8 Great Essay Writing Tips for Students

8 Great Essay Writing Tips for Students 8 Great Essay Writing Tips for Students 8 Great Essay Writing Tips for Students By Ali Hale Whether you enjoy writing or not, there’s probably a fair amount of it that you have to do as a student. I don’t think essays are anyone’s favourite thing to write (and I say that as a former English Literature student!) but by honing your writing process, you can get them over and done with quickly and – hopefully – well. I was an undergraduate student in the back in 2003-06 and back then, the most sophisticated tool I had to help with my writing was Microsoft Word 2003’s spellchecker! Today, there are loads of useful tools you can use – and I covered some of those in my post 10 Online Tools to Help You Write the Perfect Essay. No tool can offer to write your essay for you, though (and if it does, I’d be very dubious about using it). So in this post, we’ll be looking at some key tips for getting your essays written as smoothly and painlessly as possible. Tip #1: Don’t Start Writing Without a Plan I know it can be tempting to just dive into an essay, especially if you’re short on time. With anything you write, though, you’ll find it much easier if you plan ahead – and I think this is especially true for essays, which generally need a strong structure that supports you in making a particular argument. Depending on the length of your essay and how much you like to plan ahead, your plan might be a short list of bullet points and some ideas about key sources to reference – or it might be a detailed paragraph by paragraph outline. But you should definitely have some sort of plan in mind, or you risk going off on a huge tangent that doesn’t really relate to your essay question. Tip #2: Don’t Leave Your Writing Until the Last Minute Okay, I know it’s sometimes unavoidable – but very few people do their best work while staying up all night frantically trying to finish an essay that’s due imminently (or worse, overdue). It’s much better for your writing – and your health – to work consistently on an essay well ahead of the deadline. One great way to do this is to break down your essay writing process into different stages (which will probably correspond to these stages of the writing process). For instance, if you have a short essay due Friday, you might come up with ideas and useful references for your essay question on a Monday, write a detailed plan on a Tuesday, and start drafting on a Wednesday instead of leaving everything to the end of the week. Tip #3: Know Your Best Time of Day to Write All of us have times of day when we find it easy to focus – and times when we really struggle. I’ve known since my schooldays that I’m a morning person: I’m at my best between about 7am and 12 noon, and my focus dips dramatically around 4pm. You might be totally different – perhaps you can concentrate really well between, say, 7pm and midnight – but what matters here is knowing yourself. Figure out your best hours for writing and try to use them where possible. Tip #4: Ask for Sample Essays or Projects to Look At Whatever you’re studying, if you have to produce essays or projects that are assessed, there will almost certainly be (a) a mark scheme and (b) examples of previous students’ work. Ask your professors about these. Take a really close look at past work, and at the mark it got: see if you can figure out why – and what you could do to improve your own work. If you’ve got connections to students who’ve taken your course in the past, you might also ask them if they’d be willing to share any of their old essays. (Be really careful here that you don’t end up accidentally using any of their ideas or phrasings as your own – that’s plagiarism and it’s a serious academic offence. So if you take notes based on their essays, label those very clearly so you don’t later think that they’re part of your own work.) Tip #5: Know How to Present Your Work Correctly The rules about formatting essays – particularly things like footnotes and bibliographies – can seem rather arcane and confusing. But it’s important to get these little details right. If you’re unsure, again, ask for examples or take a look at whatever style guide your university uses. One area where students sometimes struggle is in the presentation of quotes from sources. Depending on length, these can either be presented as â€Å"blockquotes† – in their own paragraph, indented from the main text – or as â€Å"inline† quotes that are incorporated into a paragraph. Again, ask for examples or consult the appropriate style guide for your institution. Tip #6: Look Up a List of Commonly Misused Words Some words are very easily confused with one another, or used incorrectly. It’s worth checking through the words and phrases that people commonly get wrong just to be sure you’re not making any mistakes. We have a category dedicated to such mistakes. Tip #7: Edit Your Essays On Paper Where Possible Hopefully, you’re already editing your essays before handing them in – if not, definitely make that into a habit. Don’t just look out for typos and spelling mistakes: think about areas where you haven’t made your thinking clear, or where you haven’t backed up a statement with a reference or fact. While there are lots of tools you can use to make editing on the screen easier, I don’t think anything can replace a careful read-through on paper – especially if you’re handing in something that’s going to make up a large part of your final mark. #8: Share Your Essay-in-Progress With Fellow Students Can you get together with one or two other people on your course and swap your draft essays? Often, someone else’s feedback can really help you to clarify your own thinking – and they may spot potential problems that you’d have missed, or areas where you could go further. Even if you don’t want to give one another substantial feedback, you could still swap essays for light editing / proofreading purposes: it’s surprising how someone else’s mistakes can leap out at you, whereas your own tend not to be obvious (because you know what you think you wrote) Whether writing’s something you enjoy, or a necessary evil, I hope these tips help you to write great essays without spending a huge amount of time on them. If you have an essay-writing tip of your own to share, feel free to leave it below in the comments. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Running Amok or Running Amuck?Grammatical Case in English

Creation of Jewish State Essay Example | Topics and Well Written Essays - 2500 words

