates with their morals. It is a logical response to a tropical climate to wear less clothing. The boys take off their shirts and shoes to remain cool. This is liberating in a physical sense as well as a mental one as they would not be permitted to do this at home. They run around and play enlivened by this new freedom from the restrictions of vestments. The longer they live in this state of virtual nakedness, the dirtier and more ragged they become. The longer they exist without the restrictions of civilization, the mental reaction to autonomy is moral deterioration. Even at the beginning of the book when Ralph pulls off all his clothes, he stands "among the skull-like coconuts" (10), which foreshadows the future. A person who sheds all clothing and discards all morals is less protected from death. Near the end of the book when all the boys' shorts are in tatters and are being held up by mere threads as well as their links to society, Ralph makes one last attempt to rein them in. He puts on his shirt from the first day even though it is stiff with sweat and very uncomfortable. Just as in a restaurant a sign will warn "No shirt no shoes no service", the wearing of clothing represents accountability and responsibility or the consciousness that human nakedness requires covering to be civilized. As the deterioration of morality intensifies, the boys begin to rely more on their fear of danger to make decisions. Unlike animals who navigate their world with instinct, the fear begins to overshadow their common sense. They completely loose their minds when the "demented" dance starts. "Out of the terror (rises) another desire, thick, urgent, blind"(152). They are overcome by their fear and their instincts turn to bloodlust. They are possessed with the urge to kill and they cannot stop themselves. Then at Castle Rock, all the hunters chant and yell, and the "storm of sound beat at them, in an incantation of hatred"(180). Roger is gripped "with a sense of delirious abandonment" (180), and he leans on the lever, causing the boulder to crush piggy. Every time the boys start to chant someone dies. After that the hunters give up all control, and Jack shouts, "There isn't a tribe for you anymore!"(181) They all proceed to attack him with spears and every last trace of humanity is gone. The alpha instinct in Jack to lead overcomes him and he gets the whole tribe to attack. The bloodlust is summoned and the façade of civility is discarded like an unwanted garment.
As the boys deteriorate, they begin to rely more on their fear to determine danger than common sense, more animal than human. When the "demented" dance starts they loose their heads, and "out of terror [rises] another desire, thick, urgent, blind" (152). They are overcome by their fear and it turns into bloodlust, they are possessed, and cannot stop themselves from killing, nor do they want to. Then at castle rock when all the hunters are chanting and yelling, and the "storm of sound beat[s] at them, in an incantation of hatred" (180), Roger is gripped "with a sense of delirious abandonment" (180), and he leans on the lever and the boulder crushes Piggy. When they let themselves be taken over they let all their human thoughts fall away. The sound revs them up, and every time they start to chant, someone dies. After that the hunters give up control all together and Jack shouts "there isn't a tribe for you anymore!" (181). They have fallen into an animalistic state, and Ralph is forced to run for his life as they stab at him. Every last trace of their attempts at society is gone. The alpha instinct in Jack to be leader overcomes him and he gets the whole tribe to attack. Underneath it all, the bloodlust comes out, the façade crumbles, and there is nothing you can do about it, its just human nature.
We need society's structure to keep us from reverting back to animals. When all the hallmarks of civilization have been striped away it is all we can do to refrain from using our instincts to make decisions, and attacking whatever we fear. It is important to try to understand what we fear, or we will live in fear forever, and that fear will turn to aggression and we won't be able to resist. It is our ability to consider the consequences of our actions that separates us from animals. We can consider all angles of a situation, and determine weather it is better to stay and fight, or run and hide. Golding uses the island as a model of larger societies to illustrate how they sink into violence, which makes everyone scared, which in turn brings more carnage. Just like Bush's "war on terror", everyone fights out of fear, fear of loosing what they have. Most do not simply fight for the sake of fighting. Humans fear what they do not understand, and unfortunately we understand very little. It is up to us to try to explain the mysteries of our world in order to maintain civility and refrain from aggression, or we will undoubtedly be doomed to repeat, over and over, all the violence.

sc15pcz
Member
Threads: 2
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Winpapamon

