Second Language Learning And Age Related Factors English Language Essay

Second Language Learning And Age Related Factors English Language Essay Age is one of the most important affective factors in Second Language Acquisition(SLA). There is some consensus among SLA researchers that age as an affective factor that brings about different performance stages in second language learning. Most experts also agree that individual learners learn differently depending on many variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition. However, there is little consensus as to how far individuals of the same age group of learners follow a similar and/or linear pattern of language acquisition. The question of how developmental stages interact with individual learning differences is still a question of great debate. It is generally believed that younger learners have certain advantages over older learners in language learning. The common notion is that younger children learn L2 easily and quickly in comparison to older children (Ellis, 2008; Larsen-Freeman, 200 8; Mayberry Lock, 2003). The relationship between age and success in SLA, though complex in nature, is linked to the Critical Period Hypothesis (CPH). CPH, also known as the sensitive period, is defined as the period during which a child can acquire language easily, rapidly, perfectly, and without instruction(Richards Schmidt, 2002, p.145). The CPH suggests that a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period i.e. post puberty (Larsen-Freeman Long, 2008).SLA theories and research have explained the impact of age in second language acquisition. As reported by Light bown and Spada (2008), learning depends on learners characteristics and the environment. Their findings suggested that older learners have a higher level of problem solving and metalinguistics abilities than younger learners. Researchers discoveries Researchers have focused on learners pronunciation, syntax and grammatical morphemes. Mark Patkowski (1982) examined the level of spoken English of sixty-seven immigrants to the U.S. His finding was that pre-puberty learners acquire second language better than post-puberty learners. He also pointed out that two other factors-length of residence and amount of instruction-are inseparable from the age factor. Johnson and Newport (quoted in Light bown Spada, 2008) found native-like language abilities and the performance levels lower in older children than younger in a study of forty-six Chinese and Koreans speakers. On the other hand, Snow and Hoefnagel-Hohle (1982), from their research carried in Holland, concluded that adults learned faster than children and the rate of second language learning was higher. David Singleton(2003) also declared that the tendency for younger learners to do better in the long run in the matter of second language lexical acquisition is no more than a tendenc y (p. 22). In this paper, an attempt is made to study and analyze the age related research on the basis of critical period hypothesis and other relevant variables. The key question in this paper is how age affects second language acquisition. Do people of the same age group possess the same learning characteristics and learn in the same ratio in SLA? Are there any certain features that the researchers have agreed upon regarding the age factor in SLA and CPH? Critical period The notion of critical period for a second language acquisition has been associated with several hypotheses. Some researchers have focused on the view that the younger learners as the better learners whereas others opine the older learners as the better learners. However, there are different perspectives on how the children and adults learn a foreign or second language. Adults naturally find themselves in such situations that demand more complex language and expression of more complicated ideas whereas children lack pressure and maturity in second language learning. The Experiments David Singleton (1989) offered a number of proposals related to age and second language acquisition. The most popular notions are the younger =the better and the older =the better (Singleton, p. 31). He, on the basis of previous studies and research on age factor, focused on learners pronunciation skill and other linguistics features. There are a number of research to support the younger the better hypothesis. Yamanda et al. (qtd. in Singleton, 1989) studied 30Japanese elementary school pupils of seven to ten ages old. These students did not have any previous experience of English. The researchers used a list of 40 English words and recorded the rate of success of the students. Their finding was that more than average older learners decreased with age i.e. the older the age the lower the score. Furthermore, Mark S. Patkowski (1982) carried out a research on 67 highly educated immigrants to the United States from various backgrounds. In his control subjects, 33 subjects were those who had come to the United States before the age of 15 (pre-puberty group) and 34 subjects who were post-puberty group with similar backgrounds. He examined the spoken English of the subjects, and analyzed a difference between learners who began to learn English before puberty and those who began learning English later after puberty (Patkowski, 1982, p.58). His