Lecture (1) Introduction

Size: px
Start display at page:

Download "Lecture (1) Introduction"

Transcription

1 Lecture (1) Introduction

2 The study of well-established meanings or ideas around a topic which shape how we can talk about it. e.g. discourse of religions, discourse of economy and social welfare

3 (i) The study of how meanings are established, used, challenged and changed (including in talk) Over time ( genealogical study Foucault) (ii) In ordinary life (discourse practices)

4

5 Discourse is: defined broadly as language in its contexts of use. language above the sentence or above the clause level

6 knowing a language is concerned with... grammar and vocabulary how to participate in a conversation how to structure a written text. Thus, it is necessary to take context into account and how the units of language combine together and structure the overall discourse.

7 More restricted in sense, the term discourse can also be used to refer to a particular set of ideas and how they are articulated. Examples: the discourse of religion. the discourse of environmentalism, the discourse of neo-liberalism the discourse of feminism.

8 In this case, the term Discourse (with capital D) refers to a type of specialised knowledge and language used by a particular social group. This meaning is associated with French post-structuralist thinkers such as Michel Foucault.

9 A little d discourse: as language in the contexts of its use and above the level of the sentence. Big D discourse: as ideas and how they are articulated. note the first is always singular, while the second can be pluralised

10 Discourse Studies can be defined as the study of language in its contexts of use and above the level of the sentence. Discourse Studies, as a discipline, essentially an interdisciplinary activity, employed in such diverse fields as anthropology, business studies, communication studies, cultural studies educational studies, environmental studies, law, literary studies, media studies, philosophy, politics, psychology, sociology, and many others, in addition to linguistics.

11 Structural or textual definition of discourse: Discourse is a particular unit of language (above the sentence). Functional definition of discourse: Discourse is a particular focus of language use.

12 Structural a text or group of texts would be broken down into their component parts. look at how elements of language are held together in coherent units functional considers the particular meanings and communicative forces associated with what is said or written. considers language as a type of communicative action

13 functional approach to discourse considers language as a type of communicative action. It considers questions such as: How is language used persuasively (e.g. to request, accept, refuse, complain?) What sort of language is polite language? How do people use language to convey meanings indirectly? What constitutes racist or sexist language? How do people exercise power through their use of language? What might be the hidden motivations behind certain uses of language?

14 functional approach to discourse can alternatively might look at particular discourse genres. Here, the discourse analyst asks: How language is used in academic essays, in research articles, in conference presentations, in letters, in reports and in meetings? Here the concern is again with communicative purposes or communicative action, but the focus is on particular contexts of use.

15 functional approach to discourse can also consider how language is used by particular social groups (known as register analysis). Here, the discourse analyst asks: How do teachers or politicians or business executives use language? How do men and women vary in their use of language? What is particular about the language used by such people that it identifies them as belonging to particular social groups?

16 Functional analysis suggests a qualitative rather than a quantitative methodology and, indeed, most Discourse Analysis is qualitative in nature. The concern is not with measuring and counting, but with describing. The use of computers, quantitative analysis has received more attention and discourse analysts may also use computers to derive quantitative findings (for example, on the relative frequency of particular language patterns by different individuals or social groups in particular texts or groups of texts).

17 Discourse Analysis may focus on any sort of text, written or spoken. The term text, in Discourse Analysis, refers to any stretch of spoken or written language. In written text, Discourse Analysis may consider texts as diverse as news reports, textbooks, company reports, personal letters, business letters, s and faxes. In spoken discourse, it may focus on casual conversations, business and other professional meetings, service encounters (buying and selling goods and services) and classroom lessons, among many others.

18 in recent years, it has started to extend its field of activity to consider multimodal discourse, where written and/or spoken text is combined with visual or aural dimensions, such as television programmes, movies, websites, museum exhibits and advertisements of various kinds. These texts, which form the data of Discourse Analysis, may be contemporary or historical.

19 register analysis: studies the typical features of particular fields of activity or professions. cohesion, coherence and thematic development: investigate how text is held together, in terms of both structure and function. Pragmatics: studies language in terms of the actions it performs. Conversation Analysis: takes a micro-analytic approach to spoken interaction.

20 Genre Analysis: studies language in terms of the different recurrent stages it goes through in specific contexts. Corpus-based Discourse Analysis: uses computers in the analysis of very large bodies of text (known as corpora singular corpus) in order to identify particular phraseologies (wordings) and rhetorical patterning. Critical Discourse Analysis: interprets texts from a social perspective, analysing power relations and cases of manipulation and discrimination in discourse.

21 informal fields analyse how people interact in conversation and in service encounters, to analyse how they tell stories, to analyse how they gossip to analyse how they chat. formal fields fruitfully employed in the political arena in analysing the media in the law in healthcare in business and other forms of bureaucracy.

