RT: #2014

Cocina — «Pan de Muerto» - «Bread of the dead», «De Dødes Brød» [Videos]

<blockquote> • ✔ <b> Día de Muertos - "Pan de muerto", "Bread of the dead".</b> Brødet blir laget til en mexikansk og guatemalansk høytid, der de feirer de døde. Festdagen er dagen etter allehelgensdag, 2 november. </blockquote> <br />

<center><font color="#301CE2"><strong>Mexico y Guatemala | <a href="https://plus.google.com/111394417792438554096/about" target="_blank" rel="author"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" target="_blank" rel="publisher"> Benjamin Madeira — </a></strong></font></CENTER><br /><br />

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<span>Pan de Muerto - Foto: Benjamin Madeira</span> </div> </div> <br />

<div class="citajbm"> "Pan de muerto", "Bread of the dead" is a type of sweet roll traditionally baked in Mexico during the weeks leading up to the "Día de Muertos", which is celebrated on November 1st and 2nd. It is a sweetened soft bread shaped like a bun, often decorated with bone-shaped phalanges pieces. "Pan de muerto" is eaten on "Día de Muertos", at the gravesite or altar of the deceased. </div> <br /><br />

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<a name="clips"> <center><strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Pan de Muerto :: Ingredientes, preparacion</span></strong></CENTER> </a> <br />

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<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a href='http://www.benjaminmadeira.com/feeds/posts/default/-/recetas-y-cocina?max-results=100' alt='BenjaminMadeira - Videos, mp4, Youtube, mp3, Twitter, Online' target="_blank" style="text-decoration: none;"><font color="#301ce2"> RT: #PanDeMuerto #DiaDeMuertos #Cocina #Recetas #Mexico #Guatemala ✔ « #Youtube » — #Videos </font></a> #Comida #Tradicion </span></span></div><br/>

Cocina — «Pan de Muerto» - «Bread of the dead», «De Dødes Brød» [Videos]

• ✔ Día de Muertos - "Pan de muerto", "Bread of the dead". Brødet blir laget til en mexikansk og guatemalansk høytid,...

Más información / read more »

English — [STORY] Butterflies ~ by Patricia Grace - MP3 [Analysis/Activities]

<blockquote>A great story about perspective. The theme of the story is the difference between how we view something depending on our background. <br /><br />Patricia Frances Grace, DCNZM, QSO, (born in Wellington, New Zealand in 1937) is a notable Māori writer of novels, short stories, and children's books. Her first published work, Waiariki (1975) was the first collection of short stories by a Māori woman writer. She has been described as "A key figure in contemporary world literature and in Maori literature in English"</blockquote><br />

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<span>Butterflies by Patricia Grace - Photo: illustration</span> </div> </div> <br />

<center><font color="#301CE2"><strong> University studies | <a href="https://plus.google.com/111394417792438554096/about" target="_blank" rel="author"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" target="_blank" rel="publisher"> Benjamin Madeira — </a></strong></font></CENTER> <br /><br />

Prepare an oral presentation where you, in some detail, describe how you would work with this text, focusing on: <br /><br />
 language learning <br />
 ways of reading <br />
 or other perspectives that you find relevant <br /><br />

<h2>Tasks for 'Butterflies' by Patricia Grace </h2><br /><br />

<b>Text chosen:</b> 'Butterflies' by Patricia Grace<br /><br />

<b>Class:</b> Lower secondary school (ungdomsskole) 10th-grade students<br /><br />

<b>Time estimate:</b>  Two two-hour/double class lesson and some homework<br /><br />

<h2>About the author, Patricia Grace: </h2><br /> 
A New Zealand maori writer, Patricia Grace, wrote a very short story about a teacher's response to a Maori child's writing. The teacher is presumably white - "pakeha" as Maori refer to New Zealanders of European (mostly British) descent. <br /><br />

<h2>Summary of ‘Butterflies’ by Patricia Grace </h2> <br /> 
In the story ‘Butterflies’ a young Maori girl living with her grandparents goes to a school where she is taught by a Pakeha teacher. The girl writes a story at school about killing all the butterflies but the teacher tells her "butterflies are beautiful creatures." What the teacher doesn't know is that the girl is killing the butterflies to protect the cabbages her family is growing. When the little girl tells her grandfather what the teacher said, he tells her "your teacher, she buy all her cabbages from the super market, that's why." This symbolizes how Maori and Pakeha are different in their values. This shows a different idea on what it means to them to be Maori. Although this short-story is written in the third person, the story is in the voice of the little girl. <br /><br />

<b>MAIN IDEA:</b><br /> 
The short story "Butterflies" is a thought-provoking piece. In this short-story, “Butterflies”, we are invited to see an aspect of New Zealand in a grain of sand. Patricia Grace's presents different aspects of what it means to be Maori in her stories. An idea she portrays is that Maori are different in their way of doing things and their values. Careful 10th-grade readers will notice that this selection involves a clash of cultures: rural and city, even black and white. Butterflies, to a farmer, are pests that destroy crops, but to a city dweller, they have a romantic quality that symbolizes beauty and change. Topics are familiar to both child and teacher but that have different values to child and teacher. <br /><br />

<h2>Competence aims after grade 10 </h2><br />
Students will be informed why we will be reading this short-story and what the students aim to get out of the reading (see competence aims). The teacher will start by writing the competence aims on the whiteboard. <br /><br />

Competence aims from LK06 for lower secondary school (10th-grade) that are covered by this reading activity are: <br /><br />

<h4>Language learning </h4><br /> 
• use various situations, work methods and strategies to learn English <br /><br />

<h4>Communication </h4><br /> 
• understand spoken and written texts on a variety of topics <br /> 
• read and understand texts of different lengths and genres  <br /><br />

<h4>Culture, society and literature </h4><br /> 
• discuss the way young people live, how they socialise, their views on life and values in (...) English-speaking countries and Norway <br /> 
• describe the situation for some indigenous peoples in English-speaking countries <br />
• read and discuss a representative selection of literary texts from the genres (...) short stories, (...) from the English-speaking world <br />
• prepare and discuss his/her own oral or written texts inspired by literature and art <br /><br />

<h2>Task 1: Pre-reading activity or warm-up </h2><br /><br />

<b>Some ideas:</b> <br /><br />

<h2>BUTTERFLIES PICTURES </h2><br /><br />
Students are asked to study some pictures of various kinds of butterflies and tell what they think of butterflies, and then they can decide what they would do with those butterflies. Each decision must be accompanied by an explanation in English. Students are grouped to compare decisions briefly.  <br /><br />

<h2>SPECULATING ABOUT THE TITLE </h2><br /><br />
Students are told that they are going to read a story called ‘Butterflies’. Can they think what the story is about? They are asked to draw a mind-map when speculating about the title. All suggestions are accepted at this stage. The teacher puts them on the board, while students jot them down in their notebooks. Students’ thinking can be developed when they collaboratively construct meaning during discussions. <br /><br />

<h2>Task 2: Reading or listening in sections </h2><br />

Students read or listen to the first three lines of the story (ending ‘You come straight back after school, straight home here.’). The grandmother has told her granddaughter to hurry up home after school.  The class is asked to recall whether they have read or heard a similar story. It resembles a fairy tale such as ‘Little Red Riding Hood’, in which a little girl goes out of the safety of her home into the big, wild world. Here, a Maori girl goes into the Pakeha world. <br /><br />

