Morphology Is a Valid Strategy for High School Students Essay Example for Free

Morphology Is a Valid Strategy for High School Students Essay Theoretical Explanation Many researchers have proposed that teaching students word roots unlocks the meanings of unknown words. The majority of words in the English language have origins from Greek and Latin. Ninety percent of English words over one syllable are Latin based, and the remaining 10 percent are Greek based (Rasinski, Padak, Newton, Newton, (2008, p. 11). Just as phonics teaches word families, Greek and Latin roots will help students sound out words and determine the meanings of words (Padak, Newton, Rasinski, and Newton (2008, p. 29). Nagy Anderson, 1984, found morphology played an important role in learning vocabulary by allowing students to make semantic connections between related word families. They concluded, â€Å"The ability to utilize morphological relatedness among words puts a student at a distinct advantage in dealing with unfamiliar words† (p.323). While research supports the teaching of word roots, no formalized instruction in roots exists at my high school. Purpose of my study: Students need vocabulary deciphering strategies in high school. Morphology is a valid strategy for high school students to improve vocabulary. Studies also show an increase in reading comprehension and spelling. Third through sixth grade students performed better on reading and spelling with morphophonemic training than with just training in phonics (Henry 1988, 1989, 1993). In the study, â€Å"Contributions of Morphology Beyond Phonology to Literacy Outcomes of Upper Elementary and Middle-School Students,† Nagy, Abbott, and  Berninger (2006) found â€Å"Results showed that when the shared variance among morphological awareness, phonological working memory, and phonological decoding are controlled statistically, morphological awareness contributes at all grade levels to reading comprehension, reading vocabulary, and spelling† (p. 143). Corson, a British sociologist, even suggests that it is differences in language ability, more than any other observable factor, that affects childrens potential for success in school. He makes the point that learning the Latin and Greek word roots allows children to begin learning the specialist words in contrast to the Anglo-Saxon performance vocabulary. He suggests that some social groups do not learn these special words in their natural environment. (1985, p.28). The purpose of this study is to develop student morphemic awareness and increase their knowledge of the meanings of word roots including prefixes and suffixes. New avenues of learning roots will be explored. The goal is to improve students’ potential to decipher the meaning of new vocabulary. Learning Targets First, students will be able to divide multi syllable words into word parts or morphemes. On Ellen Gagnà ©s level of complexity in human skills, using Discrimination students can identify and separate roots, prefixes, or suffixes in a word. Next, students will learn the meanings of common prefixes, suffixes and roots. Ellen Gagnà © would label Greek and Latin roots Defined Concepts. I hope to show students will be able to determine a word’s meaning based on their knowledge of the words parts. Ellen Gagnà © would label this Higher Order Rules. Students will need to apply their previously learned definitions, to form a new definition of a new word. Area of Focus Roots to be studied will be pulled from various resources including: Stauffer, 1942, identified the fifteen most common prefixes from the 10,000 words in the Thorndike Word Book: ab (from) ,ad (to),be (by),com (with),de (from),en (in),ex (out),in (into), in (not),pre (before), pro (in front of), re (back), sub (under), un (not) (pg. 455). â€Å"Brown (1947) noted that 80% of the English words borrowed from other languages come to us from Latin and Greek and make up approximately 60% of our language. He analyzed Latin and Greek word roots and concluded that 12 Latin and 2 Greek roots, along with 20 of the most frequently used prefixes would generate an estimated 100,000 words (see Table 1)(Henry, 1993).Browns fourteen roots: 1.tent, ten, tin, tain 2.mit,miss, mitt 3.cap,capt, cip,cept , 4. 14. scribe,script 5. sat, stat, sist 6. graph,gram 7. log,logy 8.spect 9. plic,pled, 10.ply11. tens,tend, tent 12.duc,duct 13. pos,pon 14. face,tic, fact Padak, Newton, Rasinski, and Newton (2008) identified a series of level 1, level 2, and level 3 roots for primary, intermediate and middle school students (pgs. 12-15). Their lists includes prefixes, suffixes, and bases (roots) from both Latin and Greek. The Least You Should Know about Vocabulary Building by Glazier, Friend, Knight.  Greek Latin Roots:Keys to Building Vocabulary by Rasinski, Padak, Newton Newton. Past Problems Achieving Learning Targets My school does not teach Latin. Also, vocabulary building is not built into the English standards. Students without previous exposure to word roots, suffixes, and prefixes will not get additional exposure at our high school. The school I teach at draws students from 27 different towns throughout northwestern Connecticut. Students do not come with a consistent core of learned roots. Significance Students need to increase their vocabulary to be able to read and comprehend complex texts. Students that can use context clues and knowledge of word origins to decipher a new words meaning. Students need to interpret vocabulary for standardized tests, when reading their textbooks, and other daily reading. If†¦it is ones goal top promote generalized vocabulary acquisition by equipping readers with strategies that will enhance their independent vocabulary learning, then instruction in morphemic and contextual analysis becomes the preferred approach (Baumann et al. 452). â€Å"The language of school, especially in the upper grades, is often driven by content area texts. Most of the speciality words in math, science, and social studies come from Latin and Greek origin† (Henry, 1993). Research Question I am interested to know if students can increase their ability to define unknown words if they have knowledge of dividing words into morphemes and have learned prefixes, suffixes, and roots. Learning Plan Ideas wiki/notebook flash cards/virtual flashcards/app for I touch/I Pad/I Phone i touch applications Resources Baumann, James F. , Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A. , Kameenui, Edward J., Olejnik, Stephen. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly. 2, 150-176. Baumann, James F., Boland, Eileen M., Edwards, Elizabeth Carr, Olejnik, Stephen, Kameenui, Edward J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students’ability to derive and infer word meanings. American Educational Research Journal. 40, 447-494. Bromley, Karen. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent Adult Literacy. 7, 528-537. Brunner, Brett L. (2006). Word Empire:A Utilitarian Approach to Word Power Brett L. Brunner, M.A. Star Nemeton Educational Innovations, LLC Bryant, Peter, Hurry, Jane, Nunes, Terezinha, Pretzlik, Ursula (2006). Improving literacy by teaching morphemes. New York, NY: Routledge Carlisle, Joanne F, Stone, Addison C. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly. 4, 428-449. Fresch, Mary Jo (2007). Word study: Ways to captivate reluctant learners. Adolescent Literacy in Perspective. March, 8-11. Glazier, Teresa Ferster, Knight, Laura, Friend, Carol. (2004). The least you should know about vocabulary building: Word roots. Wadsworth Publishing Green, Tamara M (2008). Greek Latin roots of English. Lanham, Maryland: Rowman Littlefield Publishers, Inc. Haag, E Stern (2003). In search of the benefits of learning Latin. Journal of Educational Psychology 95, 174-178. Henry, Marcia. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing. 2, 227-241. Holmes, Thomas C., Keffer, Ronald L (1995). A computerized method to teach Latin and Greek root words: Effect on verbal SAT Scores. The Journal of Educational Research. 1, 47-50. Langer, Judith A. (2001). Beating the Odds: Teaching Middle and High School Students to Read and Write Well. American Educational Research Journal 40, 447-494. Menn, Lise, Peters, Ann M, (1993). False starts and filler syllables: Ways to learn grammatical morphemes. Language. 4, 742-777. Nagy, William E., Anderson, Richard C. (1984). How many words are there in printed school English? Reading Research Quarterly. 19, 303-330. Nagy, William, Abbott, Robert D., Berninger, Virginia W. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology 98, 134-147. Newton, Rick M., Newton, Evangeline (2005). A little Latina lot of English. Adolescent Literacy in Perspective. June, 2-7. Otterman, Lois. (1955). The value of teaching prefixes and word-roots. The Journal of Educational Research, 8, 611-616. Padak, Nancy, Newton, Rick M., Newton, Evaneline, Bromley, Karen (2008). Greek and Latin roots: Keys to building vocabulary. HuntingtonBeach, CA: Shell Education. Padak, Nancy, Newton, Evangeline Rasinski, Timothy, Newton, Rick M. (2008). Getting to the root of word study: teaching latin and greek word roots in elementary and middle grades. In Farstrup, Alan E., Samuels, S. Jay, What research has to say about vocabulary instruction (6-31). Newark, DE: International Reading Association. Scanlan, Richard, T. (1976). A computer-assisted-instruction course in vocabulary building through Latin and Greek roots. Foreign Language Annals. 6, 579-583. Stauffer, Russell G. (1942). A Study of prefixes in the Thorndike List to establish a list of prefixes that should be taught in the elementary school. The Journal of Educational Research. 6, 453-458.

Frankenstein :: essays papers

Frankenstein Victor Frankenstein as a Child Abuser In today's court I am going to convict Victor Frankenstein in many murders. He created a being that destroyed the lives of innocent people. Frankenstein never considered how such a creature with a horrifying appearance would be able to exist with humans. He didn't take responsibility for his creature; instead Frankenstein abandoned, neglected, and abused his creature. He never realized that the lack of parental love and guidance would lead the creature to a murderous path. Moreover, Frankenstein kept in secret his creature's existence and chose not to reveal it to his family and friends. By doing so, he jeopardized the lives of his loved ones and put them in danger. With my evidence and supports, I am going to prove that Victor Frankenstein, as a parent, is responsible for the creature's actions causing the deaths of his friends and family. By violating the laws of nature, Victor Frankenstein tried to discover "the cause of generation and life," and "became . . .capable of bestowing animation upon lifeless matter" (Shelley 68). Days and nights Victor was occupied with his experiment. He forgot about his family and could not see anything beyond his experiment. Victor said that he had "lost all soul or sensation but for this one pursuit" (70). He had "worked nearly two years for the sole purpose of infusing life into an inanimate body" (72). During these two years Victor became selfish and had no contact with his parents, Elizabeth and William, who were impatiently waiting for a letter from there loved one. In her letter to Victor, Elizabeth writes; â€Å"Yet one word from you, dear Victor, is necessary to calm our apprehensions" (68). Victor made the decision to give life to a being without considering the possible consequences of creating life. After "incredible labor and fatigue" Victor finally accomplished his goal. He created a life without any consideration and the only purpose for him was to have supreme power. Victor brought the creature into the world and did not accept his creation. Horrified by his creature, Victor abandoned him. Victor said: "Unable to endure the aspect of the being I had created, I escaped" (85). At this point we see how Victor rejected his responsibilities for his child.

Twilight: Movie vs Book

The Twilight saga is a fantasy book that became even more popular with the movie that came out two years after the book. Twilight is about a teenage girl that brings danger to her life by falling in love with an immortal vampire. The book is written by Stephanie Meyer who has written 3 more books to the series. Even thought that the movie â€Å"Twilight† was based on the book it had a lot of differences and there were a lot of missing parts.One of the biggest differences is that the book is written from Bella's thoughts; it is really she who narrates the situations she is in. The reader gets to be Bella in a way and you find out everything she thinks and feels about Edward. Although in the movie reflects on both Bella and Edward, by watching the movie you don’t get the same feeling as in the book. If there are some private thoughts of Bella that the viewer must know about, you get them in the context of the story; it feels almost like Bella is writing a diary.Another im portant difference is how Bella finds out that Edward is a vampire. In the book, the school they are going in is having a dance and because Bella is not really that in to dancing she and Edward decide to go to Seattle, but the don’t even go to Seattle instead Edward takes Bella to the meadow and tells her what he is and he reveals himself in the sunlight so that she can see that he is sparkling in the sunlight.In the movie they are in front of their school preparing to go to class and Edward decides to go to the nearby forest, Bella went after him and she confessed that she knows what he is, Edward was surprised and he tries to scare her by showing himself in to the sunlight so that she can see that he is sparkling. However the book and the movie have a lot of similarities as well. The family dynamics are described very well. In the book Bella’s mother Rene is very eccentric and she cares a lot about Bella, even though she does not get more than a few minutes in the mo vie, you can easily see her personality.It is the same with Bella’s father Charlie, he did not spend much time with Bella when she was little and the awkwardness between them is described well in the book and in the movie. Altogether both the book and the movie follow the same storyline. As I mentioned earlier the movie is based on the book twilight and it is hard to miss that, they have the same method and all the important characters. I would recommend to read the book first and then watching the movie because the small differences in the movie are significant as of course that depends from the viewers.

Interpersonal Communication Skills - 9471 Words

INTERPERSONAL COMMUNICATION SKILLS THAT ENHANCE ORGANISATIONAL COMMITMENT Mary Bambacas and Margaret Patrickson Abstract The purpose of this paper is threefold. First, to investigate the interpersonal communication skills that human resource (HR) managers expect managers in supervisory positions possess. Second, to identify which of these skills HR managers expect managers use to engender subordinate commitment to the organisation. Third, the paper aims to investigate what interpersonal communication skills that enhance employee commitment to the organisation are most lacking in managers in supervisory positions. Keyword(s): Interpersonal communications; Interpersonal skills; Job satisfaction. Introduction Over the last three†¦show more content†¦Relationships between superiors and subordinates, horizontal and informal communication and the personal feedback dimension form the relational dimension. Each dimension considers a number of skills simulatneously. For example, the â€Å"relationship to superiors† dimension measures skills such as â€Å"openness of superiors to subordinates as well as superiors ability to listen† (Downs, 1994, p. 115). The personal feedback dimension considered â€Å"superiors† understanding of problems faced on the job and the clarity of criteria judging employees (Downs and Adrian, 2004). It would appear that literature on communication has investigated general aspects of interpersonal communication rather than communication skills. A good example is the study by Brunetto and Farr-Wharton (2004). Brunetto and Farr-Warren investigated supervisor communication, corporate communication, personal communication and the communication climate of employees from three Australian private and public organisations. Few articles have considered specific interpersonal communication variables (Guzley, 1992; Heffernan and Poole, 2005; Henttonen and Blomqvist, 2005; Penley and Hawkins, 1985). Penley and Hawkins for example, considered communication responsiveness of supervisors (listening and responding to issues), and personal communication (discussed personal issues with subordinate) but more variables measured what information was exchanged rather than how it was exchanged. In addition, Guzley (1992)Show MoreRelatedInterpersonal Communication Skill Of Feedback983 Words   |  4 PagesThe interpersonal communication skill of feedback is essential for hospital nurses to give a suitable care to each patient because it enables the nurses to learn, and improve their motivation, performance and efficiency that assist to achieve their goal which is to help the patients heal. The interpersonal communication skill of feedback is a system of conveying information between two people regarding the receiverà ¢â‚¬â„¢s performance (Baker et al. 2013). 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