The concept map for teaching spoken English

Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More Differences between the two concept maps The first map is a simple representation of what the teacher would involve in teaching spoken English. On the other hand, the second map is a detailed map with explicit contents of all elements of teaching spoken English, implementation, and evaluation. The first map provides an overview of the lesson and its fundamental concepts. After the teacher had reviewed materials for teaching the spoken English to ESL class, he developed the second map based on new knowledge gained. Thus, the second map provides all features that the teacher requires to implement the lesson effectively. The first map only presents various features of the spoken English. The second map gives different details of what the teacher should teach in the spoken English lesson. For instance , speaking skills, pronunciation, and listening skills are core aspects of spoken English, which are in the second map. They also extend to highlight specific levels of teaching i.e., word and sound levels.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Under pronunciation, we can see that drilling is the best approach for vowels and consonants as highlighted in the first map. However, the second map breaks it down to aspects like voicing, place, and manner. Moreover, there are other elements of pronunciation, which one can identify, such as communication, sounds, variations in sound production, and other non-fluency features like repetition. It is also important to note that the second map has clearly identified specific roles of the teacher and students. One can also identify different levels of students’ capabilities like beginner or elementary, intermediate, and advanced levels. The second map has introduced detailed elements of teaching. For instance, we have the whole lesson, the distinct phase, and the integrated phase. In the second map, the teacher can also identify assessment details of the spoken English lesson. The second map has included planning details so that the teacher can have a logical way of teaching lesson contents. Therefore, the teacher can implement the lesson effectively without challenges. These features are not in the first map. The second map has unique features, which interlinks the entire lesson and planning processes to all other activities of the lesson. For instance, there is a direct arrow from the whole lesson to lesson planning. Such arrows are also present in stages of lesson planning and the role of the teacher and students. In addition, there are also curves, which show the direction of movement between activities. They show that the lesson is unified whole, and the teacher must follow sequences for effective implementation. This shows that knowledge acquisition in the spoken English lesson requires an integrated approach. The first map lacks pictures. In the second map, there are pictures embedded within the lesson. For instance, effective teaching of spoken English requires the teacher and learners to interact.Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More The picture identifies interaction between the teacher and the learner in the learning processes. In addition, there is also a picture of learners engaged in role-playing (student-student interaction) and playing in order to learner voicing, place, and others. Overall, the second map is a detailed presentation of how a teacher can implement a lesson plan of the spoken English in the ESL class. It shows logical sequences of learning and integration methods of teaching the second language and knowledge acquisition s. An approach of teaching English I would use in the future The initial approach would be to let students to understand the importance of spoken English in their lives. It is necessary for students to understand that the need to learn and apply spoken English has increased significantly among people from different parts of the world. Students must understand that such needs arise due to international activities like trade, job opportunities, tourism, further education, and travelling or tourism. Thus, people of different ages and nationalities want to learn spoken English to meet such needs. Learning spoken English will ensure that students can communicate clearly with self-confidence and effectively deliver their messages. They must also understand that English is a global language. At this study level, (our study level is intermediate) the teacher knows that students will not be able to learn English as children do because it is a foreign language. Given the complexity of teachin g spoken English (see the concept maps), it would be important to emphasise the role of practice in order to reduce effects of the first language on English. I will let the student know that they need an extra effort to speak fluent and accurate English. I would also be interested in understanding what factors may hinder or motivate my students to learn spoken English. As a result, my future approach of teaching spoken English would be a comprehensive approach based on needs and motivation of students.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More My students are Saudi Arabia intermediate English students. They have learned English in the previous years. However, I do not expect them to exhibit high-levels of confidence, accuracy, fluency, and vocabulary usages when speaking English. Thus, my approach of teaching spoken English will also motivate learners to overcome their difficulties. My lesson would reflect the importance of teaching skills in listening, pronunciation, and speaking. These are important elements of effective communications. On this note, I would strive to understand general abilities and weaknesses of students in these aspects of spoken English. Herbert asserts that teachers should identify challenges, which students have in order to focus on such challenges when teaching (Herbert, 2002, p. 188-200). I will recognise that teaching pronunciation goes beyond sounds. As a result, I will incorporate word stress, intonation, and stress in sentences as parts of pronunciation for ESL learners. There are also linka ges in words, which my lesson would explain. During my lesson, students would note the role of their mother tongues and their influences on pronunciation of English words. However, an effective practice would ensure that students gain confidence and improve their communication skills (Hewings, 2007, p. 30). It will also be important to let students to know that it would be unrealistic to achieve the level of a native speaker in English pronunciation. It would also be important to encourage students to practice pronunciation whenever they find an opportunity to allow them lessen the effect of their native language on English. Students will also learn speaking and listening