<h2>Task 3: Reading or listening in sections </h2><br />
Students keep reading or listening. Now they read the next two lines of the story (ending ‘"Listen to the teacher," she said. "Do what she say"’). The grandmother has told her granddaughter to do whatever her teacher says, and her grandfather will also tell her to obey her teacher.  The class is asked to recall whether they have been given the same advice by a relative in their lives before going to school. It might be that a student points out that the grandmother feels that by advising her granddaughter so, she is less likely to have problems fitting in at school. <br /><br />

<h2>Task 4: Reading or listening in sections </h2><br /> 
Students keep reading or listening stopping at the point at which the little girl will start reading her story written at school. (ending ‘The granddaughter took her book from her schoolbag and opened it’). Each group is asked to discuss a likely ending (that is, they try to work out that the girl’s story is about butterflies). Once an ending has been deduced, students are asked to write it using approximately 130 words. They are advised to study the writer’s style (English dialect) and to bear it in mind. Finally, they read the original ending and compare it with their own efforts. <br /><br />

<h2>Task 5: Follow-up, after reading or listening </h2><br /> 
The end section of the story describes the written story of the girl (ending ‘your teacher, she buy all her cabbages from the supermarket and that's why.’). A response activity is appropriate here in a second lesson class: <br /><br />

Students are put into pairs for an improvised role play. The teacher gives each pair a story-related situation to think about and then act out. Situations include the following: <br /><br />

– Girl and teacher meet in a supermarket shortly after school the same day; she is buying vegetables. <br /> 
– The next-door neighbor talks to the girl when she comes back from school;  the girl tells their neighbor about the story she wrote at school, what is the neighbor’s answer? <br /> 
– The girl’s grandparents meet the teacher downtown; they all talk about the girl’s story; how do they deal with the butterflies’ issue? <br /> 
– Some days later the girl is asked again by her teacher to write a story about butterflies; do students think that she will write the same ending again, why or why not? <br /> 
– Do students think that the next day the girl’s grandparents will ask their granddaughter again to do what her teacher says? <br /><br />

Students prepare their respective sketches and each situation is performed for the rest of the class by volunteering pairs. The teacher monitors for later language repair work, as necessary. <br /><br />

<h2>Task 6: Re-reading the short-story – better comprehension</h2> <br />

All students read the short story again knowing all vocabulary and how it ends, and why it ends that way. <br /><br />

<h2>Conclusion:</h2> <br /> 
One of the many immediate and striking advantages of reading "Butterflies" is that:
It offers a practical length. Patricia Grace has encapsulated experience with a masterly economy of language in her short-story.  It can be read entirely within one class lesson, but if students are going to respond to it on an emotional level we need two class lessons because we need some time for preparation, discussion, and follow-up activities (Collie, p. 167). <br /><br />

I expect my 10th-grade students to read this short-story without stopping to look up every unknown word. In fact, it has few unknown word for their level.
Efferent reading:  we will NOT be reading this short-story to “take away” particular bits of information. In the classroom we will not be interested in this short-story as a butterfly guide to learn more about how butterflies are born, live and die.
With this short-story we will focus on aesthetic reading, which is used to explore the work and oneself. Here, students will be engaged in the experience of reading, itself. I expect the students to be aware of how the ‘qualities of the text’ affect their understanding, appreciation and interpretation of the literature they read and discussed. <br /><br />

It might be that students argued that when the little girl shares her butterfly story in class, she undergoes a moment of awakening as to one's true situation or the transition from innocence to experience, and then students can be asked if it also could be true that her teacher reflects as well on why her student has written her story that way and learn how life is in other parts of the country.<br /> <br /><br />

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<audio preload="auto"></audio>
    <CENTER><div class="track-details"> Patricia Grace: "Butterflies."</div> </CENTER>

<ol>
<li class="playing">
<a alt="Patricia Grace, short-story" title="Patricia Grace, short-story" href="#" data-src="https://archive.org/download/Maripositas/Maripositas.mp3">[Audio] (mp3 file) Patricia Grace, short-story: "Butterflies", 1987 - 3min</a> </li> </ol> </span> </strong> </ul> </div>

<br /> <br />

<div class="citajbm"> The Grandmother plaited her granddaughter's hair and then she said, "Get your lunch. Put it in your bag. Get your apple. You come straight back after school, straight home here. Listen to the teacher," she said. "Do what she say." <br /><br />

Her grandfather was out on the step. He walked down the path with her and out onto the footpath. He said to a neighbor, "Our granddaughter goes to school. She lives with us now." <br /><br />

"She’s fine," the neighbor said. "She's terrific with her two plaits in her hair." <br /><br />

"And clever," the grandfather said. "Writes every day in her book." <br /><br />

"She's fine," the neighbor said. <br /><br />

The grandfather waited with his granddaughter by the crossing and then he said, "Go to school. Listen to the teacher. Do what she say." <br /><br />

When the granddaughter came home from school her grandfather was hoeing around the cabbages. Her grandmother was picking beans. They stopped their work. <br /><br />

"You bring your book home?" the grandmother asked. <br /><br />

"Yes." <br /><br />

"You write your story?" <br /><br />

"Yes." <br /><br />

"What's your story?" <br /><br />

"About the butterflies." <br /><br />

"Get your book then. Read your story." <br /><br />

The granddaughter took her book from her schoolbag and opened it. "I killed all the butterflies," she read. "This is me and this is all the butterflies." <br /><br />

"And your teacher like your story, did she?" <br /><br />

"I don't know." <br /><br />

"What your teacher say?" <br /><br />

"She said butterflies are beautiful creatures. They hatch out and fly in the sun. The butterflies visit all the pretty flowers, she said. They lay their eggs and then they die. You don’t kill butterflies, that’s what she said." <br /><br />

The grandmother and the grandfather were quiet for a long time, and their granddaughter, holding the book, stood quite still in the warm garden. <br /><br />

"Because you see," the grandfather said, "your teacher, she buy all her cabbages from the supermarket and that's why." </div> <br /><br />

<audio preload="auto"></audio>
    <CENTER><div class="track-details"> Patricia Grace: "Electric City and Other Stories."</div> </CENTER>

<ol>
<li class="playing">
<a alt="Patricia Grace, Electric City and Other Stories" title="Patricia Grace, Electric City and Other Stories" href="#" data-src="https://archive.org/download/Electric-City/Patricia Grace-Electric-City.mp3">[Audio] (mp3 file) Patricia Grace, Electric City and Other Stories, 1987 - 133min</a> </li> </ol> </span> </strong> </ul> </div>

<br /> <br />

<div class="JBMCode"> 
<h2>REFERENCES - further reading:</h2><br/><br/>

Collie, Joanne and Stephen Slater (1987) <a href="http://forum.portal.edu.ro/index.php?act=Attach&type=post&id=1981556" title="Literature in the language classroom" alt="Literature in the language classroom" target="_blank" style="text-decoration: none;"><font color="#FF4000">Literature in the language classroom</font></a>. Cambridge University Press. <br/><br/>

• Grace, Patricia (1987). <a href="https://chipbruce.files.wordpress.com/2008/11/butterflies.pdf" title="Butterflies. In Electric city and other stories" alt="Butterflies. In Electric city and other stories" target="_blank" style="text-decoration: none;"><font color="#FF4000">Butterflies. In Electric city and other stories</font></a>. New Zealand: Penguin.  <br /> <br />

