Contents 1. Doreen Pope 2. Education: Doing bad and feeling good 3. Dance cards 4. Language and literature 5. Inflation DOREEN POPE by Mary Loudon (The Independent Magazine, 20 August 1994) 1. Practically no one reading this will have heard of Miss Pope. Her greatness is not obvious and it has never been documented, but she is my hero nevertheless. This year she retires after a lifetime’s teaching, the last 25 years of which has been spent as a junior-school headmistress in Wantage, Oxfordshire. I was brought up in Wantage, and between the ages of eight and 11 I attended her school. 2. Miss Pope is a strong and wholesome woman. Tall, well-built and cosy with it, she was consistently cheerful without …show more content…
No camaraderie, and worst of all, no charm or imagination. The school was infused with a suffocating emphasis on the importance of conformity. Within the first few days I was beaten up twice by burly fifth formers and taunted for the baffling, small-town sin of being the doctor’s daughter, something which had quite rightly not mattered at Miss Pope’s. I had my ears pierced and dropped my t’s and h’s, but it fooled no one. “You stick out like a sore thumb here, you know” said my form teacher. “Fuck off, posh bitch,” said half the girls in my year, for about three years, until I grew a skin like a bullet-proof vest. 8. Miss Pope remained a quiet source of support through the awful transition from a sunny childhood to a dark adolescence. Cards would arrive at Christmas, and every summer, detailing walking holidays with Sheena and the abundance of wild flowers in Devon and Cornwall. “Don’t fret about what others think of you,” she wrote once. “Just work hard, remember that it’s all right to be yourself, and try to laugh at the bad bits.” Her teaching was sensible, solid and compassionate. The values she sought to instil sound old-fashioned, but they weren’t. They were simple, timeless and good, and they filtered gently into hundreds of lives, without fuss or ceremony. Word Study 1. Match the two columns: |1) |unobtrusive |a.
I’m sure many have shared stories of their high school experiences and can relate when I say those four years have taught me many lessons. During this time, I’d come face to face with the fraudulent friendships, temporary romances, and other high school dramas that my parents once warned me about—those of which I simply brushed off as myths. It wasn’t the 90’s anymore— times have changed and people are different—or at least, that’s what I thought.
According to Porter, “A ‘discourse community’ is a group of individuals bound by a common interest who communicate through approved channels and whose discourse is regulated. A discourse community shares assumptions about what objects are appropriate for examination and discussion, what constitutes ‘evidence’ and ‘validity’ and what formal conventions are followed (38-39).” These five texts collectively constitute a community of discourse through their application of common language norms, characteristics, patterns and rhetorical strategies. All of the authors are writing about corresponding ideas and discussing their identical goals; the prevalence of gender inequality in the legal profession and the unjust consequences derived from it. Similarly, all five sources intentions are to oppose the standard viewpoint that gender inequality has diminished and provide evidence to support this claim. Their ideas of remedying gender inequality in the legal profession overlap as well as contradict one another.
1. Early in the essay, Carl T. Rowan describes Miss Bessie as five feet tall and no more than 110 pounds. While explaining how she doesn’t seem physically threatening, Rowan notes she had a “towering presence in the classroom. She was the only woman tough enough to make me read Beowulf” (411). Rowan’s resistance towards reading Beowulf led to him learning about Miss Bessie’s large brown eyes, that resembled “daggerish slits” (411). Rowan describes his former teacher in a way that resembles someone who is looking up to an authoritative figure. Whenever he comments on her appearance or personality, it he does in a very respectful context. Just by the way Rowan often talks about Miss Bessie, it’s obvious the amount of respect and admiration he has
The teachers profiled in “Unforgettable Miss Bessie”, “My Favorite Teacher”, and “And the Orchestra Played On” are remembered and admired by the narrators. Miss Bessie, Miss Hattie, and Mr. K. possessed significant qualities that made them remarkable educators. They inspired and encouraged students. They only wanted the best for their students and prepared them for their futures, enabling them to overcome difficulties in school. Besides the content of their subject matter these educators their taught students to believe that their lives and future all depends from themselves: whether they would choose the clean asphalt road or dirty, bumpy one.
1. What is the discourse community you are studying? The discourse community that I chose was bearded dragons and other animals of similar characteristics. a. What academic majors, departments, and disciplines is it related to?
A discourse community is a group of people who share common interest, values and aim to reach the same goals. For example, this English 1301 course where we’ve been assigned to write a paper with the same goal and ideas in mind. A class where we all discuss our views and passions and relate them to English and composition. I am excited to share with you what I have learned so far and the skills that I have acquired in this stimulating English course that has managed to spark my interest in writing after many years of cranking out meaningless papers with no personality or style. In this paper, I explain to you, my classmates, the process I went through in joining my discourse community, showing you just how intense and difficult it is to meet
On September 1, 2012, I walked into my fifth grade teacher’s classroom for the first time in my life. Mrs.Cullen was standing in the front of the door with open arms ready to welcome her new fifth grade students. As I made my way to my desk and sat down next to Charlie Schutt and Quin Timmerman, I got the feeling that middle school would be a time of talking to some of my best friends and cruising through classes. As the school year progressed, and classroom seats changed, my thought of how Middle school would be changed as well. On the first day Mrs.Cullen explained our schedule, Homework detentions, and demerits. After about fifty questions, she sent us off to our first class, and the first step of our Middle School journey. The fifth grade
According to John Swales (1990), there are six characteristics that are adequate and important for recognizing a discourse community. Firstly, a discourse community has standard public objectives that they strive to achieve. Members of a discourse community all share the same common goals they are anticipating to attain, and they do not have individuals with separate goals. For instance, the Salvation Army public goals are “to preach the gospel of Jesus Christ and to meet human needs in His name without discrimination.” They offer spiritual, physical, and emotional service to the public, as well as the opportunity to donate. Secondly, a discourse community has various techniques of communication for members to correspond with each other. For
All great minds think alike, a common cliche we have all heard at some point or another, but is this true? Well yes, some minds do think alike and, when they organize, we may call them a discourse community. A discourse community is a specific collective that compares and converses. It is a thought-provoking group that promotes common ideas and benefits its members. Any true discourse community can be identified by six necessary characteristics, as described by Swales. First, “a discourse community has a broadly agreed set of common public goals.” Second, “a discourse community has mechanisms of intercommunication among its members.” Third, “a discourse community uses its participatory mechanisms primarily to provide information and feedback.” Fourth, “a discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims.” Fifth, “a discourse community has acquired some specific lexis.” And finally, “a discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise.”
As members of modern society, individuals have come together to form a unique community. In a quote by Rollo May, he states, “Communication leads to community, that is, to understanding, intimacy, and mutual valuing.” A discourse community consists of a group of people involving in and as well as communication about particular topics. Each group may vary in different categories but they all share the same goals. The importance of sharing the same goals and values is great because it leads to the true concept of a discourse community.
I am collaborating with a client on her oral habit of cheek biting. The client is aware that her habit and how its a behavior of an obsessive and compulsive reaction to stress and anxiety. My client stressed to me that she knows that her habit could eventually cause or turn into a type of oral cancer if not controlled. Mindless behaviors are called body focused repetitive behavior. My client informed me of the situations that shes in that she starts the habit, whether she is driving, doing stressful paperwork for her job, and when she is talking on the phone. She then feels the broken jagged skin which then drives her into a compulsion to want to smooth out the affected area. As a team we are attempting habit reversal therapy acceptance
The five-minute warning bell goes off. I rush to my first class of my junior year, eager to see my classmates, who I was going to spend the rest of the 9 months with. I find myself stumbling into a classroom plastered with decorations of Denzel Washington with a Dr. Seuss book in his hand, a t and college flags galore. My AP English 11 class suddenly seemed so appealing to me. As a beautiful, curly haired short lady stood in front of me and said “Welcome to AP English 11,” I knew that I had found a treasure so much greater than just a pretty classroom. Little did I know, that short lady was going to inspire me throughout my challenge filled second-to-last year of high school.
The first day of school started no differently than any other day, aside from the added the stress of looking spot-light-perfect because, when being captain of the cheer squad she had to look as expected: flawless. Once at school, there was a different vibe in the air--almost tense, but also friendly--which placed Lany on edge. Whispers surrounded her in the hall, which made sense to her because she had big shoes to fill of being captain. But the faces which surrounded her were either snarling as if saying ‘really, why is she captain’ or saying ‘wow, she did that.’ Nothing out of the ordinary until Lany arrived in homeroom, Trigonometry, where the school's disciplinary officer was standing, waiting. Before even turning toward the door, the officer
The first research entitled “The representation of gender roles in the media - An analysis of gender discourse in Sex and the City movies ” was constructed by Therese Ottosson and Xin Cheng in 2012.
The first year, the time to prove myself had arrived. Classes, rooms, teachers, and some students were unfamiliar. Eventually, minutes melted into hours, hours to days, and days to weeks. It didn’t take long before my schedule was routine, something of second nature. Humor and happiness were found in the form of my advisory family, where school was transformed into something more than going through the same motions of day to day activity. By the closing point of sixth grade, I was having a hard time letting go of what I’d adapted to. “What’s wrong?” my dad asked when I was getting into the car after being picked up early on the last day. I explained how distressed I was that my first year of middle school exceeded my expectations, and that it had to come to an end. Although his outlook viewed my reason for sorrow as trivial, I didn’t.