paraphrastic approach in teaching literature

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<< /TT0 801 0 R /S /Normal /S /L >> /K 16 << >> << /S /Body#20Text application/pdf /GS0 808 0 R /K 46 565 0 obj endobj 140 0 obj /Pg 22 0 R /Pg 25 0 R 525 0 obj /Pg 23 0 R This study used descriptive method of research among the forty . /F5 805 0 R >> /K 40 /P 236 0 R /A 838 0 R 253 0 obj The approach of formalism in analyzing a work is of critical importance to those who believe in the precepts of this particular set of values. /A 839 0 R /S /Normal endobj /K 2 /S /Normal /Pg 29 0 R endobj /P 11 0 R /P 11 0 R /A 912 0 R /A 840 0 R the use of the teaching approach on students was also studied. >> /S /Normal /A 839 0 R /K 72 >> << >> endobj /K 891 0 R endobj /S /Normal 105 0 obj >> endobj /A 1016 0 R 632 0 R 633 0 R 634 0 R 635 0 R 636 0 R 637 0 R 638 0 R 639 0 R 640 0 R 641 0 R >> 258 0 obj /Pg 16 0 R /Pg 25 0 R By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. 211 0 obj << << << /Pg 16 0 R /P 11 0 R /P 1254 0 R >> /S /Normal /A 1038 0 R >> 435 0 obj /S /Normal /Font << 159 0 obj endobj /Resources << 568 0 obj /Parent 10 0 R endobj >> /P 1232 0 R /Pg 16 0 R /S /Normal /A 1038 0 R /K 19 /P 11 0 R /Pg 24 0 R /Pg 36 0 R <> 739 0 obj >> /A 992 0 R /S /Body#20Text /Pg 22 0 R /A 839 0 R /P 11 0 R /A 912 0 R Activate your 30 day free trialto continue reading. /K 81 >> << /A 840 0 R << >> >> /Pg 23 0 R endobj /K 37 172 0 obj >> 77 0 obj /S /LBody /S /Normal >> /P 938 0 R /S /Normal /A 1016 0 R << /A 977 0 R /S /Table /Pg 30 0 R /StructParents 9 /P 11 0 R 312 0 obj /S /LBody /GS0 808 0 R >> /Pg 25 0 R /K 4 470 0 obj << << >> 572 0 obj << /CropBox [0 0 595.22 842] /S /Normal Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. /MC0 807 0 R /Pg 22 0 R Basically, we will focus on the question of what is literature, the multiple values of teaching literature in the classroom, how literature helps the student develop the basic skills (speaking, writing, reading), and the reasons for choosing this particular text and finally, provide the exercises originating from this text. >> /S /Normal 190 0 obj /A 839 0 R /S /Body#20Text >> /Pg 35 0 R /S /Normal /A 977 0 R /K 69 << 499 0 R 500 0 R 501 0 R 502 0 R 503 0 R 504 0 R 505 0 R 506 0 R 507 0 R 508 0 R 457 0 obj >> >> /P 1127 0 R The study was anchored on the concept that successful literature teaching requires the use of different approaches and classroom activities or strategies. >> /K 16 endobj << /K 12 /S /Normal /Underline /Span /S /Normal /K 6 /K 33 << The findings indicate that the teaching approach is influenced by the students' inability to comprehend English language which forces teachers to spoon feed the students and use the students' mother tongue as the medium of instruction. 