skills. However, the choice of these skills would depend on the level of students’ abilities (intermediate). Initially, I shall encourage my student to master discrete skills in learning spoken English (Rost, 1990, p. 99-177). They will recognise various forms of words, cohesive text elements, and key words in spoken English. These may form the basis of the lesson. However, I will introduce students to interpretive processes of listening in which we will engage in understanding conversation and discourse. Students shall engage in reading written texts loudly. During this process, I will emphasise the role of students whenever they are reading texts aloud. For instance, contemporary approaches of teaching listening skills require students to be active participants in the process of learning. In this regard, I would encourage my students to develop their listening skills by using various strategies to enhance, monitor, and assess such skills. Thus, my class would emphasise the role of students as active listeners. Doff observes that students must acquire both listening and speaking skills in order to realise successful conversations (Doff, 1988, p. 78-90). Traditionally, students would repeat what the teacher has said, memorise a conversation or a story and provide answer to drills. Thes e were sentence-based approaches to achieve proficiency in repetition or drill approaches. However, I would apply a communicative-based approach to teach spoken English (Richards, 2008, p. 1-2). In this context, I would encourage my students to develop speaking skills through generating ideas and solving tasks with the aim of developing fluency, accuracy, and vocabulary. Thus, I would apply information-gap and encourage students to use spoken English in real communications based on knowledge acquired previously. This strategy would allow students to acquire skills in communication and engage in meaningful negotiations, which would help them to develop effective oral skills. I shall encourage clarity and observation of grammar rules as Hedge notes (Hedge, 2000, p. 259). Teaching requires effective planning of the lesson plan. According to Butt, good planning, classroom management, and sustained performance are the best ways of ensuring effective learning (Butt, 2006, p. 65-80). As a teacher, I would make sure that I carefully plan my lessons by organising them in terms of introduction or warmer, pre-task activities, during tasks, and post-tasks activities. Warmer activities would be useful for preparing students for active participation in the spoken English lesson. At the intermediate level, students will engage in discussions, peer-to-peer activities, self-tests, and evaluation. Every stage of the lesson would indicate the role of the teacher and students. The aim of planning my lesson is to ensure that students remain active throughout the lesson. Baker and Westrup pointed out that engaging students in a lesson usually makes them active and apply acquired skills in learning (Baker and Westrup, 2003, p. 21-30). Engaging students in the lesson would ensure that they concentrate on learning activities. Besides, I would be able to encourage slow learners to participate in various activities. Activities in teaching spoken English would be able to motivate student s to contribute in learning and developing self-confidence for effective communication in English. Hedge encourages teachers to balance their lesson plans in spoken English so that students can develop both accuracy and fluency (Hedge, 2000, p. 259). At the intermediate level, I would focus on both accuracy and fluency as we develop fluency because my student would not have mastered accuracy in spoken English. In my class, I shall encourage the use of information gap, restricted conversation, storytelling, role-play, jokes, discussions, and use of games. I have also learned the importance of a good learning environment for learners. I shall ensure that the class has a favourable environment, which will encourage all students to take part in oral presentations. This would ensure that we do not leave slow learners as others progress. Collie and Slater note that a favourable classroom environment can promote learning of fluency (Collie and Slater, 1993, p. 8). In this context, I would focus on effective topic presentation, classroom management and student participation. Student errors and feedback will form the basis of developing an evaluation plan. I shall provide feedback and encourage students to generate correct answers. No feedback shall upset any student. I shall pay special attention to student assessment. Validity, reliability, and practicality of students’ assessment tools are critical for evaluation of the teacher’s lesson outcomes. It would be important to ensure that tests have a suitable scoring and grading rubric in order to enhance reliability of assessment tools. Burgess and Head note the importance of knowing test criteria among students (Burgess and Head, 2005, p. 99-120). I would use different methods to test students learning outcomes. These may include information gap, interviews, and controlled interviews. I shall expect to see some levels of improvement among slow learners while fast learners will display improved fluency and accuracy. Overall, my teaching approach would encourage students to master English speech sounds like vowels and constants, stress, intonation, and rhythm as they also recognise manner and place. It will encourage a reasonable level of accuracy, use of vocabulary, and fluency among students. Thus, students would know what to say, and how to say it in any given context. References Baker, J., and Westrup, H. (2003). Essential Speaking Skills. London: Continuum International Publishing Group. Burgess, S., and Head, Katie. (2005). How to Teach for Exams. New Jersey: Pearson Education. Butt, G. (2006). Lesson Planning. London : Continuum International Publishing Group. Collie, J., and Slater, S. (1993). Speaking 3. Cambridge: Cambridge University Press. Doff, A. (1988). Teach English: A Training Course for Teachers-Tacher’s Workbook. Cambridge: Cambridge University Press. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Herbert, J. (2002). PracTESOL: It’s not what you say, but how you say it. In J. C. Richards and W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 188-200). Cambridge: Cambridge University Press. Hewings, M. (2007). Pronunciation Practice Activities: A resource book for teaching English pronunciation. Cambridge: Cambridge University Press. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York, NY: Cambridge University Press. Rost, M. (1990). Listening in Language Learning. London: Longman. This coursework on The concept map for teaching spoken English was written and submitted by user F1sher to help you with your own studies. 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Water Pollution1 essays

