Words Related to Food

Eating your words by terence toh thestaronline.com.my

When it comes to words relating to food, the English language is a 24-hour all-you-can-eat international buffet.

Whether your tastes in food words are prandial (relating to a meal) or gastronomic(relating to the art of fine eating), English has just the right word to tickle your tastebuds and please your palate.

After all, why refer to something as just tasty or delicious when you can usesucculent, delectable, scrumptious, savoury, or even ambrosial?

And why say your food is healthy when you can use salubrious instead?

If your soup has a sharp taste, it is pungent. If this sharpness is pleasing, it ispiquant. If its taste and smell are too strong and unpleasant, however, it becomesacrid.

Seriously, when it comes to food words, there is no such thing as too many cooks spoiling the broth.

Don’t go bananas: relish the fact that the English language is peppered with more of these words than you can stomach!

For example, you know when you’re eating claypot rice, or paella? And there’s this layer of crunchy rice forming a base at the bottom of your pot? Well, that rice has a name: its soccarat.

And no, chanking is not the name of a province in China: it refers to the rejected parts of fruits or nuts, such as seeds, pits, or chewed pieces.

And you know when you go to your local coffeehouse, and they hand you your latte with a little cardboard ring around it? That’s a zarf, or a handle for a coffee cup without a handle (again, how specific!).

Even the act of cutting food has many words associated with it.

To slice food into very thin strips or shreds is to chiffonade it: the term comes from the French meaning “made of rags”.

To julienne is to cut into long thin strips, and to vandyke is to cut zigzags in edges of fruit and vegetables halves, usually as garnish.

And to suprême food has nothing to do with Diana Ross: it means to remove anything extraneous to the meat. Suprêming a chicken or fish means removing skin and bones, while suprêming an orange involves removing the skin and seeds.

We’ve heard of herbivores (plant eaters), carnivores (meat eaters) and omnivores (eaters of both plants and animals), but I bet not many of us have heard ofpiscivores (fish eaters), granivores (seed and grain eaters) or planktivores(plankton eaters).

Those terms may not be very mainstream, but I think the most hipster kind of “vore” is a locavore: a person interested in eating food that is locally produced. The word, which was coined by Jessica Prentice of San Francisco, was the word of the year for 2007 in the Oxford American Dictionary.

Other interesting food words: marinate, which is to soak food in a seasoned liquid mixture for a certain length of time, and macerate, which is a similar process applied to fruit, often to soften or break it.

And while masticate may sound similar to a rather suggestive word, it really just means to chew your food.

One of my personal favourite food words, however, has to be abligurition, mostly because of how amazingly specific it is. The word refers to spending wasteful amounts of money on fine foods. The Oxford English Dictionary has classified the term as “obsolete”, however, which is a shame: such a lovely word to describe one of my favourite vices.

I wouldn’t be surprised if after reading this, you feel some borborygmus coming on: no, don’t worry, it is not some kind of mythological monster. It is the technical name for stomach rumbling.

So in a nutshell, I hope this article has whetted your appetite for food words, and you have not been cheesed off from the half-baked puns. See you at the next course!

Julienne: This word means to cut something into long thin strips, which is what has been done to the seaweed on top of the tofu mille-feuille tiered with bright orange shrimp roe and light green avocado.

Scholarship

It has been awhile since my last post, today while reading thestar.com.my , I came across this interesting article and thought of sharing it here..

How to win a scholarship

By TARCAYANI PREBAGARAN 
mystarjob@leaderonomics.com

Upon completing SPM, tough decisions regarding your future plans await. These range from what courses to enroll in, to your college choices.

A significant influencing factor would be cost. Scholarships serve as a great assistance to deserving students to embark on their academic journey soon after high school. Setbacks in your finances should not be a hindrance for you to complete your formal tertiary education and work your way towards career success.

Government, corporate and university scholarships are available for you to achieve your dreams and aspirations. Just like everything else in life, an effective strategy can assist your way through. Here are some key tips on how you can obtain them:

GRADES, GRADES, GRADES!

As obvious as this may seem, your grades are your “passport” towards securing a scholarship. Extra-curricular activities and being a holistic person are absolutely vital but keep in mind that grades come first.