18 [268 0 R 269 0 R 270 0 R 271 0 R 272 0 R 273 0 R 274 0 R 275 0 R 276 0 R 277 0 R << /S /Body#20Text /A 839 0 R /P 1057 0 R 40 0 obj /K 54 /Pg 22 0 R /P 11 0 R /Pg 31 0 R /Pg 29 0 R 218 0 R 219 0 R 220 0 R 221 0 R 222 0 R 223 0 R 224 0 R 225 0 R 226 0 R 227 0 R /ExtGState << /K 14 /K 20 endobj >> /K 13 /Pg 18 0 R These verses have been the subject of much debate and controversy among liberal-moderate Bible scholars, with some arguing that they reflect the cultural biases of the KJV translators . endobj /P 11 0 R /S /Body#20Text endobj /CreationDate (D:20080423093015+08'00') /Pg 29 0 R /S /Normal 203 0 obj /Pg 18 0 R The Effect of Teaching Literature on Learning English Language: A Study on EFS (English as a Foreign Students) and EFL Classes, READER RESPONSE THEORY: LINK TO YOUNG ADULTS, Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia, PERSPECTIVE OF SUCCESSFUL STUDENTS ON READING ENGLISH LITERATURE TEXTS, Exploring the Academic Literacy Socialization of Mainland China Undergraduates in a Malaysian Tertiary Institution, FACEBOOK: A TOOL TO ENGAGE STUDENTS IN MEANING MAKING OF SHAKESPEAREAN DRAMA, Esl students attitudes toward texts and teaching methods used.docx, AN ASSESSMENT IN THE IMPLEMENTATION OF THE ZAMBIAN LITERATURE IN ENGLISH SYLLABUS IN ITEZHI TEZHI DISTRICT, Teaching Poetry to Second Year (LMD) EFL Students at Abou Bakr Belkaid University.Tlemcen, Learner Background and their Attitudes towards Studying Literature, The Role of Teaching Literature in EFL / ESL Classes, Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review, Learning Conditions for Incidental Vocabulary Acquisition in L1 and L2, Literature circles as a facilitator to promote composition process: A voice from tertiary EFL students, Connecting Linkin Park and Good Charlotte to ESL Learners, Approaches and Strategies in Teaching Philippine Literature Employed by Instructors, Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia, The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature, ESL Trainee Teachers Approaches and Activities in Teaching Literature: Usage, Factors and Confidence, Approaches in Teaching Literature Employed by Senior High School Teachers, IOER International Multidisciplinary Research Journal ( IIMRJ), Literary Texts Selection for Malaysian Lower Secondary Schools in Perak, LITERATURE METHOD A COURSE TEXT CLEMENT GOWON OMACHONU, Popular Approaches to the Teaching of English Literature in Selected Malaysian Secondary Schools, CURATING THE METHODS AND APPROACHES OF TEACHING ENGLISH LITERATURE TO ADULTS, Information & Communication Technology (ICT) Tools in Teaching and Learning Literature Component in Malaysian Secondary Schools, Computer-Assisted Instruction and Students' Comprehension of a Literary Text, An Investigation on Approaches Used by School Teachers in Teaching the Literature Components in EFL Classrooms/ English for Palestine Case, Readability Analysis of Malaysian Short Stories in English, Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia, Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level. /K 63 /S /Normal /K 19 /K 15 /Pg 27 0 R /K [6 911 0 R] /S /Normal >> 938 0 obj <>/Filter/FlateDecode/ID[<937A3BF21CBC654086A630662D58DAFA>]/Index[909 59]/Info 908 0 R/Length 134/Prev 785180/Root 910 0 R/Size 968/Type/XRef/W[1 3 1]>>stream >> /P 931 0 R /A 912 0 R 596 0 obj 360 0 obj /K 52 >> >> endobj 586 0 obj /Pg 16 0 R endobj /K [16 903 0 R] << /S /Normal endobj << /MediaBox [0 0 595.22 842] /K 5 >> /P 1208 0 R endobj If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. /P 1153 0 R /Pg 33 0 R endobj /Pg 27 0 R 323 0 obj << /A 1038 0 R There . /A 992 0 R /K 66 << /Pg 21 0 R /TT1 803 0 R /A 840 0 R /S /Normal >> /A 840 0 R 434 0 obj /Pg 