• Grace, Patricia. "Kahawai." Electric City and Other Stories (1987) in Collected Stories. Auckland: Penguin, 2001. <br /> <br />

• Iversen, Anniken Telnes (2013) Reading Novels and Short Stories. Anna Birketveit and Gweno Williams (eds.) Literature for the English classroom : theory into practice. Bergen: Fagbokforlaget <br/><br/>

• Norwegian Ministry of Education and Research, English Subject Curriculum
<a href="http://www.udir.no/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/english/5/english_subject_curriculum.doc" title="The Norwegian LK06, in English" alt="The Norwegian LK06, in English" target="_blank" style="text-decoration: none;"><font color="#FF4000">The Norwegian LK06, in English</font></a>; <a href="http://data.udir.no/kl06/ENG1-03.pdf" title="The Norwegian LK06, in Norwegian" alt="The Norwegian LK06, in Norwegian" target="_blank" style="text-decoration: none;"><font color="#FF4000">The Norwegian LK06, in Norwegian</font></a>  <br/><br/>

• <a href="http://www.atlantisjournal.org/papers/25_1/109-120_fresno.pdf" title="An Interview with Patricia Grace" alt="An Interview with Patricia Grace" target="_blank" style="text-decoration: none;"><font color="#FF4000">An Interview with Patricia Grace</font></a> <br /> <br />

• <a href="https://www.youtube.com/watch?v=BFs5KaB35ko" title="Patricia Grace visits Cannons Creek School" alt="Patricia Grace visits Cannons Creek School" target="_blank" style="text-decoration: none;"><font color="#FF4000">Patricia Grace visits Cannons Creek School</font></a> (1989)   <br /> <br />

• <a href="https://www.youtube.com/watch?v=qhQEqifJxyA" title="The NZ Transport Agency to appeal ruling on Patricia Grace" alt="The NZ Transport Agency to appeal ruling on Patricia Grace" target="_blank" style="text-decoration: none;"><font color="#FF4000">The NZ Transport Agency to appeal ruling on Patricia Grace's ancestral land </font></a> <br /><br />

</div>

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a href='http://www.benjaminmadeira.com/search/label/study-notes' alt='BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online' style="text-decoration: none;"><font color="#301ce2"> RT: #Butterflies #ShortStory #English #Literature </font></a> ✔ #Society — #Culture #Education #Children </span></span></div><br/>

<!--
Reading #Butterflies<BR/>
Short Story by Patricia Grace <BR/><BR/>

Assignment Questions:<BR/>
Respond to the following questions in complete sentences.<BR/><BR/>

1.  How do the young girl and her grandparents view butterflies?  How does the teacher view butterflies? <BR/><BR/>

2.  What is the reason for the opposing points of view? <BR/><BR/>

3.  Identify an example of irony in the story.  Discuss how it contributes to the story's meaning. <BR/><BR/>

4.  Is there room for compromise between the teacher's and the grandparents' viewpoints on butterflies? What information would both sides need to come to a resolution? <BR/><BR/>

5.  The grandparents in the story use non-standard grammar. What might this suggest about their background? Why has the author chosen to have them speak this way? How does your understanding of their language usage affect your reading of the story? Do you ever use non-standard grammar in your writing? Why do you use it and what is its effect? <BR/><BR/>

Irony: when a statement or situation means something different from (or even the opposite of) what is expected.<BR/><BR/>

"Butterflies" is a thought-provoking piece. Careful readers will notice that this selection involves a clash of cultures: rural and city, even black and white. Butterflies, to a farmer, are pests that destroy crops, but to a city dweller, they have a romantic quality that symbolizes beauty and change.

Butterflies, by Patricia Grace, told by Riwia Brown
Storytime on Sunday 8 August 2010
http://www.radionz.co.nz/collections/storytime-treasure-chest

Chapter and Verse: Patricia Grace
Originally aired on Arts on Sunday, Sunday 8 November 2009 
An extended interview with novelist and short story writer Patricia Grace.

http://www.radionz.co.nz/audio/player/2121758

http://podcast.radionz.co.nz/art/art-20091108-1440-Chapter_and_Verse_Patricia_Grace-048.mp3 16min

http://podcast.radionz.co.nz/art/art-20091108-1440-Chapter_and_Verse_Patricia_Grace.ogg

"Butterflies" is a short story written by the Maori author Patricia Grace in 1987. The theme of the story is how people with different backgrounds may view things in different ways. Here, people from rural and urban areas have diverse opinions on killing butterflies....

HW #1 -- Personal Butterflies <BR/>
http://profdamato11.blogspot.no/2012/02/hw-1-personal-butterflies.html

Please respond to the following prompt by posting a reply below. <BR/> <BR/>

—Review main idea (too broad, too narrow, just right). Main idea can be, “the thing that gets talked about the most,” or it can be, “the meaning the author wants to communicate.” —Display Think-Along, “Butterflies.”

Main Idea: The point of the story; what the author wants you to learn. Main idea can also be the dominant idea, the subject matter that is most often repeated or developed.

Main ideas can be too broad, too narrow, or just right.

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'Butterflies' by Patricia Grace

COMPARING LIFESTYLES
This is designed to elicit students’ attitude to the central situation in the short story.
Students are asked to think about what life is like for a very poor, illiterate man in a small rural village. What differences would there be between that person’s life and the life of someone who has been educated and lives and works in an urban environment
(their own lives, if that is the case)? This can be done as a general class discussion,
although working in groups often ensures a more evenly distributed participation.

Reading is a process which involves decoding of words and letters (bottom-up processing) as well as construction of meaning (top-down processing).
Various approaches can be used to develop students’ reading skills, such as making predictions, skimming, scanning, interpreting the text, deducing meaning from the content etc. Several of these approaches can be used with both extensive and intensive reading, and might additionally involve both top-down and bottom-up approaches to reading.

both reader and text act upon each other, each mutually contributing to and defining a reciprocal relationship.

In aesthetic reading, a reader ‘adopts an attitude of readiness to attend to what is 
being lived through during the reading event’ (Rosenblatt, 1988, p. 74).

In efferent reading, a reader’s 'attention is focused primarily on what will remain as the residue after the reading' (Rosenblatt, 1978, p.  23), and thus he/she focuses mostly on the public referents of meaning.

Collie, p.167
Rosenblatt, L. (1985). Viewpoints: Transaction versus interaction – a terminological rescue operation. Research in the Teaching of English, 19(1) 96–107.
Rosenblatt, L. (1986). The aesthetic transaction. Journal of Aesthetic Education, 20(4), 122–127.
Rosenblatt, L. (1988). The literary transaction. In P. Demers  (Ed.), The creating word(pp. 66–85). Edmonton, AB:  University of Alberta Press.
Rosenblatt, L. (1994). The transactional theory of reading and writing. I n R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading(4th ed., pp. 1057–1092). Newark, DE: International Reading Association.

Rosenblatt states,  “In aesthetic reading, the reader’s attention is centered directly on what he is living through during his relationship with that particular text.” [110, p. 25] 
Extensive reading is related to quantity, to reading for pleasure and enjoyment and to silent reading.
I did this with the book “The dog”.
Now with this short-story “Butterflies” by Patricia Grace it is intended to do Intensive reading which allows more attention to detail, both of language and content. This way of reading is often associated with teacher led reading in the classroom as well as with teacher chosen material. It can be used when studying a course book text or when working on additional material in various genres.