Creation of Jewish State - Essay Example The contact of British Empire with Africa became extensive from 1740 onwards. British traders used to make huge income and profits by exchanging manufactured goods for slaves in Africa and then selling slaves further in North America. These traders further amplified their profits by bringing cotton, sugar and tobacco back to Britain. British control bit by bit increased in South Africa and it took control of the Cape of Good Hope in 1795. In 1807, Britain outlawed slavery and hence its relations with Africa enhanced. Britain continued to follow its trial and error method of allying with local rulers and then amalgamating in conflicts between its cronies and their enemies. In the mean while, British gained ever-increasing influence in West Africa and in North Africa. In the 1830s and 1840s Britain increased its involvement in controlling a larger area of southern Africa. And in 1844 Britain was successful in taking the control of the Gold Coast of West Africa. Nevertheless during that period, missionaries and traders like David Livingstone were coming into contact with new African people. They were opening up trade routes and were establishing political alliances. This course of action speeded up when gold and diamonds were found in South Africa in the 1870s and 1880s. Then British came into a clash with the Boers and in due course it resulted in the Boer War of 1899-1902. And it helped the British to enjoy the overall control of the country which today is South Africa. There after from 1870 to 1900 Britain took control of increasingly large areas of West and North Africa. As West Africa was an important, helpful and valuable supply of gold and other trading goods. By 1890s, much of the coastal area of West Africa and parts of the lands which now are the parts of Nigeria, were under British control. In 1880s Britain successfully took control of Egypt. North Africa was an important area for Britain because it was on the trade route between Britain and it's most important and precious territory, India. In the time of 1929 British wanted to keep Jewish immigration limited, inadequate and restricted. Zionists, at that time were worried about the problem that immigration imposed on available resources in Palestine. They acknowledged their Migration to Palestine as an economic suffering. In the nineteen-twenties, Zionists bought some piece of land for agriculture in Palestine but poor and landless Muslims resented it. The Grand Mufti, al-Huseini along with other Muslim aristocrats tried to make money by selling this land to Zionist organizations at prices higher as compared to those prices at which they could sell to their fellow Muslims. At the same time they complained about Jews. Zionists increased aggression against the Jews where as Muslim leaders promoted calm, harmony and peace rather than aggression and hostility. At that time a conflict blows up between Arabs and Jews in Jerusalem. Huseini hold Jews accountable of having seized Muslim holy places in Jerusalem that were Al Aqsa and Al-Hara. In reaction to it they exasperated Arab mobs and they attacked Jews in Jerusalem and looted their homes. The attacks and looting was so extensive that it then broadened to

Religion Field Project Essay Example | Topics and Well Written Essays - 1250 words

Religion Field Project - Essay Example As I approached him, he was happy to share his knowledge with me. Firstly, he said about his family. He came to the U.S a year ago for studies. He belonged to an agricultural family in Jalandhar district of Punjab, a Northern state of India. His whole family follows Sikh religion. There were certainly interesting features in the appearance of my interviewee. Firstly, he had a turban covering his head and a bangle. From his communication, I also realized that he is a pure vegetarian. From the communication with him, I realized that Sikhism is one of the youngest religions in the world, with an age of fewer than seven hundred years. Also, I learned that this religion is a minority in India as the religion is mainly confined to the states of Punjab and Haryana and certain parts of present-day Pakistan. My first attempt was to learn the history of this religion. Jagjeet Singh pointed out that Sikhism had its birth in the state of Punjab in the 15th century. In order to do the further stu dy about the religion, I visited the website Sikhs.org. I learned from the website that Sikhism was founded by Guru Nanak Dev who was born in 1469 at Talwandi. This place is presently in Pakistan. Guru Nanak Dev exhibited very deep inspiration in the case of religion and he started questioning the various social establishments of that time. (Sikhism, Sikhs.org). The main intention of the interview was to identify the fundamental principles in which Sikh people believe. I asked Jagjeet to briefly describe the basic principles of Sikhism. He pointed out that Sikhism does not claim the presence of a different God. Instead, it claims that God is one and that all humans are equal. To check the feasibility of this claim, I searched various sources. I learned that Guru Nanak Dev, along with his companion Mardana-a Muslim minstrel, wandered the area urging for improvement in the existing social situations. They spread three basic principles; ‘Naam Japna’, ‘Vand Chakkoâ₠¬â„¢, and ‘Kirat Karo’. ‘Naam Japna’ means to remember God through meditation and ‘Vand Chakko’ means promoting selfless service and being ready to share one’s income with others. Similarly, ‘Kirat Karo’ indicates working hard and honestly to earn a good living. After Guru Nanak, there were a number of Gurus. The first one among them was Guru Angad Dev. He was followed by Guru Amardas, Guru Ramdas, Guru Arjun Dev, Guru Hargobind, Guru Har Rai, Guru Harkrishan, Guru Tegh Bahadur, and Guru Gobind Singh. The basic principles of Sikh faith are contained in the book ‘Guru Granth Sahib’ compiled by the 5th Guru Guru Arjun Dev. The highest religious place of Sikhs is located at Amritsar in Punjab. The temple is called ‘Harmandar Sahib’ or ‘Golden Temple’. The temple was constructed in the first half of seventeenth century by Guru Arjun Dev. More information regarding the origin and culture of the Sikhs can be found in the BBC Religions website (Origins of Sikhism). Jagjeet Singh revealed the fact that due to misconceptions, people who belong to this religion often come under attack for their unique dress codes. In fact, the special codes of conduct for Sikhs are set by their 5th Guru. There are five essential attributes a true Sikh should wear. The first one is Kesh (hair), followed by a hairbrush known as Kangha, Kada (iron bangle), Kirpan (sword), and Katch (cotton loincloth). As a result of this special dress code as suggested by the 5th Guru.