results showed a strong negative relationship between age of arrival and syntactic rating. He concluded that the pre-puberty group was better in language learning than the post-puberty group. He further addressed: à ¢Ã¢â€š ¬Ã‚ ¦the only factor which was highly associated with the level of syntactic proficiency attained by learners was the age at which acquisition of English began. Practice and instructional variables showed little or no association with the dependent variables. The result, then, appeared to strongly support the hypothesis of an age-related limitation on the ability to acquire full command of a second language. (Patkowski, 1982, p. 59) He also concluded that the age factor is highly related to other several factors like the numbers of years spent in the United States, amount of information exposure to English and amount of formal instruction in English. One of the supporting evidences in the field of second language acquisition comes from the experience of immigrants. A group of researchers have shown a relationship between age of entry, length of residence and level of language acquisition (Singleton 1989; Ekstrand 1982; Asher Gracia 1989; Lightbown Spada 2008). Asher and Gracia examined acquisition of pronunciation of 71 Cuban immigrants to California. The subjects were of aged groups from seven to 19 years. The majority of them had been in the United States for about five years. They concluded that not one of the 71 Cuban subjects was judged to have American native pronunciation (qtd. in Singleton, 1989, p. 83). They also figured out a fact that the younger a child had been when entering the United States, the higher the probability of a native like accent. The Lenneburgian notion of CPH that puberty as a milestone for SLA has been reversed by the other researchers. Carroll (1963) suggested that the ability to acquire a native like accent declines toward puberty. Ekstrand (1982) carried out a research on age and length of residence of 2400 Swedish pupils. The test consisted of six areas including pronunciation, diction, listening, reading, oral and written production. Ekstrand grouped the total population into 26 categories according to third month of year of birth and observed effects of age and effects of length of residence in the process of second language. He found that language learning ability goes almost linearly with age. He also noticed that social and emotional adjustment did not seem to be related to age. He deduced that age was strongly correlated with grade levels because quality and quantity of instruction was an important factor in second language learning. For Ekstrand, the more developed the brain was, the better it was suited for second language learning. Susan Oyama (1976) studied 60 male Italian immigrants who entered to the United States at ages ranging from six to 20. She examined the degree of American accent and proficiency in English listening. She concluded that age is as an important factor to achieve native like accent. The youngest arrivals performed a better accent. She has shown the relation of age and listening comprehension as follows: à ¢Ã¢â€š ¬Ã‚ ¦those subjects who began learning English before age 11 showed comprehension score similar to those of native speakers, whereas later arrivals did less well; those who arrived after the age of 16 showed markedly lower comprehension scores than the native. (Oyama, 1982, p. 23) A further immigrant study appeared in support of the younger the better hypothesis. Johnson and Newport (qtd. in Lightbown Spada, 2008) selected 46 Chinese and Korean experimental subjects in their research. They tested some rules of English morphology and syntax among the participants of aged groups from three to 15 and with those aged groups from 17 to39. The result was that those who began learning later did not have native like language abilities and their performance on the test varied more widely. Robert Dekeyser (2000) conducted a replication of the Johnson and Newport with a group of Hungarian immigrants to the United States. On the contrary, he concluded that adult learners were better than the younger ones. The second strong hypothesis is that older learners are more successful that than younger language learners in SLA. This notion was highly supported by a number of short term experimental researchers. These studies and research were based on teaching projects and second language immersion programs. Some of these studies have highlighted adolescents and adults of different ages where results have indicated that the older learners are far better than the younger ones. In 1967 Ashor and Price (as cited in Singleton, 1989) have carried out an experiment with96 students from the second, fourth and eighth grades of a school and 37 undergraduate students from a college. The subjects did not have any previous knowledge of Russian, the targeted language. After three short trainings conducted in Russian language, the results showed that the eight graders performed significantly better than the second graders and the fourth graders. They also noticed a consistently positive relationship with advancing age because of above average mental ability of the adults. Politzer and Weiss (as quoted in Singleton, 1989) have conducted another study in which