Tutoring Jobs For Recent Grads

Tutoring Jobs For Recent GradsFor those who are looking for tutoring jobs for recent grads, there are many options available. There are career possibilities in either the public or private sector that may interest recent grads. Below is a short guide to help those looking for tutoring jobs to choose a potential employer.A public school can always use tutors to help students with math and language arts classes. If you have a degree in education, you could also consider tutoring while continuing your education at the same time. While most school districts will not hire you, they may pay you by the hour.A private school may hire you for tutoring a student in the private school, a special education class, or any other type of tutoring. Many private schools hire tutors for special occasions, such as dance recitals or prom nights. Private schools are often looking for people to help with speaking to their parents about the prom.If you prefer to work at home, there are many tutoring jobs fo r recent grads available at home. This is a good option if you want to take advantage of working from home. Working from home has many advantages, but the biggest is probably time. You can work the hours you want and decide when you are able to take a break from it.Another option for tutoring jobs for recent grads is working as a private tutor. If you would like to work for a private school, this may be the option for you. You will need to find out if your current school will let you stay at home to tutor without paying for your own room and board. If they do not, you will need to find an alternative school to work for.Some tutoring jobs for recent grads also offer internship opportunities. This means that you will need to prepare a resume and cover letter to apply for this job. Make sure that you have all of your experience written down and in order before applying for this job.This is one of the more popular positions for tutoring jobs for recent grads. Most schools will hire stud ents to tutor at least a part-time basis. It is also possible that you may work full-time as a tutor for a school or individual. These positions are usually paid by the hour and require you to have specific experience and qualifications.The best way to find tutoring jobs for recent grads is to look online. There are many online agencies that post many types of tutoring jobs for recent grads. You can usually start searching for tutoring jobs for recent grads by typing 'tutoring jobs for recent grads' into the search engine of your choice. When you have found a few listings for tutoring jobs for recent grads, start reading the descriptions of each agency.

7 Introversion Habits You Should Kick in College - Introvert Whisperer

Introvert Whisperer / 7 Introversion Habits You Should Kick in College - Introvert Whisperer 7 Introversion Habits You Should Kick in College Kayla Matthews August 7, 2018 Adaptability No responses Go to top The college experience presents a one-of-a-kind opportunity to meet new people and learn new things, especially for introverted students. For most college-goers, this is the first time they’ve lived outside of their childhood homes and enjoyed total freedom. Of course, all this change is daunting, too. Embarking on a journey into higher education requires a leap of faith â€" out of a longstanding community of friends and out of one’s comfort zone. For those pupils who are more introverted, the college years might also bring along some anxiety. Meeting new people and making big life decisions is just as stressful as it is exciting. Introverted students, listen up â€" here are seven introversion habits to kick while still in school and exactly how to kick them. 1. Avoiding Extroverts Sometimes, introverts tend to gravitate toward other introverts. It makes sense that a shy and quiet person would naturally feel camaraderie with someone who has a similar temperament. But introverted students should make sure their social circle includes extroverts that encourage them. By avoiding all extroverts, a less outgoing person gets robbed of opportunities to go to parties, connect with even bigger groups of people and experience more things. While it’s great to buddy up to some fellow introverts, shy college kids should also include a few more gregarious people in their inner circle. It’ll help them break out of their own comfort zones. 2. Agonizing Over a Major Introverts tend to spend a lot of time in their own heads, which can lead to overthinking. And during college, most of this overthinking centers on a major and possible career choice. Instead of searching for the “perfect” major â€" which, by the way, doesn’t exist â€" students should seek out their passions and pick their major based on this drive. As long as they can weather a few bumps along the way, they’re on the right track toward a fulfilling career. 3. Skipping Extracurriculars Some introverts simply don’t want to be invited to the party â€" in which case, partnering up with the life of the party is going to be an issue. A better idea for an introvert in this category is to take the bull by the horns and throw themselves into extracurricular activities that speak to their interests, whatever those interests might be. Film enthusiasts should head to special screenings on campus. Art lovers shouldn’t miss gallery openings or painting classes. Athletes should join sports clubs or teams. There are lots of options for socializing on campus that don’t require setting foot in a party. 4. Letting Friendships Fade Another common blunder that introverts tend to make when they go away to college is losing touch with hometown friends and limiting their social circles. It’s true that long-distance relationships â€" including friendships â€" require more effort. And if someone doesn’t receive their validation from relationships, it’s easy to let these more challenging friendships fall by the wayside. However, they’re an important source of support and encouragement on difficult days in the dorm. College students should make an effort to connect with their friends back home, even if it’s not every day. The simple act of sending a card on a birthday or a text the day of a friend’s big final is all it takes to preserve a longtime friendship. 5. Skipping the Gym For anyone who gets nervous about social situations, the gym might feel like a minefield. Most exercisers are almost guaranteed to run into someone they know from a class or a get-together at the gym. This doesn’t mean introverts should skip it, though. To the contrary, exercising regularly can have multi-faceted positive effects. For one thing, fitness gets students out of the dorm in an organic way, which can also help foster organic connections with fellow exercise enthusiasts. Two people who meet when they’re running or torching calories in a yoga class already know they have something in common. Secondly, the endorphins that flow after a good workout can make a person more affable and willing to engage with others. Introverts should commit to working out a few times a week. 6. Holing up in the Library All Night With a huge project due on the horizon, many studious folks barricade themselves in the library â€" both introverts and extroverts alike. This could be a symptom of two problems â€" procrastination and fear of joining in with social events. Procrastination is the first habit a co-ed should kick. Students should try to set specific goals as soon as a project or paper is assigned, giving themselves plenty of time to accomplish each task without cramming. For those introverts who tend to pull all-nighters, they should start with goal-setting and study in a public place to add another challenge. When an introvert sits in a café or the dining hall to work, it opens him or her up to a conversation with acquaintances and friends â€" which will probably serve as much-needed breaks in the midst of studying, anyway. 7. Popping in Earbuds â€" Constantly A long walk across campus might tempt a student to crank up their favorite music and shut out the world. But walking around with earbuds in all the time sends a very clear message â€" Dont talk to me. The distraction makes it nearly impossible to take in what’s happening on campus, from a friend passing by to someone announcing an event of interest. For those who are addicted to earbuds, it’s all about baby steps. They should start by walking to their closest class without listening to music or a podcast. As they get more comfortable with the earbud-less trek, they can make longer journeys â€" or ditch the buds altogether! Step Out of  the Comfort Zone With these potential pitfalls in mind, introverts should strut onto campus ready to enjoy four years’ worth of building relationships and experiencing new things. All it takes is a willingness to step out of their comfort zone to make the college years some of the best. Go to top Let me emphasize that Self-Promotion doesn’t have to be obnoxious to be effective.  But, if you don’t Self-Promote you, who will? If you ever want to get ahead, you have to learn how to Self-Promote. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that shows you simple, yet effective ways to Self-Promote. Start watching now by clicking here! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

