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Overused LinkedIn Buzzwords of 2014 ... At Long Last!!

Abused LinkedIn Buzzwords of 2014 ... At Long Last!! The Power of A Single Word On Friday, I got two snippets of data that I would not regularly set up into one blog, yet they agreed too well to even think about resisting: 1. One of my customers, closely following a meeting, kept in touch with me energetically that the questioner adored her resume-particularly the word â€Å"unstoppable† in her outline segment. The questioner had never observed this word on a resume previously. 2. LinkedIn came out with its rundown of Top Ten Global Buzzwords. Alerts LinkedIn: â€Å"Pledge to exile trite trendy expressions [from your profile].† The article offers astounding guidance on the best way to abstain from utilizing unimportant stating to depict yourself, as does my book, How to Write a KILLER LinkedIn Profile. I urge you to peruse the article-and my book-for the tips they offer! Here’s the rundown of 2014s abused LinkedIn trendy expressions: 1. Roused 2. Enthusiastic 3. Imaginative 4. Driven 5. Broad experience 6. Capable 7. Vital 8. Reputation 9. Hierarchical 10. Master Is it accurate to say that you are Unstoppable? You may see that â€Å"unstoppable†-the word that so intrigued my client’s questioner isn't on the rundown of LinkedIn trendy expressions. It’s no incident that the word grabbed the eye of somebody who presumably experiences several resumes each week. I’m not pushing that you utilize the word â€Å"unstoppable† in your resume or LinkedIn profile, except if it is the most flawlessly awesome descriptor to depict you. I dont need to be â€Å"responsible for† adding â€Å"unstoppable† to next year’s list! Or maybe, I need you to discover some language that doesn’t incorporate the above trite words and expressions utilized by huge numbers of LinkedIn clients. (I’m ready to wager these are the words appearing regularly on resumes as well.) I additionally need you to search over your resume and LinkedIn profile to perceive what number of abused trendy expressions appear. At that point ask yourself how you can make statements distinctively with the goal that you don’t sound like every other person. Howâ to Stand Out on LinkedIn Here’s an indication: Whereas anybody can profess to be inspired or inventive, or to have a reputation, not every person can guarantee that they ventured into a serious [insert type of] market and drove an association from #2 to #1 around the world, or that they led a multi-media crusade that expanded a client base by 500K. Whatever your accomplishments, get to the subtleties and quit utilizing similar words every other person is utilizing to â€Å"try† to sound great. It’s not working! Rather, use LinkedIn best practices for each area of your profile, particularly your feature, work titles, extraordinary areas, abilities mastery, and proposals. That’s how you’ll point out positive what you bring to the table. On an individual note, I should concede I’m disheartened to see the word Expert on the popular expressions list, given that the word is for the sake of my organization. Yet, that is something I’ll need to live with.

The Absolute guide on How to Write a Bibliography

The Absolute guide on How to Write a Bibliography In the outdated note system. It is common to use a bibliography in place of references. The students should know how to write a bibliography. In some situations, once students use endnotes instead of footnotes, an added bibliography might not be needed. A bibliography is a complete list of evidence that has referred during the preparation of the work. The list may include several items that students have selected for further details. However, Such items do not include their designed part of preparation. The list, therefore, produced a bibliography. The bibliography may cover only one thing, the main text. The bibliography organized in sequential order as per the name of the journalist’s last name. Information Required For Bibliography Summary Information Required For BibliographyHow to Write a Bibliography in Different FormatMLA StyleChicago StyleAPA StyleFor Better UnderstandingWrap-upAre You Looking For Bibliography Assignment Help? authors nametitle of a specific publicationPublication datethe place of publications of a specific bookthe publishing corporation of a specific bookthe volume and issue numberPage numberBibliography Set-up How to Write a Bibliography in Different Format Bibliographies diverge contingent on what format of writing students are using. Some of the diverse formats of writing comprise the Modern Language Association (MLA), Chicago Manual of Style (CMS), and American Psychological Association (APA). MLA Style Mankind uses the MLA style for literature and many other disciplines. If students are using this format, then they should keep away from all the books, papers, films, articles, also many other sources that they consulted while writing their paper. Certify that you must identify the author, title, publication, publisher, date of publication, also the page numbers that you referred for each source. Once you comprise these sources in the bibliography, sources should be in an arranged order. Contain the authors name (first, write the last name, then a comma, and after that the first name).Add the heading of the work, also underline the heading.Add the town or city where the work is available, also place a colon after that.Lastly, add the publisher’s name, add a comma, also the year of publishing. Chicago Style For previous work The Chicago format we are using most. The key difference in such styles is that the year of publication comes after the name of the author. Then comes the title or heading of that work.Now add the city in which specific book is printed, following a colon, Also, add the name of the publisher of that book. This similar format is trailed for articles, magazines, or newspapers. The year followed through the name of the author, then the title and then the name of the article, after that volume and issue, and page numbers. APA Style The APA writing format is generally used for psychology also other social science works. For APA format, the bibliography style is just like the Chicago format. The year trails the author’s name. Though, place the year in addition after the author’s name. Then comprise the name of the book (or journal), the name of the journal and after that the page numbers. For Better Understanding Bibliography format in MLA, APA Chicago is given below for better understanding. Wrap-up A bibliography is a shortened statement of important information and data for example author’s name, title, also publishing data and information about a basis that you have referred during exploring a paper. This data and information are generally found on the title page of the specific source. All the sources that you refer are registered at the end of the specific assignment or paper so that the reader can easily refer them for additional research on their specific topic. Bibliography format also described above for better understanding. Are You Looking For Bibliography Assignment Help? If you are looking for a bibliography assignment help then please submit your assignments along with the deadline. With our devoted approach, we assure you the maximum grades in all your assignments with us. Our writing experts are always ready to help you during making assignments in simple languages as per the given direction and assigned time period. Our experts provide 24 hours service to make an assignment in the given deadline. These experts are specialized also can assist you to recognize the updated, comprehensive and valid reference materials to use in the investigation on the topic of your choice. Our comprehensive expert is designed to help you to understand how to write bibliography assignments step-by-step. Get instant help now from Calltutors.com

