Dịch Anh - Việt đoạn văn "The Truth about Boys and Girls"

Luyện dịch Anh – Việt đoạn văn The Truth about Boys and Girls (Sự thật về con trai và con gái)

Boys and girls are different, but most psychological sex differences are not especially large. For example, gaps in intellectual performance, empathy and even most types of aggression are generally much narrower than the disparity in adult height, in which the average man is taller than 99 percent of women.
(Con trai và con gái khác nhau nhưng hầu như sự khác nhau là về giới tính tâm lý không đặc biệt lớn lắm. Ví dụ như khoảng cách trong tư duy trí tuệ , sự đồng cảm và thậm chí là hầu hết các kiểu công kích nói chung là nhỏ hơn sự chênh lệch trong chiều cao của người lớn, trong đó chiều cao trung bình của người đàn ông hơn 99% phụ nữ)

Researchers have found very few large-scale differences between boys and girls in brain structure or function. Boys have larger brains, and girls’ brains finish growing earlier than boys’ do. But neither of these findings explains why boys are more active and girls more verbal or reveals a plausible basis for any of the other emotional and cognitive differences between the sexes
(Các nhà nghiên cứu tìm thấy ít khoảng cách khác nhau giữa con trai và con gái về chức năng và cấu trúc não. Con trai thì có não lớn hơn và não của con gái hoàn thiện sớm hơn con trai. Nhưng không có phát hiện nào giải thích được tại sao con trai năng động hơn và con gái nói nhiều hơn, hoặc thể hiện nền tảng đáng tin cậy cho những khác biệt về rung động tình cảm và nhận thức giữa 2 giới)

Experience itself changes brain structure and function. Most sex differences start out small—as mere biases in temperament and play style—but are amplified as children’s pink- or blue-tinted brains meet our gender-infused culture
(Những kinh nghiệm bản thân đã thay đổi cấu trúc và chức năng của não. Hầu như những sự khác biệt đều bắt đầu thể hiện ra từ tính cách và phong cách sống nhưng lại được cường điệu như não được tô màu hồng hay xanh của trẻ em. Những khác biệt này giúp duy trì nền văn hóa được truyền từ thế hệ này sang thế hệ khác của chúng ta).

Luyện dịch bài phát biểu

Luyện dịch bài phát biểu

1. Phát biểu của Tiến sỹ Jean-Marc Olivé, Trưởng đại diện WHO tại Việt Nam

Ngày: 08 tháng 10 năm 2008
Sự kiện: Lễ kỷ niệm ngày giảm nhẹ Thiên tai Thế giới - Chiến dịch Bệnh viện An toàn trước Thiên tai 2008-2009
Phát biểu: Tiến sỹ Jean-Marc Olivé, Trưởng đại diện WHO tại Việt Nam

Kính thưa

Các vị khách quý cùng toàn thể quý vị,

Với cương vị là Trưởng đại diện WHO tại Việt Nam, tôi vô cùng vinh hạnh đuợc phát biểu thay mặt cho các Cơ quan Liên Hợp Quốc tại buổi lễ quan trọng kỷ niệm Ngày Quốc tế Giảm nhẹ Thiên tai, với chủ đề năm nay là "Bệnh viện An toàn trước Thiên tai".

Trong các tuần vừa qua, các tỉnh miền bắc và miền trung Việt Nam liên tiếp phải hứng chịu các đợt giông bão, gió xoáy, lụt lội và lũ quét dữ dội.

Các trận thiên tai này đã gây ra nhiều thương vong và thiệt hại trên diện rộng đối với các cơ sở hạ tầng thiết yếu – trong đó có các trung tâm y tế.

Chỉ tháng trước hơn 130 người đã thiệt mạng khi Bão KAMMURI quét qua 9 tỉnh phía bắc. Hàng trăm người khác nằm trong tình trạng cần được chăm sóc y tế khẩn cấp.

Hàng chục cơ sở y tế bị phá sập, hư hại hoặc ngập lụt. Các báo cáo từ các đội đánh giá nhanh cho thấy thiệt hại đối với các cơ sở y tế này có thể phòng tránh hoặc giảm thiểu được tác động nếu thực hiện tốt các kế hoạch chuẩn bị và phòng chống.

Xem xét những vụ thiên tai này và với các hiện tượng thời tiết cực đoan được dự đoán sẽ đi theo chiều hướng xấu hơn khi chịu tác động của biến đổi khí hậu, chúng ta thấy sự cần thiết của việc giảm nhẹ rủi ro do thiên tai gây ra trở nên cấp bách hơn bao giờ hết.

Việt Nam biết rõ rằng một hệ thống y tế công cộng dễ bị tác động nhất khi thiên tai xảy ra.

Tất cả các bạn cũng biết rằng bệnh viện đắt tiền nhất là bệnh viện chịu thiệt hại.

Bất cứ quốc gia nào cũng dành một phần rất lớn đầu tư cho các bệnh viện và các cơ sở y tế. Việc bệnh viện và cơ sở y tế bị phá hủy bởi thiên tai sẽ gây ra những gánh nặng y tế và kinh tế to lớn.

Thiên tai là một vấn đề y tế và cũng là một vấn đề xã hội: Không chỉ các cơ sở điều trị chịu ảnh hưởng của thiên tai, thiệt hại tại các cơ sở y tế và hệ thống y tế sẽ tác động lâu dài tới sự phát triển trong tương lai.

Tuy nhiên bảo vệ các cơ sở y tế thiết yếu trước thiên tai là có thể và đem lại hiệu quả về kinh tế.

Cần đảm bảo rằng việc giảm bớt nguy cơ phải được tính đến từ khâu thiết kế và xây dựng các cơ sở y tế mới và giảm khả năng chịu tác động đối với các cơ sở y tế hiện có thông qua việc lựa chọn và gia cố các cơ sở thiết yếu sẽ ít tốn kém hơn chúng ta tưởng.

Liên Hợp Quốc đã rút ra được nhiều bài học kinh nghiệm từ các vụ thảm họa lớn trên khắp thế giới – gồm có sóng thần tại Châu Á năm 2004, động đất tại Pakistan năm 2005, bão Katrina tại Mỹ và gần đây nhất là bão Nagis tại Myanma và động đất tại Trung Quốc.

Các vụ thảm họa quy mô lớn gần đây cho thấy việc các bệnh viện và các cơ sở y tế bị sụp đổ và không hoạt động đã dẫn đến một làn sóng thảm họa thứ hai, nguyên nhân là do không đáp ứng được các nhu cầu về y tế của người dân chịu ảnh hưởng.

Điều này không chỉ đe dọa mạng sống và sức khỏe con người mà còn ảnh hưởng lâu dài tới sự phát triển của toàn thể cộng đồng.

Chúng ta biết rằng Việt Nam có một lịch sử lâu dài rất đáng tự hào về hoạt động ứng phó nhanh trước thảm họa, với khả năng huy động các nguồn lực nhằm giúp đỡ những người gặp hoạn nạn.

Tuy nhiên, vẫn còn nhiều bệnh viện, cơ sở y tế và đặc biệt là các trung tâm y tế tại tuyến xã chịu cảnh ngập lụt, hư hại hoặc bị phá huỷ hàng năm.

Sự tàn phá này tạo ra những thách thức to lớn đối với việc duy trì các hoạt động chăm sóc sức khỏe.

Thiệt hại tại bệnh viện và các cơ sở y tế có thể phòng tránh hoặc giảm thiểu. Ví dụ như chọn một khu đất cao để xây mới hoặc xây dựng lại một cơ sở y tế là một biện pháp đơn giản và hiệu quả để bảo vệ cơ sở y tế đó khỏi bị ngập lụt.

Nguyên nhân cơ bản dẫn đến các bệnh viện không an toàn không phải là do thiếu kinh phí. Chi phí cho việc xây dựng một bệnh viện an toàn chỉ là một phần bổ sung nhỏ vào kinh phí ban đầu. Các thiết kế xây dựng hợp lý, các chính sách an toàn và nhận thức của công chúng về vấn đề này là những nhân tố then chốt để có được các bệnh viện an toàn trước thảm họa.

Hiện tại Việt Nam không có các chính sách, tiêu chuẩn hoặc các chương trình cụ thể để xây dựng các bệnh viện và cơ sở y tế đứng vững trước thiên tai.

Tuy nhiên các hoạt động đang được tiến hành – bao gồm việc phát triển một chiến lược quốc gia, đào tạo nhân viên chăm sóc y tế, tăng cường nguồn lực, tăng cường việc quản lý các trường hợp y tế khẩn cấp và thiết lập cơ chế điều phối hiệu quả hơn tại Việt Nam. Thông qua cam kết chính trị vững chắc, Chính phủ Việt Nam có thể giảm bớt nguy cơ và làm cho các bệnh viện và các cơ sở y tế trở nên an toàn trước thiên tai bằng cách giảm khả năng chịu tác động của các cơ sở này trước các hiểm họa thiên nhiên.

Quan hệ hợp tác giữa Liên Hợp Quốc và Chính phủ Việt Nam từ trước tới nay đã giúp cải thiện chính sách và pháp luật, tăng cường công tác giám sát đánh giá và xây dựng năng lực tại cấp địa phương để ứng phó tốt hơn trước thiên tai. Chúng ta đã cùng nhau hỗ trợ các cơ quan Chính phủ tại tất cả các cấp để lồng ghép tốt hơn công tác chuẩn bị sẵn sàng ứng phó và giảm bớt nguy cơ thiên tai vào các kế hoạch phát triển kinh tế xã hội quốc gia, các chiến lược và chương trình và giúp xây dựng năng lực nòng cốt tại các cơ quan điều phối chủ chốt.

Cuối cùng nhưng không kém phần quan trọng, thay mặt cho tất cả các đồng nghiệp của tôi tại Việt Nam, tôi xin bày tỏ lời chia buồn chân thành nhất tới tất cả những gia đình chịu ảnh hưởng bởi các đợt bão gần đây. Điều này càng nhắc nhở chúng ta rằng giảm bớt nguy cơ thiên tai cần được duy trì như một ưu tiên hàng đầu trong tương lai tại Việt Nam.