Water Pollution1 essays Physics CP (9-11) Ms. Monillas The societies of this world need to wake up, and not only listen to, but understand that it is time to find better ways of dealing with wastes, rather than nonchalantly dumping it into our oceans. For decades people in societies worldwide have taken advantage of the Earths waters simply by dumping whatever they do not want into them. Apparently our time of easy disposal has run out, the oceans and the life within our showing distinct signs of poor health. The continuous dumping (or traditional dumping) of industrial wastes as well as sewage and garbage into the oceans is beginning to show definite signs of pollution caused stress. The National Research Council recently published information stating that human intervention has begun to take its toll on the marine environment. The ecological balance of oceans worldwide are at a dangerously unstable state, the effects of man-made pollutants introduced into the waters and seas are having severe consequences upon the marine life living there. There is much that needs to be accomplished before scientists can fully understand how bad our oceans and seas really are. Even more importantly, is the fact that environmental action must be taken now to reduce the oceans growing plight. Arguably the most contributing polluters to our oceans are the major industries of the world. Industrial ocean pollution has incorporated a wide variety of polluters, ranging from major oil spills dispersing toxic chlorinated hydrocarbons (the resultant of the breakdown of petroleum) to PCB=s (polychlorinated biphenyls) as well as DDT=s (dichloro-diphenyl trichloroethane, which is banned in the U.S. but still largely used in third world countries) all of which are used widely in chemical pesticides and detergents The introduction of oil into our oceans occurs in three major ways; by tanker accidents, faulty underwater pipelines, or oilrig blowouts. The times atl...

The Vietnam Economic Development Essay Example | Topics and Well Written Essays - 1500 words

The Vietnam Economic Development - Essay Example In this paper, I am to delineate this similarities and how it can be used to forecast the economic growth of Vietnam. To do this, I examine not only the economic but also the social and political similarity between the two countries. I then proceed in discussing the implications of this similarity in the future developments in Vietnam's economy. Vietnam, with the official name of Socialist Republic of Vietnam, is located in the South East Asia and constitutes a land rich in history and culture. It is bordered by China to the north, Laos to the northwest, and Cambodia to the southwest. On the country's east coast lies the South China Sea. With a population of over 87 million, Vietnam is the 13th most populous country in the world. Vietnam was formerly a Chinese territory but as with most Asian nations, the country fell under the yoke of colonial powers particularly that of France. The clamor for independence soon became powerful so as to initiate armed resistance. After years of guerrilla warfare leading to the 1953-1954 take over of the French fortified a base at Dien Bien Phu, the French government agreed to negotiations to end the war. However, the country was divided at t the 17th parallel, with the Vietminh in the North and the French and their Vietnamese supporters in the South. In 1963, the deteriorating political situation and the fear of the spread of Communism by the Americans resulted to the Vietnam War which pitted South Vietnam supported by the United States of America against North Vietnam which ultimately saw the victory for Communist North Vietnam and the unification of the Vietnam people. Upon taking control, the Vietnamese communists banned all other political parties, arrested public servants and military personnel of the Republic of Vietnam and sent them to reeducation camps. The government also embarked on a mass campaign of collectivization of farms and factories. Reconstruction of the war-ravaged country was slow, and serious humanitarian and economic problems confronted the communist regime. In a historic shift in 1986, the Communist Party of Vietnam implemented free-market reforms known as Doi Moi. With the authority of the state remaining unchallenged, private ownership of farms and companies, deregulation and foreign investment were encouraged. The economy of Vietnam has achieved rapid growth in agricultural and industrial production, construction and housing, exports, and foreign investment. It is now one of the fastest growing economies in the world. (Sullivan, 2006) 3.0 Social Similarity between Vietnam and South Korea In the Asia Pacific Region, one can find another country besides from Vietnam having experienced rapid economic development in the world since the 1960s. South Korea, which has the 3rd largest economy in Asia and the 11th largest economy in the world, has been defined as a High Income Nation by the World Bank and is listed by the United Nations as a prosperous nation. In terms of social beliefs and culture, the Vietnamese and the South Koreans are heavily influenced by Confucianism. At the heart of Confucianism are two fundamental principles, the necessity of correct behaviour and the importance of loyalty and obedience. Confucianism was firmly implanted in Vietnam during the thousand years of its occupation by China