Christianity And Islam The Religions - 1510 Words

Christianity and Islam are the two largest religions in the world. Christianity is a belief built on the life, teachings and death and rebirth of Jesus. He was born as a Jew in Roman-Occupied Palestine (Fisher, pg. 302). Christians believe Jesus was born in Bethlehem. (Fisher pg. 305) According to the Gospel Jesus mother is virgin Mary and she conceived him by the Holy Spirt (fisher, pg. 306). Jesus taught the word of God and he also performed some miracles such as turning water into wine, healing the sick among many others (Fisher, Pg.308). Jesus was known as the messiah which means â€Å"perfect† or â€Å"enlightened one† (Fisher, pg. 314). Jesus teaching did not go well with the authorities at that time, the Jewish and the Roman and they decided to crucify him (Fisher, pg. 316-317). Many Christian depict the crucifixion of Jesus, as him sacrificing his blood for the sake of humanity and Jesus died for their sin. After his death, Jesus was resurrected and then moved up to heaven. The four book that talks about Jesus life, teaching and death are the Gospels, Mathews, Mark, Luke, and John. Islam is a monotheist religion and people who follow this religion are called Muslim. Islam believes that there is only one God Allah and Muhammad (Pbuh) is his messenger. Like Christianity and Judaism, Islam traces its ancestry to Abraham (Fisher, pg. 377). According to Muslims Muhammad (Pbuh) is the last prophet. He was born in Banu Hashim clan of the Quraish tribe. The Quraish tribe wereShow MoreRelatedChristianity And The Religion Of Islam1180 Words   |  5 PagesChristianity and the religion of islam have many differences. I believe it’s time for someone to go into depth of how Christianity and Islam are similar and different. One thing to remember is that all this is based on Historical discoveries, and my opinions are based on my research. So, without further ado, let’s get started. Take in mind that I have never read the, â€Å"Qur’an†, or the, â€Å"Holy Bible†. I will try my best to make everything factual. The descendant - Christianity: All christians believeRead MoreReligion Is Not For Christianity And Islam1509 Words   |  7 PagesIt is a widely accepted fact that religion is not limited to Christianity and Islam. Instead, it also incorporates issues such as the fanaticism of expertise, worldly humanism, the consumer culture as well as the consecration to Thursday Night Rugby among other illustrations. Analysis of the historical definition of religion, it has been found that the five core features of religion are also met by politics. For this reason, it is hard to distinguish religion from a policy. As pointed out by theRead MoreReligion : Hinduism, Islam, And Christianity1079 Words   |  5 PagesReligion is known as having a deep relationship with a supreme being or thing. Also, to believe in them with the extent of worship and to follow their practices. A few of the main religions over time have been Hinduism, Islam, and Christianity. These three religions consist of ideas a nd practices that may be very different, but are made up of the same general idea expressed in a new form. Although their main differences, each religion seeks one thing, and that s an afterlife. Most religions areRead MoreReligion and Peace - Christianity and Islam894 Words   |  4 Pagesimperative to understand the source of the teachings for each religion. The principles teachings of peace for Both Christianity and Islam are primarily found in the sacred texts of both religious traditions. Christianity looks to the bible and specifically the New Testament for teachings about peace, whereas Islam focuses’ on the Qur’an and Hadith to guide their beliefs of peace. These sacred texts guide the individual adherents of each religion to achieving inner peace which consequently develops theirRead MoreReligions of Judaism, Christianity, Islam1162 Words   |  5 Pages1. God to the people of the big three monotheist religions (Judaism, Christianity, Islam) see god as an all-knowing, all-seeing, and all-powerful being. I believe that that the Cosmological argument gives good reason to believe in the existence of God. The Cosmological argument focuses on everything having a cause except one thing that started it all, this starter is known as the â€Å"Prime Mover†. The Prime Mover is the one that starts everything without anything having a previous effect on it. WithRead MoreGlobal Religions of Christianity, Islam, and Buddhism1054 Words   |  4 Pagestime for the rise of new, global religions such as Islam, Buddhism, and Christianity. The spread of these new religions all shared certain unique aspects of spreading. These three religions shared what made them global and universal. Christianity, Islam, and Buddhism, fit the definition of world religion for the reasons that they each were not culturally specific nor gender specific, incorporated other religions and appealed to all social classes and these religions spread by way of war and conquestsRead MoreChristianity And Islam : A Dominan t Religions Worldwide1471 Words   |  6 PagesChristianity and Islam are most dominant religions worldwide. Statistics show that thirty-three percent of the population is Christian and twenty-one percent is Muslim. Thought they share many similarities in origin and mirrored images in their sacred texts, the two beliefs hold several key differences. Both Christianity and Islam mirror Judaism. From Judaism, Christianity and Islam took hold of the concepts of monotheism, prophecy, resurrection, and a belief in the existence of heaven and hell.Read MoreChristianity And Islam : Religion Or Belief System2376 Words   |  10 PagesBehind every religion or belief system, there is a story. In monotheistic religions, the story usually begins with a god, who created the heavens, the earth, the inferno and all that abides within these three realms. The stories go on to glorify their respective god, through tales of their heroic acts or sublime sermons. These stories exemplify not just a fable of the past, but a promise for the future. For Christianity and Islam, the two most popular religions in the world, these stories are similarRead MoreAbrahamic Religions : Judaism, Christianity, And Islam1407 Words   |  6 PagesAbrahamic Religions: Judaism, Christianity and Islam ​The Abrahamic religions, Judaism, Christianity, and Islam are the three key Western Religions they all exercise monotheism, achieving peace though justice, God’s love and mercy, all three trace back to the prophet Abraham in some way, even though he was first mentioned in the Hebrew Bible. These three religions are very closely unified because they share many common beliefs and thoughts, and they all rely on holy books or scriptures as a life-guidedRead MoreReligion Is The Most Popular Two Religions Are Islam And Christianity941 Words   |  4 Pagesaccording to his religion. So, the world includes a lot of religions such as Christianity, Islam, Judaism, Taoism, Buddha but the most popular two religions are Islam and Christianity. Religion is a basic thing in a person life. Every person in the world should follow what his family is following with religion, for example; my family they are Muslims. I should follow what my family is following but I have a friend whose fa mily is Jewish but he is Catholic because he read a lot of Christianity books about

Monroe Township And New Jersey - 1379 Words

