Funny Chemistry Reaction

Funny Chemistry ReactionThe various funny chemistry reactions of different alkanes is fascinating. They make a great laboratory demonstration and to achieve this you just need to observe your chosen material and you will get the desired reactions.One cool reaction is the formation of dimethylbenzene. Dimethylbenzene is mainly used as a fuel additive in cars but it also serves as a catalyst in organic synthesis. This is one reaction that appears when the addition of a metallic residue lowers the plane's water to less than 12 percent.The funny chemistry of the 'Methane' reaction is fascinating. It is basically the reaction between ethane (a gas) and a metal salt. The reactants are called the methanol (CH3OH) and the metal salt is called 'methylformamide'. Ethane is gas, so the metal salt is not actually present in the liquid state and so the reaction cannot take place unless some catalyst has been added.Another funny chemistry reaction takes place when the removal of an acid from a sol ution lowers the pH of a solution. Alkanes are alkaline liquids, which have a pH of more than 8. For this reason, you need a catalyst to lower the pH of the solution. In the cases of the methylenetetrahydrofuran and the halogenated ethane, the free radicals are present which are responsible for this.The 'is another reaction that uses a metal like boron to lower the pH of a solution. The boron is used as a catalyst because boron-containing compounds are less reactive than the metals.The 'reaction is one of the more amusing examples of funny chemistry. This is the reaction between the products that are dissolved in water and a metal compound that has the capacity to change into hydrogen when in water.The 'The results of the funny chemistry of the carbon tetraoxide are readily observable and they are rather popular. These reactions are very easy to perform and many amateurs can easily carry out their own experiments without any help from professionals.