Biological Aspects of Race Term Paper Example | Topics and Well Written Essays - 500 words

Biological Aspects of Race - Term Paper Example Societies have universally accepted this idea that, naturally, humans fall into racial groups. It is true that different people have had mixed ancestry crossing racial boundaries, but there are also undeniably clear physical differences between various populations of the world. The physical differences may reflect genetic differences used by researchers to pinpoint people’s geographical origins. Genes reflect geography certainly. Human genetic differences, on the other hand, do not fall along boundaries that could define race. Without defined boundaries that can guide us, the human racial categories continue to be the product of the human choice. Our definition of race reflects not only biology but culture, history and politics (Cadena, 2000). Human racial groups do compose breeding units that initially were geographical and at times temporarily isolated. However, they could interbreed, producing viable offspring that are also within the species of Homo sapiens. The molecular techniques that have been developed recently to examine genetic differences between populations and individuals such as DNA have produced clear evidence that population differences exist within the human species but racial differences do not. Race should therefore not be equated with ethnicity that is a self-described category with the three components of ancestry, culture and language. These components have affinities to some ancestral groups. The genetic differences that exist between groups, therefore, do not correspond to some historical racial categories (Sarich and Frank, 2004).

Social psychology Criminal Justice Systems Essay

Social psychology Criminal Justice Systems - Essay Example This implies that for the errands of moderate complication e.g. EWT, performances augments with stress till an optimal point is attained where it begins to decline (Bell & Jones, 1994). According to Bartlett theory, recall/memory is subject to individual interpretation dependent on our cultural or learnt norms plus values i.e. the manner in which individuals make sense of world in which we live (Loftus, 1996). This is the concentration by an eyewitness on the weapon in particular to the omission of additional details of an offence. Where a weapon is involved in a crime, it is common for the witness to correctly describe a weapon in detail rather than the individual holding it (Ross, Read & Toglia, 1994). Cases which have eyewitness testimony have a higher probability of producing convictions (Visher, 1987). Jurors are doubtful of the eyewitnesses with low memory regarding details whereas they might be more accurate owing to the fact that they were concentrating on the face of the culprit instead (Wells & Leippe, 1988). Mutually, incorrect and correct eyewitnesses are trusted eighty percent of the time (Wells et al., 1979). All these shows the influence attached to persuasive eyewitness. According to Stambor (2006), "of the... 78% were wrongful convictions based on eyewitness misidentification." Eyewitnesses tend to be more confident as opposed to being accurate and this influences jurors who in turn trust them. This shows that eyes can be deceiving. Strong emotions, expectations, current knowledge and beliefs affect memories. Evocative questioning incorporates deceptive information into the memory. It is not possible to distinguish real memories from the force memories. All these can be attributed to misinformation effect. The error can be reduced by (1) training the police interviewers. Research has shown that cognitive interview after spontaneous recollections augments information by fifty percent without raising the fake memory rate. (2) Reducing fake lineup identifications. This can be achieved by eliminating composites and arrays, paying attention to the identification time, using sequential lineup, prohibiting post-identification feedback, using blind testing processes with neutral and scripted questions and reminding a witness of the fact that the suspect might not be included in the lineup. (3) Educating the jurors. What other factors influence juror judgments Defendant's characteristics The characteristics of the defendant are in terms of resemblance to the juror (e.g. same language, political beliefs and expectations of conventional conduct), and the physical attractiveness. Despite the fact that juror do not disregard the "facts" of a particular case whilst deliberating, in case the evidence turns out to be lacking or ambiguous, there is a high probability for them to allow personality character of the defendant to persuade their decisions. According to research on influence of similarities of a defendant to a jury by Mazzella and Feingold (1994), "Mock-jurors punished white

