Gothic masculinity in the Wuthering Heights

Introduction Masculinity is a term used to categorize human behave that uses a lot energy and force. Baker (164) explains that masculinity refers to the ‘manliness’ of a character. A female who exposes male qualities is identified as threatening to the society.Advertising We will write a custom research paper sample on Gothic masculinity in the Wuthering Heights specifically for you for only $16.05 $11/page Learn More Masculinity may explain the character of the forceful male or the threatening female who bears the forces of a man. In the Wuthering Heights (Bronte E. 59), Heathcliff demonstrates masculinity when he was a child. He endures pain without crying or complaining. Ellen describes that â€Å"he gave little trouble when sick† (60). This was the source of admiration to Ellen for the despised boy. Gothic is a category of art associated with creation of anxiety and shock. Heller associates Gothic with haunted old buildings, famil y lineages entrapped in curses, and supernatural powers among other things (Lonoff Hasseler 68). Jane’s description about the abandoned boats forms part of Gothic portrayal (Bronte C. 8). Cottom discusses that the â€Å"institution of the family sets stage for creativity of the inhuman agencies† (1073). The narrator also expresses shock and anxiety that makes them unreliable (Lonoff Hasseler 68). Gothic masculinity is a form of art that uses the male figure as a symbol of anxiety and shock. Cottom explains that the Gothic uses â€Å"manipulation of the thoughts, and images to the figure of a malignant demon† (1077). Gothic masculinity uses a male character to overpower the malignant demon such as in the Wuthering Heights. From these phrases, Gothic masculinity may refer to the maleness of the figure or character that creates anxiety in a story. In Jane Eyre, masculinity is expressed through the threatening female character. Female Gothic is associated with a f emale figure becoming the cause of anxiety (Lonoff Hasseler 68). In the Wuthering Heights, Catherin’s childhood character is male Gothic because he behaves like a man. Her version of a ghost forms the female Gothic (Lonoff Hasseler 67). Catherine represents the unexpected behavior of a girl or woman. Seclusion as a necessity for masculinity Seclusion refers to the separation of the main character from a comfortable place to another region where he hardens. On his return, the person demonstrates changes in opinion or form. Cottom (1069) explains that seclusion from the world is one of the characteristics of Gothic.Advertising Looking for research paper on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Cottom, it is â€Å"a trademark motif† (1069). In the Wuthering Heights, Heathcliff is separated from his home for three years where nobody but himself knows how he survived. In his return, the na rrator uses a transformation of his body to that of a ghost. Lockwood narrates that â€Å"A ray fell on his features; the cheeks were sallow, and half covered with black whiskers; the brows lowering, the eyes deep-set and singular†¦ What! I cried, uncertain whether to regard him as a worldly visitor† (Bronte E. 147). Cottom (1069) explains that Gothic exposes an experience of uncertainty. The initial explanation of the narrator makes the reader expect a ghostly visitation. Lockwood’s experience with ghosts makes the expectation almost certain for the reader. The transformation may also be a symbol of the changes in the character’s mind. Heathcliff was once separated from his home when he was a child. The first separation that hardened him. It made him a child who neither complains nor cries. He shares the same characteristic with Jane Eyre. Goddard explains that a child needs to be â€Å"separated from the mother to attain manhood† (26). In many soci eties, the mark may be physical such as circumcision in some African societies. In Heathcliffs’ case, the changes are psychological. The changes have made him a hardened boy and Jane a hardened girl. Complete separation results in complete masculinity. Gothic masculinity also expresses the mystery of the male character to survive in difficult conditions. Baker argues that Gothic masculinity uses a â€Å"transgressive hero whose intellect and passion places him outside normative social and ethical bounds† (166). The social and ethical bounds expect some form of femininity in a male figure. In Wuthering Heights, Heathcliff expresses an excessive passion that drives him away from Wuthering Heights. The discovery of being despised by Catherine for a husband exposes his excessive passion.Advertising We will write a custom research paper sample on Gothic masculinity in the Wuthering Heights specifically for you for only $16.05 $11/page Learn More His surviving under the big storm remains mysterious to the society. He was aware of what was going on in Wuthering Heights despite being hidden in another place. He knew that Catherin had got married to Edgar Linton. The others had never heard of him for three years (Bronte E. 150). Heathcliff appears to be more intelligent than the others. His running away may be put into the Baker’s explanation that â€Å"excessive emotion and transgressive desire are controlled or expelled† (166). Heathcliff seems not to have controlled the excessive emotion but to have expelled it after the long seclusion. The last part of Heathcliffs’ seclusion is when he dies and he is buried. Comparing the death scene of Mr. Earnshaw to that of Heathcliff, there is seclusion in the latter. While Mr. Earnshaw was surrounded by the children and workers, Heathcliff dies in an image where he still appears alive. He smiles exposing his teeth and lifts his hand as if resting (Bronte E. 536). The scene scares Ellen. The seclusion through death is necessary to release his image as a ghost that haunts the streets. He joins Catherin’s ghost to haunt the streets. This is evident from the boy crying in the streets because he has seen the ghostly couple. He weeps that â€Å"There’s Heathcliff and a woman yonder, under t’ nab† (Bronte E. 538). One can say that Heathcliff’s ghost is bold enough to haunt the streets compared to Catherin’s which only haunted Wuthering Heights. The ghostly couple has more courage after being joined by Heathcliff. Seclusion allows the secluded character to form images of his/her own and to disfigure objects into moving creatures. It can be seen at the boy taking care of sheep. It can also be seen on Ellen when he stares at Heathcliff, and Lockwood when he sleeps alone in a haunted room among other instances. Seclusion intensifies anxiety and draws attention to the unexpected. In Jane Eyre, seclusion is asso ciated with the Gothic images that Jane forms (Bronte C. 23). The ghosts may come from the vaults or the abandoned boats.Advertising Looking for research paper on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Male domination over female ghosts Male domination is the main characteristic of Gothic masculinity in the Wuthering Heights. Male characters are able to dominate over female ghosts. The dominant male characters in the Wuthering Heights are also able to control female and other male characters. The male dominance is seen in romantic love, economic power, and ghosts among other things. Goddard argues that masculinity is attributed to â€Å"power relations in which the male is always dominant† (24). The dominance also appears as a perception of others. In Wuthering Heights, the perception of others is able to grant Heathcliff Gothic masculinity. This is evident in Catherin’s perception on Heathcliff that â€Å"He is more of myself than I am† (Bronte E. 127). Catherine was recognized as the threatening female but she perceives Heathcliff to possess more of Gothic masculinity than herself. Goddard (37) argues that masculinity is expressed as an admiration of her def iciencies in what Heathcliff possesses. In Wuthering Heights, men dominate over ghosts. When Lockwood was sleeping, he had an image of ghosts that made him scream. His screaming wakes all the others in the house. His image was able to harm that of Catherin. However, it was his pleading that made the ghost release his hand. Lockwood narrates that â€Å"I pulled its wrist on to the broken pane, and rubbed it to and fro till the blood ran down and soaked bedclothes, still it wailed, ‘Let me in!’ It maintained its tenacious gripe† (Bronte E. 39). From the description, it appeared that Lockwood had control over the ghost but from his screams the other people in the house thought he was being strangled. The courage to fight back on ghosts portrays Gothic masculinity on Lockwood. Lockwood expresses his dominion by saying that â€Å"I shall not forget the effect my action produced† (Bronte 40). Unlike the others, Heathcliff was not moved by the screams and makes a joke about it. Heathcliff says unsympathetically that â€Å"don’t repeat that horrid noise: nothing could excuse it, unless you were having your throat cut† (Bronte E. 41). Lockwood appears to be a victor over ghosts and Heathcliff appears so hardened that nothing can scare him. In this case, Heathcliff appears to be what Brownberger describes as â€Å"a man’s man† (15). It means he is superior to other men. The Gothic may be portrayed as a dream but the anxiety it creates appears real. Cottom explains that â€Å"Rene Descartes’ ‘Meditations’ was the first Gothic novel† (1068). Meditations are images that are portrayed in a dream. It allows the author to use things considered irrational or unnatural without limits. Another situation that exposes Gothic masculinity in Wuthering Heights is when Ellen finds Heathcliff exhuming the bodily remains of Catherin from her grave. Ellen is worried to say â€Å"You were very wicked, Mr He athcliff! Were you not ashamed to disturb the dead?† On the other hand, Heathcliff replies that â€Å"I gave some ease to myself. I shall be a great deal more comfortable now.† (Bronte E. 462). Heathcliff wants to get a clearer picture of the ghost that haunts him. It was unusual to pursue ghosts into their hiding places especially in the times when the book was written. Modern people may have seen many horror movies to gain courage for adventure. Heathcliff explains that he has â€Å"a strong faith in ghosts† (Bronte E. 462). His courage surpasses the natural by claiming that he wishes he was buried with the body alive as he was found in her grave. It would appease him (Bronte 463). Heathcliff thinks about kicking ghosts (Bronte 464). It shows unnatural courage. The reader is tantalized by the unexpected Heathcliff’s character upon the dead. Baker explains that â€Å"the original self does not exist instead a radically disrupted masculine subject† (167). Baker argues that the unusual character, who he calls the abject, â€Å"creates taboos and defends unitary subjectivity from plurality† (167). Heathcliff’s unitary subjectivity is that he is supposed to see Catherin’s corpse to calm himself from the ghost that has been visiting him for 18 years (Bronte E. 463). Plurality requires that the dead should not be disturbed. He expresses lack of fear over ghosts. This is form of Gothic masculinity in the Wuthering Heights. Baker (168) argues that the abject can understand the ways of the unusual because he is one. Nelly narrates that he seems to be roaming outside at night like a vampire (Bronte 527). The abject character also uses reason to justify his actions. Heathcliff explains his disturbing actions rationally. Baker (166) argues that Gothic masculinity combines rationality and madness. Heathcliff identity with the ghost is expressed when he asks Ellen that he may also lie next to Catherin’s remains because the cheek of her ghost touched his while he slept (Bronte E. 462). Baker (170) recognizes self-identity as a form of enlightenment to the abject. He uses Cartesian