Can-Can’ dance sequence in Baz Luhrmann’s Moulin Rouge! Laura, Amy Fisher, Tonya Examples of evaluative essays, Kato, Rodney King, Tammy Faye Bakker, Jessica Lynch, Pee Wee Herman, Mr.
35mm, film stock, Cinerama, Cinemascope, etc. 4″ high, producing an aspect ratio of 1. See section of site on “Greatest Directors. See filmographies of many prominent actors and actresses, or director-filmographies. Example: A typical “For Your Consideration” ad by Warner Bros. A strip of film negative, showing a single rectangular frame or box that contains the image that is projected.
There are 16 frames per foot of 35mm film. Teaching AP for the First Time? A secure 2018 AP English Language and Composition Exam is available on the AP Course Audit website. To access, sign in to your AP Course Audit account, and click on the Secure Documents link in the Resources section of your Course Status page. Encourage your students to visit the AP English Language and Composition student page for exam information and exam practice. Synthesis: Students read several texts about a topic and create an argument that synthesizes at least three of the sources to support their thesis.
Rhetorical analysis: Students read a non-fiction text and analyze how the writer’s language choices contribute to his or her purpose and intended meaning for the text. Argument: Students create an evidence-based argument that responds to a given topic. The total Section II time is 2 hours and 15 minutes. This includes a 15-minute reading period.
The reading period is designed to provide students with time to develop thoughtful, well-organized responses. They may begin writing their responses before the reading period is over. Be sure to review the Chief Reader Report. In this invaluable resource, the Chief Reader of the AP Exam compiles feedback from members of the reading leadership to describe how students performed on the FRQs, summarize typical student errors, and address specific concepts and content with which students have struggled the most that year. This is the core document for this course. It clearly lays out the course content and describes the exam and AP Program in general. Includes sample student responses and scoring commentary.
Available on the AP Course Audit site. Log in to your account and then click on the Secure Documents link within the Resources section of your Course Status page. Review the late-testing policy and fees. Designing an EAP Syllabus: English Language Support for Further and Higher Education A. Many foreign students studying for degrees, BTEC or HND qualifications at British institutions of further or higher education experience problems. Some of these problems will be general to all students, but many will be particular to those students who are non-native speakers of English.
The object of a course in English for Academic Purposes is to help overseas students overcome some of the linguistic difficulties involved in studying in English. In the last few years there have been a number of changes in attitudes towards language and language learning. Some of the most significant of these changes have been brought about by sociolinguists trying to define what is meant by communicative competence. This change in emphasis, from the formal rules of the language to what it is that makes language appropriate in a given situation, has given rise to an interest in languages for particular purposes, and in a closer examination of the precise objectives of the language learner. The left branch is concerned with the external requirements expected of the student. The right branch is related to the student’s present competence and the bottom branch is to do with educational philosophy. The main emphasis in the present situation is on the left branch: analyze needs, analyze skills, design syllabus.
A simplified view of the relevant part of the model is shown in Figure 2. Information about the learner, the participant, is fed into the C. After these categories have been worked through, we finish up with a profile of needs – a description of what the learner will be expected to do with the language at the end of the course. Purposive Domain – this category establishes the type of ESP, for what purpose.
Setting – the time and place. English University – lecture rooms, tutorials, seminars, library, laboratories, art rooms, examinations. Interaction – the roles in which the participants will find themselves in terms of status, age group, social relationships etc. Dialect – the dialects the student will have to understand and produce.