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Persuasive TV Commercials — «Top 50: Greatest UK TV adverts» — Videos

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Top 50: Greatest UK TV adverts </font></a> - Photo: <a alt="Top 50: Greatest UK TV adverts" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Top 50: Greatest UK TV adverts"><font color="#FF4000">- illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/1pd3kO] Guinness, Cadbury, Volkswagen, Heineken, Stella Artois, Honda._______________________Greatest UK TV adverts.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Watching http://goo.gl/1pd3kO A countdown of some of the greatest UK TV adverts ever made | #Ads #Advertising #CreativeWriting #Advertisements </div> <br /><br />

<div class="citajbm"> Including adverts from the 70s right up until 2013, spend some hours taking a look back over some of the most amazing and creative adverts ever to be shown on UK television: some of them you may or may not recognize!</div> <br />

<div class="JBMCode"> The greatest argumentative/persuasive UK TV adverts ever made.</div> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> What are the best TV ads of the United Kingdom :: </strong> </span></span></div> 
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Persuasive TV Commercials — «Top 50: Greatest UK TV adverts» — Videos

Top 50: Greatest UK TV adverts - Photo: - illustration — [http://goo.gl/1pd3kO] Guinness, Cadbury, Volkswagen, Heineken, S...

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Education — «TOP 10 Most Effective British Adverts» — Writing activity [Videos/PDF]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/effective-ads.html"> <img alt="TOP 10 Most Effective British Adverts - Official Website - BenjaminMadeira" border="0" height="191" 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/AVvXsEg_k-ysR5P28cs3cbSAT2184PHrSRhJNpF9wXUrfUkl1bXHtLdfeyj74hq3gdw_v360QBFQn7mjxcVXpNOGZ4_KKP4xha4iabUr8jXkcS4RHXkGgJLJ1ddj7dtCfewQR12n_gNAJR3qg220/s280/effective-ads-BenjaminMadeira-com.jpg" title="TOP 10 Most Effective British Adverts - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> The Most Effective British Adverts </font></a> - Photo: <a alt="TOP 10 Most Effective British Adverts" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="TOP 10 Most Effective British Adverts"><font color="#FF4000">- illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/1lGisp] Creating one writing activity in the ESL classroom in lower secondary school in Norway related to argumentative/persuasive writing.  _______________________Didactical task.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/1lGisp Advertising cares for only one thing: ideas. And have you got any? Nearly all of these ads are shocking, disturbing, distressing and emotional | #Ads #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #Writing #Advertising #CreativeWriting #Advertisements </div> <br /><br />

<div class="JBMCode"> UK ADVERTISING AIMS TO COMBINE CREATIVITY AND EFFECTIVENESS. Advertising developed by British agencies continues to excel on the world stage, producing commercially creative campaigns that win over clients, awards juries and –most importantly– consumers.</div> <br />

<div class="citajbm"> Advertisements are all around us today and have been for a long time. More than 30% of UK advertising expenditure is in digital media, the highest figure in the world. <br /><br />

#1: I am writing a whole text where I describe 1 writing activity my students have to do in the ESL classroom. They have to write a text where they argue/convince their readers.  <br /><br />

#2: In my whole text I am explaining my markers how I would organize my writing project together with my students.  <br /><br />

#3: I am writing how I am going to guide (scaffold) my students in the writing project, etc.  <br /><br />

#4: I am writing what is the purpose of the writing activity. <br /><br />

#5: I am explaining/arguing the way I am going to work with the writing method I have chosen.  <br /><br />

