Podcasts about english class

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Mrparka's Weekly Reviews and Update Week 468 (05.02.2026) (Vampire Time Travelers, Suzzanna)www.youtube.com/mrparkahttps://www.instagram.com/mrparka/https://twitter.com/mrparka00https://www.facebook.com/mrparkahttps://letterboxd.com/mrparka/https://www.patreon.com/mrparkahttps://open.spotify.com/show/2oJbmHxOPfYIl92x5g6ogKhttps://anchor.fm/mrparkahttps://podcasts.apple.com/us/podcast/mrparkas-weekly-reviews-and-update-the-secret-top-10/id1615278571Time Stamps 0:009 Years!!! - 0:08“The Slime People” and “The Crawling Hand” Blu-Ray Review - 0:44/ 5:55“Vampire Time Travelers” and “ I Know What You Did in English Class” Blu-Ray Review - 11:31/ 18:07Suzzanna: The Queen of Black Magic” Blu-Ray Review - 24:31“Ghost Ambulance” Blu-Ray - 31:27“Guardians of the Galaxy Vol. 3” Review - 36:141983 “Brainstorm” Review - 42:541983 “Nyi Ageng the Decoy Queen” Review - 49:551983 “Carnal Games” Review - 54:221983 “Bondage: Angel in White” Review - 59:17Patreon Pick “42nd Street Memories: The Rise and Fall of America's Most Notorious Street” Review - 1:02:36Questions/Answers/ Comments- 1:06:54Update - 1:11:2922 Shots of Moodz and Horror – https://www.22shotsofmoodzandhorror.com/Podcast Under the Stairs – https://tputscast.com/podcastVideo Version – https://youtu.be/CEYXeVRb3VULinks VCI Entertainment - https://www.vcientertainment.com/The Slime People/ The Crawling Hand Blu-Ray - https://mvdshop.com/products/creepy-creature-double-feature-the-slime-people-the-crawling-hand-collectors-edition-4k-restoration-blu-rayVisual Vengeance - https://www.facebook.com/visualvenvideo/Vampire Time Travelers Blu-Ray - https://mvdshop.com/products/vampire-time-travelers-visual-vengeance-collectors-edition-blu-raySeverin Films- https://severinfilms.com/Suzzaana- Empress of Darkness - https://severinfilms.com/products/suzzanna-empress-of-darkness-3-disc-blu-ray-box-setGuardians of the Galaxy Vol 3 4K - https://www.amazon.com/Guardians-Galaxy-Vol-4K-UHD/dp/B0C8ZH2J9XBrainstorm Blu-Ray - https://www.amazon.com/Brainstorm-Blu-ray-Robert-Sitzel/dp/B007NR9WBGNyi Ageng the Decoy Queen IMDb- https://www.imdb.com/title/tt8635166Carnal Games IMDb - https://www.imdb.com/title/tt0189551/Bondage: Angel in White IMDb - https://www.imdb.com/title/tt10074896/ Pieces Blu-Ray - https://grindhousereleasing.com/pieces/Update Blu-Ray Faces of Death 4KTénèbres Françaises (The Cousins, Who?, The Secret, Golden Night) Eurocrime Rarities Vol. 1 (Day of the Cobra, The Rascal's Gang, Iron Commissioner) Mutant 4KEscape from Death House of Dreams Savage VowsFaust Satanic SistersThe Grapes of Death 4KThe Living Dead Girl 4KFilm Notes The Slime People 1963 Directed by Robert HuttonThe Crawling Hand 1963 Directed by Herbert L. StrockVampire Time Travelers 1998 Directed by Les SekelyI Know What You Did in English Class 2000 Directed by Les SekelySuzzanna: The Queen of Black Magic 2024 Directed by David GregoryGhost Ambulance 2008 Hantu Ambulance Directed by Nayato Fio Nuala, Koya PagayoGuardians of the Galaxy Vol. 3 2023 Directed by James GunnBrainstorm 1983 Directed by Douglas TrumbullCarnal Games 1983 Giochi Carnali Directed by Andrea BianchiNyi Ageng the Decoy Queen 1983 Directed by Sisworo Gautama PutraBondage: Angel in White 1983 Directed by Kiyoshi Nakayama42nd Street Memories: The Rise and Fall of America's Most Notorious Street 2015 Directed by Calum Waddell

Here is my homily from Apr. 19, 2026, 3rd Sunday of Easter, Year A. See the readings at usccb.org.

I started teaching again and I noticed a common mistake that people make regardless of level. I think it's because it feels like it's just a minor detail, but minor or not, I don't want you to make this mistake anymore. + We're going to read a short article about an interesting topic that happens to be packed full of useful vocabulary, so, get ready to level up.Try Spoken for FREE

In this 45-minute presentation, I walk through five beliefs about the science of reading. The intent is to spark curiosity and encourage conversation. Watch this presentation in tandem with my free eBook What School Leaders Need to Know About the Science of Reading. Use these resources as a starting point for holding much-needed discussions in your school around effective literacy instruction. If you would like support with facilitating this type of conversation, don't hesitate to get in touch with me here.Take care,MattP.S. Join me for the next professional learning event: a conversation with Dr. Kelly Cartwright, author of Executive Skills and Reading Comprehension: A Guide for Educators.Full TranscriptWhat School Leaders Need to Know About the Science of ReadingTranscript of a presentation based on the free ebook resource available to download.About MeHi, I'm Matt Renwick. I'm sharing this presentation: What School Leaders Need to Know About the Science of Reading, based on the free ebook resource available to download.A little bit about myself. I'm a father of two teens and a husband to Jodi, who is also a teacher. My son is currently in college — whenever I visit, I try to find something fun for us to do together. My daughter is a junior in high school. I'm also a very part-time bookseller at an independent bookstore in my hometown. This is our dog, Millie. She works Sundays with me and is excellent at her job. And one of the things I most enjoy is visiting national parks. My most recent trip was to the Rocky Mountains for a mountain biking trip — though I'll admit I'm not a big fan of heights, so I drove the rest of the party up to the trailhead and cheered them on from there.Starting With a BookI want to begin by referencing a book — not reading it aloud, but using it as a frame. It's called Duck! Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld. You may have seen it. It uses an optical illusion — is it a duck or a rabbit? One person sees a duck; another sees a rabbit.I've found this book especially useful for lowering the emotional temperature when we start talking about the science of reading. After reading it aloud, I typically invite a group to pause and reflect on these three questions:* When we debate reading instruction, are we arguing about what's best for kids — or about who's right?* Where in your work do you notice people looking at the same data and seeing completely different things?* What would it take for you to genuinely consider a perspective on reading instruction that you've resisted?If you're watching this with a group, I'd encourage you to pause here and have a conversation.How This Resource Got StartedThe impetus for this presentation came from a colleague who was supporting a new administrator. This new administrator was already getting inundated with requests for evidence-based workbooks and heavily phonics-focused resources. She reached out and asked me to share my take on the science of reading with this administrator.Here's what I shared in an email:First, reading instruction is complex. It's not a simple equation you can plug resources into and expect to produce readers.Second, science requires inquiry, not dogma. If a field is a true science, it will continue to conduct research, look at what's working and what's not, and reevaluate its philosophies in light of new evidence.Third, multiple sciences of reading matter. We can't just look at cognitive science. We also have to look at the science of engagement, the science of motivation, the science of efficacy, and the science of goal setting. These all matter.Fourth, authentic texts should support skill development. A lot of resources strip away rich, relevant text in service of isolated skill practice — and we know that doesn't work.Fifth, programs do not equal responsive instruction. I've heard this called “solutionitis” — the idea that buying a program will automatically raise reading scores. We know that's not the case.I sent that email and waited a few weeks without hearing back. I eventually reached out to my colleague and learned the administrator had left the position. My first assumption was that the complexity of the topic had scared them off — but actually, they'd landed a dream job. Still, the experience got me thinking about all the new administrators coming into these roles without much background in this area. That's what I want to address through both this presentation and the ebook.My Beliefs — A DisclaimerWhat follows is based on my current beliefs, grounded not just in my own experience but also in research and in conversations with colleagues who know more than I do in certain areas. These beliefs are evolving. I hold them with humility.Belief 1: Teaching Reading Is Not SimpleThere's been a lot of conversation lately about the “simple view of reading.” I'd argue that teaching reading is anything but simple. It takes a long time to become highly skilled at teaching readers.I recently came across a New York Times article titled “Kids Rarely Read Whole Books Anymore — Even in English Class.” I found it striking because when I taught fifth and sixth graders 25 years ago, we were reading multiple novels a year as a class. Then we moved away from that — toward anthology series, excerpts, comprehension questions, skill packets. I'm not saying whole-class novel study is a best practice across the board. But it's worth asking: we introduced all these programs, and the result is that kids aren't reading books anymore. How do we find the balance — where resources support instruction without becoming the curriculum? As Peter Afflerbach likes to say: How do we teach readers, not just reading?The Simple View of Reading — from Gough and Tunmer — reads like an equation: decoding + language comprehension = reading. There's research that supports this. The problem is that it's incomplete. It doesn't account for all the other ways kids become readers.One of the biggest promoters of this simplified narrative has been Emily Hanford's Sold a Story podcast. I counted the transcripts of the first eight episodes: phonics is mentioned 48 times, comprehension 10 times, and engagement 0 times. You can see how media shapes the public's understanding of reading instruction — and how that narrative flows into legislation. Wisconsin's Act 20, for example, is heavily phonics-focused. Some of the assessments it prioritizes, like oral reading fluency, can be useful indicators — but they don't even measure comprehension.An Active View of Reading — introduced by Duke and Cartwright — is what I promote instead. It still values word recognition and language comprehension, but adds important components: bridging processes (print concepts, fluency, vocabulary knowledge), and active self-regulation (motivation, engagement, executive functioning, strategy use). These aren't extras — they're prerequisites for students to become highly effective, engaged readers. Notably, this is a reader model, not a reading model. It recognizes that reading is also shaped by the texts we choose, the tasks we design, and sociocultural context — including diverse authorship, representation, and the absence of bias.A practical implication: expand your assessments. As a principal and teacher, I learned that what we measure is what matters. Right-to-read legislation may mandate oral reading fluency screening, and that's fine — but we can also look at attendance and behavior as root causes, consider whether language barriers rather than reading skill are the real challenge for some students, and include teacher observations and student voice. Think about what it means to take a fuller picture of a reader.Belief 2: The Science Is Anything But SettledI once posted this on Twitter:“I don't know who needs to hear this. Teaching a literacy curriculum program like a script, lesson by lesson, to all kids without considering their current interests, abilities, and needs is not scientific, drains the joy out of learning, and leads to inequities.”It got significant engagement — many positive responses, but also real pushback. Someone at the higher ed level responded that teachers actually love the script because it gives them structure. I understand that perspective. But the insistence that the science is settled — and that it's simply a matter of implementing the right program — is not only factually wrong; it's intellectually closed.Notice even the language: the science of reading. That definite article is essentialist, exclusive — like “the Olympic Games” or “The Ohio State University.” If you're for the science of reading, you believe X. If you don't, you're outside the movement. People have been pushed to the margins of these communities simply for raising questions. That doesn't feel very scientific.Any professional field that considers itself a science goes through paradigm shifts — a concept introduced by Thomas Kuhn. Normal science gives way to anomalies, then to a model crisis, then to revolution, then to a new paradigm. Copernicus gave us one example. I believe reading instruction is stuck in the model crisis — cycling through the same debates without genuine revolution. We can't change the whole profession, but we can make progress locally.One approach I've found effective: use professional journal articles to facilitate conversation — not to prove a point, but to create space for educators to engage with ideas. Rachel Gabriel's article “The Sciences of Reading Instruction” is a good one. It's balanced, uses helpful metaphors, and raises productive questions.Pair it with shared agreements (I use: stay engaged, experience discomfort, speak your truth, expect and accept non-closure) and a dialogue protocol — like the 4As — to make sure all voices get space, not just the loudest ones.Belief 3: Good Intentions Can Lead to Inequitable OutcomesWisconsin's Act 20 — our right-to-read law — was written in July 2023. Like many state laws of its kind, its language has been heavily influenced by certain think tanks, commercial providers, and media figures. It requires science-based early reading instruction, mandates universal screening and intervention systems, restricts certain curriculum approaches (no three-cueing in core reading curriculum starting in 2024–25), and requires professional development around structured literacy for K–3 teachers, principals, and reading specialists.There are also third-grade promotion policies. In some states — Ohio, Florida, Mississippi — students who are not deemed proficient can be retained. Up to a third of an entire third-grade cohort in some cases. The long-term effects of that are deeply concerning.I share this because I do believe most people involved in this legislation want kids to perform better. But good intentions can produce inequitable outcomes when:* Single scores become students' identities* A student who scored at the 24th percentile versus the 25th percentile on an ORF assessment receives a personal reading plan and a letter home — without anyone asking whether they had a rough night, or whether they still see themselves as a strong reader* We do things to students rather than with them, stripping away agency and voiceWhat I've observed as this movement plays out in schools: more scripted curricula, limits on responsive instruction, isolated skill practice, decontextualized text, and assessments that measure only what's easy to measure. The downstream effects include the removal of voice and choice, classroom and school libraries collecting dust, independent reading squeezed out, teacher professionalism diminished, and authentic tasks like project-based learning deprioritized.One counter-move: empower students to curate and organize their classroom or school library. This can be an ongoing project — lay the books out, let students decide the organization, identify gaps, and bring in culturally relevant titles. Use book order points and let kids choose. You'll see more engagement, more reading, and you'll free up some of your own time in the process.Belief 4: One Science Is Dependent on AnotherI was recently working with a team discussing teacher beliefs and their role in effective reading instruction. I posed this question: Imagine your principal removed all the core ELA resources from every classroom. Could your teachers still teach their students?After a pause, the group said — yeah, we could.So what would that look like?And that's when the real conversation started.I raise this because critics of the science of reading movement have pointed out that proponents often can't articulate a coherent theory. “Sequential and explicit direct instruction” is a process, not a theory. What's the actual theory of action for teaching readers? That question matters.One answer is an instructional model that allows teachers to be responsive. I've used Regie Routman's Optimal Learning Model from Literacy Essentials in two schools as a principal. What I like about it is the arrows going both directions — we move between whole-class demonstration, shared practice, guided reading, and independent reading based on real-time, informal assessment. If kids aren't ready, we go back. This takes significant professional development to build capacity, but it also inoculates schools against scripted program dependency.The larger point is this: teaching readers well requires holding multiple sciences in tension simultaneously. Cognitive science — comprehension, decoding, fluency. Affective science — motivation, engagement, identity. Metacognitive science — goal setting, self-efficacy, agency. These don't operate in isolation. When you weave them together — for example, using a classroom library project that builds both reading identity and cognitive engagement — you see real growth.How to build this knowledge in your staff: As a principal, I had to build my own curriculum. I subscribed to several journals — I didn't read every article, but I'd browse the table of contents, pull one article, read it with margin notes, and then summarize it in my Friday staff newsletter, linking to the original. I became an information distiller. That made it possible to walk into a classroom and have a research-grounded conversation with a teacher who held strong views — not as an expert telling them what's right, but as a colleague asking questions. What did you think about that article on Orton-Gillingham? It becomes a much more objective, productive exchange.Belief 5: You Can't Buy the Science of ReadingThis became real to me as a principal when a reading recovery interventionist was trying to get a first-grade student to come to his sessions. Reading Recovery is a highly evidence-based intervention — but she couldn't get him to come. We suspected executive functioning challenges and a history of reading struggle that made being singled out feel threatening.So she brought in a Venus flytrap. She told the student: if you come to my room, you get to feed it one fly.Eventually, I walked in, and there was a pile of dead flies next to the plant. This student had started bringing his own food supply. The teacher had to explain that they couldn't overfeed it. What started as external motivation — a Venus flytrap — gradually shifted toward internal, identity-forming reinforcement. She had the student, after reaching a benchmark, choose a few books he actually wanted to read. That was the celebration.You can't legislate this. You can't buy it. It's built over time through teachers developing deep knowledge — not just of reading, but of kids, of pedagogy, of motivation and engagement, of executive function, of the ways all these strands weave together into a reader's identity. It takes sustained investment in self-study and collective growth.This shakes out in school-level data as well. As a principal, I used to look at statewide scores and identify schools similar to mine demographically — Title I schools — that were doing better. Then I'd cold-call their principals and reading specialists and ask: what are you doing?Four themes emerged:* High expectations for every student. Inclusion was the default. Intervention was carefully integrated with Tier 1, not siloed.* Sustained investment in teachers. Not cutting PD days. Not just buying a program and saying good luck. Actually coaching and developing teachers over time.* Different programs, shared beliefs. Every school used something different — some used Units of Study, some used anthologies, one had developed their own materials. What they shared was a deep commitment to common beliefs and practices. One principal described respectfully but clearly inviting a teacher who wouldn't get on board to find a better fit elsewhere.* No superheroes. No one teacher stood out as exceptional. What they had was a willingness to have hard conversations and an evolving, collective commitment to what they knew to be effective.One practical strategy: develop shared beliefs as a staff. I used Regie Routman's Read, Write, Lead, which includes over 20 belief statements. Each year I'd put them in a Google form — agree or disagree. The first year, we had two shared beliefs. We celebrated. The next year, we focused our professional development on the areas of disagreement. The year after that, we had five. And we kept growing.As a principal, I could then walk into classrooms and reference those shared commitments — affirming what I saw that was aligned, and asking honest questions when something was missing. The expectations were clear. The conversations were respectful.You can also do this as a whole-group activity: post belief statements on chart paper, give staff colored dots, and ask them to place their dots on a spectrum from agree to disagree. Then have them talk about why. This builds not just shared beliefs but perspective-taking — recognizing that most people sit somewhere in the middle, and that the goal is to move together toward greater alignment over time.ClosingI want to close with a student I remember from third grade — a kid who by second grade saw reading as something you do in school, not something you love. A capable reader, but not a joyful one.In third grade, his teacher read aloud Tales of a Fourth Grade Nothing by Judy Blume. He related to Peter Hatcher — oldest of three boys, with a younger sibling who was like Fudge. He read and re-read that book until the pages were falling out of his copy. He loved it so much that he wrote some not-so-great fan fiction trying to emulate Judy Blume.If you look closely at the bottom left of the fan fiction — you can see my name there.That's how I became a reader. Not through a script. I'm sure I learned some skills in kindergarten and first grade. But what unlocked reading for me — what helped me see myself as a reader and to love it — was one read-aloud by one teacher who knew her students and knew what would turn them on to reading.Closing question: How do you choose to see your readers? Take a moment to think about how you're seeing them now — and how you might choose to see them a little differently tomorrow.Thank you for watching What School Leaders Need to Know About the Science of Reading. Please reach out if you have any questions. And thank you for your work, your leadership, and your readership. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

Kyle invites the President of campus ministry group Disciple Makers, Peter Krol, to discuss his book Knowable Word. They talk about biblical literacy and helping our kids realize they can read, study, and know God's Word. They discuss the importance of paying attention in English class so that we know language, how to approach text, and the basics of reading. Sometimes we have to realize students haven't been taught these things well and we might have to step back and teach the basics. They also talk about how to best leave our assumptions behind when approaching studying Scripture, and Peter offers a warning about premature application. They wrap up by discussing the OIA method of Observation, Interpretation, and Application.

#NYK #SitMpodcast #Africa #CameroonWhy does sounding “neutral” open doors? In this episode, we explore accent bias, the hidden hierarchy of English, and the quiet pressure immigrants face to soften their tongues to survive. Referencing To the Girl in English Class by Hafsa Abdullahi, we unpack how pronunciation becomes power, and why your accent is not something to erase, but something to honor.Join the Conversation !Enjoy!________________Intro/Outro Song: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Manu Dibango - Africratie⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠________________Contact Us:Email: nayouknow1@gmail.comInstagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@nykpodcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@nayouknow1⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Support Us: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠NYKSupport⁠⁠⁠⁠⁠⁠⁠

here is me acknowledging that maybe he didn't know where he lost the ring but the tan line point still stands. haley and téa agree dean is a dick. haley talks about a book. téa isn't sure about this mythology. we're on spotify and apple podcasts! leave us a review! NEXT EPISODE: 0407 It's the Great Pumpkin, Sam Winchester carrd: hatrusa.carrd.co/ ko-fi: https://ko-fi.com/hatrusa spotify: https://open.spotify.com/show/2LuwguddkDy1XYvMBjQLaU?si=w7imau1ASf20_t07OwUlYA&nd=1&dlsi=eb7b777386144b08 apple podcasts: https://podcasts.apple.com/us/podcast/hatrusa/id1546567808?ign-itscg=30200&ign-itsct=podcast_box twitter: twitter.com/hatrusa tumblr: hatrusa.tumblr.com/ instagram: www.instagram.com/hatrusa/

The FiltrateJoel Topf‍ ‍@kidneyboy.bsky.social‬ (COI)Pedro Teixeira @nephcrit.bsky.socialAna Gaddy @AnnaGaddyNayan Arora @captainchloride.bsky.socialSpecial Guests David Goldfarb Professor of Medicene, NYU (COI)Editing byPedro TeixeiraThe Kidney Connection written and performed by Tim YauShow NotesBICARBICU 2018 (Lancet) BICARBICU-2 2025 (JAMA)SOFA score (Wikipedia)Sodium bicarbonate administration for metabolic acidosis in the intensive care unit: a target trial emulation (PubMed)Effect of sodium bicarbonate on intracellular pH under different buffering conditions (PubMed)Evaluating the clinical and cost-effectiveness of Sodium Bicarbonate administration for critically ill patients with Acute Kidney Injury (MOSAICC) (ICNARC Site)SODium BICarbonate for Metabolic Acidosis in the ICU (SODa-BIC) (ClinicalTrials.gov)Surviving Sepsis Campaign Guidelines 2021 (Website)Tubular SecretionsNayan: Louise Penny, The Black Wolf (Amazon)Anna: Broom Gate: A Curling Scandle (CBC) Pedro: One Battle After Another! (Wikipedia)David: Patti Smith (Wikipedia) Bonus pick: Kids Rarely Read Whole Books Anymore. Even in English Class. (NYT)Joel: Boys in the Boat by Daniel James Brown (Film Wikipedia | Book Wikipedia)

Welcome to episode #74 of The Real Life English with Gabby Podcast! In this special episode, you'll learn 16 popular vocabulary words and expressions that come straight from American TV shows like Friends, Modern Family, How I Met Your Mother, and more! You'll be learning vocabulary like go nuts, to spoil , horn in on, put someone on the spot, kill time and more! You'll hear how native speakers really use them in everyday conversations.Plus, BIG news! English Through Media is officially LIVE! This brand-new mini course helps you understand fast English through 40+ PDF lessons by building real vocabulary, building confidence and finally stop relying on subtitles. Grab it now at a special launch price for the next five days!For more info >> CLICK HERE CLICK HERE

In this lesson, students learn vocabulary to describe different stages of life, from infancy to old age. They explore terms like toddler, teenager, middle-aged, and generation gap, using simple definitions and example sentences. A multiple choice quiz helps students review what they've learned and practice using the words correctly.✅ I can be your speaking partner https://brentspeak.as.me/

Stefan Collini, FBA.Professor Emeritus of Intellectual History and English Literature, University of Cambridge.The Donald Winch Lectures in Intellectual History.University of St Andrews.11th, 12th & 13th October 2022.In the course of the nineteenth and twentieth centuries, universities expanded to include a wide range of what came to be regarded as academic ‘disciplines'. In Britain, the study of ‘English literature' was eventually to become one of the biggest and most popular of these subjects, yet it was in some ways an awkward fit: not obviously susceptible to the ‘scientific' treatment considered the hallmark of a scholarly discipline, it aroused a kind of existential commitment in many of those who taught and studied it. These lectures explore some of the ways in which these tensions worked themselves out in the last two hundred years, drawing on a wide range of sources to understand the aspirations invested in the subject, the resistance that it constantly encountered, and the distinctive forms of enquiry that came to define it. In so doing, they raise larger questions about the changing character of universities, the peculiar cultural standing of ‘literature', and the conflicting social expectations that societies have entertained towards higher education and specialized scholarship.Handout - Lecture 2: Careers1. ‘His tastes and pursuits would no doubt lead him to lecture on the Structure of the English Language and its affinities with cognate tongues, rather than upon Rhetoric or the Art of Composition, but when it was mentioned to him that the latter formed part of the duties of the chair, he made no difficulty about undertaking it.'2. ‘We think that the Professor of the English Language and Literature at our College ought, if it were possible, to unite all the qualifications which we think desirable, to be a thoroughly educated man, a man whose peculiar learning is based upon the sound scholarship which is the general training of English gentlemen. He ought to have made a systematic study of the English Language and English Literature: a systematic study of the Language, so as to be thoroughly conversant with its etymological structure, and the history of its formation through its successive stages; a systematic study of the Literature, so that his familiar knowledge of it may not be confined within the limits of one or two periods. He ought to have experience as a Lecturer, and to be able to lecture well: but he ought to be prepared not only to lecture, but to teach. We must bear in mind, and our Professor must bear in mind, that the practical end of our English Class is to teach our students to use their own language well both in speaking and writing.'3. ‘All the world is standing, every chatterer in every newspaper thinks he is good enough for English language and literature.'4. ‘The lecture list of Easter Term was considered. It was agreed that the Reader in Phonetics should be asked either to change the subject of his lecture on Ugrian Phonetics or to remove it from the list, as in the opinion of the Board the subject did not fall within the scope of the school.'5. ‘The main point, of course, was to choose a scholar and not a chatterer; now the chatterers have command of the newspapers and the scholars have not. That's all. I have no doubt that to any maker of paragraphs, Matthew, Ealdorman of babblers, seems a greater man than William of Chester'.6. ‘In those early years everyone, whatever her natural bias, read for the English School at Oxford, because that was the only course for which adequate preparation could at that time be secured.'7. ‘Well, I have no hesitation in de-classing the whole professorial squad - Bradley, Herford, Dowden, Walter Raleigh, Elton, Saintsbury'... [Saintsbury is allowed to have some strengths, though in spite of his style rather than because of it] ...For the rest: Professor Walter Raleigh is improving. Professor Elton has never fallen to the depths of sterile and pretentious banality which are the natural and customary level of the remaining three.' This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit standrewsiih.substack.com

Chinese Immersion Hub – Join my monthly HSK3–4 speaking community!Practice your Chinese every week with me and fellow students from around the world. Each session features different engaging topics to boost your speaking skills and confidence.https://chinesehub.carrd.co/ email me: support@smartmandarinkatrina.comFollow me on Instagram:https://www.instagram.com/katrina_lee_smart_mandarin_/SMART Mandarin Insider https://winning-thinker-7590.ck.page/d254b3d0ea

Welcome to episode #57 of the Real Life English with Gabby Podcast! In this fun and practical episode, you'll learn 16 commonly used phrasal verbs, slang words, and idioms you'll hear in real American conversations about cooking and baking.You'll learn expressions like: 

Welcome to season 8 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! SIT back and relax. But you'd better SIT up when we do our translation test on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 8 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! I know English can be TRYING but never stop TRYING. We'll TRY out your mastery of TRY on this week's episode of FYI! The Living in Clarity Podcast, with Fish & Coach Do you want to live an awesome life and to also inspire others? Fish is a world...Listen on: Apple Podcasts SpotifySupport the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 8 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! Let's take a RIDE in my RIDE and explore English. We'll RIDE it out and enjoy the RIDE on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 8 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language!  Can't tell LOOK & SEE apart? Not on my WATCH. We'll take a LOOK at LOOK, WATCH & SEE on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language. Who doesn't love a good PLAY on words? We'll PLAY with the word PLAY on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language. Do you WALK the WALK? Well, WALK this way. We'll discover that the verb WALK is a cake WALK on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language. I MEAN business on this week's show, if you know what I MEAN. We'll find out the many meanings of MEAN on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! I didn't want to LEAVE out a verb as essential as LEAVE. We'll really live LEAVE on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language. FALL in line students! It's time to FALL in love with the very versatile verb FALL on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language. This show is the TALK of the town and that SPEAKS volumes about it. We'll have a TALK about TALK & SPEAK on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

The Old Man came in a little sickly today but he NEVER misses the opportunity to hear himself talk!!! We had a GREAT Time, talked about all kinds of stuff like Hospitals, Dental History (THAT was interesting!) telling lies vs telling stories to name a few. Ralph William from the Coffee with RW Podcast joined in during the topic of verbs and how to say words. You know, English Class stuff!! Thanks to everyone for all the Listens, Likes, Follows and Downloads, You Are AWESOME!!!! Have a GREAT Week and we'll see you next week. Same Bat Channel, Same Bat Time!! Later Gators!!!   Get everything you need to start your own successful podcast on Podbean here: https://www.podbean.com/tomspodcastPBFree Visit our webpage where you can catch up on Current / Past Episodes here: www.theoldmanspodcast.com   Contact us here: theoldmanspodcast@gmail.com   Visit and Support the Writings of Shonda Sinclair: Roaming the Road (of Life): https://www.shondasinclair.com/   Follow us on: *Facebook: The Old Man's Podcast @TheOldManOnPodbean *Twitter: The Old Man's Podcast. @TheOldMansPodc1 *TOMPodcast/Rhythm and Blues Shows: https://www.mixcloud.com/TOMPodcast/

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! Do you FEEL like FEELING good? You'll FEEL great after today's FEEL-good episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! HEAR ye, HEAR ye. HEAR me out and LISTEN up. We'll learn all about HEAR & LISTEN on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! I'll CUT to the chase. Many people aren't CUT out for it. We won't CUT corners on this week's episode of FYI! Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! Are you all SET? We're going to SET out to SET the record straight with SET on this week's episode of FYI!Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! Are you USED to me USING the verb in the intro in several USES? We'll get USED to USE on this week's episode of FYI!Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! All RISE and RAISE your hands if you want to learn all about RISE and RAISE on this week's episode of FYI!Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Welcome to season 7 of FYI. This season instead of tackling topics we'll discover the most common verbs in the English language! You'll never say this show is nothing to WRITE home about. Get ready to WRITE things down on this week's episode of FYI!Support the showJOIN our curious community for tons of EXCLUSIVE BONUS content: early access bonus content PDF resources weekly group classes monthly private classes direct access to me in chat group many more benefits Additional FREE content!

In today's episode, you will listen to an actual English class where Teacher Tiffani will teach new words, expressions, and English fluency tips to her English students. As you listen, you will gain confidence in your own ability to use the new terms and apply the new fluency tips. After this lesson, you will have more confidence in your ability to speak English fluently.Course Link: https://www.dailyenglishlessons.com/If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter