Halfway House Programs and the Community Essay

The utilization of shelter as a beginning stage for the individuals who were once in jail is an extraordinary thought and can be valuable to not just the people who are changing in accordance with life outside of jail yet additionally to the network around them. These homes help to balance out the individual, help them to have the option to conform to life in the public arena again and help them to turn out to be better pieces of society. There are numerous who accept that shelter are not something to be thankful for and would prefer not have them however there are numerous reasons that these individuals are not taking a gander at the entire picture and are not investigating the advantages that asylums can give. There are numerous reasons that the encompassing neighbors and networks could fear an asylum. A portion of these reasons are the generalizations that are related with these spots. This implies there is the regular contemplations and convictions that the individuals who are in the shelter are not genuinely fit to be improved and hence it tends to be believed that these people ought to stay in jail. This is a misguided judgment as the shelter furnishes the person with security and encourages them to have the option to progress into an actual existence outside of jail. The asylum regularly furnishes the person with an approach to have the option to discover business, get snared with required clinical and other medicinal services administrations including recovery and psychological well-being, and an approach to have the option to live until they can take care of themselves (Welsh and Harris 2009). Without shelter these previous crooks would be left all alone to discover these assets and commonly in the past the people made some hard memories finding these things which has brought about them perpetrating more violations. With asylums the arrival rate to jail is lower. Another issue that numerous people have with shelter is that they don't see how giving the individual a spot to live is truly what they merit. Anyway there are some new projects that are offered in some shelter where the culprits of wrongdoing are compelled to pay compensations to the survivors of their violations. These projects have been effective in the fulfillment for both the culprit and the person in question. In an ongoing report on this issue, the outcomes were seen as positive for all that were included (Bonta, Boyle, Motiuk, and Sonichsen 1983). Another regular confusion is that the occupants of the asylum are not prepared to be in reality when they leave and that there is a high pace of rehash criminal offenses. This was taken a gander at by a gathering of scientists and what was found was that the individuals who had effective culminations of the shelter programs were less inclined to have rehash criminal offenses where as the individuals who were not fruitful in their treatment through asylums (Hartman, Friday and Minor 1994). This is essential to note as there are numerous reasons that an individual would not have an effective finishing yet then when an individual had a fruitful treatment that they ought to be permitted the advantages of reorganization and accepted to be changed and seeking after a superior life. Asylums can be advantageous to both the previous hoodlums that possess them and the nearby networks in which they are found. Much of the time asylums give a spot to these previous detainees to live while they are dealing with financially recovering and getting steady. Shelter and their projects helpful to the person as they are not in the city or attempting to make it all alone in reality as we know it where it is increasingly hard for them to discover a spot to lease, acquire work or whatever else. The advantage to the network is that these previous lawbreakers are off of the roads and in a spot where treatment and oversight is compulsory while they are getting progressively steady. Accordingly they are more averse to submit trivial offenses like robbery so as to eat or bring in cash for required things.