19 0 R /K 8 /K 19 604 0 obj /Pg 20 0 R /K 9 /S /Normal /ExtGState << /P 11 0 R ABSTRACT This study aims to investigate the perception of engineering students on the inclusion of literary texts in their English language programme for the purpose of developing their appreciation for reading. /P 11 0 R /Pg 35 0 R /A 840 0 R /S /Normal /Pg 26 0 R /A 914 0 R /StructParents 5 /P 1265 0 R /P 160 0 R >> 398 0 obj /Pg 15 0 R /A 840 0 R /K 0 /K 79 /P 1262 0 R /A 912 0 R >> << 664 0 obj /Pg 29 0 R >> /ProcSet [/PDF /Text] /K 3 /Pg 35 0 R /P 1171 0 R /S /Body#20Text endobj /Font <> /S /Body#20Text /S /Normal /Font << /Type /Pages >> /A 838 0 R /A 838 0 R endobj endobj /TT2 803 0 R endobj 626 0 obj /A 1034 0 R /P 234 0 R /Pg 27 0 R 62 0 obj << << /Pg 19 0 R 13 [183 0 R 184 0 R 185 0 R 186 0 R 187 0 R 188 0 R 189 0 R] /P 1042 0 R /A 912 0 R /S /Normal endobj /P 11 0 R /K 7 /S /Body#20Text /A 857 0 R /P 1061 0 R /P 1181 0 R /K 32 /S /Normal 53 0 obj /A 839 0 R /A 840 0 R /A 974 0 R >> << /ColorSpace << Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. endobj /P 1102 0 R >> endobj /S /Body#20Text /A 918 0 R /P 1051 0 R 205 0 obj /A 840 0 R /K 3 endobj endobj /S /LBody << endobj << /Pg 24 0 R 64 0 obj Except for some extreme metaphrasers in the early Christian period and the Middle Ages, and adapters in various periods (especially pre-Classical Rome, and the 18th century), translators have generally shown prudent flexibility in seeking equivalents"literal" where possible, paraphrastic where necessaryfor the original meaning and other . << /K 9 >> /P 11 0 R endobj /Pg 24 0 R /Pg 22 0 R /P 1154 0 R /S /Normal /S /Normal /K 35 /S /Body#20Text /Pg 23 0 R << /P 1178 0 R << /P 923 0 R Approaches to teaching literature in efl classrooms Aprilianty Wid 8.8k views 14 slides Cultural Model (Learning Literature) Munirah Abd Latif 12.3k views 5 slides Literature and Culture. /A 1016 0 R /Pg 36 0 R /Pg 25 0 R /S /Body#20Text << >> /S /Normal 652 0 R 653 0 R 654 0 R 655 0 R 656 0 R 657 0 R 658 0 R 659 0 R 660 0 R 661 0 R /Properties << /ColorSpace << >> 258 0 R 259 0 R 260 0 R 261 0 R 262 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R /ParentTree 12 0 R << << /K 1 /A 927 0 R >> endobj 337 0 obj /A 838 0 R << /Pg 23 0 R /P 11 0 R /S /Normal /S /Normal /A 925 0 R /P 1078 0 R /Pg 26 0 R /A 839 0 R /S /Body#20Text 597 0 obj endobj << /Pg 23 0 R endobj /A 840 0 R /P 1180 0 R /Pg 16 0 R /A 840 0 R /Contents 830 0 R /P 1186 0 R endobj /P 11 0 R /K 52 /A 912 0 R /S /Body#20Text /P 11 0 R endobj >> << /Pg 19 0 R << /GS0 808 0 R /K 31 endobj endobj /Pg 30 0 R 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 204 0 R 205 0 R 206 0 R 207 0 R /A 1016 0 R endobj /P 1184 0 R /K 31 >> << << /S /Normal << endobj /ModDate (D:20080423093025+08'00') 369 0 obj /Contents 826 0 R /S /TextBox /S /Normal >> /A 912 0 R >> << /CropBox [0 0 595.22 842] 437 0 obj endobj /S /Normal /K 73 /Pg 31 0 R /A 1016 0 R 144 0 obj Different models of teaching literature in class There have been different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). /S /Normal /P 233 0 R endobj /Pg 37 0 R /P 1128 0 R endobj << 58 0 R 59 0 R 60 0 R] /F6 806 0 R << /Pg 22 0 R /P 1249 0 R /S /Normal endobj 114 0 obj >> /P 5 0 R endobj << /P 11 0 R /A 840 0 