To apply for scholarships, besides your SPM results, some applications require you to send a record of your previous transcripts being either trials or your Form Four year-end exam results. So, ensure your grades are consistent.

That being said, even if you have done badly in your previous exams, if you use that as a motivating factor and work extremely hard for your successive exams, this may be a plus point. Your interviewer may be impressed with your will power and award you the scholarship!

SHARPEN YOUR SAW

Many students have an obsession to be a part of numerous clubs and societies. It’s true that it’s necessary to be involved in extra-curricular activities to obtain a diverse experience in leadership and team work.

However, it is better to focus on a few (two or three) clubs and societies that you are passionate about rather than having an array of them.

For example, sponsors usually prefer a student who has focused on a sport that he/she is good at and represented the school for, rather than someone who has joined various different clubs and societies but only is involved at the surface level.

UNDERSTAND YOURSELF

Potential sponsors will be investing a great deal of money in you. Therefore, you should be thinking of contributing to them in the best way possible. To be able to do that means ensuring that your degree is aligned to your passion and your greater goals as an individual.

Take time to understand yourself. This can be done through various online assessment tests or asking yourself hard questions.

Some scholarship application processes involve an interview. If you bluff your way through the online application process, the experienced interviewers may catch you!

RESEARCH

Many of us are unaware of scholarship opportunities out there. Always be on the lookout for scholarship opportunities that suit you!

There are ample resources out there to get you going. For instance,afterschool.my/scholarship or www.malaysiascholarships.my.

It is crucial to start early because the application process of many scholarships takes quite a long time and some application deadlines finish early.

TALK TO FRIENDS, SENIORS, COUNSELLORS

While browsing the internet and reading books on how to secure a scholarship are essential, you should also talk to people who have been through the entire process.

This could be a senior who has obtained the scholarship or an academic counsellor who has assisted many students in the past.

Don’t hesitate to drop by at your counsellor’s office and ask for further information.

Applying for a scholarship is evidently a challenging task. However, it is worthwhile to put your effort and time into it. It is an excellent way to learn skills and gain application experience.When your finances are not in the way, you can also focus on other crucial areas of your life.

I bid you good luck in your pursuit to obtain a scholarship. Be persistent and never give up! Remember, when a door closes, a window opens.

Good MUET Book

Effective Muet Practice Book by Oxford Fajar

If you are looking for a MUET reference or practices book, let me suggest you this book. I used this book recently for a MUET workshop at my college.

How To Cite?

This would be very useful for my Technical Academic Writing class.

Citing Sources: A Quick and Graphic Guide 

Graduates only know SMS jargon, not proper English

This is from The Star;




MALACCA: Many multinational companies have to bear with jobseekers who can only write in SMS jargon, said state Private Sec­­-tors Affairs, Human Resources and NGOs committee chairman Datuk M.S. Mahadevan.
These firms are finding it difficult to hire graduates who possess a fair command of the English language, he said.

“They are not looking for candidates with impeccable English but those with a moderate command to get the task done.
“But the pool of graduates who apply for jobs can only write in SMS jargon, which is not a formal way to carry out business correspondence,” he said in an interview yesterday.
This was among the grouses he received from the management of multinational companies here when he went around to introduce himself since taking over the state executive councillor portfolio.

Mahadevan said he would advocate for the English-speaking officers to screen applications from graduates before they were referred to these organisations.
“We have to take care of investors and their requirements, especially those who have to communicate with their clients from other countries where English is the main commu­nication tool,” he said
.
Mahadevan also lamented about young graduates who demanded high salaries but did not possess the qualities required by the prospective employer.
Some employers complained that their new executives, who were hired based on their paper qualifications, could not string a proper sentence not just in English but also in Bahasa Malaysia.

They believed that these executives could have plagiarised materials from the Internet and submitted paperwork to their superiors to pass off as their own ideas, he said.
Mahadevan said he would also propose the idea of a skills training hub in Gadek, Alor Gajah, to guide job seekers on how to cope with requirements at the workplace.

“There should be a shift in mindset among young employees.
“Nothing comes easy, so they should stop being demanding just because they are gra­duates,” he said.



