Online Examination Management System

Online Examination Management System Online Examination Management System CHAPTER- 1: Introduction 1.1 Topic of the system Now a day, the use of information technology in educational institutes and private organization is very common. In educational institutes you will find presentation software, course websites, Intranet facility and online homework assignments and the automation of organization have been found very commonly with the rapid development in information technology. Now a day, in organization due to automation all the works is done by computers. It makes work easier, faster reliable as compare to the previous way of working. Information technology is growing day by day still we fail to provide proper IT assistance to education industry. At the time of Exam, Still we follow the same old method of collecting questions from different teachers , then arranging them in proper order and then setting up a questionnaire and even at the places where we are following online or automated examination system we are not able to prevent the drawback of same or repeated question paper. The system which developer is going to propose is an â€Å"Online Examination Management System†. This system is used to solve many problems faced by education organization or any other organization (who are conducting an exam for any purpose). This system is used to conduct objective based/multiple choice based online exam; it will also generate the question paper for an online exam and written exam (which is a common method of conducting an exam). It will generate random question in online exam for each candidate, it will also assess online exam generate a result for the candidate at the same time after completing an exam. This system will generate all the required report to keep the record in files. 1.2 Purpose of the Situation As the Information technology is growing day by day still we fail to provide proper IT assistance to education industry. Still we follow the same old method of collecting questions from different teachers, then arranging them in proper order and then setting up a questionnaire and even at the places where we are following online or automated examination system we are not able to prevent the drawback of same or repeated question paper. With the help of proposed system user can solve all the problems and make work easier, faster, and reliable. 1.3 Target Reader The main target readers of the proposed system are stake holder of educational or other institute/organization, who conducts exams for admission purpose, exam preparations or jobs. Candidates those are willing to appear in exams for any purpose like admission, preparation etc. 1.4 Topic Background Online Examination Management System is a system which is used by any educational institute or any organization who are conducting exam for job or any other purpose. This system will help them to conduct an online exam. This system is used to conduct an aptitude paper for admission or job purpose and it will also help to generate a question paper for educational institute. The most important feature of proposed system is that this system is not only a web based application it is a combination of web-based and stand alone application. So that user can take the benefit of proposed system in any situation. User never depends on the net connectivity for his work user can do his work with the help of standalone module. Proposed system will help to keep the record of students/candidates who are willing to give exams. It will also store the records of members of the institute/organization. It will store all the data related to examination like Question, Exams Detail, and Exam Schedule etc. Proposed system will also help to conduct an online exam so that user can take exam at any time and candidate can also participate in exam from any part of this world. Online exam consist mainly two type of question multiple choice and multiple response. At the time of online exam random question will generate for exam so that no one candidate will get the same question at the same time if questions are available in database. Proposed system will also help to assess paper at the same time after the completion of exam. This will also help to generate a question for free format question which is very commonly used in any educational institute. This can only assess by the examination authorities. Another important thing in proposed system is that it can save data at real time if any problem will take place it store all the data at the same time, so that there is no lose of data. 1.5 Problem Context and Rational Tangible benefit The use of â€Å"Online Examination Management System† will also help in institute organization to achieve many objectives. They are†¦. 1. Frequently you can assess student learning: With the help of online exam you can take exam any time to check the learning of the candidate. 2. Elimination of grading requirement and cost:- All the things will done with the help of computer like taking an exam of the candidate, generating a question paper for online exam written paper, assessment of online exam paper generating the result of candidate. So that there is a less requirement of manpower time. So that it will reduce the cost requirement to take an exam. 3. Immediate feedback of student performance: With the help of this system you can give feedback to the student at the same time because paper of online exam will assess at the same time by the system. So that there is no need to wait the candidate for there result. 4. Elimination of paper copying cost: Online exam will help to eliminate the requirement of paper work. With the help of this system all the work will done with the help of computers so that, it will reduce usage of paper. Certain statistic quote that 18% of corporate printed material becomes outdated after 30 days. Imagine that what happened after a year what. Now, imagine if that material were always online or on your system. So that there is no requirement of buying the paper for paper work it will also reduce storage problem for storing bundles of paper. 5. It will help to save time: This system will help to save the time of the people who are involved in exam. Already question where stored in database of the system. No need to set the paper many days before the exam you can generate the paper at the same time of exam. There is no need to check the paper. All the paper will be checked with the help of system. There is no need to wait for result candidate can see result after completing the exam. Intangible benefit 1. Access is possible from any where: You can give an exam from any centre in the world there is no restriction of borders to give an exam. 2. It gives more security as compare to present system: -If you come to know that exam paper is hacked so that you can change the paper at the same time. But we are generating random question so there is no use of hacking the paper. 3. It will make work consistence: With the help of this software you can assure that your exam paper or result will not be modified by any person without your permission. There is no chance of paper leak. If you come know that exam paper is hacked then you can change the paper at the same time. Then there is no partiality in checking of paper the entire candidate will get marks according to their caliber. This will help to generate a randomly question in question paper. So that each candidate will get different paper in the same exam, so there is no chance of cheating. 1.6 Objective of the System In the proposed system â€Å"ONLINE EXAMINATION MANAGEMENT SYSTEM†, people will find solutions for all their queries and loopholes in the existing exam assessment methodology. The system which developer is going to develop will help in institutes organizations to take an exam, for admission in colleges for placement in companies. This system will work on both side client side as well as server side. It means its a combination of web application stand alone application. So that with the help of this system people can take online exam with the help of web technology with the help of standalone application you can save questions any time there is no need of internet connection. This system will help to take an online exam so that candidate can access the exam from any one of the exam centre in the world. This system will help them to store the question in database of the system for exam. This system will help to generate the question paper from the database with the different level of difficulties grades. Now if you want to take a written paper of the candidates then this system will generate the question paper for return paper also. The questions for written exam are randomly generated so that there is very less chance to repeat the question in the question paper. It will happen only if there is less amount of question in database. This system will help them to assess the exam paper of the online exam. This system will automatically generate the result of the exam. You can export a question paper in â€Å".doc† format for written paper. 