Apr 14, 09, 03:54am

#15

Should parents be responsible if their children behave badly?
Most children in the duration between childhood and adulthood may be problem-makers of society because they start to learn about the life only at that time.In some places,parents neglect or do not know what their children did wrongly and they have not been nothing to do with their children did.This essay will discuss whether parents should pay attention to their children' committing.
Parents are the very first teachers of their children.Only parents should guide when children start to observe about the environment.In addition,children do not have anyone to rely on except parents.That is why,parents should keep an eye on their children's deed and always take care of their children's behaviors.
There are many excuses for which parents should not take responsibility if their children commit some crimes.One of those is because parents are earning money to support their children's requirements such as educational fees,living,food supplies,clothes and others.For these reasons, they cannot care well about children.What is more,adolescents do not want to stay under the control of parents.They desire to make own decisions and to face everything and to be free from parents' management.Furthermore,some adolescents do not let their parents know what they will do and they did.They want to be secretive on parents.
From my point of view,the phenomenon of that children act badly does not deal with parents because parents are responsible to guide them right from wrong. That is why they are called parents.In my opinion, humans should be effected by the consequences of that they did.It is not for their parents.

Winpapamon
Member
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Joined: Apr 14, 09

Thursday, July 30, 2009

Geography Resources for IGCSE

TopicNameSummary
1BBC GCSE Bitesize - GeographyUseful revision website covering a range of Geography topics.

S-cool GeographyGeography GCSE revision website.

2 Cimacan River depth measurements - 2009

Cimacan River velocity measurements - 2009

Cimacan River bedload measurements - 2009

Cimacan River gradient measurements - 2009

What to Include in your Introduction and Aims SectionHelp sheet - What to Include in your Introduction and Aims Section.

Powerpoint Presentation - What to Include in your Introduction and Aims SectionPowerpoint Presentation - What to Include in your Introduction and Aims Section

What to Include in your Data Collection SectionWork Sheet - What to Include in your Data Collection Section.

Power's Scale of RoundnessPower's Scale of Roundness

Sketch Map of the River Cimacan Fieldwork SitesSketch Map of the River Cimacan Fieldwork Sites

What to Include in your Data Presentation SectionHelp Sheet - What to Include in your Data Presentation Section.

What to Include in your Analysis and Conclusion SectionWhat to Include in your Analysis and Conclusion Section

Data Analysis and Conclusions SectionData Analysis and Conclusions Section

Data Analysis and Conclusions Mark SchemeData Analysis and Conclusions Mark Scheme from the IGCSE syllabus.

Planning and Organisation Mark SchemePlanning and Organisation Mark Scheme from the IGCSE Geography syllabus.

3Geography at the Movies - Fun video footage based on rivers and water processes.

Grade or No Grade? - Rivers Review QuizGrade or No Grade? - Rivers Review Quiz

Diagram of a River Drainage Basin - GCSE BitesizeDrainage Basin Diagram

Erosional Processes - GCSE BitesizeAnimation to show the four main processes of erosion.

Depositional Processes - GCSE BitesizeAnimation to show the four main processes of deposition.

The Water Cycle - GCSE BitesizeThe Water Cycle

Walter Droplet Explains the Water Cycle - Interactive GuideWalter Droplet Explains the Water Cycle - Interactive Guide

A Case Study of Flooding in an LEDC - The 1998 Bangladesh FloodsA Case Study of Flooding in an LEDC - The 1998 Bangladesh Floods

The Causes and Effects of Flooding in BangladeshThe Causes and Effects of Flooding in Bangladesh

In Pictures - Three Gorges DamIn Pictures - Three Gorges Dam

In Pictures - Three Gorges Waters RiseIn Pictures - Three Gorges Waters Rise

Three Gorges Dam's Social ImpactsThree Gorges Dam's Social Impacts

Water scarcity: A looming crisis?An excellent summary of the main issues to do with water demand and supply.

Water Usage Calculator

4Mexico - USA migration case study notes

BBC - US Illegal Immigrants: Facts and FiguresBBC - US Illegal Immigrants: Facts and Figures

Student Room - Mexico to the USA Migration ArticleStudent Room - Mexico to the USA Migration Article

BBC - What is the difference between an asylum seeker and a refugee?BBC - What is the difference between an asylum seeker and a refugee?

5BBC - Animated Guide to HurricanesBBC - Animated Guide to Hurricanes

Wikipedia - 'Tropical cyclones'.

National Hurricane Cente (Miami, USA).

National Hurricane Centre - frequently asked questions.

Wikipedia - 'Hurricane Andrew, USA, 1992'.

Wikipedia - 'Bangladesh cyclone, 1991'.

BBC - Animated Guide to VolcanoesBBC - Animated Guide to Volcanoes

Volcanoes Revision Game - Fling the Teacher!!!Volcanoes Revision Game - Fling the Teacher!!!

Mt Pinatubo eruption case study notes.

BBC - Animated Guide to EarthquakesBBC - Animated Guide to Earthquakes

Kobe earthquake case study notes.

6Urban Land Use in JakartaUrban Land Use in Jakarta

Jakarta case study notes.

Wider World Textbook - Traditional Land Use in Suburbia and the Rural - Urban FringeWider World Textbook - Traditional Land Use in Suburbia and the Rural - Urban Fringe

London Docklands redevelopment notes.

London case study notes.

7Desertification - Causes, Consequences and SolutionsDesertification - Causes, Consequences and Solutions

Deforestation in the Amazon Rainforest, BrazilDeforestation in the Amazon Rainforest, Brazil

BBC Science and Nature - Summary of Causes of DeforestationBBC Science and Nature - Summary of Causes of Deforestation

BBC Science and Nature - Summary of the Impacts of DeforestationBBC Science and Nature - Summary of the Impacts of Deforestation

HOW CAN RAINFORESTS BE MANAGED IN A SUSTAINABLE WAY?HOW CAN RAINFORESTS BE MANAGED IN A SUSTAINABLE WAY?

BBC Animated Guide - How the Green House Effect Works (for higher level)BBC - Animated Guide to How the Green House Effect Works (for higher level)

BBC Guide to Climate Change - Evidence, Impacts, Adaptation and Policies

BBC Guide to Climate Change


BBC Animated Guide - The Impact of Global Warming on World TemperaturesBBC Animated Guide - The Impact of Global Warming on World Temperatures

8Development Powerpoint - Some key information for revisionDevelopment Powerpoint - Some key information for revision

Tuesday, June 17, 2008

'Real English' utilizing AUTHENTIC and NATURAL ESL videos!

Today I received a letter from Mike at 'Real English' a wonderful resources especially for the summer and those long days when you could be practicing your English skills.

The site describes its self as "Welcome to Real English, the Web's only online ESL site that utilizes authentic and natural ESL videos of people speaking real English on streets across the globe. Designed for individuals learning English, as well as for teachers and institutions, Real English offers unique ESL educational services, including a free subscription to for beginners, and unlimited chat with our teachers, for subscribers."

I ran through many of the pages and discovered a real TREASURE TROVE of materials for students,  teachers, parents, business people and ANYONE who needs to know how to speak REAL English not with a fake accent or using phrases that went out of date during the 'Flower Power' days - sorry - most reading this will just know of that as a chapter in the history book. But this site develops YOUR English so that YOU will be understood.

Give it a try, see what you think. I honestly recommend it to you for this summer and once started you will be hooked!

"This site combines ESL grammar and functions with the spontaneity provided by the people we meet casually during our filming campaigns. You will not find any actors here. All of our clips are based on people being themselves, speaking naturally and spontaneously, just like in the situations which learners will deal with when their training is finished, when they travel to English-speaking countries, or when they welcome English speakers into their homes and offices.


Most of our videos are based on targeted grammar structures, providing an anchor and a counterpoint to the spontaneity of street video. This unique approach is greatly appreciated by teachers who have been using traditional materials and videos, which present us with actors speaking slowly and distinctly, as if the real world were slow and distinct. The traditional shock of migrating from "classroom English" to real English is built into the method itself, providing our students with a head start, enabling them to learn in a reality-based environment."

Let us know how you get on!

Tuesday, June 3, 2008

We need a new home

Dr Rod's English Blog has become a huge success, but we are totally frustrated by our limitations of being a Blog. The Blog acted really great in the beginning but as we have grown and our readership increased from 50 to over 19000 in 4 months we realize we need a different format and to offer many other things that we just cannot do.

We have identified areas where students from across the world need to work together - to collaborate, so see other kids work. We have seen teachers crying out for varied resources as well as original ideas. We never thought of our self as UNIQUE, yet we have become so. Every day I get letters asking for help on essays, exams, Shakespeare and hundreds of other things and yet many have to go unanswered.


So we need HELP! We cannot do this by a Blog any longer. I know Front Page and can work well with that. I would love to develop this site into an open resource linking together students of all ages from Year 5 through University. But they cannot search through Blog entries after Blog entries. So please, if there is anyone out there who can help us with a dedicated site - sorry we have NO money! And can help us get going for three months before the new school year begins PLEASE contact us here!


