Text 1 (M2 LA 1)
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descriptive texts below
Assignment
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Eiffel Tower
The Eiffel
Tower is a wrought iron lattice tower on
the Champ de Mars in Paris,France. It is named after the
engineer Gustave Eiffel, whose company
designed and built the tower. Constructed from 1887–89 as the entrance to
the 1889 World's Fair, it was initially
criticized by some of France's leading artists and intellectuals for its
design, but it has become a global
cultural icon of France and one of the most recognisable structures in
the world. The Eiffel Tower is the
most-visited paid monument in the world; 6.91 million people ascended it in
2015.
The tower
is 324 metres
(1,063 ft) tall, about
the same height
as an 81-storey building, and the tallest structure in Paris. Its base is
square, measuring 125 metres (410 ft) on each side. During its construction,
the Eiffel Tower surpassed the
Washington Monument to become the
tallest man-made structure in the world, a title it held for 41 years
until the Chrysler Building in New York City was finished in 1930. Due to
the addition of a broadcasting aerial at
the top of the tower in 1957, it is now taller than the Chrysler Building by
5.2 metres (17 ft). Excluding transmitters, the Eiffel Tower is the second
tallest structure in France after the Millau Viaduct.
The tower
has three levels for visitors, with restaurants on the first and second levels.
The top
level's upper platform
is 276 m (906 ft)
above the ground
– the highest observation deck
accessible to the
public in the
European Union. Tickets
can be purchased to ascend by
stairs or lift (elevator) to the first and second levels. The climb from ground
level to the first level is over 300 steps, as is the climb from the first
level to the second. Although there is a staircase to the top level, it is
usually accessible only by lift.
(https://en.wikipedia.org/wiki/Eiffel_Tower)
This is the
descriptive text 1 in its structure of identification and description.
The
structure of the text: Eiffel Tower
Identification
(general
Identification:
where, who, when, and what)
The Eiffel
Tower is a wrought iron lattice tower
on the
Champ de Mars
in Paris, France.
It is named after the
engineer Gustave Eiffel,whose company designed
and built the
tower. Constructed from 1887–89 as the entrance to the
1889 World's
Fair, it was initially criticized by some of France's leading artists and
intellectuals for its design, but it has become a global cultural icon of France and one of the most
recognisable structures in the world.
The Eiffel Tower is the most-visited paid
monument in the
world;
6.91 million
people ascended it in 2015.
Description
Important
detail 1
(the height)
The tower is
324 metres (1,063 ft) tall, about the
same height as
an 81-storey building,
and the tallest structure in Paris.
Its base is square, measuring 125 metres
(410 ft) on each
side. During its construction,
the Eiffel Tower surpassed the Washington Monument tobecome the tallest man-made structure in the world, a
title it held for 41 years until the
Chrysler Building in New York City was finished in 1930. Due to the
addition of a broadcasting aerial at the
top of the tower in 1957, it is now taller than the Chrysler Building by
5.2 metres (17 ft).
Excluding transmitters, the Eiffel Tower is the second tallest structure in France after the
Millau Viaduct.
Important
detail 2
(the parts)
The tower
has three levels for visitors, with restaurants
on the first and second levels. The top level's upper platform is 276 m (906
ft) above the ground – the highest observation deck accessible to the public in
the European Union. Tickets can be
purchased to ascend by stairs or lift (elevator) to the first and second
levels. The climb from ground level to the first level is over 300 steps, as is
the climb from the first level to the second. Although there is a staircase to
the top level, it is usually accessible only by lift.
Text 2 (M2 LA 1)
I have read
carefully the three descriptive texts below Text 2 (M2 LA 1)
Assignment
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complete this assignment
Democracy
Democracy, in modern
usage, is a system of
government in which
the citizens exercise power
directly or elect representatives from among themselves to form a governing
body, such as a parliament. Democracy is
sometimes referred to as "rule of the majority". Democracy is a
system of processing conflicts in which outcomes depend on what participants
do, but no single force controls what occurs and its outcomes.