I am gathering my students in small groups and have them to watch the top 10 most effective and shocking adverts/commercials from the UK below, and then write a manuscript of their own adverts based on the ads they just have watched, and then set their own ads up. Their writing/ads have to be argumentative/persuasive using the Twitter app Periscope or any other digital device of their preference. Why is this useful? My focus is the digital writing and digital storytelling.</div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Measuring Affective Advertising: Implications of Low Attention Processing on Recall": This paper is about affective advertising, defined as that which works on our emotions and feelings not just on our knowledge and beliefs.  We compare the most popular recall-based metric – claimed ad awareness – against an approach which deduces effectiveness from recognition, and find claimed ad awareness seriously underestimates the effectiveness of the advertising tested, by Robert Heath & Agnes Nairn, University of Bath, 2005, <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="Measuring Affective Advertising, PDF" href="http://www.bath.ac.uk/management/research/pdf/2005-04.pdf?origin=http://www.benjaminmadeira.com/2015/05/effective-ads.html" target="_blank" title="Measuring Affective Advertising, PDF"><img alt="Measuring Affective Advertising, PDF - Official Website - BenjaminMadeira" border="0" height="280" 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/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s280/pdf-BenjaminMadeira-com.gif" title="Enthymemes and Argumentation Schemes in Health Product Ads, PDF - Official Website - BenjaminMadeira" width="280" /> </a> </CENTER> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> The English of Advertising: <a alt="Differences in The British and American Languages of Televisión Advertising, PDF" href="http://dialnet.unirioja.es/descarga/articulo/175324.pdf?origin=http://www.benjaminmadeira.com/2015/05/persuasive-ads.html" style="text-decoration: none;" target="_blank" title="Differences in The British and American Languages of Televisión Advertising, PDF"><font color="#FF4000">What are the Differences in The British and American Languages of Televisión Advertising?</font></a> :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Intro To Persuasive Text using TV commercials. This video is a collection of 4 commercials used to help students understand elements of persuasive text. Parallel commercials for persuasive text examples include: Emotional Appeal (Horse/Dog), Exaggeration (Doritos), Bandwagon (Chuck E Cheese), and Loaded Words (Frosted Flakes) </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br /><br />

<div style="text-align: center"><span style="color: blue"><span style="font-size: 12pt; line-height:13pt"><strong> Microsoft Surface - Commercial HD. The first TV spot for the Surface tablets, Directed by Jon M. Chu, Oct. 2012. What is the BEST tablet ever? Convinced?  </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Leo Messi - The New Speed of Light - Adidas Football. 'The New Speed of Light' captures the footballing genius of Leo Messi like you've never seen before. Exploring the moves that make him the best in the world in intricate detail through the use of light.
Adidas wants to convince you that Adidas shoes are as good as Lionel Messi. Do you buy it? Get your shoes on!</strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Apple - iPod + iTunes (Jet - Are you Gonna Be My Girl) Ad. Apple wants to convince you that iPod is your best choice. Of course it is! Don't you agree?</strong> </span></span></div> 
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Education — «TOP 10 Most Effective British Adverts» — Writing activity [Videos/PDF]

The Most Effective British Adverts - Photo: - illustration — [http://goo.gl/1lGisp] Creating one writing activity in the ...

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Education — «Persuasive Techniques in Advertising» — Writing activity [Videos/PDF]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/persuasive-ads.html"> <img alt="Persuasive Techniques in Advertising - Official Website - BenjaminMadeira" border="0" height="191" 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/AVvXsEhdIl6gzSApM8ipsNJH2UZkpG9FoJ9Er76rfWTrIQnoHXtOR-6jyl4k1Z-_NypLJ0P30QRxs3bjDG80UGTPCg94WkNKJFt2-yc9ofzcohZ0hf8w05dBMONeWA7Uv7X978RG-QoTkf2JQKDc/s280/bmw-ads-BenjaminMadeira-com.jpg" title="Persuasive Techniques in Advertising - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Persuasive Ads </font></a> - Photo: <a alt="Persuasive Techniques in Advertising" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Persuasive Techniques in Advertising"><font color="#FF4000">- "Never underestimate the influence of centrifugal force" - BMW/illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/vqsD1j] It is a commonplace of discussion about the impact of visual media functions irrationally.  _______________________But, does it?</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/vqsD1j Arguing against the claim that <a alt="The impact of visual media does not function irrationally, PDF" href="http://logic.sysu.edu.cn/Soft/UploadSoft/200712/20071226200158875.pdf?origin=http://www.benjaminmadeira.com/2015/05/persuasive-ads.html" style="text-decoration: none;" target="_blank" title="The impact of visual media does not function irrationally, PDF"><font color="#FF4000">the impact of visual media</font></a>, whether visual images in print, televisual images or the images of the internet, functions irrationally | #Ads #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #Writing #Advertising #CreativeWriting #Advertisements </div> <br /><br />

