Monday, June 20, 2011
Sunday, June 19, 2011
Saturday, June 18, 2011
Wednesday, June 15, 2011
Friday, June 10, 2011
Are high grades necessarily a sign of intelligence? writing sample
Are high grades necessarily a sign of intelligence?
Do you think getting high grades is a sign of intelligence? If so, we should eliminate many features of the intelligence definition to cope with this issue.Even if we believe that the students who get a high grades in school, are intelligent, there are some features missed here. What about the people who get low grades, are they unintelligent? there are plenty of ambiguities are should be clarified. Students who get high grades are not necessary to be an intelligent, because relying on a specific academic aptitude not suffecient to show intelligence.
People who get high grades in one university may not get high grades in the other one. For example, students who get A+ in SIUC may be unable to get A in Harvard University, and some students who get a B in Harvard may get an A in SIUC. For this reason it is not fair to associate intelligence with getting high grades. Predominantly, when we associate high grades with intelligence, we forget to eliminate the target school difficulties. In addition, there are some schools and universities easier than others that enable the student to get high grades without working very hard.Here is Dr Peter Knight, the former vice-chancellor of UCE Birmingham, published in the 2007 academic article "Some universities are better than others" as an evidence that we should believe that some universities seek a different effort to get high grades. Therefore, associating high grades with intelligence is not a wise decision, because the universities have a various difficulties.
Moreover, an abysmal grades does not reflect that the students are unintelligent because some of them suffer from family's issues that keep their focuses off their work. Many students take care of their families, so if some terrible issues happened with their families, they can not focus on their studies. This may cause them a massive confusion; we all human, and know about human feelings.There is a survey has been emerged by Melanie Winklosky in 2006 titled 'Survey Finds Most Students Drop Out Over Family Problems and Academics'. "According to the survey results, 46% of districts said students drop out because of academic issues, including failing classes, falling behind in coursework, and falling behind their peers. 46% of districts also said students drop out because of family issues, citing lack of parental support, a disruptive family life, or death in the family." Therefore, it is unreasonable to consider high grades a sign of intelligence. Getting high grades does not measure students intelligence because it relies on the results without looking to the conditions.
Moreover, many students are able to get high grades, but they do not try their best; they may lack the motivation to do so. Moreover, some students are careless about any educational environment because they are sick of learning. For example, in US it is mandatory for the young children to go to the kindergarten and the preschool to start acquiring the important knowledge, and learn verbal and communication skills. Many of them go to preschool just because they could not refuse, so when they are eighteen, they are sick of learning. Many scientists consider play as children's work; therefore, the children like to have fun not to be controlled and forced to gain some boring information. Therefore, it is unjust to consider high grades as a sign of intelligence.
Furthermore, there are many students who are terrible in school; some of them can not even express their ideas in written form, but they can solve many complicated problems, think wisely, and reach their goals, even better than some educated people; they can lead people, control them, and make people love them.For example Michel Jordan, he was not excellent in school, but he has reached his dreams.He can use his psycho-motor ability in a very effective way. Nowadays many people around the world believe that Michel Jordan is one of the most intelligent basketball player.
Finally, we shouldn't consider high grades with intelligence because some of unforgettable leaders, kings, presidents who have changed the history lanes were uneducated ,or were unsatisfactory in some subjects.And if I am an excellent in math, but bad in history, it means that I will get bad overall grades. For many reasons considering high grades as an intelligence is not fair logically. Frankly, some high grade students are dull and clumsy; It is hard to believe that, but it is fact. They have no experience in life, they can not even make their decisions by themselves.
Do you think getting high grades is a sign of intelligence? If so, we should eliminate many features of the intelligence definition to cope with this issue.Even if we believe that the students who get a high grades in school, are intelligent, there are some features missed here. What about the people who get low grades, are they unintelligent? there are plenty of ambiguities are should be clarified. Students who get high grades are not necessary to be an intelligent, because relying on a specific academic aptitude not suffecient to show intelligence.
