Grammar Translation Relevance In Malaysian Classroom Cultural Studies Essay

Grammar Translation Relevance In Malaysian Classroom Cultural Studies Essay Describe any of the language learning approaches and evaluate their relevance to the current Malaysian classroom ELT content. In the process of learning a target language, there are several language learning approaches that could be used by the teachers- Grammar Translation Method, Direct Method, Audio-Lingual Method, Silent Way, Suggestopedia, Total Physical Response, Community Language Learning and Communicative Language Teaching. All of these approaches are valuable for them as they help the learners to develop their target language and become fluent speakers. In my personal view, Grammar Translation Method and Communicative Language Teaching are approaches that I believe have their relevance to the current Malaysian classroom ELT content. Grammar Translation Method is a traditional method; it was introduced and became popular in the 19th century. For this method, according to Brown (2001), it focuses on grammatical rules as the basis for translating from the second to the native language. The basic approach of this method is the students have to analyse and study the grammatical rules of the target language. They are given explanations on grammar, and after that they will be given sentences which need to be translated from the target language to the native language and vice versa. In short, in this method, it only focuses on reading and writing which are grammatical rules, memorization of vocabulary, translation of text and doing written exercises, while other skills are ignored. There are some characteristics of Grammar Translation as stated by Prator and Celce-Murcia (1979: 3) (cited in Brown (2001)). Firstly, the medium of instruction of the classes is the mother tongue, through little active use of the target language. There are also not many vocabulary is taught in the form of lists of isolated words, while long, elaborate explanations of the intricacies of grammar are given. Next, grammar provides the rules of putting words together, and instruction often focuses on the form and inflection of words. Besides, reading of difficult classical texts is begun early, where little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Next characteristic is the only drills for this method are exercises in translating disconnected sentences from the target language into the mother tongue. Lastly, this method does not really focus or give attention to pronunciation. Teachers and pupils have their own roles for this method. As the teachers, they have to be skillful in teaching the target language, instead of using text books especially when explaining grammatical rules and patterns. They also need to be proficient in the target language, so that they are capable to provide translation practices and correct exercises made by the pupils. For the pupils, the academic skills is necessary for them as they have to memorise rules and examples when learn using this method. They also have to work hard to produce correct and perfect translations. There are some reasons why Grammar Translation Method is relevant to Malaysian classroom context. If we go to primary school, we can observe that most of English Language teachers prefer to use Malay Language instead of English when speaking or giving instructions to their pupils, especially who are in Level 1 (Year 1, 2 and 3) and rural area school. This is because Malay Language is the first language or their mother tongue, and that is why it is used freely among the teachers and pupils in the English Language classrooms. According to Mohd Sofi Ali (2003), he stated that Some ESL teachers claimed that Bahasa Malaysia had been used to a maximum of 70% in the weak classes, and 30% in the better classes. However, it was not uncommon to see 100% use of Bahasa Malaysia in the weaker classes; it would be an uncommon phenomenon to witness a 100% use of English in all the classes. (p. 4) So, we can see that the use of mother tongue is like their common practice in the classroom and the reason why English Language is not fully used to communicate is that it is easy for them to understand English Language when they learn using their mother tongue. This method is also applicable to Malaysian classroom context because it focuses on translation the target language to native language and vice versa. Translation is applied on learners to facilitate the learning of these difficult words. (Erlina Melati Mahpar, 2007). Thus, it is suitable for the Level 1 primary school pupils who do not yet possess vocabulary in their target language. They will learn to translate words