<div class="JBMCode"> While the ESL students are improving when it comes to analyzing <em>how</em> an argument develops, they still struggle with how to identify the logical fallacies of an argument and the flaws that affect the conceptual foundation of the argument. I’m going to play them these videos and ask them the following:  <br /> <br />

<ul>
<li>Literally, what is the primary argument of these videos?</li>
<li>In the larger sense, what is being suggested by the different ads?</li>
<li>What logic is used to present the argument?</li>
<li>What evidence is used to defend the position? To what extent does it actually support the claim?</li>
<li>What holes or flaws can you find within the argument?</li>
<li>What errors exist in the ads' reasoning?</li> </ul>

<p>Even though these videos may not lend themselves to deep analysis, I think they remind students the importane of examining the actual argument and serves as a good introduction to argument analysis as a whole.</p>

"[...] ads, [...], typically use arguments of a kind that are easily recognizable as fitting structures of kinds known in argumentation studies " (<a alt="The Structure of Argumentation in Health Product Ads, by Walton, Douglas, PDF" href="http://www.dougwalton.ca/papers%20in%20pdf/10HealthAds.pdf?origin=http://www.benjaminmadeira.com/2015/05/persuasive-ads.html" style="text-decoration: none;" target="_blank" title="The Structure of Argumentation in Health Product Ads, by Walton, Douglas, PDF"><font color="#FF4000">Walton, Douglas, 2009. Web.</font></a>). </div> <br />

<div class="citajbm"> Structures commonly found in the examples are argumentation schemes, standardized forms of reasoning representing stereotypical kinds of arguments (Walton, Reed and Macagno, 2008 [[Walton, 2008] Douglas  Walton. Three bases for the enthymeme: a dialectical theory. Journal of Applied Logic, 6:361–379, 2008]) and enthymemes, arguments with implicit premises or conclusions (Walton and Reed, 2005 [[Walton and Reed, 2005] Douglas Walton and Chris Reed. Argumentation schemes and  enthymemes. Synthese, 145:339–370, 2005.]; Walton, 2008) </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Enthymemes and Argumentation Schemes in Health Product Ads": This paper applies argument visualization tools to selected examples of health product commercial ads to work up analyses that reveal interesting aspects of the structure of arguments used in the ads, by Douglas Walton, Centre for Research in Reasoning, Argumentation and Rhetoric, University of Windsor, PDF :: </span></div></H2> 
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Education — «Persuasive Techniques in Advertising» — Writing activity [Videos/PDF]

Persuasive Ads - Photo: - "Never underestimate the influence of centrifugal force" - BMW/illustration — [http:/...

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English — «How to Write a Good Argumentative Essay» — [Videos]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/argumentative-essays.html"> <img alt="How to Write a Good Argumentative Essay - Official Website - BenjaminMadeira" border="0" height="191" 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/AVvXsEhGT-qqR3urH-HbtzC3UeGb6WzhTlGSroYiPwZDDKJl_wLT35gTg86-JwZM9BJDB0cq1pMla8SG2Gkb3pDMWeku8BN4_mjwubvIJVmre0XCC2kigD1cSFLScI-PPCeAEWByYFJTmVeYlpAF/s280/writing-essays-BenjaminMadeira-com.jpg" title="How to Write a Good Argumentative Essay - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> How to Write a Good Argumentative Essay </font></a> - Photo: <a alt="How to Write a Good Argumentative Essay" href="http://www.benjaminmadeira.com/search/label/essays" style="text-decoration: none;" target="_blank" title="How to Write a Good Argumentative Essay"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/uRjfud] Analyzing a Sample Argumentative Essay: Introduction, Body and Conclusion._______________________Logical structure.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/uRjfud How to Write a Good Argumentative Essay | #Education #Writing #Essays #English #ESL</div> <br /><br />

