Ray Bradbury :: Essays Paper s

Ray Bradbury No name typifies science fiction to the American public more than the name Ray Bradbury. For over forty years, he has been writing novels, short stories, poems, plays, and movie scripts that have long since kept him in the forefront of American literature. His stories become standard reading for many high school and college students. His literary style can best be described as "enchantment;" the way he captivates his readers with charm, bewitchment, and stunning verbal evocations. His visions of the past, future, and the present delight his readers. His books are virtually long-time bestsellers and have been translated into over twenty languages. He is quite popular in the former Soviet Union. However, success did not come easily for Bradbury. He inched away at his writing career, crafting story after story, until he was selling and occasional short story for half a cent per word. Much of his childhood, and a little of his adulthood, inspired his writings. In this paper, these influences as well as his method of drawing the reader into a story will be discussed. Perhaps the most important influence in Bradbury's youth was his discovery of magic. The famous Blackstone the Magician once included Bradbury in his act, and it enchanted him. The most influential magician on Bradbury was Mr. Electrico. Bradbury wrote about his experience with Mr. Electrico and stated that Mr. Electrico would sit every night in his electric chair, brushing his Excalibur sword over the audience, sparking them with lightning, and crying, "Live forever!" A few weeks after Bradbury encountered Mr. Electrico, he began writing his first short stories. In July of 1941, Bradbury sold his first story to Super Science Stories. Although he only made $13.75 on the sale, he rejoiced. Within a year from that sale, he was a full-time writer. The Martian Chronicles, his first novel, was published within a decade and he soon found himself famous. Fahrenheit 451 marked a new point in Bradbury's writing style - the pessimistic side of life, where he discussed a future where mankind isslowly destroying itself. The sense of what is best in America and what is best for the American people and humanity as a whole, is another thing that fuels his literature. He writes on topics relevant to what is happening in society. Mars and book burning are a couple of them.