Write today! The possibilities are endless and the audience as you can see in UNIVERSAL not just USA, Europe but from Mongolia to Lesotho, Columbia to Yemen, Russia, Hong Kong, the lists is over 120 different countries. If your company today can help us PLEASE let me know.


Thanks Dr. Rod

Write to me here!

Sunday, June 1, 2008

Cudos

I received this email from a wonderful reader in Lesotho, Africa. I know many people have accessed our site and what started as a 'class' resource site has ended up being used by over 19000 people world wide! Not bad.


I will be trying to keep the site going next year and indeed refining and expanding it. Unfortunately the school I work in has not renewed our foreign teachers contracts, therefore the students will indeed lose some very valuable resources from a group of experienced, valuable International teachers. But for all those of you who have enjoyed looking at student work, discovered new things then I say thanks and it is the job or a teacher to share, share their experiences and their knowledge. One day uninformed administrations will realize this and realize that a school is most definitely not 'a business' as our director so often points out. Business and money first, 'education' second or third. One day the fringe 'International Schools' will realize that to 'teach' English the teachers must be able to speak and understand English/ Until then thousands of parents the world over will receive third rate, top dollar 'lack of service' because ... after all ... 'School is a business.'

"BW Fath to me show

I have just come across your blog.
What a comprehensive teaching and student resource!

I am just finishing my first year of teaching the IGCSE English program in Lesotho, Africa. I wish I'd found your site earlier. Thanks,
Wendy"

We receive on average 15 letters a week from students and teachers asking for advice contact information. We receive visits from student parents excited to see and compare their child's work with those of others. Our site is a window into a real classroom, a real microcosm of students. What you see here IS the real thing.



The map above shows where our visitors have come from in the last 90 days! We have helped people from ALL over the world! Please keep watching and help us develop this into the TOP English site for parents, students and teachers.

Wednesday, April 30, 2008

QCA List of Authors every teenager should read.

QCA recently published a list of authors they believe EVERY teenager should - whether it is reading an entire novel or through an anthology examples of their writing. Reading is fast becoming a lost 'art', so often children and teenagers spend more time in front of their computer, DVD or PS3 than they do reading. Yet reading is the essence of the English language and as such must be encouraged. Here is the new list of authors - note the influence of world literature reflecting the need for understanding of different cultures.

How many of these authors have you read or know?

From Meera Syal to Charles Dickens: Ken Boston's list for 14- to 16-year-olds

Contemporary writers

Douglas Adams, Richard Adams, Fleur Adcock, Isabel Allende, Simon Armitage, Alan Ayckbourn, JG Ballard, Pat Barker, Alan Bennett, Alan Bleasdale, Bill Bryson, Angela Carter, Bruce Chatwin, Brian Clark, Gillian Clarke, Robert Cormier, Jennifer Donnelly, Keith Douglas, Roddy Doyle, Carol Ann Duffy, UA Fanthorpe, John Fowles, Brian Friel, Mark Haddon, Willis Hall, David Hare, Tony Harrison, Susan Hill, SE Hinton, Jackie Kay, Harper Lee, Laurie Lee, Andrea Levy, Joan Lingard, Penelope Lively, Liz Lochhead, Mal Peet, Philip Pullman, Peter Porter, Willy Russell, Jo Shapcott, RC Sherriff, Zadie Smith, Arnold Wesker

English literary heritage

Matthew Arnold, Jane Austen, William Blake, Charlotte Brontë, Emily Brontë, Robert Browning, John Bunyan, Lord Byron, Geoffrey Chaucer, William Congreve, John Clare, Samuel Taylor Coleridge, Wilkie Collins, Joseph Conrad, Daniel Defoe, Charles Dickens, John Donne, John Dryden, George Eliot, Henry Fielding, Elizabeth Gaskell, Oliver Goldsmith, Thomas Hardy, George Herbert, Robert Herrick, Gerard Manley Hopkins, Henry James, John Keats, Christopher Marlowe, Andrew Marvell, John Milton, Mary Shelley, Percy Bysshe Shelley, RB Sheridan, Edmund Spenser, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, Anthony Trollope, Henry Vaughan, HG Wells, Oscar Wilde, William Wordsworth, Sir Thomas Wyatt