<div class="JBMCode"> In this series of videos Kevin deLaplante discusses principles for writing a good argumentative essay, and use a sample essay to illustrate the principles. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Writing Argumentative Essays, PDF :: </span></div></H2> 
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English — «How to Write a Good Argumentative Essay» — [Videos]

How to Write a Good Argumentative Essay - Photo: illustration — [http://goo.gl/uRjfud] Analyzing a Sample Argumentative...

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Essay — «Scaffolding students’ writing» — English-language learners [PDF/Videos]

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Scaffolding students writing </font></a> - Photo: <a alt="Scaffolding students writing and creating one writing activity" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Scaffolding students writing and creating one writing activity"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/wiqeCZ] How to Teach Higher-Order Cognitive Strategies._______________________Education, pedagogy</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/wiqeCZ Writing five-paragraph essay on <a alt="Scaffolding students writing, PDF" href="http://education.wm.edu/centers/ttac/documents/packets/writingprocess.pdf?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" style="text-decoration: none;" target="_blank" title="Scaffolding students writing, PDF"><font color="#FF4000"> scaffolding students’ writing</font></a> in the ESL classroom at lower secondary school in Norway | #Essay #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #ELLs #Scaffolding </div> <br /><br />

<div class="JBMCode"> This paper focuses on how to scaffold students in the ESL classroom at lower secondary school in Norway.  <br /><br />

An argument is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals. Argument is at the heart of critical thinking and academic discourse; it is the kind of writing students need to know for success in college and in life.  <br /><br />

Many scaffolds are excellent for all types of learners—English Language Learners (ELLs), English as a Second Language Classroom (ESL), students with special needs and/or students who are just generally challenged by writing.  </div> <br />