Discrimination and Ethnicity

With more than six billion people in this world, with a huge variety of human shapes, colors and sizes can race really be defined? As people spread across the world. Mixing among each other creating new kinds of faces there is no true race. But people such as Hitler believed that the Aryans where the superior race responsible got the cultural achievements in Europe and that they has to stop â€Å"racial contamination† that would come from breeding with inferior races by destroying them. Which caused the slaughtering of those deemed inferior: Jews, gypsies, homosexuals, slaves, and people with disabilities.It didn’t stop here, you’d think the world would try to make a difference but as Hitler era was fading, the â€Å"ethnic cleansing† by Serbs in Bosnia, the mass killings of Tutsis in Rwanda in 1994 were and are stilling taking place years after Hitler. What these people failed to see is that there is no â€Å"pure race†. People show such a mixture of physical characteristics – in skin color, hair textures, body shapes, eye color, height, weight and so on that there can not be a â€Å"pure race†. Our characteristics follow endlessly together, the mapping of genome system shows that were strikingly homogenous.Although large groups of people can be classified by blood type and gene frequencies they still cannot be classified as a race. The idea of a race in far from a myth, its embedded in our culture, it is part of our everyday lives. Sociologist D. S. Thomas observed that if people define situations as real, they’re real in their consequences in other words, people define situations as real, they’re real in their consequences in other words, people act on beliefs, not facts (Beckwith and Jones, 1997). As a result to that we will always have people like Hitler who feel that killing people that they believe is inferior is perfectly fine.Incidents such as the above still happen in today’s world but they are hidden from the public eye, what isn’t hidden and does continue toady seems as if no one is trying to make a difference is prejudice and discrimination, a war that will never stop. Prejudice can be defined as a prejudging of some sort, discrimination on the other hand can be defined as an action, and unfair treatment directed against someone on basis of their age, sex, height, origin, marital status, education, income, religion, etc, but when its due to race we usually call it racism.Why are people prejudices? The common sense answer is that people may have had a negative experience with a member of the other group. But Psychologists such as Eugene Hartley (1946) made studies showing that its more than just an old incident, his studies showed that prejudice against all other groups as well. Social scientists have developed several theories to explain prejudice; there are two types of theories, Scapegoat, and the Authoritarian Personality.People who are unable to release there stress to the source usually tend to release it on other people and they tend to find someone to blame their mishaps on and this usually becomes their scapegoat, often a racial, ethnic, or religious minority that they unfairly blame for their troubles. The other theory is The Authoritarian Personality Theodor Adorno’s term for people who are prejudice and rank high on scales of conformity, intolerance, insecurity, respect for authority, and submissive to superiors. Sociologists find these theories to be inadequate, they stress that the key to find prejudice is from the outside not form within.Sociologists focus on how some environments foster prejudice, while other discourages it. Sociologists have a few theories; Hitler used Functionalism, he hired Fritz Hippler, a Nazi intellectual was put in charge of the entire German film industry and he was told to create anti-Semitist, and he did by producing movies that compared Jews to rates, that their breeding would c ontaminate their â€Å"pure breed†. You can see that prejudice is functional and it creates in-group solidarity, and destroys human relationships. Conflict Theory- a theoretical framework in which society is viewed as composed of groups competing for scarce resource.Symbolic interactionism examines how people’s labels affect perception and create prejudice. When we apply a label to a group we tend to see its members as all alike, this leads to stereotyping and discrimination and may even create a depicted behavior. Symbolic interaction shows that were not born to a â€Å"race†, and ethic group where we lean beliefs, values; we learn to perceive them negatively or positively. If discrimination is common in our groups, we learn to practice it commonly. Discrimination is like a learned skill if you practice it enough you won’t even realize you using it.William Julius Wilson, a sociologist, argues that social class has become important that race is determine the life chances of African Americans. Prior to the Civil War African Americans were excluded from everything that could help you advance in life and become wealthy. As African Americans moved out of the inner cities, as legislators began opening doors for African Americans, as a result they were able to get better paying jobs, live a middle-class life, but those who were left behind in the inner cities they were trapped in poverty (Wilson, 2001).I believe that people choose their way of life, yes it is true that things may be harder for an African American or a Latino person, but things are hard for everyone in their own individual ways. I do believe that in today’s world things aren’t based on race in some places yes but as from what I see I believe its based on your social class, who you are, who you know, where you work, and how much money you have, that’s what I believe matters in today’s society.Although sociologists like Charles Willie, states that even African Americans do the same work as whites, whites average higher pay than African American, he argues that it racial discrimination not social discrimination. He states that we need to provide more jobs for the people in the inner cities; with more jobs there’s more hope in inner cities and an anchor to a responsible life. But being richer for an African American is still a problem because certain people start assuming things for example an African American person driving a new car a cop tends to find reason to pull them over, just to make sure the car isn’t stolen.Both sociologists have a strong point of view, but I also do have my own view in prejudice and discrimination. In today’s society minority groups have a better chance to achieve their goals, for example everyone can attend the same college, travel the country, eat in the same place and even be best friends with someone of a different ethnicity, while this is taken for granted I honestly think it’s a beautiful thing. Prejudice and discrimination is a war that will be fought through out ones life regardless, of their race, color, size, height or social status.As we flash back we see that discrimination has always been around in all different forms. We, as the human race need to focus on not judging people before we know them for who they are. Today, there are so many type of people in the world that stereotyping are always incorrect. If everyone in the world had respect for one another we would live in peace and be able to let others believe in what they wish and except everyone’s differences. If we teach our children and change our ways, sometime in our future we will be closer to accepting that a man’s character is based upon content of his soul, not his color, ethnicity, or their religion.

