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A Taste of English at Cheong-Shim. Altruism, Creativity, and Global Networking. Welcome / Taste of English. Philosophical and Practical Objectives of our Department English=Communication, but to what end? Altruism – Creativity – Global Networking EQ/IQ – Creating Value -- Who are we?

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A taste of english at cheong shim

A Taste of English at Cheong-Shim

Altruism, Creativity, and

Global Networking

Welcome taste of english
Welcome / Taste of English

  • Philosophical and Practical Objectives of our Department

  • English=Communication, but to what end?

  • Altruism – Creativity – Global Networking

  • EQ/IQ – Creating Value -- Who are we?

  • Pros/Cons Join the Global conversation

  • Ownership : of your Education . . .

    of this ship (Turtle Ship) -- frustrations / graffiti ?

  • Rank/Content Re-active/Pro-active Teacher/Facilitator



Alter -- [ fr. L. alterother, aliusother. Cf. {Else}, {Other}.]

Tomakeotherwise; tochangeinsomerespect, eitherpartiallyorwholly; tovary; tomodify. ``Toaltertheking'scourse.'' ``Toaltertheconditionofaman.''

``NopowerinVenicecanalteradecree.'' --Shak.

Altar OF. alter, autier, F. autel. Cf. {Altitude}.]

Araisedstructure (asasquareoroblongerectionofstoneorwood) onwhichsacrificesareofferedorincenseburnedtoadeity.

NoahbuildedanaltaruntotheLord. --Gen. viii.



The loving heart of esteeming, upholding others in friendship

Consecrating others with the quality of holding-up, esteeming one and all with the loving heart of friendship



The loving heart of esteeming, upholding others in friendship

Consecrating others with the quality of holding-up, esteeming one and all with the loving heart of friendship

All-True-Ism, to make one and all True


  • Altruism:  [n] the quality of unselfish concern for the welfare of others;

    devotion, both natural and moral, to the interests of others

  • Altruism is achieved through some manner of Universal Identification

      affection for, being enamored of the Heart of the Universe.

    Who are we ? Who is our audience?

Philosophical and practical objectives of our department
Philosophical and Practical Objectives of our Department

  • In accordance with our school’s triple objectives,

    Altruism, Creativity, and Global Networking (ACG); the CSIA English Department seeks to help our students to boldly enter into the global marketplace of ideas, and help these students feel confident and comfortable to exchange ideas, there.

  • We seek to instill in our students a higher sense of appreciation for English Literature and world literature, through enhancing the reading comprehension skills of our students.  In this way we hope to raise up more humane global leaders of altruistic minds.

  • We seek to help our students improve their communication skills, with regards to the spoken word and the written word, so that our students may be more confident to join in academic discussion and debate.  Through developing their Critical Reasoning skills, we seek to nurture their creativity, and their sense of connectedness to the entire global community.


Those who are at the mercy of impulse―who

lack self-control―suffer a moral deficiency:

The ability to control impulse is the base of will and character.

By the same token, the root of altruism lies in empathy, the ability to read emotions in others; lacking a sense of another's need or despair, there is no caring.

And if there are any two moral stances that our times call for,

they are precisely these, self-restraint and compassion.

--- Daniel Goleman

Emotional intelligence
Emotional Intelligence

… the root of altruism lies in empathy, the ability to read emotions in others; lacking a sense of another's need or despair, there is no caring.

-- Psychologist and journalist Daniel Goleman, achieved widespread recognition in 1995 with the publication of his book Emotional Intelligence, which popularized research by psychologists showing that success in life and work is based on much more than IQ .

  • Those who are at the mercy of impulse―who

    lack self-control―suffer a moral deficiency:

    충동에 좌우되는 사람들, 다시 말해서

    자기 통제력이 부족한 사람들은 도덕적 결핍을 겪는다:

  • The ability to control impulse is the base of will and character.

    충동을 통제하는 능력은 의지력과 품성의 기본이기 때문에.

  • By the same token, the root of altruism lies in empathy, the ability to read emotions in others; lacking a sense of another's need or despair, there is no caring.

    같은 이유로, 애타(愛他)주의의 근간은 다른 사람들의 감정을 해독하는 능력인 감정이입에 바탕을 두고 있기 때문에 타인들의 욕구나 절망감을 지각하지 못하면 그들에 대한 배려는 있을 수가 없게 된다.

    And if there are any two moral stances that our times call for,

    they are precisely these, self-restraint and compassion.

    현시대가 요구하는 도덕적 태도 두 가지를 든다면,

    그것은 다름 아닌 자기 절제를 하는 극기와 동정심이라고 할 수 있다..