R << endobj /StructParents 1 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R 175 0 R 176 0 R 177 0 R /K [848 0 R 849 0 R 850 0 R] /A 1016 0 R /Pg 22 0 R /S /Normal << << endobj /S /Body#20Text 3. >> 672 0 obj /Pg 22 0 R Through content analysis of blog postings and commentaries posted, the results revealed that engaging students in interactive weblogging encourages the development of metacognitive knowledge, metacognitive reflection of ones language skills, and metacognitive awareness of Chinese English language learners. /K 29 608 0 obj >> >> /S /Body#20Text /P 926 0 R /S /Normal >> /Pg 30 0 R >> 711 0 obj /K 42 /S /Normal /P 939 0 R >> /Pg 22 0 R <> << /K 20 /S /Normal /P 11 0 R >> << endobj 29 0 obj << /K 30 endobj /A 840 0 R /Pg 31 0 R /Pg 22 0 R /S /Normal endobj /ExtGState << Acrobat PDFMaker 7.0 for Word endobj /K 38 /K 50 /S /Body#20Text endobj /A 840 0 R /Pg 26 0 R endobj Ronald Carter, Michael N. Long. /K 1 /S /Normal >> /P 11 0 R /Pg 19 0 R /P 11 0 R >> endobj >> << /Pg 34 0 R /P 976 0 R /A 918 0 R >> /Pg 31 0 R /S /Normal << /S /Normal /Pg 23 0 R /Pg 25 0 R /S /Normal /A 840 0 R /K 900 0 R 177 0 obj endobj >> endobj 70 0 obj >> << 370 0 obj 736 0 R 205 0 R 206 0 R 207 0 R 208 0 R 209 0 R 210 0 R 211 0 R 737 0 R 738 0 R /K 8 endobj /A 1038 0 R /Pg 21 0 R /K 89 endobj >> >> /P 1255 0 R /K 46 /S /Normal /Pg 30 0 R /P 1104 0 R /K 84 << /K 11 /A 915 0 R /Pg 23 0 R /K 16 << >> /MediaBox [0 0 595.22 842] /P 11 0 R /S /Normal endobj /S /Table 18 0 obj /Pg 23 0 R endobj endobj endobj /A 1021 0 R /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) << <> >> /P 11 0 R /Pg 22 0 R /K 10 >> /K 1 >> /Pg 34 0 R /P 256 0 R >> /A 838 0 R >> /Pg 25 0 R << /A 912 0 R >> /S /Normal endobj << endobj /A 1018 0 R /Font << endobj /K 9 /K 20 /P 11 0 R Oral Feedback Strategies in English Language Teaching Classrooms, Morphemic Analysis Awareness: A Boon or Bane on ESL Students Vocabulary Learning Strategy, The Effects of Utilizing I-Think Mind Map in Teaching Short Stories, Enhancing Students' Reaction Writing via Short Stories: A Pedagogical Perspective. /S /Body#20Text 741 0 obj << /K 3 /K 16 357 0 R 358 0 R 359 0 R 360 0 R 361 0 R 362 0 R 363 0 R 364 0 R 365 0 R 366 0 R /Pg 21 0 R 182 0 obj /P 11 0 R /A 839 0 R >> /P 1030 0 R Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moral- . /K 6 106 0 obj 388 0 obj endobj /A 1034 0 R /P 1039 0 R 759 0 obj >> /Pg 36 0 R /A 924 0 R /Pg 22 0 R 730 0 obj >> /Pg 35 0 R /Pg 31 0 R endobj /K 31 138 0 obj 671 0 obj >> There are six approaches in the teaching of literature. /K 32 /A 912 0 R /A 912 0 R << endobj According to Gilroy-Scott, the authors included in this volume 'share a willingness to take a fresh look at what is involved in the reading and studying of literature and its language'. /Pg 29 0 R 409 0 obj << /A 927 0 R /Pg 31 0 R << >> 2008-04-23T09:30:25+08:00 endobj endobj endobj 93 0 obj /K 14 << They are the (1) Language-Based Approach, (2) Paraphrastic Approach, (3) Information-Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. >> /P 11 0 R /Pg 22 0 R /P 11 0 R 221 0 obj 200 0 obj /Pg 37 0 R << >> /P 1004 0 R >> 156 0 obj /Pg 30 0 R 706 0 obj /A 912 0 R /A 840 0 R >> endobj /S /Normal /P 950 0 R /P 11 0 R /K 13 38 0 obj /GS0 808 0 R /S /Normal /A 840 0 R /P 11 0 R << /S /Body#20Text the effectiveness of an approach to teaching the writing of a short literature review. >> uuid:c926cf7d-4e33-4bfd-80e1-cdf40cc42eda 595 0 obj 115 0 obj /A 1016 0 R endobj /A 840 0 R /K 41 /S /Body#20Text 3 [74 0 R 75 0 R 76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R] /A 1018 0 R /K 48 350 0 obj /Pg 24 0 R endobj /S /Normal /ExtGState << /A 839 0 R << /A 915 0 R << >> /S /Normal /S /Normal /S /Normal /A 840 0 R endobj >> <> >> endobj /K 12 /S /Normal /S /Body#20Text 179 0 obj /K 55 /P 1168 0 R This approach involves rewording, direct translating, or . >> /K 27 endobj /Pg 31 0 R /K 17 /Creator (Acrobat PDFMaker 7.0 for Word) /S /Normal /A 915 0 R /A 839 0 R /K 26 /A 842 0 R /S /Normal /S /Normal /K 15 << /K 24 All Categories; Metaphysics and Epistemology 228 0 obj << /A 1038 0 R /P 1065 0 R endobj /Pg 30 0 R /K 6 /P 11 0 R /K 68 /S /Normal >> /ExtGState <> 164 0 obj /P 11 0 R /Parent 9 0 R /P 11 0 R >> << << /P 1109 0 R endobj endobj The results also suggest that language teachers who are keen to employ the same instructional approach could develop strategies and design classroom activities through the utilization of learning technologies such as weblogs in promoting metacognition among L2 learners. <> << endobj /S /Normal endobj >> /S /Normal /MC0 807 0 R /S /Normal /S /Normal >> >> Tap here to review the details. 708 0 obj /A 840 0 R /Pg 30 0 R /S /Normal >> >> /S /Normal >> /Pg 23 0 R endobj /S /Normal endobj /A 912 0 R >> /P 1233 0 R 146 0 obj /Pg 24 0 R /S /Normal >> /A 897 0 R endobj << >> /A 839 0 R endobj 251 0 obj >> /P 1134 0 R endobj /P 921 0 R /Pg 24 0 R These three approaches to teaching literature differ in terms of their focus on the text: firstly, the text is seen as a cultural artefact; secondly, the text is used as a focus for grammatical and structural analysis; and thirdly, the text is the stimulus for personal growth activities. /K 35 hbbd```b`` "H Rp9 &@$[+]"Y4o /A 1016 0 R /Pg 36 0 R /Font << 660 0 obj /StructParents 23 endobj 119 0 R 120 0 R 121 0 R 122 0 R 123 0 R 124 0 R 125 0 R 126 0 R 127 0 R 128 0 R] /S /Normal /Pg 17 0 R /K 15 /A 915 0 R 311 0 obj 441 0 obj /S /Normal 351 0 obj /S /Normal /P 11 0 R /S /Normal 564 0 obj endobj Engaging Stories: Creating an Ethnographic Literacy Narrative Project in Firs Technology in Differentiated Instruction and Cultural Diversity, Literacy across the curriculum in urban schools, Literate environment analysis presentation, ASSIGNMENT- Write a program that asks the user for 2 names and display.pdf, create a designer work based on the requirements.docx, Create a compelling vision for the acquisition that is less.docx, create a code of ethics for you and your as.docx, Assignment Effective Population size Please work through these five pr (3).pdf, Create a company and give me a brief overview of.docx, 4._Caasi_Cristine_Jane_R. /A 977 0 R %PDF-1.6 % 282 0 obj /A 838 0 R /K 1 >> /K 28 /K 2 >> >> >> /K 100 >> /A 912 0 R /P 11 0 R >> << 745 0 obj /K 3 /S /Normal /Pg 30 0 R 500 0 obj /A 881 0 R /A 912 0 R /P 11 0 R 99 0 obj /A 1016 0 R /K 6 << /S /Body#20Text /K 8 /A 839 0 R /P 1031 0 R 107 0 obj /P 11 0 R /A 992 0 R 763 0 obj /Font << /P 11 0 R << /S /Normal << With this teaching