Tools for Students in the Perseus Digital Library
|
|
- Posy Carpenter
- 7 years ago
- Views:
Transcription
1 Tools for Students in the Perseus Digital Library Anne Mahoney Perseus Project, Tufts University Anne Mahoney ABSTRACT The texts, maps, timelines, and other tools of the Perseus Digital Library can help students learn not only the classical languages but also something about classical culture. All of the tools work together, and references to other relevant information are offered automatically along with each page of text. This article introduces the digital library to Latin and Greek teachers. KEYWORDS Digital Libraries, Hypertext, Foreign Language Curriculum Standards INTRODUCTION The Perseus Digital Library ( is a growing library centered on Ancient Greek and Roman materials. 1 It includes over 100 Greek texts, over 50 Latin texts, English translations, grammars, dictionaries, an atlas, over 15,000 pictures of Greek and Roman art, and nearly 10,000 photos of places in Greece, Italy, and the rest of the classical world. It is easy for new users to get lost in all this material. This article presents a guided tour of the site from the perspective of a Latin or Greek teacher, explaining how Perseus resources can help students learn not only the languages but also something of the culture of these two civilizations. The tour will begin with texts and move on to the historical, geographical, and visual resources in the digital library. READING LATIN AND GREEK TEXTS The sentence Gallia est omnis divisa in partes tres. Gaul, as a whole, is divided into three parts. is of course very commonly known. But where is Gaul? When was Caesar fighting there? And how do we construe partes? 2001 CALICO Journal Volume 18 Number 2 269
2 Tools for Students in the Perseus Digital Library Space, time, and language are fundamental organizing principles for the study of any culture. To intermediate level Latin students reading Caesar s Gallic War for the first time, language may appear the most important, but such students also need to know about chronology, geography, political background, and Caesar s place in literary history. The assigned textbook or commentary will answer some of their questions, but only the ones its author could anticipate. In the Perseus Digital Library, on the other hand, Caesar s Gallic War is automatically linked to commentaries, other texts, pictures, maps, and grammatical assistance. Curious students starting from an assigned passage can follow links to explore much of Latin literature and Roman history. No text in Perseus is isolated. Whenever one text quotes another, Perseus forms a link from the quoting text to the quoted text. For example, when Allen and Greenough s New Latin Grammar (1931) cites Caesar to show how a construction works, the reference to Caesar is a live link to the text of the Gallic War (see Figure 1). Figure 1 Allen and Greenough s New Latin Grammar citing Caesar 270 CALICO Journal
3 Anne Mahoney Anyone with some experience using the Web would expect these references to appear as links. In Perseus, however, these links are bidirectional: not only is there a link from the grammar to Caesar, but there is a link from Caesar back to the grammar as well (see Figure 2). Figure 2 Link back from Caesar to the grammar The Gallic War hears itself being quoted by the other book and responds by showing a link. Students reading Caesar are thus automatically alerted to relevant material elsewhere in the digital library. As the library grows, more and more of these cross-citation links are formed and each text a starting point for exploring the entire library. Reference works, including grammars and encyclopedias like the Princeton Encyclopedia of Classical Sites, are particularly fertile generators of connecting links, as are scholarly commentaries which frequently list parallel passages when they comment on an interesting feature in a text. Our hypothetical intermediate Latin students starting out with Caesar are offered help with the grammar and sense of the text at hand but are also tempted by references to the rest of Greek and Roman literature. Volume 18 Number 2 271
4 Tools for Students in the Perseus Digital Library Experienced readers are used to making connections among texts based on a wide knowledge of similar literature. Students who have not yet read a great deal of Latin or Greek can use these bidirectional links to begin to build a mental picture of classical literature. The connections created by citations in reference works, commentaries, and other texts model the way sophisticated readers experience a classical text. Students can observe and practice this style of reading on their own, transferring their experience of other hypertexts to this field. 