Ivy League Common App Essay Examples TKG

Ivy League Common App Essay Examples We post some of our favorite essays on our website in hopes that you’ll read them. They’re fun, interesting, and great examples of thinking outside the box. We also realize that they aren’t necessarily helpful to someone looking for actual tips on how to write their own essay. The best and worst news is that there is only one requirement when writing your common app essay. It must be less than 650 words. That’s really it. The rest is up to you. This level of freedom can either be inspiring or daunting, and we get that. There are countless directions you could go in, but there are three things that we look for when it comes to an Ivy League essay, and we’ve broken them down below: Breaking Form Creative Subject MatterHumor BREAKING FORM: Remember the traditional five paragraph essay you learned how to write? Great. Now forget it. What you choose to write about for the common app essay is not a school paper with a thesis. The best way to break form is to think of your essay a s a story. You’re telling a story, not proving a theorem. You want it to be unique, fresh, and most importantly to help you stand out amongst a gigantic pool of applications. Admissions officers have read countless essays on any given day and by breaking form you’re providing a breath of fresh air.  Here are a few ways to break form:  PoetryWriting multiple scenes Using dialogue to advance the plot VignettesWriting in free formUsing deeply descriptive language Playing with sentence structure Lyrics  The above are just a few, but don’t be afraid to think creatively about different ways you can get your point across (and avoid the dreaded thesis statement.)  CREATIVE SUBJECT MATTER:  First things first, don’t write about anything you’ve seen online, heard worked for a friend last year, or have written about for school. It’s so important to brainstorm on your own and find a fresh topic that shows another side of yourself: what worked for someone else won’t necessaril y work for you. On that note, you absolutely can not write about anything that appears anywhere else on your application. You don’t want to double down on any characteristics you’ve already proven, and need to take advantage of every opportunity you have to provide depth to your application. Especially when applying to an Ivy, assume that every other applicant has the exact same resume and test scores as you. When you strip away the grades and extracurriculars, you’re looking for a way to humanize yourself.  Think small. This essay is about the little things that make you human and relatable: it’s easy to get overwhelmed and think you have to prove yourself with this essay (which you do) but at the end of the day there’s an actual person reading your submission and your ultimate goal is for them to gain a better understanding of how you think and who you are as a person.  Spend some time thinking about relationship dynamics and routines. If you’re really stuck, growth from failure can be an area to explore. We’ve also written about topics to avoid. Keep in mind that the point is not to simply write something beautiful. Good writing (and editing) is a must, but will not make up for a lackluster topic. HUMOR: Full disclosure: it’s much harder to write comedy than it is to write tragedy. Humor writing also requires a lot of confidence. The person reading your essay has likely spent their day reading sob stories: students often try to make admissions officers feel something or prove their emotional depth. They’ve heard it all, and it’s exhausting. Most students assume that it’s easier to empathize if you’re getting pity points, but making them laugh is actually the way to go.  When we talk about humor writing, we don’t mean slapstick. It’s not a joke with a setup and a release. We mean that the tone of the work can be funny, witty, dry, or sarcastic â€" but don’t make yourself the punchline. Avoid cringe worthy topics and think abo ut a topic you could shed light on in a humorous way. We know the stakes are high and that Harvard had an acceptance rate of 4.59% last year. We also know that the Harvard Lampoon is a 142 year old mainstay on campus, and we’ve had kids apply (and get in) to Harvard. Feeling overwhelmed? Get in touch.

