Sunday, February 18, 2007

* Blog 019 English Video Search - Watch and listen from here...

While you are visiting this site, if you want to watch an English music video of your choice, or listen to any other kind of English material, movie excerpts, interviews, news items, or weird things in English, for just a a minute or for as long as an hour, you can do it right here, by just entering a topic, name, or subject into the English Video Search Box located in the upper right-hand corner of this Blog, just above the MCollege campus pictures, then click "search", and turn up your speakers or headphones.
Listen to music while you read, or listen to the spoken word to practice your listening comprehension. There are only about a million+ content choices available here!
Some choices you can make were posted only a few hours ago. Other choices involve material created some thirty years ago. For an example of older music, from 35 years ago, try searching: Elvis suspicious minds ; or from three years ago, try the search: Celine Dion - New Day Has Come
Remember, there are a lot of non-music items available as well, to add some spice to your English language learning exerience.

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Thursday, January 25, 2007

* Blog 018 - Today's Front Page / 51 Countries / 571 Newspapers

Do you know how many English language daily newspapers there are in the world? Neither do I, but I do know that there are thousands, more than 15,000. English is at work, 24/7, acting as a gateway for communication between and among nationalities, ethnicities, social strata, and the ages, both at and within boundaries. No other language comes close to having the diverse communicative bonding force of English.

What are some of those thousands of English Language newspapers saying today? Here are today's front pages, from 51 countries, 571 daily newspapers (just a sample of what' s out there). Most are in English, a few are not. Once on site, for deeper penetration of its inside coverage, click the link provided by each newspaper or Google the newspaper of interest.

Check it out here...
http://www.newseum.org/todaysfrontpages


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Wednesday, January 10, 2007

* Blog 017 - English Writing for Intermediate Level ESL Students - Some Reminders...



Here are some reminders and checklists to study before you compose assignments or prepare to write later, under the time pressure of an exam essay.

  1. A paragraph is a series of sentences developing a single topic.

  2. The sentence stating the topic of a paragraph is called the topic sentence.

  3. The topic sentence usually comes at the beginning of the paragraph, so that the reader can immediately tell exactly what the paragraph is about.

  4. Sometimes the topic sentence appears in the middle of the paragraph.

  5. Sometimes the topic sentence comes at the end of the paragraph, where it may serve as the climax to a series of details that led up to it. It may be a conclusion based on the evidence presented in the paragraph.

  6. A paragraph is usually developed by means of additional, detailed information given in support of the idea expressed in the topic sentence.

  7. A good paragraph is the product of planning, first with a simple inventory, in no special order, of your ideas on the topic chosen; followed by a culling of irrelevant ideas and an ordering of the remaining ideas into an outline.

  8. A paragraph should be unified. Unity is achieved by discussing only one topic in a paragraph, the topic stated in the topic sentence.

  9. A paragraph should have coherence; that is, its ideas should be arranged according to a definite plan and should be clearly linked to one another.

  10. You should learn to write at least four kinds of paragraphs: expository, descriptive, narrative, persuasive.

  11. Develop an expository paragraph with facts and specific examples.

  12. The arrangement of the sentences in an expository paragraph will determine how easily the reader can follow the writer’s train of thought. Without logical organization, the information in an expository paragraph will be difficult to understand.

  13. Arrange the details in an expository paragraph in a coherent, logical order.

  14. The facts or details in an expository paragraph may be given in the order of their importance, may be given in chronological order, or, may be given in order of comparison or contrast.

  15. Develop a descriptive paragraph with concrete (specific) details. Arrange the details of a descriptive paragraph in coherent order. The details in a descriptive paragraph may be given in chronological order, or, in spatial order.

  16. Develop a narrative paragraph with a brief story.

  17. Develop a persuasive paragraph with reasons. Reasons in a persuasive paragraph may be given in the order of importance. Generally it is better to begin with the least important reason and build up to the most important reasons, thereby providing a solid foundation for a vigorous conclusion. In other cases, where the writer may have one very important reason and several less important ones, it may be appropriate to do just the reverse, that is, to give the most compelling fact or reason first and then support it with the less important details.

  18. Strengthen a paragraph by using linking expressions and connectives which help the reader to follow the line of thought from one idea to the next.

  19. Keep the thought of a paragraph flowing smoothly from sentence to sentence by using pronouns which refer to words and ideas in preceding sentences.

  20. Keep the thought and purpose of the paragraph flowing smoothly from sentence to sentence by the use of linking or transition expressions.

  21. In Standard English, the primary meaning of the word "revision" is " the process of changing something in order to improve it by correcting it or including new information or ideas".

  22. When performing a "revision" of your writing, especially when revising your paragraphs and rewriting each one, it might help you if you learn, and keep in mind, this 11 point Checklist for paragraph revision (i.e. for writing another draft):

    1. With regard to the phrasing of the topic sentence, is it concise and directly to the point? Does it make the topic narrow enough?

    2. Will the topic sentence arouse the reader’s curiosity? Will it produce agreement or disagreement?

    3. Does the paragraph have unity?

    4. Have you used good examples, specific facts, sensory details, vivid comparisons, convincing reasons?

    5. Does the paragraph have coherence. In what order are the details arranged? Are linking (transition) expressions and other connecting devices used properly?

    6. Does the paragraph rise to a climax, come to a conclusion, reach a solution? Does it merit a summarizing, or clincher, sentence?

    7. Is the paragraph adequately developed? By what method or combination of methods is it developed?

    8. Did you check the spelling of every doubtful word and refer to a list of your own commonly misspelled words?

    9. Have you looked for unnecessary words; for trite expressions?

    10. Are you confident that the grammatical usage is correct?

    11. Have you checked your own "error chart", or earlier compositions, to see that your special weaknesses are not being repeated?

  23. When writing a composition of four or five paragraphs on a certain subject, limit your topic to one part of the subject and in the opening paragraph indicate that limitation by stating, in a clear and definite way, the purpose of your composition, that is, by stating how you intend to treat that topic.

  24. Focusing on a specific part of the overall subject will help you to choose the ideas to use in your composition.

  25. Choose a title for the composition that reflects your purpose.

  26. When planning the composition, prepare a proper heading outline by listing your ideas, and then organize them under a few main headings. When doing so, put the headings in a proper order, and then convert these headings into an outline of topics and subtropics that will be addressed.