2 The Perseus program also includes tools to help students more directly with the language. One of the most sophisticated computer programs in the Perseus system is Morpheus, the morphological analysis tool for Greek and Latin (see Crane, 1991). Every Greek and Latin word is linked to a morphological analysis (see Figure 3). Figure 3 Analysis of animadvertit The analysis pop-up window gives the dictionary form of the word, possible identifications of the form, a short definition, and frequency information. For example, animadvertit in Figure 3 is a form of animadverto, either third person singular present indicative active or third person singular perfect indicative active. The short definition is enough to remind a reader of the meaning of a familiar word. Because it is not an adequate definition for an unfamiliar word, or a word with more than one meaning, the window called the Word Study Tool also offers a link to the full definition in Lewis and Short s (1979) Latin Dictionary, one of the standard unabridged dictionaries of Latin. 3 Morphological analysis is not always enough; sometimes readers need help figuring out why a verb is indicative or a noun is ablative. For this reason, the technical terms in the morphological analyses are linked to 272 CALICO Journal
5 Anne Mahoney overviews of Greek and Latin syntax written especially for Perseus. These overview texts give the most important uses of the various tenses, moods, and cases in each language with examples taken from standard school authors (Caesar, Cicero, Catullus, and Virgil for Latin; Thucydides, Xenophon, Demosthenes, Homer, and others for Greek). Links to standard grammars allow students to get more details or to find more obscure constructions that are not treated in the overviews. The Word Study window also includes frequency information. It can be useful to know whether a word is very common, worth adding to one s active vocabulary, or rather rare, not likely to come up again. We find that Caesar uses animadverto proportionately more often than the other Latin authors in Perseus. Although he uses the word on average only 32 times, that is, 6.24 out of every 10,000 words, the 213 occurrences of the word in the Perseus Latin corpus as a whole represent only 1.21 out of 10,000. This difference makes the word moderately common in Caesar but relatively uncommon over all. The link for Frequency in other authors allows readers to determine exactly which of the authors represented in Perseus use a word. For animadverto, we find that the prose writers Caesar, Cicero, and Vitruvius use the word often, but poets almost never use it (see Figure 4). Volume 18 Number 2 273
6 Tools for Students in the Perseus Digital Library Figure 4 Frequency Table A good dictionary will, of course, specify whether a word is primarily poetic or prosaic, at least according to the lexicographer s analysis, but these frequency counts enable students to make their own judgements rather than simply accepting what they are told by the scholars who wrote the dictionaries. The frequency information, short definitions, dictionary links, and syntax links make this little pop-up window the central wordstudy tool in Perseus. 4 The Latin corpus in Perseus includes most of the authors commonly read in American schools and all the works on the current Advanced Placement syllabus. 5 The Roman Perseus program, under development since 1996, continues to grow; more Latin texts and commentaries are added every few months. 6 During the last few months of 2000 and the beginning of 2001, we expect to increase coverage of the end of the Roman Republic with texts like Caesar s Civil War. We are also adding commentaries on 274 CALICO Journal
7 Anne Mahoney Cicero and those of other Latin authors as well as more images of Roman art and Roman sites. READING IN ENGLISH Students reading parts of the Gallic War in Latin may want (or be assigned) to read the entire text in English, and they may also want to read other related works: poems by Catullus or letters by Cicero that mention Caesar, battle scenes in Herodotus or Livy, and memoirs or commentaries by Xenophon. The Perseus program contains English translations for almost all of its classical texts. (Sometimes, the original language version is edited and published before the translation.) Many of these translations are important works of poetry or scholarship in their own right, and many of them contain useful footnotes and introductions serving to link the translated text into the rest of the digital library. Translations are matched page for page with the original texts, making it easy to move back and forth between the English section and its corresponding section in Latin or Greek. Words in Latin and Greek texts are linked to morphological analyses, and many words in English texts are linked to the Lookup Tool. The Lookup Tool is the main searching facility for everything in Perseus, not just the texts. 7 Links to this tool act like the glossary at the back of a printed book, with the difference that readers can see at once whether a particular term is glossed or not. The Lookup Tool is such a basic part of using the digital library that a search box appears on every Perseus screen. The Lookup Tool provides a list of references categorized by type of object: coins, sculptures, vases, images, sites that can be plotted in the Perseus Atlas, and of course texts. A search for Caesar, for example, results in a list of 13 coins, an entry in the Perseus Encyclopedia, three entries in the Princeton Encyclopedia of Classical Sites, a sculpture, two literary works, and 93 images (see Figure 5). Volume 18 Number 2 275