Chúng tôi muốn thuyết phục tất cả các cơ quan liên quan – Chính phủ, các tổ chức xã hội và lĩnh vực tư nhân, các tổ chức tài chính quốc tế và các tổ chức quốc tế khác

đóng góp nỗ lực của mình trong việc giảm bớt thiên tai và thực hiện các biện pháp cụ thể để giảm nhẹ khả năng chịu tác động.

Nhân Ngày Giảm nhẹ Thiên tai Thế giới này, động lực dẫn tới thành công rất lớn –điều này đơn giản có nghĩa là nhiều người sẽ được cứu sống.

Cảm ơn sự chú ý của tất cả các bạn.


Bài dịch
________________________________________
Speech by Dr Jean-Marc Olivé, WHO Representative in Viet Nam, on World Disaster Reduction Day

Date: Wednesday, October 8, 2008
Event: Ceremony for World Disaster Reduction Day, Campaign for 2008-2009 to Make Hospitals Safe from Disasters, Ha Noi, Viet Nam
Speaker: Dr Jean-Marc Olivé, WHO Representative in Viet Nam

Distinguished Guests,Ladies and Gentlemen,
As the WHO Representative in Vietnam, it is very much my honor to speak on behalf of the United Nations at this important event to commemorate the International Day for Disaster Reduction, with this year’s theme, “Hospitals Safe from Disasters”.

For weeks now violent storms, typhoons, storm surges and flash floods have been lashing the central and northern provinces of Viet Nam.

These natural disasters have caused several deaths and widespread damage to crucial infrastructure – including health centres.

Just last month more than 130 people died when Typhoon KAMMURI swept across 9 northern provinces. Hundreds were left in need of urgent medical treatment.

Dozens of health facilities collapsed, were severely damaged or flooded. Reports from the joint assessment teams sent to the region showed that the damage to these health facilities could have been prevented or minimized if preparedness and prevention plans were in place.

Considering these disasters and with current weather extremes predicted to worsen with climate change impact, the need to engage fully in disaster risk reduction has never been more pressing.


This country knows only too well that a public health system is most vulnerable when natural disasters strike.

You also all know that the most expensive hospital is the one that fails.

Hospitals and health facilities represent an enormous investment for any country. Their destruction from a natural disaster imposes major health and economic burdens.

Disasters are a health and a social issue: Not only is health treatment critical in the aftermath of a disaster, damage to health facilities and systems affects development long into the future.

But protecting critical health facilities from disasters is possible and cost effective.

Ensuring that risk reduction is included in the design and construction of all new health facilities and reducing vulnerability to existing health facilities, through selecting and retrofitting critical facilities, costs less than you might expect.

Worldwide the UN has learned many lessons from major disasters - including the Asian Tsunami in 2004, the Pakistan earthquake in 2005, Hurricane Katrina in the USA and more recently Typhoon Nagis in Burma and the earthquake in China.

These recent, large-scale disasters show that the collapse and dysfunction of hospitals and health facilities lead to a second wave of disaster, because the health needs of the most affected population cannot be met.

This threatens not only human life and health but also the long-term development of the entire community.


We know that Vietnam has a long and proud history of reacting quickly to disasters, with a strong ability to mobilize resources to help those most in need.

However, there are still many hospitals, health facilities and especially health centres at the community level that are being flooded, damaged or destroyed every year.

Their destruction creates major challenges to the continuum of health care activities.

Damage to hospitals and health facilities can be prevented or minimized. Simple measure such as selecting an elevated area to build or relocate a health facility is an effective and simple measure to protect health facility from floods.

The principal cause of unsafe hospitals is not as lack of budget. The cost for building a safe hospital is a minimal addition to the original budget. Appropriate building designs, safety policies and public awareness on this issue are key factors to achieve hospitals that are safe from disasters.


Currently Vietnam has no policies, standards or specific programmes for making hospitals and health facilities resilient to disasters.

However is action underway – including the development of a national strategy, training healthcare staff, improved resources, improved health emergency management and the creation of more effective coordination mechanisms in Viet Nam. Through strong political commitment the Government of Viet Nam can reduce risk in hospitals and health facilities and make them safe from disasters by reducing their vulnerability to natural hazards.

In the past cooperation between the UN and Government of Viet Nam has resulted in improved policies & laws, better monitoring & evaluation and building capacity at local level to better respond to natural disasters. We have worked to support Government agencies at all levels to better integrate disaster risk reduction and preparedness in the national socio-economic development plans, strategies and programmes and helped build core capacity of key coordinating bodies.


Last but not least, on behalf of all my colleagues here in Viet Nam, I would like to express our sincerest condolences to all those families affected by recent Typhoons. This is a strong reminder that disaster risk reduction must remain a top priority for the future of this country.


We urge all concerned – Government, Civil Society and the Private Sector, international financial institutions and other international organisations to invest
their efforts in disaster reduction and to implement concrete measures to reduce vulnerability.

On this occasion of World Disaster Risk Reduction day our motivation for success is great – simply it means more lives will be saved.

Thank you all for your kind attention.

Tên các món ăn dân dã Việt nam bằng Tiếng Anh

Bánh cuốn : stuffed pancake
Bánh dầy : round sticky rice cake
Bánh tráng : girdle-cake
Bánh tôm : shrimp in batter
Bánh cốm : young rice cake
Bánh trôi: stuffed sticky rice balls
Bánh đậu : soya cake
Bánh bao : steamed wheat flour cake
Bánh xèo : pancako
Bánh chưng : stuffed sticky rice cake
Bào ngư : Abalone
Bún : rice noodles
Bún ốc : Snail rice noodles
Bún bò : beef rice noodles
Bún chả : Kebab rice noodles
Cá kho : Fish cooked with sauce
Chả : Pork-pie
Chả cá : Grilled fish
Bún cua : Crab rice noodles
Canh chua : Sweet and sour fish broth
Chè : Sweet gruel
Chè đậu xanh : Sweet green bean gruel
Đậu phụ : Soya cheese
Gỏi : Raw fish and vegetables
Lạp xưởng : Chinese sausage
Mắm : Sauce of macerated fish or shrimp
Miến gà : Soya noodles with chicken

Bạn củng có thể ghép các món với hình thức nấu sau :
*

Kho : cook with sauce
*

Nướng : grill
*

Quay : roast
*

Rán ,chiên : fry
*

Sào ,áp chảo : Saute
*

Hầm, ninh : stew
*

Hấp : steam
*

Phở bò : Rice noodle soup with beef
*

Xôi : Steamed sticky rice
*

Thịt bò tái : Beef dipped in boiling water
Fresh water-crab soup : canh cua
Salted Aubergine :cá muối
salted vegetable dưa góp
Sweet and sour pork ribs sườn xào chua ngọt
Boiled chicken thit gà luộc
Stewed pork with caramel thitj kho tàu
Boiled bind weed rau muống luộc
Fried Soya Cheese đậu rán
Sauce of máserated shrimp mắm tôm
Soya sauce tương
Fish sauce nước mắm
lime water bánh đúc (do you know ?)
Fried rolls,Stuffed pancake Nem
Sweet and sour salad Nộm
Grilled cuttle fish Mực nướng
Rice noodle soup with done beef phở bò chín
Rice noodle soup with half done beef phở bò tái
Rice gruel with fish cháo cá
Rice gruel with eel cháo lươn
Rice gruel Cháo
Roasted sesame seeds and salf Muối vừng
Sayte bean sprout Giá xào

More and more....
1. Kim chi
Kimchi dish
2. Lạc chao muối
Peanuts dived in salt
4. Súp tôm răm cay (thái lan)
Shrimp soup with persicaria
5. Súp hải sản
Seafood soup
6. Súp cua
Crab soup
7. Súp hào tam tươi
Fresh Shellfish soup
8. Súp lươn
Eel soup
9. Súp gà ngô hạt
Chicken & com soup
10. Súp bò
Beef soup
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Đồ biển tươi sống - Fresh seafood dishes

1. Gỏi tôm sú sasami
Sasami raw sugpo prawn & vegetable (Japan)
2. Tôm sú sỉn tại bàn
Sugpo prawn dish served at table
3. Tôm sú sốt cốt dừa
Steamed sugpo prawn with coco juice
4. Tôm sú nhúng bia tại bàn
Sugpo prawn dipped in beer at table
6. Tôm sú lăn muối
Sugpo Prawn throung salt
7. Tôm sú chiên vừng dừa
Sugpo Prawn fried in coco sasame
8. Tôm sú hấp bơ tỏi
Steamed Sugpo Prawn with cheese and garlic
9. Tôm sú áp mặt gang
Roasted Sugpo Prawn
Tôm hùm - Lobster

1. Gỏi tôm hùm sasami (nhật)
Sasimi raw Lobster (Japan)
2. Tôm hùm nấu chua (thái lan)
Thailand Style Sour cooked Lobster
3. Tôm hùm hấp cốt dừa
Steamed Lobster with coco juice
4. Tôm hùm nướng tỏi sả
Grilled Lobster with citronella & garlic
5. Lẩu tôm hùm
Hot pot of Lobster
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Tôm hảo - Fresh water crayfish

1. Tôm rán giòn sốt tỏi
Toasted Crayfish & cook with grilic
2. Tôm sào nấm hương
Fried Crayfish with mushroom
3. Tôm rán sốt chua ngọt
Toasted Crayfish & sweet- sour cook
4. Tôm tẩm cà mỳ rán
Fried Crayfish in camy
5. Tôm nõn xào cải
Fried Crayfish with cauliflower
Cá trình - Cat fish
1. Cá trình nướng lá chuối
Grilled Catfish in banana leaf
2. Cá trình nướng giềng mẻ
Grilled Catfish with rice frement & galingale
3. Cá trình xào sả ớt
4. Cá trình hấp nghệ tỏi
Steamed Catfish with saffron & citronella
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Cua – Crab