Classroom Discipline Essay

Effective discipline is a challenge for all educators. â€Å"The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today† (â€Å"The Discipline Dilemma: Problems and Promises. †). Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. Effective discipline begins with rules, enforced with logical and meaningful consequences. Desired behavior is encouraged and positively reinforced. Teachers who manage their classroom efficiently use discipline as a teaching tool so students benefit and learn stability, order, respect, and values of law. â€Å"Strictly speaking, discipline means to teach, not to punish† (â€Å"Discipline as Teaching†). Setting clear, firm rules and expectation which leave little room for interpretation will establish a solid foundation by which a classroom will function. Begin the school year by setting clear rules, and using good morals and values to build positive expectations. The use of positive language will promote the behavior desired from students. Setting positive rules and expectations will give teachers and students the right mindset to start the school year off right. Start the school year off by setting clear rules. â€Å"The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline† (â€Å"Discipline in K through 8th Grade Classrooms†) The first day of school, while teachers are getting to know students and vice versa, is a good day to establish what is expected before any misbehavior can occur. Involve students in the rule making process. This allows them to voice what they expect of their classmates. Depending on the age of students, teachers may get unusual requests for rules; however, students may also have expectations of their peers which the teacher may not have thought of. Students should not make all of the rules for the class, so their input should be limited to an appropriate, manageable number. After rules are made, they should be discussed and posted where they can be easily seen. Students should fully understand what is expected so little room is left for them to interpret what they is desired. There should be a time for questions about rules so students can get clarification on any rules they do not understand. Students should also be able to demonstrate their understanding by putting the newly established rules to use in practice scenarios. By posting rules where they are easily visible, students can be easily reminded of what is expected of them. Most importantly, teachers should be prepared to change and revise rules if they are not functioning in the intended way. Include students in the change. They should give their input on why the rule is not working and how it should be modified to suit its purpose. Teachers are ultimately responsible to make changes. Once a new or modified rule is established, it should be put into effect and students should be reminded of the change when necessary. The use of good morals and values to build positive expectations will help students build character qualities that will enhance the learning environment. â€Å"The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). Positive expectations tell what qualities are desired and how those qualities can be achieved. For example, honesty is a quality desired by all teachers and would be achieved by telling students to tell the truth all of the time. The quality is stated in a positive manner, instead of using the negative, â€Å"do not lie. † Use a mission statement to define what is desired and expected. The statement should give purpose to classroom rules. It should give a general explanation of what is expected and should communicate positive expectations effectively. The mission statement should also be used to troubleshoot behavior, by asking students if their behavior agrees with the expectations in mission statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set higher goals. Students should have individual and class goals. Students learn and mature in different ways, making individual goals just as important as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be given more responsibility and independence. Teachers should use positive language to promote the behavior they want from students. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do instead of what not to do. Teachers should refrain from using words like â€Å"do not,† â€Å"never,† among others. Rules should be put in a format that states a direction and an action. For example, â€Å"When getting in line, always line up in two lines with boys in one line and girls in another. † Telling students what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a negative situation. Teachers should set the example of positive behavior for students. Most students look up to their teachers. Sometimes, teachers are the only positive influence on students. In light of this, teachers should behave accordingly and be cautious of what they say and do in the presence of their students. When rules are not followed, teachers must enforce limits of rules with fair and effective punishment. It is necessary for students to be held accountable for their actions. Teachers should use action to enforce rules and communicate effectively with students to reach an understanding and solution. Students should be held accountable for their actions. â€Å"They [teachers] hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). When students are held accountable, they are learning that all of their choices have consequences. Broken rules should be enforced immediately. Teachers should correct misbehavior and broken rules as soon as they are noticed. Punishment should be done privately; however, correction should be immediate. If a teacher ignores one broken rule or behavior, the student will continue to test the limits of the established rules. Enforcement should be simple and should let the student know you see what is happening. For example, â€Å"It’s a good thing I like you,† â€Å"Here’s the deal: I’ll pretend I didn’t see that, and you never do it again,† â€Å"Consider yourself scolded,† â€Å"Can you solve that? Or do you need me to intervene,† â€Å"Am I driving you over the edge? † and â€Å"That’s inappropriate† (â€Å"Learning to Discipline. â€Å"). When rules are being enforced, teachers should focus on the rule broken, not the problem. For ten rules, there could be fifty problems. When enforcing rules, the problem should not be the focus. For instance, a student is talking while another student is addressing the class. When correcting the behavior of the student who is talking, the teacher should focus on the rule: Be respectful to all students and teachers. The situation can easily be corrected by saying something like, â€Å"You