Reading aloud – 
The whole short story, or parts of it, can be read aloud by the teacher and the students can follow the text on print. This kind of shared reading is a way to focus as a group on the text and can be a good way to introduce a short story.

Short Story: ‘Butterflies’
Author: Patricia Grace
 Different views. Butterflies are pests or beautiful.
 "Butterflies are beautiful creatures." 
 "Your teacher, she buy all her cabbages from the super market, that's why."

http://www.vocabulary.com/lists/61693#view=notes

https://soundcloud.com/ubudwritersfest/oct05-0900-lb-the-storytellers-clarrie-cameronishacksonlayjaredthomaspatriciagracechairmargaret-w

Audials One Tunebite Platinum 9.1 Build 1600 [RG-DF]
Audials One 9.0.1600 Portable.rar
116mb
http://dfiles.eu/files/grg6q8wid

http://www.gratisprogramas.org/descargar/audials-one-tunebite-platinum-9-1-build-1600-rg-df/

V9
http://audials.com/forum/index.php?page=Thread&threadID=12227

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The OA presentation on <b>Adobe Connect</b> was a new, but an enriching experience. First of all, I learned a lot from my classmates when sharing their presentations, and also when the feedback-time came. Despite some minor technical issues, it all worked well with all of us, three participans and our wise teacher, <a href="https://takecredit.hf.ntnu.no/user/view.php?id=5&course=21" title="Anja Angelsen" alt="Anja Angelsen" target="_blank" style="text-decoration: none;"><font color="#FF4000">Anja</font></a>. I never had heard that much about homophony in a single session before. I learned alot about homophones by <a href="https://takecredit.hf.ntnu.no/user/view.php?id=206&course=21" title="Veronica" alt="Veronica" target="_blank" style="text-decoration: none;"><font color="#FF4000">Veronica</font></a> and <a href="https://takecredit.hf.ntnu.no/user/view.php?id=209&course=21" title="Vidar Letho" alt="Vidar Letho" target="_blank" style="text-decoration: none;"><font color="#FF4000">Vidar</font></a>. I learned a lot about homophony, and now I have to more webpages I can add to my favorites: <a href="http://www.singularis.ltd.uk/bifroest/misc/homophones-list.html" title="British-English homophones" alt="British-English homophones" target="_blank" style="text-decoration: none;"><font color="#FF4000">a list of British-English homophones</font></a>, <a href="http://homophonesweakly.blogspot.com/atom.xml?max-results=50" title="Homophones, Weakly" alt="Homophones, Weakly" target="_blank" style="text-decoration: none;"><font color="#FF4000">Homophones, Weakly</font></a>. If you ever need to learn more about this interesting field, these are the people you have to consult. Their presentation was easy to follow. Their pronunciation was <a href="http://www.youtube.com/watch?v=uSD6RlqHwOk" title="Awesome" alt="Awesome" target="_blank" style="text-decoration: none;"><font color="#FF4000">awesome</font></a>. <br /><br />

I was the first participant to start our fun and educational assignment. I had eight minutes to share all my findings on the screen. It's like the time you use to watch a short-movie. My presentation was about the topic 'vocabulary'; it was about the word "uncritically". I felt that I was well prepared as I had been working <b>critically</b> with my assignment. <br /><br />

There were a couple of things that did not go as I had planned. When I logged in to Adobe connect and used my mic the other participants got an echo, so I had to mute my microphone each time I stopped talking. That was my disadvantage. The other thing that did not go well was that I had mixed up "derivational morphemes" with "inflectional morphemes", which is now in the right place. Thanks Anja for correcting me. <br /><br />

Despite the technical issue, which was the only thing I found difficult, it was very easy to interact with the rest of participants. I would have liked to have at least 12 minutes so I could show more pics to illustrate my findings. <br /><br />

I have learned two new sentences: "Merry Christmas, Mary. Marry me merrily." <br /><br />

http://www.ucl.ac.uk/internet-grammar/wordclas/open.htm
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English — [STORY] Butterflies ~ by Patricia Grace - MP3 [Analysis/Activities]

A great story about perspective. The theme of the story is the difference between how we view something depending on our background. Patric...

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English — Morphology - Word derivation: CONSTITUTION

<blockquote>Morphology: Rules on complex word formation.</blockquote><br />

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<span>Phonetics, Linguistics - Photo: illustration</span> </div> </div> <br />

• <h2>Write a few words about why/how you chose this particular word </h2> <br />

As I was writing my task on "Power of and Restraints on US President and UK Prime Minister", I went on reading the US Constitution, and that is the reason I chose this noun. My chosen word falls into the category "word derivation" (affixational process) contrary to "word compounding" and "inflection" (grammatical information). <br /> <br />

• <h2>Write the word itself (it should consists of at least four syllables) </h2> <br />

"Constitution" which consists of four syllables (cons-ti-tu-tion). According to the International Phonetic Alphabet, it is pronounced as follows /ˌkɒnstɪ'tju:ʃən/ (GB) and /ˌkɑ:nstə'tu:ʃən/ (US) respectively. <br /> <br />

• <h2>Provide a note on the stress in the word. Where is it placed? </h2> <br />

The stress in the word is on the third syllable "cons-ti-<b>tu</b>-tion", /'tju:/ /'tu:/ <br /> <br />

• <h2>Provide an explanation of the word's meaning </h2><br />

The two main definitions of "constitution" are as follows: <br /> <br />

1) the way in which a thing is composed or made up; makeup; composition<br />
2) the physical character of the body as to strength, health, etc.<br /> <br />

Furthermore, the words "constitution" and "structure" are considered synonyms. <br /> <br />

Additionally: A vigorous person has a strong constitution, but never a "strong structure". A well-built bunker has a strong structure, but never a "strong constitution". <br /> <br />

• <h2>Give a brief account of the origin of the word (etymology) </h2> <br />

The origin of the word dates back to 1350-1400; Middle English: "constitucion" 'law, regulation, edict, ordinance'. It stems also from Latin "constitūtiō". <br /> <br />

The word "constitution" is made up of the verb "to constitute" which means, "to cause to stand together", "to establish","to set up", "to shape" "to create", "to form", "to compose". <br /> <br />

We can use "constitute" as an active verb without preposition. In the US context: "Section I to Section X constitute Article 1", meaning "Section I to Section X are set together to make Article 1 of the Constitution of the United States of America". <br /> <br />

• <h2>Provide an account of the morphemes that the word consists of, i.e. you should identify the root of the word and the affixes. Also, you should comment on whether the affixes are derivational or inflectional. </h2> <br />

The morphemes (the minimal units of linguistic form) of the word "constitution" is as follows: <br /> <br />

The word <b>"constitution"</b> is built from a free morpheme: <b>"constitute"</b> which is the stem, root, or base, the affix <b>"-tion"</b> and since it follows the stem is suffix. <br /> <br />

<b>"constitute":</b> verb; root, free. <br /> <br />

<b>-tion:</b> (affix) <b>suffix</b> making the verb "constitute" into a noun; <b>bound morpheme</b>, an add-on, meaning that it is a grammatical unit that never occurs by itself, but is always attached to some other morpheme, in this case it is attached to the base morpheme. Furthermore, it is an <b>inflectional morpheme</b>. An <b>inflectional morpheme</b> creates a change in the function of the word. <br /> <br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a href='http://www.benjaminmadeira.com/search/label/study-notes' alt='BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online' style="text-decoration: none;"><font color="#301ce2"> RT: #English #Morphology </font></a> ✔ #WordDerivation — #Etymology #Constitute #Constitution </span></span></div><br/>

