paraphrastic approach in teaching literature

<< >> << /S /Normal The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. 711 0 obj Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. The transactional theory signifies that both the reader and the text play important roles in the formation of meaning. << /Pg 29 0 R /A 838 0 R << These models have been incorporated in various approaches in the teaching of literature. /A 839 0 R /Pg 35 0 R /S /Normal << /S /Shape /K 874 0 R /S /Table endobj /K [785 0 R 786 0 R 787 0 R 788 0 R] A Stylistic Approach to Teaching Literature at the College Level 337 Thus, the stylistic approach establishes the stylistic character of the text, as a result of which 'stylistic method of analyzing the text and metalanguage used for the purpose become more powerful, precise and brighter in many respects than we do in the traditional frame'. << /P 1260 0 R /Pg 35 0 R /S /Normal /K 12 endobj /A 977 0 R /Pg 33 0 R >> /S /Normal /A 918 0 R /K 6 /P 1054 0 R /K 35 /A 838 0 R >> endobj as a teaching aid to validate if a student under-stands a statement or a concept. endobj /S /Normal >> 163 0 obj << << 2008-04-23T09:30:25+08:00 600 0 obj endobj /P 11 0 R /A 840 0 R /K 67 >> endobj >> 68 0 obj 15 0 obj /P 845 0 R /P 11 0 R /A 839 0 R 280 0 obj >> 642 0 obj /Pg 34 0 R /S /Normal /MediaBox [0 0 595.22 842] /K 11 >> >> /Pg 22 0 R 57 0 obj /P 1248 0 R endobj >> /S /Normal 460 0 obj /A 915 0 R >> >> /A 915 0 R 732 0 obj endobj /K 92 /S /Body#20Text 77 0 obj <>/Filter/FlateDecode/ID[<8C4C05AE9767B84890E316FAFFFB12FA>]/Index[62 25]/Info 61 0 R/Length 83/Prev 198684/Root 63 0 R/Size 87/Type/XRef/W[1 3 1]>>stream endobj /Pg 23 0 R /GS0 808 0 R << /P 11 0 R endobj /K 9 540 0 obj endobj 226 0 R 227 0 R 228 0 R 229 0 R 230 0 R 231 0 R 232 0 R 747 0 R 748 0 R 749 0 R endobj /P 1025 0 R endobj /P 1036 0 R /P 256 0 R /P 11 0 R /P 11 0 R /P 11 0 R endobj 176 0 obj /P 11 0 R /Kids [15 0 R 16 0 R 17 0 R 18 0 R 19 0 R 20 0 R 21 0 R 22 0 R 23 0 R 24 0 R] /K 4 /K 66 << >> /Pg 18 0 R /P 11 0 R /A 918 0 R << /Pg 36 0 R /Pg 29 0 R /A 838 0 R >> /S /Normal /P 1085 0 R /Font << /Pg 25 0 R /K 53 << /S /Body#20Text /Pg 23 0 R /K 75 61 0 obj 325 0 obj /K 16 /A 839 0 R /Pg 23 0 R 772 0 obj /K 29 << /K 2 243 0 obj 651 0 obj << /S /Normal >> /StructParents 21 /Pg 18 0 R >> /Pg 27 0 R /A 992 0 R /Rotate 0 >> /K 10 >> 170 0 obj 701 0 obj /K [753 0 R 754 0 R 755 0 R 756 0 R] /Pg 28 0 R /P 975 0 R << endobj 722 0 obj >> /TT1 803 0 R >> /P 1108 0 R /Pg 23 0 R /P 11 0 R /Pg 36 0 R >> /A 912 0 R /S /Body#20Text /MediaBox [0 0 595.22 842] /S /Normal /Pg 30 0 R >> /K 40 << /S /Body#20Text /Parent 3 0 R /S /Normal 143 0 obj 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 696 0 obj >> >> >> 400 0 obj /TT1 803 0 R /S /Normal << /TT0 801 0 R >> endobj /S /Normal /K 20 /P 257 0 R endobj /S /Normal /S /Body#20Text 355 0 obj /S /Normal /K 2 >> >> /ProcSet [/PDF /Text] endobj endobj /P 1243 0 R >> /TOAI /TOCI /P 11 0 R >> /Pg 17 0 R /CropBox [0 0 595.22 842] hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { /K 3 Learn faster and smarter from top experts, Download to take your learnings offline and on the go. endobj >> /A 840 0 R >> << /P 11 0 R /S /Body#20Text /P 256 0 R /K 57 endobj >> >> /S /Normal /P 1074 0 R /K 18 /P 11 0 R /S /Body#20Text << Each of these approaches is related to the teaching . >> /Pg 25 0 R /A 977 0 R /K 99 << << /Pg 35 0 R /Pg 35 0 R << >> endobj endobj /Resources << /Pg 17 0 R /K 9 >> /S /Body#20Text /Pg 26 0 R 58 0 obj /S /Normal << /Pg 34 0 R endobj /A 912 0 R >> << /TT2 802 0 R 74 0 obj 643 0 obj /S /Normal 6UL /efIYH2oS$ Yi 530120D5 L /StructParents 3 /Pg 23 0 R << 592 0 obj /S /Normal /K 10 /P 11 0 R /P 11 0 R /Pg 34 0 R endobj endobj /P 1255 0 R /A 840 0 R /K 6 569 0 obj >> /K 20 >> 638 0 obj /A 912 0 R /TT0 801 0 R endobj >> 641 0 obj /S /Normal << /A 840 0 R /K 5 I /S /Normal /Pg 18 0 R /Properties << /S /Normal /P 953 0 R /P 11 0 R 421 0 obj >> 748 0 obj /K 90 /CropBox [0 0 595.22 842] endobj >> /A 839 0 R >> /S /Table 463 0 obj << /MediaBox [0 0 595.22 842] >> endobj endobj /A 1038 0 R endobj >> << /A 1016 0 R endobj /S /Normal /S /Normal << /K 13 >> endobj /Pg 36 0 R /Font << /Pg 21 0 R >> /Pg 24 0 R endobj /P 11 0 R endobj << >> /K 57 /K 13 /K 4 /Pg 29 0 R /A 1038 0 R /A 915 0 R << /A 927 0 R endobj /A 977 0 R endobj /Parent 3 0 R endobj >> /Pg 24 0 R /A 839 0 R /S /Normal >> >> /K 3 /P 1015 0 R endobj /P 1045 0 R /S /Normal >> endobj 468 0 obj /A 914 0 R 311 0 obj /P 258 0 R /A 1038 0 R endobj /S /Body#20Text >> /K 2 /S /Normal /K 56 /S /L << >> /K 80 endobj /A 840 0 R /P 1156 0 R /A 842 0 R >> /TOFI /TOCI endobj /S /Normal << << /K 33 /K 20 >> /S /Normal 140 0 obj /Contents 812 0 R /S /Body#20Text >> /A 925 0 R /P 11 0 R /Pg 20 0 R endobj >> /K 45 /S /Normal endobj /K 30 endobj /Pg 23 0 R /S /Body#20Text /Pg 29 0 R /StructParents 19 << /S /Normal /P 1228 0 R /P 1047 0 R /P 1213 0 R 718 0 obj TEACHING APPROACH. >> /S /Normal /A 912 0 R >> /P 1088 0 R endobj >> /P 939 0 R /Pg 26 0 R endobj endobj endobj 264 0 obj /Pg 35 0 R /Pg 29 0 R /Pg 34 0 R /S /Normal /A 1016 0 R /P 11 0 R endobj /Pg 25 0 R /A 927 0 R >> /Pg 15 0 R >> /K 52 /A 912 0 R 327 0 obj /Parent 8 0 R /P 1068 0 R /Pg 24 0 R /P 1261 0 R /P 11 0 R /P 1200 0 R endobj << << 165 0 obj /P 1050 0 R /S /Normal >> << /A 839 0 R /ModDate (D:20080423093025+08'00') 510 0 obj /K 62 /S /Normal /S /Normal << endobj >> 427 0 obj /S /Body#20Text /A 840 0 R /K 2 /Pg 22 0 R 181 0 obj 738 0 obj /A 1018 0 R /K 9 /ProcSet [/PDF /Text] /K 47 /P 11 0 R endobj endobj /P 11 0 R /Pg 24 0 R /A 915 0 R >> 453 0 obj /Pg 36 0 R /Pg 30 0 R /Properties << endobj /A 912 0 R endobj << >> << /A 915 0 R endobj /S /Shape endobj /Resources << /Pg 23 0 R /MediaBox [0 0 595.22 842] /P 923 0 R endobj /K 12 /CS0 [/ICCBased 823 0 R] /S /Normal /S /Normal /P 11 0 R 430 0 obj << endobj << << /S /Body#20Text /S /Normal endobj /P 11 0 