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concerning receiving information and can be identified as listening and reading. Students must process a text (either in written or audio format) and the way in which they do this and the usefulness of the process depends of course upon the teaching methodology employed during the activity. Receptive skills pose challenges for EFL learners for many reasons, beginning with their exposure to texts of different kinds and the skills they have in this area of L1. A student used to reading only scientific

selected texts they read or views of the world. It is a post reading activity done in a group of 4-6 students. According to Hoffman (1979), the Intra-Act process has four phases: Comprehension Phase, Relational Phase , Valuation Phase , and Reflection Phase. In comprehension phase, students construct meaning from a text that offers differing viewpoints. At this stage, students read and summarize as groups. And then, they try to relate what they have learned about the topic with other texts and prior

movies and taking quizzes rather than writing. The reading during high school did not interest me. Therefore, I never found the deeper meaning within the text. I would read a passage and not retain a single thing about what I just read. This course has not only just taught me how to write properly, it has taught me how to find the meaning within the text and connect it to the real world to further the discussion on a subject. Altogether, I have gained most of my knowledge about writing through this

the course of these first 18 weeks we have covered quite a few titles. We have read texts so old that it is even a question if the author existed at all. In our studies, we covered everything from the very first works of western literature to what is considered modern western literature. All of the texts are great, and all have value for my education. However, two texts--but for the sake of this essay--three texts stood out to me the most. Of all the works we have studied Aristotle’s Poetics, Plato’s

In the early 1900s crops for farmers where it was fertile and productive investment, until the climate started to heat up and dry out all of the land. The wind was turning the soil the wrong side up (Egan, p. 114). The High Plains were the most affected, and the wind was the contributing element that made it dangerous for people to live there. In the early 1930s, people were forced out of their homes and had to head somewhere safe. The climate had been dangerous with the wind erosions for a decade

Changes in Farming: Contributing factors in farming changes post Civil War After the Civil War there were many factors that contributed the changes that occurred in farming in America. Among them was the drive for the South to renew and regain what had been lost due to the war. Leaders saw it as a time to diversify and turn towards industrialization. The Industrial revolution was underway and with it brought many new inventions that would lead to growth in the farming industry. The wide open

• Sun Falcon was celebrated by lots of ancient Americans. He was buried in Cahokia during rituals by the Cahokians. He was buried looking up toward the live-giving sunlight. Falcon was buried in the mound with 207 other people. • Archaeologists were attracted to Cahokia because of the many earthen mounds that were built in the region by ancient Americans. • Monks Mound was known as the largest single structure that was created by ancient North Americans. • Artifacts are studied by both

The Transcontinental Railroad and Westward Expansion Thesis: The transcontinental railroad greatly increased Westward expansion in the United States of America during the latter half of the nineteenth century. The history of the United States has been influenced by England in many ways. In the second half of the 1800's, the railroad, which was invented in England, had a major effect on Western expansion in the United States. "Railroads were born in England, a country with dense populations

"If pumped out over the United States," Lexis writes, "the High Plains aquifer would cover all 50 states with one and one-half feet of water." The Nature and the Extent of the Problem Each year, at least 7.8 trillion gallons of water are drawn up from the Ogalla Aquifer to irrigate the crops planted on the High Plains. These cros are the main food sourrce for our entire country. Tragically, irrigation is depleting the aquifer faster than

carried static electricity, enough to short out a car. And it hurt, like a swipe of coarse-grained sandpaper on the face. Yet the 1931 harvest was the largest ever, more than 250 million bushels, with 33 million acres plowed up in the southern plains, and the