How to Learn Cantonese

How to Learn Cantonese How Can You Learn More About Cantonese? ChaptersThe Origins of CantoneseThe Particularities of CantoneseThe Differences Between Mandarin Chinese and CantoneseLearning Cantonese“Teachers open the door. You enter by yourself” - Chinese ProverbMore and more Brits are choosing to learn Chinese and speaking Chinese is a skill increasingly sought by employers. In fact, Chinese can be a complicated language to learn and can be made much easier by learning with a teacher, speaking with natives in China, or taking intensive classes here in the UK or in China.That said, there’s no single Chinese language and in Canton and Hong Kong, Cantonese is spoken. While often thought of as a dialect, Cantonese is actually a distinct language from Mandarin Chinese with its own writing system, vocabulary, culture, and history. You’ll see (and hear) this if you travel around China. As you move around the country, you’ll hear a lot of different languages, including Cantonese.According to a study from the government, around a third of the population of the People's Republic of China (around 400 million people) can’t speak Mandarin Chinese, also known as Putonghua or “people’s speech”.While most people will probably opt to learn Mandarin, this figure shows that it can be worthwhile learning another Chinese language, such as Cantonese. NingChinese Teacher 5.00 (10) £25/h1st lesson free!Discover all our tutors LorraineChinese Teacher £10/h1st lesson free!Discover all our tutors YuweiChinese Teacher 4.33 (6) £19/h1st lesson free!Discover all our tutors JoyceChinese Teacher £15/h1st lesson free!Discover all our tutors NicoleChinese Teacher £60/h1st lesson free!Discover all our tutors KatyChinese Teacher £16/h1st lesson free!Discover all our tutors YangChinese Teacher £18/h1st lesson free!Discover all our tutors ChengChinese Teacher £20/h1st lesson free!Discover all our tutorsThe Origins of CantoneseHave you decided that you want to learn how to speak Cantonese?Congratulations! What a great idea! You nee d to keep in mind that Cantonese isn’t a dialect of Mandarin Chinese but rather a language in its own right. You need to know that this language is mainly spoken in southern China and is the origin of a number of different Chinese terms.China has so many different languages, dialects, and regional variations that it can be hard to work out the right one to learn. (Source: Mikelmania)Like all languages, Chinese, and Cantonese, in particular, has an interesting history and origin story. By knowing where languages come from, we can find learning them much easier as we’ll be familiar with certain constructions. Of course, with Mandarin being the most common Chinese language in the country, you might be tempted to learn that first.However, advocates of Cantonese will quickly point to the fact that Mandarin is only really 100 years old while Cantonese has been around for a millennium. This makes it far more representative of Chinese culture than its Mandarin counterpart.Cantonese is a lso the main language of Hong Kong, which was a British colony until 1997 when it was handed back to the Chinese. This effectively makes it the capital city of the Cantonese language and helps keep the language alive.Of course, Cantonese was born in Canton (or Guangzhou), a place where its still spoken today. If you spend time there, make sure to use the language to help you open doors to the fascinating culture and history of the area of which this language is an important part. It’s Chinese at its best!You may do the same in Fujian Province by learning Min Chinese!The Particularities of CantoneseSo what’s so special about Cantonese?We can’t stress this enough, but Cantonese is often wrongly thought of a spoken dialect of Mandarin Chinese and not as an independent language in its own right. However, it’s a language that is spoken in Guangzhou (Canton) in Mainland China as well as in the administrative region of Hong Kong, as we said earlier. In fact, from the border between these two languages, you can see the differences much more clearly.Cantonese is a rich language with its own fascinating history and culture. (Source: sasint)For example, written Chinese characters are not the same as Cantonese characters as Chinese characters are simplified. There are also a good number of linguistic differences, something that a beginner probably wouldn’t be able to notice.For example, the difference between the Cantonese pronunciation that sounds like a “ch” in English and the  â€œts” in Mandarin is often confused by beginners. A lot of foreigners find distinguishing these two sounds almost impossible. Of course, this is something that can occur when you learn any foreign language.Similar, the “s” in Cantonese may be heard as a “sh” and vice-versa. As you’ve probably understood, Cantonese is a language in its own right, which is different from the official language of China, Mandarin Chinese.The Differences Between Mandarin Chinese and Cantones eMandarin Chinese is the official language of China and the language spoken by most people in the country. This is why Cantonese is often thought of as a language when it’s actually a minority language, albeit a minority language spoken by over 50 million people natively. However, speakers of Mandarin can understand Cantonese to some extent when it’s spoken to them.With its own distinct culture, Cantonese can be confusing to anyone who's used to hearing Mandarin. However, you need to know the differences between the two languages. (Source: sasint)Of course, while these are two different languages, they share common origins. Cantonese grammar is richer than that of Mandarin. There are a significant number of differences in terms of pronunciation, though (especially in terms of tones). These linguistic differences help support the argument that each language has its own identity and its own history.One key difference is that Cantonese has a lot more syllables that end with a conso nant. This is a trait that is also shared with the Korean language. Mandarin, on the other hand, doesn’t do this anywhere near as often.Mandarin and Cantonese don’t actually have as many things in common as you’d think, each language is at the heart of a different culture. However, if you have your heart set on learning Cantonese and want to make things easier for yourself, you can do thanks to the private tutors on Superprof or by taking an intensive Cantonese course either in the UK or in China.What if you're headed to Shanghai? Best to learn the Wu dialect...Learning CantoneseTo learn Mandarin London is good, and learning Cantonese is also good. In fact, this language is as good a language to learn as any. In fact, you could learn it instead of French, Spanish, German, or Italian. Let’s not forget, you’ll learn Cantonese in a similar way to any other foreign language.If you're planning on going to Hong Kong, it might be worth hiring a private tutor to teach you some Can tonese before you go. (Source: carloyuen)It’ll also help you stand out when applying to jobs given that most other applicants probably won’t speak Cantonese. If they speak a Chinese language, it’ll probably be Mandarin, which is more commonly spoken in both Mainland China and the West. That said, learning the language of Hong Kong can be just as valuable as learning the language of Beijing. It’s an original linguistic skill that’ll get people talking about you.Getting private tutorials with a tutor, online lessons, or intensive lessons are all good ways to get speaking Cantonese as quickly as possible. A tutor can act as your guide, provide you with support, and help you learn more about the language and culture.Remember that a foreign language is a gateway to another culture and learning Cantonese, while a challenge, is also an incredibly rewarding experience. There’s nothing better than being able to speak a foreign language and once you’ve learnt one, learning other s becomes even easier.The characters, typography, and pronunciation have seemingly nothing in common with English, which makes the language inherently more interesting to learn than languages related to our own. It also allows us to discover new cultures, meet new people, gain self-confidence, and nourish our curiosity.In short, Cantonese isn’t a dialect, it’s its own language and deserves to be treated as such. It’s also fascinating in terms of its culture. This should be enough to encourage you to learn it, especially given that its story is far from over.Additionally, language learning is a rewarding experience and whether you learn to speak Chinese Mandarin, Cantonese, Hakka Chinese, or any other Sino Tibetan language, you'll have a great time.There are language courses to help you read and write Chinese, conversational Chinese lessons to get you started with how words are pronounced, the tonal aspects of the language, and common conversational expressions and phrases that you'll hear regularly, and private tutors who can teach you Chinese online or in person how to communicate with Chinese people.So what are you waiting for?If you're looking to learn Cantonese or one of the less common languages spoken in China, working with a private tutor is probably your best option. If you live in a big city, you're more likely to be able to find a tutor who teaches the language you want to learn.If you don't live in a big city, don't worry as there are also online private tutorials. Online tutorials are conducted over Skype  and, as long as you have a computer with a webcam and a decent internet connection, can be with anyone from anywhere in the world.It's time to tune your ear: can you recognise the different forms of Chinese?