Answer the following questions Assignment Example | Topics and Well Written Essays - 2500 words

Answer the following questions - Assignment Example According to the expert, language and society are closely connected as it is society that creates the language. Each baby growing up learns some quantity of words in his native language. However, the language gives more than just a speaking skill. The first language helps learn a lot of functions, not only speaking. This refers to much more important thing – social life. Through the language young children learn how to play, to respond to different events, to co-operate. Language is a tool that, if applied properly, can open many doors. At the beginning a child cannot perform all kinds of language operations as grown ups do. Intonation helps young children to put together the available vocabulary and to express their intentions. In similar expressions they just replace the words and come up with new formulation. According to Halliday, children invent the protolanguage themselves: â€Å"there is no obvious source for the great majority of the child’s [vocal] expressions , which appear simply as spontaneous creations of the glossogenic process† (1975, p. 24). ... etation that the child’s linguistic efforts are reinforced, and in this way the meanings that the child starts out with gradually come to be adapted to the meanings of the adult language† (Halliday 1975, p. 24). This proves that language means for children not only their speaking skills but also their competence to interact in a society. In the works of 1974 by Keenan it can be seen that even young children turn language to their account. Playing together means co-operating which is impossible without conversational competence. Thus, language is a very important skill from the early childhood. 2. According to Vygotsky, people could be personalities only in the society, with the help of other people: â€Å"we become ourselves through others† (Vygotsky 1989, p. 56). His theory was about social interaction. As he confirmed, the second language was tightly connected to psychological operations and these operations derived from social co-operation. Vygotsky made this c onclusion, because a person could act on the people in the society and then on himself: â€Å"the law of sociogenesis of higher forms of behavior: speech, being initially the means of communication, the means of association, the means of organization of group behavior, later becomes the basic means of thinking and of all higher mental functions, the basic means of personality formation† (Vygotsky 1998, p. 169). Our interaction with people forms us as personalities and makes us express the features of our character. The process of second language learning is closely connected to the psychological state of learners. Active communication facilitates the process of second language acquisition. Thus, those learners who are active communicators in everyday life usually acquire the second language easily and start

Mon Masque A Moi French Essay

Mon Masque A Moi French Essay Le cours dà ©ducation artistique dà ©signe un ensemble complexe denseignements et dactività ©s se prolongeant pendant et en dehors les horaires scolaires. Ces actività ©s ont leur place à   là ©cole sans pour autant à ªtre toutes intà ©grà ©es dans les programmes denseignement. Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Cet apprentissage permet daccà ©der à   la culture dans le but de faire dà ©couvrir et construire pour apprendre à   voir, et à   analyser les productions dart. Tout au long de cette session, nous avons dà ©pouillà © le programme-cadre dà ©ducation artistique (1re à   la 8e annà ©e), du curriculum de lOntario. Ceci nous amà ¨ne à   la prà ©sentation dun scà ©nario dapprentissage de la dite discipline avec une intà ©gration des à ©tudes sociales et du franà §ais afin de rendre notre travail plus vivant et motivant pour les à ©là ¨ves de 4e annà ©e. Les à ©là ¨ves à   ce niveau dà ©ducation ont dà ©jà   bien explorà © le domaine des arts plastiques spà ©cialement la technique du modelage. Les manipulations vont cependant à ªtre moins difficiles et pas à ©tranges. Il faut aussi dire quils sont bien capables de faire des recherches grà ¢ce à   loutil informatique. Mon masque à   moi est un projet qui invite là ©là ¨ve à   à ªtre à   la fois spectateur et auteur. Ce projet offre de multiples possibilità ©s dexplorations ludiques. Il convient de prà ©voir des actività ©s dexploitation, de recherche et de production autour de la culture. Selon le curriculum des à ©tudes sociales ‘lidentità © culturelle de là ©là ¨ve est faà §onnà ©e par divers à ©là ©ments familiaux, sociaux et ethnoculturels (2004:18). De par la mixture dans les à ©coles, les à ©là ¨ves sont appelà ©s ‘†¦Ãƒ   se forger une identità © empreinte douverture à   la diversità © (2008:19), mais ceci ne serait possible que