Emotional intelligence1
Emotional Intelligence

In a 1994 report on the current state of emotional literacy in the U.S.,

author Daniel Goleman stated:

  • "...in navigating our lives, it is our fears and envies, our rages and depressions, our worries and anxieties that steer us day to day. Even the most academically brilliant among us are vulnerable to being undone by unruly emotions. The price we pay for emotional illiteracy is in failed marriages and troubled families, in stunted social and work lives, in deteriorating physical health and mental anguish and, as a society, in tragedies such as killings..."

  • Goleman attests that the best remedy for battling our emotional shortcomings is preventive medicine. In other words, we need to place as muchimportance on teaching our children the essential skills of Emotional Intelligence as we do on more traditional measures like IQ and GPA.

Teaching methods
Teaching Methods

  • 1. Teaching Plan

    A: Primary Teaching Materials -- High School

    Elements of Language (Sixth Course)

    Elements of Literature (Sixth Course)

    Elements of Style; Holt Reader (Sixth Course)

    Word Power (Vocabulary Builder) and

    Critical Reading, extra credit reading list, one novel per month (HS)

    B: Primary Goal: English Proficiency, then Mastery

    To raise up students who can proficiently communicate in English, classes will be student-centered and include small group discussions, lectures, group activities, presentations, writing.

  • 2. Over-all Teaching Methodology:

Teaching methods1
Teaching Methods

  • 2. Over-all Teaching Methodology:

    A: English classes will be differentiated (Regular/Honors), with placement

    arranged according to the English proficiency of each student

    B: Listening and Speaking skills will be enhanced through group discussions, presentations, and group activities

    C: Reading and writing skills will be enhanced through extensive reading

    in literature and current periodicals, and through essays and term


    D: Vocabulary skills will be enhanced through the study of

    TOEFL, SAT (PSAT), and AP material

    E: Awareness of local and global issues will be promoted

    through the use of English Language newspapers.

    This exposure will also help students expand their vocabulary and

    humanitarian insight.

Challenging to the top students nurturing those still climbing
Challenging to the top students, nurturing those still climbing

  • In our wide outreach to the global community, our admission process allows us to receive students who are all at many different levels of English proficiency—from students at the beginners level of English as a second language, to students ready to tackle the Advanced Placement (AP) college level exams. Fortunately the low Student/Teacher ratio within the English department, allows CSIA to maintain relatively small classes, through which our teachers might more closely mentor our student.

  • In order to account for the difference between the regular program and the rigorous higher standard to which we hold the students who study at the advanced level, we have established several distinctions in our English program.  We call these distinctions by name: “Regular” English, “Honors” English, and “Accelerated” English.

Differentiated regular honors and accelerated english
Differentiated Regular, Honors, and Accelerated English

  • Honors English -- Most students on the International track are enrolled in Honors English.  In addition to the basic two components of 1) Literature and 2) Grammar/Composition, students in Honors English are held to a higher standard of Critical Reading, Diction (Vocabulary Study), and familiarity with several standardized tests—including AP, Sat-II, as well as SAT-1 and TOEFL.  These classes will have more advanced and more numerous reading and writing assignments.

  • Regular English -- Most students on the Domestic Track are enrolled in Regular English.  There are two basic components in this division:  1) Literature and 2) Grammar/Composition.  More advanced material will be covered in Honors.  Domestic Students may apply for Honors electives.

  • Accelerated English – Usually students on the International track, who are preparing for AP English--and who are doing additional, in-depth tutorials--are further distinguished as “Accelerated.”   In addition to fulfilling the monthly readings on the list of the Critical Reading program, “Accelerated” students are to enroll in a tutorial program (or independent study), and are to be held to a more advanced discipline of reading and writing assignments. “Accelerated” students should be preparing for, or finished with, the Spring AP English Literature or AP English Language examination.

Domestic and international split in hs freshmen year
Domestic and International Split in HS Freshmen Year?

  • There will not be a Domestic/International Split in the HS Freshmen Year.

    But there will be an “Honors” program.

  • Although we will place incoming students according to the results of the placement tests given, students from anywhere along the spectrum may qualify for "Honors"English by applying for the Extra (“Elective”) AP level workload.  

  • That workload will include

    1) Monthly assessments on AP Lit/Lang instruction with extra papers, assignments,

    2) Weekly (extra) vocab testing (initially based on Word smart), and

    3) Monthly assessment on supplemental Critical-Reading.

  • Through these measures, a separate "Honors'" Course (tutorial)

    will be noted on the student's record.

Our criteria for honors vs regular english
Our Criteria for "Honors" vs "Regular" English?

  • The intensity of "Honors" English is a level of content that is achievedmostly on an extra-curricular (elective) basis.  Therein, the basic curriculum will target the Average student—the evaluation of our daily assessments, homework, and projects, and presentations shall be designed to be manageable for the average student. Honors English will be difficult enough, for those who want to take on that extra burden.

