Teacher Effectiveness Enhancement Programme (TEEP)

The TEEP Model

The TEEP model is constructed to incorporate the behaviours that effective teachers have been shown to display. These can be grouped under four categories;
classroom climate, classroom management, interactive teaching and utilising a variety of teaching and learning styles.

CLASSROOM CLIMATE refers to the physical and emotional environment in the classroom. Effective teachers create a learning environment which is inviting and cheerful, and in which pupils feel safe. Pupils feel able to take risks and make mistakes without fear of ridicule. They feel valued, and they are encouraged to develop positive relationships with each other. The teacher conveys high expectations of learning and of behaviour, and is enthusiastic about teaching.

CLASSROOM MANAGEMENT refers to the teacher's ability to exercise authority clearly and fairly, maintaining order, and correcting inappropriate behaviour promptly and consistently. The teacher is an effective manager of pupils, time and resources, and transitions from one activity to another are managed calmly and effectively.

INTERACTIVE TEACHING - the teacher's inputs are clear and engaging, and the teacher has effective questioning techniques, using a mixture of higher order and lower order questions. Wait-time ensures that all pupils have the opportunity to answer, and through skilful questions the teacher encourages deeper thinking and elaboration of answers. The teacher has strategies to ensure that all pupils are actively engaged in the lesson, ego pair share, group huddles, thinking time. Pupils are encouraged to formulate questions of their own.

VARIETY OF TEACHING/LEARNING STYLES - the teacher has a wide repertoire of approaches and activities to ensure that all pupils can learn. Lessons are planned to include visual, auditory and kinaesthetic activities, and lessons proceed at a brisk pace.

Pupils are grouped appropriately for activities, i.e. individual, pairs, small groups, larger groups, and whole class. The teacher's focus is on the pupils' learning and he/she actively monitors, checks for understanding, prompts, re-visits, presents the materials in different ways to ensure understanding.

The framework has been developed from research in teacher effectiveness and the conditions in which effective learning takes place. The framework is underpinned by the following:

• Effective teaching and learning; for example Accelerated
• Learning Thinking skills (creating a classroom culture of thinking)
• Assessment for Learning (see research Black + Williams)
• Effective use of ICT to enhance learning
• Collaborative problem-solving

Multiple Intelligences in Communication

Faculty of Teacher Training - English Department

Course Title: Applied Communication Skills (Elective)

Instructor: Dr. Rod

Multiple Intelligences in Communication

Preparation: Go to the following web site and complete the assignment there. Print out YOUR individual Multiple Intelligence chart and bring to class: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm

Above is the chart for Dr. Rod. What does it tell you about how he learns?

Note: This is an interactive worksheet which produces a Multiple Intelligences wheel based upon Gardner's eight multiple intelligences. With thanks to Jean Maund from whom this idea originated and colleagues in the University of the First Age who helped develop the questionnaire.

To start the activity, sign in and fill in a little bit of information about yourself. You can then begin to answer the questions. When you have finished, click on the submit button. If you have not filled in all the questions you will get a warning sign telling you what questions need answering. You can print the intelligences wheel and the unique number printed on the sheet will allow you to re-visit your wheel at any time.

Now try this one:

http://literacyworks.org/mi/assessment/findyourstrengths.html

Again, here are the results from Dr Rod.

Dr Rod’s top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.86	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.
	4	Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas: Go on "guided imagery" tours. Set aside time to reflect on new ideas and information. Encourage journal writing. Work on the computer. Practice breathing for relaxation. Use brainstorming methods before reading. Listen to and read "how to" tapes and books. Read cookbooks.
	3.43	Language: You enjoy enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read. You may also enjoy exploring and developing your love of words, i.e., meanings of words, origin of words and idioms, names. Use different kinds of dictionaries. Other ideas: Keep a journal Use a tape recorder to tape stories and write them down Read together, i.e., choral reading Read a section, then explain what you've read Read a piece with different emotional tones or viewpoints — one angry, one happy, etc. Trade tall tales, attend story-telling events and workshops Research your name

---

The scores for your other five intelligences:

3.29	3.14	3.14	2.86	1.57

Just because these five are not in your top three doesn’t mean you’re not strong in them. If your average score for any intelligence is above three, you’re probably using that intelligence quite often to help you learn.