Twentieth century heritage list

Kingsley Amis, WH Auden, TS Eliot, EM Forster, Robert Frost, William Golding, Graham Greene, Seamus Heaney, Ted Hughes, Aldous Huxley, Elizabeth Jennings, James Joyce, Philip Larkin, DH Lawrence, Katherine Mansfield, Sean O'Casey, George Orwell, Wilfred Owen, Harold Pinter, Slyvia Plath, JB Priestley, Siegfried Sassoon, Peter Shaffer, George Bernard Shawe, Stevie Smith, Muriel Spark, Dylan Thomas, Edward Thomas, RS Thomas, William Trevor, Evelyn Waugh, John Wyndham, WB Yeats

Writers from different cultures and traditions

Chinua Achebe, John Agard, Monica Ali, Maya Angelou, Moniza Alvi, Isaac Bashevis-Singer, James Berry, Edward Brathwaite, Anita Desai, Emily Dickinson, F Scott Fitzgerald, Athol Fugard, Jamila Gavin, Nadine Gordimer, Arthur Miller, Doris Lessing, Les Murray, Beverly Naidoo, RK Narayan, Grace Nichols, Ruth Prawer Jhabvala, Wole Soyinka, John Steinbeck, Meera Syal, Bali Rai, Mildred D Taylor, Mark Twain, Derek Walcott, Walt Whitman, Tennessee Williams, Adeline Yen Mah, Benjamin Zephaniah

Tuesday, April 29, 2008

IGCSE English as a Second Language

 

This course is designed for students who have English as their second or additional language. It is a full IGCSE course that is accepted at A-Level and Universities around the world as a valid English Language qualification.

The IGCSE ESL is a skills based course that aims to enable students to do the following:

  • To develop the ability to use English effectively for the purpose of practical communication in a variety of situations.
  • To form a sound base for the skills required for further study and employment using English as the medium.
  • To develop an awareness of the nature of language and language learning skills along with skills of a more general application, (e.g. writing for specific purposes, analysing and synthesizing material).

Students are examined on Reading and Writing for 2 hours and on Listening Skills for 40 minutes. There is also a 15-minute oral examination.

All students are currently required to take the English Language (First Language) exam – which takes place in May at the end of Year 11. The IGCSE ESL exam is therefore taken in November, soon after students enter Year 11 and offers students an additional English language qualification.

What are the advantages of taking IGCSE ESL ?

  • No long coursework assignments – improve your speaking confidence with the 15-minute oral assessment.
  • Better English Language reading and writing skills that are useful in all subjects.
  • Improved general knowledge and vocabulary from exposure to newspapers and magazines.
  • Exposure to radio and television excerpts to enhance listening skills.
  • Developing Oral confidence and speaking skills through short group discussions, presentations and speeches.
  • Summarizing, skimming, scanning and note-taking skills.
  • Writing in different registers, both formal and informal. Writing for specific purposes - reports, business letters, letters of complaint, persuasion, transactions, arguments etc.
  • Less examination pressure in May, because you take this one in November. Lots more time after November in Year 11 to work on improving subject coursework in other subjects and developing revision and study skills.
  • Two useful English Language GCSE grades – IGCSE ESL and the English as a First Language.

 

For Further Information :

Please see Dr. Rod

Media Studies - GCSE Year 12, 2008/2009

Media Studies - GCSE

There is a powerful force sending its messages to virtually everyone on the planet. It is using every form of communication tool available. It is in your sitting room, your bedroom, maybe even your bathroom. It is in shops, cinemas, libraries and churches. It travels in cars, on buses, trains, planes and ships. No matter how hard you try, you cannot escape it.

The name of this force is ‘the media’ and, whether you like it or not, to a large extent it defines your life and the way you think. ‘The media’ is the name given to channels of communication a society uses to speak to itself. It includes television, cinema, video/DVD, radio, newspapers, magazines, mobile phones, advertising and computer-internet communication.

How influential is the media? Is it a good or a bad force? Does advertising dominate our lives? Do films encourage violence? How are teenagers represented in magazines? Do pop videos influence which CDs we buy? Has the internet really changed our lives?

If you are interested in these questions, or any others related to the media, then this subject might be for you.

What do we study in Media Studies and what skills will you acquire?

50% of the course is evaluated in a final examination where students are expected to critically dissect at least two different forms of media. The first section requires analysis of audio-visual media which may include watching and evaluating television advertisements, broadcast news, film trailers, music videos or as was the case in 2008, animation. The second section requires students to analyse print based media such as newspapers, magazines, film posters or storyboards. Students will acquire a range of skills to critically appraise most aspects of the media.

