M.A ENGLISH LITERATURE @ ST JOSEPHS AUTONOMOUS COLLEGE BANGLORE
I am an effective communicator, both in writing and verbally. I have the strong ability to plan and organise effectively. Ivery passionate towards teaching and can adapt under pressure and deliver results. I try by best to cater for diverse learning requirements with the understanding of the bigger picture. Also I am quite Flexible and adaptable.
My teaching style is primarily centered on engagement with my student. I adapt my teaching style in order to cater for everyone as i understand that every student is a different individual. I always try to make the material as interesting as possible. I like to use colorful PowerPoint slides and even videos where possible to demonstrate my learning points. I believe this is something which increases student interest significantly, and from my experience, leads to a better learning experience overall. Finally, I have an approachable, inclusive style of teaching that is sufficiently flexible enough to cater for a diverse range of learning styles, needs and requirements
An essay is, generally, a piece of writing that gives the author's own argument. But this definition is quite vague, overlapping with those of a paper, an article, a pamphlet or a short story. While writing essays, many college and high school students face writer’s block and have a hard time to think about topics and ideas for an essay. To write an essay, there are three stages you need to follow: Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion. Revision: Check the content, organization, grammar, spelling, and formatting of your essay.
nclude title, author, place, publisher, publication date, edition, pages, special features (maps, etc.), price, ISBN. Hook the reader with your opening sentence. Set the tone of the review. Be familiar with the guidelines -- some editors want plot summaries; others don't. Some want you to say outright if you recommend a book, but not others. Review the book you read -- not the book you wish the author had written. If this is the best book you have ever read, say so -- and why. If it's merely another nice book, say so. Include information about the author-- reputation, qualifications, etc. -- anything relevant to the book and the author's authority. Think about the person reading your review. Is this a librarian buying books for a collection? A parent who wants a good read-aloud? Is the review for readers looking for information about a particular topic, or for readers searching for a good read? Your conclusion should summarize, perhaps include a final assessment. Do not introduce new material at this point. To gain perspective, allow time before revising.
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