<div class="citajbm"> Not only are <a alt="The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, PDF" href="http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_rosenshine.pdf?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" style="text-decoration: none;" target="_blank" title="The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, PDF"><font color="#FF4000"> scaffolds</font></a> useful for teaching well-structured skills, but they also provide the support students need to tackle higher-level thinking strategies. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Five-paragraph essay on scaffolding students’ writing at lower secondary school in Norway, 2015; Pedagogy, Benjamin Madeira, <a name="pdf">PDF</a> :: </span></div></H2> 
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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Scaffolding students’ writing :: </span></div></H2> 
<div class="citajbm"> The composition of a classical classroom is experiencing growing diversity in modern societies. Despite the fact that students born in the technology-based digital age are writing more than ever before, neither their teachers nor their parents give them enough credit for their writing outside the classroom. As technology evolves at a rapid pace, adolescents’ knowledge keeps on scaling every day in the practical part of digital development, and many traditional educational centers cannot meet modern students’ expectations; thus, the increased diversity in the classroom is a major challenge to most teachers (Krokan n/p, 2008). From a pedagogy perspective, the challenge that educators face is the acquisition of tools designed to help them focus on the explicit teaching of the different forms of multimodal texts which require skillful and continuous learning while designing learning experiences for modern students that can scaffold ESL learners’ writing. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Adolescent students today write more than ever :: </span></div></H2> 
<div class="citajbm"> Undoubtedly, young people today write far more than any generation before them. Modern ESL students are the living versions of the Swedish bank Skandiabanken (Krokan 19); their digital functionality is running 24 hours a day throughout the year. In fact, the digital platform Its Learning utilizes built-in sound and video recorder, and other amazing functionalities to help teachers meet students’ digital expectations (ItsLearning.co.uk 28; ItsLearning.com 1-18). Unlike speaking, listening and reading, most of the modern ESL learners need more guidance in acquiring writing skill successfully. Most of the ESL students have learned the technical skills of touching, scrolling or clicking, but they need to be taught how to discriminate between non-relevant information in the new digital literacies. Too often, however, ESL teaching strategies in Norwegian schools have tended to rely heavily and almost exclusively on traditional textbooks, focusing on extensive formal texts of a certain length, such as essays, films and book reports, rather than using the tools students are most familiar with, such as SMS, chat, email or their favorite social networking and visual effects while utilizing platforms such as the online word processing platform Google Docs, Blogger, WordPress, YouTube, Instagram, Twitter, Facebook, Vine, PowToon, StoryBird, Periscope, and much more digital possibilities. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Teachers don't want to go beyond the traditional schoolbooks :: </span></div></H2> 
<div class="citajbm"> No feature of teaching is considered with more unease in the ESL classroom than going beyond the traditional schoolbooks and actively engage with authentic modern literacy strategies by using laptops, smartphones, flipcams, touchscreen displays and other hand-held devices. The revised Knowledge Promotion Reform (2013), which is the main framework for the didactic work in Norwegian schools (KL06 1-6), requires that ESL teachers give their students various assignments, emphasizing the use of different writing strategies in the ESL classroom. Thus, being ESL a school subject with a vast potential for variation, adolescent students will learn English by using “different situations, working methods and learning strategies” (KL06 8); they will learn English by commenting on own written work so they can, for instance, persuade a particular audience not only at school but also outside the ESL classroom.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Learning the English language occurs while encountering a diversity of texts :: </span></div></H2> 
<div class="citajbm"> Textbooks are, therefore, no longer sufficient as the only teaching material in ESL classrooms, particularly given the advances in technology-based writing habits many ESL students possess. The Norwegian national curriculum also points out that learning the English language "occurs while encountering a diversity of texts, where the concept of text is used in the broadest sense of the word" (KL06 2). Moreover, [i]t involves [...] written representations in different combinations and a range of [...] written texts from digital media" (KL06 2). Teachers’ reliance on a textbook, starting on the first page and continuing chapter by chapter, lesson by lesson, can quickly suffocate motivation in students. Educators need to meet their students’ needs by realizing that ESL learners are currently in a particularly rich and prolific phase when it comes to writing. Utilizing students’ prior knowledge on technological literacy can provide the inspiration necessary to create texts. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Teachers need to embrace new modern literacy pedagogy :: </span></div></H2> 
<div class="citajbm"> However, in order to foster best students' performance in ESL writing today, mentors need to embrace new modern literacy pedagogy. In a digital world, no classroom will achieve good results without incorporating technology into every aspect of its everyday practices. Teachers need to incorporate educational technologies into the curricula; they need to learn appropriate skills, strategies, and insights in how to use multimedia in teaching in order to achieve the communicative functions of modern texts (Asselin 1-2). In multiple literacies, multimodal, interactive, technology-mediated learning formats give educators both educational challenges and opportunities. On the one hand, teachers have new opportunities to present multiple representations of content, such as text, video, audio, images, interactive elements. On the other hand, ESL learners can be extremely confident about their internet use while lacking evaluative and critical capabilities (Erstad 57-59; Asselin 3). ESL educators will scaffold their students in the use of "digital tools and other aids to find relevant information and to create different types of texts"(LK06 3-4) within the areas of lexis, orthography, idiomatic structures, paragraphing and grammatical patterns. Modern educators need to provide students with successive levels of temporary support that help them reach higher levels of comprehension and skill acquisition in “multiliteracies” (DeVoss 29), the ability to utilize technology and multimedia (Normann lesson 6; Erstad 60; Kalantzis 196-203). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Writing something down requires motivation :: </span></div></H2> 