1.7 Functionality of the System Modules of the system Candidate/Student Information: This module will help to keep the record of the entire candidate of exam.Teacher Information: This module is used to keep the record of the entire faculties in institute.Generate Question Bank: This module will help to insert the question in the database.Generate Question Paper: This module will help to generate the question paper which includes all types wattage of question for the candidate. It will export the paper in â€Å".doc† format for written exam.Online Examination: This module is used to take an online exam.Reports: This module will help to generate all the reports. 1.8 Deliverables of the system v Creating data bank 1. Question can be categorized according to topic, types etc. 2. Exam can be created random basis per student. 3. System can automatically add the marks allocated in each question to determine the total mark for the exam. v Control Mechanism in the Exam 1. Time limit can be set for the exam. 2. The sequence of question can be randomized. 3. Student can navigate within a exam (i.e. backward forward) can be set navigation tool/button can be selected for a exam these button can be switched. 4. Student can be allowed to exit the exam before completing the entire question. 5. A specific date for a exam to be active can be set. v Question Types Multiple Choices: This allows the user to select one correct answer.Multiple Responses: This allows the users to select more than one answer.Free Format: This type of question will used to take a written exam of the student which is very often used by educational institute to conduct an exam. v Other Essential Requirements Negative marking should be possible in all the question types.Remaining time can be displayed.Free format question can be saved in Data Bank.A paper for written exam can be generated with the help system Data Bank.Answer can be saved at real time. v Security Only registered student are able to access the exam.Exam can be made available on special dates. v Reporting The following results on the exam performance can be obtained. Student number, name mark in word format.Average time used by the studentTime taken for each individual student to complete the test. CHAPTER- 2: PROBLEM DESCRIPTION Introduction to problem area Isnt it an irony that the agent which is solely responsible for the development of these technologies, itself has not been served fully? Examination is one such component of educational system which has always held a very high importance. Since time immemorial examinations are held to separate the best out of rest. The formal examination system is a very long procedure to conduct an examination. From the respect of the recruiter, they should give extra effort on the examination to select employees for the organization. This is a huge responsibility and extra load to the recruiter to conduct an examination. This is very costly and extremely tedious to conduct an examination. Side by side online examination is a very sophisticated examination conducting system. Nowadays, almost all of the organizations or companies are using computerized system to manage their organizations data. At the same time most of the universities or campuses are using computerized system for storing and managin g their education data excluded the examination data (exam question, exam answer and so on). Therefore, lecturers have to create new exam papers manually, it will bring a lot of troublesome while they want to retrieve back previous exam question or answer for references purpose. In this process, still a lot of messy work is involved such as manually clicking or searching the old set of questions. Even they have a common hardcopy or softcopy without systemisation. Furthermore, the admin is always busy in arranging the exam papers and headache of managing a flexible exam time schedule. Also without the computerized system, the examinee cheating issue and the security issue (sneaked out the exam paper before the exam) cannot be controlled well.Internet connectivity often gets lost which is another problem being faced by the examinees. Nature of challenge The main challenge in developing this system will be to understand the concepts and fundamentals behind managing examinations online. As I am not one of the administrative staff it will be quite an uphill task to get to the basic functionalities of this system. The main challenge that would be required for building this system is that it will generate the random question paper to each student so as to avoid cheating. It would evaluate the answers very instantly. It would have a time limitation for each and every section of the questions and would be ideal for the competitive exams like GRE, CAT etc. The notification of results would be sent to the candidate by email or text message. The generation of admit card is another challenge which would require a lot of effort as a huge crowd would be attempting the exam. We can also save the current exam and would rather provide facilities to both the examiner and students. Another serious challenge is to handle the power failure. It is requi red to for me to learn how to generate the questions papers and the admit cards randomly. I also need to learn how to handle the power failure and the advanced features of ASP.NET which includes the report generation, session management and all the security features that needs to be incorporated in the system so as the system may be hack proof. I need to learn how to generate different sets of questions from a set of questions. Maintaining the database is another challenge which needs a lot of efforts. CHAPTER- 3: PROJECT PLANNING Development Plan The Development Plan is the essential part as it provides the action plan for developing the â€Å"Online Examination Management System†. The development plan will show what will be done and in what time. Since the methodology selected is RUP methodology, the development plan is developed by concerning the stages of RUP methodology. Project Duration: 30 weeks 1. Inception phase (Estimated Time =41 Days) 1.1 Iteration 1: [Task: Pre-proposal and planning] (Duration: 25 Days) 1.1.1 Project Identification 1.1.2 PPF discussion with supervisor 1.1.3 Preparation of PPF 1.1.4 Online submission of PPF 1.1.5 Finalization of project title 1.2 Iteration 2: [Task: Development Plan] (Duration: 17 Days) 2.1.1 Specification research of the project 2.1.2 Identification of project module 2.1.3 Limitation of project scope 2.1.4 Identification of resources 2.1.5 Identification of required techniques to be learned 2.1.6 Methodology used 2.1.7 Preparation of development plan 2.1.8 Preparation of test plan 2.1.9 Submission of PSF 2.1.10 Gantt chart 2. Elaboration Phase (Estimated Time= 67 Days) 2.1 Iteration 1: [Tasks: System Investigation and Research] (Duration :14 Days) 2.1.1 Collect user requirements 2.1.1.1 Primary research 2.1.2.1.1 Questionnaire 2.1.2.1.2 Interviews 2.1.2.1.3 Observation 2.1.2 Research on the functional areas of the system 2.1.3 Identification of modules 2.2 Iteration 2: [Tasks: System Analysis] (Duration: 41 Days) 2.2.1 Analysis of user requirements 2.2.2 UML diagrams 2.2.3 Screen design 2.2.4 Database design 2.2.5 Evaluation of the screen and database design 2.3 Iteration 3: [Tasks: Technical language learning and research] (Duration: 12 Days) 2.3.1 Secondary research 2.3.2 Finalization of language 2.3.3 Finalization of development methodology 2.3.4 Learn technical skills 3. Construction Phase (Estimated Time= 58 Days) 3.1 Iteration 1: [Tasks: Interface Design and Database Design] (Duration: 26 Days) 3.1.1 Database Design 3.1.2 Prototype design 3.1.3 Documentation of the system 3.2 Iteration 2: [Tasks: System Modules] (Duration: 32 Days) 3.2.1 Analysis of the system 3.2.2 Identification of modules 3.2.3 Implementation of modules 3.2.4 Documentation of modules 4. Transition Phase (Estimated Time= 45 Days) 4.1 Iteration 1: [Tasks: Testing] (Duration: 27 Days) 4.1.1 Integration of all the modules 4.1.2 Preparation of test plan 4.1.3 Finding the target users 4.1.4 Testing and debugging the entire system 4.2 Iteration 2: [Tasks: Documentation] (Duration: 15 Days) 4.2.1 Completion of system documentation 4.3 Iteration 3: [Tasks: Luck Iteration] (Duration: 3 Days) 4.3.1 Finishing tips CHAPTER- 3: LITERATURE REVIEW 3.1 Domain Research 3.1.1 Online Examination As a change in model world all the things are going to be automated know a day all work done with the help of computer. Which makes our work more easy, fast (time consuming) reliable. Same in education field also examination is also will taken with the help of computer it means the process of online examination will help the education institute to take an exam online which can help them to take an exam from anywhere in this world. Online examination is completely objective based exams which assume simple answers that can be formally checked and easily evaluated online. The typical type of questions are 1) one word answer, 2) multiple choice, 3) free format Question in this type of question system need to grade manually by the instructor. System Architecture Online Examination system has four major components. 1) Examination Preparation, 2) Examination System, 3) Examination Monitoring, 4) The Auto Grading System. Examination Preparation This component is used to manage the data bank of the question answer of the question, Assign the test Id, Schedule the test. Data base is opened to the teacher to add the question for the exam. Examination System This component is used to control all the functionality of the system. Like client side Control, Time Control, Security of the system. This component is very important because it used to keep the control on the security time. Examination Monitoring This component is used for real time monitoring which can help to keep the track of exam processing, test ID statistic and collect all the answers. The Auto Grading System This Component is used to grade the exam automatically with the help of this system. All the answer of the exam is graded with the help of this system automatically. Component of Online Examination It is a multi-layer system composite of Web Server, Database Server and Middleware Server, Such as Internet browser. In this developer using Microsoft .Net Frame Work 2.0 and Internet Information Server (IIS) 6.0 as the Web Server, The Database Server is My SQL. Multi Layer System Middleware Server and the client Module which is designed according to the Microsoft DCOM (Distributed Component Object Model Standard) standard is the kernel of the Examination System. DCOM is the binary objects extension jointing LAN, WAN and Internet, which can instance and bind objects over different network. It is an advanced network protocol used to co-operate with COM based components of two processes in different locations. Server-side component is middle ware of the system which provides communication interface between clients and the web server or database server. Client is a client-side component which is called by the browser to control the client computer and submit or receive information from the server. This technology guarantees the flexibility and the potential for extension of the test system. In addition, it allows access to local files, whereas in conventional systems, the IE security prevents such access. Communication of Client and Server (http://fie.engrng.pitt.edu/fie2003/papers/1300.pdf Retrieved on Aug, 16, 2007) 3.1.2 Exam Assessment Exam Assessment is also known as Auto-Grading System. This will help to assess an exam paper of the exam. It helps teacher to assess the paper which are collected from examination system. There are two type of grading: 1) Objective Question 2) Operational Question. Objective question such as Choice question, True/False etc can be graded efficiently by accurate matching or fuzzy matching. But to grade an Operational question is not an easy task with the help of a simple matching algorithm. To check operational question there are two possible solutions. First way to grade an operational question is reading the answer file directly and comparing it to key file. But it is not practical because of Microsoft office file is very complicated to read the question file and another way to grade the operational question is with the help of office OLE object. This is method is convenient and efficient but it have big disadvantage practically not possible. The source code of the system is closely related to concrete question so it will create problems at the time of question are changed which result large amount of work. (http://fie.engrng.pitt.edu/fie2003/papers/1300.pdf Retrieved on Aug, 16, 2007) and (http://www.iacis.org/iis/2005_IIS/PDFs/Davidrajuh_Tharmalingam.pdf Retrieved on Aug, 7, 2007) So developer decided that the grading of operational questions is not possible because to grade an operational question we have to create complete dictionary which contain thousands of words. 3.1.3 Distributed Computing- As the technology changed many things become easier which make our work more efficient and easy. Distributed computing is also very helpful to do all this work. As we all know the power of computer. What he can do for us to make our work efficient. Know assume all the work is done with the help of single computer; it is also know as regular computing or Grid Computing. But it will work but only if we are doing simple things, if we want to do many complicated work with the help of single computer it makes our work very slow. This is not a good approach to do our work so the better way to do our work. So in this situation distributed computing is very helpful it will do work with help of many computers. It divides its workload very smartly with the help of many computers which are available on network. With the help of distributed computing we can do our work very efficiently and quickly. Regular vs Distributed Computing (http://library.thinkquest.org/C007645/english/0-definition.htm , Retrieved on Aug 19, 2007) The main advantages of distributed computing over traditional supercomputer is its economy, Distributed computing can take full advantage of a computers capabilities by keeping it busy with numbers to calculate. If enough users sign up, these linked computers — often referred to as virtual parallel machines — can improve the fastest supercomputer by as much as four times for a fraction of the supercomputers cost. (http://library.thinkquest.org/C007645/english/images/103-advantages.jpg, Retrieved on Aug, 19, 2007) 3.1.4 Client/Server Architecture 3.1.4.1 2-Tier Architecture 3.1.4.2 3-Tier Architecture 3 tier architecture After the research of Client/Server Architecture developer decided that 3-tier Architecture is the best way to develop the proposed system because proposed system is used by many number of user and it is an examination system, so that it require lots of security from the hacking of question paper which is only possible with the help of 3-tier architecture because all the data will stored on the main server of the system, and user can only interact with the Presentation layer of the system with the help of business logic. As the study of Client/Server Architecture developer come to know that C# and .Net Framework is the best development tool to develop an application in 3-tier architecture. So that developer decided to develop a proposed system in C# and .Net Framework. 3.2 Study of Existing System There are many other examination system are available in market for the users. They are:- 3.2.1 Online Examination System (OnEx) This examination system is developed by Knowgence Technologies Pvt. Ltd. This system also provided many features like. Administrator will assign exam to users.Ease of creation and modifying exam at any time.Online monitoring of exams showing percentage completed.Student can move from any question to question.Automatic checking against predefined answer (if there is no Subjective question).Automatic disabling of exam when it is completed.Last 10 min alert. And many more. (http://www.knowgence.com/Download/OnExBrochure.pdf, Retrieved on October 18, 2009) 3.2.2 CUE Assessment System This Assessment System is developed by CALM, Department of Mathematics,Heriot-Watt University, this existing system is also used to assessed online examination. The features which are provided in this system are 1. Easy to create and modify the questions. 