Hello tourist, I am Brandon Noble the Director of Tourism for Monroe, New Jersey. I am honored that you have selected to learn more about Monroe, which is the municipality you expect to move to. Let me start of by saying that Monroe is a wonderful place to live in. I will try to familiarize you with Monroe’s geographic location, demographics, form of government, size of government, table of organization, budget information, tax levy, history of origin, and the background of why Monroe is unique. Monroe Township is a community steeped in history and renowned for its sense of family and community. Even a brief visit to Monroe Township will provide you with the knowledge that Monroe Township is a great place to live and raise a family.†¦show more content†¦Portions of Monroe’s farmland are receiving commercial zoning. The northern section of Monroe is already developed, with developers heading further south in Monroe to start new communities. New adult communities have been developed in central Monroe, along Route 33, and on CR 615. Monroe Township has a total of 42.2 square miles which is equivalent to 109.3 km. 41.9 square miles is land, and .258 square miles of water. At 42 square miles, Monroe Township is the largest municipality in Middlesex County in terms of total area. Major communities in Monroe include, Clearbrook Park, population 2,667, Concordia, population 3,092, Rossmoor, population 2,666, and Whittingham, population 2,476. Those are unincorporated communities, and census designated places located in Monroe Township. From the 2010 United States Census, there were 39,132 people, 16,497 households, and 10,872 families residing in Monroe. The population density was 932.3 per square mile. There were 18,002 housing units at an average density of 428.9 per square mile. The racial makeup of Monroe was 81.55% white, 3.92% black or African American, .08% Native American, 12.60% Asian, .01% Pacific Islander, .62% from other races, and 1.21% from two or more races. Lastly, 4.28% Were Hispanics or Latinos. Of the 16,497 households, 22.4% had children under the age of 18 living with them. 60.2% were married couples living together, 4.3% had a female householder with no husband present, and

French and English Free Essays

string(47) " will maximize the benefit of their customers\." Many philosophers with their struggle in understanding the behavior of human beings developed different means in which ethics can be approached and this leads to various conclusions. According to Palatal (2006), ethics is involve with the systematizing, defending and recommending concepts of right and wrong behavior. Thus, it could be said to be the principles, norm, values which indicates what is fair or unfair, true or false. We will write a custom essay sample on French and English or any similar topic only for you Order Now This could be argued that the right is seen to be ethical and the wrong is seen as unethical. Hence, when it comes to being ethical doing the right thing is the best action that serves the idea of honesty, integrity, morality and good management practices (Palatal, 2006) The nature of ethics can be liken to deal with individual induct which is voluntarily carried out and not because of the circumstances in which one find themselves. Hence, there is total choice of freedom and freewill attached to any of their decision making. In any organization, ethical practices should be applicable to any organizational behaviors because there are rules which governs the activities of the organization which may be Judged. The moral standard of any organization can be applied to the organizational policies, behavior and institutions. Milton Friedman had believed that the â€Å"primary and the only responsibility is making profit† while abiding by the law. Others argued that any company with self-interest pursuing profit will automatically benefit the whole society. Edward freeman in his argument said shareholders should not only benefit from the business but the benefit should be extended to the employees, customers and suppliers, families and also the operations of this businesses. Ethical businesses offers the company a competitive advantage and also makes the consumers loyal to ethical brands no matter the situation. Building customers’ loyalty is one of the source to a long-term business. Thus, the reputation for an organizations’ ethical behavior can help to create an image that is positive in the marketplace and can also serve as an advertisement for the company. On the other hand, bad reputation due to unethical act may hurts the company. The societies in which we live in has a big influence on moral, customs and values by passing on to next generations their culture through the process of acculturation. Hence, this leading to a distinctive set of morals surrounded by every social group: relativism. Although it is sometimes argued that moral varies. So many times, there are question as to whether the societal morals being absolute can be Judged or not: absolutism. In trying to analyses the context of ethical relativism, ethical absolutism and ethical pluralism. Moral absolutism sees its culture to be right and the best which cannot be challenged. In other words, there is no right nor good culture at which could be preserved. In this context following this morality could be dangerous and this could lead an organization or someone into radicalism. For example, Muslims in some part of the world who either killed or punished people who are not Muslims. Moral relativism says you believe in your culture and I believe in my culture. Here, there is no right or rang, because different has a different moral, in other words if a culture is seen as valid or invalid, this will totally depend on that time in which the culture had existed. For example, the biblical Jesus which is seen as the son of God by the Christians and also Mohammed which is also seen by Islam as God’s messenger. There is absolutely nothing wrong in this, the main issue here is, respect should be given to all culture without trying to consider if or not harm will be done to someone or not. Another example is the tradition of circumcising women in most part of Africa or the Hinduism tradition which allows women to burn themselves after the death of their husband. In moral pluralism, it is believe that every culture should be given limited room to exist. For example people from different backgrounds no matter their ethnicity all over the world is permitted to live in Canada and also maintain their culture and languages peacefully, although Canada has its official language as French and English. Pluralism believes that we cannot be 100% right as human beings. The concept of pluralism respects and value other opinion which will lead to he enrichment of the society. However, as earlier stated, there is limits to pluralism. A harmful culture to a person is not allowed in pluralism. An example will be the circumcision of women and women burning themselves is not acceptable in Canada. A UTILITARIAN PERSPECTIVE: this concept was developed by Jeremy Beneath and John Stuart Mill. Its main goal is to provide the greatest number which is guided by the value, â€Å"utility’. ( Mullahs, 2010). Here, making decisions is purely on the basis of outcomes or consequences. Utility perspective take a look at action as right if it rings happiness to the people involve. Although there are some issues involve with this view, utilitarian perspective is also concerned with the costs of a particular action. It thus, tries to make the evaluation of ethics precise by way of accumulating every ones happiness and thereby taking away their unhappiness. As seen in the case of Swiss Bank, the credit Issue had admitted guilt and plead guilty for their action, thus, this serves as a form of moral reasoning. Utilitarian