<div class="citajbm"> In order for something to be readable, someone has to write it, and writing something down requires motivation, and motivation comes easier when one has a background knowledge of how things are done. Therefore, their ESL teachers can provide the students with assignments that allow for choice (Whitaker 3) as this “generates writing motivation” (Gallagher 91). Students will use “general vocabulary related to different topics [...], also use own notes and different sources as a base for writing” (LK06 9) such as templates or writing frames and model-writing (Lewis & Wray 2). They will be able to express ideas and opinions in well-structured and coherent texts (LK06 8-9). When choosing what to write about, students can write about movies, song lyrics, ads, newspapers, favorite food, an ideal vacation, favorite app, or any other topics they can think of (Normann Lesson 1).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A student-centered instruction :: </span></div></H2> 
<div class="citajbm"> Learning has a number of different ways of approaching it. When it comes to learning how to write in the ESL classroom, it is either focused on teachers and instruction or in a student-centered instruction where scaffolding takes place. In a student-centered instruction, ESL students are given freedom of expression and are allowed to use their imagination. Instructional scaffolding permits the teacher to assist students use what they know and progressively change from over depending on others to be con¬fident and autonomous performers. Teachers scaffold students so these are able to "use [...] writing strategies," "understand and use a vocabulary related to [both] familiar [and general] topics" (LK06 7, 9). Students will also learn how to "take notes to create different types of texts" and "write coherent texts that narrate, retell and describe experiences and express own opinions" (LK06 3-4). Scaffolding, therefore, is a systematic process that offers ESL learners, who have difficulties in writing and reading, the required guidance until the students understand their task of completing the class assignments and work without the help of others (Lewis & Wray 1-3). Scaffolding can be applied by an advanced partner, such as an instructor, the teacher or a fellow student –peer-to-peer feedback– so other students become "aware of the strategies that are used to learn [the English] language, and strategies that help [them] to understand and to be understood," only then "the acquisition of knowledge and skills becomes easier and more meaningful" and it can also "be an important part of [their] personal development" (LK06 2). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Modeling effective writing :: </span></div></H2> 
<div class="citajbm"> In a pedagogical ideal environment, when embarking on a writing activity, ESL teachers scaffold their students by modeling effective writing, particularly when the writing is in draft form. By doing this, "teachers model respect for themselves, for their students, and for the act of writing itself" (Whitaker 2). Before embarking on an extensive writing project, ESL teachers should scaffold their students in “repetitive activities and through working with easy, familiar material” (Nation 94-95; 113-114) not only individual writing but also “group composition where three or four learners work together to produce a piece of writing that is superior to what any one of the group could do alone” (Nation 98). As time goes by, or when students are in a higher level of their studies, they can also produce texts by comparing professional written texts. However, when scaffolding eighth or ninth-grade students in producing a text, students should receive first some easy models of comparable texts for them to study, produced by other students. The examples of work by other students are less expert than those written by professionals but they are “more approachable and often more imitable” (Haynes 52). When modeling a writing activity, "[t]he teacher remains in the background during this phase, only providing language support if required" (Steele 1-2). Scaffolding emphasizes active participation or a greater degree of control from students over their writing in the ESL classroom.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Conclusion :: </span></div></H2> 
<div class="citajbm"> Digital technology in learning is rapidly growing as some teachers realize the effectiveness of different literacies that shift with contexts, texts, and the identities of people using literacy (Anderson 59; Rowsell 55). Tutor guidance remains critical. Individuals born since the mid-1990s make up a larger percentage of the digital generation(s); most of teenagers today possess technological literacy knowledge but they still need digital competence (Erstad 58-59, 68-69; Asselin 5-12). Technological literacy does not ensure that reflection and learning take place. The educator should be able to guide students on information, visual and media literacy –how to critically write creative pieces (Normann lesson 6). In a student-centered instruction, students learn to collaborate and communicate with one another. Furthermore, this approach helps to create partnership between the students and their teacher; students and teachers interact equally. </div> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Scaffolding for English-language learners :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Scaffolds for Writing: examples of different types of scaffolds or writing frameworks that assist English-language learners to build their writing skills. Elizabeth Coelho: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> ESL Classroom Strategies: </strong> </span></span></div> 
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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