<div class="JBMCode"> 
<h2>REFERENCES - further reading:</h2><br/><br/>

• Collins English Dictionary (2012) William Collins Sons & Co. Ltd. 1979, 1986. HarperCollins Publishers <br /> <br />

• Skeat, Walter William (1882) A Concise Etymological Dictionary of the English Language, Oxford University Press <br /> <br />

• <a href="http://www.gpo.gov/fdsys/pkg/CDOC-110hdoc50/pdf/CDOC-110hdoc50.pdf" target="_blank" title="US Constitution" alt="US Constitution" style="text-decoration: none;"><font color="#301ce2">U.S. CONSTITUTION </font></a>. Retrieved from www.gpo.gov on October 2014 <br />

</div>

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OA2, blogpost

Obligatory Assignment 2

OA2 is a blog post. Additionally, you are required to respond to/comment on one of your peers' posts. Your own post should be approximately 200 words. Deadline for your blog post is 15 October. Deadline for the peer comment is 22 October. See the submission instructions below for details on the submission.
Derived words

One of my favourite English words is the adjective abominable.  I do not like it for its meaning, but for the way it sounds.

For Obligatory Assignment 2 (OA2) you should find a derived English word and find out as much as possible about this word. These points should be included in your blog post:

•    The word itself (it should consists of at least four syllables)
•    An explanation of the word’s meaning
•    An account of the morphemes that the word consists of, i.e. you should identify the root of the word and the affixes. Also, you should comment on whether the affixes are derivational or inflectional.
•    A note on the stress in the word. Where is it placed?

You may also want to include:

•    A brief account of the origin of the word (etymology)
•    A few words about why/how you chose this particular word

The post should be presented in full sentences.
Submission instructions

You first submit the blog post and the comment to the course blog, and then, on the 22 October, both blogpost and comment should be submitted as the OA2 . (Just cut and paste the text from one to the other.) Before you submit, take the time to proofread your writing, to check for coherency issues, and to be sure you have clearly addressed the assignment. NB! When you submit the assignment to the blog, please be sure to post it under the topic "OA2" and clearly title your post in order to make finding those posts easier.

"X and Y constitute Z" meaning "X and Y are set together to make Z".

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English — Morphology - Word derivation: CONSTITUTION

Morphology: Rules on complex word formation. Phonetics, Linguistics - Photo: illustration University studies | — Madeirinha ...

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Power of — and Restraints on Presidents and Prime Ministers

<blockquote>Economy: Sir Geoffrey Howe speech draft on trade unions (MT: "the press will crucify you for this").</blockquote><br />

<center><font color="#301CE2"><strong>University | <a href="https://plus.google.com/111394417792438554096/about" target="_blank" rel="author"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" target="_blank" rel="publisher"> Benjamin Madeira — </a></strong></font></CENTER><br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/prime-minister-vs-president.html"> <img alt="UK Prime Minister vs the US President - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjItpABMRQPe4-Ol6LYZrwaQzuuEDIWTeeY0C9uV8Jxmb4oYs7xpAorbXRLvsWQ_-XAOeYf8EvZM_8DgrU-0f7g1lQdGqKuAqLL46e7qrKDhQG3vn4ZoIIH6YofaRCCsv1xJevglpYTh0mQ/s600/cameron-obama-BenjaminMadeira-com.jpg" title="UK Prime Minister vs the US President - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>UK Prime Minister vs the US President - Photo: The Guardian UK</span> </div> </div> <br />

'The Iron Lady', <b>Margaret Thatcher</b>, who had won all her three elections, fell from power in 1990 when her Cabinet colleagues lost confidence in her ability to lead them (<b>Howe, 1990</b>). The main quarrels with Thatcher's Cabinet, it is said, were due to an unpopular or hated local tax which she decided to introduce as well as her increasingly anti-European approach. The independent resources or Powers that a UK Prime Minister has, lies in his or her combined role as a <b>Member of Parliament</b>, <b>chief legislator</b>, and <b>commander of a majority</b> within the <b>House of Commons</b> (the lower house of the legislature) (Watts, 2003:83). Indeed, if Margaret Thatcher had not been in this incredibly strong position, she would not have been Prime Minister longer than anyone else in the 20th century. (<b>Watts 2003:68,76</b>; <b>Burns, 1992:10,116-118</b>; <b>Troitiño:Thatcher and the EU</b>; <b>Moore, 2010:The Telegraph</b>; <b>Pearce, 2012:historytoday.com</b>). Both the Prime Minister and President have similar roles within their domestic systems (being "chief executive"). Beyond their executive function, however, the UK Prime Minister's domestic Powers appear to extend further and further ahead of those of the US President. <br /><br />

<h2>Introductory paragraph:</h2><br/>
The introductory paragraph includes a worldwide famous UK Prime Minister in order to get the reader's attention (Margaret Thatcher). The second sentence leads up to the thesis statement ("to have an incredible legislative strength") which is the third sentence. The thesis statement (sentence 3) presents topic of the paper to the reader and provides a mini- outline (Parliament, legislator, House of Commons). The topic is who is more powerful, the UK Prime Minister or the US President? (Watts 2003:82,83) The mini- outline tells the reader that this paper will present a UK Prime Minister stronger than his or her US colleague: (1) UK PM is a member of Parliament, he or she leads the Cabinet (the Executive) which means that the incumbent UK PM wields executive powers. The Parliament alone possesses legislative supremacy and thereby ultimate power over all other political bodies in the UK and its territories; (2) the incumbent UK PM wields legislative powers; and (3) the incumbent UK PM commands a majority in the House of Commons, which means that he or she guides the law-making process with the goal of enacting the legislative agenda of their political party. The fourth sentence supports the thesis statement of third sentence. The last sentence of the introductory paragraph uses the words "Prime Minister" and "US President" as transitional hooks and at the same time it looks back to the thesis statement of third sentence. <br /><br />

In the <b>British parliamentary system</b>, the executive include the Prime Minister and the Cabinet whom the prime minister picks <b>from Members of Parliament</b>, all of whom are responsible to Parliament. Thus, the Prime Minister is part of the legislature and has party supporters who will usually support the measures he or she introduces. The Prime Minister does not only appoint his or her Cabinet. He or she has patronage elsewhere such as the appointment of junior ministers. Powers of patronage are particularly important, as they provide a carrot for a Prime Minister to dangle before potentially rebellious the House of Commons (<b>Watts, 2003:95</b>). <br /><br />

As the constitution states, "the executive power shall be vested in a President" (<b>U.S. CONST. art. II, § 1, cl. 1</b>), not a President and his cabinet. Even so, the President uses a cabinet, which is narrowly provided for by the US constitution (<b>U.S. CONST. art. II, § 2</b>). In the <b>US presidential systems</b> the President acts as a single executive. In the United States the President appoints Cabinet members to work with him, practically anyone they like (as long as they are approved by the US Senate). In the US <b>neither the President nor his Cabinet officers are members of congress</b> (<b>Watts, 2003:68,83</b>). The President makes Supreme Court nominations, subject to approval by the Senate. The President can sign treaties, subject to ratification by the Senate (<b>Watts, 2003:84</b>). The President is 'Commander in Chief' of the armed forces, whose funding comes from Congress. The president is also chief legislator - Presidents can recommend measures to Congress – and increasingly put forward packages of proposals to Congress, but any legislation must be passed by Congress. Consequently, the President has very little independence, despite being Head of State. <br /><br />