  27. Keep in mind good models of five paragraph essays you have previously studied.

  28. If you have the time to revise your composition remember that you want to present it in a neat and attractive form that reflects the thought and care you have devoted to this exercise and performance of your writing skills.

  29. When revising, note the general organization of the composition, its adherence to your outline, the paragraphing, the use of transitional expressions, the divisions of the content into introduction, body, and conclusion.

  30. Consider learning, and keeping in mind, this 8 point Composition Revision Checklist:

    1. Does your introduction contain a clear statement of purpose?

    2. Does each paragraph have only one main idea?

    3. Are the main ideas developed by a variety of methods-factual details, concrete details, examples, reasons, comparisons, contrasts?

    4. Do you use transitions to bridge gaps between paragraphs?

    5. Is each main idea in the composition related to the topic as a whole?

    6. Does your composition follow a logical order of development?

    7. Is your final draft free from errors in capitalization, punctuation, sentence structure, spelling, word choice, and grammar?

    8. Is your title interesting and suggestive of the main idea in your composition?

  31. In English writing exams, an essay represents an impromptu composition written under time pressure about a specific subject.

  32. When writing the essay answer, everything you have learned about writing compositions in English can be brought to bear during that task. In addition, the following 9 simple hints should be kept in mind:

    1. Read the test question slowly and carefully. Watch for key terms used in the question and follow them exactly. For instance (a) compare (find likenesses); (b) contrast (point out differences); (c) criticize (find faults and merits); (d) discuss (examine, analyze carefully, and come to a conclusion); (e) explain (spell out how and why); (f) summarize (condense the main points); (g) trace (give a description of progress, sequence, or development).

    2. Plan your time and your answer. Calculate on the basis of the point value of the question and the total time of the test. Jot down your ideas in a simple outline with usually not more than three or four major points. Write down some of the academic vocabulary you think is relevant, that you are quite comfortable using, and that you think can enhance the meaning you want to express.

    3. Write with your highest and best level of handwriting, using a dark ink pen. Make your punctuation clear and unambiguous.

    4. Single space your paragraphs and double space between paragraphs. Clearly indent each new paragraph.

    5. Write a good introductory paragraph in which you refer directly to the question (but do not just simply repeat the question), and state the main point, or thesis, of your answer.

    6. Devote one paragraph to each main point, and begin it always with a topic sentence. In this way your main points will stand out to the examiner grading your essay.

    7. Illustrate and support what you say by specific details, examples, and references. Examiners will not be impressed by unsupported generalities.

    8. Summarize what you have said in a good concluding paragraph, and in doing so, use some fresh vocabulary that has not already been used in the essay.

    9. Allow yourself a few minutes to proofread what you have written, checking carefully for spelling and usage errors. If you encounter a mistake, draw a single line through it and write the correction above it. Do not use liquid or tape correcting substances on the paper.

  33. A sample essay of this type might go as follows:

    1. First paragraph: Refer to the test question and give a statement of your answer;
    2. Second paragraph: State the first main point followed by supporting facts;
    3. Third paragraph: State the second main point followed by specific examples;
    4. Fourth paragraph: State the third main point followed by specific details;
    5. Fifth paragraph: Summary, using fresh, relevant vocabulary and content that is totally consistent with the earlier content.

  34. In an essay exam question seeking your opinion or views, the essay should be a written statement of your belief about an arguable subject, supported by evidence and written to convince.

  35. Here are 4 groups of suggestions you should remember and consider when writing an opinion essay:

    1. Jot down a list of the arguments that support your stand. Cross out any that are self-evident, trivial or irrelevant. The ones that remain should have two genuine sides to them, in other words, they should be issues. You should, if you have time, try to anticipate and refute some of the arguments that are opposed to your view. Aim to convince by using effective examples.

    2. Begin your essay effectively. Catch the reader’s interest. State the subject of the argument fairly and clearly. Define any terms likely to be misunderstood. Indicate the issues to be discussed. Consider (if important) the history and significance of the question.

    3. Support your point of view with evidence. When you quote from authority, identify the authority. If you cite facts, give the source. When you use an example, do not claim that the one example establishes a general rule. Be logical and fair.

    4. Conclude your essay by summarizing your main arguments with fresh language and indicate a future course of action that you might recommend.


  36. Mechanics - Capitalization, Punctuation, Spelling.

  37. Capitalization - learn the rules used to individualize what you are writing about.

  38. Punctuation - is needed to improve the clarity of what you mean when you write. There are only two reasons to use punctuation: (1) because the meaning demands it , or (2) because conventional usage requires it.
    Always consider punctuation when you are writing English. Do not overuse punctuation. Too little is better than too much. You need to learn how and when to use these 12 signals to clarify the meaning of your written communications:
    1. Periods
    2. Question marks
    3. Exclamation points
    4. Commas
    5. Semicolons
    6. Colons
    7. Underlining (Italics)
    8. Quotation Marks
    9. Apostrophes
    10. Hyphens
    11. Dashes
    12. Parentheses

  39. Spelling - You can improve your spelling if you really want to and if you are really willing to make the effort. In reality, no one else can help you. Learning to spell is a personal responsibility. Learn to spell through online resources already mentioned to you. Learn the basic spelling rules. Get addicted to English-only dictionaries. In your main English notebooks devote a section to listing words you misspell. Learn to spell words by syllables. Avoid mispronunciations that lead to spelling errors. Learning the correct pronunciation of a word will help you to spell it right.

  40. Holistic Factors - Lexical resources, Dictionary, Grammatical Range and Accuracy, Task Accomplishment, Appropriate Register.

  41. Lexical Resources - The range of vocabulary used in the writing and the precision with which meanings and attitudes can be expressed...the variety of words used...the adequacy and apprropriacy of the words used...the ability to get around a vocabulary gap with no noticeable effect , by rapidly locating and using other words of similar appropriateness... the ability to proofread, detect and repair errors encountered upon revision of the writing. This is sometimes referred to as the ability to repair.

  42. Dictionary - use an English-only dictionary, and an online Concordancer, to help you improve the range and accuracy of your English vocabulary.