in the form of list or isolated words, and next move to sentences or paragraphs. For instance, the teacher will provide the pupils a text from the target language and they are asked to read it either one by one or the whole class. After that, the teacher will ask them to translate the words into their mother tongue and help them if they are unable to translate. We can see that this activity is actually the same as what the teachers are doing in the Level 1 primary school English Language classroom. This activity is suitable for them as the beginners, where it will not only enhance their vocabulary, it also will increase their confidence to learn the target language. Besides, this method is relevant to Malaysian classroom context because it focuses on teaching of grammar. There are some kinds of knowledge required by the pupils as they learn grammar based on KBSR English Syllabus- word order, Connectors, Verbs, Articles, Prepositions, Modifiers, Nouns and Pronouns. In Malaysia, the teacher will teach the grammar deductively. According to Beare, K. (2010), Deductive is known as a top down approach. This is the standard teaching approach that has a teacher explaining rules to the students. For example, first and foremost, the teacher will teach and explain the grammar rules to the pupils. Next, they will provide some examples to help them grasp the concept and the pattern for their better understanding. The pupils have to memorise all the rules and examples as the teacher will also give them some drills like exercises on constructing sentences or filling in the blanks. So, with their knowledge and understandings, they are capable to do the exercise s correctly and it is effective for the application of grammar and sentence structure. Additionally, this method also focuses on vocabulary. For this method, Prator and Celce-Murcia (1979: 3) (cited in Brown (2001)) stated that Much vocabulary is taught in the form of lists of isolated words. For instance, the pupils have to turn to a list of words taken from the passage of the target language provided and find the synonym and antonym of the words. In this activity, it is a whole class activity and teachers may help them to provide the words if they are unable to find them. This is exactly the same as what the pupils learn in Malaysian primary school. This is also part of the language contents in the curriculum because based on the English Language syllabus, The words in the list are some key words that must be mastered by all learners according to their stages of development. Mostly, the teachers here teach vocabulary by using visual aids like pictures or flash cards. This is because according to Nesamalar Chitravelu et al. (2005), Early vocabulary learning is best su pported by visuals. For example, they want to teach synonym to the pupils. They may show them the word happy in a card and ask the pupils to give the synonym of the word. The teachers may repeat the words regularly or give some drills in order to develop the pupils vocabulary when learning the target language. The next language learning approach is Communicative Language Teaching (CLT). According to Richards Rodgers (2001) (cited in Zhuqing Chen (2003)), CLT is originated from the changes in the British Situational Language Teaching approach dating from the late 1960s. Galloway (1993) also stated that Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. From this background, it can be said that CLT emphasises on fluency and speaking skills which is real-life communication. There are some features of CLT. According to Brown (2001), Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. Nunan (1991) stated that CLT emphasises on learning to communicate through interaction in the target language. Besides, Nunan also stated CLT as an attempt to link classroom language learning with language activities outside the classroom, besides it is an enhancement of the learners own experiences as important contributing elements to classroom learning. Other feature of CLT is it is learner-centered. This means that teachers only responsible to facilitate and guide the students, as well as allowing them to be in charge of their own learning. Teachers and pupils have to play important roles in CLT. Larsen-Freeman (2000) said that teachers in communicative classrooms will find themselves talking less and listening more becoming active facilitators of their students learning. So firstly, they are responsible to be the facilitator to facilitate communication as well as to monitor and guide the pupils especially when they are doing the activities. Besides, they need to arrange and set up appropriate tasks and activities for the pupils communication. For