Importance of Sex Education in Schools

Importance of Sex Education in Schools Sex is a really complex topic to talk about, though it has both harmful effects and beneficial side effects that can help with the health of the body. young people often do not know what they are getting into when they have premarital sex. Sexual activities are more common within teenagers from ages as early as 14 to 18 years, this could be because of trying to be popular in high school or simply because individuals feel left out from friends and to maintain that man chain with friends. Worst case scenario is because individuals try to forget previews relationships that had a tough breakup by using other individuals who are willing to accept and help a friend, because at the end of the road is where true friends are reveled. Although, pregnancy is more common around high school students because they tend to have crazy hormones and are not familiar on how to talk about it with an adult or to simply ask their parents about an advice. Thought parents take time and effort trying to reinf orced that connection with their children about topic that they need to be getting ready to learn and know. parents want their children to be well informed about sex, sexual health and relationships; however, they want to be kept informed about school program High School teenagers are more common to have sexual activities throughout school than any other school grade, this being because of the benefits that this particular activity provides. Today in society we have all this smart phones and technology that we use in our daily lives and nothing stop us from logging into the internet and search anything we want the answer to, in this case what most teenagers will search. What are the benefits of having sexual relationships? And what are side effects after performing this activity. Most of us as teenagers are scared or might not have a fully understandable relationship with our parents to the point that we cant ask them information about how to have save sex? Or When would be the best time to do it? And what are the things couples need to consider when they are about to move on to the next phase in their lives. However, the majority of us depend on our buddies and we know the common word (hook up) because we all want to know more specific i nformation about having sex with loved ones. Though the lack of communication is making teenagers have more curiosity and having crazy hormones towards wanting to do something but not knowing how to prevent it which leads to the next phase of having sex at an early age. Most teenagers have a partner that they handout with and they enjoy being with, which makes them be more active and interact with them in all kinds of perspectives because they want to know each other more and give each other all they can possibly give. Further into this topic (sex) we know that pregnancy can be prevented, though sometimes males are scared to buy protection at local stores and gas stations because they feel like they are going to be misjudge by either cashiers or other members in the stores. Therefore, they take the risk of having unprotected sex with may lead into a pregnancy the first time of having sex. Their loved one which might lead to pregnancy and any other disease transmissions while performing inner course. Having a pregnancy while in high school, makes it more challenging for students to continue with their academics because now they will need to be taking care of the new baby and working will need to be a responsibility in order for the couple and the baby to maintain a healthy life. Though throughout all of this new responsibilities, academics must still take place in order for that individual to graduate by the designated date. Is going to be tough and challenging to make this tough responsibility and keep moving forward, because to maintain a good stable status in high school and maintain a well-paid job to support the new pregnant couple is going to require a lot of patience and commitment towards choosing what is going to be best for both the baby and the teenage mom. Teenagers havent done enough in their lives to be having children. Many teenagers only because they have a good stable job that takes care of them financially and maybe a car to be able to more around places is not all the requirements that a couple should have. Instead of just having money for on they will need to be able to afford the babys lifestyle which will require a lot of patient in the first place and also money to buy the food and all then nutrients the baby needs as well as the appointments with the doctor. Having a baby is not only a gift from god but it can be such a distraction while going to school and one thing that parents need to bring to the baby are diapers, wipers, clothes, towels, and all of their attention while there are babys because they cannot be taking care of themselves and they cant depend on themselves, instead they referee to their parent by crying and showing them what they want because as babys they cannot communicate and they wont be able to do independent stuff. Choosing the wrong choice whether it is for not having a close communication with the parents, or not being taught and not buying protection because of what people say. Simply to forget another relationship, this could lead to no good because not being in love or comfortable with the other individual the relationship is not going to be good; instead if they end up together because of a pregnancy this will only keep the couple together because of the baby itself and not because the couple want to be together and raise the baby together. All of this topics are highly common in teenagers and no matter which one it is at the end a baby is going to change everything, and is up to the new parents of the unborn baby to choose what is going to be best not just for them but most importantly for the baby. Because of his/her innocence they dont know what is good or bad and is up to the new parentages to take their free time and apply it to all to their new baby. (Often, teens dont get prenatal care soon enough, which can lead to problems later on) this problem can be because of not having back up information about how to take care of themselves and thinking about the consequences before taking action to what they might regret later in life, as well as they can ask other grown-ups if the connection with their parents is weak. This results can lead to a more responsible and knowledgeable teenager, only by having that back grown knowledge can help prevent so many things while having any kind of sexual activities. Websites Dye, Bruce A. Teenage Pregnancy | Teen Pregnancy | MedlinePlus. MedlinePlus Trusted Health Information for You. U.S National Library or Medicine, 11 Aug. 2016. Web. 09 Mar. 2017. . Smith, Adam. Pregnancy Quotes. BrainyQuote. Xplore, 1 Jan. 2001. Web. 09 Mar. 2017. . Gisel. Our Health, Our Futures Sexual Issues Teen Pregnancy, P. 6 Quotes. Our Health, Our Futures Sexual Issues Teen Pregnancy, P. 6 Quotes. Mary Robb Teague, 1 Jan. 2000. Web. 09 Mar. 2017. . Dyson, Sue. Review: Parents and Sex Education. The Journal of Educational Sociology 8.6 (1935): 381. Department of Health. La Trobe University, 2010. Web. 09 Mar. 2017. The Only 12 Things You Really Need for a Baby. Scary Mommy. N.p., 20 Nov. 2016. Web. 09 Mar. 2017. .