  43. Grammatical Range and Accuracy - The range of grammatical resources displayed in the writing...the accuracy and apprropriacy of grammatical resources attempted, the length of sentences...the complexity of sentences...the appropriate use of subordinate clauses...the range of sentence structures used, especially to move elements around for information focus. The number of grammatical errors in a given amount of writing and the communicative effect of error... The amount of comprehension-processing strain caused to the reader by the writer’s unintelligibility, ambiguity, imprecision, self-contradiction, incoherence, inaccuracy, disorganization of ideas communicated... The effect of the writer’s first language upon the second language output. Overall effectiveness.

  44. Task Accomplishment - The extent and degree to which the imposed writing task, the whole imposed writing task and nothing but the imposed writing task, was accomplished within the time limit.

  45. Appropriate Register - The words, style and grammar used in different kinds of writing.

  46. Examples of different registers include, but are not limited to, a letter of condolence, a letter of complaint, an editorial, a no trespassing notice, a letter of invitation, a letter of appreciation, a notice of termination of employment, a certificate of merit, an obituary, a notice of birth, a Last Will and Testament, an indictment, an engagement announcement, an offer of sale, a judicial order, a certificate of merit, a drug prescription, a manual of instructions, a ransom notice, a "Dear John" letter, an accident report, examination instructions, a love letter, an academic thesis, a textbook, a student’s notes, an organizational chart, a dinner menu, a recipe, an autopsy report, a memo of instructions to staff, an apology, an advertisement, a warranty, a ticket.

  47. Each of these and others types of text tends to employ a specific range of words, style and grammar, to communicate effectively in a manner appropriate to the surrounding and accompanying circumstances.

  48. Sensitivity to the techniques of employing appropriate register is acquired through diverse extensive reading, and by continuous writing practice using various types of text in the course of employing English to accomplish various tasks.

  49. That’s it, folks. (Hope these reminders help you !).


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  50. Fair Use Notice
  51. Some of the material expressed in this particular blog entry (017), is adapted from descriptions of many standard English grammar rules and composition conventions, such as those found in John E. Warriner’s English Grammar and Composition Fourth Course, 1982. published and copyright 1982 by Harcourt Brace Jovanovich, Publishers. This particular blog entry may contain copyrighted material the use of which has not been specifically authorized by the copyright owner. This material is made available in this blog entry to advance understanding of English grammar and composition conventions among second language learners. It is believed that this constitutes a 'fair use' of any such copyrighted material as provided for in the relevant copyright laws. In accordance with those laws, the material in this blog entry is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml. If you wish to use copyrighted material from any entry or link on this Blog for purposes of your own that go beyond 'fair use', you must obtain prior permission from the copyright owner.

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Thursday, December 21, 2006

* Blog 016 - English Word Frequency - Intermediate Level

For ESL learners some knowledge of word frequency is useful. Online there are various sources of word frequency data, just as there are in printed media, such as the Longmans Dictionary of Contemporary English, or the Oxford Advanced Learners English Dictionary. These printed sources only note the 3,000 most frequently used words in both written and spoken English.

How about a resource that goes further, goes beyond 3,000 words, or beyond even 10,000 words...a resource that goes beyond 50,000 words, all the way up to the 86,800 most frequently used words in English. Content analysis of such a resource can nurture many insights into the English language and into the underlying language culture. Familiarity with such a resource may also aid your prioritization of vocabulary acquisition.

Such a resource can be found at Wordcount, a site that provides useful frequency information in a graphically unique way.

In the words of its author,

"WordCount™ is an artistic experiment in the way we use language. It presents the 86,800 most frequently used English words, ranked in order of commonness. Each word is scaled to reflect its frequency relative to the words that precede and follow it, giving a visual barometer of relevance. The larger the word, the more we use it. The smaller the word, the more uncommon it is.

WordCount data currently comes from the British National Corpus®, a 100 million word collection of samples of written and spoken language from a wide range of sources, designed to represent an accurate cross-section of current English usage".

You can access this resource at: http://www.wordcount.org/index2.html

Then Click "Launch Wordcount"

Find the ten most frequently used words in English, or the 100, or 1,000 or 10,000 most commonly used words. It can help you to gain an improved understanding of the language.

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Tuesday, November 21, 2006

* Blog 015 - "New Word" Candidates Related to "Blog"

New words enter mainstream English not as a torrent but as a trickle...a trickle that never ceases. "Blog" is a word that made it about four years ago. Other words associated with "Blog" are now candidates. Words like "Blogger", "Blogging", "V-Blog", "Audioblog", "Videoblog". There are even more candidates that can be imagined. Some are nouns, others verbs, adjectives or adverbs. Some may eventually denote something or connote a generally recognized idea, feeling or meaning.

Consider these randomly listed, potentially possible offspring, or potentially impossible "nonspring", of the "blog" word:


Mobileblog
Blogout
Moblog
Mymoblog
Myblo
Mblog
Blogav
Vlog
Blav

Myblog
Mymoblo
Blogness
Bloguity
Blogless
Blogic
Bloglessness
Blogization
Blogster
Blogiful
Blogister
Blogsister
Blogbro
Deblogged
unblogged
Eblog
Xblog

Blogon
Blogoff
Blogup
Blogin
dBlog
Blogshere
iBlog
Reblog
Anti-blog
Blogify
Blogification
Bloglessly
Blogly
Bloggy
Blogee
Bloguous
Blogation
Blogged
Blogist
Blogism
Blogistification
Bloggen
Blogive
Blogistity
Blognot
Blogination
Blogfree

yBlog
Blogistify
Bloggery
Blogland

Blogsy
Blogblog
Blablog
Blognify

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Friday, November 03, 2006

* Blog 014 HKEAA (Hong Kong Examination and Assessment Authority) supports Self-Access Learning

By the way, HKALE stands for "Hong Kong Advanced Level Examinations", which are administered by the Hong Kong Examinations and Assessment Authority (HKEAA).

Although the HKEAA has no connection whatsoever to this blog, its pronouncements about self-access learning are instructive. In the words of the HKEAA

"...learners at senior secondary level should be encouraged to move towards autonomy and independence. Teachers should see self-access learning as an integral part of students' learning experience. They should make an effort to integrate classroom and independent learning when planning and designing their English programmes. In the learning process, teachers can help learners to:

- learn how to learn;
- Make choices as to what, when and how they want to learn..."


HKEAA and the Curriculum Development Council


With these words in mind, hopefully this developing blog, modest in scale, will join many other resources in supporting self-access ESL learning for Intermediate level ESL students in particular, and for others seeking similar self-access resources.