8 Tools for Students in the Perseus Digital Library Figure 5 Caesar in the Lookup Tool Students can see and read about coins issued by Caesar, or they can read Shakespeare s play Julius Caesar, all from the same search results display. Links from texts to the Lookup Tool remind readers that there is more to Greek and Roman culture (and more to the digital library) than just texts. HISTORY AND GEOGRAPHY We have not yet answered our hypothetical student s questions: where is Gaul, and when was Caesar there? To answer questions about space, we use the Perseus Atlas. 8 Each English text that refers to any place in the ancient world also offers links to dynamically generated maps of the sites named in the current page or in the entire text (see Figure 6). 276 CALICO Journal
9 Anne Mahoney Figure 6 Sites in the Gallic War The Atlas opens in a separate browser window to facilitate matching text and geography. On the map, sites mentioned more than 20 times in the text are plotted in a darker color so they stand out. Other features, like modern political boundaries or lakes and rivers, can be added to the display. The Atlas page also offers a link to the Lookup Tool for each site plotted on the map, which allows readers to move from the location of an ancient place, to a site description, and to photographs of the site as it looks today. Two kinds of tools help answer the when questions. One way students gain a sense of chronology is by reading history. In addition to ancient historians Livy, Thucydides, Herodotus, Josephus Perseus includes a version of Martin s overview of Greek history which summarizes the history of Greece from the Stone Age to the death of Alexander the Great. Like every other text in Perseus, the historical overview has links to other texts and to the Lookup Tool. (The Perseus program does not yet have a corresponding overview of Roman history.) The program also presents chronology visually. When texts (in English) mention specific dates, Perseus offers a link to the Timeline Tool which charts those dates (see Figure 7). Volume 18 Number 2 277
10 Tools for Students in the Perseus Digital Library Figure 7 Dates in the Gallic War Although there are not many dates in the text of the Gallic War, it is immediately clear from the few dates which do occur that the war took place in the 50s BCE. The horizontal axis of the display represents time, earlier years to the left and later years to the right. The axis may be marked in centuries or decades, depending on the scale. The vertical axis represents position in the text, with the beginning of the text at the top of the page and the end at the bottom. When the timeline shows dates in a single text, each horizontal band represents a book, chapter, or other major division. When the timeline shows the dates of a collection of texts, each band represents one text. Within the chart, red dots represent the occurrence of dates in the text, and yellow bars represent date ranges such as the fifth century, the 63rd Olympiad, or Caesar s lifetime. These dots and bars are links back to the point in the text at which the date is mentioned. At the top of the chart, green and red bars represent the total number of references to dates in each time period: green for the larger divisions of the time axis (decades in the example shown in figure 7), red for the smaller ones (years). Texts with more dates produce a more complex timeline display. In Cicero s letters, for example, we find dates ranging from 540 BCE to 133 CE some in Cicero s text, some in the headers of the letters, and some in notes added by the translator. By default, the Timeline Tool shows the 278 CALICO Journal
11 Anne Mahoney center of the range of dates but allows readers to zoom in and out and scroll backwards and forwards (see Figure 8). Figure 8 Dates in Cicero s Letters It is clear from the aggregate bars at the top of the display that most of the dates in Cicero s letters are in the first century BCE, in particular in the decades from 70 to 40 BC, precisely the period of Cicero s active public life. The Timeline Tool makes Cicero s lifespan and the period of the Gallic campaigns visible, just as the Atlas makes the extent of Caesar s and Cicero s world visible. Maps and timelines are not the only visual resources in the Perseus Digital Library. The archaeological and art historical component of the library provides another kind of background information. Thousands of photographs help answer students questions about how the classical world looked. Detailed discussion of these resources would exceed the limits of this article. CONCLUSION How, then, is Perseus useful in the Latin or Greek classroom? The American Council for the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning and the American Classical League/Ameri- Volume 18 Number 2 279