People who get high grades in one university may not get high grades in the other one. For example, students who get A+ in SIUC may be unable to get A in Harvard University, and some students who get a B in Harvard may get an A in SIUC. For this reason it is not fair to associate intelligence with getting high grades. Predominantly, when we associate high grades with intelligence, we forget to eliminate the target school difficulties. In addition, there are some schools and universities easier than others that enable the student to get high grades without working very hard.Here is Dr Peter Knight, the former vice-chancellor of UCE Birmingham, published in the 2007 academic article "Some universities are better than others" as an evidence that we should believe that some universities seek a different effort to get high grades. Therefore, associating high grades with intelligence is not a wise decision, because the universities have a various difficulties.
Moreover, an abysmal grades does not reflect that the students are unintelligent because some of them suffer from family's issues that keep their focuses off their work. Many students take care of their families, so if some terrible issues happened with their families, they can not focus on their studies. This may cause them a massive confusion; we all human, and know about human feelings.There is a survey has been emerged by Melanie Winklosky in 2006 titled 'Survey Finds Most Students Drop Out Over Family Problems and Academics'. "According to the survey results, 46% of districts said students drop out because of academic issues, including failing classes, falling behind in coursework, and falling behind their peers. 46% of districts also said students drop out because of family issues, citing lack of parental support, a disruptive family life, or death in the family." Therefore, it is unreasonable to consider high grades a sign of intelligence. Getting high grades does not measure students intelligence because it relies on the results without looking to the conditions.
Moreover, many students are able to get high grades, but they do not try their best; they may lack the motivation to do so. Moreover, some students are careless about any educational environment because they are sick of learning. For example, in US it is mandatory for the young children to go to the kindergarten and the preschool to start acquiring the important knowledge, and learn verbal and communication skills. Many of them go to preschool just because they could not refuse, so when they are eighteen, they are sick of learning. Many scientists consider play as children's work; therefore, the children like to have fun not to be controlled and forced to gain some boring information. Therefore, it is unjust to consider high grades as a sign of intelligence.
Furthermore, there are many students who are terrible in school; some of them can not even express their ideas in written form, but they can solve many complicated problems, think wisely, and reach their goals, even better than some educated people; they can lead people, control them, and make people love them.For example Michel Jordan, he was not excellent in school, but he has reached his dreams.He can use his psycho-motor ability in a very effective way. Nowadays many people around the world believe that Michel Jordan is one of the most intelligent basketball player.
Finally, we shouldn't consider high grades with intelligence because some of unforgettable leaders, kings, presidents who have changed the history lanes were uneducated ,or were unsatisfactory in some subjects.And if I am an excellent in math, but bad in history, it means that I will get bad overall grades. For many reasons considering high grades as an intelligence is not fair logically. Frankly, some high grade students are dull and clumsy; It is hard to believe that, but it is fact. They have no experience in life, they can not even make their decisions by themselves.
The effects of lack of reading through CESL students, writing sample
The effects of lack of reading through CESL students.
The center of English as a second language, which is located in Southern Illinois University provides the international students by many academic skills to cope with English properly in order to prepare them continuing their studies at the university sooner. Recently, some CESL's instructors have noticed that there is an obvious lack of reading strategies among the students; they try to tackle the problem through stimulating the learners to practice reading as much as they can whether inside or outside the classroom. Therefore, there are many negative consequences for reading weakness. In sum, this weakness is just the whistle start for many side effects such as being poor in vocabulary and grammar.
Lack of reading causes the international English learners poor vocabulary and weak grammar structures. Since they are not reading much further; their reading abilities are still weak, so they are not gaining academic vocabulary nor being able to recognize how to use grammar structures appropriately. In addition, This make them confused and barley understand the idea represented in the text. This may cause them losing the instructions of gathering the ideas well and disconnecting to what they are really reading. Although poor vocabulary and weak grammar structure are the expected results for lack of reading, they give rise to a low level of academic listening and speaking.
There are some outcomes for the reduction of listening and speaking strategies that international students suffering from during their study at CESL. When the target students are turning around the bush while speaking, they can use some sorts of vocabulary to communicate with natives easily unless having an idea about a new terms, proverbs, or idiomatic sentences may help them to understand the implied meaning and reduce some, too. As a result of non practicing vocabulary and unknowing the appropriate usage of grammar are spontaneous consequence of not being concentrated during neither listening nor speaking. This may lead to a very bad writing style.