The UK Prime Minister has indeed great political power, but this power is balanced by the fact that there are important constraints on Prime Ministerial power. As we have seen, Margaret Thatcher's case, ironically, the most significant restraint comes from the party he/she represents. Apart from being restrained by his/her own political party, there other factors that weaken the power of a UK Prime Minister, such as work overload, the public opinion, the Media support. <br /><br /> 
 
The Prime Minister's Powers of appointment are limited by the need to provide a balance of party views. The Cabinet must be representative; therefore, when the Prime Minister picks his or her Cabinet he or she must ensure that it contains cross-section of opinion. There must be women, ethnic minorities and people with support amongst wider party (<b>Holmes 2008:435</b>). <br /><br />

There are also constraints placed upon the Prime Minister in his appointment and chairing of Cabinet meetings. The Prime Minister due to his workload is only able to chair a few committees, so Senior Ministerial Colleagues chair the rest, thus reducing the Prime Ministers input in other departments greatly. In this way he or she limits his or her power (<b>Holmes 2008:422</b>).  <br /><br />

One factor which may limit the powers of the Prime Minister is when the public begins to have the opinion that he or she looks weak. Then it takes a lot for his or her reputation to be built again. Another limitation is the media. When a leader loses the confidence of the public and of the media they can become an electoral liability (<b>Holmes 2008:425</b>). <br /><br />

An issue with British politics for the Prime minister is that it has no fixed terms (<b>Watts, 2003:84</b>). This means that the opposition can pressure the Prime Minister to call for a general election at any point they wish, either through the media or by calling a vote of no confidence, where defeat for the government would give an automatic general election. <br /><br />

"The President of the United States of America", may be the quick answer when we ask who is more powerful, a UK Prime Minister or the US President. Even though a UK Prime Minister has unlimited Powers in a number of significant ways, it is he or she who has less restraints within the two political systems. In practice, this means that a Prime Minister can force through almost any legislation, and therefore control British statute. Therefore, any UK Prime Minister can be in a position of incredible legislative strength compared to the US President. Under the British political system there is a unity of powers (<b>Walter, 1867:68</b>) whereas in the United States there is separation of powers. Both Margaret Thatcher and Tony Blair were able to push through a welfare reform programme, while Bill Clinton during his presidential terms was not able to do the same in health policy. By comparison, <b>White House powers are more constrained</b> than those from Downing Street. <br /><br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a href='http://www.benjaminmadeira.com/search/label/politics' alt='BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online' style="text-decoration: none;"><font color="#301ce2"> RT: #Power #Politics #UnitedStates #UnitedKingdom </font></a> ✔ #PrimeMinister — #President #Culture #Society #BritishPolitics #USApolitics </span></span></div><br/>

<div class="JBMCode"> 
<h2>REFERENCES - further reading:</h2><br/><br/>

• Burns, Danny (1992) <a href="https://libcom.org/files/poll-tax-rebellion.pdf" target="_blank" title="Poll Tax rebellion" alt="Poll Tax rebellion" style="text-decoration: none;"><font color="#301ce2">"Poll Tax rebellion".</font></a>  AK Press and Attack 1992.<br /><br />

• Bagehot, Walter (1867) - The English Constitution  (C. A.  Watts and Co Ltd, London, 1964) <br/><br/>

• Holmes, Peter (2008) <a href="http://www.polity.co.uk/holmes/chapter/summaries/" target="_blank" title="Introducing Politics" alt="Introducing Politics" style="text-decoration: none;"><font color="#301ce2">Introducing Politics for AS Level </font></a>. Retrieved from polity.co.uk/holmes/chapter/summaries/ on October 2014<br /><br />

• Howe, Geoffrey (1990) <a href="http://www.newstatesman.com/uk-politics/2010/02/geoffrey-howe-1990-speech" target="_blank" title="Resignation speech, House of Commons" alt="Resignation speech, House of Commons" style="text-decoration: none;"><font color="#301ce2">Resignation speech, House of Commons, November 1990. </font></a>. Retrieved from newstatesman.com on October 2014<br /><br />

• Howe, Geoffrey (1990) <a href="http://fc95d419f4478b3b6e5f-3f71d0fe2b653c4f00f32175760e96e7.r87.cf1.rackcdn.com/C0D51B1CC30C4900940475EA064D5B5E.pdf" target="_blank" title="Sir Geoffrey Howe speech draft on trade unions" alt="Sir Geoffrey Howe speech draft on trade unions" style="text-decoration: none;"><font color="#301ce2">Economy: Sir Geoffrey Howe speech draft on trade unions. </font></a>. Retrieved from margaretthatcher.org on October 2014<br /><br />

• Moore, Charles (2010) <a href="http://www.telegraph.co.uk/comment/columnists/charlesmoore/8150464/Margaret-Thatchers-resignation-A-career-that-did-not-die-in-vain.html" target="_blank" title="A career that did not die in vain" alt="A career that did not die in vain" style="text-decoration: none;"><font color="#301ce2">Margaret Thatcher's resignation: A career that did not die in vain.</font></a> The Telegraph. Retrieved from www.telegraph.co.uk on October 2014.<br /><br />

• Pearce, Robert (2012) <a href="http://www.historytoday.com/robert-pearce/margaret-thatchers-rise-power" target="_blank" title="Margaret Thatcher Rise to Power" alt="Margaret Thatcher Rise to Power" style="text-decoration: none;"><font color="#301ce2">Margaret Thatcher's Rise to Power. </font></a> Retrieved from www.historytoday.com on October 2014<br /><br />

• Prakash, Saikrishna (2003) <a href="http://illinoislawreview.org/wp-content/ilr-content/articles/2003/Prakash.pdf" target="_blank" title="The Essential Meaning of Executive Power" alt="The Essential Meaning of Executive Power" style="text-decoration: none;"><font color="#301ce2">The Essential Meaning of Executive Power. </font></a>. Professor of Law, University of San Diego School of Law. Retrieved from illinoislawreview.org on October 2014<br /><br />

• Troitiño, David Ramiro <a href="http://www.ies.ee/iesp/No6/articles/iesp_no6_pp124-150.pdf" target="_blank" title="Margaret Thatcher and the EU, Single European Act" alt="Margaret Thatcher and the EU, Single European Acts" style="text-decoration: none;"><font color="#301ce2">Margaret Thatcher and the EU, Single European Act </font></a> <br /><br />

• <a href="http://www.usconstitution.net/const.pdf" target="_blank" title="US Constitution" alt="US Constitution" style="text-decoration: none;"><font color="#301ce2">U.S. CONST.</font></a>. Retrieved from usconstitution.net on October 2014<br /><br />

• WATTS, Duncan (2003) <a href="http://www.untag-smd.ac.id/files/Perpustakaan_Digital_2/POLITICS%20AND%20GOVERNMENT%20Understanding%20US-UK%20government%20and%20politics%20a%20comparative%20guide.pdf" target="_blank" title="Understanding US/UK government and politics" alt="Understanding US/UK government and politics" style="text-decoration: none;"><font color="#301ce2">Understanding US/UK government and politics. A comparative guide </font></a> Manchester University Press.<br /><br />

</div>
 
<!--

http://grammar.ccc.commnet.edu/grammar/five_par.htm

ENG6011 H2014: Kulturkunnskap

Assignment

OA2

Write a short academic text, using course material on power, on the following question:

Does a US president or a UK prime minister have the best chance of dominating the government agenda?

