Ironiquement (Essay)

 

Ironiquement, le fait que vous avez de garder le silence après avoir entendu stupide, bon ou mauvais Karma, ne savent pas. Ironiquement, après qu'un accord si mal à L, alors il meurt et selon un "L attentivement la du ciel". Il me dérange pas de dire à Andrea est une graisse putain que seul sait porter malheur aux personnes ayant de mauvaises critiques et puis quelqu'un rejette quelque chose bientôt commence à pleurer.

Quelle ironie plus grande que la plus sincère du monde comme N, la femme est capable de critiquer, mais quand il a répondu à ses critiques couvre ses oreilles, le monde ne est pas aveugle, l'homme ou la femme qui profitent de la mort, de la justice , la foi, la connaissance, le divertissement pour ne en nommer que quelques-uns. Ironiquement, au moins pour moi.

Quelle ironie que ma grand-mère dit: «Je dois donner toutes les faveurs gratuitement à votre sœur juste parce que vous les études de paiement", avec ses sœurs tricher voler du jour où il est né jusqu'à aujourd'hui ce est une vieille femme qui se déplace de cinq étapes et est fatigué de marcher. Si je décide de payer pour un service ou aider quelqu'un sans rien de charge, ce est mon problème, en fait, maintenant que je pense n'a pas été le chargeait seul a été le réprimander parce qu'ils veulent apprendre à être indépendant. Est-ce un péché d'aimer apprendre aux gens à être auto-suffisante?

Parfois, je déteste aimer ma grand-mère, d'abord parce qu'il a plus de 7 enfants et petits-enfants dont 50 je ai grandi de 70%, mais non, il a dû rentrer à la maison à mes parents ont à se soucier de votre partenaire (non mon grand-père), mais plutôt le grand-père de 5% de mes cousins, et ils doivent culot de prétendre, étant que son arrivée seulement apporté misère et perdu, maintenant ce est ironique.

Puis vient ma tante J (qui a volé la maison de ma grand-mère de mettre son nom) et me dit d'être patient, ne peut pas, ne peut pas être un salaud. Elle mensonge, le vol, est la reine de la manipulation (Enseignant Andrea), qui accuse la mort d'Andrea L, ce est si ironique.

Source: YO  

Photo-essay (Wikipedia)

A photo-essay (or photographic essay) is a set or series of photographs that are intended to tell a story or evoke a series of emotions in the viewer. A photo essay will often show pictures in deep emotional stages. Photo essays range from purely photographic works to photographs with captions or small notes to full text essays with a few or many accompanying photographs. Photo essays can be sequential in nature, intended to be viewed in a particular order, or they may consist of non-ordered photographs which may be viewed all at once or in an order chosen by the viewer.^{[citation needed]} People who have undertaken photo essays include Bruce Davidson, W. Eugene Smith, Walker Evans, James Agee, David Alan Harvey, and André Kertész.^{[original research?]}

"After School Play Interrupted by the Catch and Release of a Stingray" is a simple time-sequence photo essay

• An article in a publication, sometimes a full page or a two-page spread. Newspapers and news magazines often have multi-page photo essays about significant events, both good and bad, such as a sports championship or a national disaster.
• A book or other complete publication.
• A web page or portion of a web site.
• A single montage or collage of photographic images, with text or other additions, intended to be viewed both as a whole and as individual photographs. Such a work may also fall in the category of mixed media.
• An art show which is staged at a particular time and location. Some such shows also fall in the category of installation art.
• A slide show or similar presentation, possibly with spoken text, which could be delivered on slides, on DVD, or on a web site.
• In fashion publishing especially, a photo-editorial – an editorial-style article dominated by or entirely consisting of a series of thematic photographs

Link: http://en.wikipedia.org/wiki/Photo_essay

As an educational tool, Essay (Wikipedia)

In countries like the United States, essays have become a major part of a formal education in the form of free response questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants (see admissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. During some courses, university students will often be required to complete one or more essays that are prepared over several weeks or months. In addition, in fields such as the humanities and social sciences,^{[citation needed]} mid-term and end of term examinations often require students to write a short essay in two or three hours.