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Thursday, November 02, 2006

* Blog 013 ESL - 170 More... General English Listening Exercises

--Here is another useful 24/7 source of free, online, diverse, relevant, streaming, general English listening comprehension exercises suitable for Intermediate level ESL students.


--170 simple, intermediate and academic level listening comprehension exercises, including pre-listening, listening, post-listening quizzes, self-scoring access and comprehension assessment transcripts.


--Supported by both Real Audio and Windows media. The spoken English is clear and authentic. Some of the exercises are very short ( 2 minute conversations), so a daily 15 minute listening workout is possible.


--Why not try to work these exercises into the recurring section of your busy schedule? If you don't, you may be missing out !


Go here: http://www.esl-lab.com


Browse the site, then dive in...

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Monday, October 16, 2006

* Blog 012 English PreProCon



Prepositions, Pronouns, Conjunctions.

Some English words used as pronouns include:

I, mine, we, our, ours, us, you, your, your, yours, he, his, they, their, theirs, them, she, her, hers, it, its, who, whom, whose, which, that, what, this, these, those, all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, much, neither, nobody, none, no one, one, other, several, some, somebody, someone, such, myself, yourself, himself, herself, itself, ourselves, yourselves, themselves, nothing

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Some English words used as prepositions include:

aboard, about, above, across, after, against, along, amid, among, around, at, before, behind, below, beneath, beside, between, beyond, but(meaning except), by, concerning, down, during, except, for, from, in, inside, into, like, near, of, off, on, onto, outside, over, past, once, through, to, toward, under, underneath, until, up, upon, with, within, without, according to, because of, by means of, in addition to, in front of, in spite of, instead of, on account of, prior to, as, since, unless


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Some English words used as conjunctions include:

Thereby, whereas, notwithstanding, thus, thereas, on condition that, and, but, or, nor, for, yet, either...or, neither...nor, now that, nor, both...and, not only...but also, after, although, that, since, as, as if, as long as, as soon as, because, before, if, in order to, in order that, so, so that, than, though, unless, until, when, whenever, where, wherever, while, if...then, even if, nevertheless, lest, in case, in case of, what's more, whereon, or else, however


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Friday, October 13, 2006

* Blog 011 - English - Writing - MetaSources Leading To MegaSources of Good Writing Samples

METASOURCES TO MEGASUPPLY
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Access to literally thousands of quality writing samples covering every conceivable topic, subject and interest can be found through the three meta sources listed below. Basically, these sources lead to a mega-supply of samples of good English writing.

If you concentrate on navigating through these sites, you can find specific sources that can regularly feed your need to read and closely review essay and article samples in subject areas that interest you, motivate you and drive you through further, extended reading.


In this area, a little effort every day can add up to a lot of achievement within three or four months.


1. MetaSource Part 1

http://www.library.ubc.ca/ejour/

2. MetaSource Part 2

http://gort.ucsd.edu/ejourn/jdir.html

3. MetaSource Part 3

http://owl.english.purdue.edu/internet/resources/sourceofinfo.html#journ

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Wednesday, October 11, 2006

* Blog 010 - Transitions - Connecting Thoughts and Groups of Thoughts

* Blog 010 - Form 6 English - A - G - S - Transitions

Transitional Devices - Connecting Thoughts and Connecting their Groupings

Adapted from Purdue University Online Writing Lab

Transitional devices are like bridges between parts of your article, your essay, your text or your research paper. They are cues that help the reader to interpret ideas in the way that you, as a writer, want them to understand.

Transitional devices help you carry over a thought from one sentence to another, from one idea to another, or from one paragraph to another with words or phrases. And finally, transitional devices link your sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.


There are several types of transitional devices, and each category leads your reader to make certain connections or assumptions about the areas you are connecting. Some lead your reader forward and imply the "building" of an idea or thought, while others make your reader compare ideas or draw conclusions from the preceding thoughts.


Here is a list of some, but not all, common transitional devices that can be used to cue your reader in a given way.

What should you do about these 150 + sample transitions?

1. Find out what each one means.
2. Find out how each one is used.
3. Use the WordNet site for definitions.
4. Use the edict site for access to the concordancer at WordNet. Then you can find dozens and dozens of examples of each transition in use on the Internet by using the Concordancer to find those examples.
5. Write out some sample sentences using each transition. The more you work with these transitions, the more familiar they will become to you. This familiarity provides a foundation for your competent use of these "thought bridges" in your written English.

THE LIST:

To Add:

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.),

To Compare:

whereas, but, yet, on the other hand, however, nevertheless, on the other hand, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove:

because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is

To Show Exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time:

immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then

To Repeat:

in brief, as I have said, as I have noted, as has been noted,

To Emphasize:

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

To Give an Example:

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude:

in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently, on the whole,


For further information, including suggestions on how to use transitions more effectively, check out the OWL link on this blog, and at that site click the " Sentence Variety" link.

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Tuesday, October 10, 2006

* Blog 009 - Student's Writing Sample



* Blog 009 - Form 6 Student Composition Writing Sample - Examination Question - HKALE Format – Together with Teacher's Comments - September, 2006


Some Form 6 students in this Blog's audience wrote a composition under HKALE conditions. While these compositions are being graded, a sample composition with teacher's comments has been set out below for students to study. Students can compare a recollection of their own composition to this sample, and then closely read the comments made by the teacher. Students may consider whether these comments also apply to their own writing challenges.


Note: The instructions for the examination question were as follows:

INSTRUCTIONS:

1. Write a composition on the topic set out below.
2. Write legibly and on every line.
3. You should write at least 500 words.
4. You are reminded of the importance of planning your essay and managing your time.
5. You must proofread your work.

There has recently been an increase in the number of Secondary 6 students granted early admission to university on the basis of their outstanding Hong Kong Certificate of Education Examination results. Write an article for your school newspaper from your perspective as a Form 6 student. Give your views as to the benefits and drawbacks of the Early Admission Scheme for secondary schools, for students who have been admitted, and for students doing the Hong Kong Advanced Level Examinations.
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Below is a reproduction, in both form and content, of a “sample answer” that was hand-written in September, 2006, by a current Form 6 student, in response to the question above. Earlier this year this student received a grade of “A” in the 2006 Certificate Level English examinations. Following the sample answer is an assessment commentary written by a teacher.