were talking while another student was giving a book report. Our rules say we are to be respectful to all students and teachers. † This method allows students to understand that talking is not always a problem, but they must follow the rules. Use action to enforce rules when needed. â€Å"Teachers must use action, not anger to control behavior† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). Teachers should avoid yelling at students as a control measure. Anger will upset students instead of correcting their behavior, and they may later lash out in anger. Action shows students the teacher is in control. When action is required, it should be swift and firm, without negotiation. If teachers threaten punishment, they should follow through. Punishment should be given the same day it is warranted, if possible. Once a punishment has been decided, students should not be allowed to negotiate the punishment or its terms. Use a variety of consequences and vary them for different students; not all students will respond to the same consequences. At the same time, using the same punishment over and over will not be effective. Subject work should not be given as a punishment. Use positive punishment when possible, giving students a chance to apologize in writing or in front of the class, or  rectifying a situation. Consistency is essential when disciplining students. Avoiding favorites is one way to ensure discipline will be consistent. Similar infractions should have similar consequences. If more than one student is being punished for the same offence, all of the students should receive a similar punishment. Effective communication is essential when correcting and disciplining students. A one-on-one conversation should take place that identifies the broken rule, explains the punishment and gives feedback. When speaking to students, teachers should ask for input from the student about the situation. In gathering information, teachers need to know the difference between a mistake and misbehavior; mistakes happen while learning while misbehavior is intentional. To maintain the dignity of students, teachers should have a one on one conversation to identify the reason a rule was broken and to gather any additional information needed to make a logical decision about a punishment. â€Å"Through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. â€Å"). When enforcing discipline with a punishment, teachers should explain the wrong doing and why it goes against classroom rules. It is important to remember to focus on the rule, not the problem. Furthermore, the punishment should also be explained in detail to avoid any confusion. During the one-on-one conversation, teachers should give feedback on the negative behavior and why it is not desired. Include ways to keep the behavior from resurfacing. Also, talk about ways to further improve. Things discussed in this conversation should stay between the teacher and student. Reinforcement and encouragement of positive behavior by teachers is necessary for students to exhibit good behavior. The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior Teachers should encourage positive behavior. They should be a positive influence, but not force students to change. Teachers will be encouraging positive behavior by empowering students to make good choices on their own, while recognizing the consequences of the wrong choices. Ask questions before a rule is broken that requires the student’s thought and reflection. When teachers give students options regarding which choices to make, students will then think about the end result and the consequences of their choices. It is also necessary to reinforce positive behavior in a way that encourages students. Students learn to behave only as certain behaviors are reinforced. When reinforcing behavior, teachers should recognize good attitudes and the desires of their students to learn. Rewards are always a good idea when reinforcing behavior; however, students should understand a reward is something you earn, not something required. In effectively managed classrooms, the teacher is the authoritarian. Teachers should plan ahead and be prepared. The teacher should also be the final authority, especially concerning how students are to be and how the class schedule will run. In a classroom, the teacher is responsible for the learning that takes place. Successful teachers are prepared before coming to school, so they can begin reaching as soon as the late bell rings. Teachers must have lessons planned in advance and have daily objectives for each subject to be taught. Teachers should strive for a productive classroom where students are learning and achieving. â€Å"†¦two goals teachers should have: productive classroom environment and student satisfaction. â€Å"No teacher can truly succeed without achieving both goals† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers†). Teachers should also be the authority for their students. It is the job of the teacher to lead students. Teachers have a duty to their students to structure their class schedule and decide how class time is best utilized. Teachers also have the responsibility to make an organized seating arrangement that allows students to learn and be productive, and allows for the teacher to reach each student. â€Å"Authoritarians know that students work and learn best in well-organized, directional, and purposeful classrooms† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). In conclusion, discipline is the foundation of a successful classroom. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. With established rules and positive expectations, students will know what behavior is desired. Teachers should be prepared for discipline problems with firm and fair action. Effective classroom management will allow for a productive and purposeful classroom. Whatever the causes of student misbehavior, there’s no denying that being able to skillfully handle it is a prerequisite for getting kids engaged in worthwhile content or moving peacefully from class to class. Works Cited Conte, Anthony E. The Discipline Dilemma: Problems and Promises Education. 2. 115. 308. Chemlynski, Carol. Discipline as Teaching. Education Digest. 3. 62. 42. Geiger, Brenda. Discipline in K through 8th Grade Classrooms. Education Digest. 2. 121. 383. Curwin, Richard L. `Discipline with dignity: Beyond obedience. Education Digest. 4. 63. 11. Metzger, Margaret. Learning to Discipline. Phi Delta Kappan. 1. 84. 170. McDaniel, Thomas R. A Back-to-Basics Approach to Classroom Discipline. Cleaning House. 5. 67. 254 Brainard, Edward. Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. Cleaning House. 4. 74. 207.