they found that an advantage of SLA for older learners than younger ones. Their subjects were second, fifth, seventh and ninth graders. The experimental procedures were consisted of an auditory discrimination test, a pronunciation test and a reading test among 257 pupils. They recorded a gradual improvement of scores with an increase age in all three tests. Similarly, Olson and Samuel in the 1970s (qtd. in Singleton, 1989) have investigated the relative capacity of native English speakers in three different age groups on 20 elementary pupils, 20 junior high school pupils and 20 college students. On the test of pronunciation, it was found that two older groups performed significantly better than the elementary age group. In other studies on age and SLA, many researchers have mentioned a similar finding that adult subjects performed better than the children (Bland Keislar, 1966; Smith Braine, 1973; Burstall her colleagues, 1974; Singleton, 1989). Bland and Keislar took six fifth graders and four kindergartners in their study. They conducted an individualized program of oral French. They mentioned that amongst the fifth graders this time ranged from 4.5 to 11 hours, the mean being 6.9 hours, whereas amongst the kindergarteners the ranges from 12.5 to 17.5 hours and the mean was 15.1 hours (Qtd. in Singleton 1989, p. 98). In other words, the younger learners took more than twice as long as the older learners. A large scale experiment was conducted by Burstall and her colleagues (Qtd. in Singleton 1989) in the 1970s. The study included three age groups of pupils from selected primary schools in England and Wales. Among the 11 year old, 13 year old and 16 year old students, the results indicated that older students dramatically achieved higher score in listening and speaking tests than the younger ones. Other researchers of SLA interested in assessing phonological skills of learners suggest a common belief that younger learners acquire a native like accent in the target language. Dunkel and Pillet (reported in Singleton, 1989) compared the proficiency in French between elementary school pupils and beginning students of French from the university. They found that the younger learners pronunciation was better than that of the older ones. However, in both written and aural tests, the university students had better performance than the younger ones. In another study, Fathman and Precup (reported in Singleton, 1989) tested oral proficiency in English on 20 children and 20 adults in a formal setting in Mexico. Their finding also brought a similar conclusion that the children scored better in English pronunciation than the adults but the adults scored better then the children in syntax. Some studies, on the other hand, have focused on the issues of culture and variations of accent among the speakers of the same language. Lobov (1920) has claimed that people rarely acquire the accent of a particular region if they move into that region after puberty (qtd. in Singleton, 1989, p. 111). While considering younger learners in long run, Stephen Krashen (1979) has forwarded three proposals in the domain of morph syntax. Krashens positions in SLA are as following: à ¢Ã¢â€š ¬Ã‚ ¢ Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant). à ¢Ã¢â€š ¬Ã‚ ¢ Older children acquire faster than younger children (again time and exposure are held constant). à ¢Ã¢â€š ¬Ã‚ ¢ Acquirers who begin natural exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults. (qtd. In Singleton, 1989, p. 117) Krashen et al. studied syntax and morphology of children in formal and informal learning contexts. They claimed that older learners proceed through the early stages of second language grammatical development more quickly than younger learners. Anan Fathman (1982) observed a difference in the rate of learning English phonology, morphology and syntax based on the differences in age. She focused on the children aged 11 to 15 years who received significantly higher scores in learning the morphology and syntax of a second language than those children of aged six to ten years. One of the most significant studies related to age and SLA comes from the research of Catherine E. Snow and Marian Hoefnagel-Hohle (1982). They investigated 51 English subjects in five age groups whose target language was Dutch. The subjects accomplishments at three points in the Netherlands were compared with the accomplishments of two advanced speakers of Dutch and native speakers. The beginners were tested three times at 4 to 5 month intervals, but the advanced learners were tested only once. The subjects were tested individually at school or at home in various categories-pronunciation, auditory discrimination, morphology, sentence repetition, sentence translation, sentence judgment, Peabody picture vocabulary test, story comprehension and storytelling. The results of their study gave strong evidence against the critical period hypothesis. All the tests showed a rapid learning by the 12 to 15 years old and adults during the first few months of acquisition. T hey mentioned: The adultsà ¢Ã¢â€š ¬Ã‚ ¦fell increasingly behind because their subsequent improvement was very slow. The teenagers had achieved almost native performance extremely quickly, within a few months of starting to speak Dutchà ¢Ã¢â€š ¬Ã‚ ¦.The crucial findings of relevance for evaluating the CPH were that the 3 to 5 years old scored consistently worse than the older groups on all the test and that the 12 to 15 years old showed the most rapid acquisition of all the skills tested. (Snow Hoefnagel-Hohle, 1982, p. 103) The Results Their finding rejected the notion of younger learners as better learners in L2 acquisition. In the second study, Snow and Hoefnagel-Hohle took 81 subjects. Of them, 51 were beginners and31were advanced learners. In the result, it was found that in all cases the adolescent and adult subjects outperformed the younger subjects. The research has shown non-liner relationship between age and second language acquisition. Whether the long term or short term studies are conducted on syntax and morphology or pronunciation of a second language, there are as many conflicting views as the researchers. To address this situation, it is opted to quote Singleton (1989) that beyond the strict terms of Krashen et. al.s hypothesis the evidence concerning short term versus long term language attainment is more confused (p.119) and there is no common argument agreed by all the research. David Birdsong (2006) has studied theoretical issues and empirical findings of age related research of second language acquisition. He had found that brain memory, learning conditions and second language processing speed are connected with age factor. He has pointed out that morphological changes and cognitive process are different in young and adult learners. The next component besides Critical Period Hypothesis of second language acquisition is the variables related to the age factor. These variables can be motivation, anxiety, self confidence, attitude, learning styles and so on. They are responsible in language acquisition in both children and adults. Their direct relationship to age as an indicator of language learning has been studied by various researchers. John Archibald (2005) has said that it is hard to say whether critical period exists or not. He argued that it is much more difficult to predict knowledge or ability in any of the other areas of communicative competence (syntax, cohesion, sociolinguistics, etc.) based on age of acquisition (Archibald, 2005, p. 420). Rather he valued individual differences, the L2 classroom, modified input, modified interaction, and learning environment in second language learning context. Mary Schleppegrell (2008) has focused on health, classroom practices and learning styles as age related factors in second language learning. She says that older adults learn a foreign language for a specific purpose to be more effective professionally, to be able to service in an anticipated foreign situation or for other instrumental reasons (Schleppegrell, 2008, p. 3). On the other hand, younger learners may not have extrinsic motivation or may not see a specific goal in learning another language. It is also noticed that children and adults do not always get the same quality and quantity of language input in both formal and informal learning settings (Lightbown Spada, 2008). It is also hard to say how these variables work as a filter or barrier in learning process of young and adults. As in Colliers study (1987) (qtd. in Singleton, 1989), the barrier of anxiety sometimes makes the adults less successful in second language. Language input is another factor linked to age. Stephen Krashen believes that the learner improves when he or she receives second language input at a level of comprehensible input (i+1). For Krashen the natural comprehension input has become the fundamental principle in SLA. This comprehensible input may change with age where older learners get an advantage over younger ones (Lightbown Spada, 2008). Conclusion Summing up, age is one of the characteristics that determine the way in which an individual learns second language. Age is highly associated with critical period in many research studies. There are a number of controversial issues related to second language acquisition and critical period hypothesis. As Singleton (2005) has predicted, a multiplicity of CPs, like mythical hydra, whose multiplicity of heads and capacity to produce new heads rendered it impossible to deal with (p. 288). He declares the end of critical period. Some researchers limited the CP between per inatality and puberty, while the others extended it after the puberty. In the realm of pedagogy, the researchers have advocated CPH into two main categories-the younger the better and the older the better. A group of researchers including Singleton, Yamanda et al., Carroll and et al, and Patkowski believed that the young learners have higher learning potentiality than the adults whereas Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel opined the opposite. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Julia Van Sickle and Sarah Ferris (as quoted in Singleton, 2005) have shown the relation between age and second language acquisition as, One of the dangers of the emphasis on critical periods is that it prompts us to pay too much attention to when learning occurs and too little attention to how learning might best occur (p. 105). Age is not everything in second language learning. However, factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners.