si ils prennent connaissance des origines de la culture des autres. Pourquoi le masque africain? Dans toute socià ©tà © humaine, le masque na jamais à ©tà © ignorà © dà ¨s que lon fait rà ©fà ©rence à   la culture. Que ce soit lors des reprà ©sentations traditionnelles ou des festivals, le masque a sa place et joue un rà ´le bien important. Le berceau des civilisations ou encore lAfrique, est le continent qui est trà ¨s cà ©là ¨bre pour son culture en gà ©nà ©ral et son art en particulier. Le masque est un objet trà ¨s artistique à   cause de son caractà ¨re dà ©doublà © et la diversità © de ses formes et styles. Ce scà ©nario dapprentissage,  «Mon masque à   moi » traite de lart dans la culture africaine. À la fin de ce scà ©nario, les à ©là ¨ves seront parfaitement en mesure de rà ©aliser une un masque africain tout en comprenant son origine. Ce scà ©nario est stimulant pour les à ©là ¨ves, car ils doivent constamment utiliser leur capacità © de raisonnement et ils dà ©couvrent une nouvelle dimension chez les personnes quils croyaient bien connaà ®tre (leurs pairs, les membres de la communautà ©, le personnel de là ©cole). À mesure que se dà ©ploie le scà ©nario, les à ©là ¨ves sont appelà ©s à   vivre de nombreuses expà ©riences dà ©quipes, allant de lhistoire du masque africain et sa symbolisation, à   la production de leur propre masque. Chemin faisant, ils consulteront les sites internet proposà ©s ou de leur choix en rapport avec la culture du masque africain. Cette leà §on sera proposà ©e aux à ©là ¨ves pendant le mois de fà ©vrier qui n est autre que le mois de la cà ©là ©bration de lhistoire des noirs. La salle de classe ayant revà ªtu les affiches officielles du mois des noirs, il est important que les à ©là ¨ves comprennent certaines facettes de lhistoire africaine. Ce scà ©nario est conà §u pour une utilisation immà ©diate pendant le mois de fà ©vrier. Il sy trouve en annexe une sà ©rie de documents utiles, qui faciliteront la tà ¢che aux enseignants: fiches pour les à ©là ¨ves, grilles dobservation, lettre aux parents, pictogrammes, à ©valuations formatives. Les adaptations nà ©cessaires pour les à ©là ¨ves en difficultà © et plusieurs actività ©s denrichissement permettent de qualifier ce scà ©nario denseignement diffà ©rencià © I. Tà ¢che globale I-1 Tableau de compà ©tences visà ©es Classe cible: 4à ¨me annà ©e du primaire Titre du projet: Mon masque à   moi Durà ©e du projet: 150 min Disciplines Éducation artistique Franà §ais Études sociales Domaines Arts visuels Écriture Communication orale Canada et le monde Compà ©tences visà ©es -Analyse critique et apprà ©ciation des productions artistiques -Application du processus de crà ©ation artistique Habiletà ©s de la pensà ©e Utilisation des habilità ©s de traitement de linformation Communication Expression et organisation des idà ©es et de linformation Connaissance et comprà ©hension Connaissance des à ©là ©ments à   là ©tude. Habiletà ©s de la pensà ©e Utilisation des habiletà ©s de planification. Communication Communication des idà ©es et de linformation, de faà §on orale, à ©crite et visuelle, à   des fins prà ©cises et pour des auditoires spà ©cifiques. Utilisation des conventions et de la terminologie à   là ©tude. Attentes Exprimer ses sentiments, ses idà ©es et son apprà ©ciation à   là ©gard de diverses productions artistiques, les siennes, celles de ses camarades et celles dartistes, en se servant de termes simples mais justes Produire une varià ©tà © dÅ“uvres à   deux et trois dimensions en appliquant les techniques apprises et en suivant sommairement les à ©tapes du processus artistique. -Planifier ses projets dà ©criture en utilisant des stratà ©gies et des outils de prà © à ©criture. -Produire des messages varià ©s, avec ou sans à ©change, en fonction de la situation de communication. Populations -Expliquer et comprendre les composantes de la culture et le fonctionnement des groupes Contenus dapprentissage Choisir une Å“uvre et justifier sa prà ©fà ©rence en se rà ©fà ©rant aux à ©là ©ments clà ©s, à   son và ©cu et à   ses intà ©rà ªts personnels (expliquer sa prà ©fà ©rence pour un masque) Expliquer les idà ©es et les à ©motions à ©voquà ©es dans diverses productions artistiques. Utiliser, seul ou en groupe, diffà ©rentes stratà ©gies de prà © à ©criture pour produire des textes Produire divers actes langagiers. Prendre la parole spontanà ©ment dans un contexte formel ou informel : de travaux dà ©quipe, aux à ©tapes de la planification, de la gestion, de la rà ©alisation et de lobjectivation Groupe- identità ©- communautà ©-reprà ©sentation Rà ©pertorier des articles en lien avec lactività © Dà ©montrer des attitudes positives à   là ©gard de ses obligations et nommer les contraintes qui simposent à   lactività ©. Expliquer comment un masque peut reprà ©senter un groupe de personnes Utiliser le vocabulaire approprià © au sujet à   là ©tude. I-2 