Hang It Up Essay

Should students bring electronic devices to school? Some people agree with that, and some others are not; opinions are widely divided. In the article â€Å"Hang It Up,† by Jesse Scaccia, students who have electronic devices in class can affect their performance. Scaccia gives us a couple of examples. First, children have cellphones are distracted. Also, the reason children want to take cellphones to school is that cells make them look cool. Lastly, some parents say that they need to keep in touch with their children for an emergency. I strongly agree with the author when he states that cell phone use distracts students’ attention. First, I believe that cell phone use in class is distractions because it may cause children fail the class and not having a bright future. Most people do not have self-control, especially children. As the author mentions, â€Å"students fail is because of distractions in the classroom.† Children take cells will be distracted in classroom; by the end of semester, they will get low grade or fail the class because they do not have enough knowledge. After several of failures, students will put themselves become bad students, so a bad student may not go to college; it directly affects their future. However, if students do not have electronic devices distract them, they will learn more in class, and it will affect them in a positive future. Also, the bad habits will formed when children use cell phone since they are young. Children have electronic devices may develop bad habit which is disrespectful to others. For example, my friend and I ate at a restaurant last week. There was a couple sitting next to us, the boy was sitting there and playing with his cellphone, and had no conversation with his girlfriend, even his girlfriend complained to him. So, his bad habit probably formed when he was young. Otherwise, if he could put his cellphone away and talk to his girlfriend, that could be a nice dinner for them. As you can see, children take electronic devices to class is not only affect their grade in school; but also affects their habits in the future, and have a good habits is your first step towards success.

Movie Analysis- Charlotte Sometimes Essay Example | Topics and Well Written Essays - 750 words

Movie Analysis- Charlotte Sometimes - Essay Example Indeed, King highlights that the narrative of the independent film often subverts genre, thereby heightening viewer empathy with characters in contrast to the Hollywood approach, which would support the Warhol perception of independent film (King, 2005). The focus of this analysis is to critically evaluate the independent film â€Å"Charlotte Sometimes† (2002) and in doing so this paper will undertake a contextual analysis of the film in context of the independent film format. Firstly, it is submitted that the Eric Byler’s film Charlotte Sometimes utilises the signature independent film technique of subversion of the formulaic Hollywood approach in narrative and characterisation. To this end, it is posited that this is a significant feature of the appeal of the film, as the subversion of the Hollywood approach through the use of complex narratives and anti-stereotypical characterisation symbolises the rise of the wider demographic and the growing development of independent cinema. By analogy, this is further highlighted by the overlap of nominated films at the Academy of Motion Picture Arts and Sciences and the Independent Feature Project Stage and the Academy Awards and the Independent Spirit Wards (Sconce, 2002). For example, in 2006, Ang Lee won both the Oscar and the Spirit award for the direction in Brokeback Mountain, arguably obfuscating the distinction between independent films and Hollywood films with the â€Å"indiewood† effect (Tzioumakis, 2006). However, Rombes argues that â€Å"the coincidence of films does point to a phenomenon in contemporary (particularly) American filmmaking, which is yet to be critically evaluated in any sustained way† (Rombes, 2005). Indeed, Nicholas Rombes’ collection of essays further develops this point by addressing contemporary film culture and raises the possibility of the evolvement of socio-political conceptualisation through what he terms as a â€Å"cinematic avant garde†, which attracts

Rewiring in higher education Essay Example | Topics and Well Written Essays - 750 words