In these countries, so-called academic essays, which may also be called "papers", are usually more formal than literary ones.^{[citation needed]} They may still allow the presentation of the writer's own views, but this is done in a logical and factual manner, with the use of the first person often discouraged. Longer academic essays (often with a word limit of between 2,000 and 5,000 words)^{[citation needed]} are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review.^{[citation needed]}

Longer essays may also contain an introductory page in which words and phrases from the title are tightly defined. Most academic institutions^{[citation needed]} will require that all substantial facts, quotations, and other porting material used in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention allows others (whether teachers or fellow scholars) to understand the basis of the facts and quotations used to support the essay's argument, and thereby help to evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.

One essay guide of a US university makes the distinction between research papers and discussion papers. The guide states that a "research paper is intended to uncover a wide variety of sources on a given topic". As such, research papers "tend to be longer and more inclusive in their scope and with the amount of information they deal with." While discussion papers "also include research, ...they tend to be shorter and more selective in their approach...and more analytical and critical". Whereas a research paper would typically quote "a wide variety of sources", a discussion paper aims to integrate the material in a broader fashion.^[5]

One of the challenges facing US universities is that in some cases, students may submit essays which have been purchased from an essay mill (or "paper mill") as their own work. An "essay mill" is a ghostwriting service that sells pre-written essays to university and college students. Since plagiarism is a form of academic dishonesty or academic fraud, universities and colleges may investigate papers suspected to be from an essay mill by using Internet plagiarism detection software, which compares essays against a database of known mill essays and by orally testing students on the contents of their papers

Link: http://en.wikipedia.org/wiki/Essay#Film

All-or-Nothing Thinking

We engage in all-or-nothing thinking when we accept automatic thoughts which describe events in black-and-white categories, with no shades of gray. It is a more extreme form of magnification and minimization in which we minimize to the point that many positive aspects of life completely disappear from sight. Such automatic thoughts lead to a kind of perfectionism that defines everything short of 100% success as a failure. To a point, such perfectionism can lead us to try harder; but in the long run, inevitably, it tends to discourage us from trying at all. Since we encounter very little black or white in the real world, this kind of thinking squeezes much of the brightness out of our view of the world: all the shades of gray come to look as black as night.

A few years ago I was teaching a class in which several standardized tests were required. One semester, a woman took the class who got the highest total score on the standardized tests that I've ever recorded in that class. Out of a possible 200 points on the four tests, she missed five. But when this woman got her first essay back, she found several criticisms and suggestions for improvement. (The essay was not graded.) She seemed depressed and irritable in class for several days after getting the essay back. Finally, I persuaded her to come in and talk to me about it, and I asked her what she was so concerned about. 

"Well," she said hopelessly, "I guess I'm just going to get an 'F' in this class." From her point of view, her essay wasn't perfect, so it was worthless. Her automatic thoughts on receiving the essay back were probably something like this: "There are flaws in this essay, even after I worked hard on it, so I wasted my time. I produced nothing of value." That's all-or-nothing thinking.

This cognitive distortion can be devastating when you are trying to learn a new skill or improve your performance in an old one. A sculptor who thinks in terms of all-or-nothing will never finish a statue because the first stages of the work will always be rough. A writer who sees her rough draft as either finished or failed will never really finish an essay. You must accept your first draft as potentially good, but unfinished, in order to improve it. Many students fail to produce good essays not because they produce bad ones, but because they never finish the good ones they start.

Link: http://daphne.palomar.edu/jtagg/allor.htm

Magnification and Minimization

This cognitive distortion consists of seeing the positive results of your actions as smaller than they really are and the negative results of your actions as bigger than they really are. It is sometimes called "catastrophizing" or, more informally, "making a mountain out of a molehill." Like all-or-nothing thinking, it is a favorite cognitive distortion of perfectionists. It seldom fails that early on in the semester a student who has produced an excellent essay will come up to me and sheepishly apologize for handing in such unadulterated trash. Often such students will give lengthy and sorrowful explanations for why their elementary education was a failure or why they were horrible students in high school or why work or childbearing had driven everything they once knew about English right out of their heads. Surprisingly, these declarations often come after I've told the student that he or she produced a good essay. I've had several students actually drop the course after doing nothing but good work. People who apologize for good work are almost always magnifying and minimizing. They see six comma splices as more important than five pages of clear argument and sound evidence. They look at their errors through binoculars, but when they look at their virtues, they turn the binoculars around and look through the big end.