Approches denseignement et stratà ©gies dapprentissage Afin de permettre la rà ©ussite chez le plus grand nombre dà ©là ¨ves possible, lenseignant devra prendre en considà ©ration les diffà ©rents styles dapprentissage des à ©là ¨ves et modifier son style denseignement en consà ©quence. Pour cette leà §on, les approches et stratà ©gies suivantes devront à ªtre privilà ©già ©es afin de permettre une rà ©ussite optimale des à ©là ¨ves: Approches denseignement Le travail en projet †¢ Permet à   là ©là ¨ve la libertà © de sexprimer par la crà ©atività ©; †¢ donne place à   lautonomie et la responsabilità ©; †¢ permet de respecter le rythme de là ©là ¨ve. Lintà ©gration des matià ¨res †¢ Prà ©sente un contexte plus rà ©el de la vie quotidienne; †¢ permet de revisiter les notions apprises dans dautres matià ¨res; †¢ motive davantage là ©là ¨ve, donne un sens à   ses apprentissages. Lapproche coopà ©rative †¢ Donne à   lenseignant le rà ´le de  « facilitateur  » dans là ©change; †¢ favorise lautonomie, puisque les à ©là ¨ves apprennent les concepts dorganisation et de planification par eux-mà ªmes; †¢ permet un apprentissage centrà © sur les à ©là ¨ves plutà ´t que sur lenseignant. Stratà ©gies dapprentissage Le travail de recherche †¢ Aide à   retenir lattention de là ©là ¨ve sur le contenu à   là ©tude; †¢ aide là ©là ¨ve à   obtenir de linformation et lincite à   trouver ses rà ©ponses sans toujours passer par lenseignante. Le projet †¢ Suscite la motivation de là ©là ¨ve par le sens concret de ses apprentissages; †¢ favorise le dà ©veloppement des stratà ©gies cognitives et mà ©tacognitives. Le questionnement oral †¢ Lors des prà ©sentations, le questionnement oral  « ouvert  » permet aux à ©là ¨ves dà ©montrant un style dapprentissage verbal de clarifier leur prà ©sentation. Il est nà ©cessaire et important que lenseignant prenne en considà ©ration les attentes du programme-cadre, lannà ©e dà ©tude en cours et les besoins de ses à ©là ¨ves en difficultà ©. Ces trois facteurs vont lamener à   faire un bon choix pour les options qui correspondent le mieux aux besoins des à ©là ¨ves en difficultà ©. I-3 Rà ©capitulatif du projet Intentions pà ©dagogiques * En apprendre plus sur les objets dart des pays de lAfrique francophone * Faire une recherche et travailler avec les Tics. Production finale * Crà ©ation dun masque africain et prà ©sentation de son chef- dÅ“uvre. Discipline principale * Éducation artistique Disciplines secondaires * Franà §ais et Études sociales Technologies utilisà ©es * Ordinateur et logiciel de traitement de texte Premià ¨re leà §on: voyage vers lart africain Deuxià ¨me leà §on: mon masque à   moi Lobjectif de cette leà §on est damener les à ©là ¨ves à   rà ©aliser une affiche en utilisant internet comme seule socle de recherche. Rà ©alisation dune affiche descriptive dun objet dart (masque). Organisation physique Matà ©riel requis Actività © 1: Prà ©paration du voyage * Une carte dAfrique * Copies du questionnaire * Crayons de plomb * Corbeil des enveloppes[1] Actività © 2: Laffiche * Ordinateur muni dinternet * Imprimante * Logiciel de traitement de texte Dispositif pà ©dagogique Pour lactività ©1, les à ©là ¨ves sont assis à   leur pupitre et le travail se fait individuellement. Pour lactività ©2, les à ©là ¨ves sont dans la salle informatique et le travail se fait en dyade. Actività © damorce Rà ©alisation Actività © 1 (30 min) Élà ©ment dà ©clencheur (5min) Lenseignant devra: * prà ©senter aux à ©là ¨ves lobjectif du projet * Puis leur montrer la vidà ©o[2] sur lart africain. Connaissances antà ©rieures (25 min) Pour la và ©rification des connaissances antà ©rieuresdes à ©là ¨ves au sujet de lAfrique, lenseignant devra: * Distribuer le questionnaire (annexe 2) aux à ©là ¨ves; * prà ©ciser que cest un travail à   faire individuellement; * rà ©pondre aux questions à   laide de son crayon de plomb aprà ¨s avoir pris soin de marquer son nom sur la feuille de travail; * prà ©voir 15 min pour rà ©pondre au questionnaire; * prendre 10 min pour apporter à ©là ©ments de rà ©ponses aux questions. La correction est collective. * former ensuite des groupes de deux; * expliquer que dans lenveloppe se trouve le nom du pays de leur prochaine actività ©. * inviter un membre de chaque groupe à   choisir une enveloppe. Actività © principale Actività © 2 (45 min) Afin de produire une belle affiche, les à ©là ¨ves pour cette actività © vont travailler avec loutil informatique. Ils vont utiliser internet pour trouver des informations pertinentes et intà ©ressantes pour leur affiche. Cette actività © se passe en salle informatique. Le travail se fait en dyade. Lenseignant devra: * demander aux à ©là ¨ves de se rendre en salle des ordinateurs. * remettre la fiche des instructions du travail à   faire (Annexe 3) * inviter les à ©là ¨ves à   consulter le modà ¨le de la production attendue au babillard de là ©ducation