Download Enterprise: Grammar Level 4 by Jenny Dooley, Virginia Evans PDF

By Jenny Dooley, Virginia Evans


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I wonder whether it might be true to say that one needs some discomfort, some agitation, some tension to be challenged, to be creative, to find new thought pathways. I am a great admirer of Edward de Bono, who talked about paradigms of knowledge. He believed in the importance of creative lateral, not linear, thinking; of leaping out of the deep, linear hole of one paradigm to start a new paradigm elsewhere; and of thinking about a problem in a fresh, innovative way. My personal feeling is that it is important to have a blend between linear thinking and lateral leaps into a new area where a new strand of linear thought can begin.

This format might work well for many courses in the humanities, social sciences, education, and health-related fields. • Chronological divisions: If you are teaching a literature course, you could, for example, divide your lectures by literature published in different time periods. This type of structure work well for a course in any discipline that has as its basis a historical emphasis. • Divided by different books studied: An alternative structure for a literature course is to divide according to the books to be read and analyzed.

Imagine you have arrived at a new college campus for an important function such as an interview or because you have been invited as a guest lecturer. Consequently you need to find your way, possibly with some urgency, to the right department. Now, maybe you will ask some people who you see strolling around the campus to direct you to the correct building, or maybe you will search for signposts. In either case, you might feel somewhat stressed, and would be grateful for as many clear directions as possible.

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