R /S /Normal /K 77 /K 7 >> << /Pg 29 0 R /S /Normal Passman (2000) applied the student-centered teaching approach to teaching social studies to 5th-graders in one classroom. /A 912 0 R /TT2 813 0 R /S /Normal 241 0 obj /K 26 endobj /Pg 34 0 R /K 24 /S /Normal /P 1258 0 R << /A 838 0 R /TT1 803 0 R /Rotate 0 /Pg 17 0 R /P 11 0 R /S /Normal /Pg 25 0 R 413 0 obj /Pg 25 0 R endobj /S /Normal endobj /S /Normal << /Properties << /K 40 << 338 0 R 339 0 R 340 0 R 341 0 R 342 0 R 343 0 R 344 0 R 345 0 R 346 0 R 347 0 R endobj /A 912 0 R /S /Normal /Pg 24 0 R endobj /K 44 /S /Body#20Text /Pg 25 0 R endobj /K 900 0 R /K 34 /P 11 0 R /S /LBody endobj endobj 535 0 obj /S /Normal >> /Rotate 0 >> /K 25 /P 256 0 R 522 0 obj << In this study, a novel approach was proposed with the use of the . /S /LBody 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- . >> >> /Pg 25 0 R endobj >> /Pg 24 0 R /K 18 endobj endobj endobj Academia.edu no longer supports Internet Explorer. /Pg 17 0 R /Font << endobj << endobj /Creator (Acrobat PDFMaker 7.0 for Word) 405 0 obj endobj /Pg 23 0 R /K 12 395 0 obj /S /Normal /S /Normal << /P 1210 0 R /A 925 0 R /S /Normal 730 0 obj /A 977 0 R >> /K 1 >> /K 55 /K 64 /Pg 24 0 R >> /Pg 24 0 R << /P 952 0 R /P 11 0 R 173 0 obj /Contents 822 0 R /K 4 >> /A 912 0 R endobj endobj << /P 928 0 R /P 1017 0 R << /S /Normal 690 0 obj 330 0 R 331 0 R 332 0 R 333 0 R 334 0 R 335 0 R 336 0 R 337 0 R] 671 0 obj /P 11 0 R /P 1230 0 R /A 857 0 R /K 21 >> /K 19 /S /Normal 274 0 obj >> 424 0 obj endobj endobj endobj /A 838 0 R /S /Normal /Font << << << /K 5 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R] << << /S /TextBox << /K 37 /TT1 803 0 R /A 1038 0 R /P 1084 0 R /S /Table /A 915 0 R /K 1 << endobj /P 790 0 R Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. endobj /S /Body#20Text Instructional Practices in the Teaching of Literature: What Matters? endobj 310 0 obj /A 1026 0 R /CropBox [0 0 595.22 842] /MC0 807 0 R endobj /K 61 << /K 50 /TT0 801 0 R 412 0 obj /A 840 0 R endobj /K 8 /K 65 /S /Normal /Pg 24 0 R << endobj 158 0 R 159 0 R 160 0 R 161 0 R 162 0 R 163 0 R 164 0 R 165 0 R 166 0 R 167 0 R << >> /P 11 0 R 49 0 obj /A 838 0 R /A 838 0 R /P 11 0 R /S /Normal /Pg 26 0 R 584 0 obj /Resources << /P 233 0 R /Contents [791 0 R 792 0 R 793 0 R 794 0 R 795 0 R 796 0 R 797 0 R 798 0 R 799 0 R 800 0 R] endobj >> /K 76 /K 3 375 0 obj << endobj /P 11 0 R /A 1038 0 R /A 839 0 R >> >> /A 840 0 R endobj /K 0 /P 1177 0 R 258 0 obj /S /Body#20Text /A 912 0 R /MediaBox [0 0 595.22 842] >> >> endobj 601 0 obj /K 68 /S /Normal 281 0 obj /K 8 /P 11 0 R << << /Contents 819 0 R 14 0 obj /Pg 36 0 R 54 0 obj >> /P 1090 0 R << >> /GS0 808 0 R 656 0 obj endobj /Pg 22 0 R /A 840 0 R << /A 992 0 R /P 11 0 R D:20080421080735 /Pg 22 0 R /A 840 0 R /Pg 18 0 R /K 10 /P 11 0 R >> /TT2 803 0 R /Pg 28 0 R /Pg 22 0 R /P 987 0 R Now customize the name of a clipboard to store your clips. /A 886 0 R << /A 842 0 