Monday, January 31, 2011

Where our visitors come from ….

The last 10 months have seen visitors coming from ever corner of the earth. As we can see from the ClusterMap below we have visitors from the middle of the Amazon jungle to the smallest islands in the Pacific Ocean. From London to Tirana and more. Dr Rod’s English Blog has a worldwide appeal.

Blog 2010-2011

Thank you to EVERYONE who is helping to make this resource a success.

Current Country Totals
From 11 Mar 2010 to 17 Jan 2011

United States (US) 6,045
United Kingdom (GB) 1,737
India (IN) 1,320
Canada (CA) 1,105
Australia (AU) 747
Malaysia (MY) 666
Hong Kong (HK) 628
Philippines (PH) 515
Saudi Arabia (SA) 500
United Arab Emirates (AE) 487
Indonesia (ID) 447
Egypt (EG) 378
New Zealand (NZ) 368
Singapore (SG) 352
Cyprus (CY) 332
Pakistan (PK) 308
Thailand (TH) 288
Maldives (MV) 260
Sri Lanka (LK) 253
Kuwait (KW) 224
Spain (ES) 200
Argentina (AR) 198
South Africa (ZA) 185
Germany (DE) 182
Vietnam (VN) 175
Qatar (QA) 165
Macedonia (MK) 164
Turkey (TR) 151
Kenya (KE) 134
Italy (IT) 125
France (FR) 115
Korea, Republic of (KR) 90
Nigeria (NG) 89
Jordan (JO) 87
Oman (OM) 81
Brazil (BR) 78
Botswana (BW) 75
Mauritius (MU) 75
Taiwan (TW) 73
Poland (PL) 72
Mexico (MX) 68
Japan (JP) 67
Romania (RO) 66
Bahrain (BH) 63
Norway (NO) 61
Russian Federation (RU) 61
Switzerland (CH) 60
Brunei Darussalam (BN) 60
Greece (GR) 54
Zimbabwe (ZW) 54
Netherlands (NL) 52
Bangladesh (BD) 50
Ireland (IE) 49
Seychelles (SC) 45
Tanzania, United Republic of (TZ) 42
Colombia (CO) 42
Ghana (GH) 41
Croatia (HR) 41
Iran, Islamic Republic of (IR) 39
Peru (PE) 37
Jamaica (JM) 36
Algeria (DZ) 34
Albania (AL) 34
Bermuda (BM) 31
Cambodia (KH) 30
Namibia (NA) 29
Trinidad and Tobago (TT) 28
Uganda (UG) 28
Yemen (YE) 28
Czech Republic (CZ) 27
Sweden (SE) 27
Israel (IL) 27
Serbia (RS) 25
Malta (MT) 25
Portugal (PT) 24
Ukraine (UA) 23
Hungary (HU) 23
Belgium (BE) 23
Slovakia (SK) 22
Bahamas (BS) 22
Tunisia (TN) 21
Sudan (SD) 20
Malawi (MW) 19
Denmark (DK) 19
Ecuador (EC) 18
Morocco (MA) 17
Panama (PA) 17
Costa Rica (CR) 17
Lebanon (LB) 17
Europe (EU) 17
Palestinian Territory (PS) 17
Chile (CL) 16
Nepal (NP) 16
Libyan Arab Jamahiriya (LY) 16
Georgia (GE) 15
Finland (FI) 15
Gambia (GM) 14
Bolivia (BO) 14
Macau (MO) 13
Zambia (ZM) 13
Azerbaijan (AZ) 12
Swaziland (SZ) 12
Bulgaria (BG) 12
Uruguay (UY) 12
Mongolia (MN) 12
Armenia (AM) 10
Belize (BZ) 9
Puerto Rico (PR) 9
Ethiopia (ET) 8
Austria (AT) 8
Dominican Republic (DO) 8
Iraq (IQ) 8
Lithuania (LT) 7
Venezuela (VE) 7
Fiji (FJ) 6
Rwanda (RW) 6
Uzbekistan (UZ) 6
Netherlands Antilles (AN) 6
Guatemala (GT) 5
Latvia (LV) 5
Bosnia and Herzegovina (BA) 5
Barbados (BB) 5
China (CN) 4
Jersey (JE) 4
Mozambique (MZ) 4
Luxembourg (LU) 4
Cameroon (CM) 4
Monaco (MC) 3
Honduras (HN) 3
Guam (GU) 3
Kazakstan (KZ) 3
Isle of Man (IM) 3
Belarus (BY) 3
Cote D'Ivoire (CI) 3
Angola (AO) 3
Iceland (IS) 3
Madagascar (MG) 2
Congo, The Democratic Republic of the (CD) 2
Papua New Guinea (PG) 2
Guyana (GY) 2
Tuvalu (TV) 2
Djibouti (DJ) 2
Myanmar (MM) 2
Lao People's Democratic Republic (LA) 2
Cayman Islands (KY) 2
Sierra Leone (SL) 2
Cape Verde (CV) 2
Senegal (SN) 2
Slovenia (SI) 2
Moldova, Republic of (MD) 1
Guernsey (GG) 1
Anguilla (AI) 1
Benin (BJ) 1
Liberia (LR) 1
Togo (TG) 1
Somalia (SO) 1
Mali (ML) 1
Nicaragua (NI) 1
Suriname (SR) 1
Samoa (WS) 1
New Caledonia (NC) 1
Lesotho (LS) 1
Reunion (RE) 1
Tonga (TO) 1
Vanuatu (VU) 1
French Polynesia (PF) 1
Saint Vincent and the Grenadines (VC) 1
El Salvador (SV) 1
Turks and Caicos Islands (TC) 1
Virgin Islands, British (VG) 1
Bhutan (BT) 1
Syrian Arab Republic (SY) 1
Gibraltar (GI) 1
Asia/Pacific Region (AP) 1
Virgin Islands, U.S. (VI) 1
Saint Kitts and Nevis (KN) 1
Eritrea (ER) 1
Saint Lucia (LC) 1
Northern Mariana Islands (MP) 1
Niger (NE) 1
Antigua and Barbuda (AG) 1
Holy See (Vatican City State) (VA) 1

