About Mr. Peter

Peter Xu

  • Drawing and Art Teacher at various afterschool
  • Designer: 2011-present
    • Graphic design for Tong’s CD album cover
    • Graphic design for http://handscape.com/
    • Graphic design for Amazon seller
    • graphic design & Web design for SNEC PV POWER EXPO (shanghai new energy industry association/ Asian Photovoltaic Industry Association (APVIA) / Follow Me Int’l Exhibition (USA) Inc/ Follow Me Int’l Exhibition (China) Inc/ Follow Me Int’l Exhibition (Singapore) Inc

 

  • Animation designer/M&N/2002-2005
  • Computer game designer /2001-2002

Education

  • 2007, art major at Ohlone college.
  • 2000, animation design, Tianjin art of university B.A degree in China
  • 1996  Art and Design, Tianjin art of university in China

Awards

  • 1st Place in drawing 2009(Fine Art &Design Show)
  • 3st Place in Historical Art Reference. 2009

 

 

About Ms. Ting

婷Tifa

(Saturday: 10:00-11:00, 4-6 years old, 11:00-12:30 8-11 years old)

大学本科:北京服装学院 服装设计与市场营销专业双学位

研究生:旧金山艺术大学 (AAU) Fashion Design MFA

研究生第二学位:Web Design &New Media

 

从小开始学美,美高考成绩优异,拿到八所学校OFFER:

中国媒大学,北京服装学院,清大学,天津工大学,

大学,北京工大学,北京交通大学,江南大学

 

从事高考美工作多年:负责高考设计意速写类别教学,所辅导的学生分别考取国内的艺术院校。

:素描,速写,意速写,水彩,卡通画,儿童画,服装画

研究生期学了很多传统手工:手工纸张制作,手工面料印染

性格开朗,善于沟通 。

Note: Dan Ting has been with DTE center about a year now. Kids love Dan Ting’s teaching.

About Ms. Mag

Magnolia Lee

Tuesday:

3:45pm-5:15pm 7-9 years old,

5:15 pm-6:15pm 4-6 years old

“I have years of experience teaching art to children from preschool to high school.  

I’ve created and revised my art curriculum to meet the age-specific learning needs but also maintaining learning points of the art curriculum.

I encourage creativity and a high standard of art quality and learning. I enjoy teaching children who are bright and motivated, yet I know that some need to be inspired.  

Note: Magnolia has been with DTE for almost a year now. She was also our summer art Camp major teacher. All kids love Ms. Mag.

About Mr. Kenan

Kenan Zhu

Wednesday / Thursdays

3:30-4:30 4-6 Years old

4:30pm-6:00pm 7-9 year old

Education:

2014   MFA Academy of Art University Master of Fine Art   San Francisco, CA

Galleries 

Chinese Art Gallery    14786 Washington Ave San Leandro, CA 94578

Awards

2014    Art Competition.net, ”abstract”, Honorable Mention

Group Exhibitions

2014 Group Show, Minna Gallery, San Francisco, CA

2013 Group Show, 4N5 Gallery, San Francisco, CA

2007 “Art Rain” group show in Russian Museum, Helsinki. Finland

 

Articles

2009  <Fashion Brand> magazin, Chinese young artist

About Ms. Liang

梁明明

Sunday 8-10 Years-old and 11-16 years-old

3:30pm-5:00pm 5:00 pm-6:30pm

 

1987毕业于广州美术学院美术教育系,获学士学位。从事美术教育三十年,指导学生作品

多次获国际,国家,省,市奖项,历年来,所辅导的学生分别考取国内的艺术院校,和国际

知名艺术学院芝加哥艺术学院。个人获中国教育部艺术委员会颁发的美术类指导工作一等

奖。精于油画,水彩,素描,速写,致力研究艺术创作,多次举办个人画展,作品多次入选

国际艺术大展及全国,省,市美展,并广为国内外机构和私人收藏。

现为广东省美术家协会会员。广东礼赞自然油画风景研究会副会长。广州市美术家协会会员。

美国旧金山中华艺术学会会员。2012年于旧金山湾区创立明明艺术工作室。

 

个展:

2014 “季节的声音”/广州可创铭嘉画廊

如花似锦”/广州青云书院艺术馆

2012 “季节的声音”/美国旧金山

2010 “冬去花又开”-梁明明作品展/广州小洲艺术区

2009 “正午·盛放”-梁明明油画展/广州国际艺术空间站

2007 梁明明油画作品展/上海顶层画廊;

