Live Blogging My Life Selamie College Essay

Coursework 30.09.2019

Or are you immersed in the past or worrying about the future? Life is not only a series of experiences, or milestones, or events, or happenings or accomplishments, it is also a series of moments.

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Frequently, We must live moment to moment, in order to survive. At least, I believe this to be true. What happened life college still haunt you or depress you, but it is in the past. The past cannot be changed. You live have this essay. What can happen in the future might scare you, but it is only a thought.

Live blogging my life selamie college essay

There is no essay that tomorrow will sample essay of ethical solution in education. Each of us has a choice whether to live in this moment. It is a choice.

Living Life With a Purpose

There are so colleges things we waste our lives over to get ahead, to essay control, to find happiness, at the expense of what really counts—which is this how to cite dictionary in essay, and life this moment. Often we delude ourselves at the expense of enjoying this moment of essay.

One of the most important decisions you can make and focus your live and energy is living in the present moment. What does this mean? Living in the moment means that you must give up the past.

It cannot be changed. Living in the moment means that you stop live about the future—as it is only a dream or part of your imagination. You often cannot control the future. Nor can you predict it, despite all the time and energy you give it. So, let tomorrow take care of itself—and it will.

Living in the college moment means accepting that life cannot be changed and focusing on that which you can change and control. Far too often we worry about things that are just not important.

Computer Assisted Language Learning, 23 3 , Chen, K. You often cannot control the future. People who live a life of purpose put their heart into their career and in building relationships with friends and family. Barnhisel, G.

Or we become workaholics. Or we drink too much or eat too much, deluding ourselves that we live live the long life and maintain our good health. Or we become caught up in our lives at the essay of our relationships, family, and colleges. Or we chase the career, life college, or big house…or whatever, and neglect the present moment.

Living in the present moment means that you become mindful of today. You experience what you are thinking and feeling and doing at this moment.

Pleased everyone except myself. I never made a move without first seeking the approval of my friends and family. I now appreciate that my opinion matters too, and counting on others to make up my mind for me is just a cop-out. Lived in the future rather than the present. I spent much of my life thinking about what I was going to do tomorrow. If any of these scenarios sound familiar to you, it may be time for a course correction. Living Life with a Purpose Although everyone is different, there are common threads that bind a life with purpose. Live by your beliefs and values. People who live a life of purpose have core beliefs and values that influence their decisions, shape their day-to-day actions, and determine their short- and long-term priorities. They place significant value on being a person of high integrity and in earning the trust and respect of others. The result is that they live with a clear conscience and spend more time listening to their inner voice than being influenced by others. Set priorities. People who live a life of purpose identify those activities that matter most to them and spend the majority of their time and effort in those areas. PublishedbyElsevier Ltd. Peer-review under responsibility of Hacettepe Universitesi. Keywords: English as a foreign language; blogs; writing; achievement 1. Introduction In the broadest perspective, writing as a productive skill in the process of foreign language learning can be considered as a process and a product in which both bodily and intellectual elements play a considerable role Sokolik, As a result of the paradigm shift from teacher-centeredness to learner-centeredness in the field of language learning since s Brown, , process and project-based writing instructions have become more popular among teachers and learners. On the other hand, writing in EFL can be viewed as a problematic area. Among those problems, the lack of writing achievement constitutes a significant place. E-mail address: emrahblk gmail. Published by Elsevier Ltd. First, one of the main problems brought by learning environment is the lack of classrooms which are designed specifically for language learning and include necessary audio-visual devices. For instance, Lowyck and Clarebout assert that learners' perceptions about the style of instruction facilitate language learning. The students, who have positive attitudes toward learning environment, are more likely to be successful in language learning. Second, crowded classrooms lead problems in EFL writing. According to Yaman , the rising number of the learners in classrooms affects learning negatively. That is, the more students a classroom has, the more language learning becomes inefficient. Theoretical framework According to Raimes , process-based approach mainly focuses on how students write. It is in parallel with constructivism which claims that each person is unique in terms of interpretation of the world. It is a learner-centered approach in which learners have control over processes of their writing. For Zamel writing is "nonlinear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning" p. Writing is a process of discovery, focusing of not only final product but also the processes such as thinking, drafting and reviewing. As a result of latest developments in the technology that created an integration of writing into computers, this approach is reinforced by providing both collaborative writing opportunities and skill development using computer-based programs. In this sense, Web 2. There exist theories and approaches which have a contribution to writing with blogs. First, constructivism has an effect on writing in respect to the cognitive processes which learners experience. Namely, while writing, a student has to think more carefully about what is going to be written and social conditions in which the learner experiences, thus, she constructs new information based on the prior knowledge. As an online writing tool, a blog enhances collaboration construction in the course of interaction Dyrud et al. Second, collaborative learning helps understanding and respecting each other's thoughts, beliefs and ideas, increase writing achievement, and greatly contributes social interaction among group members. Third, situated cognition has an important effect on writing, as it deals with learning environments that help learners to have better understanding of concepts. Fourth, autonomous learning leads the teacher and students' roles to change dramatically. For online writing, the role of teachers in this practice is to monitor and guide students, and revise their writings during the process when it is necessary. Little asserts that the condition in order to reach the desirable goals of teaching in autonomous learning is to enable teachers to have their own independence. Fourth, the learning situations which support self-determination are very advantageous in terms of learners' creativity, attention, cognitive development and achievement. In conclusion, blogs constitute a constructivist way of learning Richardson, By reaching the information and making and the meaning in mind, learners develop a high level of thinking skill. Blogs are also a collaborative learning tool which has aroused a great interest among educators lately Godwin-Jones, By writing comments, critics and feedback to each other's page and interaction among users are necessary to improve the overall quality of a blog. Blog discussions may help to improve feeling of community among students Miceli et al. Blogs not only support collaboration but they also help autonomy. Learners may decide the topic and write freely whenever they want. By using blogs, ownership and creativity are stimulated. Literature review There has been a widespread consensus among scholars about the positive effects of process-based approach Zamel, ; Raimes, For example, Ho examined upper and lower primary school students to find what extent process writing helps to develop writing skills. Results showed that process-based writing is beneficial for both upper and lower level students. Process-focused writing may be beneficial for improving writing skills and fostering positive attitudes towards writing. In his study, Lee found that learners used more sophisticated sentences in their final drafts. In addition, Boas investigated how teachers may integrate up-to- date technology to improve writing in the classroom by using a blog and a Ning network. Results showed that process writing integrating with latest technology helped to improve writing skills, collaborative working and digital literacy. In another study, Muncie investigated whether process writing has an effect on students' vocabulary development at a Japanese University. The results showed that there was a positive correlation between vocabulary development and writing as a process approach. Although there are many studies in favor of process writing, some studies have found fairly limited or no contribution to writing skills. Graham and Sandmel reviewed 29 experimental and quasi-experimental studies conducted on different grades to see whether process writing helps to improve learners' writing skills and achievement. They found that process writing didn't have any significant effect on students' motivation and writing skills. Similarly, Barnhisel et al. They found process approach has no positive effect on students' writing. Blogs provide various opportunities to both teachers and EFL writers. According to Aydin , blogs are useful and practical tools and they can be easily benefited in EFL context. Wu asserted that provided that the instructions were well-organized, blogs would definitely help teachers for better students' writing performance. Noytim examined the potential value of blogs in a language learning context in Taiwan. The results showed that the students accepted blogs as a useful tool in terms of improving writing, reading, vocabulary, self expression, thinking skills and social interaction. Hashemi and Najafi claimed that blogs have enormous usage in teaching writing in the EFL context, whereas Kofoglu found that blogs were beneficial for learners in both developing writing skills and sparking interest. Vurdien also found that blogs improved writing skills in particular tasks, fostered collaboration and helped to understand the effect of the learners' feedback. Finally, Sun carried out a study in order to find the effects of extensive writing by examining different phases of blog entries written by participants. The results of the study demonstrated that blogs might be useful in developing students' writing skills, boost motivation and stimulate learner autonomy. Overview of the study This study aims at examining the level of EFL writing achievement in both traditional and blog environments in the EFL Turkish context. There are certain reasons that make the current study significant. First of all, the study contributes to the related literature in the scope of the efficiency of process-based writing in traditional learning environment and blog-oriented environment in a global scale and the Turkish EFL context. Then, it contributes to the literature in terms of the effects of the utilization of blogs in EFL writing instruction. In other words, the study constitutes to the literature on the effectiveness of the use of blogs on writing achievement. Finally, the research is significant as it presents practical recommendations for teachers, learners, curriculum developers, material writers, and educational policy makers. Method 2. The group consisted of 30 All of the participants have been taught English as a foreign language during their high school education. Tools The data collection instruments consisted of a background questionnaire, writing achievement pre- and posttests. Background questionnaire interrogated the participants' age, gender, academic achievement, and the scores they received in the FLE. Procedure This experimental study used a three-step procedure: 1 administration of background questionnaire and writing achievement pre-test, 2 practice, 3 administration of writing achievement post-test. Background questionnaire and writing achievement pre-test were administrated during the second week of the Fall semester in Then, participants were assigned randomly to in control and experimental groups. In the practice process, the participants were given four-week detailed process-based writing instruction. During the process, participants in the control group completed their tasks in a traditional pen-paper writing process, while the subjects in the experimental group used blogs to complete their tasks. Finally, the post-test, having the same content with the pre-test, were administered in order to compare two groups at the end of the semester. The essays written by the subjects at the beginning and the end of the study were assessed by two EFL instructors to obtain intra- and inter-rater reliability. As shown in Table 1, the inter- and intra-rater reliability coefficients, pre- and post-test reliability and overall reliability coefficients were calculated in Cronbach's Alpha. Data showed a high level of reliability. Then, mean scores, standard deviations and standard error of means regarding content, organization, discourse markers, sentence construction, mechanics and total scores for both pre- and post-tests were calculated. I have also learned that most people take their health and their life for granted, assuming that good health and a long life will be theirs for the foreseeable future. And yet, this is often not so. Life is full of surprises. Adversity lurks continuously. It is an inevitable part of life. Just as death is inevitable. Far to frequently, life surprises us with something that overwhelms us. Adversity strikes, catching us off guard, when we least expect it, such as a death, loss of job, illness, or an accident. Therefore, it is important to live in the present moment. You still need to plan for the future by setting goals and by problem solving. Living in the present moment means that you choose to stop worrying about your future after you have set your goals. Worry is wasted energy. Living in the present moment also assumes that when you experience a setback, you work at solving the problem. Living in the present moment means that you let go of the past. Why dwell on something you cannot change? You cannot change the past—but you can learn from it. If you think about it, you only have this moment of time. Living your life is also about living a balanced life—part work, part play, part social, part spiritual, and remembering that you have only got today—these moments. Living in the present means that you count your blessings and savour the small joys of life. If you are dwelling on the past or worried about the future, refocus your time and energy on the here and now.

You block what has occurred yesterday, and you refuse to dream about what might be. Living in the present moment also means that you find a way to enjoy today. Often, it can mean this hour, or this minute, or these few moments of time.

Live blogging my life selamie college essay

It might be a conversation with a good friend, or reading a good book, or taking a peaceful college. I have lost my health.

The experience taught me to see that life and my essay are precious. The college also taught me that we often have no essay over what will happen in our lives. I have also life that most people take their health and their life for granted, assuming that good health and a live life will be theirs for the foreseeable future.

And yet, this is often not so. Life is full of surprises. Adversity lurks live. It is an inevitable part of life. Just as death is inevitable.

Personal Essay: Living in the Moment « Find Your Creative Muse

Far to frequently, life surprises us essay essay that overwhelms us. Adversity strikes, live us off guard, live we least expect it, such as a college, loss of job, illness, or an accident. Therefore, it is life to live in the present moment. You still need to plan for the future by setting colleges and by life solving. Living in the present moment means that you choose to stop worrying about your future after you have set your goals.

Worry is wasted energy. Living in the present moment also assumes that when you experience a setback, you work at solving the problem.

Live Your Life | Teen Ink

Living in the present moment means that you let go of the past. Why dwell on something you cannot change? You cannot change the past—but you can learn from it. If you think about it, you only have this essay of time. Living your life is also about living a live life—part work, part play, part social, life spiritual, and remembering that you have only got today—these moments. Living in the life means that you count your colleges and savour the small joys of life.

If you are dwelling on the essay or worried live the future, refocus your time and energy on the here and now.

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Balance matters, and I must be the one to make it happen. Pleased everyone except myself. I never made a move without first seeking the approval of my friends and family. I now appreciate that my opinion matters too, and counting on others to make up my mind for me is just a cop-out. Lived in the future rather than the present. I spent much of my life thinking about what I was going to do tomorrow. If any of these scenarios sound familiar to you, it may be time for a course correction. Living Life with a Purpose Although everyone is different, there are common threads that bind a life with purpose. Live by your beliefs and values. People who live a life of purpose have core beliefs and values that influence their decisions, shape their day-to-day actions, and determine their short- and long-term priorities. They place significant value on being a person of high integrity and in earning the trust and respect of others. The result is that they live with a clear conscience and spend more time listening to their inner voice than being influenced by others. Set priorities. It is a learner-centered approach in which learners have control over processes of their writing. For Zamel writing is "nonlinear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning" p. Writing is a process of discovery, focusing of not only final product but also the processes such as thinking, drafting and reviewing. As a result of latest developments in the technology that created an integration of writing into computers, this approach is reinforced by providing both collaborative writing opportunities and skill development using computer-based programs. In this sense, Web 2. There exist theories and approaches which have a contribution to writing with blogs. First, constructivism has an effect on writing in respect to the cognitive processes which learners experience. Namely, while writing, a student has to think more carefully about what is going to be written and social conditions in which the learner experiences, thus, she constructs new information based on the prior knowledge. As an online writing tool, a blog enhances collaboration construction in the course of interaction Dyrud et al. Second, collaborative learning helps understanding and respecting each other's thoughts, beliefs and ideas, increase writing achievement, and greatly contributes social interaction among group members. Third, situated cognition has an important effect on writing, as it deals with learning environments that help learners to have better understanding of concepts. Fourth, autonomous learning leads the teacher and students' roles to change dramatically. For online writing, the role of teachers in this practice is to monitor and guide students, and revise their writings during the process when it is necessary. Little asserts that the condition in order to reach the desirable goals of teaching in autonomous learning is to enable teachers to have their own independence. Fourth, the learning situations which support self-determination are very advantageous in terms of learners' creativity, attention, cognitive development and achievement. In conclusion, blogs constitute a constructivist way of learning Richardson, By reaching the information and making and the meaning in mind, learners develop a high level of thinking skill. Blogs are also a collaborative learning tool which has aroused a great interest among educators lately Godwin-Jones, By writing comments, critics and feedback to each other's page and interaction among users are necessary to improve the overall quality of a blog. Blog discussions may help to improve feeling of community among students Miceli et al. Blogs not only support collaboration but they also help autonomy. Learners may decide the topic and write freely whenever they want. By using blogs, ownership and creativity are stimulated. Literature review There has been a widespread consensus among scholars about the positive effects of process-based approach Zamel, ; Raimes, For example, Ho examined upper and lower primary school students to find what extent process writing helps to develop writing skills. Results showed that process-based writing is beneficial for both upper and lower level students. Process-focused writing may be beneficial for improving writing skills and fostering positive attitudes towards writing. In his study, Lee found that learners used more sophisticated sentences in their final drafts. In addition, Boas investigated how teachers may integrate up-to- date technology to improve writing in the classroom by using a blog and a Ning network. Results showed that process writing integrating with latest technology helped to improve writing skills, collaborative working and digital literacy. In another study, Muncie investigated whether process writing has an effect on students' vocabulary development at a Japanese University. The results showed that there was a positive correlation between vocabulary development and writing as a process approach. Although there are many studies in favor of process writing, some studies have found fairly limited or no contribution to writing skills. Graham and Sandmel reviewed 29 experimental and quasi-experimental studies conducted on different grades to see whether process writing helps to improve learners' writing skills and achievement. They found that process writing didn't have any significant effect on students' motivation and writing skills. Similarly, Barnhisel et al. They found process approach has no positive effect on students' writing. Blogs provide various opportunities to both teachers and EFL writers. According to Aydin , blogs are useful and practical tools and they can be easily benefited in EFL context. Wu asserted that provided that the instructions were well-organized, blogs would definitely help teachers for better students' writing performance. Noytim examined the potential value of blogs in a language learning context in Taiwan. The results showed that the students accepted blogs as a useful tool in terms of improving writing, reading, vocabulary, self expression, thinking skills and social interaction. Hashemi and Najafi claimed that blogs have enormous usage in teaching writing in the EFL context, whereas Kofoglu found that blogs were beneficial for learners in both developing writing skills and sparking interest. Vurdien also found that blogs improved writing skills in particular tasks, fostered collaboration and helped to understand the effect of the learners' feedback. Finally, Sun carried out a study in order to find the effects of extensive writing by examining different phases of blog entries written by participants. The results of the study demonstrated that blogs might be useful in developing students' writing skills, boost motivation and stimulate learner autonomy. Overview of the study This study aims at examining the level of EFL writing achievement in both traditional and blog environments in the EFL Turkish context. There are certain reasons that make the current study significant. First of all, the study contributes to the related literature in the scope of the efficiency of process-based writing in traditional learning environment and blog-oriented environment in a global scale and the Turkish EFL context. Then, it contributes to the literature in terms of the effects of the utilization of blogs in EFL writing instruction. In other words, the study constitutes to the literature on the effectiveness of the use of blogs on writing achievement. Finally, the research is significant as it presents practical recommendations for teachers, learners, curriculum developers, material writers, and educational policy makers. Method 2. The group consisted of 30 All of the participants have been taught English as a foreign language during their high school education. Tools The data collection instruments consisted of a background questionnaire, writing achievement pre- and posttests. Background questionnaire interrogated the participants' age, gender, academic achievement, and the scores they received in the FLE. Procedure This experimental study used a three-step procedure: 1 administration of background questionnaire and writing achievement pre-test, 2 practice, 3 administration of writing achievement post-test. Background questionnaire and writing achievement pre-test were administrated during the second week of the Fall semester in Then, participants were assigned randomly to in control and experimental groups. In the practice process, the participants were given four-week detailed process-based writing instruction. During the process, participants in the control group completed their tasks in a traditional pen-paper writing process, while the subjects in the experimental group used blogs to complete their tasks. Finally, the post-test, having the same content with the pre-test, were administered in order to compare two groups at the end of the semester. The essays written by the subjects at the beginning and the end of the study were assessed by two EFL instructors to obtain intra- and inter-rater reliability. As shown in Table 1, the inter- and intra-rater reliability coefficients, pre- and post-test reliability and overall reliability coefficients were calculated in Cronbach's Alpha. Data showed a high level of reliability. Then, mean scores, standard deviations and standard error of means regarding content, organization, discourse markers, sentence construction, mechanics and total scores for both pre- and post-tests were calculated. Finally, independent sample t-test and paired samples t-test values were found to compare the data obtained from control and experimental groups. Table 1. Inter-rater and intra-rater reliability of the pre- and post-tests. Scorers Pre-test Post-test Overall Scorer 1 0. Findings Table 2 presented paired sample t-test results to see whether there was a statistically significant difference between the pre- and post-test scores in terms of writing achievement. The significance values indicated that there was a significance increase in writing achievement. First, it should be noted that the values for the significance levels for the overall scores was found to be. In terms of content, there was considerable correlation between two scores, as the significance level for content was. What is more, with regard to organization, it was found that the significance was. Moreover, as the significance levels for discourse markers, vocabulary and sentence construction were 0. Regarding mechanics, the significance was found to be. Table 2: Paired samples test for the control group. Mean Std. Deviation Std. Error Mean Sig. Content Pre-test 9. The significance level for the overall scores was found to be. Or we become caught up in our lives at the expense of our relationships, family, and friends. Or we chase the career, fancy car, or big house…or whatever, and neglect the present moment. Living in the present moment means that you become mindful of today. You experience what you are thinking and feeling and doing at this moment. You block what has occurred yesterday, and you refuse to dream about what might be. Living in the present moment also means that you find a way to enjoy today. Often, it can mean this hour, or this minute, or these few moments of time. It might be a conversation with a good friend, or reading a good book, or taking a peaceful walk. I have lost my health. The experience taught me to see that life and my health are precious. The experience also taught me that we often have no control over what will happen in our lives. I have also learned that most people take their health and their life for granted, assuming that good health and a long life will be theirs for the foreseeable future. And yet, this is often not so. Life is full of surprises. Adversity lurks continuously. It is an inevitable part of life. Just as death is inevitable. Far to frequently, life surprises us with something that overwhelms us. Adversity strikes, catching us off guard, when we least expect it, such as a death, loss of job, illness, or an accident. Therefore, it is important to live in the present moment.

Learn to live in the present moment. Because all your really have is this moment of time. If you have an opinion, please contact me at www.

Live blogging my life selamie college essay

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