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Learn English through Story - The Lovely Lady - Level A2 Elementary.

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Preposition-1 #grammarforall #grammarforkids #grammarteacher #grammartips #grammarlesson #teachersofinstagram #teachgrammar #grammarmadeeasy #englishclassroom #easyenglishtips4u #englishteacher #ieltspreparation #ielts #englishtagram #englishtutor #yourenglishteacher #yourenglishtrainer #learnenglishwithme #understandgrammar #grammarstation #englishstation

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Chelsea to offer Hudson-Odoi Hazard’s No 10 shirt to make him stay

Chelsea offers Callum Hudson-Odoi Eden Hazard & # 39; s No. 10 shirt to get a young star for a stay at Stamford Bridge Callum Hudson -Odoi signs new deal

The 18-year-old English star has Bayern Munich, PSG and Juventus interested

Published: 22:30 BST, May 18, 2019 | Chelsea offers Callum Hudson-Odoi the No. 10 shirt released by Eden Hazard This 18-year-old English star has The 18-year-old Englishster has Bayern Munich Paris St Germain and Juventus would like to sign him this summer or in January when he has only six months left for his deal and then dedicate himself to a European team with only minimal compensation because of Chelsea.

There is a possibility that the attacker, who is currently injured with a torn Achilles, will consider signing if the club shows that they are planning to build the team around him in the future.

<img id =" i-8e6357be5c7c293f "src =" https://dailym.ai/2WPmxkZ /2019/05/18/21/13665914-0-image-a-3_1558211182909.jpg "height =" 423 "width =" 634 "alt =" Talisman Hazard will leave when a fee can be resolved between Real Madrid and Chelsea " class = "blkBorder img-share"

Talisman Hazard will leave when a reimbursement can be resolved between Real Madrid and Chelsea is set to leave when a reimbursement can be resolved between Real Madrid and Chelsea

The player and his advisers always have the reluc Signing a signature was not about finan financial matters, but concerned the lack of playing time in 2018 and his development at the club.

With Hazard leaving when a fee can be resolved between Real Madrid and Chelsea – with the Spanish club still well understood under the asking price of £ 100 million from Chelsea – there is a possibility of the creative leadership of it team to pass on Hudson-Odoi.

That is the pitch that Bayern made for him. They made it clear that he would wear Arjen Robben's No 10 shirt leaving the club when they made a £ 35 million bid in January, and wished he would play their most important creative player both centrally and broadly.

<img id = "i-bdd9e2be0dcc21b1" src = "https://dailym.ai/2Hqajdw image-a-4_1558211189308.jpg "height =" 423 "width =" 634 "alt =" <img id = "i-bdd9e2be0dcc21b1" src = "https://dailym.ai/2J2OwKp /18/21/13665902-0-image-a-4_1558211189308.jpg "height =" 423 "width =" 634 "alt =" Hudson-Odoi ended the campaign sideways after tearing his Achilles against Burnley "class = "blkBorder img-share"

Penultimate

The Holy Chair backup overview and appreciation The holy trinity The holy trinity, the injury of the month Hudson-Odoi became a prominent member of Maurizio Sarri's first team.

Although the manager's future is in doubt, as Chelsea will prove that the person in charge will make Hudson-Odoi the key next season

At present, however, there is a feeling that its ont winding would be better served at such a & # 39; n club. the Bayern.

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Perspectives on Composition and the Classroom

After completing this week’s readings and listening to our class’ discussions, the piece that stood out to me is Fulkerson’s article Composition at the Turn of the Twenty-First Century. Throughout my academic career in English courses I typically use writing as a tool to display my opinions about literary works through analytical essays. I am comfortable with this format of composition, and I immediately recognized the content Fulkerson showcases in the section Rhetorical Approaches to Composition because I learned this approach towards composition from my teachers throughout Elementary, Middle, High School, and early in College. As a result, my understanding of “good” composition is based on a Rhetorical approach.  Fulkerson’s depiction of Rhetorical perspective in composition, “Teacher modeling, followed by student performance, followed by critique…”, shows the guidelines educators in primary and secondary education generally follow in hopes to create “good” writers (671).  