self-identity ‘I’. This identity is supported by Qualls’ argument that Nelly Dean felt as if she was not among â€Å"a person of her own species† (Lonoff Hasseler 57). Gothic masculinity is expressed through Heathcliff’s identity with the dead. Heathcliff expresses power over the dead. Masculine dominance through economic power Male dominance is also expressed through economic power. Gothic masculinity in the Wuthering Heights is linked to economic power. The transfer of wealth to a cuckold is Gothic. Brownberger (4) explains that cuckoldry was a condition that was dreaded in the 19th century. It that made Bronte to assign it to the Wuthering Heights. Brownberger (4) argues that Heathcliff takes control of both the Wuthering Heights and the Thrushcross Grange in the same manner a s a true cuckoo. The eviction of natural inhabitants is what makes Heathcliff’s possession of economic power Gothic masculinity. It was frightening to think of such an event in the age of cuckoldry. Bronte expressed a new form of plot by allowing a cuckold to play the role of dominance. Heathcliff is given economic and intellectual dominance over true inhabitants of the land. Brownberger argues that Heathcliff’s â€Å"stoicism and self-sufficiency shows that he satisfies the ideal Victorian masculine role† (16). A cuckold was expected to be weak and inferior to the normal male person at the time. Bronte created a character that surpassed the categorization of cuckolds in that period. She created an ideal male from one who is considered inferior. It is the creation of the ‘other’ that makes it Gothic masculinity (Goddard 37). The male is recognized as the provider of family needs. Goddard (37) explains that by providing for the family, the man is per ceived as masculine. Heathcliff’s ability to provide for all the others makes him appear masculine. Being a cuckold, his situation creates Gothic masculinity. Goddard (24) argues that masculinity depends on what the society perceives. In Jane Eyre, her masculinity is an expression of her gained wealth (Bronte C. 99). A woman appears masculine if she dominates. Jane Eyre appears masculine through her role in society and achievements. Male dominance is also expressed through force and cruelty in the Wuthering Heights. Heathcliff allows Catherine to snatch the keys from his hands but then he grabs her and slaps both of her cheeks with powerful blows. Catherine is confused and allows the keys to fall on the floor (Bronte E. 433). Heathcliff shows physical dominion over the female character. Goddard claims that men may try to â€Å"assert their power by abusing female vulnerabilities† (28). The cruelty makes Nelly and the others to perceive him as a monster. The male is als o portrayed as decisive over female indecisiveness. Heathcliff claims that â€Å"I would not allow anyone to inconvenience me, if I could hinder it† (Bronte E. 3). Qualls argues that female characters have been used to express indecisiveness (Lonoff Hasseler 54). In the Wuthering Heights, male dominance is also expressed through romantic love. Men appear dominant in choosing and controlling their lovers. It is the case with Edgar Linton and Catherine. Catherine would like to choose Heathcliff but the ‘present’ conditions do not allow such a choice of degradation. Cottom (1067) argues that Gothic ruins perspective and sympathies. When he takes his place to house Catherine after Edgar’s death, he appears to have won. When he dies, he appears with Catherin as ghosts. It goes against the common thought that cuckolds are soft. Brownberger argues that â€Å"a revenging cuckold was unheard of† (17). Heathcliff is able to take Catherine after death. In Jan e Eyre. Rochester has to pretend to be a woman to get to know the Jane’s feelings (Bronte C. 237). St. John’s description of Jane’s masculinity is that â€Å"she is not made for love† (Bronte C. 131). Romance and male dominance are linked through economic power as in the situation that makes Catherine choose Edgar instead of Heathcliff. Conclusion Gothic masculinity is expressed through the unexpected dominance of a character and through his/her extraordinary strength. The character challenges and overcomes the common oppressive setting to create his/her own where he/she is free to exaggerate her masculinity. In the Wuthering Heights, Heathcliff is portrayed as an extraordinary figure that emerges out of the despised. He wants to be buried without the attendance of the clergy. His unusual acts do not stop even after he has died. Works Cited Baker, Brian. Gothic Masculinities. New York: Routledge, 2007. Print. Bronte, Charlotte. Jane Eyre. New York: Oxford University Press, 1999. Print. Bronte, Emily 1847, Wuthering Heights. PDF file. 26 Apr. 2013. http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/wuthering_heights_t.pdf. Brownberger, Danielle. The Gothic Monster and the Cuckold: The Good, the Bad, and the Ugly in Wuthering Heights. n.d. Cottom, Daniel. ‘I Think; Therefore, I am Heathcliff.’ ELH Journal. 70.4, (2003): 1067 -1088. Print. Goddard, Kevin. â€Å"Looks Maketh the Man: the Female Gaze and the Construction of Masculinity.† Journal of Men’s Studies, 9.1, (2000): 23-39. Print. Lonoff, Sue Terri, Hasseler. Approaches to Teaching Emily Bronte’s Wuthering Heights. New York: The Modern Language Association of America, 2006. Print. This research paper on Gothic masculinity in the Wuthering Heights was written and submitted by user Teagan Cantrell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Cx Ima Bascxfdfd Essays