The uncertainty of
outcomes is inherent
in democracy, which
makes all forces struggle repeatedly for the realization
of their interests, being the devolution of power from a group of people to a
set of rules. Western democracy, as
distinct from that which existed in pre-modern societies, is generally
considered to have originated in city states such as Classical Athens and the Roman Republic, where various schemes and
degrees of enfranchisement of the free male population were observed before the
form disappeared in the West at the beginning of late antiquity. The English word dates to the
16th century, from the older Middle French and Middle Latin equivalents.
According to political
scientist Larry Diamond, democracy consists of
four key elements: a political
system for choosing and replacing the government through free and fair elections; the active participation of the
people, as citizens, in politics and civic life; protection of the human rights of all citizens; a rule of law, in which the laws and procedures
apply equally to all citizens.
The term appeared
in the 5th
century BC, to denote the
political systems then existing in Greek city-states, notably Athens, to mean "rule of the
people", in contrast to aristocracy (ἀριστοκρατία, aristokratía), meaning
"rule of an elite". While theoretically these definitions
are in opposition, in
practice the distinction
has been blurred historically. The political system of Classical Athens, for
example, granted democratic citizenship to free men and excluded slaves and
women from political participation. In virtually all democratic governments
throughout ancient and modern history, democratic citizenship consisted of an
elite class until full enfranchisement was won for all adult citizens in most
modern democracies through the suffrage
movements of the 19th and
20th centuries.
Democracy contrasts with forms of government where power is
either held by an individual, as in an
absolute monarchy, or where power is held by a small number of
individuals, as in an oligarchy.
Nevertheless, these oppositions, inherited from Greek philosophy, are now ambiguous because contemporary
governments have mixed democratic,
oligarchic, and monarchic
elements. Karl Popper
defined democracy in contrast
to dictatorship or
tyranny, thus focusing on
opportunities for the people to control their leaders and to
oust them without the need for a revolution.
(https://en.wikipedia.org/wiki/Democracy)
Text 3 (M2 LA 1)
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carefully the three descriptive texts below Text 3 (M2 LA 1)
Assignment
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complete this assignment
Encyclopedia of Language and Education
This is one of ten volumes of the Encyclopedia of Language
and Education published by Springer. The Encyclopedia bears testimony to the
dynamism and evolution of the language and education field, as it confronts the
ever-burgeoning and irrepressible linguistic diversity and ongoing pressures
and expectations placed on education around the world.
In the selection of topics and contributors, the
Encyclopedia seeks to reflect the depth of disciplinary knowledge, breadth of
interdisciplinary perspective, and diversity of sociogeographic experience in
our field. Language socialization and language ecology have been added to the
original eight volume topics, reflecting these growing emphases in language
education theory, research, and practice, alongside the enduring emphases on
language policy, literacies, discourse, language acquisition, bilingual
education, knowledge about language, language testing, and research methods.
Throughout all the volumes, there is greater inclusion of scholarly
contributions from non-English speaking and non-Western parts of the world,
providing truly global coverage of the issues in the field. Furthermore, we have
sought to integrate these voices more fully into the whole, rather than as
special cases or international perspectives in separate sections.
This interdisciplinary and internationalizing impetus has
been immeasurably enhanced by the advice and support of the editorial advisory
board members, several of whom served as volume editors in the Encyclopedia’s
first edition (designated here with*), and all of whom I acknowledge here with
gratitude: Neville Alexander (South Africa), Colin Baker (Wales), Marilda
Cavalcanti (Brazil), Caroline Clapham* (Britain), Bronwyn Davies* (Australia),
Viv Edwards* (Britain), Frederick Erickson (USA), Joseph Lo Bianco (Australia),
Luis Enrique Lopez (Bolivia and Peru), Allan Luke (Singapore and Australia),
Tove Skutnabb-Kangas (Denmark), Bernard Spolsky (Israel), G. Richard Tucker*
(USA), Leo van Lier* (USA), Terrence G. Wiley (USA), Ruth Wodak* (Austria), and
Ana Celia Zentella (USA).
In conceptualizing an encyclopedic approach to a field, there
is always the challenge of the hierarchical structure of themes, topics, and
subjects to be covered. In this Encyclopedia of Language and Education, the
stated topics in each volume’s table of contents are complemented by several
cross-cutting thematic strands recurring across the volumes, including the
classroom/pedagogic side of language and education; issues of identity in
language and education; language ideology and education; computer technology
and language education; and language rights in relation to education.
