What is studies in literature

The journal will comprise empirical articles that apply scientific stringency to cast light on the structure and function of literary phenomena. Authors are strongly encouraged to only submit materials that are essential to the main message of the paper, limiting excessive use of appendices, figures and tables.

All contributions should follow the format outlined below. Manuscripts that do not follow this format will not be considered for review. All contributions should be in English. Spelling should be British English or American English and should be consistent throughout the paper. Manuscripts should not exceed 12, words excluding tables, figures, and references and should be prepared according to the guidelines of the most current edition of the Publication Manual of the American Psychological Association APA.

Please consult this source for the handling of references, footnotes, tables and figures, abbreviations and symbols. Authors of accepted manuscripts must also provide written permission releases for use of material including text or figures from other copyrighted sources. The title page should include the title of the manuscript and a running head of no more than 50 letters and spaces. To ensure a double blind review process, do not include any identifying information in the manuscript itself.

The second page should include the manuscript title and an abstract of no more than words. Six keywords should also be provided below the abstract. Papers should be reasonably divided into sections and, if appropriate, subsections according to APA guidelines. Reference to any figures and plates should be given in the appropriate place where they should appear.

In addition to standard statistical notation degrees of freedom, significance , we recommend effect sizes to accompany the major results. When relevant, bar and line graphs should include distributional information, usually confidence intervals or standard errors of the mean. Line drawings figures and photographs plates should be submitted as reproducible originals.

They should be numbered consecutively, and appropriate captions should be provided. It is the responsibility of the author s to obtain permission to use any copyrighted materials. Please ensure the resolution is fit for print media, preferably dpi. Final figures may be modified to fit journal style. Color should be used when absolutely necessary; requests for use of color should be made with the submission of the article. Authors are kindly requested to check their manuscripts very carefully before submission.

All articles published in SSOL are peer reviewed. Manuscripts will first be reviewed by the Editor for suitability for the journal.

Once deemed suitable, the assigned Action Editor will initiate the review process, soliciting reviews from experts in the field who will remain anonymous. Authors can expect an initial decision with accompanying reviews within two to three months of submission. The possible decisions are Accept; Accept with minor revisions; Revise and resubmit; Reject. Rejected manuscripts will not be considered further for publication in the journal.

Manuscripts invited for resubmission following revision may go out for peer-review using the same or different reviewers as the initial round of reviewing.

Manuscripts accepted with minor revisions will have the revisions reviewed by the Action Editor before acceptance for publication. There is no additional copyediting at SSOL , so authors are encouraged to review their manuscripts closely for grammatical errors and typos. Authors for whom English is not their first language should consider engaging the assistance of a native speaker or editing service.

The first author will receive a PDF copy of the page proofs for final correction. One corrected set must be returned with corrections by the dates determined by the publication schedule. In general, we will not permit adding authors or making changes to the order of authors after the article is accepted for publication.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment.

The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, VHS will send a copy of the report card back to the student's home school if in Ontario where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript.

The report card will also be sent to the student's home address. Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society.

The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Virtual High School pays particular attention to the following beliefs: 1 all students can succeed, 2 each student has his or her own unique patterns of learning, 3 successful instructional practices are founded in evidence-based research, tempered by experience, 4 an open and accessible learning environment with differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students, 5 classroom teachers are the key educators for a student's literacy and numeracy development, 6 classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs, and finally, 7 fairness is not sameness.

The provision of special education programs and services for students at Virtual High School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education.

They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement. If the student requires either accommodations, then Virtual High School will take into account these needs of exceptional students as they are set out in the students' existing Individual Education Plan.

The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society.

Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan.

In the process of taking their online course, students may use a personal amplification system, tele-typewriter via Bell relay service , an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc. Accommodations instructional, environmental or assessment allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency.

Virtual High School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. On a larger scale, well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies.

Virtual High School has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language.

Enabling students to learn English language skills will contribute to their success in the larger world. Helping students become environmentally responsible is a role assumed by Virtual High School. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community.

The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.

Good curriculum design following the resource document - The Ontario Curriculum, Grades Environmental Education, Scope and Sequence of Expectations, , will assist Virtual High School staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at Virtual High School is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted.

To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the Virtual High School community. The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum.

Virtual High School teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means. At Virtual High School, all staff strive to create a climate of cooperation, collaboration, respect, and open-mindedness.

These attitudes and attributes enable our students to develop an awareness of the complexity of a range of issues. Moreover, in examining issues from multiple perspectives, students develop not only an understanding of various positions on these issues but also a respect for different points of view.

Virtual High School students will hopefully develop empathy as they analyse events and issues from the perspectives of people all over the world. These attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.

The Virtual High School equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.

Antidiscrimination education continues to be an important and integral component of this strategy. In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community - regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors - are welcomed, included, treated fairly, and respected.

Diversity is valued, and all members of the Virtual High School community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

Virtual High School can give students a variety of opportunities to learn about diversity and diverse perspectives. After mastering these elementary skills, comprehension, analysis, and interpretation are learned and used to better educate ones self.

Studying literature and observing personal reactions to the literature can make one more aware of his or her own values. English skills are helpful in every area of life. Reading, writing, comprehension, analysis, and interpretation increase efficiency in multiple ways including communication, documentation in other areas of study, and reflection of personal values.

I believe there is no area of study that English and communication skills do not influence. However, there exists a purpose for reading and writing outside of these immediate practical purposes; the written word can be used to enlighten, to persuade, to express emotion, or simply for enjoyment. In these forms the written word becomes an art form, and a way of reaching out to others through a personal experience between the writer and the reader. Reading is an excellent way to associate oneself with the great minds of history and peer into their own thoughts.

Reading is surely one of the most effective ways one can expand oneself. An entire culture exists in the written word, documenting the collective thoughts of everyone who cared to share them with the world. Therefore, I believe that for one to truly be a part of human society, it is critical that one take part in the evolution and self-realization that is literature, even if only in the reading aspect. Writing, however, carries a grave importance, as literature simply would not exist in the accessible form it does without written word, and for that reason I believe all who can write should.

One should take advantage of the great opportunity to be part of and contribute to the world and society in which he or she lives through writing. I see literature in the societal sense a collective struggle to understand and make the best of the lives that we have all been given. Literature serves as a way to enrich our minds, and presents a way to improve the world not only through the beauty of its presence but through the ideas and tangible possibilities it possesses.

I was taught to both see a work of literature as a way to understand the time it was written, and the people who produced it, and to find the parts of that work that spoke to me in my time and place.

While I am skeptical about whether or not anyone can ever really understand a culture or a time prior to their own, I do know that many times literature and art provide insights that cold hard facts do not. Most of all I find that literature makes the differences more manageable, and highlights the similarities between people.

I can read a Greek tragedy two thousand years later and agree with things that some older white man was saying because he was a human being, and I am a human being. Although it may sound trite, I have had reading experiences that taught me more about what it means to live in this world. I have met very intelligent people who do not read. But all of the interesting people I know read, whether or not they are particularly intelligent. Literature is an art full of passion and heart; it transcends the ages.

Great literature hits on many different levels. Over the years authors have accomplished unfeasible tasks through the use of their words. Literature has prompted political and social change in societies and continues to do so to this day.

It can be a battle cry for the proletariat to rise up and make a difference, and it can also provide personal counsel. Literature sets me free from the responsibilities of this world, and at the same time it ties me down to those same responsibilities. Some literature I read for an escape; to journey to a far away land and go on a grand adventure with creatures beyond my imagination.

We read literature to discover and to learn about ideas and we write it to discover and to cultivate our own ideas. No lover-of-ideas can go without either reading or writing. For me, if I go too long without one or the other, I get this huge build up of confused and jumbled ideas that suddenly overcome me and I just have to write them out in some form philosophic prose, narrative, poetry, scribbled phrases, etc.

That must be why literature can appear in a multitude of forms: be it poetry or prose, the sonnet or the novel, the sestina or the short story, etc. All literature shares the common theme of the idea.