Your answer should pay attention to the power of and restraints (limitations) on presidents and prime ministers within the two political systems.

Formal requirements:

The text needs to critically examine the topic and tackle the question directly.
    The text will be roughly 800 words long.
    The text needs a thoughtful structure throughout, and using the 5-paragraph essay is recommended.
    Any material borrowed from another source, needs to be cited in accordance with an acknowledged citation model and conventions for proper handling of sources within academic writing. (See Citing sources for more information.)
    The text will be written in in academic language, avoiding informal aspects such as contractions, casual vocabulary and personal pronouns as seen in "I think", "we will see" or "in my opinion". (See Academic writing for more information.)

OA2 can be considered a first draft for your exam portfolio, where you will expand this into an academic essay of roughly 1000 words after receiving feedback from your teachers.

Along with the file containing your text for OA2, you will submit a self-assessment checklist (to be published later in the semester), which will serve as the basis for the feedback you will receive.

OAs for ENG6011 will be evaluated as either approved or not approved (godkjent/ikke godkjent), and students will be given a chance to rework and resubmit their assignment should the OA not meet the formal requirements.

Let us the term "Executive". The term "Executive" comes from the verb "to execute", that means "to carry out (tasks)". In politics we use two terms: 1) <b>Political Executive</b>, referred to the government of the day (the politicians: the head of state and members of the government), which means the small body of decision-makers which takes responsibility for the direction and form of government policy. 2) <b>Official Executive</b> (the civil servants: the bureaucracy), referring to people who administer the policies that ministers have laid down. Having those two terms in mind, we can continue with the thoughtful structure academic text and learn more about who is more powerful, the UK Prime Minister or the US President?

SUBJECT 
Who is more powerful, the UK Prime Minister or the US President?

President vs Prime Minister

Who is more powerful, a US president or a UK prime minister?

President vs Prime Minister
http://vestnes.pedit.no/web/PageND.aspx?id=806807

The President and Congress
http://www.historylearningsite.co.uk/pres2.htm

The Prime Minister and British Politics
http://www.historylearningsite.co.uk/prime_minister_british_politics.htm

The powers of the American President
http://www.historylearningsite.co.uk/pres1.htm

the federal structure of America has put restraints on the power of the president that do not occur in Great Britain, lead by a Prime Minister.
http://www.historylearningsite.co.uk/president_versus_prime_minister.htm

Limits to the powers of a Prime Minister
http://www.historylearningsite.co.uk/limits_powers_of_a_prime_minister.htm

The Power of the President Versus Other Institutions
http://www.socialstudieshelp.com/apgov_presidency.htm

The Presidential v. The Parliamentary System
http://www.hank-edmondson.com/amgovchapt4/the-presidential-v-the.html

Compare and contrast the powers of US presidents and UK prime ministers
-->

Power of — and Restraints on Presidents and Prime Ministers

Economy: Sir Geoffrey Howe speech draft on trade unions (MT: "the press will crucify you for this"). University | — Madeirinh...

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English — Students Convince each Other of What to Read

<blockquote>When students convince each other of what to read.</blockquote><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/students-reading-english.html"> <img alt="Teaching English reading - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTK9iU0ygYRT7gV0aPECkQsVk1_mAUcaMO-aLggqclD26FjpTKFWzqR506MoegNrkuLUMsShAYT9aFAn6-mCQ6HEZgDxqmqao18mluqqGpuJ0irpGUiOu5XBGeaprNzqCwNY9g9Z0sqtbT/s1600/couple-reading-books.jpg" title="Teaching English reading - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Teaching English reading - Photo: illustration</span> </div> </div> <br />

As I did not grow up in Norway, I lack the experience of being a student at an elementary level. I can reflect however on my experience as a teacher at Lower Secondary School. <br /><br />

If learning a foreign language opens doors, then reading texts opens windows on the world seen through different eyes, especially when we would agree that these lower-level processes partially form the basis for Reading (Arnsby, 2013:13) <br /><br />

<h2><b>Insufficient time at school and at home</b></h2>
It seems that students' weaknesses in English reading proficiency is due to different factors. It seems that Norwegian teenagers have a lot of extracurricular activities nowadays and they only have enough time to get their homework done, or go to their sport training, music/dance rehearsals, and when they finally have a break or even while they eat something before going to bed, instead of reading a book or a text, an app installed on a screen is more interesting. This is not only a local phenomenon but worldwide. <br /><br />

<h2><b>The Internet culture</b></h2>
How can reading a piece of paper compete with electronic diversions? Or is it Game Over? <br /><br />

I have students who love reading literature both in Norwegian and in English. These students come from families that have a reading culture. Reading is one of their priorities. These are students that are motivated in all aspects of their studies, not only because of the motivation they get from their teachers at school, but also from their parents. I have no problems in recommending them a difficult-reading text in English. The challenge teachers face in the classrom is how to deal with students who have little motivation in reading both in Norwegian and in English or those students that have some kind of disability when it comes to reading. I always provide the latter with easy reading material. <br /><br />

<h2><b>Teachers find it impossible to stop teaching?</b></h2>
I always get students to decide for themselves what their difficult level of the reading material will be by choosing what they are interested in learning. <br /><br />

When we read in the English class, we have different reading projects. Only once in a while I choose the reading material for our reading projects, and we all work on that chosen material. I will name shortly another reading project we have in our English class which motivates them in reading literature or texts in English. <br /><br />

There are a lot of students that have preconceived notions about reading literature. It seems that many students have decided before they grab a book that reading literature is boring. My job in that case is to convince them that reading literature can be actually fun. <br /><br />

We have created groups (actually, 4 groups) for each grade (8th to 10th). Their tasks are to read texts we can label under literature, such as novels, short-stories, poems, <a href="http://www.simplyscripts.com/year/" target="_blank" title="Reading movie scripts in class" alt="Reading movie scripts in class" style="text-decoration: none;"><font color="#301ce2">movie scripts</font></a>, song lyrics, comic books, literary magazines, and so on. All of the literature reading and the reading difficulty (skimming; scanning; careful reading) is up to them to choose. My goal as their English teacher is to establish a reading habit in them. <br /><br />

We measure their reading not by how many pages they have read in a given period, but how many minutes the different groups have read. On a Thursday all students have to stick on a wall a favorite quote from their reading during the previous weekend or the last three days. Obligatory assignments for all students are follow-up activities based on their reading, for example being prepared to tell (in English) their classmates about their favorite quotes based on their reading experience. <br /><br />

<b>Finding an effective way to develop learner autonomy</b>
Another favorite English pre-reading activity is to choose a book we will have for a reading project and four groups of students choose the material reading each. Then, these four groups have to convince each other about reading the texts they have chosen. They have to present their arguments clearly and convincingly in class. Students love this kind of activity and they engage themselves in deciding what reading materal we are going to have in the next four weeks. <br /><br />

<div class="JBMCode"> 
<h2>REFERENCES - further reading:</h2><br/><br/>

• Arnsby, Elise Sivertsen (2013). <a href="https://www.duo.uio.no/bitstream/10852/38373/EliseArnsby_master.pdf" target="_blank" title="Norwegian beginner students experience the reading of English" alt="Norwegian beginner students experience the reading of English" style="text-decoration: none;"><font color="#301ce2"> How do Norwegian beginner students experience the reading of English course material at university? A mixed-methods study</font></a>. (Master), University of Oslo, Oslo. (Read on September 2014) <br /><br />