22 The definitions given above for Discourse Analysis and Discourse Studies refers to the study of language in its contexts of use. Hymes (1972a) identified 16 features of situation, or context, some of which are listed as follows: the physical and temporal setting; the participants (speaker or writer, listener or reader); the purposes of the participants;

23 features of situation, or context...cont. the channel of communication (e.g. face to face, electronic, televised, written); the attitude of the participants; the genre, or type of speech event: poem, lecture, editorial, sermon; background knowledge pertaining to the participants.

24 The things we know about the world assist us in the interpretation of discourse.

25 Example: participants Sit down! is likely to be interpreted as appropriate when spoken by a parent to a child. When addressed to a superior, however, it would likely be interpreted as rude. The important variable, therefore, in this example, is the participants, whether one of them is a child or a superior.

26 Example: channel of communication CUL8ER the following might be perfectly acceptable as a text message sent via the channel of a mobile phone: CUL8ER (that is to say, see you later ), but sent by means of another channel, such as a business letter, it would more likely be perceived as uneducated or rude.

27 Example: background knowledge suppose two people are playing a game and one says to the other Make sure you follow all the rules. This person is relying on the other person knowing what these rules are. It would be redundant to have to specify all of the rules. In this way, background knowledge makes communication more efficient.

28 van Dijk (2008: x) stresses how contexts are not some kind of objective condition or direct cause, but are, rather, subjective constructs that develop over the course of an interaction. Individuals each develop and define their own contexts according to their (on-going) subjective interpretations of communicative situations (van Dijk, 2008: x). Context, for van Dijk, is thus not just a social phenomenon, but a sociocognitive one.

29 discourse analysts have come to accept the importance of considering other texts in the analysis of a given text. One text cannot be understood except in relation to other texts which have gone before (and, indeed, which are likely to follow).

30 The intertextuality (Bakhtin, 1981) in this example how one text relates back to another text or texts is made explicit. Another example of intertextuality, which is even more explicit, would be direct quotation of one text in another, indicated through the use of inverted commas.

31 Here are some other examples of intertextuality from newspaper headlines: Merkel is no Bond Girl (German leader Angela Merkel says that she will not support the issuance of Eurobonds; intertext: James Bond movies, each of which features a Bond girl

32 Here are some other examples of intertextuality from newspaper headlines: American Airlines is Terminal (The airline is on the verge of bankruptcy; intertext: aircraft operate out of terminals)

33 Here are some other examples of intertextuality from newspaper headlines: It s Acropolis Now, Greece! (Greece is on the verge of bankruptcy; intertext: the Vietnam War film Apocalypse Now! Directed by Francis Ford Coppola)

34

35 Here are some questions you may address to analyse a given discourse: Type 1 questions: who is doing what to whom? Type 2 questions: attitudes, beliefs, and opinions Type 3 question: Holding the discourse together

36

37 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

38 Type 1 questions: who is doing what to whom? 1. Who is the discourse aimed at? 2. Who is involved in this discourse? 3. What is the intention or purpose of this discourse?

39 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

40 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

41 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

42 Type 2 questions: attitudes, beliefs, and opinions 1. What is your overall impression of the speaker s feelings? 2. Can you point to the words/phrases that indicate these feelings of you? 3. What kind of phrases/sentences does he use that demonstrate his state of mind? 4. Is there any phrase/sentence that stands out as an indicator of the speaker s feelings?

43 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

44 We re at War President G. W. Bush September 14, 2001 A catastrophic event, grief, sadness I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house Making them. judgment Make no mistake about it: underneath our tears(tinged is the strong with determination anger) of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

45 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

46 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

47 We re at War President G. W. Bush September 14, 2001 Uttering threats and making promises of future I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our countryaction mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

48 Include the words will or We re at War President G. W. Bush September 14, 2001 Uttering threats and making promises of future I ve asked the highest levels of our government to come to discuss the current going to tragedy that has so deeply affected our nation. Our countryaction mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

49 Include the words will or We re at War President G. W. Bush September 14, 2001 Uttering threats and making promises of future I ve asked the highest levels of our government to come to discuss the current going to tragedy that has so deeply affected our nation. Our countryaction mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General. All have the same form (statements)

50 Include the words will or We re at War President G. W. Bush September 14, 2001 Uttering threats and making promises of future I ve asked the highest levels of our government to come to discuss the current going to tragedy that has so deeply affected our nation. Our countryaction mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of Short/to State to say a the few point things, and then the Attorney General. (making the threat easy to identify) All have the same form (statements)

51 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

52 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

53 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeplycommand/have affected our nation. Our strong country mourns for the loss of life and for those whose lives impact have been so deeply affected by this despicable act of terror. I am going to describe to our At leadership the end what of his I saw: call the to wreckage of New York City, the signs of the first battle arm of war. speech We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

54 Type 3 question: Holding the discourse together 1. What words and phrases does the speaker use to let us know that he is focusing on particular themes or topics? 2. How can listeners/readers, in general, and listeners of his speech, in particular, recognize that a specific discourse is a unified whole as opposed to just a collection of individual sentences.