Racism In Huck Finn Essay -- essays research papers

The conflict between society and the individual is a theme portrayed throughout Twain's Huckleberry Finn. Huck was not raised in accord with the accepted ways of civilization. Huck faces many aspects of society, which makes him choose his own individuality over civilization. He practically raises himself, relying on instinct to guide him through life. As portrayed several times in the novel, Huck chooses to follow his innate sense of right, yet he does not realize that his own instincts are more moral than those of society. From the very beginning of Huck's story, Huck without a doubt states that he did not want to conform to society; "The Widow Douglas she took me for her son, and allowed she would sivilize me... I got into my old rags and my sugar hogshead again, and was free and satisfied"(Twain, 2). Miss Watson lives with Huck and she is always picking at him, trying to make him become conventional. According to the essay, The Struggle to Find Oneself Huck has become so used to being free that he sees the Widow Douglas' protection solely in terms of confinement. She doesn’t let Huck smoke when he wants and she is always nagging. "Miss Watson would say, "Don't put your feet up there, Huckleberry;" and "Don't scrunch up like that, Huckleberry -- set up straight;" and pretty soon she would say, "Don't gap and stretch like that, Huckleberry -- why don't you try to behave?"(Twain, 3). We get the feeling that Huck is an individual, a person who is indepe ndent and has the willingness to live a life free of complications. According to Ryan Schremmer’s essay Examination of Freedom as an Overall Theme in Adventures of Huckleberry Finn the theme of freedom is shown in Huckleberry Finn, which parallels to his distancing from society: One of the most prominent and important themes of Adventures of Huckleberry Finn is freedom. Freedom not only from Huck's internal paradoxical struggle in defining right and wrong, but also freedom from Huck's personal relationships with the Widow Douglas and his father, as well as freedom from the societal institutions of government, religion, and prejudices. When Pap returns for Huck, and the matter of custody is brought before the court, the reader is forced to see the corruption of society. The judge rules that Huck belongs to Pap, and forces him to obey an evil and abusive man. One... ...n of his father's sickness when seeking help. These men are not hesitant to hunt slaves, yet they refuse to help a sick man. Huck's acceptance of his love for Jim is shown in chapter thirty-one. Huck writes a letter to Miss Watson to return Jim, yet he ends up ripping the letter and wishes to free Jim. "'All right, then, I'll go to hell'- and he tore it up." Here, we see that Huck concludes that he is evil, and that society has been right all along. Huck doesn’t realize that his goodness comes from within. He doesn’t become aware that those inner qualities are not paralleled to external behavior. If Huck was to catch on that he would be eager to change how society functions instead of running away from it. Huck acts as a much nobler person when he is not confined by the hypocrisies of civilization. Throughout the story we see how he distance himself from society and creates his own world in which he follows his own feelings of what’s moral and honorable. From the beginning of the story we see his instinct come into play and how it affects his decisions throughout the story. He almost always goes his own way, makes up his own mind, and lives by his own standards.