How to Analyze Practice Test Results

How to Analyze Practice Test Results For many students, a crucial component of studying for a rigorous exam is taking practice tests. Practice tests are important because they allow a student to gauge his or her learning and study skills. However, many students make the mistake of worrying excessively about the outcome of the practice test. This can be detrimental to the review process. If you are preparing for an exam and struggling to analyze your practice test results, read on! You may also want to review these tips on how to identify your study style. Recognizing what is most important When studying for exams and taking practice tests, it can be tempting to think that the mere act of sitting down and completing the practice test will benefit you. This is only one step. Adjust your mindset so that you recognize that the sheer action of sitting down and completing the test is not what makes a difference; it is what you do after that countswhether you work independently or with a tutor. Extracting data To properly evaluate the results of your practice test, you need to extract data from it. Analyze your answers to acquire information, and then transform this information into awareness so that you can focus on troublesome areas in the future. Timing One of the primary areas to consider when you analyze practice test results is timing. Is there a particular section of the test where you were able to provide more accurate answers more quickly? Look for patterns that might yield clues about how you learn. Perhaps you focus more during the beginning of the test or after taking brief breaks. Maybe you remain more focused toward the end because you are less concerned about time limits. Find out what your tendencies are and make appropriate adjustments based on your results. Types of questions Now, examine the types of questions that cause you problems. If the practice test only encompasses one subject area, look at your results on essay questions, the multiple choice section, the fill-in-the-blank section, etc. There are a variety of strategies applicable to each type of question, so spend some time researching effective strategies for the areas in which you are struggling. For tests that cover a range of subjects, investigate the subjects that require more study time, and then concentrate your efforts on those areas. Level of difficulty Upon reviewing your incorrect answers, it might surprise you to discover their level of difficulty. Sometimes the questions we answer incorrectly are not necessarily complex. Evaluate the difficulty level of the questions on which you tend to err. This will help you identify where you experience the most issues. Reviewing the questions It is not always sufficient to review the number of wrong answers aloneyou are going to need to explore a little further to find out what your strengths and weaknesses are. By thoroughly analyzing your results, you are likely to find a study plan that works well for you. Find out why you are right Even if you chose the correct answer, it is helpful to assess the topic at hand. Are you able to thoroughly explain your answer? Know why you selected that answer, and try to remember that information. Find out why you are wrong It is normal to want to know why some of your answers are incorrect. When you review the questions and your answers, look at all of the incorrect choices and determine why each of them is not suitable. Some reasons may be obvious, but others may be a bit more complex. One answer may be inadequate because of a minute detail. Remember that you are looking for the best answers When reviewing incorrect answers, you will probably discover that some answers are not entirely wrong in every sense; perhaps they are simply not the best of the choices. As you take a test and browse your results, keep this fact in mindtest-makers often try to trick students by providing several seemingly correct answers. Learn to identify the most appropriate answer among a group of several appealing ones. Here are some tips on how to best study for a test. Take away what you can from practice tests, and ensure you equally balance practice tests with studying. Think of a practice test as a tool, and use it to your advantagein other words, always analyze practice test results!

How To Improve Your Quantitative GMAT Score

How To Improve Your Quantitative GMAT Score The Quantitative Section may be the easiest section to improve in if you prepare correctly, giving you the golden opportunity to significantly improve your overall score. The following tips can help you understand how to boost your score, but working with a private Varsity Tutors tutor will be the major difference in actually doing so. Your tutor will guide you through the following tips and structures, ensuring you improve your GMAT quantitative score. See more from Varsity Tutors on how to improve your cumulative GMAT score. Focus on just the Quant. Section: Verbal, Analytical Writing dont even exist right now. First, you need to become proficient in one section. Then move onto another, then the last. Then review them all collectively. Studies indicate that the brain works best when it can see how all the information connects and relates. But, with the GMAT, its simply too big of a monster to tackle at once. So, try to get a solid understanding of each section; then connect them all. Step one Read up: Before you dive into practice tests, read, read, read and read some more. Some books specialize in GMAT Quantitative, and others simply have it as a section. Both will work out well. In this section, you will need to know arithmetic, elementary algebra and basic geometry. You will see two types of questions: problem solving and data sufficiency. Data sufficiency tips: These problems pose a question and then provide two potential answers. You must decide if one, both or neither of the statements are sufficient enough for the question. First off, memorize all five possible answers (they are listed below) to save tons of time. Then, look at each numbered statement individually and use process of elimination. It may seem odd, but dont trust your eye or your first instinct because that is exactly how test makers create traps. Instead, work through the problem. But most importantly, rely on common structures and themes instead of numbers to solve each answer. You can master that last technique by writing your own questions and changing the numbers in the problems. That forces your brain learn structures, instead of numbers, which can dramatically improve your accuracy and speed. Heres an example: 1) If the average size of 3 accounts is $1 million, is the smallest account less than $500,000? The largest account is $1.3 million. One of the accounts is $0.7 million. Answer choices: A) Statement 1 alone is sufficient but statement 2 alone is not sufficient to answer the question asked. B) Statement 2 alone is sufficient but statement 1 alone is not sufficient to answer the question asked. C) Both statements 1 and 2 together are sufficient to answer the question but neither statement is sufficient alone. D) Each statement alone is sufficient to answer the question. E) Statements 1 and 2 are not sufficient to answer the question asked and additional data is needed to answer the statements. The correct answer is C. See the explanation here. Problem Solving: For these questions, you will need your basic mathematic skills (geometry and algebra and not calculus or trigonometry) Here, you will see multiple choice calculations and word problems, most of which will be pretty similar to what you saw in previous math classes/standardized tests. Make scrap paper your new best friend and use as much of it as possible. Writing out all the steps to the problems can help you avoid careless mistakes. Read the problems very carefully because test makers load questions with traps. Making educated guesses can be very effective for this section, as it will save you buckets (and we mean buckets) of time without sacrificing a lot of accuracy. Practice test: Okay, now youre ready for your first practice test. Dont be over-concerned with your score. Just take one to get through it. Highlight any questions you were confused on or any that took you an incredibly long time. Then, review those questions at length with your tutor to learn how to use themes and structures to answer them correctly and quickly. Practice questions: Not tests, but just questions. Have your tutor create a list of questions that are problematic and time consuming for you. Run through them over and over and over again. In time, you will be amazed at how much easier these questions will become. Real practice test: Your brain likes consistency; so try to mimic the test scenario by taking an entire, timed test in a public place on a computer, like a library or coffee shop to help you get used to thinking with other people around. After you do this, start all over again until youre satisfied with your score. Understand time: You have to answer 37 questions in 75 minutes, which gives you about 2 minutes per question. So, if you find yourself taking more time, then you need to speed it up and maybe even start guessing. Always finish the test: There is a penalty that some estimate to be as high as 30-50 points for not finishing the test. But, if you blindly guess on the last 10 questions, the test will know and penalize you for it. So, pace is incredibly, incredibly important. But, if you must blindly guess on the last questions.