55 We re at War President G. W. Bush September 14, 2001 I ve asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. We re going to meet and deliberate and discuss but there s no question about it, this act will not stand; we will find those who did it; we will smoke them out of their holes; we will get them running and we ll bring them to justice. We will not only deal with those who dare attack America, we will deal with those who harbor them and feed them and house them. Make no mistake about it: underneath our tears is the strong determination of America to win this war. And we will win it. I m going to ask the Secretary of State to say a few things, and then the Attorney General.

56 Type 3 question: Holding the discourse together Vocabulary chains War Tragedy President We/us Them/those

57 Type 3 question: Holding the discourse together Vocabulary chains War Tragedy President We/us Them/those act of terror, deeply, wreckage affected, the loss of life The highest levels, government, leadership Describe, meet, deliberate, discuss, find, smoke them out, get them running, bring them to justice their holes, bring them to justice, deal with, dare attack, those who harbor them, feed them, and house them

58

Prentice Hall United States History Survey Edition 2013

Prentice Hall United States History Survey Edition 2013 A Correlation of Prentice Hall Survey Edition 2013 Table of Contents Grades 9-10 Reading Standards... 3 Writing Standards... 10 Grades 11-12 Reading Standards... 18 Writing Standards... 25 2 Reading Standards

More information

Prentice Hall U.S. History Modern America 2013

Prentice Hall U.S. History Modern America 2013 A Correlation of Prentice Hall U.S. History 2013 A Correlation of, 2013 Table of Contents Grades 9-10 Reading Standards for... 3 Writing Standards for... 9 Grades 11-12 Reading Standards for... 15 Writing

More information

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8 Houghton Mifflin Harcourt Collections 2015 Grade 8 correlated to the Indiana Academic English/Language Arts Grade 8 READING READING: Fiction RL.1 8.RL.1 LEARNING OUTCOME FOR READING LITERATURE Read and

More information

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Five Title of Textbook : Shurley English Level 5 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies A Correlation of To the Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies Grades 11-12 Table of Contents Grades 11-12 Reading Standards for Informational

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: Spanish GRADE LEVEL: 9-12 COURSE TITLE: Spanish 1, Novice Low, Novice High COURSE CODE: 708340 SUBMISSION TITLE: Avancemos 2013, Level 1 BID ID: 2774 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER

More information

English Language Arts: Grade 5

English Language Arts: Grade 5 LANGUAGE STANDARDS L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1a Explain the function of conjunctions, prepositions, and interjections

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11

More information

The EMC Masterpiece Series, Literature and the Language Arts

The EMC Masterpiece Series, Literature and the Language Arts Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way

More information

I Can Attainment Statements from Non Statutory Framework merged to REC curriculum framework

I Can Attainment Statements from Non Statutory Framework merged to REC curriculum framework Level Step 1 Step 2 End of Key stage 1 expecta tions Know and Understand a range of religions and worldviews so they can: Describe explain analyse, investigate and enquire, respond, appreciate and appraise

More information

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s)) Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students

More information

ZHANG Yan-qiu, CHEN Qiang. Changchun University, Changchun, China

ZHANG Yan-qiu, CHEN Qiang. Changchun University, Changchun, China US-China Foreign Language, February 2015, Vol. 13, No. 2, 109-114 doi:10.17265/1539-8080/2015.02.004 D DAVID PUBLISHING Presupposition: How Discourse Coherence Is Conducted ZHANG Yan-qiu, CHEN Qiang Changchun

More information

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5)

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5) (Grade 6) I. Gather, Analyze and Apply Information and Ideas What All Students Should Know: By the end of grade 8, all students should know how to 1. Read, view, listen to, and evaluate written, visual,

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition Grade 9 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.06100 Ninth Grade Literature and Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Oregon Language Arts Content Standards (Grade 8) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

School of Biblical Hebrew A new, old approach to source language training for translation and the Church

School of Biblical Hebrew A new, old approach to source language training for translation and the Church School of Biblical Hebrew A new, old approach to source language training for translation and the Church As people interested in Bible translation, we wish to follow principles that will honor the Lord.

More information

All About Writing Standard #1: Standard Progression and Research Base

All About Writing Standard #1: Standard Progression and Research Base All About Writing Standard #1: Standard Progression and Research Base 6 th 12 th Argument Writing (Underlined portions indicate what is new to the grade level) Grades 6-8 Grades 9-10 Grades 11-12 Write

More information

Correlation. Mirrors and Windows, Connecting with Literature, Level II

Correlation. Mirrors and Windows, Connecting with Literature, Level II Correlation of Mirrors and Windows, Connecting with Literature, Level II to the Georgia Performance Standards, Language Arts/Grade 7 875 Montreal Way St. Paul, MN 55102 800-328-1452 www.emcp.com FORMAT

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five correlated to Illinois Academic Standards English Language Arts Late Elementary STATE GOAL 1: Read with understanding and fluency.