New England consisted their government around religion Essay

The New England and the Chesapeake regions were both from English origin. However, they had completely different societies. Each settlement had different intension of why they wanted to settle in the new world. New England and Chesapeake colonies had political, economic and social differences. The New England colonies consisted of puritans who wanted to purify the church because the Church in England was corrupt. They wanted a place where they could worship freely and work together to make a perfect society. New England consisted their government around religion. John Winthrop, A Model of Christian Charity quotes â€Å"God Almighty in his most holy and wise providence hath so disposed of the condition of mankind, in all times some must be rich, some poor,..† (Doc. A) This document shows their importance in god freedom and working together. The Chesapeake colonies wanted to settle in the new world because they wanted to find gold and riches. In Document C it show the comparison in men and women. There were many more men than women because their only goal was to find gold. In Document B, it shows that in the New England colonies many families were wanting to settle in the new world. For the Chesapeake colonies it was very hard for them because when they settled they did not plant any crops because they were to focused on finding gold so by the time winter came around they had no food which was called â€Å"The Starving Time† John smith in, history of Virginia quotes â€Å"Our ordinary was but meal and water so that this†¦ little relieved our wants, whereby with the extremity of the bitter cold frost†¦ more than half of us died.† (Doc F.) In the New England colonies they planted crops and one farm could feed a whole family

BASF

BASF is an expanding and growing chemical company that is based world wide.   With growing recognition for their products, BASF has been expanding and reaching a wider market place then in the past.   The major change for BASF was the take over of American Cyanamid and Takeda companies.   BASF has managed to focus its efforts on non-cyclical products to broaden its market base and increase the company’s growth potential globally.   The diversification and innovative technologies used by BASF has enabled it to sustain a large market presence, particularly in the non-cyclical product areas such as vitamins, crop protection, petrochemicals and plastics and fibers. In the past, vitamin companies were involved in a scandal with price fixing.   The scandal resulted in a loss in the market for all natural vitamins and many pharmaceutical products.   When BASF took over American Cyanamid the companies were able to produce herbicides that were competitive in price and betterment of crops.   Using this new process enabled BASF to get a jump on the vitamin competitors because the company was offering modified crops that were resilient against plant diseases, mildew and other harmful environmental factors. With the higher yielding plants, BASF is able to derive natural and quality ingredients needed to produce the vitamins and other pharmaceutical products.   Global competitors such as Roche have been challenged and no longer can claim the majority of the market with BASF’s innovative technologies as the new competition. In addition to the takeover of Cyanamid, BASF also took over the vitamin business from Takeda.   With the takeover, BASF has managed to capture the markets in Europe, North American and Asia.   Plans are being integrated for BASF to eventually takeover the pharmaceutical division of Takeda.   With the proposed changes, BASF could potentially corner the market on pharmacy drugs to compliment its already strong market presence for the vitamin industry. With growth and innovative technologies, BASF has been able to increase its market value for the vitamins and pharmaceuticals while decreasing the operating costs for the products.   This change in growth instills an even stronger presence in the market place for BASF.   Many of the primary ingredients that go into vitamins and nutritional supplements are produced by BASF thus reducing cost and making the company yield higher volumes of the products. In addition to crop protection, pharmaceutical plans and vitamin mergers, BASF has also focused its attention on the sale of petrochemicals.   BASF merged as a very strong market force for its colorants and finished products used in the automotive industry.   In this division of BASF record sells were achieved and anticipated to only increase in the following months and years.  Ã‚  Ã‚   BASF colors are of lasting quality and used as the primary protective coating for car dealers.   In addition, petrochemicals created by BASF have been used as safe and environmental friendly cleaning agents. Complimenting the development of environmentally friendly and easily disposable petrochemicals, BASF has used its innovative technologies to capture a wide range of the plastics and fibers market.   Many of BASF plastic and fibers are used as household products as well as in major companies.   Many of the plastic and fiber products manufactured by BASF are used for safe and quality packaging materials.   BASF focuses its efforts on producing plastics and fibers that are cost efficient to use for packaging materials as well as biodegradable has given BASF a jump on the market competitors for this part of the global market. As BASF continues to expand its resources into producing innovative and environmental friendly products, BASF is sure to do nothing but grow as a company.   Instead of focusing its investments and technologies strictly in one area, the company’s diversity enables BASF to obtain a substantial amount of profits in its non-cyclical parts of its operations. The company’s growth has been boosted tremendously.   The protection of crops, vitamin and pharmacy mergers, marketing of petrochemicals and increased environmentally friendly plastics and fibers has enabled BASF to not only be a diversified but also a competitive global company within the market place.   