R 20 790 0 R 21 [310 0 R 311 0 R 312 0 R 313 0 R 314 0 R 315 0 R 316 0 R 317 0 R 318 0 R 319 0 R /A 840 0 R endobj /Pg 30 0 R /P 1197 0 R endobj 277 0 obj /P 11 0 R , APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS. /K 10 << /Pg 36 0 R /Properties << /P 11 0 R << 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 81 0 obj /K 1 /K 7 >> Therefore, one approach to teaching literature is to raise students' interest and to involve them through student-centred activities. endobj /S /Body#20Text 40 0 obj /P 1172 0 R 716 0 obj << /P 939 0 R /P 233 0 R /A 925 0 R /S /Normal /TT2 803 0 R << endobj 425 0 obj /P 1252 0 R >> << By accepting, you agree to the updated privacy policy. /S /Normal /Pg 17 0 R >> /A 840 0 R << 138 0 obj endobj /S /Normal >> /A 1038 0 R << endobj 75 0 obj /S /Normal endobj /P 11 0 R /Pg 30 0 R /A 912 0 R 348 0 obj 232 0 obj /A 838 0 R /K 67 /K 18 << << Many /S /Body#20Text endobj /S /Normal /MC0 807 0 R /A 875 0 R << /A 912 0 R >> >> /K 28 /S /Normal /A 1018 0 R /K 19 << /A 840 0 R /K 34 endobj << >> Student perceptions were gauged on the following dimensions: importance of literature in developing reading skills, text and genre inclination for reading, and the use of short stories and young adult literature in English to develop interest for reading. >> /Pg 22 0 R 744 0 obj >> /A 839 0 R 32 0 obj /A 839 0 R /A 840 0 R 626 0 obj /A 839 0 R << /P 957 0 R /Rotate 0 /S /Normal endobj /A 857 0 R /Pg 15 0 R %PDF-1.6 % 89 0 obj /A 915 0 R /Marked true >> endobj /A 922 0 R /P 1056 0 R /Pg 37 0 R endobj /P 11 0 R /S /Normal /S /Normal endobj 6 0 obj /K 44 /K 1 /A 912 0 R /Pg 29 0 R /TT1 803 0 R /A 1038 0 R /P 933 0 R /P 1062 0 R << /K [24 790 0 R 26] << /A 992 0 R /K 49 239 0 obj /Pg 22 0 R >> /Pg 19 0 R 739 0 R 740 0 R 741 0 R 742 0 R 743 0 R 744 0 R 745 0 R 746 0 R 213 0 R 214 0 R /S /Normal << >> /A 840 0 R /P 11 0 R endobj /K 23 << /K 3 endstream endobj >> /A 840 0 R /Pg 23 0 R /K 44 /A 876 0 R >> /Pg 22 0 R /S /Normal 338 0 obj << /Pg 29 0 R >> /P 11 0 R >> 586 0 obj /P 921 0 R /A 1038 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. 529 0 R 530 0 R 531 0 R 532 0 R 533 0 R 534 0 R 535 0 R 536 0 R 537 0 R 538 0 R 8 [139 0 R 140 0 R 491 0 R 492 0 R 493 0 R 494 0 R 495 0 R 496 0 R 497 0 R 498 0 R endobj endobj /S /Body#20Text /Properties << /Pg 27 0 R 398 0 obj /Rotate 0 >> /P 1160 0 R /A 839 0 R endobj endobj /A 838 0 R /P 258 0 R /Pg 22 0 R /S /Normal >> /K [789 0 R 1267 0 R] 415 0 obj /P 1120 0 R /S /Body#20Text 459 0 obj >> /A 840 0 R 313 0 obj /A 1016 0 R /K 5 644 0 obj /Pg 20 0 R endobj endobj /K 15 /A 840 0 R >> /S /Body#20Text endobj /S /Normal 107 0 obj Once all cards are in . endobj >> /S /Normal endobj /Pg 30 0 R endobj >> >> /CropBox [0 0 595.22 842] /Pg 22 0 R /Pg 31 0 R /K 10 /Parent 8 0 R << /S /Normal /K 33 /A 904 0 R << >> /A 1038 0 R /S /Normal /S /Normal /Pg 23 0 R /S /Shape /S /LBody /TT0 801 0 R /K 3 << /A 857 0 R /S /Normal /P 1061 0 R Plato