perspectives believes that the moral right of any action course in any situation should generates infinite above harm to every person affected. The management of Swiss bank did not care if the profit the bank was making was as made under lies and deceit to the general public or not. Thus, utilitarian perspective does not consider that so long as it is beneficial to all the party involve. Using utilitarianism perspective in the case of credit Issue, Swiss Bank was acting in a way that will maximize the benefit of their customers. You read "French and English" in category "Papers" A practice is good or bad if it leads to the best possible balance of good consequences over bad ones (Bà ©chamel and Bowie, 1997:22) cited in Camel Mullahs t al (2010). Many philosophers has argued about the utilitarian perspective as it involve the substantial reproduction of a better society is being maximized. The utilitarianism assumption centers on when difficult choice is being face, the right thing to do is trying to ensure that the possible best outcome is affected by bulk people so long as it is not resulting to being suffered by the minority. In the case study given, the entire organization takes blame for the act by resulting to pay fine given. In business world today, and the frequent operation of utility today, the odder neo-classical economists tend to refer to expected utility as the key mechanism that drives individual choice. Mullahs, 2010). Organizational choices should be that each of its decision should help in the minimization of the organizational utility. Human resource managers view consumers as utility and the become self-centered. The case of credit Issue, their basic aim was to maximize their utility whether as citizens, consumers, shareholders or organization in competition in the marketplace. THE RIGHT PERSPECTIVE: this perspective hold that individual has certain basic entitlement. (Mullahs, 2010). This perspective has to do with the language of rights. They are right to freedom of association, free speech, and employees’ rights and so on. The USA independence declaration emphasized that every man is given unalienable rights (Velasquez, 2014). According to Velasquez, (2014), moral right are Justified by moral standards in which most people acknowledge, but which are not necessarily codified in law. Thus this standards are being interpreted differently by different people. To some the idea to rely on right as a guide to ethical action could not be match. Right in other words can be negative, Hereford pacing more emphasize on moral right rather than legal rights. In Cant’s philosophy, morals together with notion rights gives a theoretical foundation in which human resources in other to evaluate and reformulate ethical practices. According to Karma and Seed (2012), what a person deserves or is entitle to can be evaluated using rules or law that is related to the principles of equality, fairness and retribution, and non-discrimination. It has been argued that, many do not have the fundamental freedom to exercise their right which means that there is need for some right to be limited. As in the case of Swiss bank, THE VIRTUE PERSPECTIVE: virtue perspective is also use in resolving issues in workplace. According to Karma and Seed (2012), virtue ethics is concern with the actor rather than the action. The word virtue could not be mention without linking to the Greek philosopher Aristotle. It is believe that every human being has potential virtue in them. This approach, ethically tried to over rid the criticism of people knowing what to do but choose not to as in the case study. Human resource managers sometimes trying to use this framework may face difficult choice to make. In relation to the case study, the managers has the right to protect customer’s asset and wealth, and also being loyal to is one of the bankers/ customers right. The virtue perspective, once its in the organization, it will enable the workers to compete favorably without thinking of unethical practices. THE CARE PERSPECTIVES: this approach is distinct from the moral philosophy of Kant together with others. This framework is used as an alternative approach to solve problems and it recognizes, response to the well-being of other’s needs. In analyzing the Swiss case, there is equal treatment for all the customers. The customers and the employers were treated in the same way. There was no discrimination among the customer as the case did not mention. The Swiss bank, plead guilty and was charge with a fine and did not disclose the information of the customers involve. This is like the example of the case of the one eye mother who gave her one eye to the son and the child grew up hating her because she has Just an eye. A NON-ESSENTIALIST PERSPECTIVE: there is need for ethical operations in workplaces. Although sometimes organization which operates under ethics can be associated with less profit and still ill like to stay in the competition whereas large organization has large profit which will enhance their reputations. Still there is needs for ethical behavior and also understanding the culture different is paramount in the society. Swiss bank helping their customer might be ethical in some part of the society an unethical in other part. As managers views for moral being different in the organization the find themselves so is their decision making policies different. Ethical practices should be more focus, once this is achieve, there will be positive returns. What goes around comes around (Brattiest , T. Lass lectures. CONCLUSION: Business ethics as earlier discuss are said to be issues which are said to be identifying problems or identifying situation or opportunity and looking for means actions which could be used in solving them. This is also seen as set values norms and responsibility in which members of the same organization recognizes and share same. This also relate to the way business owners conduct their business in order to make profit. A business is said to be ethical when it gives posit ive contribution to the society without causing any damage to its environment or in any case exploiting it Rockford. In the corporate business world, culture and tradition and strong value are being taken under condition. Corporate business organizations are part of the society, so there are certain expectations in which people are willing to see. There are corporate ethics trend in the world today, business which are socially liable respond quick to public demand in order to improve efficiency. RECOMMENDATION: As an international human resource manager there is need for the organization to adopt ethical code of conduct which will help the organizational development. The ethical code of the organization will help the organization to obtain the organizational core values and meet it objectives. This will bring about transparency and a true and fair value. Thus giving the organization respect in the society. Leaders in organization should also understand the different in culture, language, trade union of the environment in which the business operate. There is need to improve motivation in order to achieve goals and objective of the organization. In international resource management, different culture sees and perceive thing fervently, so there is need for organization to always try to improve their brand and image in other to attract new and retain old customers. International managers has different views when it comes to moral principle, also hiring of good manager is advice. This principle should be inculcate into the workforce and strive ethically for increase and put more focus on the organizational corporate level strategies. The organization should be able to fish out bad eggs in workplaces, it is normally said a journey of hundred miles begins with a step. How to cite French and English, Papers