12 Tools for Students in the Perseus Digital Library can Philological Assocation Standards for Classical Language Learning specify the 5 Cs: communication, cultures, connections, comparisons, and communities (see ACTFL, 1996; Phillips, 1999; Abbott, et al., 1998). The resources of an integrated digital library like Perseus facilitate students work with the second and third of the Cs (cultural study and interdisciplinary connections). Multimedia can bring disciplines together, says Lamb (1992) in a discussion of academic multimedia projects, including an earlier version of Perseus. Lamb finds that multimedia hypertexts engage students interest and, when well used, can promote active learning. Laurillard (1993) observes that in a digital library like Perseus, students have access to primary sources (textual and nontextual) with which they can verify or challenge conclusions they find in textbooks or encyclopedias. Laurillard states that There is nothing revolutionary about these activities for the academic, but easy access to original data creates the possibility that students may also do them. And that is [original emphasis] revolutionary. The Perseus Digital Library is a large and varied collection. Interconnections among texts, images, maps, and timelines make it possible to start almost anywhere and explore all of classical antiquity. The most important interconnections language help, references to and from other texts, keywords, Atlas plots, and timelines are automatically offered along with each page of text. More detailed information is a link or two away, available on demand. Intermediate to advanced language students and students in beginning and intermediate history and civilization classes will find the resources of the site particularly helpful for organizing and integrating their knowledge of the ancient world. NOTES 1 Other collections within Perseus include Renaissance English texts (Marlowe and Shakespeare), the Bolles Collection on the History of London, and Archimedes: Sources for the History of Mechanics. This article, however, focuses on the Greek and especially the Roman materials. While Perseus is cited frequently in discussions of technology in the Greek or Latin classroom (as in several of the essays in LaFleur, 1998), many of those references pre-date the publication of the Roman collection, and many of them focus on the older Perseus CD-ROMs rather than the Web version. 2 See also Crane (1998) on how Perseus affects the way we and our students read classical texts, with particular emphasis on the use of on-line dictionaries. 280 CALICO Journal
13 Anne Mahoney 3 Similarly, in Greek, morphological analyses are linked to definitions in Liddell, Scott, Jones, and McKenzie s A Greek-English Lexicon. For Greek, Perseus also offers the shorter Intermediate Lexicon, but readers generally prefer the full entries in the larger dictionary. Crane (1998) offers some explanations for this phenomenon. Rydberg-Cox (in press a) explains how the short definitions are automatically extracted from the full dictionary entries. 4 See Rydberg-Cox (2000 b) for details on frequency analyses, collocations, and other word-study tools within Perseus. 5 The Advanced Placement curriculum for Latin may be viewed at the College Board s web. Available: 6 Original funding for Roman Perseus came from the National Endowment for the Humanities; Perseus is grateful for their support. The development of the Roman collection within Perseus is well described in Crane (2000). 7 The Lookup Tool and other implicit and explicit search tools in Perseus are described in detail in Mahoney (2000). 8 The best-published description of the Perseus Atlas to date is Chavez (2000). REFERENCES Abbott, M. G., Davis, S., & Gascoyne, R. C. (1998). National standards and curriculum guidelines. In R. A. LaFleur (Ed.), Latin for the 21st century: From concept to classroom (pp ). Glenview, IL: Scott Foresman Addison Wesley. American Council on the Teaching of Foreign Languages. (1996). Standards for foreign language learning: Preparing for the 21 st century. Yonkers, NY: National Standards in Foreign Language Education Project. On-line document available: Albright, M. J., & Graf, D. L. (Eds.). (1992). Teaching in the information age: The role of educational technology (New Directions for Teaching and Learning No. 51). San Francisco: Jossey-Bass. Chavez, R. F. (2000). Using GIS in an integrated digital library. In Proceedings of the 5 th annual ACM digital library conference. San Antonio, TX. Crane, G. (1991). Generating and parsing Classical Greek. Literary and Linguistic Computing, 6, Crane, G. (1998). New technologies for reading: The lexicon and the digital Library. Classical World, 91, Crane, G. (2000). Extending a digital library: Beginning a Roman Perseus. New England Classical Journal, 27 (3), Greenough, J. B., Kittredge, G. L., Howard, A. A., & D Ooge, B. L. (Eds.). (1931). Allen and Greenough s New Latin Grammar. Boston: Ginn. LaFleur, R. A. (Ed.). (1998). Latin for the 21st century: From concept to classroom. Glenview, IL: Scott Foresman Addison Wesley. Volume 18 Number 2 281