Benefits and drawbacks of the Early Admission Scheme

The Early admission scheme has been launced for a few years in Hong Kong, which allows students with outstanding Hong Kong Certificate of Education Examination results to get in university without taking Form 7 and the Hong Kong Advanced Level Examinations. It has been a controversial scheme that some people advocate it so much as they think it’s beneficial to students. Yet, some argue the scheme as an unfair one. I would like to share my views on its benefits and drawbacks for secondary schools, admitted students and students doing the HKAL exams.

Without doubt, the ones most affected by the EAS are those who got six distinctions or more in the HKCEE. They are offered with an opportunity to get in university earlier, without taking the HKAL exams. In some ways, the scheme does benefit these outstanding students, as they can save one year of harsh examination and education in Form Seven. So they can get in university and so complete their degree courses one year earlier than the rest. It is advantageous to get in the society earlier and to be offered a good job.

However, the EAS has some drawbacks for them as well. The students who have been admitted are to lose experience in coping with different people and taking up posts in their Form seven school life. These are very important for us to prepare for university’s education. Moreover, the HKAL curriculum is much more harder than the HKCEE one. And their syllabus are so different, the HKAL is of a much higher level. Getting good grades in HKCEE doesn’t mean a person is ready for university and so can skip the HKAL. They will actually be unable to learn many things that are taught in Form seven. As a result, the admitted students may feel it hard or not capable for studying in university.

For secondary schools, The Early admissions scheme brings great impact on them too. The schools may benefit from the scheme to raise their reputation and status. When students of the school get good grades in HKCEE and being offered an opportunity to join the Early Admission Scheme, the school can use it as an attraction to get students joining the joining the school and build up reputation. It is because the good results of its students seem like the school’s effort. To the others, this means the school is a good college that can nurture students with high quality. On the other hand, the scheme brings drawbacks to the school. Admitted students will stay in their school for Form 6 before they can get in university. But then teachers are wasting their time and the school is wasting its resources to teach these students. It is like a temporary place for these students to stay, afterwards, they will fly away. Also, the school is losing these talents to serve the students and the school.

For the majority, which is the students doing the Hong Kong Advanced Level Examinations, the scheme is controversial to them. On the one hand, Hong Kong is a place of keen competition, especially in the secondary education system. Examinations are so harsh that hundreds of thousands of students are competing for limited university places. Through the Early Admission , strong candidates, as well as strong competitors are not going to do the HKAL exam. So, competition in examinations seem less keen and it would be easier for the students to get a seat in university. This is the point that I think the scheme might somehow benefits the students doing HKAL exams. But the drawbacks of it are money. It is unfair to them that they have to go through such a hard time in Form seven and doing the exams while their counterparts in the EAS are getting in university without taking any exams. It is unfair because the HKCEE results cannot reflect student ability in solving propblems, interpersonal skills, responsibility in taking up posts but their ability to do exams. In addition, it is really frustrating to see your friends so relaxed and privileged, while we, the majority of students in HK which are going to take the harsh HKAL exams, are working so hard to achieve our goals. It is certainly a bad phenomenon and it affects the learning atmosphere adversely. The EAS divides students into different classes according to their academic results, and it might give a wrong message to the students that exam results rule the world.

In conclusion, the Early Admission Scheme brings great impact to secondary schools, students who have been admitted and students doing the Hong Kong Advanced Level Examinations. Some of it is positive yet some of it is negative. For the benefits, secondary schools can build up their reputation and raise their status as their students join the scheme. Students who have been admitted can save time learning and doing exams to get in university earlier. And students doing the advanced level Hong Kong examinations are facing less keen competition. But there are drawbacks for them too. The secondary schools are losing talents and wasting resources. It might make admitted students feel difficult to study in university and cope with problems. It is unfair to the students doing the Hong Kong Advanced Level Examinations and it brings adverse effect on their learning atmosphere.

________________________________________


Prefatory Comments - Teacher to Teacher

Any teacher who has to “mark” 90, unique, original, handwritten, three or four page, Form 6 compositions at a time, and grade over 1,000 other writing items each month, while attending to duties related to teaching and co-curricular activities, together with pastoral, monitoring, sharing, administrative, bureaucratic and other responsibilities, is not likely to find the time needed to produce a coherent, detailed, diagnostic analysis of the writing performance produced in each composition. If enough time was available a critique of a good student's article might have some similarities in form and content to the critique set out below.

This student's article has six paragraphs and approximately 900 words. Approximately 48 sentences were written in the time allotted, with an average of about 18 words per sentence.

The focus of the assessment of this writing is on how much has been done well, rather than on what has not been done at all.

Within the writing environment in which this examination article was done (Form 6 - Hong Kong), the writer would score fairly high. At the word, phrase, clause and sentence level the writer demonstrated good control over grammatical accuracy, a fairly wide range of grammatical structures and fairly well-developed vocabulary resources. This writer has acquired most of the important micro-level skills needed to write in a second language. There are lapses, but the communicative effect of the flaws is low. (For instance, the student wrote “ It might make admitted students feel difficult to study in university...” and frequently wrote “...get in university...”).

The content of this writing performance suggests that the major writing developmental challenges now faced by this student lies at the paragraph level and at the macro levels of theme generation and content organization of the writing piece, in other words, in the areas of unity and coherence within and between paragraphs, and in the overall organization of the article or essay. This type of challenge and the timing of its emergence within this student's writing skill developmental process is normal and natural now that the preconditions for macro-skill development, namely the micro-skill development at the word, phrase, clause and sentence levels, are fairly well established.

_______________________________


General Teacher to Student Comments About This Writing Sample

To me this exercise was intended to elicit an opinion piece, not an expository piece. Having a clear focus on the purpose of the writing is important. The examination question asked the writer to “give your views”. In the generally accepted meaning of this phrase, the writer is clearly being asked to express his or her opinion. This exercise is intended to assess the writer's skill in writing an opinion piece, rather than in simply describing and explaining a phenomenon.