Cx Ima Bascxfdfd Essays Cx Ima Bascxfdfd Essay Cx Ima Bascxfdfd Essay It should be readable but in a proper discourse and with a proper display. The content of the textbook as we have already mentioned should be encyclopedic i. e. knowledge based facts, concepts, values and attitudes. There must be reading assignments, rewriting assignments, summaries, recalls and text included as teachable part of the textbook. The structure of a textbook is based on problem-solving technique. The coherence of a textbook needs clarity of ideas, i. e. readability with commenting words and phrases.A textbook should be appropriate to the topics by explaining in proper language and discourse, related with the previous knowledge and using graphs, illustrations, pictures, photographs to depict the concepts. Its talk should be friendly like â€Å"Have you ever been / heard†. It is called meta-discourse. Activities, questions, projects, intellectuals and emotional engagements should be placed as a part of teaching in a textbook. A textbook is not only a student â€Å" aid, it is also a teachers tool†, so a student should know that what he has to do with the text and a teacher should be given pedagogical points.Hence, it is recommendable that students comer, and teacher points should be given in a textbook though there may be a separate work book or a teachers guide. A textbook is a product for teaching learning process. It would be rather developed and not written. It should not be a piece of writing and not a piece of literature or mere 1 GUIDELINES FOR TEXTBOOKS AUTHORS Understanding Curriculum Standards – Benchmarks SLOs Standards The competencies by descriptive statements specifying broadly, the knowledge, skills and attitudes that students will acquire, shall know and be able to do in a particular key area during the course of study.These are qualitative in nature and sets out the learning targets. They may not be subject specific. Benchmarks The standards indicate what the students will accomplish at the end of each developmen t level. They are subject specific. SLOs The detailed statements describing what students are supposed to learn and be able to do at each grade level to achieve the specified benchmarks. They are activity specific and generally observable and measurable. 2 A Paradigm Shift From Traditional approaches: 1. Based on contents topics 2. Focus on objectives 3. Learning Medium â€Å"Words† 4.Focus on teaching 5. Teacher centered 6. One way approach 7. Reading, writing, communication and using arithmetic (skills) 8. Assessment of content knowledge simple understanding 9. Promote memorization Guidelines for textbooks authors To Standard based approaches: 1. Based on standards 2. Focus on SLOs 3. Learning Medium â€Å"Images† 4. Focus on learning 5. Student centered 6. Variety of approaches 7. Interpersonal, team work and problem solving skills 8. Assessment of content ,skills and attitudes, deeper understanding, reasoning and application 9. Promote thinking What is new in a T extbookFrom descriptive and reading approach to information mapping, Interactive elements, life skills activities, gender equity, brain teasers for initiating discussions, diagrams, illustrations, worked examples, Interesting information in Boxes, critical thinking problems and FAQs for effective Learning. COMPUTER SCIE ENGLISH 11 NCE 8It is a 10 great virtue to be helpful PUNJAB TEXTBOOK BOARD, LAHORE PUNJAB TEXT BOOK BOAR D, LAHORE 3 Guidelines for textbooks authors Qualities of a Textbook Writing a good textbook requires the skills of a subject specialist, a curriculum expert, a good teacher with classroom experience, and an imaginative author.Structured approach Active learning methodoloyg Development of critical thinking Improved teaching methodology Focus on skills development rather than rote memorization Pre-tested in field Active learning methodoloyg Gender balanced Active design and layout Interactive contents 4 Guidelines for textbooks authors NATIONAL CURRICULA 2006/07 E nvisage Textbooks O Providing knowledge which is useful for a developing society. O Inculcating problems-solving approach to create independent / critical thinking. O Creating skills and attitudes relevant with real life situation.O Reflecting innovative writing/modern production processes. O Containing upto date ; age appropriate text. O Based on conceptual assessment, thinking based exercises instead of fact / memory questions oriented only. STRATAGEM TO DEVELOP A TEXTBOOK Get help from the information super highway If you have access to internet, explore its nooks and carnies, such as e-mail, use Google, the worldwide web (www), and so on. The existence of www had search engine makes it easy to find services of information on any topic.To use a search engine, just type in one or more keywords or phrases, and the search engine looks over the millions of websites around the world to find those that mention these words or phrases; then you can visit those sites. The whole process ta kes only a few seconds. One URL is google. com and another is www. msn. com to search sites: It is very essential to be careful to give credit to the sources being used. If you copy material from the internet or from other sources and present it as your own, you stealing another persons property or you are misguided by another persons ideas.O Review all contemporary books for content prior to start work. O Assume students having no prior knowledge when presenting new term – define / explain as required. O Provide smooth transition from previous information covered and new information presented. CHAPTER OPENING O Describe SLOs at the beginning of each chapter clearly stating the objectives and skills to be achieved in the chapter. O Give a brief overview/preview/introduction/outlines of the chapter. O The chapter can also be opened by giving a case study/quotation or any other special feature. 