wrote in Republic that literature's purpose is to instruct the audience in morality; Aristotle, although Plato's student, resolutely disagreed and believed literature was an experience for the audience (for example, feeling catharsis through a hero's tragic downfall . /K 33 183 0 obj 421 0 R 422 0 R 423 0 R 424 0 R 425 0 R 426 0 R 427 0 R 428 0 R 429 0 R 430 0 R /S /TextBox /A 857 0 R endobj 673 0 obj endobj endobj /Pg 16 0 R /A 918 0 R >> /S /Normal >> /P 1236 0 R /P 1060 0 R /K 25 << 294 0 obj endobj >> 524 0 obj endobj >> /Pg 23 0 R /K 17 endobj /K 27 >> >> /P 1211 0 R endobj /A 912 0 R /Pg 32 0 R 259 0 obj /S /Normal /Pg 26 0 R << /A 977 0 R >> 41 0 obj /S /Normal /K 39 /P 921 0 R /P 259 0 R endobj 95 0 obj >> /P 954 0 R /Pg 25 0 R endobj 402 0 obj >> >> << 83 0 obj >> /A 840 0 R /A 898 0 R /A 869 0 R 783 0 obj /ExtGState << >> >> /K 7 /S /Normal /K 0 350 0 obj /K 15 << endobj /P 11 0 R << >> /A 840 0 R >> /P 11 0 R >> /S /Normal What are the 3 purposes of reader response approach? endobj /S /Normal << /P 11 0 R /P 11 0 R /Pg 31 0 R << << >> /S /Normal >> /K 21 /A 912 0 R /StructParents 23 /Resources << << /Pg 22 0 R /K 8 /P 11 0 R 612 0 R 613 0 R 614 0 R 615 0 R 616 0 R 617 0 R 618 0 R 619 0 R 620 0 R 621 0 R << endobj /P 11 0 R /K 21 /F5 805 0 R << endobj /S /Normal /S /Normal /S /Normal endobj /P 1133 0 R /S /Body#20Text endobj << endobj 367 0 obj endobj /P 11 0 R /Pg 26 0 R /P 1199 0 R /P 11 0 R /K 41 /K 9 /A 1018 0 R 452 0 obj /Pg 29 0 R /K 2 /K 30 << << >> endobj 104 0 obj 646 0 obj /A 857 0 R /S /Body#20Text endobj endobj There . >> endobj /K 76 /Pg 25 0 R << /K 42 >> << 308 0 R 309 0 R 310 0 R 311 0 R 312 0 R 313 0 R 314 0 R 315 0 R 316 0 R 317 0 R endobj /P 1076 0 R Introduction /Pg 22 0 R /S /Normal /Type /Page << 587 0 obj >> /Rotate 0 << >> /A 1016 0 R /Pg 20 0 R /A 918 0 R /Pg 25 0 R >> endobj /K 53 >> << >> /P 11 0 R endobj 672 0 obj >> /S /Normal << /K 18 >> >> /Pg 32 0 R /S /Normal /S /Normal /A 912 0 R /P 1264 0 R /K 12 376 0 obj /P 1174 0 R /S /Body#20Text endobj /A 912 0 R endobj /S /Normal /K 0 720 0 obj 93 /S /Normal /K 1 >> 337 0 obj /Pg 34 0 R /Type /Page /Type /Page >> /K 5 215 0 R] /Pg 23 0 R /K 39 >> /A 977 0 R /TT0 801 0 R endobj /Pg 31 0 R /K 15 /Pg 25 0 R 667 0 obj /Parent 8 0 R /Pg 25 0 R /Pg 29 0 R /P 11 0 R /A 992 0 R 212 0 obj /P 1241 0 R endobj 98 0 R 99 0 R 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R /K 18 /Pg 25 0 R /Pg 29 0 R /P 964 0 R /A 918 0 R >> /S /Normal /P 1043 0 R << /Pg 21 0 R /S /LBody /Creator (Acrobat PDFMaker 7.0 for Word) /P 1106 0 R come to actualities >> We present a human-interpretable, feature-based method to measure paraphrastic modification. 