All Quiet On The Western Front - 1754 Words

More often than not, war novels romanticize the soldier on the battle field as a heroic figure that would gladly die for his county’s honor. Erich Maria Remarque’s â€Å"All Quiet on the Western Front†, paints a vividly different picture than one of a patriotic soldier willing to be at war. Remarque’s work masterfully shows that the soldier’s expectations of war could not be any further from society’s concept of warfare. â€Å"All Quiet on the Western Front† follows a young and innocent soldier, Paul Baumer, through the living Hell that is World War I. Through Paul’s character, Remarque’s antiwar novel demonstrates that war is nothing but, irrational, patriotic fueled violence that turns humans into insensible soldiers, while simultaneously indicating that their lives have no meaning. The delusion that most war novels advocate is that a young man should be eager and enthusiastic to fight for his country’s honor . While this may temporarily be the case, â€Å"All Quiet on the Western Front† depicts young men that would like nothing more than to leave the senseless violence of war. Earlier on in the novel, Remarque raises the argument that war is utterly senseless. Paul and his company soon come to the understanding that their superiors mislead them about the truths of war, â€Å"While they continued to write and talk, we saw the wounded and dying. While they taught that duty to one’s country is the greatest thing, we already knew that death-throes are stronger† (Remarque, 13). TheShow MoreRelatedAll Quiet of the Western Front756 Words   |  3 PagesPlot Summary: All Quiet on the Western Front Written by Erich Maria Remarque, All Quiet on the Western Front is the tale of a young man by the name of Paul. Paul who is nineteen years old gathers several of his friends from school and together they voluntarily join the army fighting for the Axis alliance. Before they are sent off into actual battle, they are faced with the brutal training camp. Along with this they face the cruelty of the life of a soldier. This made them question the reason forRead MoreAll Quiet on the Western Front700 Words   |  3 PagesThe greatest war novel of all time, All Quiet on the Western Front, by Erich Maria Remarque, is a novel that depicted the hardships of a group of teenagers who enlisted in the German Army during World War 1. Enlisting right out of high school forced the teens to experience things they had never thought of. From the life of a soilder on the front line to troubles with home life, war had managed to once again destroy a group of teenagers. Throughout the novel, we saw the men of the Second CompanyRead MoreAll Quiet On The Western Front1797 Words   |  8 PagesTitle: All Quiet on the Western Front Creator: Erich Maria Remarque Date of Publication: 1929 Class: War Novel Anecdotal Information about Author: -Erich Maria Remarque was conceived on 22 June 1898 into a working people family in the German city of Osnabrà ¼ck to Peter Franz Remark (b. 14 June 1867, Kaiserswerth) and Anna Maria (nà ©e Stallknecht; conceived 21 November 1871, Katernberg). -During World War I, Remarque was recruited into the armed force at 18 years old. On 12 June 1917, heRead MoreAll Quiet on the Western Front943 Words   |  4 Pages The book All Quiet on the Western Front, by Erich Maria Remarque, is about a group of 19 year old young men who are changed by the ways of war. There is paul: the main character; Tjaden: a tall, skinny locksmith, also the biggest eater; Albert Kropp: a lance-corporal and the clearest thinker; Muller: studious, intelligent, and likes school; Leer: has a preference for the girls from the prostitution houses and has a beard; Haie Westhus: a peat-digger, and big in size; Deterring: a peasant, he alwaysRead MoreAll Quiet On The Western Front2393 Words   |  10 PagesAll Quiet on the Western Front: Book Review Erich Maria Remarque, author of All Quiet on the Western Front, actually fought in WWI (Remarque 297). Because of this, he was able to write this book with accurate depictions of the war. He writes how being in combat can really take a toll on a person and affect them in a negative way. He also writes of the pain and suffering that the soldiers must cope with that comes along with living in constant fear and danger. When looking at the title of theRead MoreAll Quiet On The Western Front2085 Words   |  9 PagesThis essay will consider the different effects created by Erich Maria Remarque in his novel All Quiet on the Western Front. As a writer, Remarque unknowingly left his novel open to readers with completely different perspectives, and to various forms of criticism. This undoubtedly meant that every single reader had been affected by the novel in many different ways which unfortunately for Remarque may have been an effect that he never intended. This essay is divided into 5 main sections. Firstly itRead MoreAll Quiet On The Western Front1089 Words   |  5 Pages In Erich Maria Remarque’s novel, All Quiet on the Western Front, human nature is the only abstract periphery between belligerent barbarism and justifiable violence. Through the insipid bombardments that rained shells over the Germans’ heads and noxious implementation of mustard gas, Remarque dexterously misleads the reader into believing that he fights in an apathetic war where all remnants of human nature and identity have been destroyed with the introduction of trench warfare. Through Paul Baumer’sRead MoreAll Quiet On The Western Front1509 Words   |  7 Pagesâ€Å"He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report confined itself to a single sentence: All quiet on the Western Front† (Remarque 296). Paul Baumer, the narrator of All Quiet on the Western Front, enlisted into the German army at a young age of nineteen with a group of friends from school. Kantorek, Paul’s teacher, â€Å"gave us long lectures until the whole of our class went, under his shepherding, to the District Commandant and volunteered† (RemarqueRead MoreAll Quiet On The Western Front1129 Words   |  5 PagesIn Erich Maria Remarque’s All Quiet on the Western Front, soldiers at the front have a better idea than civilians of the true n ature of war because they have experienced the war while civilians have only read about it or listened to government propaganda. Remarque is trying to tell us that only those who experience the war can understand how awful war truly is. In All Quiet on the Western Front, the main character Paul goes back to his home, the people he meets still think that the Germans are winningRead MoreAll Quiet On The Western Front1790 Words   |  8 Pagessmell of cigar smoke, gunpowder, and dirt that filled the air. There was no nationalism; all Paul wanted was survival. World War I was supposed to be about nationalism and the propaganda forced upon the soldiers to feel superiority over other countries, but Paul helps to prove otherwise, as his story tells what is was like to be at the front, and how tough it was to be a soldier. â€Å"All Quiet on the Western Front† portrays war as it was actually experienced, replacing the romantic picture of glory and