Tools for Crochet

Tools for Crochet The Tools You Need to Crochet ChaptersGetting Started with Crochet: Crochet HooksWhich Yarn Should You Start Crocheting with?Useful Tools when Getting Started with Crochet“Those who think chocolate is addictive have clearly never tried crochet.” - AnonymousAccording to a study Betsan Corkhill, 81% of women feel happier after they’ve been knitting or doing crochet. Knitting and crochet are great ways to reduce stress and they also reduce the risk of Alzheimer’s.Handmade fashion is in a resurgence at the moment and many young adults have found a passion for crafts.Are you a fan? Why not learn how to crochet?In this article, we’re looking at exactly what you’ll need to start doing crochet. RaySewing Teacher 5.00 (6) £30/h1st lesson free!Discover all our tutors PrincessSewing Teacher 5.00 (2) £18/h1st lesson free!Discover all our tutors AnaSewing Teacher 5.00 (4) £30/h1st lesson free!Discover all our tutors ArianwenSewing Teacher 5.00 (2) £25/h1st lesson free!Discover all our tutors ShaziaSewing T eacher 5.00 (2) £10/h1st lesson free!Discover all our tutors ZanetaSewing Teacher 5.00 (1) £20/h1st lesson free!Discover all our tutors GianmariaSewing Teacher £20/h1st lesson free!Discover all our tutors JacquelineSewing Teacher £17/h1st lesson free!Discover all our tutorsGetting Started with Crochet: Crochet HooksTo learn to knit, you’ll need knitting needles. To crochet, you’ll need a crochet hook. So far, so good.You can make a lot of the same things either by knitting or by crochet. (Source: FeeLoona)Wait, just one hook?Of course! Unlike knitting, you only need a single crochet hook. The technique is different from knitting.So before you start making a snood, an amigurumi soft toy, or lampshade, you’ll need to choose the right crochet hook and for this, you'll need a bit of help!There are plenty of different materials, diameters, and sizes, and choosing the right crochet hook is half the battle. Fortunately, we’re here to help you!What Does a Crochet Hook Consist of?Firstly, keep in mind that there are a lot of differences between crochet and knitting. Crochet hooks aren’t like knitting needles, for one.A crochet needle is made up of:A headA shaftA handleThe head has a point at the end, allowing you to hook onto a loop. It can be pointed or flat or anything in between. The pointier it is, the easier it is to hook a loop in a tight-knit. If you want to crochet lace, you’ll want a flat head so that you don’t damage the lace.After the head, there’s the throat, this allows you to keep a hold on the yarn or thread. Choose a throat that the yarn won’t come off of. Above the throat, there’s the lip. This is the part directly above the throat.  You can get an inlined head or a tapered head. For more precision, an inlined hook is recommended.Find sewing classes near me.The shaft joins the head to the handle. This is the part that determines the crochet hook’s diameter. It can be short or long. A short shaft will restrict the number of l oops you can do. For consistent loops, you’ll want a straight shaft.When it comes to handles, you can get everything from minimalist handles to thumb rests, grips, and ergonomic crochet needles. It’s important to consider the handle since it’ll affect the weight of the crochet hook. Thumb rests can be very practical for some and very annoying for others. It all depends on how you hold your crochet hook. You’ll need to try out a few different ones.If you can't decide, you can always get a crochet hook set or a crochet set that comes with crochet supplies.There are plenty of great reasons to crochet.Choosing the MaterialSteel crochet hooks are used for fine work like lace doilies, for example. You can also use an aluminium crochet hook for this.For a tight-knit, you'll need a small crochet hook. (Source: xxolgaxx)For less delicate crochet projects like scarves, jumpers, or hats with thick yarn, you can use bamboo or plastic crochet hooks.  If you want to start making a tablecl oth or a rug, it’s recommended that you work with plastic crochet hooks.To get started, plastic crochet hooks are cheaper but tend to start with a 0.6cm diameter. If your budget allows it, we recommend getting a size 4 or 5 wooden or aluminium crochet hook.Different DiametersJust like with knitting needles, crochet hooks have a number that defines their diameter. A hook with a 4 will be 0.4cm in diameter. Thus, the bigger the number, the thicker the hook is and the bigger your loops will be. When it comes to wool, they tend to mention the diameter you should use. Beginners should opt for 0.4 or 0.5cm diameter hooks so that they can see the loops.  As you gain experience, you’ll be able to tell which diameter you’ll need depending on how tightly-knit you want your project to be.A crochet hook is also smaller than a knitting needle. They tend to be between 12.5cm and 20cm in length and 15cm hooks are recommended for beginners.Look for sewing classes London.Where Can You Buy Croc het Hooks?There are plenty of craft stores where you can buy crochet hooks in the UK. There are also plenty of websites.  You’ll pay anywhere from a couple of quid to around £15 depending on the material and design. You can also get crochet hook kits with several hooks in.Which Yarn Should You Start Crocheting with?The type of yarn or crochet thread will depend on your project. If you’re making an item of clothing, you’ll probably want a soft material.There are plenty of different wools to choose from. (Source: wilhei)When you get started, you should pick a project that you really want to make. Start off with something quick and simple so that you don’t get discouraged like a cushion cover, lampshade, soft toy, or a headband.Choose the yarn according to what you’re making. Most crochet tutorials and patterns will tell you which material and the thickness you’ll need. Buy just what you need so you can see if crochet is for you or not. You don’t need to stock a haberdas hery when you’re just getting started.Even though certain yarns are recommended for certain projects, you should also remember that there’s an element of personal preference to consider. Trust in yourself since the goal is to enjoy yourself, after all. Nevertheless, we’re here to help you get started and it’s better to start off with a simple material that’s easy to crochet.Choose a single colour so that it’s easier to see your work. Forget about thick wool as it tend to unravel and are tricky for beginners to work with. Soft cotton thread is easier to crochet with.You’ll soon get the hang of it and you’ll be able to make whatever you want.Useful Tools when Getting Started with CrochetEven though you can crochet with just a hook and some thread, there are some tools that’ll make your life easier.While a crochet hook and wool are the most important, there are also other important crochet tools you can get. (Source: Semevent)Crochet ScissorsYou’ll probably end up n eeding some scissors when you crochet. Choose a smallish pair of scissors, the same size as the ones you’d have in primary school, for example. These can be useful for cutting your thread at the end.Wool NeedleIf you knit, you’ll know what we’re talking about and you probably won’t need to invest in one. A metal or plastic wool needle is useful for hiding the ends of the wool or thread in your creations.Practical, isn’t it?Stitch MarkersEven if clips or safety pins do the job, stitch markers in different colours can help you differentiate the threads used.  As their name indicates, their job is to indicate the specific parts of your work, such as where you should change thread or increase or decrease.Measuring TapeEvery good seamstress knows that measuring is everything and a measuring tape will help you a lot when you crochet. It’s always a good idea to measure your yarn before you start a project.Now that you know what you’ll need, you’re ready to get started.So wh ich hook are you going to use?If you want to learn more about how to do Tunisian crochet, Afghan crochet, tapestry, embellishment, knitting, or needlework, consider getting in touch with a private tutor. Whether you need help choosing your crochet thread, crochet kits, or craft yarn, they'll be able to help you with choosing a crochet kit and teaching you the techniques you'll need to get started!On Superprof, there are three main types of tutorial on offer: face-to-face tutorials, online tutorials, and group tutorials. Each type has its pros and cons and the best one for you will depend on your budget and goals.Group tutorials are usually the cheapest because you're sharing the cost of the tutor's time with the other students in attendance.Face-to-face tutorials tend to be the most expensive (and cost-effective) as the tutor's all yours for the lesson and they'll be creating bespoke lessons for you.Finally, if you want a one-on-one tutorial for less or can't find a suitable tutor w here you live, online tutorials are great because they can be taught from anywhere in the world. All you need is a webcam and a decent internet connection!