Before reading this article, I realize that I forgot that there are other forms and perspectives of composition. I have not used a completely Expressive or Cultural/Critical approach while considering the composition of my writing, aside from writing essays where showcasing cultural or social aspects are essential to my argument. Still, even in that case, my focus is to effectively and accurately convey my argument to the reader. While discussing the Cultural/Critical approach Fulkerson writes, “Both the lit-based course and the cultural studies course reflect, I suspect, content envy on the part of writing teachers. Most of us (still) have been trained in textual analysis: we like classes built around texts to analyze” (663). When I re-read the article, this quote made me reconsider the extent of the composition education I received from my classes that were rhetorically based.

 Fulkerson sharing this opinion in the CCS section revealed to me the interconnection between the two perspectives. In rhetorical perspective, often in order to create a composition for analysis, one must consider the cultural or critical aspects in the subject of the composition. As a result a critique of the writing within a rhetorical classroom can be positively or negatively affected by how well a student incorporates a CCS factor into their composition. Ultimately, more aspects regarding the writing process and the actual act of composing writing are sacrificed to satisfy checkpoints. I think this is a large issue teachers face in writing studies because it is difficult to create a level within the primary and secondary education system that allows for a purely composition focused course. In order to focus on composition, writers should already have an understanding of various social contexts that could influence the analysis of a subject. It takes time to teach students the skills they need to spot social contexts and apply these contexts within their writing, and this process takes time way from teaching students the skills to compose a “good” piece of writing. Students have to have the skills to recognize the steps needed to build a critical analysis based on their opinions before they can convey their opinions through analysis to a reader. I feel that educators have a difficult time effectively teaching writing to students because the field keeps growing and evolving. I think students need to complete a certain level of education within the English discipline in order to comprehend and implement many of the tactics for effective composition.

My goal after graduating college is to teach the English Language in Japan. Although I will be primarily focused with creating a course that establishes the steps for understanding language through grammar and vocabulary, the next step for students in learning a language is composition. If I am put in the position of a future teacher, naturally I would include many factors that Fulkerson discusses regarding current/traditional and rhetorical perspectives for writing. I believe consideration of context, procedure, and classical issues aides students with creating the mindset a writer should have in order to produce “good” writing. Considering the background of my students, beginning with understanding the purpose for the methods of brainstorming and composition in the English language is essential. While doing research, I found a source that targets students that are learning English for higher education. The link that I will share below is a video that discusses the importance of the “five-paragraph” essay and more for English composition. For the classroom setting I would avoid doing a course that is entirely a CCS perspective because the rhetorical perspective includes elements that consider the context of the subject. As for expressive writing, while I feel that the perspective is enjoyable for the student, I would only focus on this for a handful of assignments in the course. As a teacher I do not think this perspective would help a student gain the understanding of an academic audience. In order to teach expressive writing I think a specialty course in this perspective would be the most beneficial.  

*The abbreviation CCS refers to Cultural/Critical Studies

A link to VOA Learning English’s video regarding English composition methods: https://www.youtube.com/watch?v=PH6aXxhdhFQ   

Works Cited

Composition at the Turn of the Twenty-First Century Author(s): Richard Fulkerson. Source: College Composition and Communication, Vol. 56, No. 4 (Jun., 2005), pp. 654-687. Published by: National Council of Teachers of EnglishStable. URL: http://www.jstor.org/stable/30037890  

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Ellie Hughes, junior at #EnglishStation sings "Were You There (When They Crucified My Lord)?" at the Blossoming of the Cross Elementary Chapel

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"My God is so big, so strong and so mighty. There's nothing my God cannot do!" #EnglishStation Elementary Chapel

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#EnglishStation Performing Arts Club is performing Pirates with a Purpose for the elementary students. #AmazingGrace even for pirates.

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"All I want to do is praise Your name" in #EnglishStation elementary chapel. #Thankful for these sweet voices!

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#EnglishStation Orchestra Concert...beautiful music tonight celebrating the birth of #Jesus!

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Kicking off the #Christmas program season with one of two #EnglishStation #Elementary programs.

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The #EnglishStation Kindergarten classes presented during the elementary Thanksgiving chapel. #Thankful for these young voices praising God!

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Students from #EnglishStation and #Indiana came together to rehearse for #TistheSeason this Saturday.

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The #EnglishStation choir concert is tonight. How about a preview from the middle school choir? #joy