5 Guidelines for textbooks authorsCHAPTER CORE O Add historical and current dates o f interest. O Include enough information to allow the reader to comprehend a specific concept maintaining breath and depth for addressing the expected learning outcomes of the National Curriculum. O Build vertical linkage between various concepts from lower to higher level and at the same time horizontal linkage of concepts of one discipline with the others. O Avoid overlapping of concepts vertically as well as horizontally. If need arises, give recall paragraphs. O Relate the concepts to students own experience and observation.O Textual matter should be harmonized reflecting unity and coherence, discussing diverse view points wherever appropriate. O Provide guidance, as necessary, on safety, health and environment requirement pertaining to the learning event. O Text and activities to demonstrate care and respect for the environment. COMMUNICATION O Fewer words are better. Be concise, use simple language which consists of short sentences. Prefer graded vocabulary. O Present content using consistent nomenclature/ internationally accepted terminology/units. O Highlight the headings, sub-heading, key words, terms and definitions.For distinction use level heading â€Å"A† 4. 1, 4. 2level â€Å"B† 4. 1. 1, 4. 2. 1level â€Å"C† (a), (b), (c) (i), (ii), (iii)-and level â€Å"D† bold but unnumbered. ILLUSTRATIONS O Use the appropriate elements to promote comprehension – charts, tables, graphs, illustration, line drawings – cartoon types illustrations for children. Real life coloured photographs and illustrations make the substance vivid, attractive and easy to digest. O Draw figures to size and should be numbered as Fig. 4. 1, 4. 2, 4. 3 followed by captions, label if needed (font size 9).All figures to be cited in the text. 6 Guidelines for textbooks authors INTERACTIVE ELEMENTS O Pre-reading O Activities while reading O Headers and footers O Linkage of text and figures O Elaboration of concepts with examples O Interaction o f text with society O Puzzles O Brain teasers O Quick quiz O â€Å"Do you know† in boxes O STS connections O Field trips O Clippings O Flash cards O Models O Work sheets O Flow charts O O O O O O O O O O O O O O O O O Labeling a diagram Peer discussion Problems solving Clipart/Cartoons / caricatures Tidbits – speech bubbles Review question–re-enforcement activities.Quotations Demonstrations Colourful pictures Group tasks Points to remember Role play Library research Mini projects Surveys Case studies Exhibition INFORMATION BOXES Make effort to make user friendly text and lively by quoting connections with society at appropriate places in boxes such as:v v v v v v Tidbits: to provide snippets of interesting and useful knowledge. Fascinating facts: creating a sense of wonder giving unbelievable information but true facts of the nature. Quick Quiz: question to recall, think and apply what they have learnt as well as to re-enforce by learning of key concepts and pri nciples.Point to ponder / Brain teaser: to encourage the art of thinking by mentioning live situations involving science applications. Did you know: Interesting relevant or additional information. Remember/Caution/Attention: The text needed to be emphasised. 7 Guidelines for textbooks authors Specimens of various boxed informations Respect the Earth, it is the only one we have. Tidbit Most abundant organizms in the world are bacteria One big tree fulfils oxygen needs of 36 children per day. The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the temperature.The workers in a noisy factory may suffer from â€Å"tinnitus† caused by long exposure to loud sounds. They must wear ear plugs to avoid further hearing loss while on job. Science Tidbits Grade IV The best example of solution of carbon dioxide in water is soda water Grade IX The weight of an average apple is nearly one newton. Grade IX A light year is the distance covered by light in vacuum in one year. It equals 15 9. 46 X 10 m Grade IX The bullet train in Japan and France run over electromagnetic track instead of ordinary iron rails. Grade IX The friction in the human joints is much reduced due to the presence of a fluid – a natural lubrication.Grade IX The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the atmospheric temperature. 8 Guidelines for textbooks authors Fascinating Facts Sun showers as much energy on the earth in one hour as much as all other sources produce in one year. 1. 5 million children die every year from contaminated drinking water. One million atoms, if arranged one above the other, will have the thickness of a human hair. Matter in plasma state makes up much of the universe. The matter of Sun is also in Plasma state. Point to ponder Why touch-me-not is called so?Why do we feel cool when we sit under the fan wearing wet clothes? Why deserts nights are c ooler while the days are very hot? What would happen if photosynthesis has stopped? What would happen if there were no bacteria? Remember! Caution! Attention! The future of our children depends upon development without destruction of natural environment. Listening to loud music isharmcul,sounds above 85dB ar hazardous to hearing. Pop music isoft en 110dB or louder, so the potential of hearing damage is very real Noise can kill silently A 30dB sound is ten time more intense than 20dB sound but twice as loud.The planet Jupiter is not terrestrial body as our Earth but a gas-giant. The efficiency and productivity of the worker is badly affected by noisy environment. If a factory owner adopts noise control measure, the cost is paid back in the form of enhanced efficiency and productivity in addition to better health of the workers 9 Guidelines for textbooks authors Brain Teasers / Quick Quiz Why touch-me-not is called so? Why do we feel cool when we sit under the fan wearing wet clothes? Can we talk while standing on the moon as on earth? What would happen if photosynthesis has stopped? Which biomes act as the nature’s lungs?What would happen if Earth suddenly stops revolving around the Sun? Other Eye-catchers Remember Inexpensive foam earplugs can reduce noise level by 20dB to 25 dB. Caution: No plastic wrap Food should not be heated in the micro wave oven using plastic containers. Dioxins from the plastic are released which are highly poisonous for our body cells. Use Pyrex glass or ceramic containers only. Remember ! Radioisotopes are unstable isotope of an element emitting nuclear radiation. Did you know? These symbols are used to indicate the presence of radioactive material. 