• [1] Asselin, Marlene, and Ray Doiron. Towards a Transformative Pedagogy for School Libraries 2.0. School Libraries Worldwide. Volume 14, Number 2, July 2008, 1‐18. Print.  <br /><br />

• [2] DeVoss, Danielle Nicole, ‎Elyse Eidman-Aadahl, Troy Hicks. Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments, 2010. US National Writing Project. San Francisco, CA: Jossey-Bass. Print. <br /><br />

• [3] Erstad, Ola. Educating the digital generation: Exploring media literacy for the 21st Century.  Journal of Digital Literacy 5.1(2010): 56-72. Print. <br /><br />

• [4] Gallagher, Kelly. Teaching Adolescent Writers. Portland, Me: Stenhouse Publishers, 2006. Print. <br /><br />

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Essay — «Scaffolding students’ writing» — English-language learners [PDF/Videos]

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English Language — «Pidgins and Creoles» 2005 — Loreto Todd

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/pidgins-creoles.html"> <img alt="Loreto Todd - 2005 - Pidgins and Creoles - Official Website - BenjaminMadeira" border="0" height="344" 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/AVvXsEj-2Wr4oLg9dVOrDhmdbvZL2yM9xeaqzlpfAR8OKjumQOIw7N6H6VRAFMZjR8SFWYxyKYqRgpIDkpRwun3iqKvWZrEphAriLX06fdD96hbBFHlrdUhV7ksItvXPQvAeqISa0QZHd-VklFsn/s280/creole-studies-BenjaminMadeira-com.jpg" title="Loreto Todd - 2005 - Pidgins and Creoles - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Loreto Todd - Pidgins and Creoles </font></a> - Photo: <a alt="Loreto Todd - 2005 - Pidgins and Creoles" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Loreto Todd - 2005 - Pidgins and Creoles"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/YVXx4H] Theories of origin: pidgins; The process of development: from pidgin to creole; The scope of pidgins and creoles  _______________________Loreto Todd, 2005, School of English, University of Leeds. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/YVXx4H Pidgins and Creoles, Loreto Todd | #Education #Language #pidgins #creoles #HistoryOfEnglish </div> <br /><br />

<div class="citajbm"> "Pidgins and creoles are today to be found in every continent. References to their existence go back to the Middle Ages and it is likely that they have always arisen when people speaking mutually unintelligible languages have come into contact. Yet what are they? It is convenient to begin with the useful myth that we can give short, neat definitions of the terms ‘pidgin’ and ‘creole’, though it is worth stressing from the outset that the many-faceted nature of human languages is unlikely to be encapsulated in a few sentences. In a very real sense, the entire book is the definition, and the full nature of pidgins and creoles will emerge only gradually" (Loreto Todd).</div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">Professor Loreto Todd: Pidgins and Creoles - 2005 - ‎<a name="pdf">Language Arts & Disciplines, PDF</a> ::  </span></div></H2> 
<CENTER> <a alt="Loreto Todd - 2005 - Pidgins and Creoles, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12bzNaX1h4WWU5eXc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/05/pidgins-creoles.html" target="_blank" title="Loreto Todd - 2005 - Pidgins and Creoles, PDF"><img alt="Loreto Todd - 2005 - Pidgins and Creoles, PDF - Official Website - BenjaminMadeira" border="0" height="280" 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/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s280/pdf-BenjaminMadeira-com.gif" title="Loreto Todd - 2005 - Pidgins and Creoles, PDF - Official Website - BenjaminMadeira" width="280" /> </a> </CENTER> <br />