OK, So now you know how I learn from two different online assessments. What are your strengths and weaknesses. For the next session you need to have completed the above two tests and print for me the results.

Look at the results and see if you have the same strengths on both charts, if not how would you explain the differences? (DO NOT retake the tests to manipulate your scores.)

Example 2: Alex (15 yrs Old)

Alex top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.71	Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk.
	4.43	Spatial: You remember things visually, including exact sizes and shapes of objects. You like posters, charts, and graphics. You like any kind of visual clues. You enjoy drawing. Effective techniques of enhancing your learning using your spatial intelligence include creating and/or using pictures, maps, diagrams, and graphs as you learn things. Other suggestions: Write a language experience story and then illustrate it. Color code words so each syllable is a different color. Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards. Take a survey. Put the information in a chart. Write words vertically. Cut out words from a magazine and use them in a letter. Visualize spelling words. Use colorful newspapers like USA Today. Use crossword puzzles.
	4.29	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.

---

The scores for your other five intelligences:

4	3.57	3.43	3.29	3.14

Question:

How would you describe the differences between Alex and Dr Rod?

What would be the best learning environment for Alex?

How would you express that in a language arts situation?

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Introduction to the multiple intelligences

According to multiple intelligence theory, there are seven basic types of intelligence.

• Visual-spatial
• Verbal-linguistic
• Logical-mathematical
• Bodily-kinesthetic
• Musical-rhythmic
• Interpersonal
• Intrapersonal

Visual-spatial

This area deals with the ability to visualize with the mind's eye, so to speak and spatial judgement. Careers which is suit those with this intelligence include, architects.

Verbal-linguistic

This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Careers that suit those with this intelligence include writers, lawyers, philosophers, journalists, politicians, poets, and teachers.

Logical-mathematical

This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

Careers which suit those with this intelligence include scientists, mathematicians, engineers, doctors and economists.

Bodily-kinesthetic

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images.

Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence

Musical-rhythmic

This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn and memorize information.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers.

Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, can you predict your own reactions/ emotions.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

Naturalistic

This area has to do with nature, nurturing and relating information to one’s natural surroundings. They learn best by collecting and analyzing.

Careers which suit those with this intelligence include naturalists, farmers, and gardeners.

Existential

This area has do to with philosophical issues of life. The learn best by thinking analytical questions.

Careers which suit those with this intelligence include readers, religious speakers.

Use in education

Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). In fact, IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence. While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

Many teachers see the theory as simple common sense. Some say that it validates what they already know: that students learn in different ways. On the other hand, James Traub’s article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.

George Miller, the esteemed psychologist credited with discovering the mechanisms by which short term memory operates, wrote in The New York Times Book Review that Gardner's argument boiled down to "hunch and opinion" (p. 20). Gardner's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardner's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they're divided on the virtues of the rhetoric.

The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using MI as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel.

A Harvard-led study of 41 schools using the theory came to the conclusion that in these schools there was "a culture of hard work, respect, and caring; a faculty that collaborated and learned from each other; classrooms that engaged students through constrained but meaningful choices, and a sharp focus on enabling students to produce high-quality work.”

Of the schools implementing Gardner's theory, the most well-known is “New City School”, in St. Louis, Missouri, which has been using the theory since 1988. The school's teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms.

See also http://www.miinstitute.info/ Multiple Intelligence Institute. - The Multiple Intelligences (MI) Institute is committed to the understanding and application of Multiple Intelligences Theory in educational settings, from pre-school through adult education. Through our online course and support channels, face to face professional development, consulting services, and curriculum and resource development offerings, we support programs and educators seeking to tap into Multiple Intelligences and pedagogical framework to create and provide learner-centered, goal-driven applications of Multiple Intelligences Theory in any learning context.