10 Guidelines for textbooks authors VARIOUS ACTIVITIESO Build process skills such as observation, measurement, data collection, analysis etc. through various types of activities or mini projects. Activities Emphasize Learning Through Visual Verbal Logical Kinaesthetic Auditory Inte rpersonal Intrapersonal Pictures, colours and graphs Words/discussions/questionings Pattern, reasons, numbers Physical activity touch Through sound Through interaction with others Through independent work reflection/imagination O Student centred and activity-oriented text enhances quest of learning, develops ability to think scientifically and critically; and develops creativity.The first step towards scientific literacy is to engage the students in asking and answering meaningful questions starting with why, how and should. â€Å"Why† questions are related to scientific inquiry â€Å"How† questions address problem solving process â€Å"Should† questions indicates decision making Hands-on activities reinforce the understanding of concepts develop process skills. They are: Structural Inquiry: Guided Inquiry: Open Inquiry: Instruction are given to perform the activity without telling the expected outcome Students develop a procedure to investigate a problem selected by the teacher.Students identify a problem to investigate and design their own investigation. Types of Activities: 11 Guidelines for textbooks authors How to write an Inquiry? O Start with an open ended question or a demonstration. Allow responses and subsequent questions from students. O Involve students to collaborate on designing experiment or process. O Ask students to conduct experiment and or gather data. O Ask to locate, select, organize and present information from a variety of sources. O Allow students to analyze and interpret data. O Identify a problem, plan and carry out investigation for its solution.O Encourage students to identify pattern, report trends and draw inferences. O Allow discussion and information communication etc. O Finally ask the students to draw conclusion. A Sample Inquiry: Grade IX (Structural Inquiry) Material Procedure 1. Come to class with an electric kettle filled with water. Let students wonder! 2. Plug in the cord and switch on the kett le to do its job. Soon steam will begin to escape from the spout. 3. Get a cold, white ceramic plate and hold it up at a safe distance from the spout. Tilt it slightly. 4. Water droplets collect on the plate and soon begin to fall down. The water cycle 5.Now ask students what was happening? Facilitate them in making analogies: Kettle, Bodies of water, Electric socket, Sun, White ceramic plate, Clouds 6. Lead the students into the terminology: O O O O evaporation water vapor condensation precipitation Electric Kettle and white Ceramic Plate 7. Help them see the CYCLE 8. Distribute Worksheet 12 Guidelines for textbooks authors WORKSHEET Part A: Complete the sentences using the words below: Groundwater living things reservoirs Lakes and oceans water cycle 1. In the water cycle, water is stored in__________________ 2. Water is an important need of all_____________________ 3.Water that soaks into the soil and rock layers is called___________ 4. Places where water is stored are called____ _______ 5. Evaporation, condensation, precipitation, and storage are all parts of________ Part B: Match the statements on the left with the words on the right ______________ 6. forms clouds ______________ 7. causes runoff to flow downhill ______________ 8. a type of reservoir ______________ 9. can be trapped in spaces in rock 1 2 3 condensation water tower groundwater gravity 4 Part C: Use the words below to identify the processes in the water cycle Evaporation Precipitation Condensation Storage 10 11 12 13 3 Guidelines for textbooks authors A Sample Inquiry: Grade VI (Structural Inquiry) O Take three torches / ray boxes. O Paste green cellophene filter paper on the glass of one of the torch. O Similarly paste red and blue filters on the other two torches. O Overlap light of torch on the light of other on a sheet of white paper in a dark room. O Tabulate your results. Mixing of light Result Red + Blue Green + Blue Green + Red Red + Green + Blue O From your above observations, which light you will get by mixing blue and yellow? O Nadeem is wearing yellow jacket and blue jean and while Neena red shirt and green scarf.What color of clothes will be seen in a room of red light? And in a room with blue light? Sample Inquiries: (Guided Inquiry) O Collect material from library, magazines, newspapers on the subject â€Å"impact of human activities on environment†. Discuss the impacts with your peers and teachers. O Sort out news and articles related to the environmental issues from the newspapers of the last one week and place them on the board. O Draw food chains and food web on the basis of your observations of a pond or garden eco-system. O Categories the organism in the above activity as produces, consumers and decomposers.O Give a puzzle to solve to a class in a noisy environment using a pre-recorded loud noise of unpleasant sounds. The same be repeated in a silent environment, compare the results and draw conclusions O Design an activity to measure the thi ckness of a wire using a meter scale. (Grade VI) 14 Guidelines for textbooks authors O Design an activity to observe convection heating of a liquid. (Grade VII) O Design and study series of parallel circuits and find the most appropriate one. Give reasons for your selection. (Grade VII) Sample Inquiry: (Open Inquiry) O At the end of a chapter / topic the author may ask the students o identify related problems and to design and conduct investigation to find the cause-and-effect of the problem and to suggest solution. Remembering: Potential Activities and Products O Make a story map showing the main events of the story. O Make a time line of your typical day. O Make a concept map of the topic. O Write a list of keywords you know about†¦. O What characters were in the story? O Make a chart showing†¦ O Recite a poem you have learnt. O Write in your own words†¦ O Cut out, or draw pictures to illustrate a particular event in the story.O Report to the class†¦ O Illustra te what you think the main idea may have been. O Make a cartoon strip showing the sequence of events in the story. O Write and perform a play based on the story. O Write a brief outline to explain this story to someone else O Explain why the character solved the problem in this particular way O Write a summary report of the event. O Prepare a flow chart to illustrate the sequence of events. O Make a colouring book. O Paraphrase this chapter in the book. O Retell in your own words. O Outline the main points. 15 Guidelines for textbooks authorsApplying: Potential Activities and Products O Construct a model to demonstrate how it looks or works O Practise a play and perform it for the class O Write a diary entry O Make a scrapbook about the area of study. O Prepare invitations for a characters birthday party O Make a topographic map O Take and display a collection of photographs on a particular topic. O Make up a puzzle or a game about the topic. O Write an explanation about this topic for others. O Dress a doll in national costume. O Make a clay model†¦ O Paint a wall painting using the same materials.O Continue the story†¦ Creating: Potential Activities and Products O Invent a machine to do a specific task. O Create a new product. Give it a name and plan a marketing campaign. O Write about your feelings in relation to O Write a TV show play, puppet show, role play, song about.. O Design a new monetary system O Develop a menu for a new restaurant using a variety of healthy foods O Design a record, book or magazine cover for O Sell an idea O Devise a way to O Make up a new language and use it in an example O Write a jingle to advertise a new product.Assessment Exercises O Add ongoing assessment quizzes/questions of lower and higher order thinking throughout the chapter and at the end of chapters. These exercises should encourage students to think, develop skills and use information for a variety of situations. 16 Guidelines for textbooks authors O Mini e xercises can be given involving investigations and relating concepts with the society and environment. O End of chapter exercise may consist of variety of questions to evaluate wide range of abilities and skills starting from lower to higher order thinking.O Think tank/investigations/projects may be included for open ended questions to provoke students thinking, creativity and investigation skills. Good Questions are: O Purposeful (asked to achieve a specific purpose) O Clear (students understand what they mean) O Brief (stated in as few words as possible) O Natural (stated simply, in conversational English) O Thought-provoking (they stimulate thought and response) O Limited in scope (only one or two points in chain of reasoning called for) O Adapted to the level of the class (tailored to the kinds of students in class) Questions for Remembering LevelsO What happened after? O How many? O What is? O Who was it that? O Can you name ? O Find the definition of†¦ O Describe what hap pened after†¦ O Who spoke to? O Which is true or false? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Lower level Question: Extended Question: What is an ecosystem? Define an ecosystem and list the varieties that are found in Pakistan. 17 Guidelines for textbooks authors Questions for Understanding Level O Can you explain why†¦? O Can you write in your own words? O How would you explain†¦?O Can you write a brief outline? O What do you think could have happened next? O Who do you think? O What was the main idea? O Can you clarify†¦? O Can you illustrate†¦? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Objective: Lower level Question: Extended Question: An understanding of what was read. List the different parts of the ecosystem and explain what they do? Compare a marine ecosystem with one from anothe r of our province. Questions for Applying Level O Do you know of another instance where†¦?O Can you group by characteristics such as†¦? O Which factors would you change if†¦? O What questions would you ask of†¦? O From the information given, can you develop a set of instructions about†¦? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective: Lower level Question: Extended Question: Using the knowledge in another familiar situation. Using a diagram, show how the Water Cycle operates in an ecosystem? Demonstrate what happens when human interface with the Water Cycle? 18 Guidelines for textbooks authors Question for Analyzing Level O Which events could not have happened? O If. . happened, what might the ending have been? O How is similar to? O What do you see as other possible outcomes? O Why did changes occur? O Can you explain what must have happened when? O What are some or the problems of? O Can you distinguish between? O What were some of the motives behind..? O What was the turning point? O What was the problem with? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective : Lower level Question: Extended Question: Breaking information into explore understanding and relationships or To differentiate between the constituent parts.Contrast the nature water Cycle with that used your community. Examine an ecosystem that has been damaged by human interface. How could it have been avoided? Questions for Evaluating Level O Is there a better solution to? O Judge the value of What do you think about? O Can you defend your position about? O Do you think is a good or bad thing? O How would you have handled? O What changes to would you recommend? O Do you believe? How would you feel if. ..? O How effective are. ..? O What are the consequences..? O What influence will. ave on our lives? 