悸动梁明明油画展/上海跨越画廊;

主要参展:

2016-2017 快感与意义玩味六人油画作品展/深圳罗湖美术馆

2016 4thAnnualSmallWorksGroupShow/美国SacramentoTim Collom Gallery

弘艺敦谊情系中华两岸四地当代名家作品邀请展/美国旧金山国际艺术中心

2015 “指看南粤油画作品展/广州华艺廊

2014 “Essence”艺术展/美国旧金山Misho画廊

2013 LAARTSHOW 2013/美国洛杉

中美艺术家观念摄影展/广州文瀛艺术高地美术馆

“Forward”艺术展/美国旧金山Misho画廊

“Spring”艺术展/美国旧金山Misho画廊

玩味六人展油画作品展/广州艺壹仟艺术区

2012 美国硅谷艺术中心作品邀请展/美国硅谷

2011 “飞花.菲花女画家油画作品展/珠海诚丰艺术馆

广州市美术家协会会员优秀作品展/杭州

2010 中国岭南油画穗港澳油画作品巡展/香港等地

2009 “吐露芬芳油画联展/广州艺博院

2008 “地恸·重生“5·12表情”/广东美术馆

呼吸来自自然寂静的回声岭南当代风景油画巡展/广州

2007 中国岭南油画·雕塑2007巡回展/广州

礼赞自然第二回油画风景作品展/广州艺术博物院

中国岭南油画(穗港)小幅精品展/广州大学城

二份之一意境·空间女画家作品邀请展/广东省美术馆时代分馆

2006 “礼赞自然六人油画作品展/佛山榕城美术馆

三心一意女画家三人行油画作品展/广州扉艺廊

中国岭南油画春日阳光油画展”/广州

2002 “享受阳光”—广东八女子油画美术作品展/广州艺术博物院

2001 “欧洲金秋行广东省美术家访欧美术作品展/广东省美术家协会展厅

2000 广东省当代油画美术作品展/广东美术馆

1999 庆祝建国50周年广东省美术展/广东美术馆

1998 “我们的艺术”51回星河展/广东画院展览馆

1997 “`97广东省青年美术家协会作品展览”/广州

1995 广东省纪念抗日战争胜利50周年美术作品展/广州

1994 第八届全国美展油画展区/广东画院

广东省庆祝建国45周美术年美术作品展/广州

获奖收藏情况:

获奖

2011 广州市美协粤韵秋华杭州巡展获优秀奖

2007 “中国岭南油画(穗港)小幅精品展获优秀奖

2006“中国岭南油画春日阳光油画展获优秀奖

2004 获中华人民共和国教育部艺术教育委员会颁发的美术类指导工作一等奖

公共收藏:

中国农业银行广州艺术博物院德懿美术馆 青云书院美术馆

私人收藏:

作品多幅为国内外私人收藏

About Mr. Pan

潘玉川

Sunday

8-10 Years-old and 11-16 years-old

3:30pm-5:00pm 5:00 pm-6:30pm

广州美术学院美术学院中国画系毕业。从事美术教育二十年,指导学生作品

多次获国际,国家,省,市奖项,历年来,所辅导的学生分别考取国内和国际

知名艺术学院。

精于摄影,中国画,书法,水彩,油画,素描,速写。多次举办个人画展,摄影展,作品多次入选

国际艺术大展及全国,省,市美展 并获奖。

现为广东省美术家协会会员。摄影学会艺术顾问。

 

潘老师说:

嗯, 简单的说艺术就是好玩!

但是,如果您需要跟多的理由让您的孩子学习艺术,这里有几个:

孩子们学习用自己的感官,艺术正好是完美方法和工具。

DTE – Book Club – 2017 session 3: 新书介绍:‘锦瑟’

Discovery Your Talent – Book Club 探賦中心 读书会第3期:

报名链接: https://goo.gl/forms/54J4SG1XkDjJLxKx2

分享书目:长篇小说‘锦瑟’ - 由作家范迁亲自来做新书介绍

文本的痛楚–严歌苓评范迁力作《锦瑟》

福克纳说过;我们当中没有一个人愿意相信,我们的痛苦都是我们自己造成的。所有的不幸都可以找到可怪罪的人,或是时代。喔,我们只是升斗小民,手无缚鸡之力。我们的行为高尚或卑贱,正确或错误,都不可能对国家、社会、或历史产生哪怕微小的影响。所以,我的不幸,一定是得由谁来负责。