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5 A Correlation of 2016 To the Introduction This document demonstrates how, 2016 meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references.

More information

SYLLABUS. Department Syllabus. Philosophy of Religion

SYLLABUS. Department Syllabus. Philosophy of Religion SYLLABUS DATE OF LAST REVIEW: 02/2013 CIP CODE: 24.0101 SEMESTER: COURSE TITLE: Department Syllabus Philosophy of Religion COURSE NUMBER: PHIL 200 CREDIT HOURS: 3 INSTRUCTOR: OFFICE LOCATION: OFFICE HOURS:

More information

Prentice Hall United States History 1850 to the Present Florida Edition, 2013

Prentice Hall United States History 1850 to the Present Florida Edition, 2013 A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...

More information

Skill Realized. Skill Developing. Not Shown. Skill Emerging

Skill Realized. Skill Developing. Not Shown. Skill Emerging Joshua Foster - 21834444-05018100 Page 1 Exam 050181 - Persuasive Writing Traits of Good Writing Review pages 164-169 in your study guide for a complete explanation of the rating you earned for each trait

More information

Ideas for Classroom Projects, Papers, and Assignments

Ideas for Classroom Projects, Papers, and Assignments Ideas for Classroom Projects, Papers, and Assignments Bible and Arts Project Current Issue Paper Interdisciplinary Papers Peer Interview Project Religious Site Visit Bible and Arts Project Artists and

More information

LANGUAGE, IDEOLOGY AND POWER RELATION REFLECTED IN THE HEADLINES NEWS OF THE JAKARTA POST AND THE JAKARTA GLOBE

LANGUAGE, IDEOLOGY AND POWER RELATION REFLECTED IN THE HEADLINES NEWS OF THE JAKARTA POST AND THE JAKARTA GLOBE LANGUAGE, IDEOLOGY AND POWER RELATION REFLECTED IN THE HEADLINES NEWS OF THE JAKARTA POST AND THE JAKARTA GLOBE RESEACH PAPER Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Correlated with Common Core State Standards, Grade 1

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Correlated with Common Core State Standards, Grade 1 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 1 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

Pearson myworld Geography Western Hemisphere 2011

Pearson myworld Geography Western Hemisphere 2011 A Correlation of Pearson Western Hemisphere 2011 Table of Contents Reading Standards for... 3 Writing Standards for... 9 A Correlation of, Reading Standards for Key Ideas and Details RH.6-8.1. Cite specific

More information

College of Arts and Sciences

College of Arts and Sciences COURSES IN CULTURE AND CIVILIZATION (No knowledge of Greek or Latin expected.) 100 ANCIENT STORIES IN MODERN FILMS. (3) This course will view a number of modern films and set them alongside ancient literary

More information

RECENT WORK THE MINIMAL DEFINITION AND METHODOLOGY OF COMPARATIVE PHILOSOPHY: A REPORT FROM A CONFERENCE STEPHEN C. ANGLE

RECENT WORK THE MINIMAL DEFINITION AND METHODOLOGY OF COMPARATIVE PHILOSOPHY: A REPORT FROM A CONFERENCE STEPHEN C. ANGLE Comparative Philosophy Volume 1, No. 1 (2010): 106-110 Open Access / ISSN 2151-6014 www.comparativephilosophy.org RECENT WORK THE MINIMAL DEFINITION AND METHODOLOGY OF COMPARATIVE PHILOSOPHY: A REPORT

More information

QCAA Study of Religion 2019 v1.1 General Senior Syllabus

QCAA Study of Religion 2019 v1.1 General Senior Syllabus QCAA Study of Religion 2019 v1.1 General Senior Syllabus Considerations supporting the development of Learning Intentions, Success Criteria, Feedback & Reporting Where are Syllabus objectives taught (in

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Correlated with Common Core State Standards, Grade 3

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Correlated with Common Core State Standards, Grade 3 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 3 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

Building Systematic Theology

Building Systematic Theology 1 Building Systematic Theology Lesson Guide LESSON ONE WHAT IS SYSTEMATIC THEOLOGY? 2013 by Third Millennium Ministries www.thirdmill.org For videos, manuscripts, and other resources, visit Third Millennium

More information

CENTRE OF BUDDHIST STUDIES

CENTRE OF BUDDHIST STUDIES CENTRE OF BUDDHIST STUDIES The Buddhist Studies minor is an academic programme aimed at giving students a broad-based education that is both coherent and flexible and addresses the relation of Buddhism

More information

Faculty of Letters Department of Eastern Philosophy and Culture

Faculty of Letters Department of Eastern Philosophy and Culture Philosophy A Philosophy B History of Philosophy A History of Philosophy B Basic Theory of Ethics A Basic Theory of Ethics B Introduction to Applied Ethics A Introduction to Applied Ethics B History of

More information

Section 4. Attainment Targets. About the attainment targets

Section 4. Attainment Targets. About the attainment targets Section 4 Attainment Targets About the attainment targets The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities

More information

Intro Viewed from a certain angle, philosophy is about what, if anything, we ought to believe.