• Day, Richard; Bamford, Julian (2002) <a href="http://nflrc.hawaii.edu/rfl/October2002/day/day.pdf" target="_blank" title="Top Ten Principles for Teaching Extensive Readingt" alt="Top Ten Principles for Teaching Extensive Reading" style="text-decoration: none;"><font color="#301ce2">Top Ten Principles for Teaching Extensive Reading</font></a> , <a href="http://nflrc.hawaii.edu/rfl/October2002/day/day.html" target="_blank" title="Reading in a Foreign Language" alt="Reading in a Foreign Language" style="text-decoration: none;"><font color="#301ce2">Reading in a Foreign Language</font></a>, Volume 14, Number 2, October 2002 <br /><br />

• Hellekjær, Glenn Ole (2005). <a href="http://www.uv.uio.no/ils/forskning/publikasjoner/rapporter-og-avhandlinge/HellekjaerAvhandling[1].pdf" target="_blank" title="Does Upper Secondary EFL Instruction Effectively Prepare Norwegian Students" alt="Does Upper Secondary EFL Instruction Effectively Prepare Norwegian Students" style="text-decoration: none;"><font color="#301ce2">The Acid Test: Does Upper Secondary EFL Instruction Effectively Prepare Norwegian Students for the Reading of English Textbooks at Colleges and Universities</font></a>. University of Oslo, Oslo. <br /><br />

• Hellekjær, Glenn Ole (2012). Fra Reform 94 til Kunnskapsløftet: en sammenligning av leseferdigheter på engelsk blant avgangselever i den videregående skolen i 2002 og 2011. In T. N. Hopfenbeck, M. Kjærnsli & R. V. Olsen (Eds.), Kvalitet i norsk skole (pp. 153-171). Oslo: Universitetsforlaget. <br /><br />

• Hellekjær, Glenn Ole (2008). <a href="http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/larings---ressurser/leseveiledning-i-engelsk/reading-in-english-_-a-basic-skill/reading-as-a-basic-skill-_-a-challenge&PHPSESSID=mhok1bmhj9puh1sai1hm7jlqb0" target="_blank" title="Lesing som grunnleggende ferdighet" alt="Lesing som grunnleggende ferdighet" style="text-decoration: none;"><font color="#301ce2">Lesing som grunnleggende ferdighet: En utfordring for engelskfaget. Språk og språkundervisning</font></a>.  ISSN 0038-8521.  (4), s 10- 15 <br /><br />

• Hellekjær, Glenn Ole (2008). <a href="http://adno.no/index.php/adno/article/download/55/85" target="_blank" title="A Case for Improved Reading Instruction for Academic English Reading Proficiency" alt="A Case for Improved Reading Instruction for Academic English Reading Proficiency" style="text-decoration: none;"><font color="#301ce2">A Case for Improved Reading Instruction for Academic English Reading Proficiency</font></a>. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. Vol. 2 Nr. 1 Art. 3 <br /><br />

• Richards, Cameron (2000) <a href="http://www.llt.msu.edu/vol4num2/richards/default.html" target="_blank" title="Language Teaching and Technology" alt="Language Teaching and Technology" style="text-decoration: none;"><font color="#301ce2">'Hypermedia, Internet communication and the challenge of re-defining literacy in the electronic age.'</font></a> Language Teaching and Technology.  4  (2,) 59-77.<br />
</div>

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English — Students Convince each Other of What to Read

When students convince each other of what to read. University | — Madeirinha — Benjamin Madeira — Teaching English reading - Ph...

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Humanities — Atheist Experience - 2014 episodes - Youtube, Videos

<blockquote>If the dark is just a thought / Then the light is in your mind / The lies we tell ourselves / Will ruin the world with time / Did you feel the way I felt / Did you kneel the way I knelt / Or did you look up and stare / Waiting for your acts or prayer / Won't you listen to reason. / Will you open your eyes / It's a wonder what you'll find with an open mind / You might be surprised / Gotta get away from this illusion / For the sake of the world, this delusion / When is it enough / When will we all wake up / So look around / And see what's right before your eyes / No control beyond these skies / Gotta get away from this illusion / For the sake of the world, this delusion </blockquote>

<div class="citajbm"> • ✔ <b> <a href="#video" style="text-decoration: none;"><font color="#301ce2">Atheist Experience - 2014 episodes</font></a> - <a href="#clips" style="text-decoration: none;"><font color="#301ce2"> Youtube, videos </font></a>, <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Videoclipss, The Atheist Experience </font></a>. </b> </div><br />

<center><font color="#301CE2"><strong>Austin, Texas, USA, via Youtube's API | <a href="https://plus.google.com/111394417792438554096/about" target="_blank" rel="author"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" target="_blank" rel="publisher"> Benjamin Madeira — </a></strong></font></CENTER><br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> The Atheist Experience is a weekly webcast and cable access television show in Austin, Texas, for a general audience.</span> </div> </H2> <br /><br />

<H4> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> It is broadcast by the Atheist Community of Austin (ACA), an educational non-profit organization. The central goals of the ACA are to promote positive atheism and the separation of church and state. It was first aired on October 19, 1997.</span> </div> </H4> <br /><br />

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Frequent topics are religious dogma, morality, ethics and application of the scientific method. The co-host often opens with a theme or current event, after which live calls are taken. Although debate about all theist and atheist-related views are welcome, because of the large number of Christians in the United States, the emphasis is mostly on Christianity.</span> </div> </H3> <br />

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<ul> <strong><span style="font-size:15px;">
  • <a href="#reason" onclick="jwplayer('reason').load({file: 'https://archive.org/download/reason_201410/reason.mp3'}); jwplayer('reason').play();"> [Audio] (mp3 file) Won't you listen to reason? Will you open your eyes? It's a wonder what you'll find with an open mind. You might be surprised.</a> </span> </strong> </ul> </div> 
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<a name="clips"> <center><strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">The Atheist Experience :: Matt Dillahunty vs Matt Slick, The Christian Apologetics and Research Ministry (Audio in English [only])</span></strong></CENTER> </a> <br />

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Humanities — Atheist Experience - 2014 episodes - Youtube, Videos

If the dark is just a thought / Then the light is in your mind / The lies we tell ourselves / Will ruin the world with time / Did you feel...

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Humanities — Atheist Experience - 2013 episodes - Youtube, Videos

<div class="citajbm"> • ✔ <b> <a href="#video" style="text-decoration: none;"><font color="#301ce2">Atheist Experience - 2013 episodes</font></a> - <a href="#clips" style="text-decoration: none;"><font color="#301ce2"> Youtube, videos </font></a>, <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Videoclipss, The Atheist Experience </font></a>. </b> </div><br />

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<ul> <strong><span style="font-size:15px;">
  • <a href="#reason" onclick="jwplayer('reason').load({file: 'https://archive.org/download/reason_201410/reason.mp3'}); jwplayer('reason').play();"> [Audio] (mp3 file) Won't you listen to reason? Will you open your eyes? It's a wonder what you'll find with an open mind. You might be surprised.</a> </span> </strong> </ul> </div> 
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<a name="clips"> <center><strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">The Atheist Experience :: 2013 episodes (Audio in English [only])</span></strong></CENTER> </a> <br />

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