I wonder what do they mean by SMS jargon used by the graduates, did they use these sms jargon ?

source:
 http://thestar.com.my/news/story.asp?file=/2013/6/2/nation/13166142&sec=nation

Job Interview

British & American English

Here are some of the main differences in vocabulary between British and American English. This page is intended as a guide only. Bear in mind that there can be differences in the choice of specific terms depending on dialect and region within both the USA and the UK.


source:

http://www.englishclub.com/vocabulary/british-american.htm

British English	American English
anti-clockwise	counter-clockwise
articulated lorry	trailer truck
autumn	autumn, fall
barrister	attorney
bill (restaurant)	bill, check
biscuit	cookie
block of flats	apartment building
bonnet (clothing)	hat
bonnet (car)	hood
boot	trunk
bumper (car)	bumper, fender
caravan	trailer
car park	parking lot
chemist's shop	drugstore, pharmacy
chest of drawers	dresser, chest of drawers, bureau
chips	fries, French fries
the cinema	the movies
clothes peg	clothespin
coffin	coffin, casket
crisps	potato chips
crossroads	intersection; crossroads (rural)
cupboard	cupboard (in kitchen); closet (for clothes etc)
diversion	detour
drawing-pin	thumbtack
drink-driving	drunk driving
driving licence	driver's license
dual carriageway	divided highway
dummy (for baby)	pacifier
dustbin	garbage can, trash can
dustman	garbage collector
engine	engine, motor
estate agent	real estate agent
estate car	station wagon
film	film, movie
flat	apartment, flat, studio
flat tyre	flat tire
flyover	overpass
gearbox (car)	transmission
gear-lever	gearshift
Girl Guide	Girl Scout
ground floor	ground/first floor
handbag	handbag, purse, shoulder bag
high street	main street
holiday	vacation
hood (car)	convertible top
jam	jam, preserves
jug	jug, pitcher
juggernaut	18-wheeler
lift	elevator
lorry	truck, semi, tractor
mad	crazy, insane
main road	highway
maize	corn
maths	math
motorbike	motorcycle
motorway	freeway, expressway
motorway	highway, freeway, expressway, interstate highway, interstate
nappy	diaper
naughts and crosses	tic-tack-toe
pants, underpants	underpants, drawers
pavement	sidewalk
pet hate	pet peeve
petrol	gas, gasoline
The Plough	Big Dipper
pocket money	allowance
post	mail
postbox	mailbox
postcode	zip code
postman	mailman, mail carrier, letter carrier
pub	bar
public toilet	rest room, public bathroom
railway	railroad
return (ticket)	round-trip
reverse charge	collect call
ring road	beltway, freeway/highway loop
road surface	pavement, blacktop
roundabout	traffic circle, roundabout
rubber	eraser
rubbish	garbage, trash
rubbish-bin	garbage can, trashcan
saloon (car)	sedan
shop	shop, store
silencer (car)	muffler
single (ticket)	one-way
solicitor	lawyer, attorney
spanner	wrench
sweets	candy
taxi	taxi, taxi cab
tea towel	dish towel
telly (informal), TV	television, TV
third-party insurance	liability insurance
timetable	schedule
tin	can
toll motorway	toll road, turnpike
torch	flashlight
trousers	pants, trousers
tube (train)	subway
underground (train)	subway
vest	undershirt
waistcoat	vest
wallet	wallet, billfold
wellington boots	rubber boots, rain boots
whisky	whisky/whiskey
windscreen	windshield
zip	zipper

Top 10 World University Ranking

EAST Asian universities continue their upward trend in the Times Higher Education (THE) magazine's 2013 World Reputation Rankings, which was published recently.

Institutions from Singapore, Korea, Hong Kong and Taiwan improved on last year's positions in this year's top 100.

Malaysian universities did not make the cut.

The reputation ranking, a subsidiary of the World University Rankings, is based on the largest worldwide invitation-only survey of senior academic opinion.

It provides the only global index based purely on the power of university brands.

Reputation both reflects and drives university success, attracting staff, students, business investment, research partners and benefactions in a highly competitive global market.

THE rankings editor Phil Baty says: "A university's reputation is subjective, but it matters deeply in today's highly competitive global marketplace, and it has serious real-world impact, helping to attract top student and academic talent, and encouraging industrial investment and benefactions.

"It is clear that no university, no matter how prestigious, can afford to be complacent in this fast-moving, information-rich global age. New forces in higher education are emerging, especially in the East Asian countries that are investing heavily in building world-class universities, so the traditional elite must be very careful. In the three years that the World Reputation Rankings have been running, we have clear evidence that the United States and the United Kingdom in particular are losing ground."

The poll, carried out by Ipsos MediaCT for Times Higher Education's rankings data supplier, Thomson Reuters, has attracted 48,000 responses from more than 150 countries in three years. This year's results are based on 16,639 responses from senior published academics.

While Japan still leads the Asian institutions pack with five schools on the list, it has lost some of its lustre.

University of Tokyo, which was at eighth spot last year, slipped down one notch to ninth position, while Kyoto University tumbled down three spots to No. 23. Osaka University remains in the 51-60 group but both Tohoku University and the Tokyo Institute of Technology have fallen from that band to the 61-70 cluster.

Baty says: "Japan's showing in the reputation ranking is much better than its record in the overall World University Rankings, based on 13 largely objective indicators, so there is a concern that the country has for too long been resting on its laurels and historical reputation. Strong action is needed to protect Japan from falling behind Asian rivals."

Though East Asian institutions are coming up, this year's ranking has again provided strong evidence of an elite group of six "super-brand" universities from the United States and United Kingdom that stand head and shoulders above the rest.

The group is headed by Harvard University, followed by the Massachusetts Institute of Technology, University of Cambridge, University of Oxford, University of California, Berkeley and Stanford University.

With the exception of Oxford, which has swapped places with Stanford this year, the top six's membership has remained consistent since the World Reputation Rankings' first edition in 2011, with the gap between it and the chasing pack widening each year.

While American schools continue to dominate the rankings, occupying 43 out of 100 spots. this position is slowly waning. It had 45 representatives in the top 100 in 2011 and 44 last year.

Outside the US, the UK has the most top 100 representatives (nine), but its overall showing has declined from 12 in 2011.

In terms of representation in the top 100, the US and the UK are followed by Australia, which has moved ahead of Japan and the Netherlands and now has six representatives (up from four last year).

Japan, the Netherlands and Germany each have five top 100 institutions, with Germany gaining a new entrant in 2013 (Freie Universität Berlin, which has entered the 91-100 band).

In total, 20 countries are represented in this year's reputation ranking.

For the full results, visit www.timeshighereducation.co.uk/world-university-rankings/
RATIONAL/RATIONALE

source:
 Learning Curve - New Straits Times http://www.nst.com.my

Maybe This Method Might Help

Learning English in a group is much more effective than on a one-to-one basis 
Submitted by Neli Kukhaleishvili on 28 September, 2008 - 05:38

Learning English in a group is much more effective than on a one-to-one basis

Learning English in a group or on a one –to- one basis? Which is more effective? Do you think it is reasonable? How can my child learn it with four or five other children? How can the teacher give equal attention to each of them? These are the questions that parents, students and their numerous relatives bombard teachers with, each time they want us to give lessons to their dear children. We often get not only questions but answers which parents hurl at us: “What?In a group? Not my child! My child is going to get his teacher’s full attention! No, I think it’s nonsense and a waste of time and money…!” But dear parents: Why do you send your children to secondary schools, music schools, to different clubs, studios and to higher educational institutions if you don’t want them to be taught in a group? I think learning English in a group has more advantages than leaning it individually and I am going to prove it.

First, if your child learns English in a group, he is sure to get more motivated and enthusiastic about learning it. Modern textbooks, unlike old- fashioned soviet ones, contain a wide choice of activities for learners of different styles and intelligences, which are kind of a clever trick even for those children who dislike doing any kind of work. For example, if a child can’t stand dictations, there are creative writing storms at his disposal, if he doesn’t like listening for the main idea, he might do listening to complete a picture and compare it with his peers. Whereas if he is taught one to one , he won’t have the chance to do writing storms , to complete the picture with his partner , share his ideas or understand what is it that makes other children more motivated. So, he is left to face reading alone, writing alone, listening alone and what is worse speaking alone , though one hour lesson is entirely his and his teacher’s attention as well.

Second , learning in a group contributes to creativity. In a group there are students with different personality characteristics and this variety will bring diversity of ideas. For example, in my reading class students discover things for themselves, but they are open to new ideas which come from their partners, they question these new ideas, they respond to these ideas and learn how to explore and develop them. On the other hand, if a student is left one to one with his teacher, who is he going to discuss with , whose questions and responses is he going to hear? Parents will say teachers should do it and they do lead students to ideas but teachers as mature personalities bring their own experiences, their own style of thinking which can’t be compared with that of their peers. Though one hour lesson is completely his, the student does not know how his peers think , what ideas they have or how they solve the problems posed in their books.

The last but not the least advantage of learning in a group is peer collaboration. Students learn how to support each other, monitor and facilitate. Moreover, peer collaboration helps them to overcome shyness, get rid of complexes and discover leadership qualities in themselves. I have witnessed positive changes in my students’ behaviour after having worked in a group, some of them became more open, others more helpful, third ones more confident. But the happiest part of my teaching life is when I notice the eagerness to express his ideas in my student’s eyes which is thanks to working in a group. As soon as I notice this quality, I know this student will be a monitor,a supporter, a facilitator and a leader In contrast , the student who is without a group is deprived of collaboration and is left to stew in his own juice, though one hour lesson is still his. Parents, if you want your children to be eager to learn English , be able to speak it fluently, and at the same time be original , reflective , supportive and tolerant, decide in favour of groups. Remember: Two heads are better than one!

taken from here

2013 and How I Solve My Problem of Having Full Picasa Web Album

Assalamualaikum and Good Afternoon to all of my blog readers.

This is my first post for 2013, so I think it is still not too late for me to wish all of you a very HAPPY NEW YEAR!

I hope starting from today I will make a lot of entries for this blog. This is because for the past 2-3 years I have been neglecting this blog simply because it's not fun any more to blog here after my picasa album for this account is full, therefore I cannot post pictures here. Luckily today during my lunch break I remembered that I have been procrastinating to do some housekeeping for this blog. Since there is still plenty of time, here I am writing to you once again after my last post way back in July 2012.

So, in order to solve my problem of having a full picasa album, I had to create another email account then using that new account I add another author or contributor for this blog! Problem solved!

So, VOILA... ! Here I am... misz sensei with an empty picasa album, all excited to write lots of entries and upload tons of photos here!.  

Stay tuned people!

p/s: Ironically there is no photos for this entry.. haha

Perusal

Salam Ramadhan to all readers..

This semester, I am teaching Technical Academic Writing for semester 3 students, while browsing through thestar.com.my, I found this article written by Alistair King. I think my students would appreciate this because part of the syllabus for Technical Academic Writing is Letter and Memo writing.

For your kind perusal

By ALISTAIR KING

We continue our series on business writing by examining more clunky and vague phrases.

What do you do when you wish to enclose /attach a document which the other party has requested? Do your write a covering message like this:

Further to your valued recent request, enclosed herewith, please find a copy of our most recent catalogue for your kind perusal and necessary action.

As per your request attached herewith please find a copy of the above-mentioned report for you attention and retention.

What is the weirdest phrase in both of the above examples? Surely it has to be please find! Extremely common, but weird! That enclosure/attachment is not lost! We only tell people to find something that is lost! It is amazing that this phrase is so meaningless, yet so standard!

Earlier articles of this column have already mentioned certain features which militate against effective communication; two of them are displayed here.

Redundancy: enclosed/attached herewith is unnecessary repetition. If the item is here with the covering letter, then, of course, it isenclosed/attached. If the document is attached, then it has got to behere with the e-mail! In this connection, don’t use “together with” as it is also redundant. The word “herewith”, like “hereby”, “hereinafter”, “heretofore”, etc, is extremely archaic.

Verbosity: How many words do you need? Whatever is a kind perusal? It sounds almost like a sweet little furry animal! Whatever it means, it is way out of date.

Please don’t use “for your further action”; “for your attention”; “for your necessary action” (as if the reader is likely to do something UNnecessary with it!). All of these fail to tell the reader what he/she has to do. If you are sure that the reader knows what to do with the enclosure, then there is no need to write “for your ...”!

What about the word “valued” as in “Dear Valued Customer”? Don’t use it! If you value your customer, show it, don’t write it! One way to show that you value the customer is to take the trouble to use mail-merge so that his/her name appears in the salutation rather than the low-value “Valued Customer”.

A common and risky scenario is when the manager of a department receives an e-mail, decides that his/her downliner should deal with this, so forwards it with the caption: Please do the needful/Please take the necessary action/Please act accordingly.

When forwarding e-mails for other people’s action, always specify the intended action, otherwise the downliner may act according to ... WHAT?

Then how should we refer to a document that we are enclosing or attaching? Consider these.

We are enclosing a copy of the catalogue which you requested. If you would like to appear more joyful, try: We are pleased to enclose a copy of the catalogue which you requested.

We are enclosing a copy of the ______ Report, as you requested.

Notice that these are all written in the Active Voice. It is normally preferable to use the Active Voice in correspondence and the Passive Voice in certain other types of documents.

If you don’t want to appear friendly, you may want to consider: “Enclosed is a copy of the_____ Report, as requested.” This is all in the Passive Voice and creates distance between the Writer and the Reader, but should generally not be used.

Dr Alistair King has over 25 years experience in education and training for multinational corporations and government departments in several European, African and Asian countries. He can be contacted atalistair@aksb.com.my

Boyfriends and Girlfriends

So today in class I was telling a story to one of my students about my mini vacation in Miami with one of my girlfriends. The look on his face was priceless — and while I continued to go on with my story — his face got more and more confused… to the point that I finally clued into as to WHY it looked like I was speaking a foreign language that he didn’t understand. (haha get it? — I was — but he understands)

So when I use the term girlfriend it actually means friends who are girls.

• I’m going out with my girlfriends.
• My girlfriend and I are going dancing tonight

But — this term is NOT interchangeable when discussing friends who are boys — we CANNOT say my boyfriends. What we say instead is my guy friends.

• I’m going to hang out with my guy friends
• I have a ton of guy friends.

So after clearing all of that up and having a little chuckle — he understood the difference.

Ha ha — do you?

by Jillian Zavitz

English Expression: Go Bananas

If someone becomes very emotional and starts behaving in a crazy way, they go bananas.

"If you announce that you're going to drop out of school, your parents
will go bananas!

Malaysian top speaker to meet Prince Philip

THE front-page report "Malaysian top speaker to meet Prince Philip" (NST, May 22) deserves praise.

Marina Tan Hsien Wei’s achievement has won her the rare honour of meeting the Duke of Edinburgh, Prince Philip, in November.

Seventeen-year -old Marina Tan Hsien Wei did herself, her family, school and the nation proud by becoming the first-ever Malaysian to emerge champion in the just-concluded English Speaking Union (ESU) International Public Speaking Competition 2012 in London.

Marina's outstanding achievement won her a trophy and also the rare honour of a return flight ticket to London to meet the Duke of Edinburgh, Prince Philip in November.

En route to winning the title, this intelligent Penang lass managed to bring out her best to beat 53 speakers and her great success certainly deserves the highest praise from us all. I hope the government will reward Marina accordingly to motivate her further to excel in public speaking and at the same time inspire others to follow her footsteps in bringing honour and success to the nation.

Marina attributed her success to conducting extensive research on the Internet and spending long hours preparing herself by writing and practising her speech. Her self-confidence, positive personality and excellent command of English are important factors that enabled her to come out top in this very prestigious international competition.

Speech means the act of speaking. The act of speaking includes conversation, public speaking, debating, discussions, storytelling and acting!

The impact of speech depends on the content and ideas expressed by the act of speaking. Public speaking is an art to be mastered as it is extremely useful and important in today's highly competitive, informative and demanding world.

A skilful speaker stands to gain more compared with ordinary or non-skilful speakers.

A good and effective speech will make a world of difference to the audience and influence the final results.

source: NST

English Expression: Mum's the word

To say "Mum's the word" means that the subject or plan is a secret
and must not be revealed.

"We're organizing a surprise event on New Year's Eve so

"Mum's the word" - OK?"





it has nothing to do with your mother :)

Email Etiquette

How do I compose an email to someone I don't know?

There are a few important points to remember when composing email, particularly when the email's recipient is a superior and/or someone who does not know you.

• Be sure to include a meaningful subject line; this helps clarify what your message is about and may also help the recipient prioritize reading your email
• Just like a written letter, be sure to open your email with a greeting like Dear Dr. Jones, or Ms. Smith:
• Use standard spelling, punctuation, and capitalization. THERE'S NOTHING WORSE THAN AN EMAIL SCREAMING A MESSAGE IN ALL CAPS.
• Write clear, short paragraphs and be direct and to the point; professionals and academics alike see their email accounts as business. Don't write unnecessarily long emails or otherwise waste the recipient's time
• Be friendly and cordial, but don't try to joke around (jokes and witty remarks may be inappropriate and, more commonly, may not come off appropriately in email)

What are some guides for continuing email conversations?

Once you have exchanged emails with a person on a given subject, it is probably OK to leave greetings out of your follow-up emails. Here are some other points to consider about continuing conversations over email:

• Try to respond within a reasonable time frame, though "reasonable" will depend on the recipient's expectations and the subject being discussed
• Trim back the old messages: most email clients will keep copying older messages to the bottom of an email. Delete older messages so as to keep your message size from getting too large, and to keep your messages looking clean.
• If someone asks a lot of questions, it may be OK to embed your answers into the sender's message copied at the bottom of your email. However, if you're going to do this, be sure to say so at the top, and leave generous space, for example:
  > How long are you staying?
  Less than two weeks.
  >Will you have time to visit with us?
  I'm really hoping to, but my schedule will be pretty tight. Let me get back to you about that after the weekend.

What sorts of information shouldn't be sent via email?

Most people do not realize that email is not as private as it may seem. Without additional setup, email is not encrypted; meaning that your email is "open" and could possibly be read by an unintended person as it is transmitted to your reader. With that in mind, never send the following information over email:

• Usernames and passwords
• Credit card or other account information

Additionally, avoid sensitive or information that could be potentially damaging to someone's career and/or reputation, including your own. Beyond email's general lack of security and confidentiality, your recipient can always accidentally hit the Forward button, leave her email account open on a computer, or print and forget that she's printed a copy of your email.

What about sending attachments?

The ease of transmitting files to a particular person makes email very attractive. However, there are some guidelines you should follow:

• Never send an attachment to someone you don't know the first time you contact them (unless, of course, the contact has posted a job ad requesting a resume in a Word document). They (or their computers) might think it is spam or a virus, and delete your message.
• Avoid unnecessarily large file sizes. Digital photos especially: most digital photos come off the camera much larger than can be viewed on screen. Learn how to resize your digital photographs.
• When you must send a large file or set of files, do the recipient the courtesy of sending an email telling them what you'll be sending and why.
• Be sure to have anti-virus software installed on your computer to scan all of your outgoing and incoming messages for viruses.

Email Listservs and Discussion Groups

Poor email behavior is always cropping up on email listservs and discussion groups. Here are some common mistakes to avoid:

• Double-check the To: area of your email when you reply. Too many people have intended to reply to a message poster alone when, in fact, their reply went to the entire list—much to their embarrassment. If you want to be extra-careful, start a new email and type the single recipient's address.
• Do not air your grievances or beefs about your school, colleagues, or employer on a list. Personal attacks should also be avoided. Such postings make the organization you are associated with look bad, while also making you sound like a gossip and whiner. Particularly on large lists, you also may not know who else is on it. Be professional, and likewise avoid piling onto discussions about who's got it worst at work, school, etc.
• If you are new to a discussion list, you should "lurk" for awhile—that is, just be a reader to get the sense of what the group talks about, how it talks about it, and what types of behaviors are expected from list members. Only when you have gotten that sense should you initiate a post.

Source: OWL

Note: this resource was posted during a day-long workshop for Norfolk State University in the development of their OWL. Purdue OWL Webmaster Karl Stolley and the Purdue OWL wish them great success.

The teacher in you

from thestar online
By NITHYA SIDDHU

Imparting knowledge and values to young children are by no means, easy tasks, but teachers remain in the profession for various reasons.

SINGER songwriter Bob Dylan once said: “A man is a success if he gets up in the morning and gets to bed at night, and in between, he does what he wants to do.” After reading this, I asked this question seriously of myself. As a teacher, do I get to do what I want to do?

The answer is yes. Well, at least 60% of the time. When I am teaching, I do know that I am doing what I want to do, which is to help others gain understanding of a subject that I have a passion for.

If my teaching gives students the impetus to bring about positive change in themselves, be it in deportment, knowledge or attitude, then I know I am doing what I want to do.

For the rest of the time, like most other teachers, I do what I have to do. Bob Dylan’s words made me think further. What questions, if any, have been asked of me regarding my years as a teacher?

Listed below are some of the questions and answers that are based on my 25 years of teaching.

·Do I get the time to be creative and be motivated?

By the administration, not always. By my students, quite a fair bit. I do realise this however – teachers do need and appreciate incentives to propel them to be inventive.

As for me, I have always tried to come up with an innovative project, at least once a year. I am aware that for this to happen – it is up to me to find the time for it. The inclination to do so is important. If it doesn’t happen, I am to blame.

·Is teaching rewarding?

I would say it has its moments, particularly if a lesson goes well and you know that you are instrumental in bringing about some positive learning habits.

l Is teaching addictive?

Yes, it can be something that you want to return to time after time, especially if you have the knack for it. Your students’ faces will say it all ... whether they enjoy your lesson or just your sheer presence every time you walk into the class.

·A girl asked me this: is a teacher’s job exciting?

On days when the factors are just right, the students are great, funny and eager to work with you – yes, it can be exciting to teach.

Their enthusiasm is infectious and creates this warm feeling that is hard to describe. When they understand your wit and are rooting for meaningful communication, teaching can become exciting.

On other days? Let’s face it, like any other job, sometimes it’s just doing more of the same every day — dreary, dull and uphill tasks — that physically and mentally tire you out. On days like this, you just want the working day to end, so you can go home.

·“Is teaching a gift?” asks an 18-year-old who plans to take up the noble profession.

My answer? I’m afraid it is. Many people are taken on as teachers, but only a few take to teaching like ducks to water.

Why? It’s a gift to be able to reach out to people, touch them where it matters, and make them see the whys and what-fors of notching up change.

·Is teaching challenging?

It used to be, but not as much anymore as I’ve matured over time. Any new challenge can be tackled. But when I was new to teaching, I do remember the rush I felt – there were always so many things to do, to learn, to think and to discover.

A young teacher said to me, “I am extremely happy to be a teacher, it’s good to see the students’ progress and it’s fantastic to see that I (and teachers in general) am an important part in their learning life.” It was a good statement, I thought.

·Do teachers make a difference?

A student answered this for me. “A good teacher makes me want to be a better per-son,” he said.

·Is teaching rewarding?

For this, I sought out a senior teacher – a man due to retire soon and his answer stayed with me.

“Financially, you may not feel you have the best job in the world. But it pays well enough, and if you’re grateful for the privileges that come with the job (he meant free medical services, loans at low interest rates, not having to work during school holidays, etc), I think teaching is a good job to derive a pension from.”

But, the true rewards are the non-tangible ones, he shared, that of providing a charitable service, giving to the young, being involved in their growing years.

What is truly rewarding is when former students come back years later to tell their teachers how they inspired and brought about positive changes to them, he added.

“You really leave a little piece of yourself with them, and they with you,” he said.

I was touched.

·Does being a teacher teach you anything?

My answer would be “loads”. I have learnt so much from being a teacher. There’ll never be an ending to what I can still learn. Mentoring, coaching, training, counselling skills – all these I learnt from teaching.

Being a more accepting person — less ready to condemn and more ready to forgive and move forward — all this, I learnt from teaching.

Practising the habit of being honest, non-prejudicial, just, fair, caring, kind — this too came as an added bonus.

Understanding myself, knowing how I was viewed by others and realising what I needed to do to improve every day came directly from my teaching experience too.

The most important thing I learnt? How you are as a person is reflected by the look on the faces of your students.

When you do a good job, you see the look of enlightenment and appreciation on them. When you care, they often care too. And, if you don’t, they couldn’t care less.