14 Tools for Students in the Perseus Digital Library Lamb, A. (1992). Multimedia and the teaching-learning process in higher education. In M. J. Albright & D. L. Graf (Eds.), Teaching in the information age: The role of educational technology (New Directions for Teaching and Learning No. 51) (pp ). San Francisco: Jossey-Bass. Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge. Lewis, C. T., & Short, C. S. (1979). Latin dictionary. Oxford: Oxford University Press. Liddell, H. G., Scott, R., Jones, H. S., & McKenzie, R. (1940). A Greek-English lexicon (9 th ed.). Oxford: Oxford University Press. Mahoney, A. (2000). Explicit and implicit searching in the Perseus digital library. In Eleventh ACM conference on hypertext and hypermedia, preconference workshop [On-line]. Available: Martin, T. R. (1996). Ancient Greece from prehistoric to Hellenistic times. New Haven, CT: Yale University Press. Phillips, J. K. (Ed.). (1999). Foreign language standards: Linking research, theories, and practices. Lincolnwood, IL: National Textbook Company. Rydberg-Cox, J. A. (in press a). Mining data from the electronic Greek lexicon. Classical Journal. Rydberg-Cox, J. A. (in press b). Word co-occurrence and lexical acquisition in Ancient Greek texts. Literary and Linguistic Computing. Stillwell, R., MacDonald, W. L., & McAlister, M. H. (Eds.). (1976). The Princeton encyclopedia of classical sites. Princeton, NJ: Princeton University Press. AUTHOR S BIODATA Anne Mahoney holds a Ph.D. in classics from Boston University. She is a programmer for the Perseus Project, where she works on the text processing system, standards and tools for text markup, and editing Greek and Latin texts. She also teaches classics at Tufts University. AUTHOR S ADDRESS Anne Mahoney Perseus Project Eaton 124 Tufts University Medford, MA amahoney@perseus.tufts.edu 282 CALICO Journal
Latin Syllabus S2 - S7
European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: 2014-01-D-35-en-2 Orig.: FR Latin Syllabus S2 - S7 APPROVED BY THE JOINT TEACHING COMMITTEE ON 13 AND 14 FEBRUARY 2014
More informationAP Latin Guide for College Instructors
AP Latin Guide for College Instructors 2012-14 Edition This guide is meant to help college instructors better understand incoming undergrads who took AP Latin in high school. Instructors and advisers can
More informationAncient Greek with Thrasymachus: A Web Site for Learning Ancient Greek
Alison Barker Ancient Greek with Thrasymachus: A Web Site for Learning Ancient Greek Alison Barker St. Paul s School ABSTRACT This project began as an attempt by two teachers of Ancient Greek to provide
More informationThe Oxford Learner s Dictionary of Academic English
ISEJ Advertorial The Oxford Learner s Dictionary of Academic English Oxford University Press The Oxford Learner s Dictionary of Academic English (OLDAE) is a brand new learner s dictionary aimed at students
More informationHY 1010, Western Civilization I Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits.
Course Syllabus Course Description Explores the history of Western Civilization, examining developments in Western thought and culture from the earliest recorded civilizations to the 18th century. Course
More informationTEACHER S GUIDE BIG IDEAS SIMPLY EXPLAINED THE VISUAL GUIDE TO UNDERSTANDING SHAKESPEARE. Aligned with the Common Core standards by Kathleen Odean
BIG IDEAS SIMPLY EXPLAINED THE VISUAL TO UNDERSTANDING SHAKESPEARE Aligned with the Common Core standards by Kathleen Odean A WORLD OF IDEAS: SEE ALL THERE IS TO KNOW www.dk.com TIS HATCHED AND SHALL BE
More informationGuide for Writing an Exegesis On a Biblical Passage
Guide for Writing an Exegesis On a Biblical Passage A. Initial Approach 1. Context. Locate your pericope both within the immediate context of the basic division of the book and the overall structural units
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationThe. Languages Ladder. Steps to Success. The
The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationCHIEF EXAMINER S REPORT
Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION 2015 LATIN CHIEF EXAMINER S REPORT 1 Contents 1. Introduction.. 3 1.1 Syllabus Structure. 3 1.2 Assessment Specification..
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationOM 002 MWF 2:20-3:20 Nanette Goldman Fall 2011
Intermediate Greek 1 Classics 261 Macalester College OM 002 MWF 2:20-3:20 Nanette Goldman Fall 2011 Office: Old Main 314 Phone: 651-696 - 6659 (x6659) Office Hours: MW 3:30 4:30, Tu 1:00-2:30 and by appointment.