Sources: http://www.miinstitute.info/ Multiple Intelligence Institute

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Wikipedia - Theory of Multiple Intelligence

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm Birmingham Grid for Learning.

http://literacyworks.org/mi/assessment/findyourstrengths.html - Literacy Works

William Shakespeare Plays

 

William Shakespeare - the Complete Works

Shakespeare Site Map
Shakespeare Biography
Bubonic Plague
Shakespeare Sonnets

First Folio
Shakespearean Insults!
Pictures of Shakespeare
Shakespeare Poems

Shakespeare Facts
Shakespeare Dictionary
Globe Theater
Identity Problem

Shakespeare Quotes
Shakespeare Quiz!
Elizabethan Theater
Shakespeare Forum

The Plays of William Shakespeare  
The plays written by the great Bard are listed below by category and alphabetical order. The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each play, pictures, key dates, characters, history and the full script of every one of William Shakespeare's plays.

History themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• King Henry IV Part 1 - play by William Shakespeare
• King Henry IV Part 2 - a Shakespearean play
• King Henry V - play by William Shakespeare
• King Henry VI Part 1 - play by William Shakespeare
• King Henry VI Part 2 - a Shakespearean play
• King Henry VI Part 3 - a Shakespearean play
• King Henry VIII - play by William Shakespeare
• King John - play by William Shakespeare
• Richard II - play by William Shakespeare
• Richard III - play by William Shakespeare

Tragedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• Antony and Cleopatra - play by William Shakespeare
• Coriolanus - a Shakespearean play
• Hamlet - play by William Shakespeare
• Julius Caesar - play by William Shakespeare
• King Lear - play by William Shakespeare
• Macbeth - play by William Shakespeare
• Othello - play by William Shakespeare
• Romeo and Juliet - play by William Shakespeare
• Timon of Athens - a Shakespearean play
• Titus Andronicus - a Shakespearean play

Comedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• Alls Well That Ends Well - play by William Shakespeare
• As You Like It - play by William Shakespeare
• Comedy of Errors - play by William Shakespeare
• Cymbeline - a Shakespearean play
• Love's Labour's Lost - a Shakespearean play
• Measure for Measure - play by William Shakespeare
• Merchant of Venice - play by William Shakespeare
• Merry Wives of Windsor - play by William Shakespeare
• Midsummer Nights Dream - play by William Shakespeare
• Much Ado About Nothing - play by William Shakespeare
• Pericles, Prince of Tyre - a Shakespearean play
• Taming of the Shrew - play by William Shakespeare
• The Tempest - play by William Shakespeare
• Troilus and Cressida - a Shakespearean play
• Twelfth Night - play by William Shakespeare
• Two Gentlemen of Verona - a Shakespearean play
• Winter's Tale - a Shakespearean play

Registration of Plays

Plays were required to be registered prior to publication. It was important that plays were regulated as  playwrights used the stage as a forum to express their own views on religion and politics. Registration provided an opportunity to invoke a form of censorship and the means to suppress too much freedom of thought and criticism of the crown and public affairs.

Information provided about the plays

The Bard never published any of his plays and therefore none of the original manuscripts have survived. Eighteen unauthorised versions of his plays were, however, published during his lifetime in quarto editions by unscrupulous publishers (there were no copyright laws protecting Shake-speare and his works during the Elizabethan era). A collection of his works did not appear until 1623 (a full seven years after Shakespeare's death on April 23, 1616) when two of his fellow actors, John Hemminges and Henry Condell, posthumously recorded his work and published 36 of William’s plays in the First Folio. Some dates are therefore approximate other dates are substantiated by historical events, records of performances and the dates plays appeared in print.

The Characters and Scripts
These enduring works  feature many famous and well loved characters. The text and scripts convey vivid impressions. The language used today is, in many ways, different to that used in the 16th century Elizabethan era and this is often reflected in the script and text used in the plays. It is therefore not surprising that we have no experience or  understanding of some of the words contained in the text / script of the various works. We have therefore included a Shakespearean Dictionary for most of the more obscure words used in the script of his plays, some of which are obsolete in modern language or Dictionaries. Make a note of any unusual words that you encounter whilst reading the scripts and check their definition in the Dictionary by clicking Dictionary at the top of the page to access Elizabethan Dictionary - Guide to language and words used in the Elizabethan era.

Chronology of Plays
The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each of the plays, pictures, key dates, characters, history and the full script of every one of William Shake-speare's plays. 