We almost find that the writing problems and the very poor writing style an expected result, which affects the students performance in their academic process to be a good writers. This make them enable to write coherently and properly whereas they lack the basic rules and fundamental strategies of writing. Moreover, they can not write what they want unless in good formed styles. Also, they may suffer from spending too much time to express one idea or even forced to alter their ideas while writing because they have no idea about how to use the expression obviously. This causes them to spend much time drilling in the CESL and failing to move up to the next level.
When the international students spend to much time in CESL failing to move up, they should pay too much tuition fees more and more again. This cause them financial problems besides psychology ones; they are thinking that they are doing well and start complaining about the CESL procedures and its instructors while they still turning around the bush and blaming others no one almost blames himself unless to start recognize where the problems is.
TOEFL is their escape to transfer from the SIU to other university or unless their hope to achieve required scores for their majors wether graduate or undergraduate. Nevertheless, the usually fail to achieve high score in TOEFL even if they try to take it several times the results are usually poor. Therefore, at this stage they start thinking of two choices wether they back home or believing they are can not learn English anymore. In both choices they walk in wrong path.
Reading is a very important skill leading to many sequences such as poor vocabulary and bad usage of structures, which may lead to incomprehension of listening through academic lectures and poor level of speaking and writing.This cause them not improving their English level, which cause them to stay at the same level long time beside paying much money. Seriously, this may guide them to blame any one except themselves and lead to some psychological problems to be occured.In both causes they are suffering from the whistle start; lack of reading. Focusing and practicing reading practically help the international learners to learn English and gain the satisfied limit of English language skills in easier and faster way.
--
The center of English as a second language, which is located in Southern Illinois University provides the international students by many academic skills to cope with English properly in order to prepare them continuing their studies at the university sooner. Recently, some CESL's instructors have noticed that there is an obvious lack of reading strategies among the students; they try to tackle the problem through stimulating the learners to practice reading as much as they can whether inside or outside the classroom. Therefore, there are many negative consequences for reading weakness. In sum, this weakness is just the whistle start for many side effects such as being poor in vocabulary and grammar.
Lack of reading causes the international English learners poor vocabulary and weak grammar structures. Since they are not reading much further; their reading abilities are still weak, so they are not gaining academic vocabulary nor being able to recognize how to use grammar structures appropriately. In addition, This make them confused and barley understand the idea represented in the text. This may cause them losing the instructions of gathering the ideas well and disconnecting to what they are really reading. Although poor vocabulary and weak grammar structure are the expected results for lack of reading, they give rise to a low level of academic listening and speaking.
There are some outcomes for the reduction of listening and speaking strategies that international students suffering from during their study at CESL. When the target students are turning around the bush while speaking, they can use some sorts of vocabulary to communicate with natives easily unless having an idea about a new terms, proverbs, or idiomatic sentences may help them to understand the implied meaning and reduce some, too. As a result of non practicing vocabulary and unknowing the appropriate usage of grammar are spontaneous consequence of not being concentrated during neither listening nor speaking. This may lead to a very bad writing style.
We almost find that the writing problems and the very poor writing style an expected result, which affects the students performance in their academic process to be a good writers. This make them enable to write coherently and properly whereas they lack the basic rules and fundamental strategies of writing. Moreover, they can not write what they want unless in good formed styles. Also, they may suffer from spending too much time to express one idea or even forced to alter their ideas while writing because they have no idea about how to use the expression obviously. This causes them to spend much time drilling in the CESL and failing to move up to the next level.
When the international students spend to much time in CESL failing to move up, they should pay too much tuition fees more and more again. This cause them financial problems besides psychology ones; they are thinking that they are doing well and start complaining about the CESL procedures and its instructors while they still turning around the bush and blaming others no one almost blames himself unless to start recognize where the problems is.