The Parts of a Drum Kit

The Parts of a Drum Kit A Guide the Main Parts of a Drum Set ChaptersHistory of the Drum KitWhat are the Parts of a Standard Acoustic Drum SetElectronic Drum SetsIf you decide to study percussion, especially modern drumming, you will be confronted with drum kits - different types of drum set up so they can all be played by one drummer. drummers using it were called trap drummers. While the overhang pedal for the bass drum was known since the 1870s, it was not immediately popular, many drummers preferring to continue in the double-drumming style. As more and more companies offered solutions for a drum pedal, the bass drum became the kick drum, liberating the hands for more complicated fills and drum rolls with the snares.These pedals were often rather slow or unreliable in their timing until the Ludwig Ludwig Co. patented the first truly reliable bass drum pedal in 1909. Now nothing stood in the way of the full potential of the kick drum.Very often, early trap sets were set up by each individual drummer, and while the combination of instrument s - snare and bass - was fairly common, stands or traps could hold any combination of toms, gongs, tambourines… and, in fact, still can.Also discover the different components that make up a modern drum set!  A drum kit or trap set from a band in 1928. Photo credit: State Library of Queensland, Australia on Visual huntThe basic modern drum kit, though, arose in the 1920s vaudeville bands. Baby Dodds, a drummer playing riverboats on the Mississippi with Louis Armstrong, hung a side cymbal over the bass drum - the first ride cymbal. The Ludwig Company invented a lower version of the hi-hat after observing Dodds tapping with his left foot; Dodds then suggested it be raised so it could be easier to play.And so one man had a hand in the invention of both signature drum-set cymbals.Big-Band Era drum setsWith a new sound becoming popular in the 1930s - due in part to the popularity of radio - a new drum sound was needed, and drum kits expanded to include not only the snare and bass drums, but also tom-tom drums; a China cymbal and small crash cymbals became popular additions. But the basic big band drum set soon became established as:Bass drumSnare drumTom-tomFloor tomHi-hats in various iterationsEventually, the large floor toms got fitted with legs, and “consolettes” made it possible to add smaller drums (usually tom-toms called “ride toms”) above the bass drum.As be-bop evolved, the trend led away from the big drums toward a sound that wasn’t quite as loud. Mostly this meant smaller drum sizes and the popularisation of the ride cymbal. Be-bop bands also pioneered the use of a double bass drum.Discover famous drummers of rock and jazz that you could learn from!Rock drummingWith rock'n’roll, bigger drum kits became popular once more, many drummers, especially in the 1980s, using a highly-personalised drum kit with a great many different drums and cymbals.Drum kits can be expanded at will - with as many drums and cymbals as you like. Photo credit: kamalab oulhosn on VisualhuntWhat are the Parts of a Standard Acoustic Drum SetAs a beginner drummer, you won’t need to worry about unusual and eclectic drums such as timbales, congo drums or tambourines. You should start out with a basic drum set to learn your craft; you can always expand later on.The components of an acoustic drum kit are:DrumsStands for the drums, also called a rackCymbalsCymbal standPedalsSticks, mallets and brushesSeat for the drummer called the drum throne.A lot of children start out with a very simple three-piece drum set, comprised of:Snare drumBass drumHanging tomHi-hatsHanging cymbal(The “pieces” refer to the drums, not the cymbals).What easy drum pieces can beginners learn to play the drum to?A junior drum set with bas drum, snare and one tom, with a single cymbal - perfect when you are just starting out. Photo credit: mikecogh on VisualHunt.comThis is extremely basic, and while there are many easy drum songs you can learn that don’t go beyond that, if yo u take drumming and drumming lessons seriously you will eventually want to invest in a five-piece kit or another drum set.A five-piece kit includes:Bass drumSnare drumThree toms of different sizes: low, middle and high pitch. All can be hanging toms, or one can be a floor tom. The exact constellation will depend on whether you want to play jazz, rock or fusion music.2 crash cymbalsA hi-hat standEffects cymbals (optional)Let’s have a closer look at the individual drums and the different sounds they contribute to the kit.Snare drumsSnare drums are double-headed drums with wires strung under the lower drum head and tensioned. Also called side drums, snares have drum shells that can be made out of wood, metal, acrylic or fibreglass. Drum skin tension is achieved by the use of tensions rods.It is very sensitive and responsive and can be played very subtly to great effect, but also produce loud cracking sounds, especially if hit on its metal rim. It is often used for the backbeat.You ca n play the snare with sticks, brushes or mallets.There are almost infinite variations on the snare drum, from the Highland snare, piccolo snare to the tarol snare.Do you know where the snare fits into the history of drums and drumming?Bass drumsBass drums are generally double-headed. They have a cylindrical body where the diameter is greater than its depth.Bass drums come in three main variations:Concert bass drums usually mounted on a stand  where the angle of the drum can be adjusted.Kick drums mounted vertically on a floor stand and beaten with a bass drum pedal.Pitched bass drums tuned to a specific pitch and generally worn in a harness in marching bands. Often a single cymbal is attached to it.The bass drum is stricken by a heavy felt-covered mallet; two matching mallets or a double-headed mallet is used for drum rolls. On kick drums, this mallet is attached to the foot pedal.When hung vertically, it might be played with a mallet in one hand and a rute in the other.Bass drums h ave a deep sound. It is often played on beats one and three, contrasting with the backbeat (two, four) of the other drums.Tom drumsA tom-tom (a term that supposedly comes from India) is a cylindrical drum. Unlike the snare, it has no snare wires; there are one-headed and two-headed variations.Toms are usually used for fills.A nice view of well-loved drums: hanging toms, snare and a floor tom (and tons of cymbals). Photo credit: Travis Estell on Visual huntThe first examples had no rims, but as metal tensioning elements appeared, so did, eventually, the rim.Hanging toms or rack toms are mounted on high stands; racks can take more than one drum. Floor toms are set on short feet. A floor tom is not quite as deep as a bass drum, but more resonant.CymbalsA drum set typically has several cymbals; at least two, with any number of additions:A hi-hat cymbalA crash cymbalA ride cymbalEffect cymbalsElectronic Drum SetsElectronic sets have the advantage of full volume control - you can get the energy of hitting hard  without blowing away the ears of little old ladies intent on their afternoon tea. You can even listen to them with headphones.They include:A drum module that processes the data and turns it into sound.Drum pads with trigger pads that can be programmed to the sound you want. This is not necessarily a version of acoustic drums, but can be any sound you want. Rhythmic squeaking mouse is seldom called for, but it is possible on an electronic drum. They are usually organised the way the drums would be on an acoustic drum rack.Rubber cymbals.Electronic drums are particularly useful if you want absolute control over the volume of your drums or if you want to reproduce a sound that cannot be made by other modern instruments.Electronic drum sets are made to look a lot like acoustic kits. Photo credit: Christian Steen on Visual HuntHowever, tapping the trigger pads does not have exactly the same feel as drumming on acoustic drums. You will be lacking feedback from your sticks.It is possible to attach specially-made trigger pads to a traditional drum set for a hybrid drumming experience.In the course of your drum lessons, your Superprof drum instructor may recommend such a kit!Now learn more facts about drums...