2. Checking of question and delivering exam. 3. Assessment for online exam accepts free format questions. Varity of questions like multiple choices, multiple responses etc. And many more. (http://www.calm.hw.ac.uk/cue.html, Retrieved on October 18, 2009) Why developer system is better than Existing system? After the study of existing system developer come to know that many features are not available. But proposed system will take care of all the features. 1) No one system is a combination of standalone and web. So that it system is only used when internet is available. 2) No one system has the entire feature like online exam, exam assessment and paper generator. 3) Generating a question in an exam with random order so that no one student/candidate will get same question in an exam if question are available in a database. 4) Data will be saved at real time if any problem will occur so that data will store at the same time. It will help to reduce the chance of data lose. 5) Generating a paper for written exam which is very helpful for education institute like school and colleges that are very often used. As the above features are not available in one complete system so that developer decided to provide this entire feature in proposed system. CHAPTER-4: SECONDARY RESEARCH 4.1 Academic Research 4.1.1 Process Models Process model defines a distinct set of activities, actions, tasks, milestones, and work products that are required to engineer for developing the software. These process models are not perfect, but they do provide a useful road map for software engineering work. Software engineer and there managers adapt a process model and then they follow it. In addition the people who have requested the software have a role to play as the process model is followed. Process model is important in the project as it provides the stability, control, and organization to an activity. There are many Process Models like waterfall model, spiral model, etc. A project can be made under any model. 4.1.1.1 Waterfall Model The waterfall model is also called as the â€Å"classic life cycle†. It suggests a systematic, sequential approach to software development that begins with customer specification of requirements and progresses through planning, modeling, construction, and deployment. It produces deliverables at each phase like software requirement specification, design documents, actual code and test cases, final product etc. The waterfall model is the oldest paradigm for software engineering. (http://www.digitella.co.uk/brochures/Digitella%20SDLC.pdf , Retrieved on August 9, 2007) Some of the advantages are-: * The single requirements phase encourages specification of what the system is to do before deciding how the system will do. (i.e. specification before design). * The single design phase encourages planning of the system structure before building the components (i.e. design before coding). * The use of the reviews at the end of each phase permits acquirer and user involvement. * Each preceding step serves as an approved, documented baseline for the succeeding step. Some of the disadvantages of waterfall model are-: * Baselines and milestones place heavily emphasis on documentation in the early phases of the project. * Customers must be able to express their requirements completely, correctly, and with clarity. * Delays can occur in designing, coding, and testing. * It is difficult to access the true state of progress during the first two to three stages. * The developer must understand the application from the beginning. * No demonstration of system capabilities can occur until the end of the project. 4.1.1.2 Spiral Model The spiral model is another iterative model that has been proposed. As the name suggests, the activities in this model can be organized like a spiral that has many cycles. A spiral model is divided into a number of framework activities, also called task regions. Typically there are six task regions. 1. The customer communication task to establish effective communication between developer and customer. 2. The planning task to define resources, time lines and other project related information. 3. The risk analysis task to assess both technical and management risks. 4. The en

Literary Analysis: The Omnivore’s Dilemma Essay

In Michael Pollan’s, The Omnivores Dilemma everything we eat is somehow derived from corn. Dating back to the day of the Mayans when they were sometimes referred to as â€Å"the corn people† (Pollan 19). Pollan takes us back to the â€Å"beginning† of the industrial food chain. In The Omnivores Dilemma historical context, ideology, and setting do not do the reader justice in opening their eyes to the harsh reality that without the corn industry eating as we know it today would cease to exist. The use of historical context in The Omnivores Dilemma insufficiently details the actual origin of corn. Per Pollan’s writing he explains that â€Å"Squanto taught the Pilgrims to plant maize in 1621†¦.. † (Pollan 25), but the existence of corn dates way back much further than 1621. In a 1948 excavation of Bat Cave, New Mexico by then student of anthropology at Harvard University, Herbert W. Dick found small cobs of corn at the bottom of Bat Caves floor which were estimated to contain maize that had their beginning no later than 2000 B. C. (Mangelsdorf 148). Many different types of test have been used to determine how old the corn plant is, but only with solid evidence provided by archeologists has there been any real way to argue the actual evolution of corn. It is more than evident having conducted my own research about the origin and historical context of corn that Pollan merely â€Å"touched† on the subject matter of, where corn came from. In this day and age with many households having both the husband and wife, or single parent households, or just because of mere laziness, society as a whole doesn’t put as much thought into what we consume as they use to. For the most part what we consume is what is most convenient at the time we are hungry, but little do most of us know what it really is that we are eating†¦.. corn. As Pollan so bluntly states, â€Å"†¦. At the end of the food chain (which is to say at the beginning), I invariably found myself in almost exactly the same place: a farm field in the American corn belt† (Pollan 18) Practically everything we eat has corn in it or has been fed corn, and has been chemically altered before it reaches us. Everything from yogurt, chicken mcnuggets, and even beef contain corn of some form. Per one article, â€Å"Pollan wants us to know what it is we’re eating, where it came from, and how it got to our table†¦Ã¢â‚¬  (The Wall Street Journal), only that even after having read The Omnivores Dilemma I still had questions, questions Pollan failed to address in his book. The only remotely interesting part of Pollan’s book is the setting; various corn farms. Though interesting it still insufficiently addressed many facts. In my opinion it would have been appropriate to add that in the U. S. alone there are over 400,000 corn farms and that the U. S. s the largest corn producer in the world, producing 32 percent of the world’s corn in the year 2010 ( www. ncga. com www. epa. gov). According to the National Corn Growers Association a good 80 percent of corn grown is eaten by both domestic and overseas livestock, poultry, and even fish. Also according to the NCGA Americans eat 25 pounds of corn a year. (www. ncga. com). Pollan details how corn travels â€Å"About a fifth of the corn river flowing out from the elevators at the Iowa Farmer’s Cooperative travels to a milling plant†¦Ã¢â‚¬  (Pollan 86), but epically fails of informing us of the â€Å"bigger picture†. In conclusion, I found that by simply doing a little research on my own in the library or by searching online, not only could I find a wide range of actually interesting information on the ever so popular corn industry, but I wouldn’t fall asleep doing so as I did on more than one occasion trying to read The Omnivores Dilemma. The Omnivores Dilemma is not a book I personally would ever read again. Nor would I recommend it.

Effective Reading Strategy for Efl Students in No.9 Middle School in Beijing Essay

1. 1 Background of study In China, English is a compulsory course, so in Chinese education system has an examination at the final end of each term in Junior or Senior high school. In the examination, it is mostly used as a way to test students’ English level, so English becomes an important course in school education. The exam will test students’ listening, reading and writing ability. Therefore teachers are paying more attention on students’ ability on reading, listening and writing. Based on researcher understanding about teaching reading, researcher wants to do some research about investigating what types of cognitive reading strategies are used in middle school in Beijing. Aim at cognitive reading strategy researcher wants to the researching about it. And which one is the most commonly used during the reading class. Through the researcher tries to find some problems to teaching at the same time, it also referred in the research. Research paper is more focused on students learning strategy and teachers training process. For experienced teachers, who are good at summing up experience through their teaching then using in the teaching process. Through this study researcher gets more information about how to teaching reading and reading strategies. 1. 2 Statement of the Problem Researcher finds some problem when doing the research. In the real classroom, teachers have no enough time to give exercises for different level of students when they did reading class. In Chinese secondary school, English teacher should attention on arrange time effectively. Give enough time on  teaching four basic skills: listening, speaking, reading and writing and doing exercises at the same time. Sometimes students can’t concentrate on these four skills, how to improve their ability in those four skills in the same time is the problem. As a researcher need research some teachers and related their teaching experiences they told some skills that teacher should change some basic teaching methods in their classroom . Teacher are not limited on traditional English teaching, but also created some new methods to adapt on different level of students in the classroom teaching. Effectively and improve their ability is important. Teachers are not only teaching knowledge but also pay attention on students’ attitude and taken in strategies in the classroom. The research is search about teaching reading strategy in Chinese middle school. Researcher chooses a famous middle school to finish the questionnaires. However the defect is all of participates are coming from same school. It can not full access to information and data. It is a problem for the research. To achieve the goals researcher should considers how to choose different level students to finish the questions and consider the teacher’s experiences to complete all questions. It is a challenge for researcher. 1. 3 Aims of the study This research is aimed to find out one useful cognitive reading strategy among the students used when they doing reading. It can enhance students reading ability when they doing exercises or in the examination. It also becomes a useful strategy when students do reading comprehension in the examination. Although there are many types of cognitive reading strategy in reading comprehension, how to choose one strategy when students doing reading is become a problem and it also can help students save time during their English examination. 1. 4 Research objectives At the end of the research, researcher will list of some reading strategies when teacher teaching reading in the class. After analyze the data, choose one strategy is used among students used. The research objectives are: 1 To investigate the cognitive reading strategies in a middle school students in Beijing 2. To investigate which type of cognitive reading strategy is most commonly used among the students. 1. 5 Research questions The research will seek answers to the following questions: 1 What are the cognitive reading strategies of middle school students in Beijing? 2 Which type is the most common used by the students? 1. 6 Rationale of the study Because the research is survey about reading strategies, so in the beginning of the research, researcher will list down what are the types of reading strategies of middle school students in the school teaching. â€Å"There are plenty of strategies for the beginner reader and many can be adapted to fit the needs of more advanced readers as well. † (Dorit Sasson, 2007). Then researcher chooses 45 students (15 students are attended in the pilot study) based on their different grades and gender to answer the question. Finally through analyze the data researcher chooses one common cognitive reading strategy is used in middle school students in Beijing. 7. Limitations of the study Research questionnaires are based on the No. 9 middle school students. Limited is both of the students and teachers are in the same school and numbers is the problem. Although their students’ levels are different but the whole English levels are not too low. And choose the students’ number is less than get enough data. Both the quantity and quality are not exactly. So these are the limitation about the research. CHAPTER ? LITERATURE REVIEW 2. 1 Introduction The first part of this section deals with the definitions of reading. Secondly it will discuss about Issues relating to English in the secondary curriculum in China. Thirdly is reading strategies. The last part will focus on the types reading strategies. Both of the contents are mainly concerned in the real classroom in Beijing. 2. 2 Definitions of Reading Reading is a huge topic, potentially beset with myriad difficulties not easily addressed in a book of this length. Brindley (1994) in her introduction to the ‘Reading’ section of Teaching English offers a helpful starting process: Reading is a complex area. We can use the term to mean the process itself, or a response to literary text. It is means reading is combine with other knowledge that used in the teaching English. Use the technical term to explain what is meaning and give the answers. Andersen et al. (1985) has shown that ‘Reading is the process of construction meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information. ’ His opinions is talking about reading is a process which connected the writer’s writing skills and writing content. It needs reader has own reading skills or strategies to understand the meaning of reading materials. What the content is and writer wanted conveyed the information to reader. It is a difficult thing between the writer and reader. There is a book By Joan Brooks McLane, Gillian Dowley McNamee, in one chapter is described that â€Å"Reading can be compared to the performance of a symphony orchestra. This analogy illustrates three points. First, like the performance of a symphony, reading is a holistic act. † It stands for when reader reading an article, they must focus on all contents and used different reading strategies, mobilize all positive factors that you have when they reading. â€Å"Second, success in reading comes from practice over long periods of time, like skill in playing musical instrument. † Everyone known that want to be successful man, they must persist in one thing that they choose. Like a player play the wonderful music, they used lots of playing skills and they need long time to practice well. Reading is the same thing like player. If they want to master the reading strategies, they should study how to read and need lots of time to practice and improve their reading comprehension. â€Å"Third, as with a musical score, there may be more than one interpretation of a text. The interpretation depends on the background of the reader, the purpose for reading, and the context in which the reading occurs. † It needs reader give their opinions after they reading the text. Because of there are many different between everyone, so after they read the text their understanding is also different. 2. 3 Issues relating to English in the secondary curriculum in China Course Description â€Å"In describing the role of a foreign language, the 1993 syllabus emphasized its instrumental value for ‘acquiring cultural and scientific knowledge, gathering information, and conducting communication with the world’ (Ministry of Education 1993: 1). † In the Chinese principle of curriculum, English as an important role in the secondary school teaching. The purpose is â€Å"foreign language teaching in China was ‘to meet the needs of the Open Door Policy and to speed up the socialist modernizations’ (Ministry of Education 1993: 1). † It stands for China should study how to become a modern country among all over the world. And welcome foreigners come China to do the business or study. The new curriculum is changed. â€Å"Using English for the acquisition of knowledge and recognizes the humanistic value of a language in the transformation of the learners’ cognitive and personal development beyond its instrumental value in knowledge acquisition. † English is becoming a popular course in the new principle of curriculum. Students should learn more knowledge not limited in the grammar or the acquisition, but also for the human value’s benefit and personal development. â€Å"English language learning, as described in the 2003 curriculum guidelines, can help students develop ‘intelligence, affect, attitudes, values, and character’ (Ministry of Education 2003: 1). † The Ministry of Education is more attention on students’ to built good educate environment and provide fully development space for students. Course Objectives â€Å"The 1993 syllabus stressed two basics: basic linguistic knowledge and basic language skills. † It is traditional and easy syllabus for students to do before 2003. However in 2003, The Ministry of Education published new syllabus objectives is ‘to help students further clarify the purpose of learning English and develop autonomous learning and cooperative learning abilities; to help students develop effective English learning strategies’ (Ministry of Education 2003: 2). Students’ language use ability is based on ‘a mastery of knowledge, skills, affect, learning strategies, and cultural awareness’ (Ministry of Education 2003:2). Students should master one language when they learning in the classroom. According to the new curriculum, â€Å"An English course should help develop students’ ‘critical thinking ability, information gathering and analysis ability, problem solving ability, and a world vision’ (Ministry of Education 2003: 2), which are essential for a citizen in the twenty-first century (Pasch and Norsworthy 2002). †English is become a course in the classroom teaching and popular in China. It develops students’ ability in all aspects. All these reflect a humanistic approach, which, according to Johnson and Johnson (1998: 158), â€Å"respects the integrity of learners, allowing for personal growth and responsibility, taking psychological and affective factors into account and representing whole-person learning, going significantly beyond the use of English as a conduit of knowledge acquisition. † It needs learners has own opinion’s and some factors will change based on their experiences and reality. Course Design The 1993 syllabus required only one compulsory module. There were no specifications for the teaching aims and demands for Grade 1. Grade 2 and Grade 3 shared one set of aims and demands in general and distinctions were made only in some aspects of listening, speaking, reading and writing for the two grades. It means there is no specific teaching aim between three grades. And how to distinguish by some aspects on four teaching skills, there are listening, speaking, reading and writing. The new curriculum offers two modules (one compulsory and one elective) and grades the aims and demands with a four-band system according to learners’ language use ability, and describes each component at different bands in detail. From the new curriculum syllabus, it has targeted for each grades of students and the aims of teaching aid. The ability-banded framework can help solve such problems as the unbalanced development of the curriculum in different regions, the learning gaps between different stages (primary, junior secondary and senior secondary), and the waste of resources as a result of repetition in the curricula. Based on different backgrounds and others, teacher used different methods. The ability-banded design also provides more flexibility and openness in the curriculum, making it more possible to teach students with diverse competences. Students can learn special technical skills provide the needs of social. Teaching Aims and Demands For teaching aims and demands, the 1993 syllabus emphasized the development of two basics: basic linguistic knowledge and basic language skills. It isolated linguistic knowledge into discrete items, for example, word class, sentence structures. And confined linguistic skills to classroom application, for example, ‘students can understand classroom English and the explanation of new language points with language learned, do question and answer on the text, and retell the story orally or in writing’ (Ministry of Education 1993: 2-3). The new 2003 curriculum gives meaning to both knowledge and skills and integrates the two by engaging students in active use of the language with what they have learned as knowledge and developed as skills and by describing the language ability as what they can do with the English language. For example, students know language forms and their functions in real communication, under- stand and master the ways to describe people and objects, to describe the development of events. For students’ all round development, the new curriculum stresses the development of their affect, learning strategy and cultural awareness along with their linguistic knowledge and linguistic skills, and defines specific teaching aims and demands for these components at different bands. Implementation Guidelines The implementation guidelines help to reach the goals set for a curriculum. The guidelines in the new curriculum, as compared with those in the 1993 syllabus, are more concrete, hence playing a stronger guiding role. Ministry of Education (2003: 23-25): The guidelines for teaching include â€Å"focusing on all learners and helping them lay a solid foundation for lifelong development; attending students’ affect and creating a pleasant, democratic and harmonious learning atmosphere; reinforcing the guidance for students’ learning strategies and helping them develop autonomous learning ability†. These guidelines represent the learner–centeredness philosophy in curriculum development (Nunan 1988: 2003). For teachers’ better understanding of the teaching methods, model teaching plans are provided. Ministry of Education (2003: 40- 42) â€Å"For assessment, the stress is put on the explanation of the underlying rationale. It emphasizes that ‘both formative assessment and summative assessment be used and attention be paid to the motivating and facilitating roles of assessment in students’ learning’†. 2. 4 Reading Strategies The best definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text. Reading is important and necessary for human especially at the present day which technology is growing rapidly. D. C Mitchell (1982:1) wrote that â€Å"reading is the way to express meaning from writer to reader. It is the way to exchange ideas of writer according to his/her styles. The ability to grasp these ideas is depending on reader’s experience, language knowledge and attitude as a fundamental basis. † Reading is a Rebecca L. Oxford (1991:1-163) classified reading strategies into four categories: 1. Memory Strategies 2. Cognitive Strategies 3. Compensation Strategies 4. Social Strategies 1. Memory Strategies are personal strategies that depend on skills and ability of each person by using something close-by as a tool for understanding, learning and memorizing that passage. This is the definition of memory strategies. It means users use memory to remember the reading contents. 2. Cognitive Strategies are essential in learning a new language. Cognitive strategies are typically found to be the most popular strategies with language learners. Based on the reader’s comprehension, they use their cognitive to understanding the reading materials. 3. Compensation Strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. Compensation strategies are intended to make up for an inadequate repertoire of grammar and, especially, of vocabulary. 4. Social Strategies is a term of social behavior; it is communication, and communication occurs between and among people. Learning a language thus involves other people, and appropriate social strategies are very important in this process. 2. 5 Teaching Reading Strategies Teaching reading strategies will increase students on reading skills in the core subject areas; this will also improve the student’s level of achievement. When Student’s are lack of knowledge will affect their ability to learn, read or write in all subject areas. Furthermore, helping students learned to read and write in the core subjects-areas will increase a student’s ability to read in all core subjects. A student’s reading comprehension skills will improve at the same time. That’s why teaching reading strategies is important in the classroom teaching. The teacher can use reading strategies that connect the students’ interest in core subject areas, this can help a student maintain their focus, improve their ability to understand and then apply what they read to the real world. . Reading is a blend of word recognition and comprehension. This involves the response of printed motivation but the growth of sense or knowledge, is the real meaning of reading. The reading process is a mix of finding words and comprehension that involves recognition of printed incentive however, the development of meaning or understanding is the core of reading about meaning. The reader should think and talk about what they are reading and the meaning of the passages, and connect them to what makes sense. Teachers and parents should assist the student by having them begin underlining the most important words in the reading material. The process of pre-reading teaching strategies will help improve reading comprehension. Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include five different types. There are Previewing, Predicting, Skimming and Scanning, Guessing from context and Paraphrasing. Next researcher will list down some characteristics about each reading strategies. First type is previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. Second type is predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content. Third type is skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions. Fourth type is guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. The last type is phrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text. 2. 6 Conclusion This chapter is related some review about the definition in reading, compare between old syllabus and new syllabus in China Education system, reading strategies and how to teach reading strategies in the classroom. These four parts provide more information about reading comprehension and it is very useful for teachers training. CHAPTER ? METHODOLOGY 3. 1 Introduction This chapter provides detailed information regarding the process of collecting the data for this research. The aspects of the research method that are being focused are the subjects, instruments, questionnaires, method of data analysis and also research procedures. 3. 2 Research Design This research is a procedure for collecting and analyzing quantitative data access the research problem. The questionnaire is for Chinese students. It is a survey in No. 9 middle school in Beijing. This design has chosen because it really suits with how the study is carried out. 3. 3 Research Population For the pilot study and the questionnaire part, the population is all Chinese students and teachers are come from No. 9 middle school. The pilot study researcher chooses 15 students because there are totally three grades and each grade has three students to answer the pilot study. All together the questionnaires give the 30 students to answer it. Another part is the teachers’ part, there are three teachers attended in the pilot study and another six teachers are answering the teacher’s questionnaire. 3. 4 Research Sample The samples that had been taken into consideration consist of 30 different grades students of No. 9 middle school in Beijing. The samples are from same school and the school is well-known in Beijing. The samples are also from different level, their learning background also different. In the samples, it also included 6 teachers are teaching three grades of No. 9 middle school in Beijing. Their teaching experiences are different, because two of them are new teachers. Their teaching experiences are not enough. It can contrasts in different teachers and get the different data during the research. 3. 5 Research Instrument To meet the purpose of this study, the researcher looks at the types of reading strategies and which type is more common among students used and teacher teaching in the classroom. To conduct the process of this study the researcher uses questionnaires for the students and teachers. This questionnaire forms are distributed to the students. This is to gather information of the student’s background and their learning and the teachers’ teaching experiences and methods about reading strategies. The students are given answers and elicit responses regarding the research question. Teachers answer the research question based on their teaching experiences. 3. 6 Pilot Study It is to check the reliability and validity of results. In the research paper, in order to make sure the questions and data are stable and consistent in the questionnaires. The researcher distributed the questionnaire form to 15 other Chinese students from No. 9 middle school in order to get feedback about the questions, and then revise the survey 16 based on the written comments. The researchers will analyze their answer and data which is focused on the types of reading strategies. After they answer the questions, the researchers will discuss with the sample and analyze the questions. Will make sure each item is clear. The questions are aligned to the researcher to get the research purpose. As a result of the analysis, there are 15 items which are of the questionnaire. From my statistics the r=0. 79 3. 7 Data Collection Procedure About the questionnaire, researcher followed the procedure of searching information, constructing the questionnaire, inviting the participants, E-mailing the questionnaire, waiting for response, asking back the completed questionnaire. 3. 8 Data Analysis Procedure The researcher analyzed questionnaire data by using descriptive statistics. The procedure includes input data, summed score method to analyze data, report by using tables and summary of the major results. CHAPTER ? FINDINGS 4. 1 Introduction The main aim of this chapter is to investigate the types of cognitive reading strategies and cognitive reading strategies in the classroom among the middle school students in Beijing. In order to achieve these, data are obtained from a questionnaire that provides answers for the following research question: 1. What are the cognitive reading strategies of middle school students in Beijing? 2 Which type is more common among the students used in the classroom? 4. 2 Questionnaires Two set of questionnaires are distributed to two different groups of subject: the students and the teachers. The first set of questionnaire is distributed to the three grades students who are in No. 9 middle school. The questionnaire is distributed to gather information about student’s reading strategies and through their reading process, which type is used more widely among students in the classroom. The second set of questionnaire is distributed to six English teachers from the same school to find out about teachers teaching reading strategies in the classroom. The information and data gather from the questionnaires are calculated using the ‘percentage’ method. 1. Set 1: Student’ s questionnaire There are three sections in the student’s questionnaire. First section is background information. Table 4. 1 shows the students background information. TABLE 4. 1 Student’s background information 1. Gender |Gender |Male |Female |Percentage | |Students |15 |15 |50% | 2. Grade. |Grade |1 |2 |3 |Percentage | |Students |10 |10 |10 |33. 3% | The data collected shows the total students are 30. Male and Female percentage are equal in the table. And there are three grades in the No. 9 middle school, the percentage of each grade also the same reached at 33. 3%. The data is suitable to analysis. TABLE 4. 2 Types of Reading Strategies TABLE 4. 2. 1Skimming and Scanning Item NT UNT ST UT AT (%) (%) (%) (%) (%) B1: I briefly skim the 1 5 5 7 12 text before reading (3. 3%) (16. 7%) (16. 7%) (23. 3%) (40%) B2: I skim/ scan to get 3 2 6 10 9 the main idea (10%) (6.7%) (20%) (33. 3%) (30%) From the table, 60% students like skimming reading strategies before reading the text. Only 4 students or 13. 3% never use this strategies when they reading the text. Therefore they like skimming reading strategies very much, and some would rather remain neutral attitude on this strategy. Students can get main idea through they skim/scan the reading materials. The percentage is very high in these reading strategies. Illustration 4. 2. 2 Previewing [pic] The bar chart shows the percentage of the students who use previewing reading strategies in the classroom. The middle of blue and yellow bars means that the majority of people keep in neutral about these two questions, Section B question 3 and 4. It reflects that 9 students or 30% and 12 students or 40% not always use it in the classroom reading. Only 3 students or 10% strongly agree use previewing strategies during their reading. And 2 students or 6. 7% never use it. The data is average in this bar chart. TABLE 4. 2. 3 Predicting Item NT UNT ST UT AT (%) (%) (%) (%) (%) B5: I usually make 4 11 11 2 2 predictions as to what (13. 3%) (36. 7%) (36. 7%) (6. 7%) (6.7%) will follow text. The table of 4. 2. 3 is about students use predicting reading strategy in the classroom. Number of each option is average. Four students or 13. 3%, they never use it during the classroom reading. Most of students are thinking it is â€Å"usually not true of me† or â€Å"Somewhat true of me†, percentage of it reach 36. 7%. Contrast it the students who choose â€Å"Usually true of me† or â€Å"Always true of me† has 4 students only. They prefer use it during their reading. TABLE 4. 2. 4 Guessing from context Item NT UNT ST UT AT (%) (%) (%) (%) (%) B6: While I am reading,  I reconsider and revise 5 8 9 5 3 my prior questions (16. 7%) (26. 7%) (30%) (16. 7%) (10%) about the text based on the text’s content. B7: While I am reading, I consider and revise my background 6 7 11 4 2 knowledge about the (20%) (23. 3%) (36. 7%) (13. 3%) (6. 7%) subject based on the text’s content. Question 6 and 7 are related with the fourth type of reading strategy: Guessing from context. The students are also keeping the neutral attitude about this strategy. For question 6, there are 13 students or 43. 4% they don’t like use it. It takes up most of time doing reading comprehension. Only have 8 students or 26. 7% they always use it in the classroom reading. However the question 7 has some related with question 6. Already almost half of student they choose â€Å"never or usually not true of me† this option. Another 11 students or 36. 7% choose â€Å"Somewhat true of me†. Last 6 students they like use it very much in the classroom reading. Item NT UNT ST UT AT (%) (%) (%) (%) (%) B8: While I am reading, I try to determine the 1 11 11 7 – meaning of unknown (3. 3%) (36. 7%) (36. 7%) (23.3%) – words that seem critical to the meaning of the text. B9: As I am reading, I evaluate the text to determine whether it 3 8 12 6 1 contributes to my (10%) (26. 7%) (40%) (20%) (3. 3%) knowledge/ understanding of the subject. Two questions are also about â€Å"Guessing from text†. From the data analyses about this two questions, students who choose the same options with Question 6 and 7. There are 12 students or 40% who never use this strategy. 11 students sometimes use it, but there are only 7 students often use it. No one always use this strategy during their reading. Some data are the same with question 9. There are 11 students or 36. 7% who never use guessing from text strategy in the classroom. 40% students use it seldom. And only 7 students or 23. 3%, the number of students who choose this options is same with question 8. TABLE 4. 2. 5 Paraphrasing Item NT UNT ST UT AT (%) (%) (%) (%) (%) B10: I summarize/ paraphrase the material that I am 3 8 7 3 9 reading in order to (10%) (26. 7%) (23. 3%) (10%) (30%) remember the text. B11: After I have read 2 8 13 4 3 a text, I review it. (6. 7%) (26. 7%) (43. 3%) (13. 3%) (10%). B12: After I have read 5 11 7 6 1 a text, I evaluate what (16. 7%) (36. 7%) (23. 3%) (20%) (3. 3%) I have read. B13: After I have a read 1 5 12 10 2 a text I summarise it. (3. 3%) (16. 7%) (40%) (33. 3%) (6. 7%) The last type of reading strategy is Paraphrasing. These four questions are related to the paraphrasing. From the data analyse we can see that most of the students are keep neutral about this strategy. They are neither use it often nor they always use it and still maintains their neutral options through their chosen. Item NT UNT ST UT AT (%) (%) (%) (%) (%) B14: I search out  information relevant 1 10 5 10 4 to my reading goals. (3. 3%) (33. 3%) (16. 7%) (33. 3%) (13. 3%) B15: I evaluate whether what I am reading is 4 8 10 6 2 relevant to my reading (13. 3%) (26. 7%) (33. 3%) (20%) (6. 7%) goals. The last two questions also connected with paraphrasing. There is some different with last four questions. It is happened in the post-reading strategies. It is based on the reflection that readers give feedback after they did reading in the classroom 4. 2. 2 Set 2: Teacher’s questionnaire Set 2 consists of three sections. There is section A: Background information, Section B: The time arrangement about teaching reading and Section C: Teaching reading strategies in the classroom. TABLE 4. 4 Teacher’s background information 1. Gender |Gender |Male |Female | |Teachers |1 |5 | |Percentage |16. 7% |83. 3% | There are six teachers to participate in the research questions. Five are female or 83. 3% from the table analysis. Only one male participate in the research, percentage is 16. 7%. 2. Teaching Grade |Grade |1 |2 |3 | |Teachers |2 |2 |2 | |Percentage |33. 3% |33. 3% |33. 3% |. All of the six teachers are teaching Grade 1, Grade 2 and Grade 3. Percentage is average 33. 3%, it shows researcher consider about the data analyze stability and choose the same teacher who teaching in the same grade. The data is easier to analyze and has pertinence for teaching purpose. 3. Education Qualification |Education Qualification |Bachelor degree |Master |Doctor | |Number |4 |2 |- | |Percentage |66. 7% |33. 3% |- | There are three levels for the education qualification, Bachelor degree, Master and Doctor. Four teachers or 66. 7% their education qualification is Bachel.

Essay about Existentialism - 2347 Words

â€Å"The world is, of course, nothing but our conception of it.† This quote, by Anton Chekhov, seems obvious and easy to relate to. However, it perfectly describes the concept of existentialism, which is neither obvious nor relatable. Existentialism is â€Å"a modern philosophical movement stressing the importance of personal experience and responsibility and the demands that they make on the individual, who is seen as a free agent in a deterministic and seemingly meaningless universe† (â€Å"Existentialism†). Existentialism is a difficult philosophy to grasp, but by exploring examples in literature and art, one can come to a better understanding of its basic tenets. The first tenet of existentialism is individualism and alienation, which is revealed†¦show more content†¦Before his metamorphosis, his days were mindless, and since all he did was work, he was alienated from his family, who did not appreciate him; also due to his obsession with work, he did not partake in society, either. After his metamorphosis, no one understood Gregor, making him entirely alone. Just as The Metamorphosis demonstrates the alienation tenet of existentialism, â€Å"A Hunger Artist,† also by Franz Kafka, describes the theme of individualism. The hunger artist is a man who â€Å"performs† for his audiences by locking and displaying himself in a cage where he then proceeds to starve himself. His fasts last for long periods, stretching for forty days at some points. He is obviously alone and isolated in the cage, but he is also alienated from society. This is because he rejects the practice of eating, which he does because he just does not like fo od. The hunger artist represents famous musicians, writers, painters, and other artists, who are alone because they are misunderstood and essentially isolated from the realm of society. This perfectly describes the existential tenet of individualism and alienation. â€Å"The Yellow Wallpaper,† by Charlotte Gilman also shows this tenet. â€Å"The Yellow Wallpaper† is about Jane, a woman suffering from what one might interpret as postpartum depression. Her husband, John, who is a doctor, prescribesShow MoreRelatedExistentialism : Existentialism And Existentialism994 Words   |  4 Pageshis choices† (Sartre, n.d.). When discussing existentialism, the man responsible for this quote is always attached to the conversation. As the man who is often remembered for bringing the most amount of international attention to the theory of existentialism, Jean-Paul Charles Aymard Sartre deserves to have his theories and ideals discussed and respected whenever possible. Firstly, what exactly is existentialism? 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