Intro Viewed from a certain angle, philosophy is about what, if anything, we ought to believe. Overview Philosophy & logic 1.2 What is philosophy? 1.3 nature of philosophy Why philosophy Rules of engagement Punctuality and regularity is of the essence You should be active in class It is good to

More information

B.A. in Religion, Philosophy and Ethics (4-year Curriculum) Course List and Study Plan

B.A. in Religion, Philosophy and Ethics (4-year Curriculum) Course List and Study Plan Updated on 23 June 2017 B.A. in Religion, Philosophy and Ethics (4-year Curriculum) Course List and Study Plan Study Scheme Religion, Philosophy and Ethics Major Courses - Major Core Courses - Major Elective

More information

StoryTown Reading/Language Arts Grade 3

StoryTown Reading/Language Arts Grade 3 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge

More information

Department of Philosophy

Department of Philosophy Department of Philosophy Phone: (512) 245-2285 Office: Psychology Building 110 Fax: (512) 245-8335 Web: http://www.txstate.edu/philosophy/ Degree Program Offered BA, major in Philosophy Minors Offered

More information

United States History and Geography: Modern Times

United States History and Geography: Modern Times United States History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details 1. Read closely

More information

Department of Religious Studies REL 2011: Introduction to Religion. Class Time: Saturday 9:30 am- 12:15 pm Semester: Spring 2019 Classroom: PC211

Department of Religious Studies REL 2011: Introduction to Religion. Class Time: Saturday 9:30 am- 12:15 pm Semester: Spring 2019 Classroom: PC211 Department of Religious Studies REL 2011: Introduction to Religion Instructor: Jose F. Deida Class Time: Saturday 9:30 am- 12:15 pm Semester: Spring 2019 Classroom: PC211 E Mail: Jdeida@mdc.edu Office

More information

Religion, Theology & The Bible.

Religion, Theology & The Bible. The Department Of Philosophy. Religion, Theology & The Bible. Everyone on the staff is so down to earth and approachable, considering their high reputation. Amy Corden 1 Why Religion, Theology and the

More information

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide.

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. World Religions These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. Overview Extended essays in world religions provide

More information

Modules In Religion, Theology and The Bible

Modules In Religion, Theology and The Bible Department Of Biblical Studies. Modules In Religion, Theology and The Bible A guide for prospective students If you are interested in studying Religion, Theology and The Bible at The University of Sheffield

More information

Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language

Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language Correlation to Georgia Quality Core Curriculum 2004 Spanish Foreign Language Subject Area: Spanish Level III Textbook Title: Navegando 3 Publisher: EMC/Paradigm Publishing Item Topic Standard Correlation

More information

StoryTown Reading/Language Arts Grade 2

StoryTown Reading/Language Arts Grade 2 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Read regularly spelled multi-syllable words by sight. 3. Blend phonemes (sounds)

More information

FAX (610) CEDAR CREST COLLEGE REL Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m.

FAX (610) CEDAR CREST COLLEGE REL Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m. Dr. E. Allen Richardson Curtis Hall 237, ext. 3320 arichard@cedarcrest.edu FAX (610) 740-3779 CEDAR CREST COLLEGE REL 100 00 Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m., CUR 353

More information

AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS

AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS MASTER'S COURSES JEWISH EDUCATION PART-TIME PROGRAM 2 DOCTORAL COURSES 5 1 AZRIELI MASTERS COURSE DESCRIPTIONS JEWISH EDUCATION PART-TIME PROGRAM EDU

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

NEW YORK CITY A STANDARDS-BASED SCOPE & SEQUENCE FOR LEARNING READING By the end of the school year, the students should:

NEW YORK CITY A STANDARDS-BASED SCOPE & SEQUENCE FOR LEARNING READING By the end of the school year, the students should: Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level 2002 New York City A Standards-Based Scope & Sequence for Learning (Grade 7) READING By the end of the school year, the students

More information

The SAT Essay: An Argument-Centered Strategy

The SAT Essay: An Argument-Centered Strategy The SAT Essay: An Argument-Centered Strategy Overview Taking an argument-centered approach to preparing for and to writing the SAT Essay may seem like a no-brainer. After all, the prompt, which is always

More information

Course Description. Course objectives. Achieving the Course Objectives:

Course Description. Course objectives. Achieving the Course Objectives: POSC 261 Power, Freedom, and Revolution Fall 2016 Class Hours: T TH: 10:10-11:55 Classroom: Weitz 132 Professor: Mihaela Czobor-Lupp Office: Willis 418 Office Hours: Tuesday: 3:10-5:00 and Wednesday: 3:30-5:00

More information

ISLAMOPHOBIA: A CRITICAL DISCOURSE ANALYSIS ON THE 9/11 COMMISSION REPORT

ISLAMOPHOBIA: A CRITICAL DISCOURSE ANALYSIS ON THE 9/11 COMMISSION REPORT ISLAMOPHOBIA: A CRITICAL DISCOURSE ANALYSIS ON THE 9/11 COMMISSION REPORT RESEARCH PAPER Submitted a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department

More information

Macmillan/McGraw-Hill. Treasures. Grades K - 6. Correlated with. Oklahoma Priority Academic Student Skills (PASS) Language Arts.