English Sentence Analysis Software

Ardian Deari has brought to my attention an excellent program where you can practice your syntactic rules! This software helps you to write and analyse sentences, clauses and phrases. It is based on English Sentence Analysis (book) by John Benjamins. Also available at Free Book Spot with this link.
For downloading this please click here: English Sentence Analysis Software.

Book details:

Editorial Reviews

Product Description

Written by two instructors at Groningen University (in the Netherlands), this text guides the student of English through the intricacies of sentence structure. The authors have maintained a stringent and rather advanced level of analysis throughout: one learns the grammatical terms for all types of indirect objects, for example. A CD-ROM is include



Product Details

  • Paperback: 245 pages
  • Publisher: John Benjamins Publishing Co (October 2000)
  • Language: English
  • ISBN-10: 155619661X
  • ISBN-13: 978-1556196614

Charge of the Light Brigade–New Publication.

Received this interesting update from author Roy Dutton about his books on the historical aspects of ‘The Charge of the Light Brigade’ so if you have been inspired by the poem, check out the facts!

Click here to find out more about ‘Forgotten Heroes … The Charge of the Light Brigade’ by Roy Dutton.

New to all of this, just want to tell everyone about the books I have written on the Charge of the Light Brigade & Charge of the Heavy Brigade.

http://www.medalcollector.co.uk/index.php

School of Educators–Resource

The online School of Educators is a tremendous resource for teachers, parents and students alike. Best described by founder and editor in chief Vishal Jain …

Education synonyms being breeding, civilization, coaching, cultivation, culture, development, discipline, edification, enlightenment,improvement, knowledge, nurturing, teaching, training, tutoring etc. It encompasses many things which in short mean an overall development of a student.

Success of a nation depends on education of its people. Education has to be at the core of national development agenda. School education is perhaps the most important basic element of education system as it lays strong foundation for further learning.

The learning and development of one teacher will translate into better education for thousands of students. With this in mind, School of educators focuses on bringing forth innovative resources that help educators, administrators, principals and teachers in delivering better quality education to their students and to manage their Schools / colleges professionally.

Vishal Jain
Editor in Chief

Visit SCHOOLOFEDUCATORS today and subscribe (free) to their newsletter.

Do you have an iPhone? Then look here ..

EducationApps of London is a fantastic resources for those with iPhones and some other Smart phones.

George Burgess has created a series of applications to help students revise and prepare for their different exams. From the UK 11+ through to AS Level and beyond. EducationApps is a fast growing company with new offerings appearing every month.

Visit EducationApps web site and discover the resources available and I strongly recommend that you book mark it as a favourite on your internet browser.

For more details contact EducationApps or George directly.

The Times Literary Supplement.

Perhaps one of the best resources for reviews and critiques of recent literature is the London ‘Times Literary Supplement’.