50% of the course demands three pieces of practical coursework. Previous GCSE students have designed and produced web pages promoting a new animated version of Harry Potter, a front cover and contents page for a new sports magazine, a short extract for a television documentary about terrorism, an advertising campaign for a new clothes item and the opening five minutes of a new radio soap opera. Your options are only limited by your creativity.

Is the course for me?

If you intend to take GCSE Media Studies you must be interested in all aspects of the media. It is not an easy course and requires hard work and commitment. You also need a good standard of written English because the examination requires timed essay writing skills and all pieces of coursework have to be accompanied by substantial written evaluations. If you are prepared to work hard and have an interest in the media, or even a future career in fields such as journalism, marketing, advertising, TV/Film broadcasting, then you will thoroughly enjoy this course.

 

For further Information :

Please see Dr. Rod

Preparing for Next Year Part 2

Useful Guide for Parents Old and New - KEY STAGE 4

 

Key stage 4 - Choices for students aged 14

Around age 14, your child will be able to make choices for study from 14 to 16 (key stage 4). This stage of your child’s education calls for more choices than at earlier stages:

  • your child has to make choices about subjects, and might end up studying a unique mix of subjects;
  • there are choices to be made about styles of assessment: should your child choose an option with lots of coursework, or will they be better off with exams?
  • and at the same time as studying for exams, you and your child will be thinking about the next steps: what do they intend to do after age 16?

This section gives information you will find useful when your child is about 14. It also gives some answers to questions parents have about study and coursework during the two years that follow.

 

Which qualification?

Between 14 and 16, your child will spend most of their school study time working towards qualifications. Memorial International School of Tirana offers mainly GCSE’s and their international equivalent, IGCSE’s at KS4.

The information that follows explains how these qualifications work.

GCSE’s - General Certificates of Secondary Education

IGCSE’s – International GCSE’s

GCSE’s replaced O-levels and CSE’s in 1988. Most students should take GCSE’s in most of their subjects.

It usually takes two years to study for a GCSE. Coursework is part of most GCSE’s: work over an extended period, which could include essays, field work reports, art work, making products, or investigations.

GCSE’s are graded A*-G. The grade your child gets will depend on coursework and exam marks.

Students might take exams only once (at the end of year 11, aged 16) or twice (at the end of years 10 and 11).

GCSE tiers

At some time during year 10, when your child is aged 15-16, teachers will decide which tier they should enter in each of their GCSE’s.

Each tier has a target range of grades that can be awarded. The aim is for your child to take an exam in which their ability will be tested, without their being thrown off course by questions that are much too difficult or much too easy. Some GCSE subjects are not tiered: art and design, history, music, PE and religious studies, for example. Other GCSEs have tiers.

 

Studying from 14-16

Coursework and exams

The descriptions of the various subjects in the KS4 School Booklet will give you an idea of the different styles of study and assessment your child may meet. Some qualifications award more of their final marks through exams - but even for GCSE’s your child is likely to have to present a substantial amount of coursework. Find out what the mix is for each qualification your child is taking.

Coursework is different from homework, although to parents the activity may look much the same. The difference is simple: if it’s coursework, the mark your child gets for it will count towards their final grade.

This guide can’t generalise about the amount of homework and coursework your child will have to do every week because it will vary according to the ebb and flow of individual subjects and qualifications. Your child’s teachers will be able to give accurate advice.

It is very important that students pace and organise their work through the two years. It is tempting to organise your child if you think they are not doing the right amount of work on time, but remember that your child needs to learn to organise their own work, and interference can sometimes be very counter-productive. It is more productive to help your child sort out the big picture. For example, you might look through the scheme for each qualification with your child, noting when they will have to hand in coursework, when they will have to sit exams or tests, and how much each of these is worth. You and your child could draw up a timetable covering the two years from 14 to 16 showing the critical points for each qualification. Your child is then free to organise their work week by week, but can ask for more help from you when they feel they need it.

The homework tips dotted throughout the key stage 3 section of this guide are also relevant for parents of 14-16 year olds.

 

Spelling and punctuation

Some parents who have been asked to look at their children’s work wonder whether they should correct punctuation and spelling if the subject is not English.

When assessors are marking coursework and exam scripts, some of the marks available will be deducted for English errors - typically 5 - 10%. This means that if your child writes incorrectly, they will lose a significant portion of the marks.