artistique de la classe (Annexe 4) si nà ©cessaire. pendant que les à ©là ¨ves travaillent, lenseignant circule dans la salle et contrà ´le là ©volution de leur travail. Il vient en aide à   ceux qui sont dans le besoin ou qui à ©prouvent des difficultà ©s. A la fin de la pà ©riode, les à ©là ¨ves qui nauront pas fini auront une dizaine de minutes en plus pour complà ©ter leur travail. Objectivation Lenseignant aprà ¨s avoir invità © les à ©là ¨ves à   regagner la salle de classe devra chercher à   savoir: * Comment ils ont trouvà © la leà §on, * Les difficultà ©s rencontrà ©es, * Ce quils ont aimà ©. II-2 Deuxià ¨me leà §on Mon masque à   moi (75 min) Planification Titre de la leà §on: Durà ©e de la leà §on: Objectif de la leà §on: Mon masque à   moi 75 min Lobjectif est de dà ©velopper chez les à ©là ¨ves les habiletà ©s motrices et faire la reproduction dun objet dart en lien avec celui de leur affiche. Matà ©riel requis Actività © 3: reproduction du masque * Carton mousse de dimension 29,7x 42 ou format A3 * Des bà ¢tons de pate à   modeler de diffà ©rentes couleurs * Spatules pour pate à   modeler * Rouleaux à   pà ¢tisserie * Assiettes en carton Actività © 4: exposition artistique * Les masques, * Les affiches, * Les feuilles dapprà ©ciation Technique: Regroupement Modelage Actività © 3: travail individuel Actività © 4: travail en dyade (groupe de lactività © 2) Dispositif organisationnel Actività © 3: Dans la salle des arts car les à ©là ¨ves ont besoin despace Actività © 4: salle de classe Miseensituation Rà ©alisation Lenseignant rà ©sume les actività ©s faites par les à ©là ¨ves dans la premià ¨re leà §on. Il dit aux à ©là ¨ves que la premià ¨re leà §on a aiguisà © leurs connaissances sur lAfrique et les a amenà © vers la confection dune affiche reprà ©sentant une Å“uvre dart descriptive. Ils ont compris que les Africains sont de faà §on gà ©nà ©rale de parfaits artisans car ils redonnent vie aux masques et crà ©ent des là ©gendes. expà ©rimentation Actività © 3 Cette actività © consiste à   la reproduction du masque que les à ©là ¨ves ont eu à   choisir pour leur affiche. Lenseignant aprà ¨s avoir pris soin de laminer les affiches des à ©là ¨ves va leur remettre leur copie afin quils puissent travailler en observant le masque quils ont eux mà ªme choisi. Lenseignant devrales directives suivantes: * Les crità ¨res de la production à   savoir: faire ressortir au moins deux à ©là ©ments soient les yeux, le nez, la bouche, les oreilles, par la technique du modelage * Seul lusage de la pate à   modeler et le matà ©riel fourni (rouleau pour aplatir la pate, spatule pour le dà ©coupage, lassiette en carton pour donner la forme du visage) est permis; * Le masque devra à ªtre prà ©sentà © sur le carton mousse fourni. * La dà ©coration du masque est une touche personnelle cest-à  - dire facultative. Il informe les à ©là ¨ves que cette actività © dure une pà ©riode de 40 min et quaprà ¨s ils devront faire une prà ©sentation de leur affiche et de leur masque en salle de classe. Actività © 4 Cette actività © est tout simplement la prà ©sentation des chefs-dÅ“uvre. Les à ©là ¨ves retournent en salle de classe avec leur travail. * Les masques sont exposà ©s dans la classe. * Lenseignant distribue les feuilles dapprà ©ciation aux à ©là ¨ves, * Il demande aux à ©là ¨ves de dà ©terminer sur la feuille dapprà ©ciation (annexe 6) * Les informe que le masque le plus aimà © sera remis à   la direction de là ©cole et sera exposà © dans une vitrine de là ©cole. Objectivation Les masques vont faire lobjet dune exposition dans la classe. Les à ©là ¨ves pourraient identifier sur la feuille dapprà ©ciation le masque quils ont aimà © et le plus drà ´le. Ils expliqueront leur choix en quelques lignes. Sur la mà ªme feuille, ils pourraient aussi faire un retour sur leur propre masque et dire si oui ou non ils ont aimà © lexpà ©rience. III. Intà ©gration des apprentissages Afin de faciliter le transfert des acquis et faire un lien avec la tà ¢che principale, lenseignant devra faire un rà ©capitulatif une fois le projet terminà ©. Vos travaux sont excellents, je suis trà ¨s fier de votre travail. Les efforts de chacun dentre vous sont visibles et rà ©compensà ©s par le rà ©sultat de son travail final. Quen pensez-vous? Êtes-vous fiers de votre Å“uvre? Quest ce qui a à ©tà © le plus facile pour vous? Quest-ce qui a à ©tà © plus difficile à   accomplir? Quelle actività © avez-vous le plus aimà ©? Quavez-vous appris en gà ©nà ©ral du projet? Pensez-vous qu partir de vos chefs-dÅ“uvre vous pourriez entreprendre le mà ªme genre dactività © en lien avec un autre domaine? La danse par exemple? Conclusion Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Elle favorise aussi la prà ©servation de la culture et des traditions. Par là ©tude des arts, il peut arriver que les à ©là ¨ves amà ©liorent leurs aptitudes et leur comprà ©hension du monde qui les