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationMASTER OF ARTS IN ENGLISH M.A. (English)
MASTER OF ARTS IN ENGLISH M.A. (English) The master s degree in English has four major areas of concentration: Asian Literature, English and American Literature, Creative Writing, and Teaching English
More informationTeaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134)
Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134) Very young children learn vocabulary items related to the different concepts they are learning. When children learn numbers or colors in
More informationRefining Informational Writing: Grade 5 Writing Unit 3
Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies
More informationInteractive Timeline Viewer (ItLv): A Tool to Visualize Variants Among Documents
Interactive Timeline Viewer (ItLv): A Tool to Visualize Variants Among Documents Carlos Monroy, Rajiv Kochumman, Richard Furuta, and Eduardo Urbina TEES Center for the Study of Digital Libraries Texas
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationTHE BACHELOR S DEGREE IN SPANISH
Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text
More informationExpository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
More informationAn Overview of Applied Linguistics
An Overview of Applied Linguistics Edited by: Norbert Schmitt Abeer Alharbi What is Linguistics? It is a scientific study of a language It s goal is To describe the varieties of languages and explain the
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationHOW TO WRITE A THEOLOGICAL PAPER 1 Begin everything with prayer!!! 1. Choice of the Topic. 2. Relevant Scriptural Texts
HOW TO WRITE A THEOLOGICAL PAPER 1 Begin everything with prayer!!! 1 st Step: Choose a Topic and Relevant Scriptural Texts 1. Choice of the Topic Criteria Edification Manageability Detail Choose a topic
More informationRome Lesson Plan 5: Who s Who in Roman History
Rome Lesson Plan 5: Who s Who in Roman History Introduction: In this lesson, students produce a classroom documentary about important historical figures from the Roman Empire. They will also create posters
More informationSection 8 Foreign Languages. Article 1 OVERALL OBJECTIVE
Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding
More informationUNIVERSITY OF JORDAN ADMISSION AND REGISTRATION UNIT COURSE DESCRIPTION
Course Description B.A Degree Spanish and English Language and Literature 2203103 Spanish Language for Beginners (1) (3 credit hours) Prerequisite : none In combination with Spanish for Beginners (2),
More informationDisseminating Research and Writing Research Proposals
Disseminating Research and Writing Research Proposals Research proposals Research dissemination Research Proposals Many benefits of writing a research proposal Helps researcher clarify purpose and design
More informationEnglish. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature...
Program Description This program teaches writing, critical thinking, reading, and research skills as they apply to the areas of composition, creative writing, and the analysis of literature, the latter
More informationStudent Writing Guide. Fall 2009. Lab Reports
Student Writing Guide Fall 2009 Lab Reports The manuscript has been written three times, and each rewriting has discovered errors. Many must still remain; the improvement of the part is sacrificed to the
More informationCRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
More informationLearner Guide. Cambridge International AS & A Level Literature in English
Learner Guide Cambridge International AS & A Level Literature in English 9695 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy
More informationAssignment Discovery Online Curriculum
Lesson title: Reflections of Ancient Greece Grade level: 5-6, with an adaptation for older students Subject area: Ancient History Duration: Two or three class periods Assignment Discovery Online Curriculum
More informationPurposes and Processes of Reading Comprehension
2 PIRLS Reading Purposes and Processes of Reading Comprehension PIRLS examines the processes of comprehension and the purposes for reading, however, they do not function in isolation from each other or
More informationDate Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationoxford english testing.com
oxford english testing.com The Oxford Online Placement Test What is the Oxford Online Placement Test? The Oxford Online Placement Test measures a test taker s ability to communicate in English. It gives
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationUsing Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources
Using Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources Investigating Automated Sentiment Analysis of Feedback Tags in a Programming Course Stephen Cummins, Liz Burd, Andrew
More informationapp.qxd 10/18/1999 2:16 PM Page 235 Appendixes
Appendixes Appendix A Objects of Verbs of Learning (distribution by percentage in selected authors) Verbs Objects -aþ!y nomai -many nv -puny nomai Total Opponent s military move a 27.7 10.3 14.9 16.7
More informationQuantitative vs. Categorical Data: A Difference Worth Knowing Stephen Few April 2005
Quantitative vs. Categorical Data: A Difference Worth Knowing Stephen Few April 2005 When you create a graph, you step through a series of choices, including which type of graph you should use and several
More informationEnglish Majors Handbook
English Majors Handbook Table of Contents What is the English Major? 1 What do English Majors do when they graduate? 2 Should I major in English? 2 What courses are required for the English Major? 2 What
More informationYear 5 Poetry based on Unit 2 Classic/narrative poems
Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers
More informationChildren Speak Classroom Lessons
Children Speak Classroom Lessons Rationale: The purpose of these lessons is to explore the stories of four survivors who were children in Europe during the Holocaust, as presented in the Shoah Foundation
More informationBOOK REVIEW. John H. Dobson, Learn New Testament Greek (Grand Rapids: Baker Academic, 3rd edn, 2005). xiii + 384 pp. Hbk. US$34.99.