Effects Of Burnout On The Workplace - 1713 Words

A major concern in human service occupations is burnout as it has been linked to turnover, absenteeism, a reduction in the quality of services, numerous physical and psychological disorders, and a disruption in interpersonal relations (Barford 271). Child and youth care workers are especially susceptible to burnout as the inherent challenges of working with high-risk youth causes difficulties in attracting and maintaining qualified employees. Social workers are committed to the protection and empowerment of populations at risk, helping improve their physical and mental well-being within a society characterized by great economic inequality and a high potential for vulnerability (Hamama 113). Social welfare is constantly looking at the†¦show more content†¦In 1987, Christina Maslach along with Susan Jackson expanded the definition, describing burnout as emotional depletion, deprofessionalization, and reduction of personal competence. Maslach and Jackson designed a multidimensi onal model of burnout that went into further detail of these three main components: emotional exhaustion, the depletion of mental energy involved in professional obligation; depersonalization, the development of negative attitudes, emotional numbness, apathy, and cynicism toward the client; reduced personal accomplishment, the diminution of self-esteem and ambition. Whiton Stewart Paine asserted that the factors underlying burnout also include the worker’s personality traits, environmental factors, and various organizational and social conditions. Although a bulk of the burnout research to date has focused on the role of organizational characteristics in the development of burnout, individual characteristics and social support have also demonstrated predictive value. The demographic factors that have been shown to be most predictive of burnout levels are the age of the employee, their marital status, and their perceived levels of social support, as well as gender, professiona l seniority, and education level. Age is generally considered to be the demographic variable that most effectively predicts the level of