TOEFL is their escape to transfer from the SIU to other university or unless their hope to achieve required scores for their majors wether graduate or undergraduate. Nevertheless, the usually fail to achieve high score in TOEFL even if they try to take it several times the results are usually poor. Therefore, at this stage they start thinking of two choices wether they back home or believing they are can not learn English anymore. In both choices they walk in wrong path.
Reading is a very important skill leading to many sequences such as poor vocabulary and bad usage of structures, which may lead to incomprehension of listening through academic lectures and poor level of speaking and writing.This cause them not improving their English level, which cause them to stay at the same level long time beside paying much money. Seriously, this may guide them to blame any one except themselves and lead to some psychological problems to be occured.In both causes they are suffering from the whistle start; lack of reading. Focusing and practicing reading practically help the international learners to learn English and gain the satisfied limit of English language skills in easier and faster way.
--
Friday, May 20, 2011
Tuesday, May 17, 2011
whether you agree or not write some words expressing your point of view. I do appreciate whatever you comment.
Everywhere, apparently second language learners have some difficulties struggling with the learning process. One of these problems is measuring the target language with their native one, which may cause them bad association coping with the aimed purpose. This claim shows that usually the L2 learners think in their native one, mother tongue or mother language, then translate what they want to convey though a long chronological period and generate what they want in a strikingly weak method. Although there is no doubt that there are many various reasons for L2 language learners that may push them down, the obvious one is what I have mentioned, unless what I think right now.
You may agree!, or may not. Any way wether you do or not, write me telling me that I'm follow the wrong directions or support.
Appreciation for whoever comment.
Hammad
Tuesday, May 10, 2011
Friday, May 6, 2011
RRJ#6
EAP1, Group C
Hammad
Reference;
Brualdy, Amy C. (1996, September). Multiple intelligences: Gardners' theory. Eric Digest. ERIC Clearinghouse on Assessment and Evaluation Washington DC. Retrieved From; http://www.eridigests.org/1989-1/mutiple.htm
Summary;
Howard Gardner (1983) came up with a new scale of intelligence; furthermore, he claimed that they’re more verbal and computational intelligences, which is the traditional view for intelligence. Thus, in his theory, the intelligence is divided to seven parts or "intelligences''. There are Linguistics intelligences that is related to being perfect at the language, Spatial intelligence, musical intelligence, bodily- kinesthetic intelligence, and personal intelligence -includes interpersonal feeling and intrapersonal intelligence. Needless using the traditional view of intelligence to cope within the class room; however, Gardner theory of intelligence may provide teachers a magnificent creativity to aid and help the needed or suffered students; the one who has a bad writing skills although his listening ability can be used to exaggerate and expose him strikingly.
Reaction;
Undoubtedly, Howard Gardner' theory came up with a very bright stabled view for intelligence, despite the traditional one for intelligence. Hence, this claim reached a consensus that Gardner's view of intelligence more helpful and affect the way in which the people dealing with whether inside or outside the classroom. Furthermore, this new division of intelligence may help both, teachers and students in a way that when a target student somehow has a good ability to listen more than other skills, it indicates to provide him the new lesson through listening, which is really make him excited and eager for learning using what ability he good at.
EAP1, Group C
Hammad
Reference;
Brualdy, Amy C. (1996, September). Multiple intelligences: Gardners' theory. Eric Digest. ERIC Clearinghouse on Assessment and Evaluation Washington DC. Retrieved From; http://www.eridigests.org/1989-1/mutiple.htm
Summary;
Howard Gardner (1983) came up with a new scale of intelligence; furthermore, he claimed that they’re more verbal and computational intelligences, which is the traditional view for intelligence. Thus, in his theory, the intelligence is divided to seven parts or "intelligences''. There are Linguistics intelligences that is related to being perfect at the language, Spatial intelligence, musical intelligence, bodily- kinesthetic intelligence, and personal intelligence -includes interpersonal feeling and intrapersonal intelligence. Needless using the traditional view of intelligence to cope within the class room; however, Gardner theory of intelligence may provide teachers a magnificent creativity to aid and help the needed or suffered students; the one who has a bad writing skills although his listening ability can be used to exaggerate and expose him strikingly.