[JGRChJ 8 (2011 12) R61-R65] BOOK REVIEW John H. Dobson, Learn New Testament Greek (Grand Rapids: Baker Academic, 3rd edn, 2005). xiii + 384 pp. Hbk. US$34.99. There is no doubt that translation is central
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationSAMPLE TURABIAN STYLE PAPER
SAMPLE TURABIAN STYLE PAPER John Doe History 2010 Dr. Johnson July 11, 2014 Doe 1 The Turabian style sample essay has been prepared to help answer some of the questions and problems that you may have when
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationAP Latin Guide for Undergraduates. How are college Latin courses different from high school Latin?
AP Latin Guide for Undergraduates 2012-14 Edition This guide is meant to help incoming undergraduates transition to their Latin courses in college after completing an AP Latin course in high school. While
More informationHistory. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)
History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
More informationWestern Libraries Collections Management Policy Classical Studies
Western Libraries Collections Management Policy Classical Studies Date created: October 2010 Revised: June 2014 Subject Librarian: Fran Gray Purpose of the Collection: The Classical Studies collection
More informationReading and Viewing Achievement Standards
Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationHow to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
More informationPERSUASION CHECKLIST PERSUASION CHECKLIST
RECOUNT CHECKLIST The purpose of a recount is to retell an event in chronological order First sentence sets the scene Written in the order in which the events happened Written in the past tense Uses specific
More informationSection 1- Geography and the Early Greeks
Name: Class: Date: 6 th Grade World History Chapter 8 Study Guide: Ancient Greece Section 1- Geography and the Early Greeks 1) Complete the chart below to show how geography shaped the lives of early Greeks.
More informationassessment report ... Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test
. assessment report Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test.......... Diane F. Johnson September 2003 (Revision 1, November 2003)
More informationFacilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU
Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:
More informationItalian Language & Culture Courses for Foreigners. ITALY Language Training
Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,
More information21H.402 The Making of a Roman Emperor Fall 2005
MIT OpenCourseWare http://ocw.mit.edu 21H.402 The Making of a Roman Emperor Fall 2005 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. 21H.402 THE MAKING
More informationKey Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
More informationInstagram Post Data Analysis
Instagram Post Data Analysis Yanling He Xin Yang Xiaoyi Zhang Abstract Because of the spread of the Internet, social platforms become big data pools. From there we can learn about the trends, culture and
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationDr. Lisa White lwhite@sfsu.edu
Dr. Lisa White lwhite@sfsu.edu edu Associate Dean College of Science and Engineering San Francisco State University Purpose of a Poster To communicate/publicize to others your research/experiment results
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2005 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the
More informationHOW TO REFERENCE A GUIDE FOR STUDENTS. Mandy Shaw (2004) Division of Criminology Nottingham Trent University
HOW TO REFERENCE A GUIDE FOR STUDENTS Mandy Shaw (2004) Division of Criminology Nottingham Trent University www.internetjournalofcriminology.com CONTENTS PAGE What is referencing? 3 Why is it important
More informationUse the Academic Word List vocabulary to make tips on Academic Writing. Use some of the words below to give advice on good academic writing.
Use the Academic Word List vocabulary to make tips on Academic Writing Use some of the words below to give advice on good academic writing. abstract accompany accurate/ accuracy/ inaccurate/ inaccuracy
More informationNinth Grade History & Social Science World History I
SEPTEMBER WHI.1 Historical Research and Geographical Analysis *(ongoing throughout year) identify, analyze, and interpret primary and secondary sources use maps, globes, artifacts, pictures identify major
More informationCAMS 3221 Survey of Classical Latin Literature. Three credit online course. University of Connecticut. Fall semester 2014
CAMS 3221 Survey of Classical Latin Literature Three credit online course University of Connecticut Fall semester 2014 PLEASE NOTE BEFORE READING This course is taught in a highly unusual, game based format.
More information240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
More informationLevel: Third or Fourth Year, High School
Language: Latin Theme: Roman Poetry Author: Rick Ley, St. Paul Central High School Level: Third or Fourth Year, High School When: Middle or end of term Important Questions: How did the Romans do poetry?
More informationThai Language Self Assessment
The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with
More informationGCU STYLE TUTORIAL - PART ONE - INTRODUCTION TO WRITING STYLES
GCU STYLE TUTORIAL - PART ONE - INTRODUCTION TO WRITING STYLES Hello and welcome to Grand Canyon University s GCU Style Tutorial. This tutorial will contain two parts, the first addressing the purpose
More informationDepth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
More informationHistorical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics?