approach, students worked in small groups; the teacher covered the curriculum first; the students then chose a question, 109 0 obj endobj /P 11 0 R /K 25 /A 840 0 R << <> /K 22 /K 21 /S /Table >> endobj /A 1038 0 R /P 11 0 R << /K 30 << /Pg 24 0 R endobj /A 1034 0 R /S /Normal /P 1146 0 R /K 11 0 R /LastModified (D:20080423093025) /K 3 endobj << 392 0 obj /Pg 22 0 R /Pg 30 0 R endobj 438 0 obj /P 1185 0 R /P 920 0 R << /Pg 24 0 R 68 0 R 69 0 R 70 0 R 71 0 R 72 0 R 73 0 R 74 0 R 75 0 R 76 0 R 77 0 R /Pg 26 0 R /S /Normal /Hyperlink /Span /S /TextBox /S /Body#20Text endobj endobj /A 839 0 R 24 0 obj << /Pg 23 0 R /Pg 31 0 R /Pg 26 0 R /K 56 /Pg 24 0 R /K 23 716 0 obj 750 0 obj >> /Pg 29 0 R /P 1164 0 R endobj /S /Normal 534 0 obj << >> /S /Normal /Pg 17 0 R /S /Normal /K 37 /K 62 /P 11 0 R /K 15 Introduction /Rotate 0 endobj /K [23 884 0 R] 372 0 obj /Pg 22 0 R >> << 94 0 obj /A 840 0 R /S /Normal endobj 257 0 obj endobj /Pg 37 0 R /S /Body#20Text /P 941 0 R << >> 16 [232 0 R 240 0 R 241 0 R 242 0 R 243 0 R 244 0 R 245 0 R 246 0 R 247 0 R 248 0 R << /K 14 509 0 R 510 0 R 511 0 R 512 0 R 513 0 R 514 0 R 515 0 R 516 0 R 517 0 R 518 0 R /P 11 0 R /Resources << >> /Properties << /A 1038 0 R /P 1036 0 R >> 472 0 obj /K 1 /A 839 0 R << /A 840 0 R 17 0 obj /A 915 0 R /A 838 0 R /P 1024 0 R endobj /P 11 0 R /K 13 endobj /P 11 0 R 160 0 obj /Pg 21 0 R >> /Pg 29 0 R << >> /K 15 /Pg 17 0 R /Pg 29 0 R endobj << 340 0 obj >> 233 0 obj endobj << /K 35 /Type /Catalog %PDF-1.6 % /A 1038 0 R /P 11 0 R >> endobj /S /Normal << /S /Normal >> endobj /S /Body#20Text << endobj /TT0 801 0 R /ProcSet [/PDF /Text] /K 54 << /Pg 37 0 R /A 1038 0 R /A 915 0 R endobj >> /Pg 22 0 R 522 0 obj endobj endobj This paper has important implications for second language instruction as ELL continues to be a major challenge to English language learners in mainland China. /K 11 /S /L /P 1157 0 R >> /A 1018 0 R << 602 0 obj /Pg 35 0 R << /S /Body#20Text /K 14 /Pg 22 0 R endobj 571 0 obj << /S /Body#20Text /Pg 22 0 R /K 2 << /P 843 0 R /GS0 808 0 R Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. /Pg 22 0 R endobj 603 0 obj /K 4 /A 840 0 R /K 46 /K [19 856 0 R] /Pg 31 0 R /P 11 0 R endobj 113 0 obj /P 934 0 R 256 0 obj /CropBox [0 0 595.22 842] /P 11 0 R /Author (User) /A 918 0 R /K 40 /S /Normal 726 0 R 727 0 R 728 0 R 729 0 R 730 0 R 731 0 R 732 0 R 733 0 R 734 0 R 735 0 R 583 0 obj /P 1227 0 R << /GS0 808 0 R endobj /A 840 0 R /ProcSet [/PDF /Text] >> 327 0 obj << >> /S /Normal /S /Normal /A 840 0 R /K 53 /S /Body#20Text For example, 1 Corinthians 14:34-35 instructs women to remain silent in church, and 1 Timothy 2:12 forbids women from teaching or having authority over men. << /S /Normal /Pg 34 0 R /Pg 35 0 R /S /Normal << /A 918 0 R endobj endobj >> /A 840 0 R >> /P 1219 0 R /Pg 29 0 R /P 11 0 R >> >> endobj /Parent 10 0 R /Pg 26 0 R /P 11 0 R /P 949 0 R /Pg 34 0 R endobj /Pg 24 0 R << /ProcSet [/PDF /Text] >> /Pg 37 0 R endobj 412 0 obj /K 38 endobj endobj << /Pg 26 0 R >> /S /Body#20Text << 90 0 obj 375 0 obj /MC0 807 0 R << /Pg 24 0 R /K 24 /K 45 >> << 23 [368 0 R 369 0 R 370 0 R 371 0 R 372 0 R 373 0 R 374 0 R 375 0 R 376 0 R 377 0 R /ExtGState << /Pg 21 0 R << /S /Normal /S /Normal /S /Normal /P 11 0 R /P 1195 0 R /S /Body#20Text /P 1091 0 R to "provide a framework, >> endobj << /K 7 /Type /Page >> /Pg 22 0 R /MC0 807 0 R endobj endobj 519 0 R 520 0 R 521 0 R 522 0 R 523 0 R 524 0 R 525 0 R 526 0 R 527 0 R 528 0 R /S /Body#20Text /S /Body#20Text /Parent 9 0 R /Pg 23 0 R endobj /Pg 25 0 R /P 848 0 R /K 55 << endobj << Downloads. /Pg 29 0 R /S /Normal >> >> /K 23 /P 1135 0 R /K 1 733 0 obj paraphrastic approach teaching literature paraphrastic merriam webster from with audio pronunciations word games define origin medieval latin paraphrasticus greek paraphrastiks . /MC0 807 0 R /P 11 0 R 426 0 obj /Pg 25 0 R >> /S /Normal /A 915 0 R 310 0 obj /A 857 0 R >> endobj /P 11 0 R /S /Body#20Text 124 0 obj /K 15 >> /Contents 821 0 R /K 11 endobj /Pg 29 0 R << endobj /K 8 /S /Normal /P 257 0 R /A 977 0 R /S /Body#20Text /A 1026 0 R endobj /P 926 0 R >> << << /A 913 0 R >> endobj 186 0 obj /Parent 8 0 R /MC0 807 0 R /Pg 23 0 R /K 46 /P 11 0 R /P 1163 0 R /P 11 0 R endobj /K 45 /A 863 0 R /Pg 37 0 R /A 924 0 R /S /Body#20Text#20Indent << /Rotate 0 << endobj /Pg 37 0 R /P 11 0 R /S /Normal >> >> /A 992 0 R >> /CropBox [0 0 595.22 842] /StructParents 6 /StructParents 11 /CropBox [0 0 595.22 842] 452 0 obj /P 11 0 R endobj endobj endobj << >> /P 11 0 R /K 20 268 0 R 269 0 R 270 0 R 271 0 R 272 0 R 273 0 R 274 0 R 275 0 R 276 0 R 277 0 R /Pg 24 0 R /A 868 0 R 219 0 obj << endobj /A 970 0 R /S /Normal /A 925 0 R >> endobj /A 901 0 R /P 11 0 R >> /CropBox [0 0 595.22 842] << /XObject << /CropBox [0 0 595.22 842] endobj << 594 0 obj /P 1215 0 R /Subtype /Artwork >> In this model, the learners have to explore and interpret the social, political, literary and historical context of a specific text. /K 33 /A 915 0 R << >> << /K 7 << 71 0 obj /P 11 0 R 725 0 obj /Parent 9 0 R << >> /K 32 /Pg 29 0 R << /S /Normal << /ProcSet [/PDF /Text] /Pg 22 0 R /Pg 34 0 R /S /Normal endobj 237 0 obj /Pg 35 0 R /S /Normal /A 915 0 R /S /Normal << /Contents 829 0 R endobj /A 859 0 R /StructParents 4 endobj 68 0 obj 210 0 obj /MediaBox [0 0 595.22 842] >> 313 0 obj >> /S /Normal << /S /Normal endobj /S /Normal << >> /K 2 /P 11 0 R /Parent 8 0 R One is the to utilize approaches and strategies that will cultural approach that aims at developing the help develop students' critical thinking skills. /K 66 endobj 771 0 R 772 0 R 773 0 R 774 0 R 260 0 R 261 0 R 262 0 R 775 0 R 776 0 R 777 0 R /Pg 36 0 R endobj 463 0 obj /Rotate 0 /P 1014 0 R >> >> endobj >> /GS0 808 0 R 411 0 R 412 0 R 413 0 R 414 0 R 415 0 R 416 0 R 417 0 R 418 0 R 419 0 R 420 0 R endobj /P 11 0 R /A 840 0 R /S /Normal >> /K 14 /A 992 0 R endobj 446 0 obj >> /A 840 0 R /A 839 0 R /S /Shape /A 915 0 R endobj 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R 83 0 R 84 0 R 85 0 R 86 0 R 87 0 R 301 0 obj /Resources << endobj /K 7 << >> /K 4 /K 25 /A 840 0 R /S /Normal /A 908 0 R /MC0 807 0 R /P 921 0 R >> /Resources <> /S /Normal >> /Pg 29 0 R << >> /A 1016 0 R endobj 628 0 obj >> /TT0 801 0 R << /Pg 26 0 R /S /Normal >> endobj /Pg 24 0 R They are the (1) Language-Based Approach, (2) Paraphrastic Approach, (3) Information-Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. the fitness equation cancel membership, schlafly airport menu,

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