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[Reup] This is my essay on an interesting topic – Music. You can find the sample elsewhere online, yet I was not satisfied with that answer, so here we are. The original essay contains no mistake when it comes to the 4 criteria (i.e. Task Achievement, Coherence & Cohesion, Lexical Resource, Grammatical Range & Accuracy), so it was graded 8.0+ by an IELTS examiner. He made some minor improvements to strengthen the arguments in order that the essay can reach 9.0 Bandscore. The examiner is working in HCMC right now and he wishes to remain anonymous owing to the confidentiality agreement he signed with British Council. Feel free to read, analyse and distribute the material.
Australian Journal of Music Education, 2015
The Music Aural Skills examination in the final year of secondary schooling in New South Wales requires students to listen to music and write about what they hear in terms of the concepts of music. The concepts or elements of music – duration, pitch, dynamics and expressive techniques, tone colour, texture and structure – are at the heart of the Music 1 syllabus, and are also central to the new Australian Curriculum: The Arts. Even though writing about music is one of the most important aspects of disciplinary literacy in secondary school Music, official syllabus documents provide limited support for writing. This article reports on a research project that identifies the most important features of Music Aural Skills answers that achieve marks in the highest range – a ‘Band 6’. Drawing on the resources of Systemic Functional Linguistics, several features of successful writing are identified, including the purpose and structure of an Aural Skills answer, as well as how to ‘make a point’: naming performing media, specifying musical time, describing concepts of music and referring to principles of composition. The findings from this research provide explicit and practical support for teachers and students in writing about the concepts of music.
The European Journal of Social & Behavioural Sciences
Academic writing task 1 and 2 scoring rubrics plus fruitful resources to succeed with desired bandscore
Summary of Hurrian phonology (corrected 25 September 2023).
Columbia University Press, 2024
How do traditions and peoples grapple with loss, particularly when it is of such magnitude that it defies the possibility of recovery or restoration? Rajbir Singh Judge offers new ways to understand loss and the limits of history by considering Maharaja Duleep Singh and his struggle during the 1880s to reestablish Sikh rule, the lost Khalsa Raj, in Punjab. Sikh sovereignty in what is today northern India and northeastern Pakistan came to an end in the middle of the nineteenth century, when the British annexed the Sikh kingdom and, eventually, exiled its child maharaja, Duleep Singh, to England. In the 1880s, Singh embarked on an abortive attempt to restore the lost Sikh kingdom. Judge explores not only Singh’s efforts but also the Sikh people’s responses—the dreams, fantasies, and hopes that became attached to the Khalsa Raj. He shows how a community engaged military, political, and psychological loss through theological debate, literary production, bodily discipline, and ethical practice in order to contest colonial politics. This book argues that Sikhs in the final decades of the nineteenth century were not simply looking to recuperate the past but to remake it—and to dwell within loss instead of transcending it—and in so doing opened new possibilities. Bringing together Sikh tradition, psychoanalysis, and postcolonial thought, Prophetic Maharaja provides bracing insights into concepts of sovereignty and the writing of history.
Rivista di Archeologia Cristiana, 2023
2024
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