Knowing the purpose of the writing strongly influences the choice of content for the introductory paragraph. In an opinion piece the writer should, first, try to arouse the readers' interest, give some very brief background information about the topic and then express strongly the writer's thesis, or position, on the issue. The rest of the essay should develop that thesis by analyzing a unified set of sub topics, each coherently developed within a paragraph. All sentences within each paragraph should be unified, that is, they should only relate to the topic of that paragraph, and there should only be one topic in the paragraph. The order of the sentences within a paragraph should follow some pattern that is clear to the reader. In formulating arguments the writer should take a definite stand while remaining fair to the contrary point of view. The writer's arguments should be supported by evidence, and, if possible, try to refute evidence to the contrary. An attempt should be made to be convincing.

The conclusion of the piece should resolve the issue first expressed in the introduction. With brief, fresh expressions, the writer should recall the purpose of the article, his or her thesis or view on the matter, and then express in three or four sentences why the writer thinks his or her position is reasonable. In reiterating his or her position, the writer should use new expressions that have the same meaning as his or her original expressions in the preliminary arguments. The effect of the writer's conclusion should be to clearly signal to the reader that the writer has completed the composition, and that it is finished, not simply abandoned.

When writing a composition under examination conditions some students recall and rely upon guidelines such as these:

1. In the introduction make a clear statement as to the purpose of the writing.

2. A paragraph is a series of sentences developing a single subtopic related to the main topic of the article or essay, so make sure in this type of writing that in the paragraphs forming the body of the article or essay each paragraph has one main idea.

3. Within the paragraph the main idea should be developed with additional, detailed information that is presented in an orderly way, in accordance with some criterion of organization that is made evident to the reader.

4. The information in the paragraph should be unified, that is, it should all relate to the subtopic stated in the topic sentence of that paragraph.

5. Use transition expressions to bridge gaps between sentences within a paragraph and between paragraphs. Try to avoid using trite, clichéd transition expressions such as Firstly, Secondly..., and steer away from other over-used, threadbare transitions such as “Moreover”.

6. Ensure that each main idea treated in each paragraph is directly related to the topic as a whole.
7. Is there some obvious order of development to the whole article or essay?
8. Is the title of the article interesting and suggestive of the main idea of the article or essay?
9. Have all mechanical errors been removed and is the presentation of handwriting readable and neat?

Having recalled these guidelines, let's return to the sample article for some more specific comments:

In this student's composition the title is, ah...well..., boring ! It is not a good rouser of interest and curiosity in the reader. Remember, the goal of this writing exercise is to demonstrate English writing proficiency, not to fulfill a mandatory bureaucratic order.

1. In the introductory paragraph, some background information is given. The writer then states that he/she would “like to share his/her views about the benefits and drawbacks for schools, admitted students and other students”, but in the article the writer does not stick to that purpose but instead strays into simply describing a series of benefits and drawbacks. This introductory paragraph does not have a strong focus, does not arouse reader interest, and does not announce the writer's stand or thesis on the issue. This introductory paragraph is therefore, weak.

2. In the second paragraph, the writer's focus is fairly tight, coherent and unified. One problem however, is that there is no signal given to the reader about the rationale for dealing with this particular subtopic at this place in the article. Where is this writer going with this information? Why is it being dealt with at this point in the article? Is it because it is very important? Is it because it is not very important? What rubric is the writer using to organize the presentation to the reader of all the information in this essay? The rubric should not be secret. It should not be hidden from the reader. The reader is an essential partner in any communicative process involving the transmission of writing. The reader is the object of transmitted writing. Let the reader know, quickly and clearly in this short article, where you are going in this "cognitive hike"! As well, in this article the writer states that the admitted students are the ones most affected by this process, but no evidence is offered for this statement. It could just as easily be said that the students who were not admitted, were the ones most affected, not only because their number greatly exceed the number of admitted students, but also because as a result of not being admitted after Form 6, all of them risk wasting a year of their youth in Form 7, a public education year that will be abolished shortly after these students complete it.

3. In the third paragraph apparently the writer has temporarily lost focus of the purpose and thesis of the article. There are no signals to the reader communicating the purpose of the content and positioning of the particular information contained in this paragraph. There is no smooth transition to the next subtopic.

4. In the fourth paragraph there is no smooth transition from the last subtopic and no smooth transition to the next subtopic, the one that follows this paragraph. The focus of the fourth paragraph is the subtopic that deals with the impact of the program upon secondary schools. The content of this paragraph is unified and fairly well structured, and the message is coherent.

5. In the fifth paragraph the content generally is poorly organized. There is no transition from the previous paragraph and no transition to the last paragraph of the body. This paragraph is too long, not because there are too many words but because there are too many disorganized words. This paragraph could have been organized into two paragraphs dealing with two subtopics, each one of which could have then been more tightly organized, unified, and made coherent, instead of bouncing the reader from one disconnected idea to another.

6. The content of the concluding paragraph adds little if anything to the value of this article. It is simply a mechanical paraphrase of some information expressed earlier. There is no exhortation to resolve the issue in a certain way. There is no fresh expression of the writer's point of view. This article is abandoned rather than completed.

This student has potential to excel in his or her ability to use written English to accomplish complex tasks. Close study of good essay models, thousands of which can be found on the Internet, and further writing practice using those models as reference, can accelerate further development of writing skills.

__________________________________

Friday, September 29, 2006

* Blog 008 - OWLS Online

Online Owls

- Online Writing Labs

There are many Online Writing Labs. One of the best is the one created and maintained by Purdue University, in Lafayette, Indiana, U.S.A. For ten years this Internet-based writing lab has been helping ESL (English as a Second Language) students for free. Many of the resources assembled on that site are interactive, and of course are available 24/7 for students' use.

This site, with hundreds of pages, is rich in resources covering grammar, writing and composition, and they include detailed, coherent explanations, online, gradable exercises, and other coverage of a wide range of questions and issues that ESL learners meet at various benchmarks of their English language learning process.

This site can be particularly helpful to Form 6 students preparing for the English HKALE.

I heartily recommend that you acquaint yourself with this site as soon as possible by taking a first step, to wit: click on the link and then spend a long time just navigating through the many realms and territories of English language study that are found at this location.

Hopefully you will devote the time and effort needed just to get an initial sense of what's there, and of what you could, and maybe should, integrate into your personal program of English studies to help you address those specific gaps you already know about in your ability to use English to accomplish diverse, communicatively intensive tasks.

The Home page for this site is found at:

http://owl.english.purdue.edu

Another link within this site can be found at:

http://owl.english.purdue.edu/handouts/esl/eslstudent.html#quizzes

________________________________

Thursday, September 28, 2006

* Blog 007 English Listening Practice - Free - 600 Hours of A-Level Oral English - Many Genres

ESL 2006-2007
Spoken English Practice Resources, continued:

Qualitative Listening Practice

Here is a resource for Form 6 students who want to drive their own development with regard to English language communicative skills. You do it, you grow. You don't do it, you miss out, again !

The link described here, which comes from the largest, most resourceful library in the world, provides more than 400 free English language webcasts of monologues, dialogues, conversations, interviews, reviews, critiques and other formats, involving ordinary people and some famous people, covering a fairly wide range of timely, relevant topics, and, as such, it provides a useful audio database of listening practice resources for the second language learner who aspires to engage in tertiary level study at an institution where English is the medium of instruction.

You can listen to any one or more of these webcasts as often as you want, whenever you want.

You may find transcripts for some of these Webcasts, if you search hard enough.

I hope you explore this resource. It is commercial free. Hopefully, among the 418 topics, there will be some that interest you.

You may not comprehend as much as you would have liked upon your first listen, but you can listen again, closely, as often as you like.

You can practice repeating some of the sentences. You can listen with your friends and then discuss the topic afterwards, among yourselves, in English, to practice your speaking skills, using new information.

It's a no-brainer...the more you listen closely to good spoken English, the stronger your listening comprehension skills will become. CSI on TV is not good spoken English. It is not HKAL. Four hours a month spent watching and listening to that program is yet another four hours a month of forever lost qualitative listening time between now and your HKALEs.

The link again, is:

www.loc.gov/today/cyberlc/results.php?cat=1&mode=a


Try saving it and using it on a regular basis. Work smart, work hard...have fun...

______________________________

Saturday, September 23, 2006

* Blog 006 - Writing - Weekly Journal Sampling Academic Vocabulary - Recurring Assignment

Form 6 A G S English 2006-2007


Freestyle writing with an academic vocabulary edge....


Starting with the month of October, 2006, to and through June, 2007, in this class you are obliged to write and submit a Journal entry of at least 300 words in English (a thousand words is O.K. too), in batches of two (2) assignments, to be handed in to me , through the homework monitor (with defaulters listed), on the 7th and 21st day of each month (if that is not a school day, then the next school day thereafter).

The entries may be printed or neatly handwritten. No whiteout, thank you. Use paper from the two ring binder, or if you really insist, and can't yet wean yourself from the bound scribbler, then it may be submitted that way as well, at least for now.

Clearly identify yourself on each separate page you hand in. Number the pages, and staple them. Include enough blank paper for comments to be written.

Give each piece of writing a title.

For now, you choose the topic.

Consciously try to exercise your imagination in the choice of topic and when assembling the message you wish to communicate.

Cognitively organize and proofread your piece before you write it.

Consciously try to reduce reader strain.

Seriously consider obtaining a peer review by a classmate before writing the draft that will be handed in.

The more you write, the the more you grow.

Don't copy from any other source.

One Proviso:
Each piece of writing must correctly employ at least eight (8) words taken from the Academic Family Vocabulary List handed out in September (e.g. the spelling used for each chosen word must correctly signal the grammatical function intended for that word). The words so selected and used must be underlined. No word so chosen may be used again in any subsequent piece of writing submitted as a journal entry.

At the end of the writing, the Academic words chosen should be listed, and beside each entry should be written the intended grammatical function of the word, i.e. the part of speech intended, together with a simple definition taken from the WordNet dictionary server at Princeton University.

Your Journal entries will not be proofread by me. There will be no marking of grammar, usage, mechanics, style, coherence, unity or any other variable. The Journals will be read by me, and some general comments made that may guide some of your future writing outputs.

No marks will be added to nor detracted from your term mark as a result of these pieces of writing.

The gain you achieve through serious effort will be to extend your writing skills and confidence. That will be your reward, not marks. The penalty for superficial, shallow efforts, will be the loss of precious time available to you to extend your writing abilities before your final HKALE examinations assess the level of those abilities.

Some of the purposes of this exercise are to extend your capacity to produce more writing each week, provide additional practice in cognitive proofreading, create further opportunities for you to apply your imagination to the needs of a communicative task ,and finally, to promote the exercise and extension of your overall written communicative skills in English.

These instructions may be amended later as experience with this assignment develops.

I look forward to reading your journals... Have fun....

_________________________________________

* Blog 005 - Listening - University Radio - Comprehending Diverse Contexts and Styles of Spoken English

ESL 2006-2007


* Expanding Listening Comprehension Skills

* Raising Self-Awareness of Contemporary Social Issues

* Gaining Access to the World's Coolest Music Programs

All can be done by Frequently Accessing University Radio, to Experience:

(1) Diverse Content (i.e. Oral English Content that Changes on a Daily Basis and From Region to Region)

(2) Content that is Appropriate to Reinforce upper Intermediate and Advanced levels of English Language Proficiency

(3) Content that is Often Archived so that You May Access It at Your Convenience and as Often as You Want for Practice Purposes

and Finally,

(4) Content that is Free.

What More Could A Student Want !

___________


LISTENING RESOURCES YOU CAN RELATE TO...

Unlike so-called "University Radio Stations" in certain countries, which are completely controlled by university authorities, and which only permit students to broadcast to fellow students on a campus through a P.A.system (i.e. loudspeakers located outdoors and in dormitories), University Radio Stations in more open countries are engineered, produced and operated solely by university students working voluntarily on a part-time basis.
Like many commercial radio stations, these university student-based stations tend to broadcast on the FM band, and they are governed by the same national broadcasting regulations that govern commercial radio. In other words, these university radio stations broadcast to the general public, to homes, cars and businesses, and they broadcast on the Internet as well.

This genuine kind of University Radio has been around for more than 50 years, and on the Internet for the past six years.

These stations are operated by tertiary level students who are generally between the ages of 18 and 24.

The programming created by the students is diverse, intelligent and contemporary. Many programs are archived so that you can listen to them at your convenience, any time.

Some of these stations operate 24 hours a day.

At some stations the voluntary part-time work-force of students numbers more than 200.

The costs of running these stations is financed by listeners, in the local communities where these stations broadcast, making donations. In other words these stations are listener-financed.

The bottom line here is that you can access these sources of good oral English at any time.You can listen to these stations on your computer at home. You can listen to these stations play in the background on your computer while you work on other things.