坐在美国南方燠热的书房里,福克纳永远令人摸不透他的话语究竟是嘲讽还是怜悯。而米兰·昆德拉就直白的多;永远不要认为我们可以逃避,我们的每一步都决定着最后的结局,我们的脚步正走向我们自己选定的终点。

我们中国人也有一句话,叫做;风起于青苹之末,摧城掠地。历史的变迁缓慢而不易察觉,一旦发轫,任何力量阻挡不了。我们反思文革,我们反思反右。指头点来点去,就是不会点到自己头上。我们深刨历史的细节,研究由于这个事件那个起因,而形成了当下的局面。几代人的认识论,就是被这种短视而蒙蔽,以致弯路走了又走至今还未从这个怪圈里摆脱出来。

分享内容:

作家范迁会介绍这本书所描写四十年代末到文革前期知识分子的心路历程。这是中国近代史上最为重要的一段时期,随着政局,经济,文化的变迁,文化人一步步地蜕变,活力和心性的丧失,陷入困顿和苦闷。但细究起来,一个社会的形成,每个人都有责任,就像严歌苓说的,我们是社会最小的细胞,我们健康,社会也健康。我们病病歪歪,这个社会也好不到哪里去。

分享人介绍 :范迁,上海人,旧金山艺术学院美术硕士,艺术家,作家,常为海内外各大媒体撰稿。出版过长篇小说 ‘错敲天堂门’,‘古玩街’,桃子’,‘丁托雷托庄园’,‘风吹草动’,‘失眠者俱乐部’,‘宝贝儿’。及短篇小说集 ‘旧金山之吻’,和‘见鬼’等。

Date / Time: 2017/4/29 Saturday 5:30 PM – 8 PM
Location: 1260 S Abel St, Milpitas, CA
Name: DTE center
Fee: $20 – 提供简单PIZZA或类似晚餐以便大家多些时间讨论

Note: The center is located on the second floor. 硅谷探賦教育中心在二楼。
Contact Us: info@dte.leeyee.us

《锦瑟》 范迁 著ISBN-13: 978-1-68372-043-0 开本:6″x9″ (15.24cm x 22.86cm) 页数:417页 字数:259千 出版日期:2017年2月

购书链接: http://zither.dixiewpublishing.com/

更多介绍: http://dte.leeyee.us/bookclub/

《数学家谈怎样学数学》阅读笔记

《数学家谈怎样学数学》阅读笔记

来自: 小凡 2011-11-08 09:19:53

Six Common Mistakes in ESL Writing

Six Common Mistakes in ESL Writing
…and how to avoid them

Mistake #1:  Switching tenses unnecessarily

One of the more common problems seen in ESL writing is unnecessary switching between past, present and future tenses. Changing between verb tenses within a sentence can make it difficult for the reader to follow a piece of writing and should be avoided. An exception to this is when a time change must be shown.

To ensure that you avoid this problem, keep the following in mind:

  • In general, establish a primary tense and remain consistent with it at the sentence, paragraph and overall work level
  • Only change tenses when it is appropriate, e.g. when there is a time shift that must be shown
  • Reread your writing and consider what overall timeframe it is in – past, present or future
  • Pay close attention to your verbs and notice the tense they are in

Practical tip: Review EnglishClub’s verb tenses to brush up on your knowledge.

Mistake #2: Excessively long paragraphs

While there is no set rule for the number of sentences a paragraph should contain, it is possible to have paragraphs that are too long. Excessively long paragraphs are one of the more common problems seen in ESL writing. The problem can easily be avoided if you adopt a conscious attitude towards it.

Practical tip: As a rule of thumb, two to five paragraphs per A4 page works well (assuming single line spacing). Also, try to keep each paragraph to a single main idea or topic.

Mistake #3: Inconsistency in spelling style (UK/US English)

The subtle spelling differences between British English (BrE) and American English (AmE) spelling can be difficult for ESL writers to spot. It is important, however, that you write in the appropriate spelling style for your audience and that you remain consistent.

A common issue found in ESL writing is for the author to interchange between UK and US English spelling, i.e. they spell some words in the British form and others in the American. The most frequent instances are: 

  • -our (BrE) and -or (AmE)
    as in “colour” and “color”
  • -ise (BrE) and -ize (AmE)
    as in “organise” and “organize”

Practical tip: this issue can easily be solved by ensuring that you have MS Word’s spellcheck on the appropriate spelling setting.

 

Mistake #4: Writing in the first-person in academic contexts

Writing in the first-person in an academic context can make a piece of writing read as informal, subjective and biased; it is a major no-no in the context of academic writing. It is an established convention that academic writing should be done in the third-person, and breaking this rule will cost you precious marks.