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 /Type /Page /K 13 >> >> /Pg 22 0 R >> 787 0 obj /Type /Page /S /Normal >> /A 912 0 R 568 0 obj 372 0 obj /S /Normal /Pg 34 0 R >> 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). /A 912 0 R /A 1016 0 R << /Pg 29 0 R << /K [23 884 0 R] /A 839 0 R endobj << /K 23 % /Parent 9 0 R /P 11 0 R << endobj /S /Normal endobj << /A 992 0 R 647 0 obj >> << /K 10 90 0 obj /K 22 /A 840 0 R /Pg 36 0 R /K 16 /K 883 0 R 558 0 obj 135 0 obj /Properties << 609 0 obj /P 1104 0 R /A 840 0 R 4 [82 0 R 83 0 R 84 0 R 85 0 R 86 0 R 87 0 R 88 0 R 89 0 R 90 0 R] /S /Table 167 0 obj /Pg 23 0 R /P 1209 0 R << /S /Normal /P 1204 0 R /Pg 16 0 R /A 840 0 R endobj /A 927 0 R 298 0 obj 276 0 obj /S /Normal << << /A 839 0 R /P 1134 0 R << /K 2 /A 913 0 R 155 0 obj /P 11 0 R >> /A 886 0 R /S /Normal << /P 11 0 R /S /Normal /P 1147 0 R endobj /S /Normal >> /K 20 endobj Teaching Literature. /A 977 0 R /A 915 0 R << << /P 259 0 R /S /LBody /A 893 0 R 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. /Pg 24 0 R /S /Body#20Text#20Indent endobj /P 233 0 R endobj >> /Pg 30 0 R /Properties << /GS0 808 0 R 543 0 obj /P 11 0 R /K 13 /Pg 23 0 R /P 11 0 R /S /Body#20Text /P 1067 0 R /P 11 0 R /StructTreeRoot 5 0 R << It was clearly Generate language practice using the text noted that students were asked to Paraphrastic Approach read aloud the literary text to the entire class. << /P 1225 0 R endobj >> /Pg 22 0 R endobj endobj 686 0 obj << >> endobj endobj /S /Normal /K 22 /A 840 0 R /A 915 0 R /K 891 0 R << /K 27 /P 1152 0 R /S /Normal /S /Normal endobj The paper summarises relevant literature, >> /TT0 801 0 R /A 840 0 R 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 An appreciation and deeper understanding of important human concerns and human literary works. << << /Pg 23 0 R endobj << Different moral or philosophical approaches help to . /A 912 0 R /P 11 0 R /Font << /K 28 endobj << /S /Normal /A 868 0 R >> endobj << /K 10 /A 1038 0 R /A 1034 0 R /K 12 /Pg 34 0 R /K 50 133 0 obj 340 0 obj << ] /S /Normal endobj /Type /Page /P 11 0 R /Pg 25 0 R /Pg 31 0 R endobj 517 0 obj << /A 915 0 R << >> /Pg 21 0 R /Footnote /Note /Pg 36 0 R /Pg 23 0 R 409 0 obj However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational "E". endobj /A 915 0 R >> /Font << endobj >> /P 11 0 R 771 0 obj /K 3 endobj /S /Body#20Text 250 0 obj 216 0 obj /K 2 /S /Normal /Pg 19 0 R endobj /Pg 17 0 R /Pg 25 0 R endobj endobj /Contents 821 0 R << << >> 367 0 R] /Pg 23 0 R /S /Normal >> endobj /Pg 22 0 R /P 11 0 R 100 0 obj /K 49 /K [775 0 R 776 0 R 777 0 R 778 0 R] /S /Normal /S /Normal . /P 233 0 R /S /Body#20Text /Type /Page endobj /K 31 << >> 770 0 obj /A 838 0 R /P 1055 0 R /K 1 /Pg 31 0 R 659 0 obj /A 897 0 R /K 4 /S /Normal >> endobj endobj /S /Body#20Text << >> endobj /A 915 0 R >> /S /Normal /S /Body#20Text /Pg 27 0 R 679 0 obj << endobj /A 913 0 R >> /P 11 0 R /K 18 /S /Normal >> /Pg 22 0 R /Resources << /A 912 0 R endobj /P 11 0 R /Pg 25 0 R /K 23 /K [16 887 0 R] /Pg 30 0 R >> endobj >> /A 838 0 R /K 27 /S /Normal /A 838 0 R /P 1107 0 R 612 0 obj 122 0 obj /Type /StructTreeRoot /A 1018 0 R /A 912 0 R

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