Historical Linguistics Diachronic Analysis What is Historical Linguistics? Historical linguistics is the study of how languages change over time and of their relationships with other languages. All languages
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationGrade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson s Role in the Civil Rights Movement This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationWriter moves somewhat beyond merely paraphrasing someone else s point of view or
RUBRIC FOR EVALUATING STUDENT PHILOSOPHY ESSAYS (APPLIED ETHICS/PHILOSOPHY OF ART AND CULTURE CONCENTRATIONS) Explanation of the rubric: The rubric incorporates aspects of an already existing model for
More informationAP ART HISTORY 2007 SCORING GUIDELINES
AP ART HISTORY 2007 SCORING GUIDELINES Question 2 Left slide: Right slide: Maison Carrée, Nîmes, France. ca. 1 10 CE Blank 2. Analyze how this Roman temple is similar to and different from a Greek temple.
More informationKeywords academic writing phraseology dissertations online support international students
Phrasebank: a University-wide Online Writing Resource John Morley, Director of Academic Support Programmes, School of Languages, Linguistics and Cultures, The University of Manchester Summary A salient
More informationGrade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationThe origins and the history of Koiné Greek and its importance when studying the Bible
The origins and the history of Koiné Greek and its importance when studying the Bible Module: Introduction to New Testament Greek Wednesday 5 th June 2013 By Revd Nikodemos Anagnostopoulos Origins and
More informationAdobe Acrobat 6.0 Professional
Adobe Acrobat 6.0 Professional Manual Adobe Acrobat 6.0 Professional Manual Purpose The will teach you to create, edit, save, and print PDF files. You will also learn some of Adobe s collaborative functions,
More information2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
More informationAncient Greece Lesson Plan By: Cery Kheav I. Purpose: II. Objectives: III. Procedure:
Ancient Greece Lesson Plan By: Cery Kheav I. Purpose: The purpose of this lesson plan is to help students understand the significant contributions Ancient Greece has on society in terms of the architecture,
More informationNorth Carolina Essential Standards Third grade Social Studies
North Carolina s Third grade Social Studies In third grade, students draw upon knowledge learned in previous grades to develop more sophisticated understandings of how communities may be linked to form
More informationHOW TO WRITE A SCIENCE FAIR RESEARCH PAPER
HOW TO WRITE A SCIENCE FAIR RESEARCH PAPER The outline given below is suitable only for a report on a single experiment or related set of experiments. The form of a review paper or a report on a group
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationScaffolding Academic Language for English Learners: What, Why, How?
Scaffolding Academic Language for English Learners: What, Why, How? Presenters: Mary Lou McCloskey (mlmcc@mindspring.com) Lydia Stack (lstack@mac.com) Janet Orr (jkorr@tealservices.net) Gabriela Kleckova
More informationEnglish. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
More informationCheck, Revise, and Edit Chart
Check Revise & Edit PBP-15-C 2002 Nancy Fetzer Purpose: Revising and editing is a difficult part of the writing process. Student editing is a valuable technique, but only if students understand how to
More informationHellenic Society Paideia
A Proposal to establish the Classical Studies Institute At Florida Atlantic University In collaboration with Hellenic Society Paideia Submitted By Manjunath Pendakur, Ph.D. Professor &. Dean Dorothy F.
More informationA-H 106 RENAISSANCE THROUGH MODERN ART. (3) Historical development of Western art and architecture from the fourteenth century through the present.
# 101 INTRODUCTION TO VISUAL STUDIES. (3) The course introduces students to the concepts and techniques of visual literacy. It explores a full spectrum of man-made visual forms encountered by contemporary
More informationGrade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
More informationTeacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading. Sonnet 138 and Sonnet 73 Poetry.
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading At a Glance Approximate Grade Range: 2 3 4 5 6 7 8 9 10 11 Genre: Poetry Topic: Love belongs to those who
More informationThis chapter introduces the Structure of Process the complement to the
4 The Structure of Process This chapter introduces the Structure of Process the complement to the Structure of Knowledge. The Structure of Process shows the relationship of Processes, Strategies, and Skills
More informationACADEMIC JOB LETTERS COVER FOR APPLICATIONS. www.uh.edu/ucs 713-743-5100 ucs@uh.edu
COVER LETTERS FOR ACADEMIC JOB APPLICATIONS www.uh.edu/ucs 713-743-5100 ucs@uh.edu Location: Student Service Center 1 Room 106 (First Floor) #524 on the UH campus map P: (713) 743-5100 W: www.uh.edu/ucs
More information