  • How is this Honor’s program different from our program last year?

    Stress off the Domestic Students

    Choice for all students – no matter one’s level of English.

    But Students challenged by English must be real-desperate or real-istic.

The criteria for honors is no easy walk in the park
The Criteria for “Honors” is no easy walk in the park.

* AP Literature and/or AP Language (“Elective”)* WordSmart I, II, etc... for supplemental vocab tests (extra credit)?* Critical Reading (CR) is part of the Honor's program.

  • --- Additional English Supplemental Electives(towards Domes/Internatl)

    Although we cover basic and advanced curriculum in our regular classes, we offer extra, supplementary classes devoted to developing specialized skills and to improving the students’ abilities to raise their scores in such standardized tests as TOEFL, SAT, AP language, and AP literature.

    --- Regular Supplementary Tests for Vocabulary Development

    (Extra credit) In addition to vocabulary covered in literature class, the source material for the supplementary vocabulary tests will be: A progression through, Word Smart I, II Cycles; followed by the SAT-1 list from the Barron’s new SAT-1 prep book. Subsequently: Verbal Advantage (Further, advanced study)

    --- Critical Reading is about fostering a habit of reading a book a month,

    *outside of* the English Curriculum.  But, CR is not mandatory for all students.We need to discuss how to reward students who are not on the Honorstrack, but who nonetheless make the effort to build this extra-curricular habit.

    (“The Scarlet Letter” experience?)

Basic curriculum format further differentiated in second year
Basic Curriculum FormatFurther differentiated in Second Year

  • High School International Track (Accelerated/Honors)

           AP English Oriented (Accelerated, based on certain prerequisites)

            SAT-1 Oriented (Honors) 

  • High School Domestic Track  (Regular)

            TOEFL/TOEIC Oriented

  • High School Remedial Track (Regular) -- Ideally, first year, only:

    Some students may need extra conversation classes ,

    or other support during Afternoon Electives;

    some may be assigned time in the Language Lab -- to use,

    for example, vocabulary and pronunciation/expansion drills).

Over all assessment
Over-all Assessment:

  • 1. Assessment

    A. Students will be assessed in four skill areas: reading, writing, speaking, and listening through administration of standardized tests, such as TOEF, SAT, KSAT, and PSAT

    B. Students will also be assessed through various writing assignments, on speaking through discussions and presentations, and on listening skills through understanding of teacher’s lectures.

    C Teachers will establish assessments that are fair, objective, pertinent, and reliable, thereby assessing all students in the same manner.

  • 2. Assessment Criteria

    A. Assessment Ratio

    30% midterm/final (15% each)

    70% performance assessment

    B. Breakdown of Performance Assessment

    20% quizzes/tests (to include standardized mock tests)

    20% Homework / participation / daily evaluation

    30% Term papers / Projects / and, or Presentation

    C. Honors: Critical Reading and Supplemental Vocabulary Tests extra credit

Promoting leadership through special extra curricular activities
Promoting Leadership through special, extra-curricular activities

  • Through debate contests, speech contests, Pop-song contests, and drama productions; through nationwide and international competitions, the students not only are able to express their creativity but may also adapt to a more proactive mindset, as they prepare and present novel social and academic projects in English.

  • Additional projects promoted by the English Department include, amateur film-making, and several student publications--such as the school newspaper, “The Quill,” the Middle School English magazine “Dreams Come True” and the High School English magazine, “Imaginical.”

Communication is key
Communication is Key:

  • In order to keep parents informed of the status of our program, and to remain responsive to the feed back of students and parents; we will meet regularly with parents: 1) at the beginning of the semester, 2) after the mid-terms and 3) after the final term exams.

  • To ensure the smooth execution of our program, we will invite all parents to an open forum with our department, at these times. While we are inviting questions, comments, and suggestions at those times, we hope that parents and students will be patient in the interim, so as to avoid excessive flux to the program in progress.

  • Ownership :

    • of your Education . . .

    • of this ship (Turtle Ship) frustrations / graffiti ?

    • Creating Value / Decreasing Value / Leaving “The Plus”

  • Rank / Content -- Re-active/Pro-active -- Teacher/Facilitator

Tagmemics tagmemes units in context
Tagmemics (Tagmemes Units-in-Context)

Linguist, Kenneth L. Pikeintroduced concepts of

  • "etic" (alien) and "emic" (native) perspectives in language inquiry, i.e.,

  • the distinction between "alien" and "native" perspectives on discourse generation and reception, and

  • the necessity of finding the right bridge or "tagmeme"that would yield mutual insight.