Students Language Skills Project

Introduction The present paper is one of the steps in a pedagogical grammar course. The purpose of the present project is to carry out a collaborative project with ESLA students on the improvement of their oral and written grammar skills in using English according to their linguistic objectives.Advertising We will write a custom term paper sample on Students Language Skills Project specifically for you for only $16.05 $11/page Learn More There are a considerable number of approaches to study and improve grammar skills, with Willis (1994) proposing the lexical approach to studies, Chalker (1994) stressing the need for designing a pedagogical grammar approach, and Givon (1993) underlining the evolutionary, biological nature of grammar in a language. Due to the growing body of research on the issue of grammar proficiency and processes involved in grammar acquisition, the project is aimed at showing which approach to grammar improvement is the most viable, a nd how well students respond to the applied, narrow approach to grammar acquisition. The project is intended to have three parts: the first stage will involve a careful diagnosis of the actual grammar skills ESLA students participating in the project have at the moment of starting the study. The second stage will involve treatment of the grammar skills of the chosen participants. Finally, the third stage will include the assessment of students’ progress in grammar improvement. To be more precise, the diagnosis stage will include meeting with students, making records on the peculiarities of their grammar usage, understanding and application during the oral and written usage of English. Further on, the errors they make in the course of speaking and writing in English will be categorized and analyzed in the theoretical lens, with the final evaluation of decisions on language improvement. The stage of treatment will include the implementation of decisions on improvement made at t he phase of diagnosis, and the treatment stage will be a practical course on error elimination and growing grammar awareness. Upon the completion of treatment sessions, the level of understanding and improvement by ESLA students will be assessed. Methodology Qualitative analysis techniques have been chosen for the present study. The present type of research is commonly used for the language proficiency studies in the field of ESL studies, grammar in particular. The choice of qualitative tools for analysis was dictated by the general preference of the present type of research by scholars in the field.Advertising Looking for term paper on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, Swain and Lapkin (2007) used the quantitative analysis of lexical units employed by a student called Neil to show the distributed nature of language acquisition through interaction with the immediate environment, and Leech (1994) employed the qualitative analysis techniques to show the propriety of situational deviations and alterations in the learner’s grammar to suit the unique needs of students. Givon (1993) proposes a pedagogical grammar that would generate teaching strategies and uses the qualitative techniques to which extent alterations are permissible etc. Participants. The overall sample chosen for the present project consists of four respondents. Their names are Roxas, Emittee, Laura, and Ester. Two of them come from China; one comes from Macau, and the last one – from Hong Kong. They are all aged from 17 to 19, representing a segment of young learners. The studies in which they were and are engaged are diverse, having such majors as chemistry, business, economics, and marketing. As for the gender distribution, two of them are male, and two are female. Each of them has a 1300 ESL level of language proficiency. This means that according to the CAEL grading scale for evaluation of ESL studentsâ €™ written and oral works, they generally fall within the third category, having no native-like facility of English, but at the same time having no error-laden syntax and morphology (CAEL Assessment, 2010). Identification of the learners’ goals in studying English in Canada is of central importance in the design of the methodology for the present project. The goals of Roxas are not clearly articulated because coming to Canada was not his initiative, but his parents’ one. Therefore, he feels many complications in speaking and learning English, and the fact that Canadians often do not understand him is also highly discouraging. Emittee has a much clearer goal because he is motivated to get a Bachelor’s degree in Canada and get back to his parents in China, helping them with their business. Laura’s goals in learning English are much higher as she is interested not only in getting a Bachelor’s degree in Canada, but in remaining to live and work the re.Advertising We will write a custom term paper sample on Students Language Skills Project specifically for you for only $16.05 $11/page Learn More Finally, Ester is not clearly defined about where she wants to stay after the completion of the Bachelor’s course, but she is clearly interested in obtaining a good grade to have an opportunity for living both in China and in Canada. Data Collection. The data collection step of the project was conducted by means of meeting with the respondents and offering a set of written and oral tasks for them to accomplish. Generally, there have been four meetings conducted in the course of data collection, in the course of which the students performed oral tasks recorded by the researcher, and written tasks completed with the help of a questionnaire designed specifically for the present project. The oral tasks performed by students included conventional talks about their experience in learning English, about the ir background, and the problems in learning English they were consciously aware of. Some respondents were able to reflect about the interview and about the purpose and process of studies in general. The written tasks included three open-ended questions asking students to reflect on their attitude to the English classes, the purposes of their partnership with MA students, and the learning and cultural experience they gained in the course of studies. Data Analysis. The data analysis procedures for the present research are designed to fit the CAEL scale of error classification designed specifically for the category of ESL learners with differing levels of English proficiency, being far from native-like, but at the same time fairly correct for the conventional studies and communication needs. This scale involves the careful study of the oral and written statements respondents made in the course of meetings with the researcher, and identification of errors students made in them. The erro rs are generally classified into six categories.Advertising Looking for term paper on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first four involve the noticeable and distracting ones (such as deletion of grammar morphemes, deletion of function words, agreement errors, and errors in diction), while the remaining two pertain to syntactic errors and semantic errors. These two categories made statements illogical or vague, which may seriously impair or prevent the measure of understanding for the native speakers. The measure of all six categories’ presence in the oral and written speech of respondents will be measured and coded in correspondence with frequency of their occurrence. Additional criteria for the evaluation of oral respondents’ statements have also been taken into account