Reaction;
Undoubtedly, Howard Gardner' theory came up with a very bright stabled view for intelligence, despite the traditional one for intelligence. Hence, this claim reached a consensus that Gardner's view of intelligence more helpful and affect the way in which the people dealing with whether inside or outside the classroom. Furthermore, this new division of intelligence may help both, teachers and students in a way that when a target student somehow has a good ability to listen more than other skills, it indicates to provide him the new lesson through listening, which is really make him excited and eager for learning using what ability he good at.
RRJ#6
RRJ#6
EAP1, Group C
Hammad
Reference;
Brualdy, Amy C. (1996, September). Multiple intelligences: Gardners' theory. Eric Digest. ERIC Clearinghouse on Assessment and Evaluation Washington DC. Retrieved From; http://www.eridigests.org/1989-1/mutiple.htm
Vocabulary:
digest; to take (information) into your mind in a way that gives you the ability to use it .
incorporation; to include something as part of something larger.
outlook; the likely future situation.
compute; to calculate an answer or amount by using a machine.
deductively; to reach an answer or a decision by thinking carefully about the known facts
mastery; complete control of something.
encompasses; to include, especially different types of things.
compose; to produce music, poetry or formal writing
kinesthetic; the sense a person has of where the parts of their body are and how they are moving.
coordinate; to make various different things work effectively as a whole
anatomy; the scientific study of the body and how its parts are arranged.
concurrent; happening or existing at the same time.
inspire; to make someone feel that they want to do something and can do it.
through; from one end or side of something to the other.
agile; able to move your body quickly and easily.
indicate; to show, point or make clear in another way.
modification; to show, point or make clear in another way.
synaptic; the point at which electrical signals move from one nerve cell to another.
thus; in this way.
evolved; to develop gradually, or to cause something or someone to develop gradually.
Summary;
Howard Gardner (1983) came up with a new scale of intelligence; furthermore, he claimed that they’re more verbal and computational intelligences, which is the traditional view for intelligence. Thus, in his theory, the intelligence is divided to seven parts or "intelligences''. There are Linguistics intelligences that is related to being perfect at the language, Spatial intelligence, musical intelligence, bodily- kinesthetic intelligence, and personal intelligence -includes interpersonal feeling and intrapersonal intelligence. Needless using the traditional view of intelligence to cope within the class room; however, Gardner theory of intelligence may provide teachers a magnificent creativity to aid and help the needed or suffered students; the one who has a bad writing skills although his listening ability can be used to exaggerate and expose him strikingly.
Reaction;
Undoubtedly, Howard Gardner' theory came up with a very bright stabled view for intelligence, despite the traditional one for intelligence. Hence, this claim reached a consensus that Gardner's view of intelligence more helpful and affect the way in which the people dealing with whether inside or outside the classroom. Furthermore, this new division of intelligence may help both, teachers and students in a way that when a target student somehow has a good ability to listen more than other skills, it indicates to provide him the new lesson through listening, which is really make him excited and eager for learning using what ability he good at.
EAP1, Group C
Hammad
Reference;
Brualdy, Amy C. (1996, September). Multiple intelligences: Gardners' theory. Eric Digest. ERIC Clearinghouse on Assessment and Evaluation Washington DC. Retrieved From; http://www.eridigests.org/1989-1/mutiple.htm
Vocabulary:
digest; to take (information) into your mind in a way that gives you the ability to use it .
incorporation; to include something as part of something larger.
outlook; the likely future situation.
compute; to calculate an answer or amount by using a machine.
deductively; to reach an answer or a decision by thinking carefully about the known facts
mastery; complete control of something.
encompasses; to include, especially different types of things.
compose; to produce music, poetry or formal writing
kinesthetic; the sense a person has of where the parts of their body are and how they are moving.
coordinate; to make various different things work effectively as a whole
anatomy; the scientific study of the body and how its parts are arranged.
concurrent; happening or existing at the same time.
inspire; to make someone feel that they want to do something and can do it.
through; from one end or side of something to the other.
agile; able to move your body quickly and easily.
indicate; to show, point or make clear in another way.
modification; to show, point or make clear in another way.
synaptic; the point at which electrical signals move from one nerve cell to another.
thus; in this way.
evolved; to develop gradually, or to cause something or someone to develop gradually.
Summary;
Howard Gardner (1983) came up with a new scale of intelligence; furthermore, he claimed that they’re more verbal and computational intelligences, which is the traditional view for intelligence. Thus, in his theory, the intelligence is divided to seven parts or "intelligences''. There are Linguistics intelligences that is related to being perfect at the language, Spatial intelligence, musical intelligence, bodily- kinesthetic intelligence, and personal intelligence -includes interpersonal feeling and intrapersonal intelligence. Needless using the traditional view of intelligence to cope within the class room; however, Gardner theory of intelligence may provide teachers a magnificent creativity to aid and help the needed or suffered students; the one who has a bad writing skills although his listening ability can be used to exaggerate and expose him strikingly.
Reaction;
Undoubtedly, Howard Gardner' theory came up with a very bright stabled view for intelligence, despite the traditional one for intelligence. Hence, this claim reached a consensus that Gardner's view of intelligence more helpful and affect the way in which the people dealing with whether inside or outside the classroom. Furthermore, this new division of intelligence may help both, teachers and students in a way that when a target student somehow has a good ability to listen more than other skills, it indicates to provide him the new lesson through listening, which is really make him excited and eager for learning using what ability he good at.
Thursday, May 5, 2011
Wednesday, May 4, 2011
Hacking the highway traffic signs - subtitled
I dont know what I suppose to say whether he is smart on not; however, I may assume he is doing illegal thing BUT still samrt. WHAT about you? WHAT do you think?
He is smart or not?
Monday, May 2, 2011
Thursday, April 28, 2011
RRJ#5
EAP1, Hammad
Reference:
What is the Silent Way, (2010). Umalqura University, Retrieved on April 20, 2011, from http://uqu.edu.sa/fmshareef/ar/130878
Summary:
According to the author, there is a possible approach that may aid the second language learners to be good at what they are learning in a short time. Silent Way tends to be an essential method, when the teacher gives plenty of time to to learner to use the language by their own selves. Apparently, the teacher's role is less important than it used to be according to the other methods. The author also claimed that the teacher should not tell the whole information at one time; when the students have learned the previous lesson, the teacher appears to supply them the new information.
Reaction:
Frankly, I don't know how to start writing about this method since I assume that this method is occasionally used. Using this method , we would neglect the teacher's role in order to expose and stimulate the learners to use the language more than before. Furthermore, I think this way does work with some specific situations; however, we cannot say that we can use it all the time. If the learners are adult, maybe it is a good idea to use this method by regulating the classroom and giving the target student what they lack. Gradually, this way may help boosting their performance because they have a sense of what they should learn later; that causes them to be an independent. Moreover, speaking with other classmates in a systematic environment could help the learner to generate the language and try to use it appropriately.
Reference:
What is the Silent Way, (2010). Umalqura University, Retrieved on April 20, 2011, from http://uqu.edu.sa/fmshareef/ar/130878
Summary:
According to the author, there is a possible approach that may aid the second language learners to be good at what they are learning in a short time. Silent Way tends to be an essential method, when the teacher gives plenty of time to to learner to use the language by their own selves. Apparently, the teacher's role is less important than it used to be according to the other methods. The author also claimed that the teacher should not tell the whole information at one time; when the students have learned the previous lesson, the teacher appears to supply them the new information.
Reaction:
Frankly, I don't know how to start writing about this method since I assume that this method is occasionally used. Using this method , we would neglect the teacher's role in order to expose and stimulate the learners to use the language more than before. Furthermore, I think this way does work with some specific situations; however, we cannot say that we can use it all the time. If the learners are adult, maybe it is a good idea to use this method by regulating the classroom and giving the target student what they lack. Gradually, this way may help boosting their performance because they have a sense of what they should learn later; that causes them to be an independent. Moreover, speaking with other classmates in a systematic environment could help the learner to generate the language and try to use it appropriately.
Wednesday, April 27, 2011
Nonverbal Communication, Body Language Expert Jan Hargrave
It tells how importance of nonverbal communication.
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