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61. Criticism is a study by which men grow important and formidable at very small expense. The power of invention has been conferred by nature upon few, and the labor of learning those sciences which may, by mere labor be obtained, is too great to be willingly endured; but every man can exert such judgment as be has upon the works of others; and he whom nature has made weak, and idleness keeps ignorant, may yet support his vanity by the name of a critic.62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.63. This profession has one recommendation peculiar to itself, that it gives vent to malignity without real mischief. No genius was ever blasted by the breath of critics. Tire poison which, if confined, would have burst the heart fumes away in empty hisses, and malice is set at ease with very little danger to merit. The critic is the only man whose triumph is without another’s pain and whose greatness does not rise upon another’s ruin.64. To a study at once so easy and so reputable, so malicious and so harmless, it cannot be necessary to invite my readers by a long or labored exhortation; it is sufficient, since all would be critics if they could, to show by one eminent example that all can be critics if they will. 62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.
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A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. The reference to "Naiman and his colleagues (1978)" in paragraph 4 is made （）
A number of researchers have examined the variables/strategies that affect students’ learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.What makes a "good" language learner "good", and what makes a "poor" language learner "poor" What does this imply for the teaching of language in the Hong Kong context These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor".Learner variables and strategies have been the focus of a number of research projects, (O’Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students. According to this passage, research in this area is characterized as （）
It has been argued that where schools become bureaucratized, they become bound up with the techniques and implementation of the managerial process, and may concentrate on concem with position and self-advancement．In so doing, they may neglect the purpose for which they were set up． Thus, they do not facilitate the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large． It is because of such criticisms that there has been an increasing influence in political rhetoric and legislation of free-market theories of organization and society．Such theories suggest that a much more market-oriented, competitive approach is required so that schools reorient themselves towards their"clients"．By so doing, it is claimed, not only do they once again address the needs of those with whom they should be primarily concemed, but such an approach also unleashes the benefits of individual responsibility,freedom of choice, and reward． Though much of this sounds attractive, it has its roots as much in an econOmic bodv of thought as in SOCial and political theory,and this must raise the question of whether it can be viablv transferred to an educational context．Indeed, if by"educational"we mean the development of all within the school community,then free—market theory may miss the mark by concentrating on onlv one section, "the consumers"．If teachers are seen as part of this community,then their develoDment is just as important． If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forrns of management derived from free—market theories，suggesting an openness to the adoption of different sets of values，are subject to the charge of relativism．In other words，free-market theories，granted that thev are arguing that individuals should be allowed to pursue their own ends，must explain why any set of values，including their own，is preferable to another． The“charge of relativism”mentioned in the last paragraph is meant to show______.
This week marks the 10th anniversary of the Alar apple scare, in which many American consumers were driven into a panic following the release of a report by an environmental organization claiming that apples containing the chemical Alar posed a serious health threat to preschoolers. The report was disseminated through a PR (Problem Report) campaign and bypassed any legitimate form of scientific peer re view. Introduced to the American public by CBS "60 Minutes," the unsubstantiated claims in the report led some school districts to remove apples from their school lunch programs and unduly frightened conscientious parents trying to develop good eating habits for their children.Last month, Consumers Union released a report wanting consumers of the perils of consuming many fruits and vegetables that frequently contained "unsafe" levels of pesticide residues. This was especially true for children, they claimed, lake its predecessor 10 years earlier, the Consumers Union report received no legitimate scientific peer review and the public’s first exposure to it was through news coverage.Not only does such reporting potentially drive children for consuming healthful fruits and vegetables, the conclusions were based on a misleading interpretation of what constitutes a "safe" level of exposure. Briefly, the authors used values known as the "chronic reference doses," set by the U.S. environmental Protection Agency, as their barometers of safely. Used appropriately, thee levels represent the maximum amount of pesticide that could be consumed daily for life without concern. For a 70-year lifetime, for example, consumers would have to ingest this ’average amount of pesticide every day for more than 25,000 days. It is clear, as the report points out, that there are days on which kids may be exposed to more; it is also clear that there are many more days when exposure is zero. Had the authors more appropriately calculated the cumulative exposures for which the safety standards axe meant to apply, there would have been no risks and no warnings.Parents should feel proud, rather than guilty, of providing fruits and vegetables for their children. It is well established that a diet rich in such foods decreases the risk of heart disease and cancer. Such benefits dramatically overwhelm the theoretical risks of tiny amounts of pesticides in food. So keep serving up the peaches, apples, squash, grapes and pears. With regard to the pesticides in food, this passage seems to argue that （）
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