Chronology of Plays - First performance and publications

Editions of Plays
This selection of Collections of Shake-speare conveys the number of different editions of the Plays of the Bard that have been published. Editions may vary in content and variations are generally detailed and explained in the modern forewords.1623 The First Folio (F1) 
1632 The Second Folio (F2) 
1663 The Third Folio (F3) Second issue of the F3 in the following year includes Pericles. 
1685 The Fourth Folio (F4)
1709 Nicholas Rowe's edition
1723-25 Alexander Pope's edition. 
1733 Lewis Theobald's edition. 
1734-5 Robert Walker's small-format editions of the individual plays
1734-6 Jacob Tonson
1743-4 Thomas Hanmer's edition.
1747 William Warburton's edition. 
1765 Samuel Johnson's edition. 
1767-8 Edward Capell's edition.
1773 George Stevens's revision of Samuel Johnson's edition. 
1773-4 John Bell's edition - Based on the prompt books then being used in the London theatres. 
1778 Isaac Reed's revision of Stevens's Johnson edition. 
1790 Edmond Malone's edition.
1791-1802 J. & J. Boydell's edition.
1795 First American edition published at Philadelphia. 
1807 Francis Douce's edition
1821 A revised edition of Malone, prepared by James Boswell.
1822-23 Pickering edition.
1838-43 Charles Knight's edition.
1859-60 Mary Cowden Clarke's edition.
1863-6 Clark, Wright and Glover Cambridge University Press edition.
1870-1911 William J. Rolfe edition 
1899-1931 W. J. Craig and R. H. Case's 'The Arden Shakespeare'.
1921-66 John Dover Wilson and Arthur Quiller-Couch's 'New Cambridge Shakespeare'.
1937-59 George B. Harrison's 'Penguin Shakespeare'.
1951 Peter Alexander's edition.
1956-67 Alfred Harbage's 'Pelican Shakespeare'. 
1974 G. Blakemore Evans's 'Riverside Shakes-peare'.The edition most widely used among US colleges  
1986 Stanley Wells and Gary Taylor's 'Oxford Shakespeare'.
1995- Richard Proudfoot, Ann Thompson and David Scott Kastan's revision of the Arden (now known as 'Arden 3').

First Folio - Description of William Shakespeare Quarto Texts and first published plays as Comedies, Histories and Tragedies

Plays and the Globe Theatre
Plays were big!! There was money to be made!! There was a constant demand for new material!! Rivalry between the Theatres Playhouses was enormous!! As soon as plays were written they was immediately produced - printing followed productions! So the actors initially used 'foul papers' or prompts. Rival theater companies would send their members to attend plays to produce unauthorised copies of plays - notes were made and copied as quickly as possible. In Shakespeare’s time copyright did not exist. Alternative versions of Shakespearean plays were produced! These unauthorised and inferior text copies of Shakespeare's plays are called Quarto Texts.

The success of the Elizabethan theaters, including that of the Globe, was such that other  forms of Elizabethan entertainment were being seriously affected. In 1591 the growing popularity of theatres led to a law closing all theaters on Thursdays so that the bull and bear bating industries would not be neglected! Many of the plays of the Great Playwright were first featured in the Globe Theatre of London.

Comedies, Histories and Tragedies

William Shakespeare Plays

English for Specific Purposes – 2010 - M.A. ELT Program (4+1 / 3+2)

Faculty of Teacher Training - English Department

Course Title: English for Specific Purposes – 2010 - M.A. ELT Program (4+1 / 3+2)

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

DRAFT OUTLINE

*The instructor reserves the right to change the syllabus as the course progresses if necessary

Course Overview and Objectives:

English for Specific Purposes (ESP) is known as a learner-centered approach to teaching English as a foreign or second language. It meets the needs of adult learners who need to learn a foreign language for use in their specific fields, such as science, technology, medicine, leisure, and academic learning. This course is recommended for graduate students and foreign and second language professionals who wish to learn how to design ESP courses and programs in an area of specialization such as English for business, Engineering, and for Academic Purposes. In addition, they are introduced to ESP instructional strategies, materials adaptation and development, and evaluation.

Its objectives include:

• To develop an understanding about the factors that led to the emergence of ESP and the forces, both theoretical and applied, that have shaped its subsequent development.
• To assist students develop needs assessments and genre analyses for specific groups of learners.
• To provide guidelines to adapt or create authentic ESP materials in a chosen professional or occupational area and to critically evaluate currently available materials
• To become knowledgeable about assessment procedures appropriate for ESP and apply this knowledge in developing course and lesson evaluation plans in their professional or occupational area.
• To assist students in preparing a syllabus, lesson and assessment plan based upon their needs assessments and genre analyses.

Knowledge and Understanding:

Learning Outcomes
A1 : Knowledge of key principles involving the historical development and existing practice in ESP
A2 : A detailed acquaintance of genres spanning written/spoken discourse and a variety of specialised contexts (academic and non-academic) in which English is taught and used
A3 : An appreciation of the strategies employed by ESP learners in different disciplines and of the roles of ESP teachers
A4 : An understanding of how the above apply to particular teaching situations, especially those that the student is familiar with, in the context of accepted contemporary professional practice

Teaching Methods
1-4 are taught initially through staff-led modules, using a variety of means of delivery (formal lecture, seminar, question-answer discussion session, group-work task-based session, computer lab session, student oral reports, workshop). 4 is enhanced by classroom observation where possible. Staff feedback to students on coursework is a connected important feature enhancing learning. Learning is expected to be deepened through directed and independent self-access library study and use of web material both put up by staff and generally available on the internet.

Intellectual / Cognitive Skills:

Learning Outcomes
B1 : Critical skills needed to evaluate disparate sources of information, both academic (e.g. lectures, books) and experiential, and collate, select, and apply the information to a specific teaching issue or situation critical skills needed to evaluate disparate sources of information, both academic (e.g. lectures, books) and experiential, and collate, select, and apply the information to a specific teaching issue or situation
B2 : An ability to formulate coherent and logically sound arguments
B3 : Ability to reflect independently on own teaching/learning experience and relate it to the ideas and research in the field
B4 : Ability to identify a research question or hypothesis, choose appropriate research methods, and interpret own and others' data and see the implications for a hypothesis or question

Teaching Methods
1-4 are fostered repeatedly by all the means of teaching/learning described in (A)

Practical Skills:

Learning Outcomes
C1 : Ability to seek and retrieve relevant information from a variety of sources (e.g. library, journals, WWW)
C2 : Ability to communicate lucidly in speech and writing about theoretical matters, teaching and learning issues and own teaching experience, in appropriate style
C3 : Practical skills in analysing the core properties of syllabuses and materials in different language learning/teaching situations
C4 : Ability to propose, plan, execute and write up an original, complete but limited study related to ESP with due treatment of appropriate prior research and theory, generation of research aims, application of relevant methods (e.g. empirical data gathering, or syllabus/materials design or evaluation) and management and presentation of the whole project with due attention to proper professional practice and ethics.

Teaching Methods
1 is promoted by staff guidance as well as being guided by staff teaching, and giving advice
2 is promoted by the oral and written tasks associated with the taught modules, and feedback on them, and by guidance in course booklet and an unassessed module on assignment and dissertation writing
3 is dealt with by embedding practical data analysis tasks into specialist modules.
4 is promoted by supervision of the obligatory dissertation
1-4 are further supported by advice from me in consultation hours or by email, and by web-based self-access material.

Key Skills:

Learning Outcomes
D1 : a. Oral participation in group discussion and lectures b. Academic writing, both in the form of argumentative academic papers and research reports, in appropriate style c. Critical reading: researching and utilising information, including scanning, recognising opinion and bias, detecting relevant points, collating different sources.
D2 : Using advanced computational tools and software packages to obtain, store and process information stored in electronic form (e.g. from the Library, WWW or CD-rom).

D3 : a. Analysis of tasks and identification of objectives b. Identification and use of relevant information sources c. Establishing main features of a complex problem d. Planning and selection of approach to reach a solution
D4 : Participation in pair/group class tasks (including organising and evaluating own and others' contributions)
D5 : a. Use of independent time management skills, initiative, and different approaches to working autonomously to meet assignment and dissertation targets b. Use of feedback and support from peers, lecturers and supervisor to meet targets and improve over the year

Teaching Methods
1 and 5 are promoted by many taught modules, and involve listening and note taking in lectures. They are also facilitated by feedback.
2 is promoted mainly by self access material on WWW. More generically, students will be expected to become familiar with basic PC management and the word processing of academic documents, internet searching, etc. in connection with their work for all modules.
4 and 6 are promoted via the assignments which impose requirements for students to apply these skills
1-2 and 4-6 are all further practised for the dissertation, and aided when necessary by staff advice by email or consultation

Attendance policy:

In accordance with the university’s attendance policy, students must attend 70% of the meetings in order to be able to pass the course.  If a student misses more than 30 % of the classes, the student will automatically fail the course, regardless of performance on the assignments.  The dismissal of excused absences (medical appointments, family emergencies, etc.) will be taken up on a case by case basis.

Academic Dishonesty

An incident of academic dishonesty occurs when a student commits any of the following acts (this list does not preclude other acts of academic fraud):

1. Cheating refers to the use or attempted use of unauthorized materials, information, or study aids in an academic exercise or assignment.

2. Fabrication refers to the unauthorized falsification or invention of any information or citation in an academic exercise.

3. Facilitating academic dishonesty is the act of helping or attempting to help another to violate any provision of the institutional policy on academic dishonesty.

4. Plagiarism describes the unacknowledged adoption or reproduction of the ideas, words, statements of another person, including classroom peers.

Students caught engaging in academic dishonesty once will fail the assignment. Two or more incidents of academic dishonesty will result in failure of the course.

Assessment:

Grade Scale	Grade Description	Grade Points
95% - 100%	Excellent	10.0
86% - 94%	Very good	9.0
77% - 85%	Good	8.0
68% - 76%	Satisfactory	7.0
60% - 67%	Passing	6.0

Assessment in this course will be continuous (ongoing).  Students therefore should be advised that each and every meeting is crucial to their success in the course.  The students will be assessed for these components:

Please be well aware that while there will not be formalized mid and final year examinations, the continuous assessments, in total, have the same effect and weigh equally.

Grading Rubric:

Attendance	10 %
Homework	20 %
Participation	20 %
Debate	10 %
Writing assignments	40 %
Total	100 %

Course Outline:

Session 1	Introductions and backgrounds ESP: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life How is ESP different from ESL Syllabus and course outline
Session 2	What is ESP? Needs Analysis and Course Design Identifying as completely as possible a real group of English language learners. Give and receive feedback on each other’s target population.
Session 3	Discussing issues related to the design of needs analysis tools for your specific group of learners Assignment 1: Design a needs analysis plan for your target population that you would carry out if you had sufficient time and money.
Session 4	Defining what genre is and operationally identifying different types of genre. Discussing issues related to planning, conceptualizing, developing, implementing and evaluating ESP programs. Assignment 2: Find written or spoken texts for analysis that are appropriate for your learners and conduct genre analysis
Session 5	Discussing how the results of your needs analysis help setting the parameters of your ESP course design. Give and receive feedback. Assignment 3: Propose a course design plan
Session 6	Discussing factors involved in the identification of ESP materials. Discussing issues related to how technology can enhance teaching ESP, and important points to consider when integrating technology into classroom practice. Assignment 4: Write a reflection paper on selecting materials for your target population
Session 7	Discussing student evaluation methods Discussing issues related to the evaluation of the ESP course

Incomplete (IN): An incomplete grade may be assigned if a student has not finished all course requirements by the end of the semester, but has completed a substantial amount of the work. It is the student’s responsibility to bring pertinent information to the teacher and to reach an agreement on how the remaining course requirements will be satisfied. If requirements are not completed within one year, a failing grade is automatically assigned.

Recommended reading:

English for Specific Purposes by Keith Harding –

Oxford University Press 2007.