The War Of Independence And The American Revolution

On April 19th 1775 â€Å"the shot heard ‘round the world† initiated the war for independence by the American colonists against the British. There were many reasons why the American Revolution came to be, but the two main reasons were for unjustified taxing acts against the colonists and to receive independence from their mother country England. In the Age of Revolution there were many wars taking place around the world and the American Revolution was one of them, the main objective of these wars was for the achievement of liberty. In this paper I will be talking about many subject matters that have to deal with the American Revolution such as the goals of this war, whether the colonists wanted to simply seek independence from their mother country or create a democratic nation, who benefitted from this war and who didn’t, and so much more, so sit back, relax, and get ready to go back in time as we discuss issues surrounding the war of independence between the colon ists and the British. The American Revolution, which some could say was about money and respect. The two principle goals of the American Revolution were to make the American colonies a single and independent nation disconnected from Britain and their abusive leader King George III and the other was to make a democratic nation, however in the end the nation wasn’t really democratic since not everyone was guaranteed rights and not everyone in the end benefitted from the war. Hollitz stated, â€Å"For a reformed America theyShow MoreRelatedThe American Revolution And The War Of Independence964 Words   |  4 Pagesdifferent aspects of the American Revolution and the war of Independence, especially consisting of the people directly involved within the Americas. Of course the people of the colonies were involved because they were the main participant in the war and the British were involved because that is who the colonies were fighting to gain independence from. The Indians wer e involved in a minor way, mainly on the British side. The African Americans also played a part in helping the Americans. The French also playedRead MoreThe American Revolution And The War Of Independence999 Words   |  4 PagesThe American Revolution, also known as the U.S. War of Independence, goes back to 1765-1783. One of the major effects of the American Revolution was that the colonies became recognized as independent. It was now separated from Great Britain. France joined in and became our allies and helped the colonies in 1778. Since France joined the war, they turned a civil war into an international war. There were a lot of causes that led up to the beginning and the end of the war. There was a lot of causes thatRead MoreThe American Revolution And The War For Independence779 Words   |  4 PagesThe year 1775 marked the beginning of the American Revolution or, to the colonists, â€Å"The War for Independence.† The American Revolution did not happen by itself but past conflicts such as the seven years war provoked the future event of the American Revolution. The seven year war was fought between the Thirteen Colonies and the French Empire as well as Native American allies, over territory in America. Before the seven year war, the British government proposed the colonists to pay for protectionRead MoreThe American Revolution And American War Of Independence1379 Words   |  6 PagesThe American Revolution or the American War of Independence was one of the most remarkable wars in the history of the world. The motives behind the war can be interestingly explained by Zinn from the chapter Tyranny Is Tyranny in A People’s History of The United Stat es: 1â€Å"Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. 2They found that by creating a nation, a symbol, a legal unity called the United StatesRead More The American Revolution: A War for Independence Essay1422 Words   |  6 Pages The American Revolution was a war for independence. It was a war which was fought for equal rights and the freedom of a would be nation. It showed the pure courage and heart of the American colonists by pitting them against a much more powerful opponent. The British had the best army in the world, and the colonists were often just poor farmers armed with their hunting muskets. It was truly a case of David versus Goliath. The reasons, course, and outcome of the American Revolution providedRead MoreIt Was the American Revolution and NOT the American War for Independence631 Words   |  3 PagesIndependence was the main focus of the colonies after monarch rule of the British. During this key period of American history, The American Revolution would be a more appropriate term instead of The War for Independence. In the dictionary, the term revolution is defined as an overthrow of one government and its replacement with another. The American Revolution gives a broader sense of what is going on; starting from the initial ideology of independence, the acts and protests carried outRead MoreAmerican War Of Independence And The French Revolution Essay1755 Words   |  8 Pages Lynch and Stillinger attempt to define it historically rather than continuously, naming it the â€Å"shortest †¦ period in British literary history† (3). They place it within the timespan of 1785 to 1832, beginning between the American War of Independence and the French Revolution and ending with the passage of the Reform Act in British Parliament. In this time of reflection and change, authors re-examined the previously discarded medieval romances and breathed new, strange life into them. Romantic artRead MoreThe Revolutionary War Of Independence1366 Words   |  6 PagesThe American Revolution which began as a War of Independence for American quickly transformed into a civil battle between the American patriots and loyalists joined by Indian forces. This war of independence, irrefutably, had a great effect on the citizens of America in varying degrees. The revolution, of course, gave a free rein to unforeseen political revolutions which often spark social revolutions. However, the American Revolution has foreseen the beginning of an abolitionist movement for AfricanRead MoreRevolutions: The Road to Independence Essay877 Words   |   4 PagesRevolution is a significant change of control or authority within a governmental setting. Most Revolutions are caused by political, social, and economic disputes. Consequently, the common matter for the American, French, and Latin America revolutions emerged to gain their own independence. In North America, the colonists put emphasis on their independence from Great Britain and established a new republic. In France, protesters abolished the authority of France and reorganized the French society,Read MoreEssay Howard Zinn vs. George Wood934 Words   |  4 PagesS. Wood’s argument and what is Howard Zinn’s argument on the nature of the American War for Independence and what evidence do the two historians present to support their interpretations? Who do you think presents the better case? Howard Zinn Howard Zinn’s argument on the nature of the American War for Independence was the war for independence was not a social revolution. Instead, he argues the colonial elite used the war for their own personal gain in power and status. The wealthy and powerful found