    From the tagmemic point of view,

  • every rhetor's task is inevitably analogous to

    the kinds of challenges "alien" translators in a new cultural environment encounter:

  • locating a point of entry into a particular language ambiguity, problem, or challenge

    that will provide a true bridge for

  • non-threatening exchange and that, therefore, might make possible

  • meaningful change.

    Thus, in tagmemic terms, a rhetorical task involves deliberately leaving behind a default "etic" or outsider's perspective on data under consideration, and employing heuristics (discovery procedures) that assist a communicator in approximating an "emic" or insider's perspective conducive to reaching the projected audience.

Emic versus etic approaches to
“Emic” Versus “Etic” Approaches to:

創造力 창조력 Creative power (faculty)

  • Creativity / Invention / Innovation

  • Joy / Disequilibrium

  • Research is Discovery

  • Resolve / The Resolution of Dis-ease

  • Global Market Place of Ideas

  • Creating Value as: enhancing the ability to read emotions in others

Creativity as invention
Creativity as Invention

  • Tagmemics and Composition


    The tagmemicist basically sees invention--the category which, along with arrangement, style, memory and delivery, formed the basis for classical rhetoric--as the key to the composing process. And he sees invention as essentially a "problem-solving" activity. "Problem-solving" here does not mean "puzzle-solving" but is a concept derived from the work of the Swiss psychologist, Jean Piaget.

    Piaget posits that humans think in terms of resolving "disequilibriums"in their lives. This process, which begins at a very early age, manifests itself in different strategies which are employed by a person to resolve or eliminate the "disequilibriums" or problems. According to Piaget, all human activities such as play, fantasy, analytical thought--in short, all "creative processes" manifest the same goal, eliminating the disequilibrium or dissonance which a person senses in his life.

Dissonance and joy
Dissonance and Joy

  • Composition Professor, Lee Odell, writes: The teacher's role in education is:

  • 1) to help the student learn to recognize those experiences that create dissonance for him;

  • 2) to help the student in his attempt to solve his problem by changing his world, his understanding of the world, or both…

Global networking web pages publications etc
國際 地城 專門 국제지역전문 Global NetworkingWeb pages, publications, etc.

English Composition and Literature

1) As a means to fulfill Altruism via developing Empathy,

2) As a means to Create and Invent new ways to

accomplish Reconciliation and Healing

through Resolving Disequilibrium

3) As a means to Create Value in, and bring more value to ,

the Global Village network – into the market place of ideas.

  • Skyblue Dreams

  • Mike Namowicz’s Challenges

  • Other Encounters

  • In Progress: CSIA Newspaper and Magazine

  • Participation in regional and international conferences and competitions

In conclusion

  • "Altruism" is the root of our philosophy of Education, here at Cheong-Shim International Academy.  Altruism is the base from which all other values will grow.  The English Department here is committed to filling our students with "Creative knowledge" and ensuring that they naturally become specialists in the art of"Global Networking."

  • That art is a function of Empathy--empathy with the whole, the organic whole of our individual being as it interacts with the wholeness of families, societies, nations, the world, and the cosmos. 

  • Depends on our awareness of what makes for homeostasis

In the tao te ching the meaning way of life virtue attributed to the legendary lao tsu we read
In the Tao Te Ching (The Meaning/Way of Life/Virtue), attributed to the legendary Lao Tsu, we read:

  • The Man of Calling has no heart of his own.

  • he makes the people's heart his own.

  • 'To the good I am good;

  • to the non-good I am also good,

  • for Life is goodness.

  • To the faithful I am faithful;

  • to the unfaithful I am also faithful,

  • for Life is faithfulness.'

  • The Man of Calling lives very quietly in the world.

  • People look for him and listen out for him with surprise,

  • and the Man of Calling accepts them all as his children.

    Passage 49 (Wilhelm, Johnson, Lao Tzu)


  • About Altruism (in the western sense) … In the movie “Beautiful Mind”--about Nobel Prize winner, John Nash--we have Mr. Nash explaining that, “Adam Smith said, the best result comes from everyone in the group doing what’s best for himself, right? That’s what he said, right? Incomplete. Incomplete! Because the best result would come from everyone in the group doing what’s best for himself and the group.”

  • On self-control , self restraint – the ability to control impulse, as Goleman says …

    Nash: You wanted to see if I was crazy and would screw everything up if I actually won. [Hansen is concerned about John still having hallucinations] Nash: They are my past. Everyone is haunted by their past. Nash: I've gotten used to ignoring them and I think, as a result, they've kind of given up on me. I think that's what it's like with all our dreams and our nightmares, Martin, we've got to keep feeding them for them to stay alive. Nash: [to Thomas King] I still see things that are not here. I just choose not to acknowledge them. Like a diet of the mind, I just choose not to indulge certain appetites; like my appetite for patterns; perhaps my appetite to imagine and to dream.