entoure. Le scà ©nario dapprentissage que vous venez de lire invite les à ©là ¨ves à   sassumer entant que artiste-chercheur. Ils ont eu loccasion de faire une recherche sur internet et de pouvoir choisir un objet dart quils ont apprà ©cià © à   sa juste valeur en produisant une description de ce dernier. Ce scà ©nario est de type intà ©grà © et complet, à   savoir quil rassemble des approches et stratà ©gies denseignement qui vont dune part faciliter une adaptation pour les à ©là ¨ves prà ©sentant difficultà ©s et dautre part, permettre la rà ©ussite des à ©là ¨ves de la classe. Nous avons joint lutile à   lagrà ©able en fusionnant les à ©tudes sociales, les à ©tudes artistiques et le franà §ais tout en respectant les objectifs des attentes du programme-cadre des à ©tudes artistiques du curriculum de lOntario avec des actività ©s vivantes et passionnantes. Cest un scà ©nario trà ¨s motivant car lenfant est au centre de lapprentissage ce qui lui donne confiance, le motive, lui permet dacquà ©rir des connaissances grà ¢ce aux diffà ©rentes actività ©s prà ©sentà ©es, laide à   voir ses progrà ¨s, et le guide vers une à ©valuation positive. Questionnaire sur la prà ©paration du voyage virtuel 1. De quel continent les noirs sont ils originaires? 2. Nomme trois pays de ce continent: 3. Choisis trois pays francophones sur cette liste: Cameroun, Gabon, Nigà ©ria, Afrique du sud, Cà ´te divoire, Algà ©rie, Maroc. 4. De la mà ªme liste, choisis deux pays francophones dAfrique noire: 5. LAfrique a t- elle une capitale? Si oui nomme la; et si non pourquoi? 6. Nomme une personne noire cà ©là ¨bre et sa profession Travail à   faire 1- Aller sur le site: www.artisanat-africain.com 2- Cliquer sur longlet  «masques africains » 3- Choisir le masque correspondant au pays de recherche 4- Pour laffiche:  · Nom du masque  · Image sur masque  · Petite description du masque choisi NB: un exemple de la production attendue est affichà © au babillard pour à ©ducation artistique en salle de classe. Annexe 6 Feuille dapprà ©ciation [1] Dans chaque enveloppe se trouve une carte ayant le nom dun pays dAfrique francophone. [2] Vidà ©o disponible en ligne sur http://www.youtube.com/watch?v=TZdGIl39pwMfeature=related

Happiness in the Fourth Epistle of Alexander Popes An Essay on Man

Alexander Pope's philosophical poem An Essay on Man, published in 1732-134, may even more precisely be classified, to use a German phrase, as Weltanschauungliche Dichtung (worldviewish poetry). That it is appropriate to understand An Essay on Man as world view in verse, as a work which depicts humanity's relationship to and understanding of a perplexing and amazing world, is indicated in the statement of the poem's "Design" in which the author avows that his goal was to examine "Man in the abstract, his Nature and his State." Indeed, Pope sought to fulfill his agenda by describing in each of the work's four "epistles" the nature and state of man with respect (1) to the universe, (2) to man himself as an individual, (3) to society, and finally, (4) in relation to happiness. Pope's poetic and powerful examination of these themes in which "attitudes generated by deism, eighteenth-century sociality, and Roman Catholicism come together" (Mack lxxiv-lxxv) establish this composition as one of the truly great literary statements of a particular world view perspective in the history of the West. Pope's concern with human teleology in An Essay on Man also distinguish it as a distinctive piece of world view literature. According to "The Design" of the poem, Pope asserted that in order to understand man or any creature, it was necessary "first to know what condition and relation it is placed in, and what is the proper end and purpose of its being." For Pope, drawing on a venerable ideal from antiquity onwards, the end and purpose of humanity was happiness.1 As he exclaims at the very beginning of the fourth epistle, The heritage of the supremacy of happiness is impressive. For example, Aristotle believed that happiness was man's stron... ...he bliss of all beings in the chain of being) "Sees, that no Being any bliss can know, But touches some above, and some below." EM 4. 343-50 (regarding bliss in God) "For him alone, hope leads from goal to goal And opens still, and opens on his soul; Till lengthened on to Faith, and unconfined, It pours the bliss that fills up all the mind. He sees, why Nature plants in Man alone Hope of known bliss, and Faith in bliss unknown: (Nature, whose dictates to no other kind Are given in vain, but what they seek they find) Wise is her present; she connects in this His greatest Virtue with his greatest Bliss." EM 4. 359-60 (regarding love and happiness) "Happier as kinder, in whate'er degree, And height of Bliss but height of Charity." EM 4. 397-98 (regarding bliss and virtue) "That Virtue only makes our bliss below; And all our Knowledge is, ourselves to know."