Free Error Correction Card Game

Free Error Correction Card Game By Rebecca Kennison [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC BY 2.5 (https://creativecommons.org/licenses/by/2.5)], from Wikimedia CommonsResearch has revealed that some of the strongest influences on student learning include reciprocal teaching, cooperative learning, and computer-assisted instruction (Hattie, 2009). ESL teachers can make excellent use of all three of these powerful pedagogical levers at once by having students play a simple card game, like this one in Actively Engaged Online  (Walker, 2015) from Bokomaru Publications  with the support of a grammar checker especially designed for English Second Language learners. Error_Correction_card_game_from_Actively_Engaged_Online                ________________ Good Pedagogy Savvy teachers will see a range of pedagogical opportunities open up as students play this error correction card game. This serious game provides useful practice correcting avoidable errors, with a number of additional benefits. (You can skip all the rationale and read the how-to  below if you prefer.) Learning to correct high-frequency errors is only one good reason to have students play this game. Here are four more. Since only the correct answer can win the card, this game provides opportunities for peer-feedback on grammatical form in a safe and structured way. By providing both the prompt and the correct answer, the cards ensure that the feedback is correct and uncontroversial. And since the cards do not provide explanations for the corrections, the question “Why?” will arise naturally from time to time during game-play. Uncertainty about the nature of the error and the reason for the correction will create contexts for students to discuss the corrections and the grammatical rules that motivate them, a form of consciousness-raising. When students disagree with each other about the grammatical rule that motivates a correction, they may find themselves reaching for a reliable reference that they can use to answer their grammar questionsa form of metacognition. If students use their cell phones to visit an online grammar checker in order to answer questions about an error, they will get to use their cell phones in a new way to further their learningan opportunity to develop their digital literacy. Heres where the game gets really interesting.                ________________ Online Grammar Checker Support As mentioned above, one advantage to having students play this game is that it can be used to promote students digital literacy through the judicious use of their cell phones.   Usually, teachers are justifiably cautious about allowing students to access their cell  phones in class, but in this case cell phones can be a big ally.   Heres how. Ask students to take out their cell phones for the duration of the game so that they can access the Virtual Writing Tutor grammar checker  if they need to. Why? When students feel unsure about a particular error or correction, they will be able to type the sentence into the Virtual Writing Tutors sentence corrector  on their mobile device to see the correction, a grammar explanation, and a link to a remedial activity. Since all of the grammar errors  in this card game can be detected and corrected by the VWT  online grammar checker  (Yes, Ive checked them all) teachers will indirectly be able to provide answers to questions about grammar without having to memorize all of the explanations beforehand. This computer-assisted pedagogical support dramatically reduces preparation time. Dont worry. Students will find it easy to visit the simplified mobile version of the website, type in the sentence containing the error into the text area, hit Check grammar, and get the grammar explanation they need. In this way, playing the game will promote digital literacy, autonomy, and lifelong learning skills. Using an online grammar checker to get corrective feedback on grammar errors contained in the Error Correction Card Game will thereby serve as an easy introduction to the usefulness of free online grammar checkers when it comes time to correct their own writing.                ________________ How to Play The Error Correction Card Game is an easy-to-use, mildly  competitive guessing game that is easy to explain. Have students play this card game in groups of  three or four. Shuffle the cards and place the deck in the middle. Player 1 takes a card and reads the sentence containing the error aloud to Player 2 and 3. Players 2 and 3 try to provide the best oral correction of that sentence. Player 1 gives the card to the player whose correction matches the correction on the card. If both players answer correctly at the same time, Player 1 returns the card to the bottom of the deck. If neither player answers correctly, Player 1 reads the answer and returns the card to the bottom of the deck. The player to the left takes the next turn. The player with the most cards at the end is the winner.                ________________ Download the Card Game Download this game and use it with your students by clicking on the image of the Error Correction card below, or use the hyperlink below.   I generated the PDF myself from an InDesign file and is to the best of my knowledge virus-free. Scan it yourself to be doubly sure. Download the PDF                ________________ Printing Instructions The first page in the PDF explains how to play. You dont need to print it. Instead, print pages 2-11 as two-sided copies. Use heavy paper if you have it.   Do not scale the copies to Fit to page or you will have to cut around the edges of each page. Here is a screen-shot of the print dialogue generated by Chrome.                ________________ References Hattie, J. A. C. (2009). Visible learning: A synthesis of over  800 meta-analyses relating to achievement. London, UK: Routledge. Walker, N. R. (2015). Actively Engaged Online. Montreal, Canada: Bokomaru Publications. (Jump to the how-to,    download link, or printing instructions.) Please follow and like us:

Are Narratives Superior to 5-Paragraph Persuasive Essays

Are Narratives Superior to 5-Paragraph Persuasive Essays 1. We need an alternative to the 5-paragraph persuasive essay Many teachers believe that the 5-paragraph persuasive essay is the only appropriate writing task for college-level students. Almost all of the college-level ESL textbooks published for the Quebec market include units on the so-called 5-paragraph persuasive essay, but units on narrative writing rarely appear.  This dearth is unfortunate since there are some very good reasons to switch to narrative writing. 1. We need an alternative to the 5-paragraph persuasive essay Why would anyone want an alternative to the 5-paragraph persuasive essay, you ask? For starters, over-reliance on this standard writing model does considerable harm to both students and teachers. When you ask teachers why they teach the 5-paragraph persuasive essay, they invariably tell you that it teaches students how to think and how to express themselves. However, there is evidence to suggest that, in fact, this standard writing model does exactly the oppositelimiting thinking, stunting expressiveness, and persuading no one of anything. Structure displaces meaning Rorschach (2004)  reports in a case-study of three college ESL students in a remedial writing course that pressure from the writing teacher to adhere strictly to a proscribed form interfered with the students development and organization of their ideas. One student had been taught in her ESL writing class to focus solely on the formal features of the model and ignore critical issues with content. As a result, her paragraphs remained a series of unconnected vignettes, bound together by a highly-formulaic thesis statement. Rather than to help the student organize and express her own ideas, the imposed structure suppressed personal expression and produced non-thinking conformity. A deskilling effect Another teacher phrased the problem this way: The five-paragraph essay is not an inherently incorrect form. However, it is destructive in that students are not ever allowed to discover if the form fits the meaning they seek to make”  (Duxbury, 2008). Since the form is always set in advance, meaning suffers. Part of the blame belongs to the thesis statement, by controlling what you are able to say and how you can say it. Berggren calls persuasive essay writing profoundly anti-intellectual in this respect because the students only question becomes, What can I say that I can support? (Berggren, 2008, p. 60). Students begin with an opinion and cast about in search of support for it, instead of looking at the evidence and formulating a position by induction. Moreover, the epistemology thesis statements reinforce is exactly the style of knowing we want learners to outgrow, namely that of absolute knowing in favour of contextual knowing. The absolute claims of the conventional thesis statement preclude nuanced thinking. Not only does this rhetorical straitjacket have a negative effect on students ability to think and express their meaning, excessive focus on this one rhetorical model to the exclusion to all others,  Moss (2002)  argues, has left students under-prepared for the range of critical thinking and writing tasks they will face at university. Concomitantly, Moss (2002) found that adopting a single, standard academic writing model has devalued teacher innovation and development, with school administrations claiming that in the context of a single, universal writing model, funding teacher training for writing instruction is no longer necessary. The 5-paragraph persuasive essay is having a deskilling effect on teachers, as well. Virtues Overstated E. L. Thorndike, the first educational psychologist The virtues of the 5-paragraph persuasive essay are almost always overstated. Many teachers will tell you that this type of essay promotes proper habits of mind, helping learners organize their ideas, no matter the subject. This is called the Doctrine of Formal Discipline and is based on the idea that learning to do one task can have a positive effect on a learners ability to do another unrelated task. In the early 1900s, the dominant view was that learning Latin and Geometry would have an improving effect on learners, so  E. L. Thorndike, the first educational psychologist, set out to test  whether learning one cognitive task would result in an improvement on a different task. It did not. The theory of general transfer has been abandoned in favour of theories of specific transfer (where learning one task will help you do a similar task in the future) or specific transfer of general principles (where learning to apply specific strategies to one situation can transfer to a new situation). Essay writing may provide an organizational model for arranging arguments into an essay form but it is very unlikely for it to cause a general improvement in thinking skills. Inauthentic task The persuasive essay is an inauthentic task since it is never used outside of instructional contexts. Horowitz (1986) in a survey of writing assignments across disciplines found that the persuasive essay does not resemble any of the actual writing tasks usually given by university professors. Defenders of the essay claim that persuasive essay writing is nevertheless an essential academic skill, without which advancement in academia is impossible. Proof of this is that the universities use persuasive essay writing tasks as entry tests. Therefore, the reasoning goes, teaching the persuasive essay in English will help students gain access to and succeed in English language universities. According to Statscan, 64% of the population in Quebec attends CEGEP. Only 38% go on to university. But from there, according to  Lamarre (2008), only 20% of francophone graduates attend English language university. That means that only 8% of all the francophones in all CEGEPs will go on to English University. Assuming that learning to write the persuasive essay is, as claimed, useful for students attending English universities, a class of 30 CEGEP ESL learners will receive instruction in a writing task which might be relevant for only about 2 students in the group. How relevant? is another question since a growing number of undergrads enter Business and Engineering programs where report writing and case studies (i.e., narratives) will be required of them. Of the English L2 speakers who do arrive at English language universities, irrespective of academic discipline, the biggest hurdle, according to the Vice-Provost of Concordia University, is their low English proficiency. It is for this reason that the  University Writing Test has been suspended at Concordia University for all undergraduate students in favour of preparatory ESL courses that focus on writing, listening, and speaking components of language training. To what extent, do academic writing tasks support listening and speaking skills? To answer this question, we should look at the corpus data. 2. Narratives and ultimate attainment Writing tasks that support oral skills should be a priority for ESL teachers since speaking is the most anxiety provoking form of communication. Anxiety has been shown to have a negative impact on willingness to communicate, which has a concomitant impact on frequency of communication, reducing contact with the target culture and ultimate attainment. Preparing learners for the demands of social situations should have the opposite effect, reducing task anxiety, increasing perceived competence and causing a direct positive effect on frequency of communication and commitment to integrate with the target language culture    (MacIntyre and Charos, 1996). One way to help learners with the demands of informal oral communication is to support the development of informal spoken registers through the use of narratives in ESL. Over-emphasizing formal registers reduces integrativeness College ESL courses tend to over-emphasize formal registers because of a concern that college-courses should be college-level and academic. This aspiration while noble in intent has unintended negative consequences for learners. One study (Segalowitz, 1976) found that non-fluent second language learners believe themselves to appear less intelligent, less self-confident, and less friendly during casual speech situations than formal speech situations. These same learners also evaluated their native speaker interlocutors less favourably in situations demanding casual speech than formal speech. The reason was that the language instruction these learners had been given had emphasized formal registers to the exclusion of informal registers, leaving them unprepared for situations involving informal social interaction. What these findings suggest is that an overemphasis on academic English will reduce learners’ motivation to integrate with the target language community. Since integrative motivation is needed to achieve moderate levels of second language proficiency (Dornyei, 1990), emphasizing casual registers in language learning classes should have a positive influence on ultimate attainment. Narratives encourage contact with the target culture Since narratives capture the closest approximation to the vernacular of unmonitored speech (Labov, 2010) and since speaking is the most anxiety-provoking form of communication (MacIntyre Gardner, 1991; McCrosky Richmond, 1982), it follows that switching from academic reading and writing tasks in the college classroom to narrative tasks should support the development of oral communication skills. It is very important that language teachers make efforts to reduce anxiety associated with speaking the second language because of the impact of anxiety on ultimate attainment. To explain, we know from research into anxiety and language learning that the anxiety speaking produces reduces willingness to communicate (Baker MacIntyre, 2000). We also know that reduced willingness to communicate has been shown reduce the frequency