How is the story told in Jessie Cameron free essay sample

Told by a third person narrator, the poem begins in media res with dialogue from the persistent ‘neighbour’s son’, admirer of Jessie Cameron, repeating the titular character’s name with desire. This young lady who Rossetti creates as self-confident and stubborn is formed as a woman in her own right who is defiant enough to refuse the hand of a bachelor, multiple times. Subsequently, the setting of the beach becomes clearer, as the menacing sea draws nearer. Jessie’s persistence becomes more forceful as the story progresses until she starts refusing to answer him. We then hear of the ‘foot that would not fly’, and the meaning of this becomes apparent when the poem moves into the second part, where rumours are discussed about the death of the pair, through reported narrative. The poem ends with the debate of possibilities about their deaths, and the distinct image of the ‘hand or hair’ in the sea. In the first four stanzas, the setting of twilight on the beach is described at the start- ‘Day was verging towards the night, There beside the moaning sea’. This setting then continues into the second half of the poem but the reader becomes aware of the attempt Rossetti is making for the setting of the sea, which represents society, to be almost up against Jessie Cameron’s character. Rossetti writes ‘But now her feet are in the foam, The sea-foam sweeping higher. ’ The strength of the sea, or her opposition as society, is gaining power against her stubbornness, and will for independence. The setting then looks to the ‘darkening beach’. It is perhaps here that the reader is encouraged to assume that the pair drowned, as the darkening of the scene almost reflects the move from life into death. Therefore, Rossetti primarily tells this story using the reinforcement of the powerful imagery that is linked to the setting, in order to reflect upon the rumours that structure the story. The poem of Jessie Cameron has a clear structure of two distinct halves. The first involves the dialogue and interaction between Jessie Cameron and her lover, the ‘neighbour’s son’. This is a specific event and shows this series of actions from the past in linear chronology. The dialogue between the two youths is argumentative. He cannot accept that she want s to be free of him. Their conversation is portrayed like the sea, with ‘to and fro’. The second half is structured mainly around rumours of what happened to Jessie Cameron and her lover. It involves a lot of words such as ‘some say’ and ‘whether’. There is therefore a contrast shown between the concrete, true details of the first section and the vague uncertainty of the events that followed in the second half. This section interestingly starts with the powerful fifth stanza, in which the most dramatic rumour is mentioned, that the lover used powerful gypsy magic to conjure the sea that drowned them together. As the sea becomes more and more aggressive, the speech of the lover echoes it with desperation, almost as if he is chanting a spell or a curse. This sudden change of tone makes the change between sections much more apparent. However, it is clear that the narrator is reserving judgement on the matter as Rossetti writes ‘Yet he had gone through fire and flood, Only to win her smile. ’ This almost biblical description makes him seem almost admirable, as well her. The narrator is not accusing him, but simply reporting the rumours that others are. By using this kind of narrator, Rossetti tells the story of the poem in an unbiased way, allowing the reader to make his own judgement. This poem has a third person narrator. They have no insight into the feelings of Jessie Cameron or her lover. There is however numerous references to the pressure of society in this poem, showing that the narrators perspective is heavily affected by these views in relation to Jessie Cameron’s character. The sea, as a theme brought to the foreground of the poem by the repeated mentions of it as an image, could be seen to represent the repressive society of the era. Jessie Cameron’s outgoing personality and readiness to speak stand in direct contrast to the traditional expectations of a modern Victorian maiden who is demure, timid and slow to speak. The sea is personified throughout the poem which enhances this impression, and also makes the theme of society more prominent. The two lines that seem most important are ‘The troubled sea for all its stir, Finds no voice to tell. ’ We understand that society cannot find any ways to deal with women like Jessie Cameron who want independence. The sea, as society, keeps the secret story of Jessie Cameron to itself, yet at the end it has the last word, quashing the voice of Jessie Cameron which seemed so strong and defiant at the start. Therefore, Rossetti uses this story, in the appropriate form of a ballad, to be told and passed between generations for years to come- armed against the traditional Victorian society in which it was written. To conclude, the aspects of narrative that are arguably dominant in the telling of this story are the setting, structure and narrative voice. There is a consistent use of thematic imagery and symbolism, but all of these techniques create a story that the reader can relate to and learn from, and it can be passed on through the centuries and generations as a well-known ballad.

Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.