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Text 7A2-I
If we believe that our own information age is defined by the digital structures of electronic communication, we must take early modern culture as inextricably bound to the medium of print. Printed text and image arose within a few years of each other in the mid-fifteenth century, credited to the German goldsmith Johannes Gutenberg, who seemingly drew together a series of extant yet disparate technologies into a new machine that could print several thousand sheets a day. The ancient oil or wine press, the goldsmith’s craft in fine metal carving, the late-medieval development of plentiful rag paper, and the recent formulation of more stable oil-based inks enabled Gutenberg’s ‘revolution’.
Similarly, early photography developed from a coming together of two otherwise disparate technologies: on the one hand, the pinhole camera through which capture a refected view of the world as an image, and on the other the chemical means to fix the effects of light exposure on paper. In both cases, these technologies shared aesthetic resources with other media available at the time, while also producing forms of representation that were uniquely theirs, and which offered access to new ways of seeing, and enabled new forms of subjectivity. The greatly expanded flow of visual information facilitated by these technological breakthroughs worked to quicken the circulation of knowledge, and the foundations of thought itself.
Genevieve Warwick and Richard Taws. After Prometheus:
Art and Technology in Early Modern Europe. In:
Art History – Journal of the Association of Art Historians.
Special Edition: Art and Technology in Early Modern Europe. p. 201 (adapted)
In the first sentence of text 7A2-I,
The audiolingual method, also known as fundamental skill method, aural-oral method or Army method, came as a result of the need for American soldiers who were to travel overseas to communicate in foreign languages during the Second World War. To this end, bits and pieces of the Direct Method were appropriated in order to enhance this method. The audiolingual method draws its practices from linguistic and psychological theory that investigates different language using scientific descriptive analytic approach.
Aaron Ugwu Ifeanyi. Language Teaching Methods: A Conceptual Approach. 2015 (adapted).
Considering the previous excerpt as a context, it is correct to affirm that, in the audiolingual method,
Text 7A3-II
400 million people speak English as their first language; another 1.4 billion as a second tongue. Born 1,600 years ago among the Germanic tribes of northern Europe, English became global. A new exhibition at the British Library, named Evolving English, traces for the first time the incredible journey launched by the Frisians, Saxons, Angles and Jutes who sailed to southeast England, and whose descendants created the Vespasian Psalter in the eighth century. From the Vespasian Psalter the journey moves on through England’s early literary heroes, Beowulf, Sir Gawayne and the Grene Knight, and on to Jonathan Swift.
The curators of Evolving English have been clever to focus not just on English at school and English at work, but English at play, from spoonerisms to malapropisms, puns and palindromes and the 1,800 words invented by William Shakespeare — among them “green-eyed”, “go-between”, “well-read” and “zany”. Not only was Shakespeare the greatest English writer, he could have been no other kind.
Internet:
Lecture strategies might include teaching reading strategies. In order to answer the question “How many words did Shakespeare create?”, the reading strategy required, in approaching text 7A3-II, would be
Text 7A1-II
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Robert Frost. The Road Not Taken. 1916 (adapted).
In text 7A1-II, the modal verb “should”, in “I doubted if I should ever come back.” (fifteenth verse), expresses