of communication (Hines Barraclough, 1995). Where contact is minimal or non-existent, there is less commitment to integrate with the target culture (Dornyei, 1990) and integrative motivation is needed to achieve moderate levels of second language proficiency (Dornyei, 1990). Supporting oral skills in non-fluent bilinguals through narratives should have an overall positive effect on ultimate attainment and help mitigate the negative effects of the current overemphasis on formal registers in second language instruction at the college level. Narratives support the development of register-appropriate oral communication Narrative writing instruction is more likely to prepare learners for informal social interaction for a number of linguistic reasons, also. Most importantly, it should be noted that academic and conversational registers involve a complementary frequency distribution of vocabulary and grammatical forms (Biber et al., 1999). However, because fictional narratives contain quoted speech, narratives contain many of the features of conversation English, making them particularly helpful in the development of the grammar and vocabulary needed in conversational registers. Some of the stark differences between academic English and conversational English are revealed in the corpus research given in Biber et al. (1999). Here are some examples of the differences between the registers with page numbers: Nouns Conversation has a lower density of information and therefore fewer nouns (Biber et al, 1999, p. 66). 60% of lexical words in academic prose are nouns (p. 65). Plural nouns are used 3-4 times more in academic prose than conversation (p. 291). Nominalization is much more common in academic prose than other registers, especially â€"tion and -ity (p. 322). Adjectives Adjectives are least common in conversation and most common in academic prose. The comparative form is used three times more often in academic prose than in conversation. Conversely, superlatives are more common in conversation than in academic prose (p. 65). Pronouns Conversation is marked by a high frequency of pronouns and a low frequency of nouns (p. 1042). Words like  everybody, everyone, everything, somebody, anybody, anyone, anything,  and  nobody  are common in conversation but rare in academic writing. Conversation uses pronouns in anaphoric expressions (to refer to an already established idea), whereas academic writing uses definite noun phrases in anaphoric expressions (p. 266). Preposition+which relativizers are only common in academic prose (p. 625). Determiners The determiner  that  is 11 times more common in conversation than in academic writing, where it is relatively rare.  This, used as a determiner, is more common in academic writing than in conversation, occurring 2500 versus 1500 times. The big exception is with the phrase  this one  which occurs 3000 times in the conversational corpus and not at all in the academic written corpus. Verbs Conversation has shorter clauses, and so verbs and adverbs are much more frequent in conversation and fiction (because it contains quoted speech) and much less frequent in academic prose (p. 65). Certain verbs are particularly common in conversation and particularly rare in academic prose:  try, buy, put, pay, bring, meet, play, run, eat, watch, pick, wear. Negation is most common in conversation and least common in academic prose (p. 159). Only in conversation is the progressive used to emphasize the reported message itself as in, “She was saying…” (p. 1120). Across all registers, 85% of verbs are tensed, while 15% of verbs are modal constructions (p. 456). Modals are most common in conversation and are about half as common in academic prose (p. 456). The progressive aspect is more common in conversation than in academic prose. The present perfect is about 30% more common in conversation than in academic prose (p. 461).  Have/has got is the most common present perfect verb in any register, occurring over 1000 times per million words in conversation, but less than 20 times per million words in academic prose (p. 465). Coordinators “But” is more frequent in conversation and fiction, and less frequent in academic prose. “And” is more frequent in academic and fiction than conversation and news. In conversation, “and” is used as a clause level connector. In academic prose, and is used as a phrase level connector (p. 81) . Contractions Verbs and not are contracted most frequently in conversation and fiction. Verbs are contracted less than 2.5% of the time in academic prose, and not is contracted 5% or less. (p. 1132). Adverbials The word  since  is used to introduce a reason in academic prose 95% of the time, but it is used to indicated a point in time in all other registers. The word  while  is used for concession in 80% of occurrences in academic prose, but it is used for time references 100% of occurrences in conversation. The word  though  is used primarily as a linking adverbial in conversation but as a subordinator in written registers. Clauses Expressions like  see if, wonder if, know if  and  ask if  are common in conversation and rare in academic prose.  Know whether  is 8 times more common in conversation than in academic writing.  Determine whether, the most common post predicate wh-clause in academic prose, occurs 20 times in academic writing and not at all in conversation. Technical Writing Some college teachers ask their ESL students to read and write technical reports, believing that the more challenging the text to read or write, the more students will learn about English. For these teachers, there is an unspoken assumption that conversational English can be acquired by implication. In fact, technical writing has certain features which cannot be generalized to everyday English. Trimble (1985) in his book on technical writing for second language teachers reports three key areas of difficulty for non-native students: descriptions, instructions, and literature reviews. He attributes much of the difficulty to grammatical elements found within them. Descriptions make unusually frequent use of passive and stative verbs. In instructions, the definite article is often left out (e.g.,  remove puncturing object from tire) or used on first mention in generalizing statements (e.g.,  The gas turbine fires continuously). In literature reviews, modals and modal passives are very common, and in certain instances, the modal should is used with the same force as must (Trimble, 1985, pp. 115-120). In all these cases, non-native learners who do not have full command of English will have difficulty learning these specialized uses of English and must learn not to generalize these specialized rules to everyday English. Summary With fewer verbs, fewer negatives, fewer modals, fewer contractions, fewer progressive forms, academic English is less suitable for supporting oral interactions than narrative writing. Furthermore, technical writing offers such an eccentric model of English grammar that learners will have difficulty generalizing its grammatical forms to any other communicative context. Finally, because of its effect on integrative motivation and ultimate attainment, ESL teachers should be very careful not to overemphasize formal registers in the instruction of non-fluent bilinguals. 3. Narratives promote the use of a wider range of grammatical structures The verb density of narratives should be of special interest to ESL teachers. Narratives are the principle way in which our species organizes its understanding of time (Abbott, 2008, p.3) and verb tense choice signals how events relate to each other in time. Since “narratives frequently contain irrealis clausesâ€"negatives, conditionals, futuresâ€"which refer to events that did not happen or might have happened or had not yet happened.” (Labov, 2010, Cambridge Encyclopedia of the Language Sciences), narratives are best suited to teach these linguistic features to second language learners. Nancy Drew and the Hidden Staircase It is important to note that narrative writing involves a default tense. As such, narratives create an obligatory context for eliciting and measuring mastery of past tenses.  Primarily, narratives employ the simple past (Smith, 2003; He, 2011), and “more complex tense selections involving a secondary tense are then used to relate some other time to the main storyline â€" as simultaneous with it (present), as a flashback (past), or as a flashforward (future).” (Matthiessen, 1995, p. 741).” Argument, on the other hand, does not have an obligatory tense. Take a look at this short excerpt from  The Case of the Hidden Staircase, a Nancy Drew novel for young adults.        The weary workers  had just finished  their job when the phone  rang. Nancy, being closest to the instrument,  answered  it. Hannah Gruen  was calling.      Nancy! What  happened? she  asked. Ive been waiting  over an hour for you to call me back. Whats  the matter? While there are three times as many Simple Past verbs than any other verb tense, this narrative is hardly limited to the Simple Past, containing examples of four other tenses.  In just 44 words, this short text contains verbs in the Past Perfect, Simple Past, Past Progressive, Present Perfect Progressive, and the Simple Present. Looking at corpus data on word frequency, we observe that this passage contains no  academic words  and two  conversational words  that are very rare in academic prose:  asked,  and    just.  The eight sentences are short with an average of only six words per sentence. ESL teachers will recognize that comprehension tasks involving narratives suggest an efficient way of getting learners to notice the tense and aspect system of English verbs in a meaningful way. Narrative writing should also offer an efficient way of eliciting a variety of verb tenses. How to structure a narrative to elicit and rehearse specific structures is the topic of another blog post. 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