the pupils, they are expected to become active and participate in all classroom activities. Furthermore, it is vital for them to communicate frequently inside and outside the classroom in order to develop their fluency. English is taught in all primary and secondary schools in the country in keeping with its status as a second language in the country. (KPM, 2001). Thus, CLT is relevant to current Malaysian ELT content because if we look at the English Language syllabus for primary schools, its aim is to equip learners with basic skills and knowledge of the English language so as to enable them to communicate, both orally and in writing, in and out of school (KPM, 2001) same as the goal of CLT which is according to Larsen-Freeman (2000), it is to enable students to communicate in the target language. In Malaysian classroom, activity which involves real-life situations is applied by the teachers. They cannot take the pupils into all the environments in real life, but they help them locate themselves imaginatively in such situations. (Nesamalar Chitravelu, 2005). If we refer to Year 5 Curriculum Specifications, there is one learning outcomes where the pupils are capable to perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc. (KPM, 2003). For this activity, Nesamalar Chitravelu also stated that a person would need to understand the situation, listen to the person he is speaking to, understand what the person is saying and at the same time think of what he can say, when it is his turn to speak. For example, the teacher tells the pupils to do the real-life telephone conversations. They have to identify their roles and what the situation is. After that, they will be asked to role-play it with their friends in front of the classroom. This activity is effective and it is a fun way of practicing language among the pupils. Besides, it really gives benefit to them as they give students opportunity to practice communicating in different social contexts and in different social roles. (Larsen-Freeman, 2000). In relation with the current Malaysian ELT content, CLT also emphasises on pupil-centered learning, where the pupils are responsible for their own learning. The teachers will only facilitate them and might be a co-communicator engaging in the communicative activity along with the students. (Littlewood, 1981 (cited in Larsen-Freeman (2000)). There are many kinds of pupil-centered activities that can be used in order to teach them the target language- role-plays, information gap, opinion-sharing as well as language games which are conducted either in pairs or small groups. During the school observation, I discovered that Level 2 teachers prefer to use opinion-sharing activities mostly in their class in which students compare values, opinions, or beliefs (Richards, 2006). If we examine the learning outcomes in the Curriculum Specifications of Year 5, it is stated that the pupils will be able to express thoughts and feelings and give opinions on things read, seen, heard and viewed This m eans that they need to interact with others in the classroom and have to be actively participated in all activities. According to Leela Mohd. Ali (1989), each student has maximum time to interact in order to learn to negotiate meaning and she also stated that they are seen as communicators actively engaged in trying to make themselves understood. They have to maximise the use of the target language when they interact and communicate with their friends, as Larsen-Freeman (2000) asserted that they give students valuable communicative pratice. As a conclusion, both Grammar Translation Method and Communicative Language Teaching approaches are applicable for the teachers to practice and apply in the classroom. They have to be creative and have good imaginations to modify and conduct activities during the lesson in order to lead to desired learning to the learners, so that they are capable to understand the language and able to communicate with other people either inside or outside the classroom. (2 337 words)

Life as a Gangster