Macmillan/McGraw-Hill. Treasures. Grades K - 6. Correlated with. Oklahoma Priority Academic Student Skills (PASS) Language Arts. Macmillan/McGraw-Hill Treasures 2009 Grades K - 6 Oklahoma Priority Academic Student Skills (PASS) Language Arts Grades K - 6 Macmillan/McGraw-Hill 800-882-3536 Table of Contents Kindergarten Page 3 Grade

More information

THEOLOGICAL STUDIES Section

THEOLOGICAL STUDIES Section Section 31.330 Faculty Interim Chair MARIE FRANCE DION, PhD Université de Montréal; Associate Professor Professors PAUL ALLEN, PhD Saint Paul University, Ottawa LUCIAN TURCESCU, PhD University of St. Michael

More information

COMPETENCIES QUESTIONNAIRE FOR THE ORDER OF MINISTRY Christian Church (Disciples of Christ) in West Virginia

COMPETENCIES QUESTIONNAIRE FOR THE ORDER OF MINISTRY Christian Church (Disciples of Christ) in West Virginia COMPETENCIES QUESTIONNAIRE FOR THE ORDER OF MINISTRY Christian Church (Disciples of Christ) in West Virginia This worksheet is for your personal reflection and notes, concerning the 16 areas of competency

More information

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points)

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points) Grade 4 Structure Overall Lead Transitions I made a claim about a topic or a text and tried to support my reasons. I wrote a few sentences to hook my reader. I may have done this by asking a question,

More information

Department of Theology. Module Descriptions 2018/19

Department of Theology. Module Descriptions 2018/19 Department of Theology Module Descriptions 2018/19 Level I (i.e. 2 nd Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules, please contact

More information

UNDERSTANDING UNBELIEF Public Engagement Call for Proposals Information Sheet

UNDERSTANDING UNBELIEF Public Engagement Call for Proposals Information Sheet UNDERSTANDING UNBELIEF Public Engagement Call for Proposals Information Sheet Through a generous grant from the John Templeton Foundation, the University of Kent is pleased to announce a funding stream

More information

English Language resources: Bible texts analysis Revelation 21: 1-8. Textual analysis of a passage from two versions of the Bible

English Language resources: Bible texts analysis Revelation 21: 1-8. Textual analysis of a passage from two versions of the Bible Textual analysis of a passage from two versions of the Bible undertaken by American scholars and aimed at an American audience, there is evidence of US spelling in the word practice (verb). Text A is the

More information

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78.

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78. [JGRChJ 9 (2011 12) R12-R17] BOOK REVIEW Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv + 166 pp. Pbk. US$13.78. Thomas Schreiner is Professor

More information

12 Bible Course Map--2013

12 Bible Course Map--2013 Course Title: Bible IV 12 Bible Course Map--2013 Duration: one year Frequency: one class period daily Year: 2013-2014 Text: 1. Teacher generated notes 2. The Universe Next Door by James W. Sire 3. The

More information

A Research Group of the IPH. The following dates are listed for our journal club meetings this year All meetings run from 12-1pm in TRW 3rd floor

A Research Group of the IPH. The following dates are listed for our journal club meetings this year All meetings run from 12-1pm in TRW 3rd floor How to write a good law essay. Choose a main idea that explains why the movie is bad in examples of introduction paragraphs the paragraph 2, support it with specific instances and events in. How to write

More information

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard Standard 4 WRITING: Writing Process Organization and Focus Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. Write stories with multiple paragraphs

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

Correlates to Ohio State Standards

Correlates to Ohio State Standards Correlates to Ohio State Standards EDUCATORS PUBLISHING SERVICE Toll free: 800.225.5750 Fax: 888.440.BOOK (2665) Online: www.epsbooks.com Ohio Academic Standards and Benchmarks in English Language Arts

More information

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47 A. READING / LITERATURE Content Standard Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale Reading

More information

Visual Analytics Based Authorship Discrimination Using Gaussian Mixture Models and Self Organising Maps: Application on Quran and Hadith

Visual Analytics Based Authorship Discrimination Using Gaussian Mixture Models and Self Organising Maps: Application on Quran and Hadith Visual Analytics Based Authorship Discrimination Using Gaussian Mixture Models and Self Organising Maps: Application on Quran and Hadith Halim Sayoud (&) USTHB University, Algiers, Algeria halim.sayoud@uni.de,

More information

Study Guide: Academic Writing

Study Guide: Academic Writing Within your essay you will be hoping to demonstrate or prove something. You will have a point of view that you wish to convey to your reader. In order to do this, there are academic conventions that need