1. Cua hấp
Steamed Crab
2. Cua rang muối
Roasted Crab with Salt
3. Cua rang me
with Crab with tamarind
4. Cua nướng sả ớt
Grilled Crab chilli & citronella
5. Cua xào ca ry
Fried Crab& Cary
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Ghẹ - King Crab

1. Ghẹ hấp gừng sả tỏi
Steamed Kinh Crab with garlic & citronella
2. Ghẹ om giả cầy
Kinh Crab with pork stew
3. Ghẹ giang muối
Roasted Kinh Crab with Salt
4. Ghẹ giang me
Roasted Kinh Crab with tamirind
5. Ghẹ nấu cari
Cooked Kinh Crab with curry
6. Cua bể hấp gừng
Steamed soft -shelled crab with ginger
7. Cua bấy chiên bơ tỏi
Steamed soft -shelled crab with butter & garlic
Ốc, Ngao, Sò - Cockle-shell, oyster

1. Ốc hương nướng sả
Grilled Sweet Snail with citronella
2. Ốc hương giang me
Roasted Sweet Snail with tamanind
3. Sò huyết nướng
Grilled Oyster
4. Sò huyết tứ xuyên
Tu Xuyen Oyster
5. Ngao luộc gừng sả
Boil Cockle- shell ginger &citronella
6. Ngao hấp thơm tàu
Steamed Cockle- shell with mint
7. Ngao hấp vị tỏi
Steamed Cockle- shell with garlic spice
[Back to top]
Lươn – Eel

1. Lươn nướng sả ớt
Grilled Eel with chill & citronella
2. Lươn om tỏi mẻ
Simmered Eel with rice frement & garlic
3. Lươn nướng lá lốt
Grilled Eel with surgur palm
4. Lươn xào sả ớt
Grilled Eel with chill & citronella
5. Lươn chiên vừng dừa
Eel with chill coco sesame
6. Lươn om nồi đất
Steamed Eel in earth pot

Mực - Cuttle fish

1. Mực chiên bơ tỏi
Fried Squid with butter& garlic
2. Mực đốt rượu vang
Squid fire with wine
3. Mực xóc bơ tỏi
Fried Squid with butter& garlic
4. Mực sào trái thơm
Fried Squid with pineapple
5. Mực xào sả ớt
Fried Squid with chill & citronella
6. Mực hấp cần tây
Steamed Squid with celery
7. Mực nhúng bia tại bàn
Soused Squid in beer serving at table
8. Chả mực thìa là
Dipped Squid with dill
9. Mực luộc dấm hành
Boiled Squid with onion & vineger
10. Mmực chiên ròn
Roasted Squid
[Back to top]
Ốc – Snall

1. Ốc bao giò hấp lá gừng
Steamed Snall in minced meat with gingner leaf
2. Ốc hấp thuối bắc
Steamed Snall with medicine herb
3. Ốc luộc lá chanh
Boiled Snall with lemon leaf
4. Ốc nấu chuối đậu
Cooked Snall with banana & soya curd
5. Ốc xào sả ớt
Fried Snail with chilli& citronella
6. Ốc xào chuối đậu
Fried Snail with banana &soya curd
Cá nước ngọt-Fresh water fish

1. Cá quả nướng sả ớt
Grilled Snake-head Fish with chilli & citronella
2. Cá quả hấp xì dầu
Steamed Snake-head Fish with soya source
3. Cá quả bò lò sốt chua ngot
Grilled Snake-head Fish dipped in sweet & sour source
4. Cá quả nướng muối
Grilled Snake-head Fish with salt
5. Cá trê om hoa chuối
Simmered Catfish with banana inflorescense
6. Cá trê nướng giềng mẻ
Grilled Catfish with rice frement & galingale
7. Cá trê om tỏi mẻ
Simmered Catfish with rice frement & galingale
8. Cá chép hấp xì dầu
Steamed Carp with soya source
9. Cá chép chiên xù chấm mắm me
Fried Carp severd with tamarind fish souce
10. Cá chép nướng sả ớt
Grilled Carp with chilli& citronella
11. Cá chép hấp hành
Steamed Carp with onion
12. Cá lăng xào sả ớt
Fried Hemibagrus with chilli& citronella
13. Chả cá lăng nướng
Fried minced Hemibagrus
14. Cá lăng om tỏi me
Simmered Hemibagrus with rice frement & garlic
15. Cá điêu hồng hấp
Steamed "dieuhong" fish
16. Cá điêu hồng chiên xù
Fried with soya source
17. Cá điêu hồng chưng tương
Cooked "dieuhong" fish with soya source
18. Gỏi cá điêu hồng
Raw "dieuhong" fish
[Back to top]
Ba ba – Tortoise

1. Ba ba rang muối
Roasted Turtle with salt
2. Ba ba nướng giềng mẻ
Grilled Turtle with rice frement & garlic
3. Lẩu ba ba rau muống
Turtle hot pot with blindweed
4. Ba ba hầm vang đỏ
Stewed Turtle with Red wine
5. Ba ba hấp tỏi cả con
Steamed whole Turtle with garlic
6. Ba ba nấu chuối đậu
Cooked Turtle with banana & soya curd
7. Ba ba tần hạt sen
Steamed Turtle with lotus sesame
Thỏ - Rabbit

1. Thỏ nướng lá chanh
Grilled Rabbit with lemon leaf
2. Thỏ om nấm hương
Stewed Rabbit with mushroom
3. Thỏ nấu ca ry nước dừa
Rabbit cooked in curry &coco juice
4. Thỏ rán rô ti
Roti fried Rabbit
5. Thỏ rút xương xào nấm
Fried boned Rabbit with mushroom
6. Thỏ tẩm vừng rán
Fried Rabbit in sasame
7. Thỏ xào sả ớt
Fried Rabbit Chilli and citronella
8. Thỏ nấu sốt vang
Stewed Rabbit
[Back to top]
Chim – Pigeon

1. Chim quay xa lát
Roasted Pigeon salad
2. Chi nướng sả ớt
Grilled Pigeon with Chilli and citronella
3. Chim rán rô ti
Fried roti Pigeon
4. Chim sào nấm hương
Fried Pigeon with mushroom
5. Chim xào sả ớt
Fried Pigeon with Chilli and citronella

Bò – Beef

1. Bò úc bít tết
Australia Stead Beef
2. Bò nướng xả ớt
Grilled Beef with chilli &citronella
3. Thịt bò tứ xuyên
Tu Xuyen grilled Beef
4. Bò lúc lắc khoai rán
Beef dish seved with fried potato
5.Bít tết bò
Beef stead
6.Bò xào cần tỏi
Fried Beef with garlic&celery
7. Bò xào sa tế
Xate fried Beef fried with chilli& citronella
8. Bò chiên khiểu thái lan
Thailand style fried Beef
9.Thịt bò sốt cay
Beef dipped in hot souce
10. Bò né
Beef dish
11.Thịt bò viên sốt cay
Rolled minced Beef dipped in hot souce
[Back to top]
Lợn – Pork

1. Lợn tẩm cà mì rán
Fried Pork in camy flour
2. Thịt lợn tứ xuyên
Tu Xuyen Pork dish
3. Lợn xào chua cay
Fried Pork in sweet & sour dish
4. Lợn xào cải xanh
Fried Pork with mustand green
5. Lợn rim tiêu
Simmed Pork in fish souce with peper
6. Tim bồ dục xào
Fried heart & kidney
7. Lợn băm xào ngô hạt
Fried minced Pork with com
Các món cháo - Rice gruel dished

1.Cháo cá
Rice gruel with Fish
2. Cháo lươn
Eel Rice gruel
3. Cháo ngao
Meretrix Rice gruel
4. Cháo gà
Chicken Rice gruel
5.Cháo tim, bầu dục
Pork''s Kidneys and heart Rice gruel
Các món xào - Braised dished

1. Phở xào tim bầu dục
Fired "Pho" with port''s heart &kidney
2. Phở xào thịt gà
Fired "Pho" with chicken
3. Phở xào tôm
Fired "Pho" with shrimp
4. Mỳ xào thịt bò
Fried Noodles with beef
5. Mỳ xào thập cẩm
Mixed Fried Noodls
6. Mỳ xào hải sản
Fried Noodls with seafood
7. Miến xào lươn
Fried Noodls with eel
8. Miến xào cua bể
Fried Noodls with sea crab
9. Miến xào hải sản
Fried Noodls with seafood
10. Cơm cháy thập cẩm
Mixed Fried rice
Rau

1. Rau cải xào tỏi
Fried mustard with garlic
2. Rau bí xào tỏi
Fried pumpkin with garlic
3. Rau muống xào tỏi
Fried blinweed with garlic
4. Rau lang xào tỏi(luộc)
Fried vegetable with garlic
[Back to top]
Canh - Soup

1. Canh cá chua cay
Hot sour fish soup
2.Canh cải thịt nạc
Lean pork & mustard soup
3.Canh bò hành răm
Beef & onion soup
4. Canh cua
Crab soup
5.Canh rò cải cúc
Fragrant cabbage pork-pice soup
6.Canh trứng dưa chuột
Egg& cucumber soup
7.Canh thịt nạc nấu chua
Sour lean pork soup