Explore the different sections:

Explore The TLS

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, January 30, 2011

Congratulations to Jasmin! ... and the many others whom this site has helped.

This morning I received a wonderful letter from the mother of one of the hundreds of thousands of people who have used the web site over the last two years. I want to share with you Jasmin's mothers comments but also to invite you to offer suggestions for the next step in Jasmin's English advancement....

Hi,

Firstly THANK YOU for such an excellent website - it has been essential in helping my daughter pass her IGCSE English - she got an A (Home schooling).


Secondly, your advice would be really appreciated. We are looking at writing AS level English in May/June this year. She only needs one AS level but will be taking art too. SO we would need to really do intensive English - can you recommend a good distance learning site? Most of the online courses require a year to 18 months!

In appreciation

Nicky.

Well here is the challenge readers. Can you help Nicky find a good distance delivery site that can offer an intensive AS English program in 6 months? Quite the challenge however thousands of people each week come to this site for its resources - perhaps one or two of you are already using distance delivery and can add a comment here for Nicky to review. Contact Nicky directly here.


Congratulations to Jasmin and as I have said before this site tries to gather together the very best available online so that our students can find the information, ideas and examples in one place.

Monday, January 24, 2011

Second Semester 2010/2011 Year

I am back for the second semester after a 6 month break in Kenya and throughout Europe. I will now be with you all at SEEU for the next 3 -5 years. Our schedules will be posted later this week and I encourage you all to register. I will list my classes once I know them.

This year I will be starting a debate club and hope that our team will be able to participate in the University Debate Championships both around Europe and the world. Currently no Macedonian University is participating at the international level so this will be a goal for us all. Johana and Andrew will be helping me from the university as well as a good friend and experienced debate coach and judge Mite from Skopje.


OK, looking forward to seeing everyone.

Saturday, May 8, 2010

Multiple Intelligences in the ESL Classroom

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Faculty of Teacher Training / English Department

Course Title: MA – ESP 4+1 and 3+2

By Kenneth Beare, About.com Guide

Reference: http://esl.about.com/od/teachingenglish/a/l_multiple.htm

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class.

Verbal / Linguistic

Explanation and understanding through the use of words.

This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.

Example Lesson Plans

(re)Introducing Phrasal Verbs to ESL Students
Comparative and Superlative Forms
Countable and Uncountable Nouns - Noun Quantifiers
Reading - Using Context

Visual / Spatial

Explanation and comprehension through the use of pictures, graphs, maps, etc.

This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.

Example Lesson Plans

Business Lesson Describing Trends
Using Colored Pens Drawing in the Classroom - Expressions
Finish the Alphabet - Adjective Recognition
Vocabulary Charts

Body / Kinesthetic

Ability to use the body to express ideas, accomplish tasks, create moods, etc.

This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."

Example Lesson Plans

Lego Building Blocks
Young Learner's Games for ESL Classes - Simon Says
Telephone English

Interpersonal

Ability to get along with others, work with others to accomplish tasks.

Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities.

Example Lesson Plans

Conversation Lesson: Multinationals - Help or Hindrance?
Creating a New Society
Guilty - Fun Classroom Conversation Game
Let's Do Tourism

Logical / Mathematical

Use of logic and mathematical models to represent and work with ideas.

Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.

Example Lesson Plans

Match-up!
English Grammar Review
Different Uses of "Like"
Conditional Statements - Reviewing the First and Second Conditional

Musical

Ability to recognize and communicate using melody, rhythm, and harmony.

This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Example Lesson Plans

Grammar Chants
Music in the Classroom
Practicing Stress and Intonation
Tongue Twisters

Intrapersonal

Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses.

This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage.

Example Lesson Plans

Setting ESL Objectives
English Learning Goals Quiz

Environmental

Ability to recognize elements of and learn from the natural world around us.

Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.

Example Lesson Plan

Global English

Multiple Intelligence Theory and the ESL Classroom -- Preliminary Considerations

Karen L. Currie
currie@terra.com.br
Federal University of Espírito Santo, Brazil

An attempt to identify diversity in the ESL classroom using a Multiple Intelligence Theory questionnaire.

Introduction

Many teachers know something about the Multiple Intelligence Theory(MI) proposed by Howard Gardner in his book "Frames of Mind", published in 1983, and subsequently developed by his team at Harvard University through Project Zero. But it is not always clear as to how this theory could be used in the classroom in order to improve the learning of English as a second language.