The History of Television Essay - 1441 Words

Many Americans today go home and flip on the television, but many do not take the time to think about the complexity of this great invention that is common to us. Nearly sixty years ago television barely existed and was not thought to be used as a broad communicator like it is used in today’s generation. Through its starting, stopping, then restarting in the 1940’s, television took off and expanded greatly in just a few short decades and had great technological breakthroughs to allow it a widespread range of uses. Though technologies existed in the forties, the great advancement and possibility that television would have, were not yet explored. Just as the radio, television was a process being experimented with, worked, and transformed†¦show more content†¦America as a whole was still on edge of this new breakthrough, much like the decades before when they first experienced the radio. David Sarnoff, under employment at RCA, an invested radio company who took gr eat interest in the television realm, thought to change the perception of how many people viewed television. Instead of making it just for informational guidance, he wanted to make it a part of every day life for Americans. With the help of his company he developed tubes, lenses, cameras, and other new tools in technology that later led to the great development we have today. At the end of the decade RCA had more than 3 experimental versions of television sets with color. By the end of the 40’s the television industry had been well established. In 1947, President Harry Truman delivered his state of the union address and the baseball World Series were both televised. There were three major networks in America that had successful lineups. NBC, CBS, and DuMont were the most successful. Both CBS and NBC networks began a nightly fifteen-minute segment newscast. 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Christian Worldview - 1594 Words

Critical Thinking Let us ponder about how other religions worldviews relate to the Biblical worldview. There are three main areas or types of worldviews, Pantheists (Hinduism, Buddhism), Secularism (naturalism), and Theism (Christianity, Islam, Judaism). I will answer 5 basic questions on just one of the non-Christian worldviews and then compare it to the Biblical worldview. Part one will be about Buddhism and part two will compare Buddhism and the Biblical worldview. The questions to be answered are: 1. The Question of Origin. 2. The Question of Identity. 3. The Question of Meaning/Purpose. 4. The Question of Destiny. Part One The Buddhist people are a peaceful people with a simple worldview, but it is quite†¦show more content†¦[xi] Next we need to know, what is our meaning in life? Jesus in John 17:3 states our meaning is â€Å"that they may know You, the only true God, and Jesus Christ whom You have sent.† [xii] Our purpose is to know God. We should seek Him by reading His word and have a close personal relationship with Him. Buddhism does not have a personal god. They feel we need to treat every living thing the same way to reach Nirvana. Now let’s answer the question of morality. We get our morality from God. God is the standard by which this is based. God is the ultimate good and there is no other place that we should seek to justify our actions. Jesus gave us the greatest commandments as stated in Matt. 22:37-38 â€Å"You shall love the Lord your God with all your heart, with all your soul, and with all you mind.† And it continues, â€Å"You shall love your neighbor a s yourself.† If we follow these commandments, we will have no problem distinguishing between right and wrong. The Buddhists follow the Eight Paths, which is very close to â€Å"love you neighbor as yourself† (Matt. 22:38), but they look internally to the god within them for guidance. [xiii] Finally, how does the Biblical worldview discuss destiny? 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Candide by François-Marie Arouet - 979 Words

An enlightenment philosopher Franà §ois-Marie Arouet, commonly known as Voltaire, wrote Candide. Voltaire â€Å"was a French Enlightenment writer, historian and philosopher famous for his wit, his attacks on the established Catholic Church, and his advocacy of freedom of religion, freedom of expression, and separation of church and state (Wikipedia).† He was born November 21st 1694 into an upper-middle class family. Voltaire started showing an interest in writing at a young age. Candide was published in 1579. It was a French Satire. A satire is â€Å"the use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices, particularly in the context of contemporary politics and other topical issues (Oxford†¦show more content†¦When they arrive in Constantinople, they see Cunà ©gonde, who is now ugly, and the old woman. Yet again, Candide frees them using his money. When Candide lays eyes on the now ugly Cunà ©gonde, he at first does not want to go ahead with marrying her. He then realizes that it is not about what she looks like. It was his true unconditional love that got him to find her. He puts her ugliness aside, and proceeds with marrying her. They all make there way to a farm and decide that it would be best to stay there. There time at the farm is not how they would have wanted things to be. They philosophize a great deal, and are very inactive. Candide says, â€Å"We must cultivate our own garden (Voltaire, p. 88).† They decide to tend their own garden. Each and every one of them exercised their own talents in the garden and together they change from philosophizing to activity, which gives them some relief and happiness. Pangloss points out that this garden is like the Garden of Eden. He says, â€Å"For when man was placed in the Garden of Eden, he was placed there ut operaretur eum – that he might work – which proves that man was not born to rest (Voltaire, p. 88).† This garden is an important symbol in the book. Not only does it provide them with relaxation and takes their mind off things, but it also â€Å"reflects a change of character and a new start for Candid (Shmoop).† This garden reflects the thought that happiness cannot be found inShow MoreRelatedThe Candide By Francois Marie Arouet970 Words   |  4 PagesCaleb Hart-Ruderman Ogunkoya World History-H/P8 January 7th 2015 Candide Candide was written by Franà §ois-Marie Arouet or as he is most well known by his pen name, Voltaire. Candide was published by Sirà ¨ne in January 1759. This book was chosen because it is relevant to the Enlightenment through the stories of Candide. mentions many key points that period. 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Official-Guide-To-Statement-of-Purpose free essay sample