More information

"THE DEATH OF CAPTAIN WASKOW" by ERNIE PYLE Analyzing a Primary Historic Source: Ernie Pyle's "The Death of Captain Waskow"

THE DEATH OF CAPTAIN WASKOW by ERNIE PYLE Analyzing a Primary Historic Source: Ernie Pyle's The Death of Captain Waskow "THE DEATH OF CAPTAIN WASKOW" by ERNIE PYLE Analyzing a Primary Historic Source: Ernie Pyle's "The Death of Captain Waskow" Subject: History, Journalism, Language Arts Estimated Time Required: One class

More information

College and Career Readiness Anchor Standards for Reading. Step Into the Time 36 Step Into the Place 92, 108, 174, 292, 430

College and Career Readiness Anchor Standards for Reading. Step Into the Time 36 Step Into the Place 92, 108, 174, 292, 430 World History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards

More information

MDiv Expectations/Competencies ATS Standard

MDiv Expectations/Competencies ATS Standard MDiv Expectations/Competencies by ATS Standards ATS Standard A.3.1.1 Religious Heritage: to develop a comprehensive and discriminating understanding of the religious heritage A.3.1.1.1 Instruction shall

More information

Who is Able to Tell the Truth? A Review of Fearless Speech by Michel Foucault. Los Angeles, CA: Semiotext(e), 2001.

Who is Able to Tell the Truth? A Review of Fearless Speech by Michel Foucault. Los Angeles, CA: Semiotext(e), 2001. Who is Able to Tell the Truth? A Review of Fearless Speech by Michel Foucault. Los Angeles, CA: Semiotext(e), 2001. Gary P. Radford Professor of Communication Studies Fairleigh Dickinson University Madison,

More information

DO YOU WANT TO WRITE:

DO YOU WANT TO WRITE: DO YOU WANT TO WRITE: -CONFIDENTLY? -CLEARLY? -FLUENTLY? -LOGICALLY? -RELEVANTLY? -DISTINCTIVELY? --PERSUASIVELY? YES? EXCELLENT. LET S GET STARTED! HOW TO WRITE PERSUASIVELY Dear Students, Practice makes

More information

C est à toi! Levels One, Two, Three 1 st edition, revised

C est à toi! Levels One, Two, Three 1 st edition, revised Correlation of C est à toi! Levels One, Two, Three 1 st edition, revised to the New Jersey French Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 phone 800-328-4564

More information

Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2018 BS1

Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2018 BS1 Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2018 BS1 Dr. Benjamin Gladd Office: Biblical Studies Dept. Phone: 601-923-1694 Email: bgladd@rts.edu

More information

Religion Oral How I see Jesus

Religion Oral How I see Jesus IMAGE OF JESUS Year 10 Religion TASK: You are to present before the class your personal image of Jesus. CRITERIA: Your presentation must Include references to Mark's Gospel /7 Show an understanding of

More information

Grab an Everything s an Argument book off the shelf by the flags. INTRO TO RHETORIC

Grab an Everything s an Argument book off the shelf by the flags. INTRO TO RHETORIC Grab an Everything s an Argument book off the shelf by the flags. INTRO TO RHETORIC Everything is an Argument You are bombarded with them all the time! The average American sees over 3000 advertisements

More information

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Correlated with Common Core State Standards, Grade 4

Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Correlated with Common Core State Standards, Grade 4 Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»

More information

School of Divinity. Divinity & 2000 Level /9 - August Divinity (DI) modules. DI1001 Theology: Issues and History

School of Divinity. Divinity & 2000 Level /9 - August Divinity (DI) modules. DI1001 Theology: Issues and History School of Divinity Divinity (DI) modules DI1001 Theology: Issues and History 10.00 am Mon, Tue, Thu This module will address a variety of themes within Christian theology. Each theme will be approached

More information

Houghton Mifflin Harcourt Avancemos!, Level correlated to

Houghton Mifflin Harcourt Avancemos!, Level correlated to Houghton Mifflin Harcourt Avancemos!, Level 1 2013 correlated to Foreign Language of Learning for Virginia Public Schools (2007), Spanish I PERSON TO PERSON COMMUNICATION SI.1 The student will exchange

More information

Prentice Hall The American Nation: Beginnings Through 1877 '2002 Correlated to: Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8)

Prentice Hall The American Nation: Beginnings Through 1877 '2002 Correlated to: Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8) Chandler USD Social Studies Textbook Evaluation Instrument (Grade 8) CATEGORY 1: SOCIAL STUDIES STANDARDS A. The program covers district objectives. Review each district outcome for your grade level and

More information

An understanding of the causal factors involved in excessive drinking by students could lead to their more effective treatment.