Link: http://daphne.palomar.edu/jtagg/mag.htm

Overgeneralization

Probably the most common mistake we make in our automatic thinking is overgeneralization. It's easy to see why. Each of us has to think about new experiences in terms of old experiences. We recognize most easily those qualities in a person or thing which we have seen before. The baby just learning to talk may call all men "Da-Da" or all four-legged animals "bow wow." But the baby will quickly learn to see the differences between different men and different animals. Generalization as a stage we go through in learning is not only acceptable; it is necessary. Until you recognize Bessie as a cow, you'll never be able to attend to the special characteristics--the clipped ear, the long tail--that make Bessie different from the other cows. We get into trouble when we stop at the generalization stage. All cows are not the same.

Because our automatic thoughts are based on our memories of past experiences, we might expect that many of those thoughts will tend to be generalizations that distort our perception of what we see. And that is the case. But because our automatic thoughts are automatic, it's very easy for us to stop with the generalizations, to accept them without examining them further. The strength of this cognitive distortion accounts for the prevalence of stereotyping in much of our thinking about other people. If I accept my automatic thoughts as reliable, I will probably conclude that all Blacks, or all Whites, or all Chicanos, or all Scandinavians are alike. And the less I actually know about a certain group of people, the stronger and clearer will be my stereotype.

The kind of overgeneralization that gives us, as students, the most trouble is the kind we make about our own performances and capabilities. If I've done poorly on essay exams in the past, when I find out that I have to take an essay exam my automatic thought may be, "I do poorly on essay exams." I am generalizing from one or two experiences of a certain kind to all experiences of a certain kind. Notice that this makes no sense at all until I have examined the differences, as well as the similarities, between the present task and the past one.

There are several specific forms of overgeneralization that most of us use at one time or another. And we have probably invented some variations that fall between the categories.

• Mental Filter

• Magnification and Minimization

• All-or-Nothing Thinking

• Disqualifying the Positive 

   Link: http://daphne.palomar.edu/jtagg/overgeneralization.htm

Mental Filter

Mental Filter

In this cognitive distortion, you concentrate so strongly on one aspect of a task or a situation that you can't even see the rest. Your automatic thoughts all deal with this one concern. If, for example, you ran out of time on a previous test, you may find yourself so preoccupied with the time limit that you have trouble concentrating on the questions. Five minutes into an hour-long test, you find yourself glancing at the clock. The automatic thought that keeps coming up is, "I'm going to run out of time." It may also be true that you can work faster on this test because you know the material better, but the cognitive distortion filters out that fact, and all the others that might help you. 

This is a conversation that I've had, with slight variations, with dozens of students:

STUDENT: So you hated my essay, huh?
ME: What do you mean, "hated it"? Where do you get that? You've got your essay right there--What did I say? Read me the first two words after your name, the first comment I made about it.
STUDENT: "Good essay."
ME: Why would I say that about an essay I hated? If I had hated it, wouldn't I be more likely to say something like, "Lousy essay"?
STUDENT: Yeah, but you go on about all this stuff wrong with it. You say I don't present enough evidence.

If you concentrate on a negative comment and filter out all the positive ones, you will nearly always be disappointed with your performance, even when you ought to be proud of it.

Three kinds of mental filters deserve special attention:

• Magnification and Minimization
  
• All-or-Nothing Thinking
  
• Disqualifying the Positive 

Source: http://daphne.palomar.edu/jtagg/mental.htm

Upper Intermediate Level - Increased Understanding and Communicative Competence

Speaking

Upper intermediate level English learners have gained more confidence and can deal with a wide range of speaking situations. They generally have begun to become extremely proficient in expressing their opinions on topics they find interesting, or when speaking about their work. They can generally express their opinions on most topics, and ask more detailed questions when engaged in conversation. At work, they feel confident in their abilities to contribute to the conversation. Pronunciation only occasionally causes comprehension difficulties for others.

Writing

English learners at this level can perform most basic tasks with confidence. They have begun to use more complex structures and appropriate linking language in more extended passages. In academic and work situations, they are able to write more extended passages such as short essays, or one page memos.

Reading

Learners at the upper intermediate level begin to explore their own interests in more extended reading passages, or even in short stories and novels. They still need to use a dictionary from time to time, but can increasingly learn new vocabulary through context. They are proficient at skimming and scanning, and perform well in most comprehension activities.

Listening

Learners feel more comfortable with longer listening periods, even if they do not understand every word or phrase. Their grasp of the gist of most conversations help them understand longer formats such as movies, longer interviews etc. They have very few difficulties understanding and participating in one to one conversations.

Source:  http://esl.about.com/od/teachingenglish/a/ESL-Level-Rubric_3.htm