Seneca College EAC 149 Assignment #6:Oral Presentation Presentation Dates:November 27th, 29th, December 4th, 6th, 2012 Value:5% Task: A Take-home Essay-Presentation In preparation for developing the topic, based on the given Quote, you should come to a greater understanding of why some issues are possible in our lives, and support your points of view with specific examples; the media and the Internet. ? Each student is responsible for composing a critical essay on the given topic and preparing an outline for the audience. Each student presents verbally a critical essay on the selected topic to the class. ? Each presentation is based on the rhetorical modes from The Canadian Writer’s World. Paragraphs and Essays. By Lynne Gaetz, Suneeti Phadke, Rhonda Sandberg that we have or have not discussed in class. ? Each presentation must be manageable within the time span of 15 minutes. Guidelines: ? Read the quote carefully and reflect on it; brainstorm the ideas; analyze the rhetorica l mode this quote refers to, in order to help yourself in your own development of the topic. Create your well-organized, logically-unified and critically-supported composition. ? Organize your essay-presentation of approx. 500-words in the form of a thesis to be clearly stated and developed, specific examples to be appropriate and clearly theorized; conclusion to be clearly controlled; flowing together, with good transitions; succinct but not choppy, well-organized. ? Prepare your presentation very well in order to enhance the appeal and effectiveness of your talk; with good posture and eye contact; enthusiasm, and confidence. Present information on the topic in logical sequence; clear articulation; proper volume; steady rate. ? Wrap up your presentation with (a) provocative question(s) to encourage the audience interest for making your argument impressive and interactive. EAC149 Oral Presentations, November 27th, 29th, December 4th, 6th, 2012 Value – 5%, based on the textboo k: The Canadian Writer’s World. Paragraphs and Essays by L. Gaetz, S. Phadke, R. Sandberg Wk |Date |Patterns of Essay Development |Names of Students | |13 |Nov 27 | | | | |2012 | | | | | |Reflect on M. Atwood’s quotation. Is everything done on purpose in our life? Why or |1. ANTHONY, KITO | | | |why not?Explain your argument. p. 59 | | | | |Reflect on N. Mandela’s quotation. Do we need to create difficulties to overcome in |2. DAVIS, JAVEL | | | |our life? Why or why not? Explain your argument. p. 209 | | | | |Reflect on D. Lessing’s quotation. Is enthusiasm a necessary attribute in our life? |3. BARILLARI, AMANDA | | | |Why or why not?Explain your argument. p. 218 | | |13 |Nov 29 |Reflect on L. Yutang’s quotation. Do we, human beings, need to be always busy? Why or |4. GUSAIN, LUCKVINDER | | |2012 |why not? Explain your argument. p. 223 | | | | |Reflect on D. Hartog’s quotation. Is it necessary to see a bit farther than your nose? |5. FADA EI HOSSEINI, MEHRSHAD | | | |Why or why not?Explain your argument. p. 227 | | | | |Reflect on Voltaire’s quotation. Should work be a necessity for a human being? Why or |6. MEJIA, JENNIFER | | | |why not? Explain your argument. p. 232 | | | | |Reflect on I. Gandhi’s quotation. Is it necessary to prove what you are constantly? |7. LO, JOSEPH | | | |Why or why not?Explain your argument. p. 236 | | |14 |Dec 4 2012 |Reflect on H. Hesse’s quotation. Do you agree or disagree with it? Why or why not? |8. LEROUX, ALISA | | | |Explain your argument. p. 179 | | | | |Reflect on J. Russell’s quotation. Do you agree or disagree with it? Elaborate on your|9. YOUSEF, AHMAD | | | |answer. p. 07 | | | | |Reflect on C. Shields’s quotation. Do you agree or disagree with it? Why or why not? |10. AGGRAWAL, RAHUL | | | |Explain your argument. p. 151 | | | | |Reflect on Dr. M. L. King’s Jr. quotation. Do you agree or disagree with it? Elaborate|11. BROWN, JEVOY | | | |on your answer. . 245 | | | | |Reflect on the C. Gray’s quotation. What is his deeper meaning? Do you agree with her? |12. CORMIER, ERIC | | | |Why or why not? | | | | |p. 245 | | |14 |Dec 6 2012 |Reflect on M. Cho’s quotation. Do you agree or disagree with it? Why or why not? |13.MAQSUDI, SHAHIM | | | |Explain your argument. p. 240 | | | | |Reflect on B. Russell’s quotation. Do you agree or disagree with it? Elaborate on your|14. LEE, ANDREW | | | |answer? p. 240 | | | | |Reflect on King Edward’s VIII quotation. Do you agree or disagree with it? Elaborate |15. HESS, APRIL | | | |on your answer? . 245 | | | | |Reflect on Aristotle’s quotation. Do you agree or disagree? Why or why not? Explain |16. LAM, JOHNATHAN | | | |your argument. | | | | |p. 240 | | Criteria for Presentation Organization-thesis (clear & insightful main point) -body and conclusion 2 marks-coherent and integrated ideas Development /Support-critical thinking -fluency ? 2 marks-flow -clear logic -insightful analysis Communication-manner of speaking (audible to everyone) -facial gestures ? 2 marks-volume/timing (too short, too long) -presentation skills -verbal /nonverbal skills -eye contact & body language Clarity of -appropriateness of presentation Expression-quality of presentation -effective phraseology ? 2 marks -making clear & effective transitions Enunciation-diction (understandable speech) -articulation (appropriate voice) ? 