Rewiring in higher education - Essay Example Globalized education has moved forward 100%. This constant growing and advancements have made it mandatory for colleges and universities to have to rewire and fit the changing needs. Professors now have to adapt to new classrooms. These classrooms are virtual and require a different approach to learning. This approach is also known as distance learning. Teachers are now able to teach to students in an online setting. Teachers now must set up new curriculums that are able to be learned online. This globalized learning is highly accepted by teachers because the students are able to access more forms of education.There are problems that come from globalized learning. There are issues with plagiarism and cheating. In a traditional classroom setting, students are able to be physically seen by the professors to ensure it is actually them doing the work. In a changing education environment, it is harder for professors to know students are doing the work without actually seeing them do the w ork. This change makes the work of the professors harder than before. In globalized colleges and universities, the professor has to get to know the student without actually seeing them. Professors are required to learn each students writing style and get to know the student through writing. Since the start of distance education, professors are aware when a student is cheating. Universities have developed programs that search for plagiarism. Programs have been developed that are similar to â€Å"authenticate†.â€Å"ithenticate†. (Judson2004). The programs match words and phrases to a database of processed words and phrases. If the words and phrases match up then the professor can look over both of the materials and decide whether or not the paper has been plagiarized. Techniques like this are a must for colleges and universities to meet the needs of students. Colleges and Universities have set up online libraries. The online libraries assist the student in obtaining inf ormation from all around the world. The information in the online libraries

Learning Vocabulary for Saudi Arabian Students Research Proposal

Learning Vocabulary for Saudi Arabian Students - Research Proposal Example Focusing on the methods of teaching the English language, vocabulary was disregarded and reduced, while grammar and pronunciation were given more emphasis (Al-Jabri, 2005). According to Harmer (2007), teachers are very unsure of how to determine a suitable method of teaching English because of the variety of different approaches and methods available. They can gradually, with experience, create their own method of teaching. This could be the most appropriate method they can use according to the context they teach in (Scrivener, 2005). Students usually choose a low-effort strategy when they are required to do a task (Krashen, 1987). They seem to prefer translation of new vocabulary rather than getting their meanings from the contexts or from doing pair-works (Prince, 1996). It is significant to shed light on the effectiveness of the English teaching methodologies in order to increase the awareness of English teachers to re-evaluate their teaching methods, considering the applicability of these methods on the social and cultural situations. Based on my teaching experience, therefore, I propose to investigate whether the Grammar- Translation method is more effective than CLT approach at the vocabulary level. Much has been said and talked about the traditional ways of teaching. One of the ways is the Grammar Translation Method which dates back to the 17th, 18th, and 19th centuries when foreign language learning was associated with the learning of Latin and Greek. In the process of teaching and learning English, translation is used in the Grammar Translation Method. According to Boey (1970) the student is first required to learn the vocabulary lists consisting of L2 words and its equivalent L1 words. L1 is used to teach the grammatical rules of L2. Thereafter, practice exercises are given to students where they have to translate the L1 sentences into L2 sentences by applying the grammatical rules to the vocabulary learnt. On the other hand, the main aim of the Communicative Language Approach (CLT) is to produce churn out students who are communicatively competent. In this method, the teacher first gives a presentation and thereafter, students are made to use the language through activities, such as games, role plays and problem solving tasks. (Larsen, 1987) According to Maleki (2005), the main purpose of these two languages - GTM and CLT was to promote the intellectual skills of its speakers. Therefore, it was extremely important to focus on sentence structure, grammatical rules, learning of vocabulary and translation of literary texts. The other method which is now more prevalent for teaching is the Communicative Language Approach. Wen Wu (2008) stated that Communicative Language Approach is mainly based on the idea that the primary function of language use is communication. According to Al-Shabbi (1994), due to its emphasis on fluency over accuracy approach, the Communicative Language Method has not paid much attention to spelling in the EFL (English as a Foreign Language) classroom. Even the great appeal of Communicative Language Teaching has not been able to overcome the psychological barriers which becomes a hindrance in the learning process. Though it's unfortunate, that CLT is quite in use,