in the process of designing the methodology for the present research. For this reason not only grammar and semantic mistakes are to be considered in the present assessment, but the cohesion of structure as well. To ensure completeness and accuracy of evaluation, the researcher has included such CAEL categories as f low, focus, support, and style (CAEL Assessment, 2010). To assess the cohesion of written statements, the research methodology includes evaluation according to such criteria as evaluation of content (thesis statement, essay map, adherence to the map, explication of ideas relating to the thesis, and presentation of claims, data, and warrants) and evaluation of organization (complexity of sentence structure and horizontal organization units)(CAEL Assessment, 2010). Results Introduction As one can see from the previous sections, it is possible to keep track of the grammar skills and errors of ESL students in order to propose a sufficient way for intervention and correlation of the students’ capabilities at a given moment with the potential they have during involvement in ESL studies. A teacher can do this, but in order to provide the consistent assessment and intervention, one has to be firmly decided on the targets and concepts of the intervention. The clear idea of what gramma r is for the teacher and for students, as well as how this level of knowledge may be achieved due to their mutual effort, is vital for the whole course of evaluation and grammar intervention for ESL 1300 students. The present work is aimed at showing the ways to diagnose students’ grammar skills, and to offer a comprehensive intervention mechanism to raise the level of respondents from 1300 to 1900, which means proficiency in contextual thought reflection. However, no empirical intervention can be suggested without a sound set of students’ target abilities against which diagnosis and intervention decisions will be made. The decisions on target abilities of students have been elicited as a result of literature review dedicated to the estimate of the role of grammar in the overall ESL process. Target abilities of students When initiating the present project, I was personally interested in introducing the communicative approach to studying grammar. The reason for this cho ice is the prevalence of opinions on the need for the target language to fulfill the communicative goals of learners; therefore, the main target ability chosen was to enable Chinese students to voice their ideas in a manner understandable for the native speakers. The choice of other target abilities was preconditioned by the literature on which I relied in making up my theoretical framework of grammar and grammar teaching. I believe that the lexical approach to studying is highly efficient, since it offers a great set of possibilities for students to explore such complex grammar units as passive voice, conditionals, and reported speech. Some other key abilities of students I am aiming at are: complexity of gradience in English such as the distinction between ‘almost’ and ‘nearly’, the verbs ‘to appear’ and ‘to seem’ etc. The difference between the ‘s genitive and the of-construction is also a subject of concern. Finally, the choice of the communicative approach to studies in grammar is explained by the dominance of communicative functions of the target language (as it has already been mentioned), hence arguing that a language is a living organism and should be perceived as evolving in response to the needs of speakers, grammar rules included. I follow the research of Chalker (1994) to derive the concept of target abilities from the learner’s grammar, which means the measure of successful accomplishment of the speaker’s communicative goals. The syntactic significance for the proficiency in English grammar is also of high importance to me in my grammar teaching classes. Eliciting the collective image of target abilities from the present review, the ability to fulfill the communicative purposes of language has been taken as the major target ability. Construction of properly structured sentences (which means clear understanding of the English syntax) also appears of utmost importance as target ability, as it affects the native speakers’ understanding seriously as well. Passive voice, conditionals, and reported speech are taken as target abilities in accordance with the ideas of Leech (1994), and the subject-predicate agreement and usage of prepositions appear significant from the CAEL evaluation scale. These target abilities will be reviewed according to their presence in the respondents’ speech and writing for the sake of arriving at generalized conclusions about the nature of errors and their causes, as well as ways of improvement, in the end of the research. Diagnosis of grammar ability and problems Since there were two types of assignments with which students were entrusted, it is appropriate to define the mistakes and grammar abilities that students revealed during the four meetings and discussions, and then elaborate on the underlying causes that form the current abilities and challenges for them. For the sake of coherence of the result representation , the sub-topic of implicit and explicit knowledge reflected in the students’ responses is researched on the findings from speaking materials, and the motivation students have for studies (which is reflected in their knowledge as well) is outlined on the examples from written materials. Speaking Materials – Interrelation between Implicit and Explicit Knowledge The basis for studying the interaction between explicit and implicit knowledge is drawn from the study of Ellis (1994) who researched language acquisition as the combination of the formal target language code acquisition and the study of relevance to language pedagogy. The author argues that the process of L2 acquisition presupposes building linguistic, socio-linguistic, discourse, and strategic competences, while the competence implies abstract knowledge, and proficiency means the actual communicative acts (Ellis, 1994). Some other findings show that the implicit knowledge can be practiced only under the control led processing, while explicit knowledge can be used in both controlled and automatic processing conditions, and that the explicit knowledge presupposes understanding the multitude of rules and restrictions that can be applied to internal (implicit) statements to make them correct at the linguistic level (Ellis, 1994). Laura She just work for the same classroom. In ESL class, we do presentation, that’s not long. I was give my homework to my teacher. How long have you been to Canada? How’s you feel about your job? I like Ottawa it’s very close to Toronto and Montreal. Toronto maybe more Chinese. There had a lot activities. Most terrible is we don’t know we are wrong. The following statements enumerated above are just feasible an annoying in the way they are pronounced, as there are some mistakes in subject-predicate agreement, the usage of prepositions, the incorrect usage of passive voice etc. However, the overall sense of the mistakes is clear, and the message that Laura wants to bring to the researcher is quite obvious. A completely different tendency is observed in the way Laura expresses herself in a connected, long speech. The sentences and words she uses are not logical, and the sense is vague for the native speaker, as well as the highly proficient speaker of English: It’s too tired to go outside. (Laura means herself, but chooses the dummy subject that does not relate the listener to any object that may be tired to go outside; it makes no sense about the object and action) People become more and more†¦ just spend a lot of time at home. (the sense is lost about whether Laura meant that people become more domesticated and has not found the proper word to use, preferring an explanatory phrase, or she meant to say that people become more and more, which is nonsense from the point of view of syntax and semantics in English). When they ordering food, it’s very short. The supervisor will not let me easy. (the a ccuracy mistakes such as absence of the auxiliary verb ‘are’, and the unclear ending of both sentences does not make the idea clear and complicates understanding for native speakers). Ester Hey, you good? I find mistake in my sentence, but I don’t know how to correct it. Not read newspaper very often, only watch English movies. The city like really fashion. I think Hong Kong have everything, it’s multi-culture. Ester reveals some more caution in using English, so she has much fewer mistakes in her speech. Nonetheless, Ester does not talk English much, and as soon as she is agitated about the discussion (as it happened when she was telling about Hong Kong) she shifts to her mother-tongue for simplicity and comfort – this reflects the absence of explicit knowledge of English, though the implicit knowledge is revealed in many ways. Emittee Chinese universities study more serious. I likes chemistry I dislike the time of classes. My academic class is one†¦ The other time, I won’t be go to university. Just no feeling. I am confused about the structures of sentence. The professors talks too much. How is grammar important for speaking? I am quite enjoy life here. I like those experiment. As one can see, Emittee makes too many mistakes in speaking, and he does not control his speech most of the time. Even in the answers requiring about one sentence of information, and where other students made fewer mistakes, Emittee makes too many careless mistakes that reveal the absence of accuracy markers such as subject-predicate agreement, proper understanding of the sentence structure etc. However, these mistakes do not reveal too much of the semantic incongruence, that is cohesion, since one can still clearly understand what he means even despite the large number of minor mistakes. Implicit knowledge is much stronger for Emittee than for other students, though the explicit skills are still scarce. Roxas There will makes the peo ple confused. There is much more better than the sentences. Maybe I can not find out the errors when I doing evaluate. That’s different as the life before. We can speak us. They speak some topics. They have same commons. Activity is not comfortable here. I just don’t know to say maybe more. I am lack of confidence. Don’t know how to use English. Roxas reveals lack of explicit knowledge as well, and some of his ideas reveal lack of implicit knowledge as well. One can see that sentences 1 and 2 are mostly illogical, and a native speaker will never understand them without a more specific context. However, there are many words Roxas uses with confidence, which proves his effort in lexical studies and shows a good start for studies. Students’ Beliefs and Motivations Reflected in Their Grammar Learning There is much impact of the beliefs, motivations, and cultural background of all four respondents on the process of learning grammar. They are revealed well in the session of written tasks they have been entrusted with, and the ideas they voiced in response to three open-ended questions designed by the researcher. For example, the first question was to voice likes and dislikes in the English classes, to which two respondents answered that they liked much communication occurring in classes (Laura and Ester). At the same time, Emittee marked lack of communication and much vocabulary learning that he found boring and tiring; in addition, he disliked the amount of Chinese spoken in class instead of English. Roxas voiced his preference of small groups, which enabled him to study more freely. These issues voiced by students represent the continuation of Cortazzi’s (1997) argument about the approach to studies adopted in China. Students are highly purpose-directed, and they want to receive the communicative skills (at least two of them), but at the same time they find English too complicated for them in terms of learning words and writing – here the absence of motivation is clear. Three respondents want to remain in Canada and work there, so all of them see the fulfillment of communicative purposes of the language as the main purpose of studies (Givon, 1993). However, writing and vocabulary are the basis for coherent communication, and lexical approach suggested by Willis (1994) is an additional proof to that fact, which is neglected by students. The discussion of expectations respondents have about the communication with MA students sheds more light at the connection of grammar and motivation of students. Emittee stresses the need to pay more attention to grammar and communication, as he admits he has never before held a grammar book in his hands. This fact certifies the narrow focus of English studies in China and lack of broader communicative skills taught in Canada (Cortazzi, 1997). Hence, the connection between lexicon and grammar is an evident one for Emittee, and Laura as well, as one can see from her r esponse. Laura also puts a great emphasis on communication as it is what she needs to remain in Canada and work there; however, Laura feels a bit lost at the same time. She also seeks cooperation with MA students to find advice on how to adapt to the university, to the country, and to the new style of studies and life. Ester appears one of the most self-aware students knowing what she has to correct in her knowledge, and which way she can do that. Ester realizes that she makes many mistakes, but the worst for her is that she cannot detect them. Starting from this point, application of diagnostic assessment by the researcher to increase self-awareness of individual mistakes, and to show ways for individualized intervention in terms of language teaching, grammar in particular (Fox Hartwick, in press). Incentive to study grammar and writing are also evident in Roxas’ response, but this respondent is looking more for answers about his future than proficiency in language studies. While he is not decided on where he will go and what he will do after the completion of the course, Roxas tries to take the most of studies, but without a particular goal that can be discussed in the present paper. Speaking about the cultural, social, or linguistic experiences in Canada, the respondents, the topic of autonomy and loneliness is recurrent in responses of students – Laura points out that the main disadvantage in studying in the USA is loneliness and lack of friendliness, lack of conditions under which American and Chinese students would get acquainted closer – â€Å"not much opportunity to really know the native student†. Roxas also identified loneliness as the main challenge in living and studying in the USA – â€Å"no family members with me, no friends is here, no place to live†. These are the socio-cultural issues that prevent students from studying better and getting the most from their coming to the USA as they lack live communi cation and practice outside the classroom. However, some other points have also been mentioned by students – they included inclination to study English for the sake of survival (Roxas), and for the sake of being empowered by knowledge of the international language in which one can communicate all over the world (Ester). These respondents feel positive about their studies, while Emittee is the one noticing lack of individual studies; he recalls much homework and silent work in China, though he does not reflect on it as a good or bad practice. As for studies, Laura