The volume editors’ disciplinary and interdisciplinary
academic interests and their international areas of expertise also reflect the
depth and breadth of the language and education field. As principal volume
editor for Volume 1, Stephen May brings academic interests in the sociology of
language and language education policy, arising from his work in Britain, North
America, and New Zealand. For Volume 2, Brian Street approaches language and
education as social and cultural anthropologist and critical literacy theorist,
drawing on his work in Iran, Britain, and around the world. For Volume3,
Marilyn Martin-Jones and Anne-Marie de Mejía bring combined perspectives as
applied and educational linguists, working primarily in Britain and Latin
America, respectively. For Volume 4, Nelleke Van Deusen-Scholl has academic
interests in linguistics and sociolinguistics, and has worked primarily in the
Netherlands and the USA. Jim Cummins, principal volume editor for Volume 5 of
both the first and second editions of the Encyclopedia, has interests in the
psychology of language, critical applied linguistics, and language policy,
informed by his work in Canada, the USA, and internationally. For Volume 6,
Jasone Cenoz has academic interests in applied linguistics and language
acquisition, drawing from her work in the Basque Country, Spain, and Europe.
Elana Shohamy, principal volume editor for Volume 7, approaches language and
education as an applied linguist with interests in critical language policy,
language testing and measurement, and her own work based primarily in Israeland
the USA. For Volume 8, Patricia Duff has interests in applied linguistics and
sociolinguistics, and has worked primarily in North America, East Asia, and
Central Europe. Volume editors for Volume 9, Angela Creese and Peter Martin,
draw on their academic interests in educational linguistics and linguistic
ethnography, and their research in Britainand Southeast Asia. And for Volume
10, Kendall A. King has academic interests in sociolinguistics and educational
linguistics, with work in Ecuador, Sweden, and the USA. Francis Hult, editorial
assistant for the Encyclopedia, has academic interests in educational and
applied linguistics and educational language policy, and has worked in Sweden
and the USA. Finally, as general editor, I have interests in anthropological
linguistics, educational linguistics, and language policy, with work in Latin
America, the USA, and internationally. Beyond our specific academic interests,
all of us editors, and the contributors to the Encyclopedia, share a commitment
to the practice and theory of education, critically informed by research and
strategically directed toward addressing unsound or unjust language education
policies and practices wherever they are found.
Each of the ten volumes presents core information and is
international in scope, as well as diverse in the populations it covers. Each
volume addresses a single subject area and provides 23–30 state-of-the-art
chapters of the literature on that subject. Together, the chapters aim to
comprehensively cover the subject. The volumes, edited by international experts
in their respective topics, were designed and developed in close collaboration
with the general editor of the Encyclopedia, who is a co-editor of each volume
as well as general editor of the whole work.
Each chapter is written by one or more experts on the topic,
consists of about 4,000 words of text, and generally follows a similar
structure. A list of references to keyworks supplements the authoritative
information that the review contains. Many contributors survey early
developments, major contributions, work in progress, problems and difficulties,
and future directions. The aim of the chapters, and of the Encyclopedia as a
whole, is to give readers access to the international literature and research
on the broad diversity of topics that make up the field. The Encyclopedia is a
necessary reference set for every university and college library in the world
that serves a faculty or school of education. The encyclopedia aims to speak to
a prospective readership that is multinational, and to do so as unambiguously
as possible. Because each book-size volume deals with a discrete and important
subject in language and education, these state-of-the-art volumes also offer
highly authoritative course textbooks in the areas suggested by their titles.
The scholars contributing to the Encyclopedia hail from all
continents of our globe and from 41 countries; they represent a great diversity
of linguistic, cultural, and disciplinary traditions. For all that, what is
most impressive about the contributions gathered here is the unity of purpose
and outlook they express with regard to the central role of language as both
vehicle and mediator of educational processes and to the need for continued and
deepening research into the limits and possibilities that implies.
(May and
Hornberger, eds., 2008)
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