2 marks-expression (effective vocabulary) elocution (voice production) -pronunciation (clear intonation) EFFECTIVE SPEAKING HINTS FROM TOASTMASTERS Feeling some nervousness before giving a speech is natural and healthy. It shows you care about doing well. But, too much nervousness can be detrimental. Here is how you can control your nervousness and make effective, memorable presentation: Know the room. Be familiar with the place in which you will speak. Arrive early; walk around the speaking area and practice using any vis ual aids. Read your speech out loud to yourself – alone. Know the audience. Greet some of the audience as they arrive.It’s easier to speak to a group of friends than to a group of strangers. Know your material. If you are not familiar with your material or are uncomfortable with it, your nervousness will increase. Practice your speech and revise if it is necessary. Pay attention to the way you feel when you read your speech. Is your speech easy to follow? Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear, and assured. When you visualize yourself as successful, you will be successful. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative, and entertaining.They don’t want you to fail. Don’t apologize. If you mention your nervousness or apologize for any problems you think you have with your speech, you may be calling the audience’s attention to something they hav en’t noticed. Keep silent. Concentrate on the message – not the medium. Focus your attention away from your own anxieties, and outwardly toward your message and your audience. Your nervousness will dissipate. Gain experience. Experience builds confidence, which is the key to effective speaking. _______________________________________ The page is created and maintained by Yan Sun

Haverwood Case Analysis Essay

Haverwood Furniture Individual Summary Introduction: In 2008, Haverwood Furniture and Lea-Meadows Inc. merged into one company. The issue at hand involves merging the selling efforts of the two companies. They both go about selling their products differently and the best plan of action is uncertain. John Bott, of Haverwood, believes that Haverwood sales representatives implement the best selling strategy whereas Martin Moorman, the national sales manager at Lea-Meadows believes that they have the superior strategy. Haverwood is a manufacturing company that makes medium-high priced furniture made out of wood. Net sales for Haverwood was 75 million in 2007 with a before tax profit of 3.7 million. They employ their own sales representatives who represent 1000 different retail accounts for the company. These representatives earn an annual salary of 70,000 (plus expenses) and receive a commission of .5% of the company’s net sales. Haverwood believes that their sales personnel are highly regarded in the furniture industry, knowledgeab le about wood furniture, and willing to work with buyers and retail sales personnel. The only negative aspect about Haverwood’s selling strategy is that all of the retail accounts that the merger will create do not carry the complete Haverwood line. In order to combat this, Botts was instructed to push the sales reps, urging them to make 10 sales calls per week and increasing the call frequency to seven calls per year. On the other hand, Lea-Meadows is a small, privately owned manufacturer of upholstered furniture for living and family rooms. The company is known for using some of the finest fabrics and frame construction. Their net sales in 2007 were 5 million. Total industry sales for upholstered furniture manufacturers were 15.5 billion. This number is expected to increase 3% annually in the future. Lea- Meadows employs 15 sales agents. These agents also represent several manufacturers of noncompeting furniture and home furnishings. Sales agents are paying 5% of net company sales. The agents call on specialty furniture and department stores. They called an estimated 1000 retail accounts in 2006 and 2007. All of the agents had relationships with and worked closely with their retail  accounts. Alternatives: Option 1: Assign Lea-Meadows Line to Haverwood Sales Force Botts believes that assigning the line to Haverwood sales force was the correct decision because they have a professional, adaptable and knowledgeable sales force and they know many of the buyers personally who were responsible for upholstered furniture. In addition the Haverwood sales team has a 5% higher profit margin than that of Lea-Meadows. In addition, taking on the Lea-Meadows line would require only about 15% of current sales call time, making it relatively easy for the sales force to take on. Botts also called on the company motto that â€Å"only our people are able and willing to give†, meaning