19 Guidelines for textbooks authors O What are the pros and cons of.? O Why is . of value? O What are the alternat ives? O Who will gain ; who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Evaluation / Evaluating Objective: Lower level Question: Extended Question: The judgment and evaluation of actions, outcomes, etc. or Justification of a decision or course of action. Identify an unspoilt ecosystem and design a way of preserving it. How would preserving our local ecosystem stabilize our environment?Questions for Creating Level O Can you design a to? O Can you see a possible solution to? O If you had access to all resources, how would you deal with? O Why dont you devise your own way to? O What would happen if ? O How many ways can you? O Can you create new and unusual uses for? O Can you develop a proposal which would? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Synthesis / creating Objective: The organization of thoughts, ideas and information form the contents or Generate new ideas, products or ways of viewing things.Lower level Ques tion: Extended Question: Is it reasonable that people pollute our waterways? Defend your answer. Assess the impact of pollution in our local waterways. 20 Guidelines for textbooks authors Specific Levels of Questions Blooms categories of educational objectives to classify questions (Grade IX) Blooms Categories of Questions 6 Creating 5 Evaluating 4 Analysing 3 Applying 2 Understanding 1 Remembering u Sample Question How can we determine the weight of an object without a standard scale? Draw a picture of your favorite building. Do you like modern art? Explain why? Which method do you prefer: decantation or filtration? u What does this chart mean? Why is Karachi called â€Å"The business capital of Pakistan†? u Solve x2 + 14 = 18 Make a paper cup that will hold 500 mL of water . u Write in your words how the water cycle works. Differentiate between atom and molecule. u How is chemistry defined? Who was the first governor General of Pakistan? CHAPTER ENDING O Key points/summary/ concepts map at the end of chapter helps the students for quick revision. O Add glossary at the end of the chapter/book.O Add activities/mini projects/case studies O Add review questions, self quizzes, end of chapter exercise. O Add reference boxes e. g. web sites, computer simulations etc. 21 Guidelines for textbooks authors BOOK ENDING O Include appendices for additional information. O Suggest bibliography for additional references. O Make and include index for quick reference. O Add appeal for feedback and suggestions for further improvement. MANUSCRIPTS REVIEW CHECKLIST S. No. 1. 2. 3. 4. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Item Description The manuscript is in line with the National Curriculum.Objective / standards / benchmarks/ SLOs of the National Curriculum are translated in letter and spirit. The contents page is appropriately sequenced and numbered. Vocabulary and terminology appropriate to the level/class are used and glossary of difficult words is added at the end of eac h lesson or book. Reference to textbooks, material, and other resource material is acknowledged and mentioned in the manuscript. At the end of the textbook, a small paragraph about the author is given. It doesnt have any material repugnant to Islam as well as ideology of Pakistan.No anonymous materials, poems, stories etc. is included in the textbook. Language is simple and understandable and there are no language errors or conception mistakes in the manuscript. Diagrams, illustrations and photographs are appropriate and clear with proper labeling / captions. Assessment mechanism is incorporated / in built. Each chapter/unit covers themes and topics, learning outcomes and suggested activities as per National Curriculum. The material presented is dynamic, challenging, stimulating and user friendly. The manuscript addresses the gender issue appropriately. 22

Farmland Conservation essays

Farmland Conservation essays There are many techniques used that are proven to conserve and improve farmland soil. The main reason for Southeast Asia's successful rice paddies is due to the countries strong focus on farmland conservation. If the United States were to follow suit, they too would have the same long-lasting, rich soil that Southeast Asia is still thankful for to this day. The reason for the Southeasts immense success can be explained through many of their ancient techniques but the most productive of which is the long used system of terracing. Which can be dated back to being in use for nearly more then a thousand years. What terracing involves is shaping of the land to create level shelves of earth which is proven to be useful for holding in the water and soil of a region. This method is usually used only in steep areas were no other form of agriculture can be made possible. Also, the perimeter of the terranced land is outlined by special plants set specifically to hold in place the grounds soil. With the roots of these plants set firmly into the earth it can make it much more difficult to find any place for soil to escape. During times of heavy erosion these plants can hold their ground and sustain the valuable nutrients available within the soil. Without this helpful technique the soil could easily be lost through wind or water erosion (The Agriculture With these two methods of soil conservation in place, there is already a strong system for maintaining the necessary materials for crop growth. However even with terracing in use much of the soil would still be lost over time. There must be a way of reconstructing new soil in place of older previously used soil in order to maintain a healthy productive farmland. With careful farming, soil is a renewable resource that can be recycled and reused for ...