What is it Like to Attend Colorado College

What is it Like to Attend Colorado College The tutors behind Varsity Tutors are not just here to teach theyre sharing their college experiences as well. Melissa is a Chicago tutor specializing in Algebra tutoring, Geometry tutoring, Pre-Calculus tutoring, and Trigonometry tutoring. She graduated from Colorado College in 2008 with her Bachelors in Mathematics. Take a look at her review of her school: VT: Describe the campus setting and transportation options.How urban or safe is the campus?Are there buses or do you need a car/bike? Melissa: My college campus was just north of downtown Colorado Springs. We werent allowed to have a car freshman year, but I didnt have a car during the entire four years. Although there were times when having one would have been convenient, I got by just fine without one. I had enough friends heading up to the mountains on the weekends, that it was easy to get a ride if I needed to go somewhere. There are buses that run through the city, but having a bike was sufficient for what I wanted to do in the community. The campus setting was always exciting. There was always something going on with a group of free-spirited liberal arts students who showed a great amount of passion. The campus is small and beautiful. In just a few city blocks, there is a lot of open space on several quad spaces, where you can always find a game of Frisbee or a study group happening. VT: How available are the professors, academic advisers, and teaching assistants? Melissa: My college functioned on what is called a Block Plan, so we took one class at a time, each lasting three and a half weeks. Because of the structure of the schedule, the professors were extremely available. I really had to dedicate myself to each class, and immerse myself in what I was learning. I really enjoyed that about the school, and being such a small liberal arts school, professors are also passionate about what they are teaching and want to be available. VT: How would you describe the dorm life rooms, dining options, location, socialization opportunities with other students? Melissa: Most of the dorm rooms were pretty typical. We also have a couple of old mansions that were converted into dorm buildings, so I loved living in those buildings. We had to live on campus until junior or senior year, but with such a small campus, it really wasnt a hassle living there. The dining food doesnt compare to my moms casseroles, but it was fine. Keeping activities and living on campus provided an environment to really interact with my classmates, and now I am grateful for that. VT: Which majors/programs are best represented and supported?What did you study and why? Did the university do a good job supporting your particular area of study? Melissa: I studied Math with an emphasis in Statistics. I double minored in Education Studies and Art Studio. The math program was actually incredibly small, with just eleven of us graduating the year that I did (and if I remember correctly, eight of us were girls!) The Political Science, Environmental Science, Biology, Sociology, and Economics departments were probably the most popular. The sciences were not incredibly specialized, like you see at some bigger schools. You can major in Physics, but they dont have specific Engineering programs, for instance. I loved studying math because it was such a small department and I formed a lot of great relationships with the faculty. I loved immersing myself in math for a block, and then balancing it out the next block with an art class. I would say the college did a great job of supporting me, but it was really up to me to take advantage of all the great opportunities there for me. VT: How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Melissa: Less than fifteen percent of students were involved in Greek life at my school. They certainly put on a lot of great events, but they didnt have an overwhelming presence on campus. I met a lot of my closest friends by playing sports, and brushing my teeth in my hall. Classes are small, so that is another great way to form connections with people. I would say it was pretty easy meeting friends as a freshman. VT: How helpful is the Career Centerand other student support services?Do many reputable companies recruit on campus? Melissa: I was recruited with Teach For America on my campus. There were career fairs and the Career Center was certainly available to students. They have a great alumni pool that is an incredible resource. Most of my friends went into some sort of non-profit experience when they graduated, which usually werent recruited for on campus, but many of them had connections from the college in some way or another. VT: How are the various study areas such aslibraries, student union, and dorm lounges? Are they over-crowded, easily available, spacious? Melissa: Everyone has their own preferences, but the library was usually a great quiet place. It isnt the prettiest building, but I know they have plans to renovate it. I did a lot of my studying in the departments of the classes I was taking. The math department had a great study lounge, where my professors were close by for questions, and it was nice having the space to collaborate and use the boards. I think it was pretty easy to find a study space regardless of how you like to study. Some people like to have more going on, so there were certainly always people in study lounges. There are also a few great coffee shops near campus if you needed to get away. VT: Describe the surrounding town. What kinds of outside establishments / things to do are there that make it fun, boring, or somewhere in between?To what extent do students go to the downtown area of the city versus staying near campus? Melissa: Downtown was really close and accessible, so it was easy to walk down there. Colorado Springs is a pretty conservative place, which creates some tension between the very progressive school and the city. Colorado Springs is home to many mega-churches and Focus On The Family. However, what I appreciated about being there was the proximity to the Garden of the Gods, lots of hiking, and Pikes Peak. Going to ski at any of the big resorts was about a two and a half to three hour drive. Students tend to stay on campus during the week, and plenty of people leave to ski or hike or participate in the plethora of outdoor activities on the weekends. Denver is also just an hour away, with plenty of sports, concerts, or whatever you are looking for. VT: How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Melissa: There are roughly 1900 students, with only a small graduate program in Education. I didnt necessarily know every person I graduated with, but it was nice that I had at least recognized them. I always thought it was overwhelming to think about being at a school that was bigger than my high school, and this was actually smaller. I think my biggest class was around 25 or 30, and had a few classes with five or less students. Sometimes I had two professors, so I felt like I got all of the individual attention I needed. VT: Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one youregretthe most. Melissa: As I look back, I am really amazed that I was actually able to study abroad through the school three times. I wrote a grant and designed my own project studying symmetries and geometries of Greek and Turkish mosaics. I also took a couple art classes in Paris one summer with the school, and lastly, I studied abroad for a semester in the Netherlands. Although I loved my time on campus, the college gave me opportunities abroad that I am so grateful for now because I was able to so much of the world. Check out Melissas tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Ask an Admissions Expert Stephanie Klein Wassink

Ask an Admissions Expert Stephanie Klein Wassink Varsity Tutors brings you insider tips and advice straight from nationally recognized admissions experts. Stephanie Klein Wassink is a graduate of Brown Universityand the University of Pennsylvanias Wharton School. She also holds years of experience on the Kellogg School of Management admissions board and runs her own consulting business, Winning Applications. Stephanies expertise lies in many areas of admissions, but shared her insights on the undergraduate application process with us below. VT: How far ahead of time should a student begin working on his or her college application? Stephanie: Regardless of where I speak or with whom I speak, parents always ask one question: When should we start the college application process? Start it too soon and you unnecessarily step into a pressure cooker. Wait and risk being at a disadvantage when your childs application is read last and he has to make himself stand out against the last 5,000 applications an admissions counselor just read. Unfortunately, when to start is one of the most difficult questions to answer. Arguably, a family could start the process before their first child is born. After all, paying for college can certainly take 18 years of saving. The reality is that the application process starts with a few small, seemingly inconsequential steps. Here are a few places to start: Talking: Parents are verbally preparing their children for college and even graduate school constantly. They sing old college songs and make statements like, When you go to college Visiting: While noting what you like in your high school (size, location, teacher student ratio, etc.) can be important, visiting colleges enables a young person to envision him/herself on a college campus. Visits enable them to determine if they prefer rural/urban, large/small, warm/cold. Opportunities to visit college campuses include: -Your alma maters alumni weekend or homecoming can be a great way to give a young person a glimpse of college life. -Trips to local college campuses in your town or distant campuses while on vacation are instructive. -Overnights with an older cousin or family friend who is currently in college provide another good opportunity. Save: While some of the writing assignments high school teachers assign might seem annoying, save them. Why reinvent the wheel? If youve written something that might, with a few edits, satisfy an applications essay question, use it. SAT/ACT: One of the most onerous parts of the application process is the standardized testing. Many schools require the SAT/ACT with writing and at least two SAT/ACT subject tests. While most students wait until their junior year to take the tests, some students opt to start a little earlier. Sophomores should go to www.collegeboard.com and try working on the practice tests. If the tests prove easy, then keep studying and plan to take the exam(s) early. VT: What are the best ways to go about selecting a terrific essay topic? Stephanie: Ask others! One of the best ways to differentiate yourself (the bottom line) is to ask your friends how they would describe you and tell them to give specific examples. It might surprise you to learn that they think you are so organized, that you have the oddest sense of humor, or that they admire the way you stand up for what you believe in, the combination of which could generate quite a few essays. VT: Are there any essay topics you get tired of seeing or would warn students to stay away from? Stephanie: While I hear my mission trip and my sports injury essays are overdone, the best way to get a GREAT answer to that question is to ask it at college fairs and on college visits. It is particularly smart to ask it at your top choice schools. I would discourage gimmicks. Your essays are meant to demonstrate your sense of sound judgment. I have spoken to admissions directors who have seen students write their essays in blood, on an old pair of jeans, in a made up Elfin language, and backwards, so the admissions officer would need a mirror to read it. VT: What is the biggest mistake a student can make on a college application? Stephanie: Making mistakes before the applications process begins! Last fall, I had the opportunity to hear Dean James Miller, the head of Brown University Admissions, speak. One of the most surprising things he said was that every year a number of acceptances are rescinded due to an applicants poor judgment on a social media web site. It got me thinking about whether or not social media sites are a good thing or a bad thing with respect to the college admissions process. Then, of course, what about the internet as a whole? Not only will this impact kids as they try to jump the first of many hurdles in order to get into college, but more importantly, indiscretions on the web can follow a student or prospective employee for a long, long time. After all, when does correct, incorrect, and/or incomplete information on the internet expire?With respect to the admissions process, there are certainly shades of gray: The good: -Certain admissions officers allow prospective students to friend them on Facebook. That connection can provide prospective students with salient information about the admissions process. -Colleges have started Facebook groups for admitted students. -Many high school students use Facebook for appropriate fun, and have enabled their privacy settings and can control the content that is uploaded to their accounts. -The Common Application certainly better than ordering applications from 12 schools via mail. -Tufts YouTube optional essay is one in which a student can demonstrate his/her superior equestrian skill. The bad: -Frienemies used to make an anonymous call or send a letter to alert an admissions office rep that little Billy did not deserve to be admitted because of inappropriate behavior; now they use Facebook to prove it. -Most schools do not have enough time to check their applicants Facebook accounts, but they do have a responsibility to check when they receive a tip. -Internet marketers have started bogus sites, marketing to, for example, college alums. -Email and texting may be an issue too. The BBC recently reported that Dr. Ari Juels, the Chief Scientist of the RSA, an Encryption and Network Security firm, has made clear that the internet is hardly anonymous (http://www.bbc.co.uk/blogs/thereporters/maggieshiels/2010/03/the_end_of_anonymity.html). -Tufts optional video/YouTube style essay in which one student chose to rap about Tufts in her living room in front of her Christmas treeI am not sure if it could hurt her chances, but I am pretty sure it did not help. One thing is clear: the internet makes most of the college application process easier. However, many students may not have the foresight to know that their past, as far as the internet is concerned, does not disappear. Parents who are not on Facebook, YouTube, Twitter, etc., really should be. VT: What is the typical process an admissions officer goes through to evaluate applications? Stephanie: Given the fact that there are over 4,000 colleges in the United States, it is safe to say that the evaluation process differs not only from school to school but also between admissions committee members. Because many applications are read at the admissions officer's home, what is important to note is the number of distractions that surround the reading process. Those distractions oblige the student to make the essays interesting and engage the reader from the first sentence. VT: What do you think is the single most important thing a student should make sure they present in the best possible way on their application? Stephanie: We have all come across the oft cited study indicating that students learn more outside of the classroom than inside. If that is true, then think about the admissions committees mandate. The single most important thing a student should make sure to present in the best possible way on his application is that he can educate the student body and actually will teach other students when he matriculates. VT: How should students go about determining the culture of a university, and whether they would be a good fit? Stephanie: The answer is easy. The execution is not. No one knows a college like the student body and its RECENT alumnae. Getting to know those students and alumnae, given the nature of high school students, is not always easy. Visiting campus, arranging to stay overnight, talking to students (who are not affiliated with the admissions office) are the best ways to get in touch with a colleges culture. I also suggest students and parents grab the college newspaper (if it is available); it gives a broad sense of whats being discussed on campus. VT: Early-action, early-decision, binding/non-binding, regular decision...With so many choices when applying, what do you recommend to students? Stephanie: When students have a clear first choice and their scores are where they need to be, I recommend applying early decision or early action. A recent study quoted in the 2012 National Association of College Admissions Counseling (NACAC) State of College Admissions noted that applying early has the same impact as adding 100 points to the students SAT score! VT: How important are grades and standardized test scores when admissions decisions are being made? Stephanie: IMPORTANT! According to the 2012 NACAC survey, 84% of colleges feel that grades are the first and most important determinant of a students. success. While grades are #1, grades in college prep courses are #2, standardized tests rank #3. VT: What tips do you have for students asking their teachers for letters of recommendation? Stephanie: I would implore families to recognize how busy teachers and guidance counselors actually are. Not only do guidance counselors only spend approximately 25% of their time on college admissions, the ratio of students to guidance counselors in the US is 1:473. One way to make sure that all or many of your facets are represented in your recommendation is to sit down with your recommenders and talk about what you do. Given the aforementioned ratio, if they do not have time for that, send them an email with a detailed resume. Make it easy for them to use quotes/descriptions from you in their recommendation write-up. Visit Winning Applications for more information.The views expressed in this article do not necessarily represent the views of Varsity Tutors.

How to Easily Increase Your SAT and ACT Scores

How to Easily Increase Your SAT and ACT Scores 0SHARESShare SAT  and ACT  are not  easy sittings. You can do your best, if you try these secret techniques. For ACT: Act English Grammar wants you to correct the errors. Don’t worry. You need not be the versatile grammarian to choose the correct ones. Whichever seems funny and doesnt make sense, you choose and answer. You are almost right  Act math has a lot of word problems. Translate the Math word problems from English to mathematical expressions. They become easy for you to understand Underline the main ideas, details, inferential information in the Reading Comprehension passage. You understand the links and essence of the passage well Read the paragraphs of the Science passages quickly. Read the questions, understand what they want, go back to the passage and find out the answers Some answers lure you to get wrong. They are mostly choice ‘A’. Don’t rush to answer. Mostly you go wrong. Think a bit and answer These tests are standardized ones. If you are aware of the rules before hand, your time is saved Prepare your weak areas well , not to feel shattered in the exam hall For SAT: Practice is the key to success in sat. Not just practice, but do it the same way as  how to take your sat test.  You take the practice test the same way of the real one with set time and serious temperament Vocabulary strength is a must for good score in SAT. Practice a sat word for a day. Learn it and use it in the day’s conversation Sat  essays are general topics that you can store related examples and incidents in your mind before hand to set forth your arguments without breaking  your head Don’t fix a date in the last minute. Take adequate time to prepare Keep your health in good condition to be ready for the test Prep for prep test  is a good method to motivate all groups of students towards learning goals and academic pursuits.  [starbox id=admin]

How to Develop Your Study Skills- Work Smarter, Not Harder - Introvert Whisperer

Introvert Whisperer / How to Develop Your Study Skills- Work Smarter, Not Harder - Introvert Whisperer How to Develop Your Study Skills- Work Smarter, Not Harder Studying is a skill in itself. You can learn how to study effectively. It is not just about knowing ‘what you learn’ but also about ‘how you learn’ that could give you the edge when studying for exams. This is especially true for people who are holding down a full-time job during the day while studying at night as much as it is for those in full-time education. There are a number of tips and tricks that can help with developing your study skills. Time management is a major aspect of this. The ideal way to maximize your study time is to do it in 30-minute blocks of study and take a quick five-minute break to refresh your brain, then go back and study again for another 30 minutes and repeat. Other tips for effective study include organizing a dedicated study space, using past exam papers to study more productively, maintaining a healthy diet and getting enough sleep. For a visual illustration of how to develop your study skills, see the below infographic created by Study Medicine Europe.

The Best Sewing Blogs for Learning How To Sew

The Best Sewing Blogs for Learning How To Sew Learning To Sew: The Best Sewing Blogs and Tutorials Online ChaptersGreat Beginner Sewing BlogsSome Other Websites to Learn To Sew OnlineLearning To Sew: Our Tips For BeginnersLearning to Sew: Websites to Perfect Your CraftTry Online Sewing CoursesMore and more people rely on the Internet and can’t do without. In the past, manual crafts were learned from family or the community - think of the monks who would learn illumination or calligraphy, or manual crafts that were transmitted from father to son (smith, typographer, tailor…) or from mother to daughter (seamstress, washerwoman, embroiderer…)But without an experienced master at his or her side, a young person interested in a craft had no chance of learning it.These days, things have changed. Thanks to the World Wide Web, everyone can familiarise themselves with techniques they could not otherwise have learned in any other way: lacking a tatting grandmother or a hand-quilting mother, kids - and adults - learn to sew online, in front of the screen.The Web is a true cave of wonders, with hundreds of websites run by amateurs and professionals generously sharing their knowledge.But how to find your way through this labyrinth of sewing tutorials? We are here to help. then you can move on to sewing skirts, dresses and tops. You can buy patterns directly from Tilly if you see something you like in one of the tutorials, and she also offers workshops to learn sewing online.3. ColetteThis specific blog post not only addresses the basic skills you will need to learn, but actually gives you a lesson plan - a way to plot your sewing projects to progressively add new skills - from sewing a pillow to making a top to sewing an A-line skirt. The blog also gives basic tutorials and more advanced projects. Unfortunately, it is no longer active, but the archives are still there to browse and learn.Colette specialises in easy-to-use patterns that even beginner seamstresses will understand.You could also find books and other materials for learning how to sew...PIllows and cushions mak e good beginner sewing projects and can be found in many variations on sewing blogs and tutorials. Photo by meg's my name on VisualHuntSome Other Websites to Learn To Sew OnlineWe tend to equate blogs with amateurs and a simple presentation, often hosted on a blogging site and without their own domain name. But there are commercial and learning sites that have a lot to offer, too.1. InstructablesThese mini-tutorials give the bare basics of hand sewing, sewing with a sewing machine, and making flat-felled seams. They are good when you are really, truly, trying out sewing for the first time, being short, concise and not hidden among thousands of other tutorials for more advanced techniques. As you progress, you will want to try out other websites to learn more techniques and start your first projects, but as an introduction to the world of sewing, Instructables is just fine.2. Threads MagazineScroll a bit down on this site and choose “Essential Techniques” on the sidebar to get a wide range of sewing video tutorials on various sewing techniques ranging from how to pin to “sewing a pickstitched lapped zipper in a faced edge”. There is something for seamstresses of every level to learn and grow.Video tutorials are easier to follow than picture blogs - you can pause the video at any time to see the specific hand movements or how the fabric is guided through the sewing machine. The disadvantage of this site, though, is that the tutorials are not in any way organised according to difficulty level, so you will have to browse through all of them to find the beginner sewing techniques you need to learn how to sew.3. Professor Pincushion  Professor Pincushion offers hundreds of free video tutorials ranging from beginner sewing tips such as the right thread tension for your sewing project to shortening zips; various specific sewing techniques such as sewing inset sleeves to bias tape; and clothing tips for distressing denim fabric.They are not organised in any way , so it’s hard to pick out the beginner sewing techniques, but you can search the video archive for something specific.In addition, you can join and watch the truly advanced sewing tutorials for $5 a month.Also discover where you can find free sewing patterns online...More advanced sewing tutorials and blogs will show you how to make your own bias tape. Photo by clumsy kristel on VisualHuntSociety of Bookbinders.You can complete your sewing apprenticeship by learning how to knit, crochet or embroider. Discover more resources to help you learn sewing...If you’re looking for a tutor, stop searching google for ‘sewing classes near me’ and come direct to Superprof. We have tutors UK wide, sewing courses London, Glasgow, Manchester and everywhere in between.

s. Asynchronous Distance Tutoring

Synchronous v/s. Asynchronous Distance Tutoring 0SHARESShare Distance education is a learning pattern wherein instructor and student are located somewhere at distant place. Distance education has evolved with the development of new media like print, radio, television, computers and now internet. Various technologies are being used depending on the learning objectives of the course. Distance learning is delivered through synchronous and asynchronous learning. Synchronous Distance Tutoring: At times when the online tutor and student communicate with each other at the same moment is known as synchronous tutoring or called “Real-time” learning. It is time bound tutoring where tutor and students located at distant place meets at the same time. The major benefits of real-time online tutoring are instant interaction, quick feedback, pacing. The online tutors and students can interact and communicate with the help of computer in the circuit of high speed internet networking system, computerized video-audio setups and packaged software. The teacher can conduct tutoring and receive real-time audio/video/chat based responses from students. It is very similar to face-to-face interaction conducted in traditional classroom. Asynchronous Distance Tutoring: Asynchronous distance tutoring allows communication between two or more entities that do not take place in real-time. The online tutor can email or post soft copy of questions, worksheets on discussion board either in text or pre-recorded video-audio format. The students can download and read the material provided by the tutor at his own convenience. Time factor is never a subject of worry in asynchronous learning. The student can take learning at “different locations and different times”. Both the tutor and students can teach and learn in their own time and record their tutoring activities at the same time. The recordings become useful situation for other students in the same condition or course. One more advantage of asynchronous distance learning are more choice in interaction and communication media selection, system reliability, flexibility in time and pace of learning, access to vast variety of internet resources. [starbox id=admin]

Six Tips to Foster Student Creativity

Six Tips to Foster Student Creativity Creativity is a valuable trait that students will put to use in school and life. It helps them think outside the box, come up with innovative ideas, and take different approaches to solve problems. Here are six tips to build student creativity: Ask their opinions. Invite your students to contribute their thoughts and ideas in class and give them the freedom to explore them. Phrase your questions in a way that sparks deeper thought. Urge students to question assumptions. Encourage risk-taking. Tell your students that you not only want them to try new things, you expect them to. Dismiss the notion that mistakes are bad. Remind your students that failure is how they learn and grow. Have them learn by doing. Project-based learning is a great way to get students involved in meaningful, active learning. Offer opportunities for your students to research complex problems and present their findings. Advise students to do what they love. Its important to fuel your students creativity in the classroom, but its just as important to remind them that life is full of opportunities to learn and better themselves. Talk about your passions and push them to find their own. Talk about reading. Few pastimes spark the imagination like reading. Even if you teach an unrelated subject, invite your students to share what theyre reading and what they love about those books. Get them talking. Take a step back. Try not to hover or micro-manage the way your students do things. Let them try, fail, try again, and experiment. Your students creative thinking could help develop solutions to the greatest problems of today. Establish a classroom environment that nurtures creativity, and youll benefit not just your students, but the world.

Narrative versus Argument

Narrative versus Argument Imagine two tribes of humans living in the same part of prehistoric Africa. One tribe is called the Story People, and the other tribe is called the Practical People. Times are tough, and both tribes are competing for the same scarce resources. They are equal in every way, except after the Story People come home from hunting and gathering they make up stories to tell each other before going to sleep. The Practical People do not. They keep hunting and gathering until bed. Which tribe do you think will succeed and which tribe will die off? That is the question posed in The Storytelling Animal, a book by Jonathan Gottschall. We already know the answer, says Gottschall, because the Story People survived. We are the Story People. The Practical People, if they ever existed, do not exist now. Almost certainly, storytelling has evolved to ensure our survival. Stories are like flight-simulators, says Gottschall. They prepare us for the problems of real life. Instead of teaching us to land a jet on an aircraft carrier during a storm, stories give us practice thinking about the problems of being human. The more we engage in narrative (another word for storytelling) whether in conversation, books or film, the better able we are at understanding others and at modelling ways to respond to life’s problems. Psychologists have found that people who read a lot of fiction have better social skills and more empathy than people who read a lot of nonfiction. Stories are a kind of ancient virtual reality technology that simulates the big dilemmas of life. Stories, in short, are good for us. Now, imagine two low-intermediate English Second Language classes. One class, called the Narrative Class learns English by writing narratives while the other class, the Academic Class, writes academic essays. Which class learns more English? Evolution cannot help us here because language courses are designed by teachers, not evolution. However, there is research that points to an answer. Corpus Linguistics research (Biber et al., 1999) reveals that academic writing and conversation have stark differences in the frequency of the grammatical forms and vocabulary employed. Clauses in conversation are much shorter, so verbs are more frequent. Of the verbs used, modals, the Present Perfect tense and progressive (-ing) forms are much more common in conversation than in academic writing. Negatives, contractions and pronouns are also much more common in conversation. Since narratives contain a large amount of quoted speech, narrative writing tasks provide practice using many of the linguistic features needed for oral communication. Applied Linguistics research suggests that narrative writing could be more helpful to students learning English in another way. A study conducted by Dr. Norman Segalowitz at McGill University in 1976 found that an over-emphasis on formal registers in language learning had a negative effect on learners’ self-confidence. The study showed that non-fluent second language learners believed themselves to appear less intelligent, less self-confident, and less friendly during casual speech situations than formal situations because their Second Language courses had consistently prioritized academic forms of expression over conversational forms. Courses that combine the formal aspects of writing with the informal language of conversation through narrative writing should, therefore, have the opposite effect on self-confidence in speaking English. Increasing self-confidence in lower proficiency learners has been shown to have a direct positive effect on the frequency of communication (MacIntyr e Charos, 1996), and we all know that the more you practice speaking English the better you get in the long run. This is not to suggest that no one should ever learn academic English. Fluent bilinguals who already know enough English to feel confident making casual conversation could very well benefit from a course in academic English, especially if they intend to go to an English language university. According to Lamarre (2008), 8% of students at English language universities in Quebec are Francophones. These advanced students most certainly need some training in academic English to succeed. Nevertheless, of our two hypothetical classes, the science seems to suggest that the Story Class is likely to learn more English than the Academic Class. Narrative writing with its emphasis on informal English will help students feel better prepared for real-life encounters with Anglophones. More self-confidence will lead to more contact, which will lead to more meaningful practice. The range of conversational grammar and vocabulary contained in stories will also give those learners practice with forms that they rarely or never appear in academic writing tasks. In this way, narrative writing is a kind of linguistic virtual reality technology. It helps us safely prepare for the most challenging aspects of language learning in a meaningful and entertaining way. Please follow and like us: