Again writing stories.

How you doing everyone?
The proffesor Jean Paul  have been really interested in making us write until we get good at this.
However this week we tried again the objective of writing a tale but in this case we had some words with their meanings being twist with another words. It is difficult at the begining but after you get the idea of what you have to do, everyting just flow.

This is the story I wrote:

She was trying to find an umbrella, so she could escaped by dving from her box that came drunk to hit her and mistreat her as he got used to everytime he drank alcohol.
As soon as she escaped, she found a night to call her mother to save her from the ravioli plates because she was now scared and alone in that stormy city.
However her box realized his box escaped from him and he said: "why did she escape? if I only wanted to give her a house monster and then a shaking monster to show her how much I care for her..."
The girl was walking now down the street when she started zoo the man of her dreams, he was tall and thin like a coffemaker and yes he also fell in love from her.
So at the end he an she scratched their noses, got marry and had many kids. And her old box, well he married and old lady was zoo her daughter.

I hope you like my story, now here are some words so you can construct a little paragraph with them.

Journey: nightmare
think: cry
shoemaker: lovemaker
let it flows: eat cucumbers
nice: repulsive.

I want to read your stories, soon really soon.

Writing with friends

Hello dear readers.

This week we did a very delightful activity at class. This time the proffesor Jean Paul let our creativity go too far away in this work. We were supposed to write a story line based on a question we created previously.
I think all of us did pretty strange questions as senseless as well because at the beginning we did not really know what was going to happen and we were "scared" of what pretended the proffesor Jean Paul with that.
I have to say that I enjoyed the moment when he said we should follow the stories of our classmates and I also have to say that I feel sorry because I ruined your tales, but even after I sowed the seed of chaos, you have to admit we all made very exceptional stories.
Althought the best part of this job was to see the creativity, capacity and the imagination all of my classmates have and how they wrote such amazing and crazy things (just with the power of boredom).
Well, I hope we can do this activity one more time and do it seriously and see that potential of writing of all of us.

Thanks for reading my post.

Here are some questions for you

1.Would you like to write a poem, tale or a novel with someone else? how you think it would be?
2. Is there something special you need to start writing like a feeling, inspiration, an image,etc?
3. Where is the proud dog planning to be kind with the snake?

About the politics, program and teaching of english...

Greetings.

This week we read at class the politics of  English of our university, the national program of English which the government developed and published last year, and what does say the education law about foreign languages.
In first place I have to say that every single thing exposed in these documents were terrific however in paper things looks too good but in reality... they fail. I hope at least that many of the things these documents want to do will become a reality to us and not because it is an economical imposition but because it will be a great opportunity to all of us to have a chance of going forward, and not just suggestions and proposals that does not get accomplish.

I deeply doubt of what does pretend the government with this "program" and if would not be just dying words as they always do.
Those are just my considerations please do not take it personal.

Question time:
1.Do you actually think our gobernment care for education (in this case the learning of a foreing language like English)? I mean for real?
2.Why do you think the teacher Jean Paul showed this to us? Maybe it is because we are being evaluated by the education ministry...
3. Why do they showed us this documents now and not at the beginning of the bachelor? and also why we did not care to look for this before?

Oh grammar, grammar...

The grammar is not a matter to be learned and then recited by heart, but to be understood and applied to all the varients of the language and specially, to the literary language that, for its biggest firmness, continuity, and correction is offered as the best model to follow. It finds its more appropiate stadium logically of studious in the secondary education and in the university. Maybe also, because it is advisable to have present that the pleasure for the grammar is usually wankened up and it is developted very belatedly in the individual coinciding, sometimes with its unexpected licking to the philosophy.
If the importance of the study of the language is fundamental in the primary so much teaching or more should be it the one of the grammar in the subsequent stages: stocking and superior. However, in all and do not take such a statement like a paradox or like a minimum aspiration. The purpose that any teacher or proffesor should spread will be the one of  "teaching to read", according to the oppinion of  Lanson "it consists on facing a text, figuring out what there is in him". This is certainly quite more difficult of as much as it appears at first sight and it presupposes, naturally, a parallel training in the writing, as well as the creation in the scholar of an elementary critical aptitude, at the same time of going forming in him an enough lexicon and a basic knowledge of the literature. Because the language and the literature are not independently, but inseparables parts of oneself and an unique formative process.

1. Do you think is correct to teach little kids grammar, why?

2. How important is grammar for you?

3. Why the teaching of grammar is useful for anybody?