The invocation of a lost people, of a people lost in time, of apeople who "cannot give an exact account, a complete account ofthemselves" (53), as described in Jamaica Kincaid's polemical essayof 1988, could well describe how Caribbean people(s) have come tobe situated in an academic and theoretical discourse which purportsto center Caribbean culture by plumbing the literature produced bywriters writing from the islands or abroad. Kincaid's essay framesthis discussion of new texts that have emerged in Caribbean studiesand of their role in solidifying a space for Caribbean literaturewith respect to the supposed linear progression of Europeanliterary studies. Indeed, there is no national literature of theCaribbean; there are national Yet the regionhas produced bodies of literature commensurate with each otheracross national and cultural lines, indeed, beyond linguistic onesas well. For this reason, Caribbean literatures can claim a uniqueidentity: they are one yet made of many, escaping easycategorization. But, to return to Kincaid, there is a way in whichthe Caribbean, in academic discourse, has become part of a largerpicture which Caribbean inhabitants may not claim or recognize. Atissue here is the extent to which academic discourse answers to thepeople of the region or ignores them. If the "native" of whomKincaid speaks is lost in time, weighed down by an event(imperialism, enslavement, colonization) "as if it were sitting ontop of their heads," one is compelled to ask: to what degree doesliterary discourse alleviate such weights or does it add to them? Ido not mean to ignore the sarcasm implicit in Kincaid's text, butbeneath the humor, the sarcasm, the irony, lies the condition ofpeople remaining colonized through institutionalized mechanisms(such as educational systems); for such people linear time does notexist simply because it repeats a past that has to beescaped. For all its convolutions of language and representation,Kincaid's denounces tourism as the newenslavement of Antigua and Antiguans. Lost, then, to time, the"native" has but two choices, to acquiesce or to rebel. To whatextent, then, does academic discourse contribute to theseimpositions?
Usually when I introduce the essay frame tables I continue to give the child model essays as well. This helps ease the transition. Then I use only the essay frames, gradually decreasing the amount of information contained in them until the child finds themselves writing essays independently! Over time the child internalises the scaffolding and suddenly they are an essay writer!
Persuasive essay sentence frames
Change is coming to engineering education, but many reform efforts have proceeded without explicitly examining the prime movers of change, the forces that resist change, or the facets or foci of the system that are most in need of change. This essay frames the current debate by seeing change as motivated by external competitive and technological forces. Resistance to change is viewed as being reinforced by the fundamental myth of engineering education that asserts the supremacy of basic research over all other engineering academic activities. After providing evidence that the myth resulted largely from an overestimation of the role of science and an underestimation of the role of engineering in World War II, the essay considers needed organizational, integrative, and programmatic changes. Among these are the creation of student‐faculty teams responsible for delivering a quality education, bottom‐up alliances with industrial clients, and a number of proposals aimed at helping the profession explore its human, philosophical, and historical underpinnings. The essay concludes by warning that times of great change risk making matters worse through the unintended consequences of reform. A principled methodology of reform is suggested that advocates distributed and competitive implementation together with a special appreciation for knowledge that is difficult to articulate.