In one of his more recent books, The Unschooled Mind (1991), Gardner presents the basis of his theory as follows:

"I have posited that all human beings are capable of at least seven different ways of knowing the world -- ways that I have elsewhere labelled the seven human intelligences. According to this analysis, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -- the so-called profile of intelligences -- and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." (p12)

Teachers are well aware of the fact that every classroom is full of students who are different from each other in many different ways. Each student comes from a different social, economic and cultural background, each one has different areas of interest, different ways of expressing themselves, different strengths and weaknesses, and now the teacher is being asked to be aware of the fact that each student also has their own individual intelligence profile. Obviously all of these factors can affect the student's learning process but how should the teacher face such diversity in the classroom?

The 'traditional' classroom tends to treat students as a homogeneous group, with the teacher presenting the same exercises to all students at the same time, and expecting the same answers to be produced within similar time limits. Students are expected to absorb the knowledge presented by the teacher with a strong emphasis on the use of language and logical-mathematical analysis. Most academic knowledge is presented for learning by means of an extremely limited (or limiting) methodology and the acquisition of that knowledge is evaluated by means of rote tests, whereby the best grades are assigned to students who demonstrate the greatest ability for memorization. As Gardner says on the same page of the book quoted above:

"... some acknowledgement that people do learn, represent and utilize knowledge in many different ways is important to my argument (...) these differences challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. (...) I argue that a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students -- and perhaps the society as a whole -- would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means." (Ibid, p12-13)

Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired. In this paper, I would like to propose that Gardner's MI Theory could be used as an initial step in order to investigate the diversity which exists in every classroom, to find out more about students' strengths and weaknesses as related to the learning process.

Collecting MI Data in the Classroom

In order to investigate this possibility, I gave a very simple MI questionnaire to a group of students who had enrolled for a first semester Reading class in English at the Federal University of Espírito Santo in Brazil. This questionnaire can be found on Internet at the following address http://www.ascd.org/pdi/inven.html . It presents 10 statements related to each of the 7 Intelligences proposed by Gardner (Linguistic; Mathematical-Logical; Visual-Spatial; Bodily-Kinaesthetic; Musical; Interpersonal, and Intrapersonal). Each student was required to tick the statements with which they strongly agreed. For example, some of the statements related to spatial intelligence are:

  • I often see clear visual images when I close my eyes.
  • I'm sensitive to colour.
  • I enjoy doing jigsaw puzzles, mazes and other visual puzzles.

According to the number of statements ticked in each category, it is possible to produce an initial intelligence profile for each student and of course an overall view of the differences between the students. However, it should be emphasized that this kind of questionnaire should only serve as a starting point for the process of getting to know the students in any classroom. Constant observation and evaluation should be regarded as two of the most important factors in the teaching-learning process, factors which should be essential to the teacher's attitude in the classroom at all times. In his book The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom (1988), Brian Cambourne compares the literacy teacher to a classical anthropologist, saying the following:

"... the teacher becomes like a classical anthropologist. Like an anthropologist, she alternates between participant observer, detached observer and collector of artefacts. At times she observes the 'members of the tribe' from a distance, recording her observations for later analysis. At other times she asks questions of various informants about what they know and think and about the ways they produce their artefacts, all the time recording their responses. Her records become her store of knowledge. From this store of knowledge she tries to construct what reality is for the tribe or culture she's observing. In the case of the teacher building a store of knowledge about literacy development, the reality she is trying to construct is how each one of her pupils' knowledge and skill in literacy and all that it entails is changing and developing over time.." (p122)

Analysis of the Data

An analysis of the data obtained from the questionnaire is presented in Table 1, where the highest scores obtained by each student have been marked in green and the lowest in red. From this data it is possible to identify not only individual strengths and weaknesses but also group tendencies. First of all, it is interesting to note that individual students marked a different number of statements overall. For example, student number 23 only marked a total of 16 statements, scoring a maximum of 5 points for Bodily-Kinaesthetic and a minimum of 1 for Mathematical-Logical Intelligence. Whereas student number 5 marked a total of 43 statements altogether, scoring a maximum of 9 points for Musical and a minimum of 2 points for Bodily-Kinaesthetic Intelligence, demonstrating a much wider range of scores than student 23.

Despite the different range of scores for each student, it is nevertheless possible to identify the highest and the lowest scores for each student, then compare the groupings for maximum and minimum scores within the class. The two Intelligences which seem to be most highly developed by the class as a whole are Linguistic Intelligence and Musical Intelligence. Both areas have 8 students registering their maximum scores in this area. Linguistic Intelligence totalling 123 points for the class and Musical Intelligence totalling 127 points __ the maximum score obtained by the class. This result might be considered surprising since the students are studying language, not music. But if we analyse both disciplines we discover that they have a lot in common. The study of language does involve the study of rhythm, stress, accent and melody, which are also fundamental concepts in the study of music. So perhaps language teachers should be more aware of the importance of music and the study of music as it relates to the acquisition of language.

Teaching Implications

Another extremely important point which teachers should be aware of when trying to relate MI theory to their practise in the classroom is that students should be encouraged to use their strengths in order to make the learning process more accessible. Thus, students who have one area of intelligence which is more fully developed than the others should be encouraged to approach their learning using that particular intelligence as an entry point. For example, student number 7 demonstrates strength in Musical intelligence, scoring 10 points for that area, whereas his next highest score is 7 points in Interpersonal Intelligence. This student should be encouraged to use his knowledge and interest in music to develop his knowledge of the English language. Whereas student number 19 scored 10 points for Interpersonal Intelligence, with his next highest score registered as 6 points for both Linguistic and Bodily-Kinaesthetic Intelligence. This student should therefore have opportunities to develop his knowledge of English using his Interpersonal strength.

Gardner believes that the learning process will function more effectively if several points of entry are used in order to explore specific content. Therefore, teachers must learn to be flexible in the presentation of the material which is being studied in order to create opportunities for all of the students in the class to use their different strengths. It is obviously not the case that the teacher should try to involve all of the intelligences at all times in every lesson. This would be an extremely difficult thing to do. But if the teacher is aware of the intelligence profile of the class, strategies can be developed in order to use the students' intelligence strengths to acquire knowledge more effectively. Thus, according to the preliminary data obtained from this initial questionnaire, the class teacher should be aware of the fact that the group as a whole is strong in linguistic and musical intelligence.

However, it is also extremely important to bear in mind that there is a small group of students who do not demonstrate specific strengths in linguistic or musical intelligence, and these students must be given the chance to use their individual strengths at some point during the course.

Teachers should not only observe the highest scores registered by each of their students in order to discover appropriate entry points for effective learning, they should also examine the lowest scores obtained by their students in order to discover which areas of intelligence need to be developed during the course. As Gardner sates in his book The Unschooled Mind (1991):

"Not only are chances of acquiring understanding enhanced if multiple entry points are recognized and utilized, but in addition, the way in which we conceptualize understanding is broadened. Genuine understanding is most likely to emerge, and be apparent to others, if people possess a number of ways of representing knowledge of a concept or skill and can move readily back and forth among these forms of knowing." (p13)

The lowest scores obtained by the majority of the students are registered in the area of mathematical-logical intelligence, with 11 students registering their minimum scores for this intelligence. However several areas present scores below five for many students. More than 16 students scored less than 5 points in mathematical-logical intelligence, visual-spatial, bodily-kinaesthetic, intrapersonal intelligence and interpersonal intelligence.

What are the implications of these low scores for the teaching-learning process in this particular classroom? Well the most important implication is that there seems to be plenty of room for development. All of the students have registered at least 2 low scores, with 17 out of 25 registering less than 5 points in at least 4 different areas of intelligence. This information can play an extremely important role in the development of the students' attitude towards the learning process. It is often the case that students will identify a small number of 'elite' students in the classroom who are considered the 'best' students. But if the data elicited by the multiple intelligence questionnaire is discussed by the whole group, it should be obvious to all of the students that each and every one of them has areas of strength and areas of weakness. Some of these strengths and weaknesses might not normally be obvious in a traditional language learning classroom, but if the teacher tries to flexibilise her approach to the learning process and uses as many different entry points as possible, then the students soon begin to appreciate that the best students have weaknesses and the apparently weak students have strengths. It should therefore be possible to build a much more cooperative approach to the learning process.

References

  • CAMBOURNE, Brian. The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom, Ashton Scholastic, Auckland, New Zealand, 1988.
  • GARDNER, Howard. Frames of Mind, Paladin Books, London, 1985.
  • __________________ The Unschooled Mind, Basic Books, New York, 1991.

TABLE 1 - Student Profile

(See original article for table)

 

The Internet TESL Journal, Vol. IX, No. 4, April 2003
http://iteslj.org/


http://iteslj.org/Articles/Currie-MITheory.html

Tuesday, April 6, 2010

Multiple Intelligences in Communication

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Faculty of Teacher Training - English Department

Course Title: Applied Communication Skills (Elective)

Instructor: Dr. Rod

Multiple Intelligences in Communication

clip_image003Preparation: 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


clip_image004

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.

clip_image005

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.

clip_image006

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:

clip_image007

clip_image008

clip_image009

clip_image010

clip_image011

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


clip_image010[1]

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.

clip_image009[1]

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.

clip_image004[1]

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:

clip_image005[1]

clip_image007[1]

clip_image008[1]

clip_image006[1]

clip_image011[1]

4

3.57

3.43

3.29

3.14

clip_image012

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?

­­­­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________

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

Saturday, April 3, 2010

Advanced Skills IV: POETRY – Listening, Reading and Interpretation Skills.

 

The Charge of the Light Brigade

Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
'Forward, the Light Brigade!
Charge for the guns' he said:
Into the valley of Death
Rode the six hundred.

'Forward, the Light Brigade!'
Was there a man dismay'd?
Not tho' the soldiers knew
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die:
Into the valley of Death
Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Flash'd all their sabres bare,
Flash'd as they turned in air
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre-stroke
Shatter'd and sunder'd.
Then they rode back, but not
Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.
When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!

—Alfred, Lord Tennyson

Notes: Tennyson's poem, published December 9, 1854 in The Examiner, praises the Brigade, "When can their glory fade? O the wild charge they made!", while mourning the appalling futility of the charge: "Not tho' the soldier knew, someone had blunder'd… Charging an army, while all the world wonder'd." According to his clip_image002grandson Sir Charles Tennyson, Tennyson wrote the poem in only a few minutes after reading an account of the battle in The Times. It immediately became hugely popular, even reaching the troops in the Crimea, where it was distributed in pamphlet form at the behest of Jane, Lady Franklin. Each stanza tells a different part of the story, and there is a delicate balance between nobility and brutality throughout. Although Tennyson's subject is the nobleness of supporting one's country, and the poem's tone and hoofbeat cadences are rousing, it pulls no punches about the horror of war: "cannon to right of them, cannon to left of them, cannon in front of them, volley'd and thunder'd". With "into the valley of Death" Tennyson works in resonance with "the valley of the shadow of Death" from Psalm 23; then and now, it is often read at funerals. Tennyson's Crimea does not offer the abstract tranquil death of the psalm but is instead predatory and menacing: "into the jaws of Death" and "into the mouth of Hell". The alliterative "Storm'd at with shot and shell" echoes the whistling of ball as the cavalry charge through it. After the fury of the charge, the final notes are gentle, reflective and laden with sorrow: "Then they rode back, but not the six hundred"

The Raven by Edgar Allan Poe

Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
"'Tis some visitor," I muttered, "tapping at my chamber door -
Only this, and nothing more."
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels name Lenore -
Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating,
"'Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more."
Presently my soul grew stronger; hesitating then no longer,
"Sir," said I, "or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you"- here I opened wide the door; -
Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortals ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, "Lenore?"
This I whispered, and an echo murmured back the word, "Lenore!" -
Merely this, and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
"Surely," said I, "surely that is something at my window lattice:
Let me see, then, what thereat is, and this mystery explore -
Let my heart be still a moment and this mystery explore; -
'Tis the wind and nothing more."
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door -
Perched upon a bust of Pallas just above my chamber door -
Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore.
"Though thy crest be shorn and shaven, thou," I said, "art sure no craven,
Ghastly grim and ancient raven wandering from the Nightly shore -
Tell me what thy lordly name is on the Night's Plutonian shore!"
Quoth the Raven, "Nevermore."
Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaning- little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blest with seeing bird above his chamber door -
Bird or beast upon the sculptured bust above his chamber door,
With such name as "Nevermore."
But the raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing further then he uttered- not a feather then he fluttered -
Till I scarcely more than muttered, "other friends have flown before -
On the morrow he will leave me, as my hopes have flown before."
Then the bird said, "Nevermore."
Startled at the stillness broken by reply so aptly spoken,
"Doubtless," said I, "what it utters is its only stock and store,
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore -
Till the dirges of his Hope that melancholy burden bore
Of 'Never - nevermore'."
But the Raven still beguiling all my fancy into smiling,
Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore -
What this grim, ungainly, ghastly, gaunt and ominous bird of yore
Meant in croaking "Nevermore."
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom's core;
This and more I sat divining, with my head at ease reclining
On the cushion's velvet lining that the lamplight gloated o'er,
But whose velvet violet lining with the lamplight gloating o'er,
She shall press, ah, nevermore!
Then methought the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose footfalls tinkled on the tufted floor.
"Wretch," I cried, "thy God hath lent thee - by these angels he hath sent thee
Respite - respite and nepenthe, from thy memories of Lenore:
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!"
Quoth the Raven, "Nevermore."
"Prophet!" said I, "thing of evil! - prophet still, if bird or devil! -
Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted -
On this home by horror haunted- tell me truly, I implore -
Is there - is there balm in Gilead? - tell me - tell me, I implore!"
Quoth the Raven, "Nevermore."
"Prophet!" said I, "thing of evil - prophet still, if bird or devil!
By that Heaven that bends above us - by that God we both adore -
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore -
Clasp a rare and radiant maiden whom the angels name Lenore."
Quoth the Raven, "Nevermore."
"Be that word our sign in parting, bird or fiend," I shrieked, upstarting -
"Get thee back into the tempest and the Night's Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!- quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!"
Quoth the Raven, "Nevermore."
And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamplight o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!

clip_image003Poe was born in Massachusetts, the son of travelling actors David and Elizabeth Arnold Poe. His mother died when he was two and his father was an alcoholic, so Poe went to live with a prosperous Scottish tobacco merchant, John Allan, in Richmond. Allan always refused to adopt Poe which led to bad feeling between the two of them.
Poe was educated at Stoke Newington in London from 1815-20. Despite considerable academic success his gambling debts forced him to leave the University of Virginia, where he had gone to study, after one year. By 1827 Poe, with typical restlessness, had moved from Boston to Richmond and then back to Boston again. He gained a good reputation in the army which he joined in 1827, but spent a miserable year at the US Military Academy at West Point in 1830, before being dishonourably discharged.
Poe stayed in Baltimore from 1831-35 and began writing more seriously. In 1836 he married his 13 year old cousin, Virginia. He had been working as a journalist since 1831, earning a bare minimum to survive, and from 1835-37 edited the Southern Literary Messenger.
His short stories reveal a fascination with emotional extremes, particularly fear, though his essays show that he was capable of being objective and critical.
In 1844 Poe moved to New York, but despite popular acclaim his life was still wretched. Virginia died of tuberculosis in 1847 and Poe, still poor and an alcoholic, died in Baltimore two years later.

The Rhyme of the Ancient Mariner by Samuel Taylor Coleridge

PART THE FIRST

It is an ancient mariner,
And he stoppeth one of three.
"By thy long grey beard and glittering eye,
Now wherefore stopp'st thou me?

"The Bridegroom's doors are opened wide,
And I am next of kin;
The guests are met, the feast is set:
May'st hear the merry din."

He holds him with his skinny hand,
"There was a ship," quoth he.
"Hold off! unhand me, greybeard loon!"
Eftsoons his hand dropt he.

He holds him with his glittering eye -
The wedding-guest stood still,
And listens like a three years' child:
The Mariner hath his will.

The wedding-guest sat on a stone:
He cannot chose but hear;
And thus spake on that ancient man,
The bright-eyed mariner.

"The ship was cheered, the harbour cleared,
Merrily did we drop
Below the kirk, below the hill,
Below the lighthouse top.

The sun came up upon the left,
Out of the sea came he!
And he shone bright, and on the right
Went down into the sea.

Higher and higher every day,
Till over the mast at noon-"
The Wedding-guest here beat his breast,
For he heard the loud bassoon.

The bride hath paced into the hall,
Red as a rose is she;
Nodding their heads before her goes
The merry minstrelsy.

The Wedding-Guest he beat his breast.
Yet he cannot choose but hear:
And thus spake on that ancient man,
The bright-eyed Mariner.

"And now the Storm-blast came, and he
Was tyrannous and strong:
He struck with his o'ertaking wings,
And chased us south along.

With sloping masts and dipping prow,
As who pursued with yell and blow
Still treads the shadow of his foe
And forward bends his head,
The ship drove fast, loud roared the blast,
And southward aye we fled.

And now there came both mist and snow
And it grew wondrous cold:
And ice, mast-high, came floating by,
As green as emerald.

And through the drifts the snowy clifts
Did send a dismal sheen:
Nor shapes of men nor beasts we ken -
The ice was all between.

The ice was here, the ice was there,
The ice was all around:
It cracked and growled, and roared and howled,
Like noises in a swound!

At length did cross and Albatross,
Thorough the fog it came;
As if it had been a Christian soul,
We hailed it in God's name.

It ate the food it ne'er had eat,
And round and round it flew.
The ice did split with a thunder-fit;
The helmsman steered us through!

And a good south wind sprung up behind;
The albatross did follow,
And every day, for food or play,
Came to the mariner's hollo!

In mist or cloud, on mast or shroud,
It perched for vespers nine;
Whiles all the night, through fog-smoke white,
Glimmered the white moonshine."

"God save thee, ancient Mariner:
From the fiends, that plague thee thus! -
Why look'st thou so?" - "With my cross-bow
I shot the Albatross."

Coleridge's comments

In Biographia Literaria XIV, Coleridge writes:

The thought suggested itself (to which of us I do not recollect) that a series of poems might be composed of two sorts. In the one, incidents and agents were to be, in part at least, supernatural, and the excellence aimed at was to consist in the interesting of the affections by the dramatic truth of such emotions, as would naturally accompany such situations, supposing them real. And real in this sense they have been to every human being who, from whatever source of delusion, has at any time believed himself under supernatural agency. For the second class, subjects were to be chosen from ordinary life...In this idea originated the plan of the 'Lyrical Ballads'; in which it was agreed, that my endeavours should be directed to persons and characters supernatural, or at least Romantic; yet so as to transfer from our inward nature a human interest and a semblance of truth sufficient to procure for these shadows of imagination that willing suspension of disbelief for the moment, which constitutes poetic faith. ... With this view I wrote the 'Ancient Mariner'.

WILFRED OWEN
Dulce et Decorum Est  -  best known poem of the First World War

Bent double, like old beggars under sacks, 
Knock-kneed, coughing like hags, we cursed through sludge, 
Till on the haunting flares2 we turned our backs 
And towards our distant rest3 began to trudge. 
Men marched asleep. Many had lost their boots 
But limped on, blood-shod. All went lame; all blind; 
Drunk with fatigue; deaf even to the hoots4
Of tired, outstripped5 Five-Nines6 that dropped behind.

Gas!7 Gas! Quick, boys! –  An ecstasy of fumbling, 
Fitting the clumsy helmets8 just in time; 
But someone still was yelling out and stumbling, 
And flound'ring like a man in fire or lime9 . . . 
Dim, through the misty panes10 and thick green light, 
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight, 
He plunges at me, guttering,11 choking, drowning.

If in some smothering dreams you too could pace 
Behind the wagon that we flung him in, 
And watch the white eyes writhing in his face, 
His hanging face, like a devil's sick of sin; 
If you could hear, at every jolt, the blood 
Come gargling from the froth-corrupted lungs, 
Obscene as cancer, bitter as the cud12
Of vile, incurable sores on innocent tongues, 
My friend, you would not tell with such high zest13
To children ardent14 for some desperate glory, 
The old Lie; Dulce et Decorum est 
Pro patria mori.15

8 October 1917 - March, 1918

1 DULCE ET DECORUM EST - the first words of a Latin saying (taken from an ode by Horace). The words were widely understood and often quoted at the start of the First World War. They mean "It is sweet and right." The full saying ends the poem: Dulce et decorum est pro patria mori - it is sweet and right to die for your country. In other words, it is a wonderful and great honour to fight and die for your country 

2 rockets which were sent up to burn with a brilliant glare to light up men and other targets in the area between the front lines (See illustration, page 118 of Out in the Dark.

3 a camp away from the front line where exhausted soldiers might rest for a few days, or longer 

4 the noise made by the shells rushing through the air 

5 outpaced, the soldiers have struggled beyond the reach of these shells which are now falling behind them as they struggle away from the scene of battle

6 Five-Nines - 5.9 calibre explosive shells 

7 poison gas. From the symptoms it would appear to be chlorine or phosgene gas. The filling of the lungs with fluid had the same effects as when a person drowned

8 the early name for gas masks 

9 a white chalky substance which can burn live tissue 

10 the glass in the eyepieces of the gas masks 

11 Owen probably meant flickering out like a candle or gurgling like water draining down a gutter, referring to the sounds in the throat of the choking man, or it might be a sound partly like stuttering and partly like gurgling 

12 normally the regurgitated grass that cows chew; here a similar looking material was issuing from the soldier's mouth 

13 high zest - idealistic enthusiasm, keenly believing in the rightness of the idea 

14 keen 

15 see note 1

Notes copyright © David Roberts and Saxon Books 1998 and 1999. Free use by students for personal use only. The poem appears in both Out in the Dark and Minds at War, but the notes are only found in Out in the Dark.

Copyright © 1999 Saxon Books.