Novel Away.

Novel Away. Life is not a series of isolated ponds and puddles; life is a river. Only in the most literal sense are we born on the day we leave our mother's womb. In the larger, truer sense, we are born of the past - connected to its fluidity, both genetically and experientially.The novel Away is a clear example of how people are connected to the past. It characterizes three generations of a family of women. These women are connected through their experiences. They are all women of extremes; they are passionate about everything they do. They have the characteristic of going away. They follow their hearts into a land dominated by their imaginations. Nature is a part of each of the women. They follow the constant change in landscape throughout the novel, from Ireland, to the Atlantic Ocean voyage, to Upper Canada, and finally to Loughbreeze beach. Each woman in the novel is connected to the water; it draws them in and will hold them there forever.A graph showing the indexed population Ireland (th. ..The women have relationships with men that they are drawn too because of the man's individuality. Away portrays three women from different generations and shows how similar they are. The women are strong and passionate about their causes; they are bound together through generations of going away. They leave their surrounding environments in an inner search for peace, compassion, beauty and love. Each woman connects to the other through her uncontrollable passions. The women in the novel are connected throughout each generation by their experiences of the past and present.The women, in the novel Away, are connected by their experiences of being away. They are connected genetically. Mary is Eileen's mother and Eileen is Esther's grandmother. The common characteristic of this family is going away. The women in the...

Language Functions in English

Language Functions in English A language function explains why someone says something. For example, if you are teaching a class youll have to give instructions. Giving Instructions is the language function. Language functions then require certain  grammar. To use our example, giving instructions requires the use of the imperative. Open your books.Insert the DVD into the drive.Purchase your ticket online. There is a wide range of language functions. Here are examples of guessing, expressing wishes and persuading- all language functions.   Guessing He might be busy today.She must be at work if shes not at home.Maybe shes got a new boyfriend! Expressing Wishes I wish I had five million dollars!If I could choose, Id buy the blue car.  Id like to have a steak, please.   Persuading I think youll find our product is the best you can buy.Come on, lets go have some fun! What can it hurt?If you give me a moment, I can explain why we should do this deal. Thinking about which language function youd like to use helps you learn phrases used to accomplish these tasks. For example, if you want to make a suggestion youll use these phrases: How about ...Lets ...Why dont we ...Id suggest we ... Using Language Function in Your Learning Its important to learn correct grammar such as the tenses, and when to use relative clauses. However, if you think about it, its probably just as important to know why you want to say something. What is the purpose? What is the language function? Teaching Language Functions Teaching language functions can lead to confusion at times as its common to use a wide range of grammatical structures for each function. For example, when expressing wishes students might use the present simple (I want ...), conditional sentences (If I had the money, I could ...), the verb wish for past and present wishes (I wish I had a new car / I wish she had come to the party), and so on. When teaching, its best to mix language functions with grammar. Provide functional language as students are ready to learn. In the example above, using I wish I could go to the party will likely confuse lower level students. On the other hand, Id like to go to the party or I want to go to the party is appropriate for lower level classes.   Generally speaking, the more advanced a student becomes the more they will be able to explore language and improve increasingly subtle functional demands. Heres a short overview of some of the most important language functions by level. Students should be able to accomplish each task by the end of the course. Naturally, students should also master language functions of lower levels: Beginning Level Expressing likesDescribing people, places, and thingsAsking yes / no and information questionsComparing people, places, and thingsOrdering food in a restaurantExpressing abilities Intermediate Level Making predictionsComparing and contrasting people, places, and thingsDescribing spatial and time relationsRelating past eventsExpressing opinionsShowing preferences  Making suggestionsAsking for and giving adviceDisagreeing  Asking for a favor Advanced Level Persuading someoneGeneralizing about topicsInterpreting dataHypothesizing and speculatingSummarizing  Sequencing a presentation or speech Grammar-Based Learning or Function-Based Learning? Some courses try to focus on only functional based English. However, I find these courses fall short as the focus is often on NOT speaking about grammar. Unfortunately, students need explanations. Focusing only on function can turn into an exercise of just memorizing specific phrases for specific situations. Mixing the two gradually as students improve their understanding of the underlying grammar will help students put appropriate phrases into use to obtain their functional goals.