King Lear's“look with thine ears”and Shakespeare's Grammar School Training

About Shakespeare’s classic learning, Ben Jonson’s“small Latin and less Greek”has long been regarded precise and pertinent. This essay, however, is to explore the other part of the picture. In King Lear, Shakespeare has shown adroit application of Elizabethan rhetoric devices like hypallage, polyptoton and anadiplosis. It denotes his somewhat rigid grammar school training especially in oratory, which partly explains his classism.     

Political Reality and Nature in Shakespeare’s King Lear

King Lear is considered to be Shakespeare’s greatest tragedy.Using analysis of the play and the contemporary politics of Jacobe an time,this paper examines how this play serves its traditional role as a"mirror for princess"play and how a broader dimension provided by a Christianized natural law is available for the exploration of possibilities of human experiences.     

Lear——A Combination of Justice and InjusticeAnalysis of Lear’s Character in King Lear

With no knowledge of justice, Lear makes a serious mistake in judgment. If one cannot manage the relationship between justice and injustice; particularly, if a ruler always thinks the justice should serve him but forgets he should as well obey the social disciplines; balance justice and injustice, this ruler will destroy his country. Only After a violent journey, Lear recognizes that he has misused justice and he bears responsibility for both his own problems and for those of others who suffers equally. He has learned that no one is above justice. The whole process makes Lear regret and remorse, which at the same time combines his justice and injustice.     

Paradox and Oxymoron in Shakespeare’s Romeo and Juliet

Paradox and oxymoron are two rhetoric devices frequently used by Shakespeare in his sonnets and drama,especially in the tragedy Romeo and Juliet. In applying paradoxes and oxymora to the play,Shakespeare succeeds in conveying the complex and conflicting psychological reality of the protagonists,increasing the textual tension,and achieving a good dramatic effect.     

“School life”一课中“Grammar and usage”教学案例

作为语言的组织规则和结构形式,语法不仅是语言形成的前提,也是语言习得的基础。不懂语法,听英语、读英语无法理解,说英语、写英语更无从下手。因此,掌握语法     

The Comparison of Shakespeare’s Sonnet 18 and Baima’s Your Beauty

Shakespeare is one of the most brilliant playwrights and poets in the Middle Ages. Shakespeare’s sonnets created during 1592 to 1598 is not only one of the greatest achievements of his, but also a great leap forward to sonnet itself. With the development of sonnets, Chinese poets begin to learn from western traditional sonnets. Among these poets, Bai Ma is a typical representative. This thesis aims to make a comparison between western traditional sonnets and Chinese sonnets to find out their similarities and dissimilarities through studying Shakespeare’s and Bai Ma’s respective magnum opuses, and to further promote the literary communication of the East-West.     

The Comparison of Shakespeare’s Sonnet 18 and Baima’s Your Beauty

Shakespeare is one of the most brilliant playwrights and poets in the Middle Ages. Shakespeare ’s sonnets created dur?ing 1592 to 1598 is not only one of the greatest achievements of his, but also a gr...     

School Administrators’ Use of iPads: Impact of Training and Attitudes Toward School Use

As Apple iPads are increasingly being adopted in schools for educational purposes, school administrators are seen as the key facilitators in the implementation of this new technology. This survey-based quantitative study investigated the impact of receiving iPad training on school administrators’ attitudes towards iPad use in their professional lives and in the classroom by teachers. The participants consisted of 51 elementary and secondary school administrators in one of the largest public charter school systems in a southwestern state. School administrators reported that iPads were effective tools for administrative tasks and personal organization. Results also suggest that school administrators in this study had positive views regarding the potential of iPads’ current and future use in the classroom by teachers. Furthermore, the training process had a positive effect on the school administrators’ development of iPad skills and knowledge.     

Functions of “Marriage” in Shakespeare’s Measure for Measure

Marriage is usually associated with happiness and harmony. But in Shakespear’s Measure for Measure, it seems it is infused with power of law. Is it a clear-cut punishment or reward? Its qualities revolve around the individual situations in which it occurs, which is interpreted and deployed by characters in the play in different ways.     

Functions of“Marriage”in Shakespeare’s Measure for Measure

Marriage is usually associated with happiness and harmony. But in Shakespear’s Measure for Measure, it seems it is in?fused with power of law. Is it a clear-cut punishment or reward? Its qualities revo...     

Jocasta’s Crime and Fanyi’s Punishment: Reflection on Oedipus the King and Thunderstorm

From Oedipus the King and Thunderstorm, the masterpiece of tragedies, the author intended to throw light on the Jocasta and Fanyi, two female characters bearing sharply different cultural, social and religious mark, though, depicted similarly as unacceptable roles obsessed with the freak love and strong lust drive for their sons. Thus from the angle of respective emotional motivation, the author made a reflection on Jocasta’s crime and Fanyi’s punishment.     

Philosophical Ideas in Saussure’s Theory of Language and Halliday’ s Systemic Functional Grammar

How Halliday’s systemic functional grammar was affected by Saussure’s theory of language and what the great significance of their philosophical ideas is.The paper explains those two problems from the clue of the philosophical ideas of language.     

雷蕾“The King’s New Clothes”教学片段

英语课也是一门充满智慧的课程。如果说知识是豆浆,那么智慧便是卤水。知识很多、智慧很少的人,总是一盆豆浆,点不成思想的豆腐。而雷蕾老师却是一位有智慧的老师。下面我们一起来品赏她用"智慧"点成的精彩课堂"TheKing’s New Clothes"(此课曾获2012年度江苏省优质课一等奖):片段一     

Elementary School Children’s Explanations of Day and Night

Science & Education - Most students have interacted with scientific representations that are used as teaching resources in schools. Often these external representations present challenges for...     

The Difference in the Main Conflict between Shakespeare ’s Hamlet and Feng Xiaogang’s The Banquet

Famous Chinese director Feng Xiaogang made a film The Banquet in 2006, which is adapted from Shakespeare’s play Hamlet. However, accounting for the background and cultural difference, the main conflict...     

Why School English Needs a ‘Good Enough’ Grammatics (and Not More Grammar)

At the dawn of a national curriculum for English in Australia, grammar has appeared without any serious interrogation of the terms of its re-entry and against ambiguous evidence about its value for teaching writing. What kinds of knowledge about language do teachers need in rhetorically productive teaching? This article investigates the potential of Halliday’s notion of grammatics for understanding students’ writing as acts of meaning in context. Drawing on systemic-functional linguistics, I show how teachers can assess writing achievement using ‘big picture’ tools like genre, register and ‘small picture’ tools like Expansion. I apply these tools to two student texts that call for attention to creative uses of language and to excursions and to difficulties with logic and coherence. The paper concludes that a ‘good enough’ grammatics will enable teachers to recognize playful developments in students’ texts and also to foster their control of literate discourse.     

“It’s Everybody’s Job”: Youth and Adult Constructions of Responsibility to Take Action for School Change through PAR

The Urban Review - Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas...     

Race-Specific High School Course Intensity and Student’s Post-secondary Education Attainment

Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student’s postsecondary educational attainment using ELS 2002–2012 and a comprehensive measure of course intensity derived from students’ patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students.