2.3 Learning more Consider your main use for the PC, and check that you have the skills or knowledge you need. Although some students use spreadsheets and databases, the key skills for most students are: word processing study notes and assignments; searching for information on the web; using conferencing and email. If you feel you need to know more about using your computer there are a number of options open to you.
1.1 Ways in which computers can help you to study Courses use computers for a variety of different reasons. These are a few examples. To let you explore ideas and concepts in more depth, such as by using a multimedia CD-ROM or DVD with interactive exercises. To help you communicate with others on your course. Online conferences offer a way to contact other students and staff for information, discussion and mutual support. To allow you to analyse data, see pictures or
5.1.4 History There is no general dictionary or companion to the study of history as such. However, there are period and subject-specific companions and indexes, such as:
Jones, C. (1990) The Longman Companion to the French Revolution, London, Longman. Consult those appropriate to your course.
3.7.1 Technical considerations
Handwriting
Nowadays most people use a word processing package to write essays while some people may use a typewriter. However, if you don't have access to either of these you will need to hand-write your essay. Should this be the case, the ease of reading depends on the quality of your handwriting . It is only fair to your tutor to try to make your writing as legible as possible. This will take time and care. But when you have spent a long time putting an essay togeth
2.6.2 Hansa's essay Hansa's essay would get a higher grade than Philip's. But, like his, it has both strong and weak points.
Strengths
subtle understanding of Ellis's argument excellent focus on the question in the title generally sound structure some very fluent writing in places plenty of attack in the opening – pacey first paragraph good sense of how to draw a conclus
2.5.6 Essay presentation Both Philip and Hansa presented their essays neatly, with no crossings out or obvious slips of the pen or type. And they make very few spelling mistakes. Philip puts ‘wifes’ for wives, ‘citys’ for cities and ‘carreer’ for career, and Hansa ‘sparcity’ for sparsity. People of 2.5.5 Writing style As we have seen, Hansa tends to use whole clusters of words and constructions that are a bit over-formal rather than wrong. She seems to be trying to impress her reader. For example: They therefore fled from the country in order to escape the restrictions and consequent boredom placed upon them by the very limited pastimes that a high ranking women in the eighteenth century was permitted to indulge. 2.5.2 Punctuation Some of the sentences we have looked at are harder to understand than they might be because they are not very well punctuated. Punctuation marks are the ‘stops’ in a sentence that divide it up into parts. They make it easier to follow the meaning of the words. For instance, it is easier to read this sentence of Philip's if we put a comma after ‘wealthy’: With society becoming more wealthy, it was possible for t 2.5.1 Sentences We can see that Philip knows what a sentence is because he writes some perfectly good ones. For example: In many ways going into urban life from the countryside was beneficial to woman of the upperclass. This sentence begins with a capital letter and ends with a full stop. It has a subject (urban life) and a main verb (was). As any sentence is, it is a self-contained ‘unit of meaning’. It m 2.5 Other aspects of writing Now we will look at the way Philip and Hansa wrote and presented their essays. Did you find them both easy to read? As regards Philip's, my answer is, ‘yes and no’. It is sometimes easy because he has a fluent way with words. But it is often difficult because he does not use enough punctuation to help us make sense of his words, and because of certain mistakes he makes. I found Hansa's essay easier to read. Her writing is more technically correct and more assured than Philip's. But References 3.2 Consciousness of the body Phenomenological theorists distinguish between the subjective body (as lived and experienced) and the objective body (as observed and scientifically investigated). These are not two different bodies as such (phenomenologists pride themselves on overcoming dualisms!); rather they are different facets of our experience and consciousness. The body-subject, or subjective body, is the body-as-it-is-lived. I do not simply possess a body; I am my body (Merleau-Ponty, 1962 4.3 Attending across modalities The preceding section raised the issue of attention operating (and to some extent failing) across two sensory modalities. By focusing on distraction we ignored the fact that sight and sound (and other senses) often convey mutually supporting information. A classic example is lip-reading. Although few of us would claim any lip-reading skills, it turns out that, particularly in noisy surroundings, we supplement our hearing considerably by watching lip movements. If attention is concerned with u 3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n 1.3. Moving forward Language is constantly changing: words come and go and human history is caught like a fly in amber in words we use without thinking every day. By developing in our students the awareness of links, cognates, changes in meaning, oddities of spelling and sound, we enrich not just their mother tongue and foreign languages but their knowledge of global history of the last two thousand years. The state 1.1 Teaching languages: language awareness Refresh this screen to play the animation file below, or click 'Launch in separate player' to open the file in a larger window (recommended). Acknowledgements This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education. The content acknowledged below is Pr References 2.3 Co-analysis of practice Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice. Observations provide evidence for f Las formas que se utilizan para definir el arte ¿Recuerda algunas de las formas que se utilizan para definir el arte en la discusión que acaba de oír? Vaya a la transcripción del extracto 2 y anote las fórmulas utilizadas para definir el arte.
Spelling
Author Details
Other acknowledgements
Actividad 4