THỰC ĐƠN 1:
1. Súp nấm bào ngư
2. Gỏi chân gà ngó sen
3. Cá tai tượng chiên xù + mắm nêm + bánh hỏi
4. Lẩu thập cẩm mì sợi
5. Tráng miệng
THỰC ĐƠN 2:
1. Soup nấm tuyết nhĩ
2. Gỏi khổ qua tôm thịt
3. Gà hấp cải bẹ xanh
4. Bún bò xào
5. Tráng miệng
THỤC ĐƠN 3:
1. Soup măng tây
2. Gỏi ngó sen bao tử
3. Gà quay bánh hỏi
4. Bún, mì xào Singapore
5. Tráng miệng
THỰC ĐƠN 4:
1. soup nấm bào ngư
2. Hoành thánh chiên giòn
3. Vịt, gà tiềm ngũ quả
4. Cơm chiên Dương Châu
5. Tráng miệng
THỰC ĐƠN 5:
1. Soup bóng
2. Cá lóc rút xương hấp hoặc chiên giòn
3. Giò heo hầm ngũ vị + bánh mì
4. Lẩu thập cẩm + mì sợi
5. Tráng miệng
GIÁ MỖI BÀN 600.000/10 KHÁCH
THỰC ĐƠN 1:
1. Soup măng tây nấu cua
2. Gỏi bao tử ngó sen
3. Gà quay bánh bao
4. Lẩu thập cẩm
5. Cơm chiên Dương Châu
6. Tráng miệng
THỰC ĐƠN 2:
1. Soup óc heo
2. Gỏi tai heo ngó sen
3. Gà nấu paté
4. Lẩu cá, bún
5. Cơm chiên Dương Châuu
6. Tráng miệng
THỰC ĐƠN 3:
1. Soup cua nấu nấm
2. Hoành thánh chiên giòn
3. Cá điêu hồng hấp cay
4. Cari gà
5. Cơm chiên hải sản
6. Tráng miệng
THỰC ĐƠN 4:
1. Soup măng tây nấu cua
2. Nấm đông cô cuốn tôm
3. Gà quay, xôi gấc, xoài tam sắc
4. Bao tử tiêu xanh, bánh mì
5. Tráng miệng
THỰC ĐƠN 5:
1. Soup óc heo nấu cua
2. Gỏi bao tử ngó sen
3. Chân gà rút xương
4. gà nấu lá giang, bún
5. Cơm chiên tỏi
6. Tráng miệng
GIÁ MỖI BÀN 660.000 Đ/ 10 KHÁCH
THỰC ĐƠN 1:
1. Soup tuyết nhĩ tôm cua
2. Gỏi rau câu lạnh, tôm thịt
3. Chả giò - chạo tôm
4. Bê thui bóp thâu
5. Lẩu thập cẩm
6. Cơm chiên Dương Châu
7. Tráng miệng
THỤC ĐƠN 2:
1. Soup nấm báo ngư cua gà
2. Gỏi ngó sen gà xé
3. Càng cua bách hoa
4. Vịt nấu cam
5. Lẩu hải sản, mì sợi, bún
6. Tráng miệng
THỰC ĐƠN 3:
1. Soup gà
2. Bát bửu
3. gà nấu nấm
4. Bò cuôn fromage
5. Lẩu thập cẩm mì sợi
6. Tráng miệng
THỰC ĐƠN 4:
1. Soup hải sâm
2. Chả giò rế
3. Sẻ, cút, quay xoài tam sắc
4. Cá tiềm ớt hiểm, mì
5. Cháo lươn hải sản
6. Tráng miệng
THỰC ĐƠN 5
1. Soup bóng cá nấu cua
2. Gỏi sò huyết
3. Lưỡi bò nấu nấm
4. Tôm lăn bột chiên giòn
5. Lẩu thập cẩm
6. Tráng miệng
GIÁ MỖI BÀN 700.000 Đ/ 10 KHÁCH
THỰC ĐƠN 1:
1. Soup bắp ngô nấu cua gà
2. Gỏi sò huyết
3. Cá chẽm hấp xì dầu
4. Cua lột chiên giòn
5. Cháo sẻ sẻ hạt sen
6. Tráng miệng
THỰC ĐƠN 2:
1. Soup hải sâm
2. Gỏi dồi trường tôm thịt
3. Cá chẽm bỏ lò
4. Gà quay bánh bao
5. Cháo lươn hải sâm
6. Tráng miệng
THỰC ĐƠN 3:
1. Soup óc heo nấu cua
2. Chân vịt cá viên xào tứ quả
3. Cua lột sốt me
4. Gà nấu ngồng cải thốt nốt
5. Bò nấu cam, bánh mì
6. Tráng miệng
GIÁ MỖI BÀN 1.100.000 Đ/ 10 KHÁCH
THỰC ĐƠN 1:
1. Soup cật gà nấu cua
2. Nấm đông cô chạo tôm
3. Cá bống mú hấp hành
4. Cua lột chiên giòn
5. Hải sâm nấu độn
6. Gà ác tiềm thuốc bắc
7. Tráng miệng
THỰC ĐƠN 2
1. Soup vi cá nấu cua
2. Cật gà xáo tỏi
3. Cua lột xào chua ngọt
4. Tôm càng sốt tiêu xanh salad
5. Vú bầu dục dê xào thuốc bắc
6. Trang miệng
THỰC ĐƠN 3:
1. Soup gân nai
2. Gỏi hải sản tôm sú
3. Lưỡi vịt xào cải bẹ xanh
4. Cá bóng tượng hấp hành
5. Lưỡi bò nấu nấm
6. Lẩu hải sản
7. Tráng miệng
THỰC ĐƠN 4:
1. Soup cá, gà… các loại
2. Cua lột rang me
3. Tôm sú trộn rau củ
4. Heo sữa quay chĩa
5. Cá saba, chẽm… đút lò
6. Cháo bồ câu
7. Tráng miệng
THỰC ĐƠN 5
1. Soup hải sâm bào ngư
2. cá chẽm quay giấy nhôm
3. Gỏi tôm sú ngó sen
4. Gà tre nấu nấm
5. Tôm càng nướng
6. Cháo hải sản
7. Tráng miệng
Tiếp tục nữa nè…

1. Fish cooked with fishsauce bowl: cá kho tộ
2. Chicken fried with citronella: Gà xào(chiên) sả ớt
3. Shrimp cooked with caramel: Tôm kho Tàu
4. Tender beef fried with bitter melon:Bò xào khổ qua
5. Sweet and sour pork ribs: Sườn xào chua ngọt
6. Tortoise grilled on salt: Rùa rang muối
7. Tortoise steam with citronella: Rùa hầm sả
8. Swamp-eel in salad: Gỏi lươn
9. Blood pudding: tiết canh
10. Crab boiled in beer: cua luộc bia
11. Crab fried with tamarind: cua rang me
12. Beef soaked in boilinig vinegar: Bò nhúng giấm
13. Beef seasoned with chili oil and broiled: Bò nướng sa tế
14. Beef fried chopped steaks and chips: Bò lúc lắc khoai
15. Shrimp floured and fried: Tôm lăn bột
16. Chinese sausage: lạp xưởng
17. Pan cake: bánh xèo
18. Water-buffalo flesh in fermented cold rice: trâu hấp mẻ
19. Salted egg-plant: cà pháo muối
20. Shrimp pasty: mắm tôm
21. Pickles: dưa chua
22. Soya cheese: chao

(Life is an art, and you are the artist)

TOEFL SPEAKING TEST

Section 3: Speaking

The speaking section of the TOEFL takes approximately 20 minutes to complete. You will be asked 6 speaking questions. The first two are about familiar topics, and the other four are about short readings, lectures, and conversations. You will have a short amount of time after you read each question to prepare your response. Then you will be given a short amount of time to speak into a microphone. You will be evaluated on "delivery, language use and topic development".

Try the following speaking examples. After you try to give your own response, listen to the recorded sample responses that English Club provides for you. The parts that you will hear in the actual test are shown in red. These transcripts appear after the sample student responses in each question. The parts you would read in the actual test are shown in blue. Student responses are in black.

M = man W = woman S = student P = professor
Questions 1 and 2: Familiar Topics

In Questions 1 and 2 you will be asked to give an opinion or explanation related to a familiar topic.

1. Read the question. Take notes on the main points of your response. Then, respond to the question.

What do you think your life will look like after retirement? Use reasons and details to support your response.

Preparation time: 15 seconds
Response time: 45 seconds

Listen to the sample response.



I don't see myself as a person who will ever fully retire. I like to keep busy, and I have trouble relaxing. If I want to spend a few hours reading or listening to music I usually schedule it into my date book. I find that if I don't force myself to relax from time to time I always find some sort of project or work to do. Though I may not want to hold a paying job in the medical field when I am older, I will probably volunteer in a third world country rather than retire. I'm lucky that I've found work that I am interested in. If I grow tired of my job I may feel differently when the time comes.

2. Narrator: Read the question. Take notes on the main points of your response. Then, respond to the question.

Would you prefer to study in a classroom or take an online course? Use reasons and details to support your response.

Preparation time: 15 seconds
Response time: 45 seconds

Listen to the sample response.



If I had the choice between an online course and a course at a college or university, I would choose the classroom setting. I believe it takes a lot of discipline to study at home, and I am a person who is easily distracted. While my roommate has no problem turning off her phone while she is studying, I'm the type of person who worries that I will miss an important call. Even when I'm studying for exams or writing essays, I have to do my work in the library where I can't be interrupted. In addition I learn better when I hear somebody presenting the information than I do just by reading it. While the convenience of an online course is attractive to me, I know my grade would suffer.

Question 3 and 4

In question 3 and 4 you will read a short passage and then you will hear a short talk on the same subject. Then you will answer a question that relates to both of them.

3. Read an article from a campus newspaper. Take notes on the main points of the reading passage.

Reading time: 45 seconds.

Why isn't recycling mandatory on campus?

How does an Ivy League educational institute, such as U of C get away with being so nonchalant about recycling? After a recent search across campus, volunteers from the U of C Environmental Watch group counted only 10 recycling bins. In comparison, the students counted 30 vending machines, the majority of which carry plastics, cans, and glass bottles. Only one paper recycling bin was found. This means that almost all of the paper that is discarded on campus, including U of C residences, is being disposed of in the regular garbage. When asked why no recycling bins for paper have been placed on campus, U of C president, James Wicker, explained that the company the university employs to pick up recycling does not currently recycle paper. When asked why another company is not used, Wicker sited university finances as an obstacle.

Now listen to two students discuss the article.



Why does the woman approve of the article? State her opinion and explain the reasons she gives for holding that opinion.

Preparation time: 30 seconds
Response time: 60 seconds

Listen to the sample response.



The woman also read the article that the man refers to. Though she agrees that there is an error in the article regarding the lack of recycling in the residences, she believes that more should be done to improve the recycling program on campus. In particular, she is concerned that there is no effort being made to recycle paper on campus. She thinks that the university could pay for a better recycling program by including some of the cost in the student fees.

Transcript for listening conversation question 3:

M: Hey Lisa, you and your roommate have a recycling bin in your dormitory room, don't you? I'm sure I've thrown a water bottle in a bin at your place before.
W: Sure. Why do you ask Mark? Are you wondering where to go to pick one up. I think they have them available in the housing office.
M: No, it's not that. My roommate and I have one too, and we put it out with our garbage each week. It's just that I read this article in the campus paper today that suggests that none of the dormitories on campus are recycling.
W: Oh, I read that article too. I agree that the writer obviously didn't check her facts. But, she had a point about the lack of bins for recycling paper. I mean, what type of institution goes through more paper than a university?
M: True. And, like anything, the budget is always to blame.
W: What I don't get is how they can charge us student dues for things like live entertainment, which many people don't even use, but they can't charge us for something like a recycling program.
M: Maybe you should write a letter to the editor about that. I for one wouldn't have a problem throwing in a few dollars each year to do my part for the environment and save a few trees.
W: Maybe, but I'm not sure how many other students would share your enthusiasm.

4. Read a passage about Obsessive Compulsive Disorder. Take notes on the main points of the reading passage. You have 45 seconds to read the passage. Begin reading now.

Reading time: 45 seconds

Obsessive Compulsive Disorder

OCD is an anxiety disorder that causes a person to experience obsessive thoughts and to react to these with compulsive behavior or rituals. The obsessions are typically described by OCD sufferers as persistent thoughts or impulses that cause a great amount of stress. These differ from those stressors that the average person suffers from in daily life, such as work or financial problems, in that they are a product of the imagination. While most OCD sufferers admit to knowing that their concerns are not real, they cannot control the thoughts from recurring, and they compensate by performing certain repetitive actions. In addition to these symptoms and responses, a true OCD sufferer spends a large part of the day battling this disease. The debate continues over whether the disease should be classified as a psychological or biological disorder.
Now listen to a talk on the same academic subject.



Explain how the professor's description of OCD expands upon the reading.

Preparation time: 30 seconds
Response time: 60 seconds
Listen to the sample response.



The reading defines obsessive compulsive disorder by touching briefly on the difference between obsessions and compulsions. While it mentions that the average stressors in daily life do not cause the obsessions of OCD sufferers, the lecture expands on this fact, giving clear examples of obsessions and compulsions. The professor claims that the disorder is not taken seriously enough because people tend to misuse the term "obsessed". As in the reading, the professor points out that the obsessions for OCD sufferers are not realistic. They are more like persistent thoughts that don't make sense. In addition, the compulsions are generally unrelated to the obsessive thoughts.

Transcript for listening conversation question 4:

Professor: The terms "obsessed" and "addicted" are used so loosely these days, that one of the most serious mental diseases in America is often not taken seriously even by medical professionals. Obsessive Compulsive Disorder is in fact one of the most debilitating psychological diseases, though it only affects about 4% of the population. Now, when I say debilitating, I mean, in terms of quality of life. While very few people die from the symptoms and responses to OCD, if they don't seek any help, which most don't, they become severely depressed and isolated. Holding down a job or maintaining social relationships are virtually impossible for many OCD sufferers. The term obsession has to be defined properly when making a proper diagnosis. A true obsession for OCD sufferers is something that is considered abnormal even by the patient himself. So, we're not talking about a passion for golf, or a love of game shows here. To an OCD sufferer, an obsession is generally a persisting thought with no merit, such as the feeling that one is going to throw oneself into traffic. The rituals and behavior that OCD sufferers engage in, such as repetitive hand washing or excessive checking are usually unrelated to the obsessive thoughts. In other words, someone who can't get the image of a tree falling on their house out of their mind might engage in an unrelated ritual such as flipping constantly through pages of a certain book.

Question 5 and 6

In question 5 and 6 you will hear a conversation and a lecture. You will be asked a question about each.

5. Listen to a student asking a professor about dropping a class.



In the conversation, the student has a problem. Describe the problem. What options does the professor suggest to help the student? Which of the options do you prefer? Why?

Preparation time: 20 seconds
Response time: 60 seconds

Listen to the sample response.



In this conversation the student is concerned about her statistics class. She is doing poorly and is considering dropping the class. She feels that the professor speaks too quickly and she is unable to note the important points. The professor offers a few suggestions. First he suggests bringing in a tape recorder. Secondly he suggests getting a tutor. Finally, the professor says that it might be possible to get into the class she wants without his course if she talks to the psychology teacher about it. I prefer the final option. In my experience some prerequisites do not pertain to the course that requires them. Statistics is quite a general course that may be useful but is not always necessary.

Transcript for listening question 5 conversation:

S: Hi professor Jones. Thanks for agreeing to see me on such short notice. I just realized that the deadline for dropping classes is at the end of this week.
P: I have to assume you are considering dropping my class. I had a quick look at your last two quiz marks. You failed the first and just passed the second one. What is it that is causing you the most trouble?
S: Well, to be honest, I'm only taking statistics because it is a prerequisite for a psychology class I want to take. I really am not very good with numbers.
P: Have you been to all of my classes?
S: Yes, every one of them. But to be honest you speak a little bit too quickly for me. I find it difficult to get detailed notes.
Professor: Well, perhaps you should think about bringing in a tape recorder. That way if you miss something you can listen to it again when you're studying at home.
S: I guess I could try that. I'm not sure if I can afford a tape recorder right now. My student loan hasn't come in yet.
P: Another option is to get a tutor. If you're interested I can recommend someone. She's a tutorial assistant for one of my other classes, but she does private tutoring on the side. She doesn't charge much because she's really looking for the teaching experience. She wants to be a professor.
S: So you don't think I should just drop the class?
P: Well, I guess that depends how important the psychology class is. Sometimes professors make exceptions too. You could always contact the psych professor and ask if it's possible to get in without my course. I'd be willing to sign something to prove that you've at least made a valid attempt.

6.Now listen to part of a talk from a geography class. Take notes on the main points of the lecture.



What can we learn about identifying the age of icebergs from the professor's discussion?

Preparation time: 20 seconds
Response time: 60 seconds

Listen to the sample response.



From this discussion we learn that the color of an iceberg can help identify its age. An iceberg that is made mostly of snow and has plenty of air pockets appears white to the human eye. We know this is a relatively young iceberg because the ice is not too thick to reflect the light back out. In contrast an iceberg that has been around for a much longer time is made up of compressed ice with very little air. The observer of this older iceberg will see blue rather than white, because only the stronger wavelengths of light can reflect back out.

Transcript for question 6 lecture:

While most icebergs appear white like snow, some have a blue tint. Icebergs that are white are made up of snow that is filled with air pockets. As the light hits the snow, the icebergs reflect back most of the light as white light. As icebergs get older, compression occurs and the ice becomes more solid. With less air bubbles, the light cannot penetrate the surface and very little light is reflected back. To understand why they appear blue it is necessary to review the different wavelengths of light, or to simply recall the colors of a rainbow or prism. At one end of the spectrum are the weak wavelengths that appear red, and at the other end are the high energy blue ones. In a very dense iceberg the weak wavelengths of light are filtered out and only those with high energy can reflect back out.

link: http://www.englishclub.com/esl-exams/ets-toefl-practice-speaking.htm

How to Write an A+ Research Paper

His Chapter outlines the logical steps to writing a good research paper. To achieve supreme excellence or perfection in anything you do, you need more than just the knowledge. Like the Olympic athlete aiming for the gold medal, you must have a positive attitude and the belief that you have the ability to achieve it. That is the real start to writing an A+ research paper.
CONTENTS:

STEP 1. CHOOSE A TOPIC
STEP 2. FIND INFORMATION
STEP 3. STATE YOUR THESIS
STEP 4. MAKE A TENTATIVE OUTLINE
STEP 5. ORGANIZE YOUR NOTES
STEP 6. WRITE YOUR FIRST DRAFT
STEP 7. REVISE YOUR OUTLINE AND DRAFT
Checklist One Checklist Two
STEP 8. TYPE FINAL PAPER
STEP 1. CHOOSE A TOPIC

Choose a topic which interests and challenges you. Your attitude towards the topic may well determine the amount of effort and enthusiasm you put into your research.

Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" to "Buddhism". Obtain teacher approval for your topic before embarking on a full-scale research. If you are uncertain as to what is expected of you in completing the assignment or project, re-read your assignment sheet carefully or ASK your teacher.

Select a subject you can manage. Avoid subjects that are too technical, learned, or specialized. Avoid topics that have only a very narrow range of source materials.
STEP 2. FIND INFORMATION

Surf the Net.

For general or background information, check out useful URLs, general information online, almanacs or encyclopedias online such as Britannica. Use search engines and other search tools as a starting point.

Pay attention to domain name extensions, e.g., .edu (educational institution), .gov (government), or .org (non-profit organization). These sites represent institutions and tend to be more reliable, but be watchful of possible political bias in some government sites. Be selective of .com (commercial) sites. Many .com sites are excellent; however, a large number of them contain advertisements for products and nothing else. Network Solutions provides a link where you can find out what some of the other extensions stand for. Be wary of the millions of personal home pages on the Net. The quality of these personal homepages vary greatly. Learning how to evaluate websites critically and to search effectively on the Internet can help you eliminate irrelevant sites and waste less of your time.

The recent arrival of a variety of domain name extensions such as .biz (commercial businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc (Cocos Island) or .sh (St. Helena) or .tv (Tuvalu) may create some confusion as you would not be able to tell whether a .cc or .sh or .tv site is in reality a .com, a .edu, a .gov, a .net, or a .org site. Many of the new extensions have no registration restrictions and are available to anyone who wishes to register a distinct domain name that has not already been taken. For instance, if Books.com is unavailable, you can register as Books.ws or Books.info via a service agent such as Register.com.

To find books in the Library use the OPAC (Online Public Access Catalog).

Check out other print materials available in the Library:

• Almanacs, Atlases, AV Catalogs
• Encyclopedias and Dictionaries
• Government Publications, Guides, Reports
• Magazines, Newspapers
• Vertical Files
• Yellow Pages, Zip or Postal Code and Telephone Directories

Check out online resources, Web based information services, or special resource materials on CDs:

• Online reference materials (including databases, e.g. SIRS, ProQuest, eLibrary, etc.)
• Wall Street Executive Library
• Index to Periodicals and Newspapers (e.g. MagPortal.com, OnlineNewspapers.com, etc.)
• Answers.com - an online dictionary and encyclopedia all-in-one resource that you can install
on your computer free of charge and find one-click answers quickly.
• Encyclopedias (e.g.Britannica, Canadian Encyclopedia, etc.)
• Magazines and Journals (e.g. Time, National Geographic, Maclean's, Newsweek, etc.)
• Newspapers (e.g. Los Angeles Times, New York Times, USA Today, The Toronto Star, Vancouver Sun, etc.)
• International Public Library
• Subject Specific software (e.g. discovering authors, exploring Shakespeare, etc.)

Check out public and university libraries, businesses, government agencies, as well as contact knowledgeable people in your community.

Read and evaluate. Bookmark your favorite Internet sites. Printout, photocopy, and take notes of relevant information.

As you gather your resources, jot down full bibliographical information (author, title, place of publication, publisher, date of publication, page numbers, URLs, creation or modification dates on Web pages, and your date of access) on your work sheet, printout, or enter the information on your laptop or desktop computer for later retrieval. If printing from the Internet, it is wise to set up the browser to print the URL and date of access for every page. Remember that an article without bibliographical information is useless since you cannot cite its source.
STEP 3. STATE YOUR THESIS

Do some critical thinking and write your thesis statement down in one sentence. Your thesis statement is like a declaration of your belief. The main portion of your essay will consist of arguments to support and defend this belief.
STEP 4. MAKE A TENTATIVE OUTLINE

All points must relate to the same major topic that you first mentioned in your capital Roman numeral.

Example of an outline:

I. INTRODUCTION - (Brief comment leading into subject matter -
Thesis statement on Shakespeare)
II. BODY - Shakespeare's Early Life, Marriage, Works, Later Years
A. Early life in Stratford
1. Shakespeare's family
a. Shakespeare's father
b. Shakespeare's mother
2. Shakespeare's marriage
a. Life of Anne Hathaway
b. Reference in Shakespeare's Poems
B. Shakespeare's works
1. Plays
a. Tragedies
i. Hamlet
ii. Romeo and Juliet
b. Comedies
i. The Tempest
ii. Much Ado About Nothing
c. Histories
i. King John
ii. Richard III
iii. Henry VIII
2. Sonnets
3. Other poems
C. Shakespeare's Later Years
1. Last two plays
2. Retired to Stratford
a. Death
b. Burial
i. Epitaph on his tombstone
III. CONCLUSION
A. Analytical summary
1. Shakespeare's early life
2. Shakespeare's works
3. Shakespeare's later years
B. Thesis reworded
C. Concluding statement

The purpose of an outline is to help you think through your topic carefully and organize it logically before you start writing. A good outline is the most important step in writing a good paper. Check your outline to make sure that the points covered flow logically from one to the other. Include in your outline an INTRODUCTION, a BODY, and a CONCLUSION. Make the first outline tentative.

INTRODUCTION - State your thesis and the purpose of your research paper clearly. What is the chief reason you are writing the paper? State also how you plan to approach your topic. Is this a factual report, a book review, a comparison, or an analysis of a problem? Explain briefly the major points you plan to cover in your paper and why readers should be interested in your topic.

BODY - This is where you present your arguments to support your thesis statement. Remember the Rule of 3, i.e. find 3 supporting arguments for each position you take. Begin with a strong argument, then use a stronger one, and end with the strongest argument for your final point.

CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain why you have come to this particular conclusion.
STEP 5. ORGANIZE YOUR NOTES

Organize all the information you have gathered according to your outline. Critically analyze your research data. Using the best available sources, check for accuracy and verify that the information is factual, up-to-date, and correct. Opposing views should also be noted if they help to support your thesis. This is the most important stage in writing a research paper. Here you will analyze, synthesize, sort, and digest the information you have gathered and hopefully learn something about your topic which is the real purpose of doing a research paper in the first place. You must also be able to effectively communicate your thoughts, ideas, insights, and research findings to others through written words as in a report, an essay, a research or term paper, or through spoken words as in an oral or multimedia presentation with audio-visual aids.

Do not include any information that is not relevant to your topic, and do not include information that you do not understand. Make sure the information that you have noted is carefully recorded and in your own words, if possible. Plagiarism is definitely out of the question. Document all ideas borrowed or quotes used very accurately. As you organize your notes, jot down detailed bibliographical information for each cited paragraph and have it ready to transfer to your Works Cited page.

Devise your own method to organize your notes. One method may be to mark with a different color ink or use a hi-liter to identify sections in your outline, e.g., IA3b - meaning that the item "Accessing WWW" belongs in the following location of your outline:

I. Understanding the Internet
A. What is the Internet
3. How to "Surf the Net"
b. Accessing WWW

Group your notes following the outline codes you have assigned to your notes, e.g., IA2, IA3, IA4, etc. This method will enable you to quickly put all your resources in the right place as you organize your notes according to your outline.
STEP 6. WRITE YOUR FIRST DRAFT

Start with the first topic in your outline. Read all the relevant notes you have gathered that have been marked, e.g. with the capital Roman numeral I.

Summarize, paraphrase or quote directly for each idea you plan to use in your essay. Use a technique that suits you, e.g. write summaries, paraphrases or quotations on note cards, or separate sheets of lined paper. Mark each card or sheet of paper clearly with your outline code or reference, e.g., IB2a or IIC, etc.

Put all your note cards or paper in the order of your outline, e.g. IA, IB, IC. If using a word processor, create meaningful filenames that match your outline codes for easy cut and paste as you type up your final paper, e.g. cut first Introduction paragraph and paste it to IA. Before you know it, you have a well organized term paper completed exactly as outlined.

If it is helpful to you, use a symbol such as "#" to mark the spot where you would like to check back later to edit a paragraph. The unusual symbol will make it easy for you to find the exact location again. Delete the symbol once editing is completed.
STEP 7. REVISE YOUR OUTLINE AND DRAFT

Read your paper for any content errors. Double check the facts and figures. Arrange and rearrange ideas to follow your outline. Reorganize your outline if necessary, but always keep the purpose of your paper and your readers in mind.

check
CHECKLIST ONE:

1. Is my thesis statement concise and clear?
2. Did I follow my outline? Did I miss anything?
3. Are my arguments presented in a logical sequence?
4. Are all sources properly cited to ensure that I am not plagiarizing?
5. Have I proved my thesis with strong supporting arguments?
6. Have I made my intentions and points clear in the essay?

Re-read your paper for grammatical errors. Use a dictionary or a thesaurus as needed. Do a spell check. Correct all errors that you can spot and improve the overall quality of the paper to the best of your ability. Get someone else to read it over. Sometimes a second pair of eyes can see mistakes that you missed.

check
CHECKLIST TWO:

1. Did I begin each paragraph with a proper topic sentence?
2. Have I supported my arguments with documented proof or examples?
3. Any run-on or unfinished sentences?
4. Any unnecessary or repetitious words?
5. Varying lengths of sentences?
6. Does one paragraph or idea flow smoothly into the next?
7. Any spelling or grammatical errors?
8. Quotes accurate in source, spelling, and punctuation?
9. Are all my citations accurate and in correct format?
10. Did I avoid using contractions? Use "cannot" instead of "can't", "do not" instead of "don't"?
11. Did I use third person as much as possible? Avoid using phrases such as "I think", "I guess", "I suppose"
12. Have I made my points clear and interesting but remained objective?
13. Did I leave a sense of completion for my reader(s) at the end of the paper?

The Elements of Style, Fourth Edition by William Strunk, Jr
The Elements of Style, Fourth Edition, by William Strunk, Jr.

For an excellent source on English composition, check out this classic book by William Strunk, Jr. on the Elements of Style. Contents include: Elementary Rules of Usage, Elementary Principles of Composition, Words & Expressions Commonly Misused, An Approach to Style with a List of Reminders: Place yourself in the background, Revise and rewrite, Avoid fancy words, Be clear, Do not inject opinion, Do not take shortcuts at the cost of clarity, ... and much more. Details of The Elements of Style by William Strunk, Jr. partially available online at Bartleby.com. Note: William Strunk, Jr. (1869–1946). The Elements of Style was first published in 1918.
STEP 8. TYPE FINAL PAPER

All formal reports or essays should be typewritten and printed, preferably on a good quality printer.

Read the assignment sheet again to be sure that you understand fully what is expected of you, and that your essay meets the requirements as specified by your teacher. Know how your essay will be evaluated.

Proofread final paper carefully for spelling, punctuation, missing or duplicated words. Make the effort to ensure that your final paper is clean, tidy, neat, and attractive.

Aim to have your final paper ready a day or two before the deadline. This gives you peace of mind and a chance to triple check. Before handing in your assignment for marking, ask yourself: "Is this the VERY BEST that I can do?"

Sample Essay on Difficulties in making a movie from a book

Example of Persuasive essay, Sample Paper

Table of contents:

1.

Introduction

2.

Major difficulties

3.

The example of “To Kill A Mockingbird”.

1.

A short summary of the book

2.

Delivering the message though the movie

3.

Distortion of personal perception

4.

Where is the truth?

4.

The example of “Mice And Men”.

1.

A short plot summary

2.

Book details and conclusions vs. movie

3.

Movie „diagnoses“

5.

Conclusion

Difficulties in making a movie from a book Essay

1. Introduction

Cinema and literature… These two words have a opposing each other for quite a long time now. Since the beginning of the XIX century cinema has produced a great number of films. Some of them are worth of the spectator’s attention, some of them are not but nevertheless nowadays it is hard to imagine a person that does not know “what’s new” in the movie world. Literature is a complete different world. It is a world that in spite of its openness and accessibility still remains unreachable for the majority of contemporary people. We are not to analyze the reason of this phenomenon but it is important to say that a movie does save time in comparison with the book. This “time saving process” of course in the first place influences the quality of the “product” and as a result we have endless amounts of poor quality movies that are claimed.

As every production, movie-making needs “raw-materials”. Books become a perfect never-ending source where film producers borrow or sometimes even steal the ideas of writers’ imagination. People, as it has been said before, do want to save their time, but they also want to stay educated and get acquainted with the works that are considered to be “the classics”. Therefore the only way to get acquainted with the most stunning literary works is through watching movies made form these books. Only a few producers have an aim to truly show the reader what the book is about, making their movies truly objective. This fact makes the contrast between films and books even bigger. The “immortal” books have inspired many producers to make films out of them, unfortunately quite a few can state that their filming had a successful result. Of course for a person that has not read the book the film might seem rather good and sometimes even splendid. “Yes, yes, now I know what Hemingway (Shakespeare or anybody else) meant“, - is usually heard after the film. A film becomes the reflection of the book. But thought it is sad to mention, a garbled reflection with rare exceptions. No one will argue with the fact that it is very hard to do a one-year novel in a two-hour movie. This is primarily due to a set of external and internal difficulties.

The “charm” of the books lies in its ability to give the reader countless hidden and revealed messages. One single reader will get only one combination of messages from the book; another one will get another combination. Therefore, no reader gets the same “pattern” of the author’s ideas and this pattern is unique for every reader.

A film presents just of those patterns, but it still does put a tag on the book. The only thing that can reflect the book perfectly is the book itself. Otherwise people face difficulties in understanding the movie. Producers, like no one else, know what these difficulties are about and dedicate their work into their elimination. They try to convert a product of the word-dimension into a product of a visual-dimension and this process has a lot of barriers.

2. Major difficulties

One of the major difficulties in making a movie out of a book is that it is hard to make words into image and sometimes it results in a movie with poor quality. This is a theorem that does no need any other proof except watching existing movies and therefore it becomes an axiom.

One of the most important fields concerning this problem is the media field. Books deliver their core with the help of words; the book-descriptions create corresponding imagination responses in the brain of a person. So it may be even said that the book does not only penetrate a man through his consciousness but it actually shapes the book-based consciousness of this man. In this case the person becomes the media himself, creating a magnificent effect on the reader. The contents of the book becomes an integral part of the reader: not just the author’s perception of the world, but also the readers perception, too. This imposition of two philosophical worlds one over each other produces the “effect of presence” that a film can hardly claim to achieve.

Movies, in their turn, provide visual images that are already given and unchangeable. They represent a product that is all ready for its consumption. There is no need to turn on the imagination or make a deep analysis of what is being observed, because the producer has processed everything for the viewer. In other words, the information is already been “chewed”, so the spectator simply needs to open his mouth and eat it. So generally, the reader’s personal opinion is replaced by the producer’s perception of the books contents. These difficulties are impossible to overcome even with the help of the latest contemporary video techniques, equipment and effects.

No matter how good the movie based on the book is, it always has it own buts… It may be good, but it will be always unilateral; always the producer’s personal interpretation and perception of the book. A book, literary, is a sequence of words that produces a unique effect on the reader. The words appeal to the imagination and the imagination complement it with all the necessary attributes taken from the book-descriptions.

A film is a sequence of image, sound and only then words. The focus is taken away from the meaning to the words. Words are visualized, but the main controversy or difficulty is that as soon as the word becomes visualized it is not a word any more. It becomes just an image and sometimes it possesses a small amount of the original message of the author’s word. This is the primarily reason for reading a book before watching the movie. This will make the movie not good, or bad, but different. Reading the book will make it just another opinion on the book. Of course, if it goes about qualitative productions.

The temptation to add words of his own is great for the producer and is ordinarily done. Once in a while the world sees great films made from books, but no matter how objective they try to be, subjective interpretation is the essential quality of a human being. So while a book represents author’s pure thoughts resulting in the reader’s unique interpretation, a film results in a twisted reflection, which is based on a garbled interpretation of the book contents made by a producer.

3. The example of “To Kill A Mockingbird”

As every statement requires a proof, the best way to prove the inability of a movie to completely reflect the book is two show it through a vivid example. The first example is the Harper Lee’s book “To kill a mockingbird”. This novel has produced a great response in the souls of the readers. It is set is the times of the Great Depression, when the racist manifestations were still common and the Ku Klux Klan was not gone yet. The life of black people was very hard and social prejudice surrounded them. People were poor; they did not get sufficient education and were very limited in their world outlook. Pakula with the help of the art directors Golitzen and Bumstead produced the movie in 1963, thirty years after the depicted events. Of course the prominent work of the movie producer resulted in splendid creation of “small Alabama” in the back lot of the Universal studio. All these tricks were made for drawing near the true spirit of the book. Aspiration to make a movie from a book of such a “caliber” was very ambitious.

3.a. A short summary of the book

Harper Lee’s book is an outstanding literature work with so many messages in it that it completely surprises the reader. Though it does have central characters it is possible to say that it does not have them at all, as every person plays a very important part in the book plot. It mainly deals with the Finch family and everything that happens to the members of the family. Scout is a girl who tells the story. The reader observes the events from the point of view of a grown up woman recalling her perceptions of the events while being a little girl.

Atticus Finch is a lawyer in an old town of Maycomb; he has lost his wife and lives with his two children Jem and Scout. She looks back into the past and tells the story that has thought her so much in her life.

Atticus decides to defend a black guy accused of raping a white girl Mayella Ewell. Her father is brutal and drinks and Mayella herself is not an example of “spiritual purity”. She tries to have a private relation with Tom Robinson and kisses him, a black male worker and when her father catches them she tries to cover herself up by telling that Tom tries to rape her. Atticus shows respect to black people even being rejected by his white fellows. Tom, in spite of all the evidence of his innocence: his left useless hand, previous record of conviction, is charged with the rape. Harper Lee shows how the “herd feeling” makes people act the same on the example of Maycomb’s society. Scout and her brother learn through the case with Boo Radley that people, who even seem different and weird, are not necessarily bad and evil, as Boo saves them from the revenge of Bob Ewell. So nothing upstages the girl’s belief in the goodness of people and leaves her heart pure.

3.b. Delivering the message though the movie

It goes without saying that the major goal of the movie was to reveal the book’s main messages supporting them with corresponding important dialogues and decorations. It needs to be said that generally the movie revealed the time of the events; the racial issue of the book, but it left insufficiently touched the problem of “being different”. The producer focused a lot on the Alabama scenery while though Harper Lee did depict the town of Maycomb he did not do it long, but rather sharp: “tired old town”[Lee, 9]. Just in couple of pages Harper Lee shares with the reader what the producer tried to share for the first fifty minutes: “Maycomb County had recently been told that it had nothing to fear but fear itself”, it had “nothing to buy and no money to buy with it”[Lee, 10]. The Alabama scenery does impress but its importance is overestimated. The primary distortion occurs due to this overestimation of external factors. The spectator focuses not on the inner life of the town, but mostly on the houses, clothes and so on. The importance of some dialogues is therefore imperceptible and damaged. The image given in the movie does not entirely correspond to the “Maycomb spirit” seen in the book, though the attempt to do it is rather professional. So important places are cut out, and some that are less important are emphasized. For instance the fact that Atticus attended the black church and showing respect to black people, rejecting the word “nigger” is not cross lighted in the way it should have been. Therefore the world of Atticus’s values is not open to the spectator, while this is one of the central moments from the book for this is what he teaches his children and the message of the book: “You never really understand a person until you consider things from his point of view... until you climb in skin and walk around in it” [Lee, 34]. This is what the movie, the visual image, did not show, but the author managed to put in simple words.

3.c. Distortion of personal perception

Alongside with the overestimation of external factors another fact comes into play. Now, it goes about the distortion of personal perception of the spectator arranged by the producer. As the matter of fact, the producer shows “To kill a mockingbird” not with the eyes of a little girl that is a grown up now, but with his own eyes watching a little girl telling her story. This is not the girl anymore but the producer’s perception of this girl. This difference seems not to be very important from he first glance, but with a closer look the reader/spectator sees the importance of this moment. The whole attention of the producer is around Tom Robinson’s trial. And this is good, as it revels how an innocent person is accused of something he did do simply for having color of skin different from the “ruling majority”. At the same time it does not show Scout’s full reaction to the whole situation, her understanding that Mayella just wanted to be loved by someone, and that someone turned out to be Tom. The movie does not show how the girl, and a grown up woman now learns to see the best in people no matter how evil they may seem. The movie does not show the importance of being pure inside, honest and equitable even when other people act rude and humiliate you. The personage of Boo Radley is not revealed to the spectator, though he is truly worth of the spectator’s interest, as he remains a good man, even being despised by other people. The producer revels a very profession work, but it primarily touches the spectator through the music, the play of the actors, the scenery… Some important parts are missing. And this is the personal perception of the producer and nothing more than that. It is his personal interpretation of the events in Harper Lee’s “Too kill a mockingbird”. Booth of the book and the movie seem to carry the same message: ”When it’s a white man’s word against a black man’s, the white man always wins”[Lee]. Nevertheless, the manner they do it and the additional characters not so well revealed in the movie make a great difference.

3.d. Where is the truth?

Books have always been and will always be about truth. The authors share their experiences with the reader creating an outstanding picture in the person’s brain, like an artist with his tassel. The truth is in the book because it is the original creation of Harper Lee and nobody will ever be able to repeat it, no matter how hard they try. Nevertheless, it is vital to say that the movie generally is of a meritorious quality and is quiet sufficient for a person that has never read, “To kill a mockingbird”.

Humiliation of black people is the central but not the only theme in both the movie and the book. And this central message is clearly characterized by Harper Lee: “It’s all adding up, and one of these days we are going to pay the bill for it”. The movies shows it only in this meaning, while the book shows it also in the meaning of bringing up children and sharing values with them. Harper Lee in his “To kill a mockingbird” creates an impression that the movie is not able to give, in spite of its professionalism and detailed approach. This not because the actors are not good enough, but this is primarily due to the fact that it is not the book. It does not mean it is bad, but once again it is not pure Harper Lee anymore. And the only way to feel a real Harper Lee is to read the book.

4. The example of “Mice And Men”.

John Steinbeck’s novel “Of Mice and Men” is one of the most prominent works of the time of the Great Depression, written in 1937. This novel reveals the reader the life of people of that period and their immense desire to become happy. It shows the dream of two people that is ruined, and as they have nothing except this dream after they lose it – everything is senseless. The most recent movie had been made in 1992. The producer of the movie made the best out of the one-hundred-pages book, but still the movie steps aside for the book. The opening scene of the movie is a very successful one – it describes a young girl in a red, torn dress running in fear away from something or somebody. This is the “symbolic” description of the dream that runs away after having been torn into pieces and this dream that has been destroyed by Lenny Small.

3.a. A short plot summary

Lennie Small, a huge but mentally retarded young man and George Milton, an average guy, are friends that have a common dream they want to achieve. They try to find it in the ranch of Soledad. Occasionally, “Soledad” means “loneliness” in Spanish and this describes the place better than any other description. Only George and Lennie work hard and are always together, trying to earn money in order to achieve their dream – to buy a ranch of their own in Soledad. Before they enter the ranch the make a stop at a creek. George says that if Lennie ever gets into any trouble he should run and hide in the creek until George comes to rescue him. Everything these guys do in the ranch in the Salinas Valley is they strive to survive and to get the least that is possible to get. They face rejection from the ranchers at first, and then it gets a little better, but still Lennie faces the hatred from Curly the ranch owner’s son. As Lennie is very strong he once starts touching Curly wife’s hair and kills her. He has to escape to the creek. George and Lennie’s dream is ruined and George comes and kills Lennie at the creek, as he understands that there is no hope for them anymore.

3.b. Book details and conclusions vs. movie

The book is very tragic. The movie shows the tragedy but does not reveal it completely. For instance the movie focuses too much on the ranchers. Steinbeck in his novel does it too, but the focus is not as intense as it is in the movie. It is not the ranchers, but Lennie’s strength that he cannot hold leads to the consequences of a ruined dream for both of the man.

The messages as they are described in the book are not so obvious in the movie. For instance, the message that is given through the case of Candy and the old dog becomes the key to novel resolution. As soon as the dog got old and became useless the rancher suggests Candy to shot the dog. Candy does it, but later thinks that he should have shot himself, too. Candy shot the dog to put it out of the misery it was facing. The same thing George did to Lennie. Lennie’s only reason for living was the achievement of his dream to have a ranch. Lennie destroys his dream and George realizes that he has to shot him in order to “put him out of misery”. The movie emphasizes Lennie’s last words: ”Rabbits…”. Though it shows Lennie’s inability to be different because of his retardation, the stress should be placed on George and how hard for him was shooting his friend. These two different accents convert the book and the movie into two completely different works. As one makes an innocent victim out of Lennie, and the book shows the most important – the incapability of people to escape their fate and thoughts, as people during the Great Depression had nothing but hope and if the hope was gone – everything was gone. The movie seems to narrow down the true meaning of the book, a lot is lost in Candy’s character with its desperation.

4.c. Movie “diagnoses”

The moral of the book is substituted by the producer’s personal view in the movie and it completely changes the “core” of the story, because this is not just a story of Lennie and George but also a story about people during Great Depression and their hopes. True, cruel reality is covered din the movie as if it wants to say “Oh, it was not that bad back then”. But the truth of the book will never be open to the spectator only through watching the movie. In the movie “Of Mice and Men” the spectator observes the producer’s personal idea and perception of the whole situation described in the book, he reveals a general analysis. But as the matter of fact it is little details that make the book truly real. While Steinbeck does not get into the analysis he shows the personages attitude through little things. And this creates a perfect base for understanding that Lennie was just the way he was and there was nothing to do about it. He was just a man, the same with George. And the truth is that he believed that they are different: ”We are different. Tell it how it is, George”[Steinbeck, 34]. The movie is not is very close to the book, but still some part, some essential part, is lost. The “diagnoses” will be: “healthy, but needs additional training”. Lennie and George were different because they had Lennie’s dream. The movie does not reveal what loneliness was for all these people including Lennie and George back then. Steinbeck does in greatly through George’s words: “ I seen the guys that go around on the ranches alone. That ain’t no good. They don’t have no fun. After a long time they get mean. They get wantin’ to fight all the time”[Steinbeck, 45]. Lennie was the only creature that made George different from others and his tragedy is that he has to kill this creature with his own hands. George’s silent soul torments of losing a dream in the book are substituted by his sadness of killing Lennie. Although, the producer tried his best and the result is quiet convincing, the book remains the primary leader.

5. Conclusion

The difficulties that producers face, prevent them from making a true book-based work, making it just their personal perception of the author’s message. The truth is that a film was never meant to “match” the book, because otherwise the producer’s creativity would not be valued. And if Pakula makes a movie, it is not Harper Lee’s ideas, but only Pakula’s interpretation of what Harper Lee wrote. A movie is just an addition to the book. It is like a review that helps the reader to see other sides of the work. But as a person cannot make any judgments on the book basing on literary reviews, a spectator cannot make any judgments concerning the book after watching a movie on it. Another thing to remember is that: reviews can be bad! So may be movies should encourage people to read books, as they present the subjective producer’s opinion on it. As the film is the producer’s personal interpretation of what he had read it is nothing more that “his personal” interpretation. The spectator has to understand it and take it into account. In order to create the most objective perception, the spectator has to read the book, create a unique understanding of the author’s thoughts and then, and only then he may say, “Yes, now I know what Harper Lee and Steinbeck meant”!

Source: By http://www.custom-essays.org/

50 Argument Essay Topics

Looking for a topic you can really sink your teeth into? The best topic is one that you truly care about, and one that you're prepared to research. You'll have to back up your claim (whichever side you choose) with lots of evidence and support.

These topics are sure to spark some interest.

1. Is global climate change man-made?

2. Is the death penalty effective?

3. Is our election process fair?

4. Do colleges put too much stock in standardized test scores?

5. Is torture ever acceptable?

6. Should men get paternity leave from work?

7. Is a lottery a good idea?

8. Do we have a fair taxation system?

9. Do curfews keep teens out of trouble?

10. Is cheating out of control?

11. Are we too dependent on computers?

12. Are parents clueless about child predators on the Internet?

13. Should animals be used for research?

14. Should cigarette smoking be banned?

15. Are cell phones dangerous?

16. Are law enforcement cameras an invasion of privacy?

17. Are test scores a good indication of a school’s competency?

18. Do we have a throw-away society?

19. Is child behavior better or worse than it was years ago?

20. Should companies market to children?

21. Should the government have a say in our diets?

22. Does access to condoms prevent teen pregnancy?

23. Does access to condoms irresponsible, dangerous, or bad behavior?

24. Are actors and professional athletes paid too much?

25. Are CEO’s paid too much?

26. Do violent video games cause behavior problems?

27. Should creationism be taught in public schools?

28. Are beauty pageants exploitive?

29. Should English be the official language in the United States?

30. Should the racing industry be forced to use biofuels?

31. When should parents let teens make their own decisions?

33. Should the military be allowed to recruit at high schools?

34. Should the alcoholic drinking age be increased or decreased?

35. Does age matter in relationships?

36. What age is appropriate for dating?

37. Should gay couples be able to marry?

38. Are there benefits to attending a single-sex school?

39. Does boredom lead to trouble?

40. Does participation in sports keep teens out of trouble?

41. Is competition good?

42. Does religion cause war?

43. Should the government provide health care?

44. Should girls ask boys out?

45. Is fashion important?

46. Are girls too mean to each other?

47. Is homework harmful or helpful?

48. Should students be allowed to grade their teachers?

49. Is the cost of college too high?

50. Is college admission too competitive?

IELTS - Tips for the Writing test

IELTS - Tips for the Writing test

Actually sit and write out tasks 1 and 2 while practising. It is very tempting to think of what you would write and not do the actual writing. You will appreciate the importance of using a structured format and avoiding being repetitive only if you practise writing.

Start by reading the How to prepare for IELTS - Writing test manual at the Hong Kong City University site to familiarize yourself with the test and to get useful hints.

Task 2 carries more marks. Spend more time on it. Twenty minutes on task 1 and 40 minutes on task 2 would be a good balance.

Since task 2 is more important, it may be a good idea to do task 2 first and task 1 later. However, make sure you write for each task in the allotted area since the answer sheet has separate areas designated for each task.

For both writing tasks, it is a good idea to jot down your ideas on the question sheet so that you know the outline of what you will be writing. It may take 2 or 3 minutes but the time spent is worth it.

Writing task 1 requires you to describe a graph / table / diagram in AT LEAST 150 words. I had practised on a lot of graphs but the task we had was to describe the data in a table! So practise describing all kinds of graphs / tables. See how much of your writing is 150 words. If you write less that 150 words, you lose marks. If you write more, you are likely to make more mistakes. Try and stick to around 150 words.

For task 1, first spend some time looking at the graph / table and understanding the information given. Don't start writing immediately. Make sure you know what each axis of the graph represents and in what units. The following structure is suggested for writing:

A sentence describing what the graph / table shows.

Another sentence describing the broad / important trends shown.

Description of the data. It may not be possible to describe all the data as there may be too much data presented. Describe the relevant and most important parts. If there is more than one graph / chart, describe any comparisons or trends that can be made out.

A concluding sentence which sums up the data / trends.

Practise using a variety of phrases to avoid being repetitive.

The best practice for task 2, which asks you to present an argument, is to read newspaper editorials and magazine articles on current topics. This will help you develop your ideas. A suggested structure for writing is:

1. Introduce the topic and state your stand, whether you agree or disagree.
2. Give arguments in support of your viewpoint supported by relevant examples.
3. State the contrary viewpoint and give reasons why you don't agree with it.
4. Conclude with a short concluding paragraph.
5. If there is time left at the end, revise your answers and correct any spelling or grammatical mistakes.