November 24, Out of many vacations, winter vacations has its own delight and enthusiasm. Winter season is blessed with very cool weather conditions.
Language Learning Biography I would like to encourage and counsel those who wish to tread the path of the polyglot that if you can conceive of learning a large number of languages or language families as a lifetime's intellectual engagement and you are willing to work long, hard, and intelligently enough at doing so, you can succeed.
Drive, discipline, countless hours of systematic hard work, sustained interest and motivation, access to good materials and intelligent methods and procedures for using them--if you have all these, there is no reason why you cannot achieve what I have achieved or even more.
My father's father's father left Spain for Mexico, and my father's mother's parents left Germany for the United States, so my father grew up in a multilingual environment, but my maternal ancestors all left the British Isles for America by the early 18th century so my mother grew up in a monolingual household and consequently so did I.
However, although English was the only language used for communication in my family, it was not the only language I heard in my home, for my father is a scholar and a polyglot who teaches himself languages by reading grammars and texts aloud, so I grew up overhearing him do this.
When I was very young we lived in Italy, and throughout my childhood we travelled and stayed abroad in various parts of Europe, North Africa, and India. Thus, although I spoke only English as a child, I grew up knowing, naturally and instinctively, that the world was full of different languages and that it was possible to know numbers of them because you could teach them to yourself.
I began studying French when I was 11 years old because it was on the curriculum when I entered the 6th grade at that age. I do not really recall any details of the experience, but I must have learned something because I do remember being able to use the language to successfully leave England on my own and navigate my way across the channel and onto a train to meet my parents in Paris when I was However, I cannot have learned as much as I should have because when 1 page essay is how many words was 14 I moved to Berkeley, California, where the school administrators, seeing that I 1 page essay is how many words had and done well in three years of French, placed me in a fourth year class.
As it turned out, the students in that district had learned far more than I had, so I was way over my head and did quite poorly at first. I wanted to drop it altogether, but my father refused to let me do so.
I really struggled for a while, and although I eventually caught up, French was my weakest subject throughout high-school and when I got to college, after seven years of instruction in the language, I was only able to place into the second year sequence of a seriously structured course of study.
I have been a Teutophile for as long as I can remember, and during my adolescence Hermann Broch, Hermann Hesse, Franz Kafka, Thomas Mann, and Robert Musil were among my favorite authors while Friedrich Nietzsche and Arthur Schopenhauer were my favorite philosophers, so at about the age of 15 I conceived a burning desire to learn German.
However, it was not offered at my school, and I do not know if it was simply because I had yet to develop the discipline or because at that stage my father's example was still more intimidating than inspiring, but it simply did not occur to me to try to teach it to myself.
In my final year of high-school I placed into a program whereby I took classes at the University of California, Berkeley instead of at Berkeley High, with the understanding that these credits would count as my freshman year of college if I stayed on at Berkeley, whereas they would transfer as senior year of high-school credits if I matriculated elsewhere.
Among the first classes I took was a quarter of Latin, but it was taught by an overtaxed graduate student to a huge group of undergraduates who met only twice a week, and I learned nothing.
I chose to attend Columbia University because I was attracted to its Great Books core curriculum and because I wished to return to New York City, so I received my undergraduate formation there from At the beginning of my first semester I was pleased to discover that languages were taught particularly well and seriously there: Under those circumstances, my French at long last really took root and everything that had been nebulous and opaque for years suddenly gelled and became coherent and clear.
I was also simultaneously able to satisfy my longstanding desire to begin the study of German, in which I soon began to flourish. If there was any problem with the language program as I experienced it that first year, then it was with the language laboratory.
There was one, a standard such installation with individual listening booths that provide only a modicum of sound proofing but a great deal of visual isolation. The recorded materials from both textbooks were available for listening there, but although I was told about this option, I was not given any indication about how to listen or what I was to do while there.
Although I felt a natural inclination to imitate aloud what I was listening to, and although the presence of microphones and recording capacity clearly indicated that this was the design and purpose of the place, hardly any other students did so, and those who did were often so loud as to be intrusive; consequently, as I am by nature self-conscious about disturbing others, by going there to listen, I was actively inhibited from speaking.