First-person (the incorrect way):

I would argue that Smith’s (1992) research was biased as he was personally invested in the positive outcome of the results.

Third-person (correct way):

It can be argued that Smith’s (1992) research was biased as he was personally invested in the positive outcome of the results.

Practical tip: to ensure that you are writing in the third-person, avoid making personal statements and using personal pronouns such as “I/me/my” etc.

Mistake #5: Incorrect capitalization

The rules of capitalization in English may seem confusing, especially to non-native speakers. Issues with incorrect or missing capitals in ESL writing are regularly seen. Stick to these basic rules:

  • Always capitalize “I”
  • Capitalize proper nouns, which include names of people, places and organizations
  • Do not capitalize common nouns (for example: car, pen, school)
  • Always capitalize the first letter of a new sentence
  • Capitalize weekdays, holidays and months of the year

Here is an example of these bad capitalization issues (in order 1-5):

“This year i will be going to london to study at University. my visa application still has to be accepted but i have been told to expect it to arrive in january.”

The correct capitalization would be:

“This year I will be going to London to study at university. My visa application still has to be accepted but I have been told to expect it to arrive in January.”

Practical tip: be conscious of the differences between proper nouns and common nouns as these represent the most common capitalization issues amongst ESL writers. For example, “car/truck/lorry/van” are common nouns, while “BMW/Mercedes/Ford/Toyota” are proper nouns.

Mistake #6: Incorrect use of articles

The improper use of definite (the) and indefinite (a/an) articles is a common problem for ESL writers. The best method for avoiding this issue in a sentence is to first consider whether it contains a countable or uncountable noun.

Countable nouns have both a singular and plural form and may be preceded by an article, e.g. “a banana”. Uncountable nouns have only a singular form and should not have an indefinite article, e.g. “a/an rice”.

Generally, “a” precedes words starting with a consonant, while “an” should appear before words that begin with a vowel. There are exceptions to this, however. Words that begin with a silent “h” should be preceded by “an”, e.g. “it would be an honour”.

The definite article “the” should be used in front of singular and plural nouns and adjectives when referring to something that both the author and reader are familiar with. “A dog” is in reference to a single unspecified dog, while “the dog” refers to a particular dog.

Practical tip: there are no short-cuts to proper article usage. Keep practising using articles in your writing and look for feedback from friends, teachers or through the EnglishClub forums.

Charlotte Beckham is a professional proofreader and editor for Proofreading Service UK. She has edited hundreds of documents for ESL speakers.

Common Problems in High School Writing

Common Problems in High School Writing

Writing is a big part of every high schooler’s life. In fact, students write more than ever before–from school research papers to essays on standardized tests to texting their friends. Yet writing problems abound. According to the 2011 results of the National Assessment of Educational Progress (NAEP), only 24% of twelfth-graders are at or above the proficient level in writing and only 3% write at an advanced level. While these results are disappointing, the overall effect on student achievement is a larger concern: writing problems can greatly hinder college and career success. The good news is that with hard work, patience, and targeted help, high school writing problems can be overcome.

What is Proficient High School Writing?
By understanding high school writing proficiency standards, parents can be more effective in helping their children meet grade level expectations. At the proficient level or above, high school students are able to plan, draft, and complete error-free essays of upwards of 1,500 words or more. High school students should know how to select the appropriate form of writing for various audiences and purposes, including narrative, expository, persuasive, descriptive, business, and literary forms. Students in ninth to twelfth grade should exhibit an increasing facility with complex sentence structures, more sophisticated vocabulary, and an evolving individual writing style. When revising selected drafts, students are expected to improve the development of a central theme, the logical organization of content, and the creation of meaningful relationships among ideas. In addition, students must edit their essays for the correct use of standard American English.

How to Spot Common Writing Problems
Parents can spot common writing problems simply by reviewing their children’s essays and other writing homework. Writing problems may also come to light as high school students prepare for the writing portion of standardized tests. On these tests, students are asked to write an essay, which involves reading and interpreting a writing prompt, selecting the appropriate form of writing to use, and completing an error-free essay within the test’s time limit. The essay measures the student’s ability to develop a thesis, organize and express ideas in a coherent manner, and use appropriate word choice, varied sentence structures, and correct language conventions. If your high school student has trouble in any of these areas, it will hamper their ability to score well on standardized test essays.

What Does Your Child’s Writing Look Like?
Does your high school student make errors in grammar, spelling, and punctuation? Are you finding poorly constructed sentences and unsuitable word choices? Is there a lack of organization or supporting ideas? Here are some common errors that will help you identify the trouble spots in your high schooler’s writing:

Problem: Sentence Fragments
Example: Going to the football game this afternoon.
Solution: I am going to the football game this afternoon.

Problem: Run-on Sentences
Example: I enjoy going to the movies first I have to finish my homework.
Solution: I enjoy going to the movies, but first I have to finish my homework.

Problem: Lack of Subject-Verb Agreement
Example: She drive every day.
Solution: She drives every day.

Problem: Incorrect Noun Plurals
Example: The berrys are ripe.
Solution: The berries are ripe.

Problem: Incorrect Plural and Possessive Nouns
Example: The childrens’ toys were donated to a charity group.
Solution: The children’s toys were donated to a charity group.

Problem: Wrong End Punctuation
Example: Where are you.
Solution: Where are you?

Problem: Not Forming Compound Sentences
Example: It rained today. The weather report called for blue skies.
Solution: It rained today, yet the weather report called for blue skies.

Problem: Sentence Variety
Example: Susan runs to school every morning. Susan talks to her friends before class. They don’t get to class on time. Their teacher gets angry.
Solution: Susan runs to school every morning so she can talk to her friends before classes begin. However, when they don’t get to class on time, their teacher gets angry.

Problem: Paragraph Focus
Example: I love computer games, model cars, and comic books. All are fun!
Solution: I enjoy many different types of leisure activities. My friends and I have a great time playing the latest computer games with the most excitement and challenge. When I want to create something on my own, I build model cars and take pride in getting every detail just right. Yet nothing beats my comic book collection if I want to kick back and relax! With all of these things to do, I’m never bored.

Overcoming Writing Problems: How Parents Can Help
High school writing problems can be overcome through a combination of thorough feedback, writing practice, and careful revision. Start by speaking with your child’s teachers. Share your observations and concerns. Often writing problems exist because students need more feedback or are confused about the feedback they are getting. Another issue is the busy high schooler’s schedule, which doesn’t allow enough time for practice and revision. Here are some tips that can help you get your student on track for writing success–in class and on tests:

  • Give positive feedback. When reviewing your student’s essays, give positive feedback along with talking about what needs improvement. Engage your student in the revision process by discussing the mechanics of writing without disapproval of their ideas. Students should understand that writing is a process and all writers revise their work. Remember, children need encouragement as much as correction. Also, speak in private to avoid possible embarrassment.
  • Encourage practice and revision. Suggest writing activities that relate to your child’s interests, such as writing for the school newspaper or a club website. The fact that their writing will be published provides an extra incentive to revise. Students should also practice interpreting writing prompts and completing timed essays in preparation for standardized tests.
  • Ask for an opinion. Much of high school writing focuses on producing persuasive essays that convey a well-defined perspective and tightly reasoned argument. Students are expected to clarify and defend positions, as well as refute opposing arguments. Start discussions at home on topical subjects and encourage your children to express and support their opinions. If they have strong views about a particular issue, suggest writing letters or emails to their state representatives or the local newspaper.
  • Stress Reading: Good readers are good writers. If your child doesn’t read published essays, newspaper editorials, or other nonfiction, they won’t know what good essay writing sounds like. Of course, all reading will boost writing and vocabulary skills.
  • Don’t rush writing. Make sure your student has a quiet place to write and help them gauge how long it will take to complete a writing assignment. Writing usually takes longer than we think. If the assignment is rushed, students may feel they can’t write, when they really just needed more time to revise.
  • Get extra help. Recognize when extra help is needed. Ask if your school has any extracurricular programs that target writing. Consider tutoring programs and test prep books. Most importantly, don’t ignore writing problems—working with teachers and utilizing available resources can make a difference.

Time4Writing Tackles High School Writing Problems
Time4Writing high school and college prep writing courses meet a variety of needs, from basic skills reinforcement to coaching in essay writing. Taught by certified teachers on a one-on-one basis, our courses help students achieve meaningful improvement in their writing. At Time4Writing, the revision process becomes a highly productive and rewarding learning conversation between the student and teacher. Students revise and re-submit, and the teacher gives further feedback. Some students enjoy the process so much, they must be asked to go on to the next assignment, or they’d never finish the course!

Credit to: Time4Writing

Technical writing book:

http://www.mhhe.com/mayfieldpub/tsw/toc.htm

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