Complete English Grammar Rules
The Mind Map on Chemical Kinetics on page 227 (top) was prepared by Graham Wheeler, head of Chemistry at Herschel Grammar School in England. The Mind Map covers an entire section of a chemistry course for senior students preparing to go to university, and is used both by the teacher, to plan and guide his own lecturing, and by the students to help them follow the lectures. The companion Mind Map, on page 231, shows in even more detail how Mind Maps can be used specifically for the teaching of grammar. The Mind Map by Lars Soderberg, a Swedish master linguist and teacher, incorporates a comprehensive overview of the main elements of French grammar on a single page. In a single 'visual grasp' the Mind Map takes that which for many is considered difficult, if not impossible, and makes it clear and easily accessible.
)uring deep and prolonged creative thinking, if new insights have been gained it the first reconstruction and revision stage, incubation may produce a new lerspective on the collective insights, known as a paradigm shift. The Mind Map on pages 158-159 is by Lorraine Gill. It summarises a series of lectures on the creative process as seen from the perspective of the practising tist. The Mind Map incorporates the History of Art, the growth of a 'grammar of seeing' and the tools for the accomplishment of creative tasks. Coinciding rith modern brain research, the Mind Map emphasises Art as a Science (and cience as an Art) and also emphasises the training of both the imagination id the body in the creative process.
Figure 38, page 104 is a mind map done by an A Level grammar school girl on pure Mathematics. When this map was shown to a Professor of Mathematics he estimated that it was done by a University Honours student and that it probably took two days to complete. In fact it took the girl only twenty minutes. The map enabled her to display an extraordinary creativity in a subject which is normally considered dry, dull and oppressive. It could have been even better if each line had contained only 'units' of words instead of phrases. Her use of form and shape to augment the words will give an indication of the diversity possible in these structures. The following chapter extends this idea.
Example problem How can we get college students to learn grammar better Solution Spank their bottoms with a hickory stick. This isn't a good solution, partly because it's probably illegal. But should we just toss it out Why not ask what's good about it (1) it gives individual, attention to the poor performers, (2) it gives them public attention, (3) it motivates other students as well as the student being spanked, (4) it's easy and costs nothing. The next question is, Can we adapt or incorporate some of these good things into a more acceptable solution, whether derivative of the original or not We easily fall into either or thinking and believe that a bad solution is bad through and through, in every aspect, when in fact, it may have some good parts we can borrow and use on a good solution, or it may do inappropriately something that's worth doing appropriately. And often, the bad solution has just one really glaring bad part, that when remedied, leaves quite a good solution. In the...
Printed messages can provide a comprehensive explanation of a topic supplement what you say verbally, and work in concert with visual images. Whether you put text in handouts or onto visual aids, such as transparencies, slides, or flip charts, the written message should be clear and concise. It should also be checked for correct spelling, grammar, and syntax. This is crucial because what you write sends a message about your abilities and professionalism. Improperly composed messages can actually distract certain personality types. Instead of focusing on you and your intended message, they will spend time editing and criticizing your written messages. They will also likely point out your errors on the end of session evaluation.
The teacher's job didn't extend to the nitty-gritty business of learning how to learn. No one taught me how to commit a large number of new and alien words to memory. The teacher was there solely to deliver the information and explain how the language worked. Without a vocabulary, however, grammar is useless. What good is it, as you stutter and stammer in a bakery, desperately trying to remember the German for 'bread', if all you can remember is how to decline the verb 'to bake'
Technical terms, contractions (e.g., don't, can't, wouldn't), slang (e.g., like, you know, whoopee, rubberneck) or broken English (e.g., sentences that are imperfectly spoken or that fail to follow standard rules of grammar or syntax) can be obstacles to someone who does not speak English well. You would do well to recognize that some participants might understand a language without being able to speak it effectively. Also, some participants may not speak a language (especially in public forums) because they are either self-conscious about their ability, or choose not to. An additional factor to consider is that, unlike Western cultures, some cultures value and use silence as an important aspect of communication. Many Westerners might interpret this to mean that the person does not understand what he or she has been told.
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