that Lea-Meadows salespeople would not represent the principles the company was founded on. His final reason was that it wouldn’t look favorably on the company if representatives and agents called on the same stores and buyers, which would also mean that Haverwood would possibly be paying commission twice on one sale. However Bates knows that it would be difficult to train the Haverwood sales representatives on all of the different aspects of the Lea-Meadows line. Break Even Analysis: Costs: $700,000 in salaries $130,000 in sales administration Total: $830,000 Break Even Equation $830,000+(.005x)=.05x X= $18,444,444.44 This number means that if the expected sales volume is greater than $18,444,444.44 then the company’s sales force should be used. If the expected sales volume is less than $18,444,444.44 then the independent sales agents should be used. For Haverwood, since their projected sales is equal to 78 million [((12,900,000-12,400,000)/12,400,000) industry growth is 4%, applied that to Haverwood sales], it signifies that Bates should use the Haverwood Sales force to sell the Lea-Meadows line. Option 2: Keep Lea-Meadows Sales Agents Moorman believes keeping the sales agents for the Lea-Meadows line is the right decision. He called upon the fact that the agents (and he, himself) have already established contacts and were highly regarded with years of experience. The sales agents would also be a very small cost beyond commission. In addition he believes that the agents are committed to the line. Moreover he argued that some of the Lea-Meadows agents called upon buyers that were not contacted by the Haverwood sales reps. Finally, he disagreed that the Haverwood sales reps could easily learn about the Lea-Meadows line. With the combinations of fabric, skirts, pillows, springs, and fringes the company has, the sales rep would have to be knowledgeable about over 1 billion possibilities. However, as shown by the break even analysis, it is not economically justifiable for these two companies to operate separately any longer. Just by the economics, it is an easy decision for Bates to just use the Haverwood sales agents. Bates, However has personal ties with Moorman which affects his decision. If they do not use the Lea-Meadows sales agents, then Moorman will lose his job. Although this is a significant factor for Bates, it is obvious that using Haverwood sales representatives if the right decision for the company in terms of profitability. Option 3: Hire More Sales Reps The third option that Bates is considering is hiring additional sales representatives. These sales representatives would be trained to understand Haverwood and Lea-Meadows furniture. However, doing so would require restructuring the sales territories and would possibly take commissions away from existing sales representatives. It also does not seem necessary to take on additional sales reps after conducting the break even analysis. Recommendation Because of the break-even analysis, it is easy to see that Bates should decide to solely use Haverwood, Inc. sales representatives. It is more profitable for the company to give these accounts to the Haverwood sales reps. It would also allow Bates to have more control over the sales representatives as they would all be Haverwood reps and not Lea-Meadows.

Thomas Jefferson Essay - 869 Words

Thomas Jefferson was born on April 13, 1743 to Peter and Jane Jefferson. His exact place of birth is not known. But it is believed to be about five miles outside of Charlottesville. He had ten brothers and sisters, but many of them died very young. Jefferson was one of two surviving sons. He was sandy-haired, tall, and awkward. His nickname was â€Å"Long Tom.† He really enjoyed outdoor activities, especially riding, shooting, and canoeing. Jefferson was also great musician and a diligent worker who loved to study. His father impressed upon him a love of reading and writing. Although he was not a great public speaker, Jefferson was a very eloquent writer. After his father’s death, Jefferson left for school in Williamsburg. He fell in love†¦show more content†¦He also wrote the bill establishing religious freedom, this backed up the ideas he threaded into the Declaration. Originally, Jefferson tried to add a clause to free the slaves, but southern delegates woul d not sign the Declaration until that clause was removed. He claimed he planned to free his slaves after his death. Jefferson fought for the Republican party and argued strongly against Federalist policies. The Republican party was later renamed the Jeffersonian Republicans after him. nbsp;nbsp;nbsp;nbsp;nbsp;Jefferson was a very reluctant candidate for president. He lost by only three