notes they are boring for her as no focus is made on students. The difference in Chinese and American focus on studies is evident here – while more tasks are given for individual studies, still the attention and individual care about students is much higher in China because of parents’ high demands (Cortazzi, 1997). This is the main reason why Chinese students feel left aside in the USA – the Ame rican system is based more on the intrinsic motivation of students, and not on the external drives Chinese students have. Students’ Speaking and Writing Errors Connected with Theory and Practice of Grammar Learning The observations made in the present research refer directly to the theory of grammar learning, which may be seen on the division of mistakes into accuracy (minor, irritating) mistakes, and more serious, semantic mistakes that influence the cohesion of speech. Thus, the wrong usage of subject-predicate agreement, prepositions, and auxiliary verbs is evident in the majority of cases: Roxas: it makes me always have to go to school (written task), I came to here; they are not speak very fast (oral assignment) Emitee: Before, I never use†¦; reported cooperation and to be independent (written task); I won’t be go; the professors talks too much (oral task) Laura: Grammar, Writing, Communicate; to adapt the university (written task); I was give homework to my teacher (oral task) Ester: Hey, you good? Not read newspaper very often (oral task); A normal Canadian students; where should I started to (written task). These are issues of accuracy noticeable in the speech and written works of students, though they are irritating, they do not impede the meaning of the sentence. These issues require intervention at the diagnostic assessment level, as the latter enables students to identify their strengths and weaknesses in grammar skills independently from the teacher. Pedagogical grammar outlined by Odlin (1994) is an additional tool for the teacher’s intervention – it enables the students to become independent analysts of their skills, and gives the teacher an opportunity not only to get the students acquainted with what grammar is, but to show them the way how to master it. The next portion of mistakes for revision in oral and written tasks is of the semantic nature – they impair understanding because of lack of cohesion. T he communicative approach to studies is likely to make a contribution to the intervention at the semantic level because it will expose students to more communication patterns and will enable them to distinguish appropriate and inappropriate phrases for the expression of certain ideas, emotions etc. Some examples of semantic errors include: Emittee: We do not†¦ and learn new words (it is evident that the respondent simply did not know the word with which to express the idea, and the listener may not understand what he meant); To speak more and attack more (attacking is not the best verb here, and one may not understand what the respondent means to do); We do not reach much group work (the verb ‘to conduct’, ‘to do’ would suit much better); My academic class is one (the idea is not clear, considering the fact that it is the whole sentence). Ester: I would like to know how to find my mistake and where should I started to (the ending is not clear due to th e use of tense and preposition); I wake sementic errors ( both spelling and verb mixing errors are evident); Something sad was my group-mate (the sentence structure and the idea are not logical); For the courses are OK (the beginning of the sentence presupposes another ending); It’s depressed that I need (the subject is not clear). The issue of implicit and explicit knowledge is obvious in these cases, and the interrelation between what students know and how they express these ideas is weird. The respondents need more practice in the authentic conditions, and more practice in communication that they lack. Some other ways to transform the implicit knowledge into explicit are outlined in the work of Ellis (1994) arguing that the explicit and implicit forms of knowledge can be developed in different ways, and can assist each other in realization. Thus, for example, one can edit the utterances produced with the help of implicit knowledge by means of applying the explicit knowledg e of rules and complementary distribution of terms, which is so far absent in the practice of respondents. Conclusion Coming to the logical conclusion in the present work, one has to state that grammar learning theory and practice reveal themselves from multiple angles in the practical ESL learners’ results. Both accuracy and cohesion issues are found in the speaking and writing materials of respondents; they derive from the cultural specificity of Chinese students (the ways education is approaches in Chinese establishments, focus on individual, silent studies, less cooperation and prevalence of the task-based approach (Cortazzi, 1997)). Since students are used to a different approach to studies, a more individualized and internalized one, they accept the shift to the communicative approach in studies very unwillingly, though it is the obvious solution to fixing their lack of accuracy and cohesion in language usage. Adopting the diagnostic approach to assessment is also likel y to be the starting point on the way to grammar improvement, as one of the key drawbacks of ESL respondents identified was the inability to detect their own mistakes. Surely, the present research contains some limitations that impair its generalizability, and put the credibility of conclusions under question. The main limitation is the number of respondents – only four students do not prove to be an effective sample, so much more research has to be done in the field to prove and support the initial results received. Subsequent studies are needed to identify the nature of diagnosis, classification of mistakes, and their underlying cultural, psychological, and socio-economic causes. References CAEL Assessment (2010). Web. Chalker, S. (1994). Pedagogical Grammar: Principles and Problems. In Bygate, M. (ed.) Grammar and the Language Teacher. London: Prentice Hall, pp. 31-44. Cortazzi, M. Jin, L.(1997). Cultures of learning: Language classrooms in China in Coleman, H.(Ed.), Soci ety and the language classroom, pp.169-206. Cambridge: Cambridge University Press. Ellis, R. (1994). A Theory of Instructed Second Language Acquisition. in N. Ellis. (ed.), Implicit and Explicit Learning of Languages. San Diego, CA: Academic Press, pp. 79-114. Fox, J. Hartwick, P. (in press). Taking a diagnostic turn: Reinventing the portfolio in EAP classrooms. In Tsagari, D. Csepes, I. (Eds.), Classroom-based language assessment. Frankfurt: Peter Lang. Givon, T. (1993). English Grammar: A Function-Based Introduction. Amsterdam: John Benjamins Publishing Co. Leech, G. (1994). Students’ Grammar – Teachers’ Grammar – Learners’ Grammar. In Bygate, M., Tomkyn. A Williams, E. Grammar and the Language Teacher, Upper Saddle River, NJ: Prentice Hall International, pp. 17-30. Odlin, T. (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press, pp. 1-22. Swain, M., Lapkin, S. (2007). The distributed nature of second language lea rning: Neil’s perspective. In S. Fotos H. Nassaji (Eds.). Form-focused instruction and teacher education. Studies in Honour of Rod Ellis (pp. 73-85).Oxford: Oxford University Press. Willis, D. (1994). A Lexical Approach. In Bygate, M., Tomkyn. A Williams, E. Grammar and the Language Teacher, Upper Saddle River, NJ: Prentice Hall International. This term paper on Students Language Skills Project was written and submitted by user Javon Rojas to help you with your own studies. 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