These stations have a programming schedule which you can consult to select the programs you want to hear. Some programs involve interviews dealing with social issues, while others involve sports, technology, science, relationships, music of different genres, current affairs and other subjects.

The programs are hosted equally by male and female students.

Many university radio stations archive past interviews, thus providing a great reservoir of listening exercises for you. Many of the interviews are with musicians. Other interviews involve social issues. Hey, guess what...it's all free for you to use to strengthen your English listening skills. You can replay the interviews over and over until you understand them. You can even communicate with some of the students who host these programs. Work smart, have fun... It's up to you whether you use these resources. You control your body...you control the development of your mind...would you want it any other way? So do it... !

The following links represent a sample of these stations.

The sample links below, and other similar links you can find through a Google Advanced Search, offer you access to listening content that is generally of A-Level quality, live, relevant to your stage of life, of diverse and ever-changing content, commercial-free and cost-free.

Of course, only you can decide whether to use this resource on a regular, continuing basis.

Try listening to the station of your choice at least 30 + minutes a day. The formats include monologue, duologue, group and talk radio. Try different stations from different regions to familiarize yourself with different English Accents and diverse audio content. Control is yours, through your own computer. Work smart, have fun...

University Radio Links:

Britain Sample:

Britain York University Radio www.ury.york.ac.uk

Britain Cambridge University Radio www.cur1350.co.uk

Britain Nottingham University Radio www.urn1350.net



U.S.A.

University of Hawaii at Hilo www.radio.uhh.hawaii.edu

Canada University Radio all operated by students 19 to 24 years old...

Ontario Universities


CHRW University of Western Ontario
CKMS 100.3 FM University of Waterloo
CKCU Carleton University; Ottawa, ON
CHUO FM 89.1 (University of Ottawa)
CFRC Queen's University; Kingston, ON
CFFF Trent University; Peterborough, ON
CIUT University of Toronto; Toronto, ON
CHMR Mohawk College; Hamilton, ON
CFRU University of Guelph; Guelph, ON
CJAM University of Windsor; Windsor, ON
CFMU Hamilton, Ontario


British Columbia Universities


CJSF Burnaby, BC, Community-based campus radio. Programming is streamed on web site.
CITR University of British Columbia, Vancouver, BC
CFUV University of Victoria; Victoria, BC
Kootenay Coop Radio (KCR 93.5 FM) On this station you'll hear just about everything from bluegrass to freaky audio art with some social commentary in between. It's ecclectic, too eccletic in fact for the likes of Britney Spears and Ricky Martin. It is the true voice of the Canadian Kootenays.


Alberta Universities


CJSW University of Calgary, Calgary, AB
CKUA Radio Network Innovative web site featuring alternative radio sources. Plays everything from jazz to country and blues to bluegrass. Listeners donate voluntarily more than $2-million a year to keep it alive.
CKUL University of Lethbridge; Lethbridge AB
CJSR FM88 CJSR FM88 is Edmonton's volunteer-run college/community radio station, broadcasting 24-hrs a day


Saskatchewan University

CFCR Saskatoon, SK


Manitoba University


UMFM Hit Free Radio Winnipeg Campus Radio


Eastern Canada Universities


CFMH University of New Brunswick,Campus Radio Saint John 92.5 FM
CHMR Memorial University of Newfoundland (St John's)
CFXU Saint Francis Xavier University; Antigonish, NS
CHSR University of New Brunswick; Fredericton, NB
CHMA Mount Allison University; Sackville, NB

U.S.A. University Radio Stations

Columbia University Radio in New York www.columbia.edu/cu/wkcr

U.S.A. Top ninety-three University Radio Stations in popularity


SITE LISTINGS By Popularity


Sites 1 - 20 (of 93) (see 2 3 4 5 below for the remaining 73 of the links)


WCSB 89.3 - Cleveland State University www.wcsb.org
KALX 90.7 - University of California, Berkeley Broadcasting in a free form fashion from UCB, supported by listeners and run by volunteers.www.kalx.berkeley.edu
WERS 88.9 - Emerson College Offers noncommercial programming with a broad musical mix.www.wers.org
WPRB 103.3 - Princeton University www.wprb.com
Zilo.com Features original entertainment for college students including sketch comedy, reality TV, live event sports, and more.www.zilo.com
KFJC 89.7 - Foothill College@dir.yahoo.com/.../College_and_University/Community_and_Technical
WHRB 95.3 - Harvard University www.whrb.org
KSJS 90.5 - San Jose State University Programming includes a wide range of eclectic info and music.www.ksjs.org
KBSU 90.3 - Boise State University Public radio serving southwestern Idaho, eastern Oregon, and northern Nevada.www.radio.boisestate.edu
WEMU 89.1 - Eastern Michigan University Featuring news, blues, and jazz.www.wemu.org
KZSU 90.1 - Stanford University@dir.yahoo.com/.../News_and_Media/Radio
KVRX 91.7 - University of Texas at Austin@dir.yahoo.com/.../University_of_Texas_at_Austin/News_and_Media
WCBN 88.3 - University of Michigan@dir.yahoo.com/.../University_of_Michigan/News_and_Media
KAMP 1570 - University of Arizona Broadcasting college radio news, sports, and music.www.kamp.arizona.edu
WGTS 91.9 - Columbia Union College www.wgts.org
WRTC 89.3 - Trinity College Trinity College radio.www.wrtcfm.com
WMUA 91.1 - University of Massachusetts Amherst www.wmua.org
KWMU 90.7 - University of Missuori - St. Louis St. Louis public radio. NPR station offering news and talk.www.kwmu.org
KUOI 89.3 - University of Idaho Free-form radio station owned and operated by the Associated Students of the University of Idaho (ASUI).http://kuoi.asui.uidaho.edu
KPSU 1450 - Portland State University@dir.yahoo.com

1 Links for the Next 73 stations: 2 3 4 5 Next


Other Worldwide College and University Internet Radio Broadcasting Stations (Some include Podcasts in their repertory)

For a listing of another 800 + university radio stations in 12 countries (including about 700 more in the U.S.A.) click the following link.

http://dir.yahoo.com/News_and_Media/Radio/Stations/College_and_University/By_Region/Countries/

The Choice is Huge...the choice is yours...

Work hard, work smart, have fun with good listening...

_________________________________________