The statement should be narrowly focused on convincing the intended reader ? i. E. , a professor at JESSIE who teaches in the program to which you are applying that you have a serious and well- considered purpose in applying to that program. A compelling statement will convince the reader that you are the kind of student likely to thrive in the program to which you are admitted and who would contribute to (and not merely benefit from) our academic community. Too often, statements of purpose are poorly focused, vaguely autobiographical essays, in which case hey become inadvertent disclosures of purposelessness.A statement of purpose is not a narrative of your accomplishments. The reader of your file will make a judgment about whether you merit admission on the basis of many considerations, and your file will include much material including your transcripts, what your referees say about you, etc. , that reveal your academic and other accomplishments. There is no harm in mentioning a particular accomplishment in passing in your statement when this is relevant to explaining your purpose in applying to the program.But statements go astray once the author assumes that his or her purpose is to persuade the reader that he or she is highly qualified for admission. Remember that we will be quick to deny admission if we have insufficient evidence that the candidate is well-suited to the program by virtue of his or her interests and ambitions, regardless of how intellectually well qualified the applicant might be. The statement of purpose is usually the only part of the applicants file where one can find strong evidence of whether the program will really mesh with the applicants interests and ambitions.If you devote the statement to a list of the things the great things you have done, then you will merely exasperate the reader. Your statement should be the right length. The Stanford on-line application says that the statement should be two pages. Many applicants pay no heed to that stipulation and submit something substantially longer. That is a mistake. Succinctness is a virtue in academic as and of Purpose Revised. Doc updated 10/19/05 in other writing. When your file is being read by members of the faculty, they ill be reading it alongside many other files, and they will typically be reading under severe time constraints. People tend not to be especially tolerant of verbosity under these circumstances, to put it mildly. If your reader has evidence that you will take ten words to say something that another, equally qualified candidate will say in six, you might well find that the other candidate will be preferred over you. Sometimes a statement can be overly concise by failing to give a sufficiently detailed account of the applicants purpose in applying to the program. If your first draft of the statement is merely a page, then it is probably insufficiently detailed.Make absolutely sure that your statement contains no misspellings, grammatical or factual errors, and that your prose is as lucid as you can possibly make it. Your readers will reasonably expect that your statement is an example of your writing at its very best. After all, if you are really serious about applying to graduate school, then you will have devoted a lot of time to your statement, and what the reader sees is presumably the outco me of multiple rafts and prolonged effort Poor writing and factual errors are very strong evidence that you are not yet ready for graduate school. A statement of purpose for a doctoral program is different than one for a masters program. A masters program is not inferior to a doctoral program; it is merely different. Therefore, it would be wrong to infer that standards for a statement of purpose in an application to a doctoral program are higher than the standards applicable to masters applications. But the standards are certainly different. For example, in a statement of application to our masters in the Social Sciences in Education (SSE), an excellent statement of purpose might or might not indicate any particular research topic that the student wishes to pursue in the program.The student might also be unsure about which particular social sciences would be the most important ones in his or her studies. Being unclear about these matters is not inappropriate when one is applying to a broadly focused masters program. But being unclear about them would certainly be a liability in a doctoral application. Academic orgasm are more intensively specialized at the doctoral level, and a corresponding degree of specialization and precision in the way applicants specify their academic purposes is reasonably expected.Evidence of your familiarity with the educational research currently under way at SELLS is probably a good thing to see in any statement of purpose, even at the masters level. But in a doctoral application, it is extremely important to show that your interests converge closely with the current research of faculty who work in the program to which 2 and of purpose Revised. Co updated 1 0/19/05 you are applying. Other doctoral applicants will certainly do this, and if you dont, you will forfeit an important competitive advantage to them.Your statement should be tailored to the particular institution to which you are applying. This is not strictly necessary at the masters level, but even there it is a good idea. Of course, its only commonsense to apply to several similar programs at different institutions, and so your statement of purpose in applying to a program at JESSIE may be the same as the statement you submit to three r four programs elsewhere.