So in marking terms there is a limit to how much your child can lose with poor spelling, punctuation or grammar. If your child asks for your help with geography you will need to spend more time talking about the key concepts and knowledge for geography than about incorrect English.

But writing correctly is essential for English GCSE and it plays an important part in almost every job in adult working life. This is why the government has put a lot of emphasis on literacy for every student. So if your child is making a lot of errors they will need to spend some extra time improving their skills. Take advice from your child’s teacher.

 

Help! Answers to questions

Frequently asked questions

‘This guide says that most students reach the ‘target for every child’ by age 14. But I’m worried that my child won’t.’

In the key stage 3 section of this guide, the ‘targets for every child’ in each subject described what children should be able to do and know. Levels 5 and 6 are the National Curriculum target for 14 year olds.

The aim of the targets is to give a level that most students should have reached by a certain age. There will always be some students below and others beyond the target. If your child finds their work easy, talk to their teachers about what target they should be aiming for - they may need to aim higher. If your child is likely to find level 5 or 6 hard when they get to age 14, the school will tell you in good time.

Qualifications taken at 16 are not assessed using National Curriculum levels. Although National Curriculum levels are not used at 16, the levels your child reaches at 14 give schools a good idea of how well your child is progressing towards the challenges of GCSEs and other qualifications.

If the school says that your child is likely to find it hard to reach the target, remember: students develop at different rates. Some may not reach the level at the given age, but will catch up later. At the moment, however, your child may need extra help from their school and from you. Talk to their teacher about how you can help.

‘Where can I find help if my child has health or social problems at school?’

School is about much more than learning: it’s about your child growing up, making friends, growing in confidence. School might bring all kinds of questions: for example, what kind of books and uniform do you need to buy? How can you get through to your child when they are moody, bored or resentful? This guide focuses on learning between the ages of 11 and 16, and there isn’t space to look at many other questions.

‘I see there are tips in this guide, but I don’t have time to do them all - will my child be left behind?’

No. The tips in this guide are there for you to help your child as they plan their homework and coursework, but at this age children need to learn to take responsibility for their own study. So the tips will come in useful from time to time, especially when your child asks for help. The main thing is always to show an interest in what your child is learning at school.

‘My child seems to have difficulty keeping up at school and finds the work difficult. What can I do?’

Talk regularly to your child’s teachers. You don’t have to wait for a parents’ evening: you can ask the school for an appointment with your child’s teachers at any time. Find out more about what your child is doing at school and ask the teacher what your child could do at home to help their learning at school. See also ‘special educational needs’ in the ‘Teacher talk’ section.

‘Will my child be taught sex and relationship education?’

Yes. Find out more in the parent conference.

‘My child just wants to watch television instead of doing homework. Help!’

Television can encourage learning if chosen carefully. For example, some wildlife documentaries are excellent explanations of important topics in science and geography. Schools don’t always have time to show these kinds of television programmes in full. So if your child watches them, this will add to their school learning.

However, homework is important and sometimes it may be demanding. On many occasions it will be best simply to turn the TV off (or record the programme!), and give your child both encouragement and support when they are not motivated.

Preparing for Next Year - What we do.

Useful Guide for Parents Old and New - HEY STAGE 3

“What is the National Curriculum for England and why does it matter to parents?”

The National Curriculum:

  • sets out the most important knowledge and skills that every student has a right to learn;
  • is a framework designed so that all students are taught in a way that is balanced and manageable, but hard enough to challenge them;
  • gives standards that measure how well students are doing in each subject - so teachers can plan to help them do better.

The National Curriculum isn’t just for teachers and schools: it belongs to everyone. This guide will help you understand it, so you can help your child as they continue their journey.

 

“I don’t always follow talk about year 7, key stage, National Curriculum, tests and levels. How does it all work?”

The National Curriculum says when things should be taught by describing broad ‘key stages’.

Key stages are blocks of years:

  • Key stage 3 covers National Curriculum learning in years 7 to 9.
  • Key stage 4 covers National Curriculum learning in years 10 and 11.

Key stage 3 - teaching for students in years 7 to 9

These years of your child’s time at school are called key stage 3.

At the end of each key stage, each National Curriculum subject has a target: your child should have reached a particular level of skills, knowledge, understanding and application, though many students will go beyond the National Curriculum targets.

‘Why have targets and tests?’