A Mercy -Toni Morrison

The lives of slaves in the 1600’s can be compared to the life of orphans that have been moved back and forth from home to home. They have no idea where they’re going to end up and who they’re going to end up with. They’re lives are already difficult but illnesses and diseases can make it a lot more difficult. They live day by day not knowing what’s going to happen next. Sometimes, slaves are treated more like animals than humans. Other times, they were treated with a little respect. Slaves in the northern colonies of America were treated differently depending on different religions and cultures.In the novel, a Mercy, Toni Morrison sympathizes towards the lives of slaves and slave owners in the 1600’s. A Mercy is based on a historical time period of the 1600’s in New York, Maryland, and Virginia. The 1600’s is the time period when slavery first became popular. In 1619, a Dutch slave trader exchanged his cargo of Africans for food , which was the first arrival of Africans to Jamestown (Hening, 7). Africans were beginning to play a huge role in the economy of the Northern colonies in the U. S. Jamestown exported 10 tons of tobacco to Europe†¦Ã¢â‚¬  and slaves were being traded back and forth for food and tobacco ( Hening, 5).By the 1680’s, slaves had become essential to the economy of Virginia (Hening, 7). Since trading slaves was getting bigger and bigger, eventually African slavery was legalized in Virginia and Maryland. â€Å"In 1663 the Maryland legislature enacted a law that ‘all negroes and other slaves to be thereafter imported into the province, should serve during life; and all children born of any negro should be slaves, as their fathers were for the term of their lives† ( Harper, Douglas, 6).This law was one of the many slave laws and codes that were passed in this time period. In New York, â€Å"the English took over the colony in 1664†. There were a lot of skilled and unskilled jobs that slaves were needed for (especially on plantations), so they continued to import slaves (Eckhaus, Phyllis, 5). 42 percent of New York City’s households held slaves ( Becker, Eddy, 7). Toni Morrison portrays the time period in the novel as a tough time period to live in because of slavery, diseases, debt, and death.At the beginning of the book, we are introduced to a character named Jacob Vaark who is a Dutch slave trader and owner. Vaark goes on a harsh journey to the D’Ortegas (who also trade slaves for a living), in Maryland to settle a debt. â€Å"Fog, Atlantic and reeking of plant life blanketed the bay and slowed him† (Morrison, 9). As Morrison describes Vaark’s journey to Maryland, it shows that the author wants us to feel sympathy for him and it explains some of the difficulties that people involved in the slave trade went through.A fact that the author adds from the time period is that â€Å"Virginia was still a mess. Who c ould keep up with the pitched battles for God, king, and land? † (Morrison, 11). The author adds this to the novel because slavery was also connected to religion and trading land. Another fact that Morrison adds in the book is that illnesses and diseases had an impact on slave’s lives in the 1600’s. When Vaark was building his dream home, he developed the pox and eventually passes away. His wife, Rebekka, also develops the pox.Lina, a servant of the Vaarks, sends Florens, a slave of the Vaarks, on a journey to find a blacksmith that has a cure for the pox. If Rebekka dies, then Lina and Florens will be stuck with no place to live and nobody to take care of them. â€Å"The need to swallow, the pain of doing so, the unbearable urge to tear her skin from the bones underneath stopped only when she was unconscious†¦Ã¢â‚¬ ( Morrison, 72). This quote shows that the author wants us to feel sympathy towards Rebekka’s illness.There were many different attitud es towards slavery in the 1600’s. While the majority of people thought that slavery was acceptable, some people thought that slavery was wrong. †(Becker, Eddy, 8). Most slaves weren’t treated as human beings so â€Å"they slept in the cellars and attics of town houses† (Harper, Douglas, 15). After 1682, as the number of slaves rose, fears of insurrection mounted, restrictions were applied and public controls began to be enacted†( Eckhaus, Phyllis, 15). â€Å"It had become illegal for more than four slaves to meet together on their own time† (Eckhaus, Phyllis, 15).All of these restrictions and laws show that people in that time period had very little trust towards slaves. In the book, Morrison portrays the characters as people who have different morals. Jacob Vaark was uncomfortable with gaining a slave, Florens, for a debt that he owed. â€Å"‘Ridiculous’ said D’Ortega. ‘You sell them. Do you know the prices they gar ner? ’ Jacob winced. Flesh was not his commodity. †(Morrison, 20). This quote shows that Vaark was not interested in slavery, but knew that he had to find a way to pay his debt.Another character in the novel that shows her morals is Lina. Lina is one of Jacob and Rebekka Vaark’s servants. She is very close to Rebekka and Florens. When Lina finds out that Florens has to go on a dangerous journey to find a blacksmith, she starts to pray. â€Å"Now, amazingly, she was praying. For what, to what, Lina did not know. †(Morrison, 66). This shows that Lina has a religion even though she’s indifferent about it. The fact that Rebekka is close to Lina and treats her more as a daughter than a servant, shows that she has good morals and doesn’t approve of slavery.Throughout the novel, Toni Morrison’s attitude is sympathetic towards the characters and the time period that they live in. Morrison shows us the different sides of slavery through the liv es of the characters. Jacob Vaark is in debt, Rebekka Vaark has an illness, and Lina and Florens are slaves that don’t know where their lives are headed. As the reader, this makes me feel sympathy for the people who lived during the slave trade in the 1600’s. Although the 1600’s was when slavery first became popular and was accepted, the author made out slavery to be something that wasn’t so horrible.The Vaarks were slave owners, but they weren’t typical slave owners of their time period. Jacob was opposed to the idea of slavery and Rebekka treated her slaves as if they were her own kids, which is unrealistic for the time period. The fact that Morrison includes the hardships that slaves and slaved owners went through makes the book somewhat realistic. The unrealistic details of the book make it more interesting to read and make us think about how relationships between slaves and free people really were in the 1600’s.