I know for a fact that few of my classmates ever went there because one day I noticed an announcement in the office for an opening for a student lab attendant and, having obtained the position, I ended up spending several hours a day there and so observed that it was a generally unpopular, sparsely attended facility.
Indeed, one of my duties was to wake other students and gently remind them of the no-sleeping policy.
Still, I enjoyed working there more than I did patronizing the place because, alone in the office, I was free to listen to the recordings of all the different languages that were offered, which I enjoyed doing just to hear their rhythms.
Reflecting upon this, I suppose the genesis of my shadowing technique was a reaction against the stifling nature of the laboratory manifested in a desire to make listening and imitating more dynamic and to bring languages alive by taking the learning process outside.
Columbia's core curriculum is purposely designed to fill the first two years of study, and although four semesters of one foreign language are an integral part of the program, as I was taking two languages, I already had an usually heavy course load.
Thus, I was not allowed to register for a third language at the beginning of my sophomore year. This fact pushed me to do something that I had already been contemplating, namely to finally emulate what I had so often seen my father do and to teach myself a language.
While I was reveling in my studies of German, and while I had noticed that one year of focused and intelligent study could bring as much progress as seven years of diffuse instruction, I nonetheless felt that the pace of progress was all too slow. Thus, I undertook to teach myself Spanish to see if I could not do better learning on my own.
I resolved to rise before dawn every morning and to spend the first hour of the day systematically working through N.
Scarlyn Wilson's Spanish, a World War II vintage course in the older Teach Yourself Series, which I recall most fondly as being a meticulously thorough and straightforward grammar translation method.
I worked through the book from start to finish within a few months, at which point I felt my Spanish to be pretty much on par with my German. I had settled on Spanish because one can hear and see it everywhere in New York City, and during those few months of exposure to crystal clear grammatical explanations and exercises, it was as if wax was melting out of my ears, and every single day, as I walked around, I understood more and more of what I overheard around me.
How many paragraphs in an IELTS Writing Task 2 Essay? Paragraphs are marked by the examiner in IELTS writing task 2. The criterion of Coherence and Cohesion, which is 25% of your writing marks, is about linking and paragraphing. See this page for more band score information & tips All essays will. A. Abducted by heartoftexashop.com aliens in these legends are not men from outer space but the underground folk: fairies, trolls, elves, and the like. The Recovered Bride (Ireland). Jun 26, · In other words, it clearly and concisely explains the points that you are making in your essay. If you do not have a strong thesis, your essay will be vague and overly general. This version of How to Write a Two Page Essay Quickly was reviewed by Megan Morgan on September 8, 50 votes - 68%. Click a star to vote. 68% of people told us 68%(50).
This experience with Spanish convinced me that I could learn modern living languages more efficiently by studying on my own than by taking classes in them.
However, my brief encounter with Latin at Berkeley had left me with the impression that older languages were more complex, and hence more interesting, and thus I felt an active desire to study them formally.
Indeed, as my junior year approached, so did the need to declare a major. I had long since decided that I wanted to become a comparative historical philologist, though sadly that discipline no longer exists independently but has been subsumed into linguistics, which is a very far cry from it.An essay is usually double-spaced with 1 inch margins on all sides.
Depending on the font used this generally yields words per page (a serifed point font is most common). Harvard Referencing Guide. Harvard is a referencing style which is used widely across a range of disciplines; it could arguably be deemed the "most commonly used" style.
Questions not just topics. While the topics are predictable enough, the actual questions are invariably extremely precise. Again, there is also a good reason for this: the examiners do not want you to learn an essay, they want to test your English and see if you can answer a precise question, rather than produce a general answer to a general topic.
Sample Essay ( words) For the assignment question and analysis, see Sample essay 1. Education means considerably more than just teaching a student to read, write, and. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
How many words is pages? About words or so? I have asked Google, but Google is wildly contradictory on the subject. Everything I've written since I was sixteen has been measured in word counts, but page counts seem to be standard in North America, and they baffle me, so I just.