ISBN – 13: 987 019 442575 9 and ISBN – 10: 0 19 442575 9

Articles:

Basturkmen, H. (1998). Refining procedures: A needs analysis project at Kuwait University. English Teaching Forum, 36(4). Also available at: http://exchanges.state.gov/forum/vols/vol36/no4/p2.htm

Bhatia, V. K. (1997). Applied genre analysis and ESP. In T. Miller (Ed.), Functional approaches to written text: Classroom applications (pp. 134-149). English Language Programs: United States Information Agency. Also available at: http://exchanges.state.gov/education/engteaching/pubs/BR/functionalsec4_10.htm

Bosher, S. & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21(1): 59-79. (can be accessed online from IU Library website with an IU account)

Douglas, D. (1999) Assessing Languages for Specific Purposes CUP
Dudley-Evans,T and M. St. John (1998) Developments in ESP: a Multi-Disciplinary Approach C UP

Dudley-Evans, T. (2000). Genre analysis: A key to a theory of ESP? Iberica, 2, 3-11. Also available at: www.uv.es/aelfe/WebRAs/RA-2-Dudley.pdf

Hutchinson, T. and A. Waters (1997) English for Specific Purposes, CUP

Johns, A. M. (1991). English for specific purposes (ESP): Its history and contributions. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 67-77). New York: Newbury House.

Johns, A. M., & Price-Machada, D. (2001). English for specific purposes (ESP): Tailoring courses to students' needs-and to the outside world. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3^rd ed., pp. 43-54). Boston: Heinle & Heinle.

Mackay , R and A Mountford (Eds) (1978) English for Specific Purposes Longman

McDonough, J. (1984) ESP in Perspective. Collins

Munby, J (1978) Communicative Syllabus Design CUP

Richterich, R (Ed.) (1983) Case Studies in Identifying Language Needs Pergamon

Robinson, P. (1991) ESP: A Practitioner's Guide. Prentice Hall International

Swales, J (1985) Episodes in ESP Pergamon

West, R. (1994). Needs analysis in language teaching. Language Teaching 27(1): 1-19.

Related Lord of the Flies Resources

 

Related Links on Lord of the Flies

Summary and Map - A well-designed website that includes a quick overview of the themes and a brief summary of the novel. The map is an artistic rendering of the island.

Nobel Prize Official Website - A biography of William Golding and a transcript of his entire Nobel lecture.

Nobel Prize in Literature: Lord of the Flies - A Lord of the Flies adventure game that requires you to use your knowledge of the novel to complete the challenges.

Lord of the Flies Adventure Maze - A text adventure game you can play, based closely on the novel.

Lord of the Flies: Vocabulary - A game designed to test your knowledge of the vocabulary used in the novel.

Related Content for Lord of the Flies

• Essays on Lord of the Flies
• Forum for Lord of the Flies
• Purchase Lord of the Flies and Related Material
• Biography of William Golding

Study Guide for Lord of the Flies

• Short Summary
• About Lord of the Flies
• Character List
• Glossary of Terms
• Major Themes
• Summary and Analysis of Chapter One: The Sound of the Shell
• Summary and Analysis of Chapter Two: Fire on the Mountain
• Summary and Analysis of Chapter Three: Huts on the Beach
• Summary and Analysis of Chapter Four: Painted Faces and Long Hair
• Summary and Analysis of Chapter Five: Beast From Water
• Summary and Analysis of Chapter Six: Beast from Air
• Summary and Analysis of Chapter Seven: Shadows and Tall Trees
• Summary and Analysis of Chapter Eight: Gift for the Darkness
• Summary and Analysis of Chapter Nine: A View to a Death
• Summary and Analysis of Chapter Ten: The Shell and the Glasses
• Summary and Analysis of Chapter Eleven: Castle Rock
• Summary and Analysis of Chapter Twelve: Cry of the Hunters
• The Lord of the Flies: Biblical Allegory or Anti-Religious Critique?
• Related Links on Lord of the Flies
• Suggested Essay Questions
• Test Yourself! - Quiz 1
• Test Yourself! - Quiz 2
• Test Yourself! - Quiz 3
• Test Yourself! - Quiz 4
• Author of ClassicNote and Sources

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!

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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.

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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.

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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.

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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.

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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.

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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
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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
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