An understanding of the causal factors involved in excessive drinking by students could lead to their more effective treatment. PRINCIPLES AND AIMS This book rests on two principles: it is good to write clearly, and anyone can. The first is self-evident, especially to those who must read a lot of writing like this: An understanding

More information

COURSE DESCRIPTION AND GOALS

COURSE DESCRIPTION AND GOALS Summer 2017 Session 2 Online RSOC 54: Comparative Religion and Social Theory Religion, Culture and Society in Theory and Film Professor: Wendy M. Arce; Email: warce@scu.edu; Office/Hours: Zoom Appointment

More information

Minnesota Academic Standards for Language Arts Kindergarten

Minnesota Academic Standards for Language Arts Kindergarten A Correlation of Scott Foresman Reading Street Kindergarten 2013 To the Minnesota Academic Standards for Language Arts Kindergarten INTRODUCTION This document demonstrates how Common Core, 2013 meets the

More information

Programme Year Semester Course title

Programme Year Semester Course title History B History I 1 Ancient History of Romania (I) I 1 Ancient History of Romania (II) I 1 Ancient History 8 I 1 General Pre-history and Archaeology I 1 Introduction to History and Auxilary Sciences

More information

Master of Arts in Health Care Mission

Master of Arts in Health Care Mission Master of Arts in Health Care Mission The Master of Arts in Health Care Mission is designed to cultivate and nurture in Catholic health care leaders the theological depth and spiritual maturity necessary

More information

Writing your Paper: General Guidelines!

Writing your Paper: General Guidelines! Writing your Paper: General Guidelines! 1. The argument: general introduction The argument must be an interpretive hypothesis your paper formulates and demonstrates. The argument should be recognizably

More information

COURSES FOR RELIGIOUS STUDIES

COURSES FOR RELIGIOUS STUDIES Courses for Religious Studies 1 COURSES FOR RELIGIOUS STUDIES Religious Studies Courses REL100 Intro To Religious Studies Various methodological approaches to the academic study of religion, with examples

More information

THE MINOR IN RELIGIOUS STUDIES (RELI)

THE MINOR IN RELIGIOUS STUDIES (RELI) taught with two or more members of the faculty leading class discussions in their areas of specialization. As the alternative, one faculty member will serve as the primary instructor and coordinate the

More information

BIBLSTUD 5202 Winter BIBLSTUD 5202 Wednesdays, 9:30-12:30

BIBLSTUD 5202 Winter BIBLSTUD 5202 Wednesdays, 9:30-12:30 ST. PETER S SEMINARY / KING S UNIVERSITY COLLEGE at The University of Western Ontario Winter 2016 BIBLSTUD 5202 Wednesdays, 9:30-12:30 Professor Andrea Di Giovanni 519-432-1824, ext. 267 adigiov2@uwo.ca

More information

Welcome to Bachelor of Arts in Leadership and Ministry!

Welcome to Bachelor of Arts in Leadership and Ministry! Welcome to Bachelor of Arts in Leadership and Ministry! Kansas Christian College is proud to offer online degree programs to accommodate the educational needs of busy adults. With KCC Online, you can get

More information

SCOTCAT Credits: 20 SCQF Level 7 Semester: 1 Academic year: 2017/8 & 2018/9. Compulsory for Biblical Studies, Hebrew and MTheol and BD

SCOTCAT Credits: 20 SCQF Level 7 Semester: 1 Academic year: 2017/8 & 2018/9. Compulsory for Biblical Studies, Hebrew and MTheol and BD School of Divinity Divinity - 1000 & 2000 Level - 2017/8 - August 2017 Divinity (DI) modules DI1001 Theology: Issues and History SCOTCAT Credits: 20 SCQF Level 7 Semester: 1 10.00 am Mon, Tue, Thu This

More information

Michał Heller, Podglądanie Wszechświata, Znak, Kraków 2008, ss. 212.

Michał Heller, Podglądanie Wszechświata, Znak, Kraków 2008, ss. 212. Forum Philosophicum. 2009; 14(2):391-395. Michał Heller, Podglądanie Wszechświata, Znak, Kraków 2008, ss. 212. Permanent regularity of the development of science must be acknowledged as a fact, that scientific

More information

Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2019 DC2

Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2019 DC2 Reformed Theological Seminary Hebrews through Revelation NT522 (3 Credit Hours) Friday 9:00am-12:00pm Spring 2019 DC2 Dr. Benjamin Gladd Office: Biblical Studies Dept. Phone: 601-923-1694 Email: bgladd@rts.edu

More information

What is a Thesis Statement? High School Teaching and Learning Step Up

What is a Thesis Statement? High School Teaching and Learning Step Up What is a Thesis Statement? A Thesis Statement: Captures the main idea of your essay. Takes a stand or position on a topic. Then supports that position with examples, explanation, evidence. Should stick

More information

PHIL350 (22332)/450H (22052) PLSC510 (22053)/510H

PHIL350 (22332)/450H (22052) PLSC510 (22053)/510H Nietzsche PHIL350 (22332)/450H (22052) PLSC510 (22053)/510H (22054) Spring 2014 3 hours Michael E. Lipscomb, Ph.D., Associate Professor of Political Science 336 Bancroft, x4666, lipscombm@winthrop.edu

More information