votes. Because of a flaw in the constitution he became Vice-President under John Adams even though he was an opponent. Years later, the same clause brought about another problem, when Aaron Burr and Jefferson tied for President. The House of Representative settled the tie. nbsp;nbsp;nbsp;nbsp;nbsp;Jefferson had high and almost immediate popularity as President. Almost as soon as he came into office, the crisis in France passed. He then cut army expenditures and many taxes. He also acquired territory from Napoleon through the Louisiana Purchase. nbsp;nbsp;nbsp;nbsp;nbsp;After his presidency, Jefferson retired to Monticello. He still enjoyed many of his outdoor activities, but also used much of his time to develop ideas. He constantly received letters from friends and the inquisitive. After his death, Jefferson’s grandson found twenty six thousandShow MoreRelatedWho Is Thomas Jefferson?993 Words   |  4 Pages Who is Thomas Jefferson? Matthew Backlin United States History 1 A CP October 18, 2015 Who was Thomas Jefferson? Most people just think of him as the man who wrote the Declaration of Independence or just one of our many presidents. That’s not the case. Jefferson was more than that, He was a very intelligent man and a loving father and grandfather. Thomas Jefferson was also an inventor and one of the most significant men in the history of makingRead MoreThomas Jefferson And The Constitution911 Words   |  4 Pagesopinions. However Thomas Jefferson the 4th president of the United States also known as the father of the constitution and Alexander Hamilton who was the author of the majority papers written as well as the leading member of the constitutional convention the both of them took part in creating the(factions) that lead to the political systems also known as democracy being introduced. James Madison was the principle intellecteal leader of the constitutional convention while Thomas Jefferson contributedRead MoreEssay on Thomas Jefferson1532 Words   |  7 PagesThomas Jefferson He is best remembered as a great president and as the author of the Declaration of Independence. He also won lasting fame as a diplomat, a political thinker, and a founder of the Democratic Party. Jeffersons interests and talents covered an amazing range. He became one of the leading American architects of his time and designed the Virginia Capitol, the University of Virginia, and his own home, Monticello. 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AfterRead More thomas jefferson Essay912 Words   |  4 Pages Thomas Jefferson was Born on April 13, 1743,on a farm called Shadwell, what is now called Monticello, in the county of Albermarle, Virginia. Jefferson was the third child in the family and grew up with six sisters and one brother. At the age of five, Jefferson was placed by his father, Peter Jefferson, at an quot;English school, for four years, where he developed an interest in botany, geology, cartography, and North American explorationquot;. After English sch ool, was transferred to a Latin schoolRead More Thomas Jefferson Essay1217 Words   |  5 Pagesthat I read is Thomas Jefferson by Norman K. Risjord. This book was published in 1994. The biography I read was Thomas Jefferson and it was very enlightening and informative. The story began in Shadwell, Virginia where Thomas Jefferson was born in 1743 and raised until he was approximately 18. Thomas Jefferson’s parents were well off, but his father died when Thomas was 14. When Jefferson was 17 years old, he got permission to attend the College of William and Mary. Thomas Jefferson did many thingsRead MoreEssay on Thomas Jefferson841 Words   |  4 PagesFrance Was in favor of this Alliance with France Wanted to work with the British Repelled the judiciary Act of 1801 They were all for it Jefferson had dismissed many federalist and judges so they were against it. Part 2: Response Write a 350-word response to the following question: How â€Å"Jeffersonian† was Thomas Jefferson as president? Jefferson doesnt fit neatly into the label Jeffersonian†. Jeffersons commitment to the separation of church and state, his  Virginia Act for EstablishingRead MoreThe Problem With Thomas Jefferson 553 Words   |  2 PagesAs Christopher Hitchens said,â€Å"We make no saint of Thomas Jefferson—we leave the mindless business of canonization and the worship of humans to the fanatics—but aware as we are of his many crimes and contradictions we say with confidence that his memory and example will endure long after the moral pygmies who try to blot out his name have been forgotten.† Jefferson was a great politician, and â€Å"beacon of liberty† for the early Americans, but he was also flawed. Sure he’s well known for the aspiring