  • Students get a sense of achievement from reaching each milestone in their learning, and going beyond it.
  • Teachers use them to check on students’ progress, so that they can match their teaching to each student’s needs and abilities.
  • The school uses them as part of ongoing quality assurance and self-evaluation processes. We can get a picture of where we are doing well as a school and where there may be problems which we need to tackle.

Of course, some students may not make as much progress as others and some have special educational needs.

As a parent or carer, you have a very important role to play in helping your child learn. Some parents are afraid of doing the wrong thing. (If you are unsure about how to help, you can always ask your child’s teachers.)

The most important things you can do are:

  • take an interest in what your child is learning at school, and encourage them to tell you about it;
  • praise them when they have done well;
  • give them a quiet space to do their homework.

There are other things you can do, too: this guide gives ideas and tips about homework, revision and how to develop your child’s thinking skills. Don’t feel you have to do all of them, but any you can do will support your child’s learning.


English

Why do we teach English?

English concentrates on four key skills that your child needs to get the most out of all their learning at school - speaking clearly, listening closely, reading carefully and writing fluently. English helps students express themselves creatively and boosts their confidence about speaking in public and writing for others. Students read classic and contemporary prose, poetry and drama from around the world, look closely at the way writers use language and explore the social and moral issues they raise.

Teaching for every student

Students are taught:

Speaking and listening

They speak to different audiences, adapting their style to suit the audience and the purpose of what they are saying. They structure their speaking so that listeners can follow their line of argument clearly, using techniques such as pace, gesture, anecdotes and visual aids to make their speaking colourful and lively. They learn how to listen carefully, picking out the main points of what a speaker is saying as well as the details and any underlying meanings. They play an active and helpful role in group discussions. They learn how to convey different emotions and moods through drama, and write and act in plays. They learn about how language changes in different situations, about the development of the English language and its importance in the world, and about the differences between speech and writing.

 

Reading

Students studying English at this age read a wide range of plays, poems and books, both fiction and non-fiction, including:

  • at least one play by Shakespeare;
  • plays by other playwrights;
  • works of fiction and poetry from different times, including works by contemporary writers;
  • drama, fiction and poetry by writers from different cultures;
  • non-fiction writing (for example, diaries, travel writing and science writing).

Students learn how to get more out of their reading at this age, uncovering different layers of meaning and understanding how writing can be open to different interpretations. They appreciate the full scope and richness of complete novels, plays and poems. They begin to explore how writers make up plots and characters, realising that the viewpoints of a character in a story may not necessarily be the same as the author’s.

They compare different styles and themes in writing from the English literary heritage and from different cultures. They look at how writing can be presented in different ways, exploring how the use of print, images and sometimes sound can affect how we read texts.

The non-fiction texts students study include information and reference texts, both in print and in electronic format such as web pages.

Students also look at how text can be presented in different kinds of media. For example, they may explore how words and images work together in magazines or television advertisements, or look at how a film based on a novel compares with the original text.

Writing

Students draw on their experience of good fiction and non-fiction to compose their own stories, poems, scripts, articles, brochures and reviews. They learn how to use different styles of writing to suit their purposes and to meet the needs of different readers. They develop their knowledge of grammar, spelling and punctuation, learning how to proof-read their work, judge how successful it is and redraft it accordingly. They write quickly and fluently, presenting their work neatly and clearly.

Targets for every student

Around age 14, most students are able to:

Speaking and listening

  • adapt the style of their speaking to suit different situations;
  • hold the interest of listeners by varying their expression and vocabulary
  • take an active part in discussions while being sensitive to the feelings and opinions of other people;
  • use standard English fluently in formal situations;
  • take on and sustain a role in drama.

Reading

  • find different layers of meaning in texts and comment on them;
  • discuss their views and feelings about works of literature;
  • refer to different aspects of a piece of writing - such as structure and theme - to justify their views about it;
  • summarise information they have gathered from different sources.

Writing

  • write in a way that captures the reader’s interest;
  • write in different styles;
  • structure their work clearly;
  • use different sentence structures and a varied vocabulary;
  • organise their ideas into paragraphs;
  • spell and punctuate their writing accurately most of the time;
  • write neatly and legibly, and present writing on screen.


‘Learning English has helped me to read literature, analyse it and also write my own creative pieces. I still write creatively when I have a spare moment and I certainly read a lot. I find that I’m writing all the time at work. Learning English language helps you to communicate clearly, both in speech and on paper - and literature can bring people together: it crosses boundaries and gets people talking.’ Heidi Gilchrist, 24