Speaking. Group members will speak at will; however, the facilitators may require that group members be recognized by the facilitator before speaking. Group members will try not to interrupt each other.
Speaking. Courteous and effective communicating with coworkers, providers, residents, family members, visitors, and ancillary departments.
Speaking. The tutor can assist in any of the following areas: ✓ Presentation skills ✓ Public speaking skills ✓ Controlling pronunciation while speaking ✓ Pronouncing the sounds, rhythm, stress and intonation of spoken English ✓ Strategies for improving intelligibility ✓ Improving fluency To make the most of English Language Tutoring: ⮚ Come with specific questions and concerns about aspects of your writing or speaking ⮚ Listen to the feedback you receive and try to work on those areas ⮚ Look for patterns of issues you are having, and make sure you attend to these the next time you visit: build on the feedback you receive so that the tutor does not have to point out the same things (keeping an error log might help you) Remember: ⮚ The tutor is not just there to ‘clean up’ your paper or your presentation for you. The goal is to identify the most serious issues and work with you to correct them. They are not an editing service, but a support resource. ⮚ The tutor is not a subject matter expert, so they cannot answer specific questions about the assignment or your courses. ⮚ Tutoring is advisory only. It does not guarantee a particular outcome. The tutor does not affect the final grade of any writing assignment or presentation and won’t discuss grades with you. By utilizing the SPS Tutoring Program,
Speaking. Speaking 0 (No Proficiency) Unable to function in the spoken language. Oral production is limited to occasional isolated words. Has essentially no communicative ability. Speaking 0+ (Memorized Proficiency) Able to satisfy immediate needs using rehearsed utterances. Shows little real autonomy of expression, flexibility or spontaneity. Can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Attempts at creating speech are usually unsuccessful. Examples: The individual's vocabulary is usually limited to areas of immediate survival needs. Most utterances are telegraphic; that is, factors (linking words, markers and the like) are omitted, confused or distorted. An individual can usually differentiate most significant sounds when produced in isolation but, when combined in words or groups of words, errors may be frequent. Even with repetition, communication is severely limited even with people used to dealing with foreigners. Stress, intonation, tone, etc. are usually quite faulty. Speaking 1 (Elementary Proficiency) Able to satisfy minimum courtesy requirements and maintain very simple face-to-face conversations on familiar topics. A native speaker must often use slowed speech, repetition, paraphrase, or a combination of these to be understood by this individual. Similarly, the native speaker must strain and employ real-world knowledge to understand even simple statements/questions from this individual. This speaker has a functional, but limited proficiency. Misunderstandings are frequent, but the individual is able to ask for help and to verify comprehension of native speech in face-to-face interaction. The individual is unable to produce continuous discourse except with rehearsed material. Examples: Structural accuracy is likely to be random or severely limited. Time concepts are vague. Vocabulary is inaccurate, and its range is very narrow. The individual often speaks with great difficulty. By repeating, such speakers can make themselves understood to native speakers who are in regular contact with foreigners but there is little precision in the information conveyed. Needs, experience or training may vary greatly from individual to individual; for example, speakers at this level may have encountered quite different vocabulary areas. However, the individual can typically satisfy predictable, simple, personal and accommodation needs; can generally meet courtesy, introduction, and identification requirements; ex...
Speaking. “subject matter” as “the power-relations between dominant (or colonizing) cultures and the subordinated cultures which were once, or still are, under their political or economic power. Broadly speaking, post-colonial theory seeks to analyse the power of the dominant in the sphere of ideology, that is the ‘hegemony’ with which superior nations or classes control not only the economic and material lives of their subordinates, but also the terms in which they are described and defined, even the terms in which they think and speak.” 109 Sugirtharajah, “Memorandum,” 4. 110 Sugirtharajah, “Memorandum,” 4. 111 Sugirtharajah, “Memorandum,” 5. 112 Sugirtharajah, “Memorandum,” 5 writes, “[I]t will interact with and reflect on postcolonial circumstances such as hybridity, fragmentation, deterritorialization, and/or hyphenated, double or multiple identities.” 113 Sugirtharajah, “Memorandum,” 5. 114 Moore, Empire and Apocalypse, 7 who notes the parallel with feminist criticism, which is also a line of inquiry that adapts a number of methods under a particular ideological agenda. 115 Collins, Bible after Babel, 69. more broadly of the entire narrative of Acts, Virginia Burrus has made a compelling case for the utility of postcolonial criticism in the study of a book so saturated with the presence of the Roman Empire: Fanning out from the Palestinian matrix of Jesus’ movement to span the eastern Mediterranean and finally extending as far as Rome itself, the text maps a terrain traversed by the passages of travelers and marked by meetings between social “others” and ethnic “strangers.” On such grounds alone, Luke’s work would seem to provide rich opportunities for a thoroughgoing postcolonial analysis. If few have yet taken up the challenge of such an analysis, it is not only because of the relative newness of this theoretical-hermeneutical approach within biblical studies but also (one suspects) because of the haunting ambiguity of Luke’s political stance. Symptomatically, Luke-Acts has been interpreted with passionate persuasiveness both as radically subversive and as skillfully accommodationist in relation to the forces of imperialism and colonialism.116 More specifically, the postcolonial notion of “hybridity” is a valuable exegetical lens in these verses. Fortunately, other scholars have already undertaken the task of applying the concept of “hybridity” to the interpretation of biblical texts.117 In a recent article focusing on a reading of Numbers, Ulrike Sals adept...
Speaking. Given notice and planning, though it is understood and agreed by both parties that Executive has his obligations to his Practice which take priority, Executive will make himself reasonably available for up to 12 live talks/presentations per calendar year at Company meetings.
Speaking. If we are unable to hear our own voice, we are unaware of our errors and articulation problems are certain to occur. Pronunciation
Speaking. Speaking 0 (No Proficiency) Unable to function in the spoken language. Oral production is limited to occasional isolated words. Has essentially no communicative ability. Speaking 0+ (Memorized Proficiency) Able to satisfy immediate needs using rehearsed utterances. Shows little real autonomy of expression, flexibility or spontaneity. Can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Attempts at creating speech are usually unsuccessful.
Speaking. All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.