Ancient Olmec Trade and Economy

The Olmec culture thrived in the humid lowlands of Mexicos Gulf coast during the Early and Middle Formative periods of Mesoamerica, from about 1200–400 BCE. They were great artists and talented engineers who had a complex religion and worldview. Although much information about the Olmecs has been lost to time, archaeologists have succeeded in learning much about their culture from excavations in and around the Olmec homeland. Among the interesting things they have learned is the fact that the Olmec were diligent traders who had many contacts with contemporary Mesoamerican civilizations. Mesoamerican Trade Before the Olmec By 1200 BCE, the people of Mesoamerica—present-day Mexico and Central America—were developing a series of complex societies. Trade with neighboring clans and tribes was common, but these societies did not have long-distance trade routes, a merchant class, or a universally accepted form of currency, so they were limited to a down-the-line sort of trade network. Prized items, such as Guatemalan jadeite or a sharp obsidian knife, might well wind up far from where it was mined or created, but only after it had passed through the hands of several isolated cultures, traded from one to the next. The Dawn of the Olmec One of the accomplishments of Olmec culture was the use of trade to enrich their society. Around 1200 BCE, the great Olmec city of San Lorenzo (its original name is unknown) began creating long-distance trade networks with other parts of Mesoamerica. The Olmec were skilled artisans, whose pottery, stone tools, statues, and figurines proved popular for commerce. The Olmecs, in turn, were interested in many things that were not native to their part of the world. Their merchants traded for many things, including raw stone material such as basalt, obsidian, serpentine and jadeite, commodities such as salt, and animal products such as pelts, bright feathers, and seashells. When San Lorenzo declined after 900 BCE, it was replaced in importance by La Venta, whose merchants used many of the same trade routes followed by their forebears. Olmec Economy The Olmec needed basic goods, such as food and pottery, and luxury items such as jadeite and feathers for making ornaments for rulers or religious rituals. Most common Olmec â€Å"citizens† were involved in food production, tending fields of basic crops such as maize, beans, and squash, or fishing the rivers that flowed through the Olmec homelands. There is no clear evidence that the Olmecs traded for food, as no remains of foodstuffs not native to the region have been found at Olmec sites. The exceptions to this are salt and cacao, which were possibly obtained through trade. There appears to have been a brisk trade in luxury items such as obsidian, serpentine and animal skins, however. The Gulf Coast Olmec blossomed at a time when there were at least four other islands of expanding civilization in Mesoamerica: the Soconusco, the Basin of Mexico, the Copan Valley, and the Valley of Oaxaca. The Olmec trading practices, traced through the movement of goods produced or mined elsewhere, are key to understanding the Early and Middle Formative histories of Mesoamerica. Characteristics of the Olmec trading network include: baby-faced figurines (essentially, portable versions of the Olmec stone heads);distinctive white-rimmed blackware pottery and Calzadas Carved wares;abstract iconography, especially that of the Olmec dragon; andEl Chayal obsidian, a translucent to transparent banded black volcanic stone. Olmec Trading Partners The Mokaya civilization of the Soconusco region (Pacific coast Chiapas state in present-day Mexico) was nearly as advanced as the Olmec. The Mokaya had developed Mesoamericas first known chiefdoms and established the first permanent villages. The Mokaya and Olmec cultures were not too far apart geographically and were not separated by any insurmountable obstacles (such as an extremely high mountain range), so they made natural trade partners. The Mokaya adopted Olmec artistic styles in sculpture and pottery. Olmec ornaments were popular in Mokaya towns. By trading with their Mokaya partners, the Olmec had access to cacao, salt, feathers, crocodile skins, jaguar pelts and desirable stones from Guatemala such as jadeite and serpentine. Olmec commerce extended well into present-day Central America: there is evidence of local societies having contact with the Olmec in Guatemala, Honduras, and El Salvador. In Guatemala, the excavated village of El Mezak yielded many Olmec-style pieces, including jadeite axes, pottery with Olmec designs and motifs and figurines with the distinctive ferocious Olmec baby-face. There is even a piece of pottery with an Olmec were-jaguar design. In El Salvador, many Olmec-style knick-knacks have been found and at least one local site erected a man-made pyramid mound similar to Complex C of La Venta. In the Copan valley of Honduras, the first settlers of what would become the great Maya city-state of Copà ¡n showed signs of Olmec influence in their pottery. In the basin of Mexico, the Tlatilco culture began to develop about the same time as the Olmec, in the area occupied by Mexico City today. The Olmec and Tlatilco cultures evidently were in contact with one another, most likely through some sort of trade, and the Tlatilco culture adopted many aspects of Olmec art and culture. This may have even included some of the Olmec gods, as images of the Olmec Dragon and Banded-eye God appear on Tlatilco objects. The ancient city of Chalcatzingo, in present-day Morelos of central Mexico, had extensive contact with La Venta-era Olmecs. Located in a hilly region in the Amatzinac River valley, Chalcatzingo may have been considered a sacred place by the Olmec. From about 700–500 BCE, Chalcatzingo was a developing, influential culture with connections with other cultures from the Atlantic to the Pacific. The raised mounds and platforms show Olmec influence, but the most important connection is in the 30 or so carvings that are found on the cliffs that surround the city. These show a distinct Olmec influence in style and content. Importance of Olmec Trade The Olmec were the most advanced civilization of their time, developing an early writing system, advanced stonework and complicated religious concepts before other contemporary societies. For this reason, the Olmec had a great influence on other developing Mesoamerican cultures with which they came into contact. One of the reasons the Olmec were so important and influential—some archaeologists, but not all, consider the Olmec the mother culture of Mesoamerica—was the fact that they had extensive trade contact with other civilizations from the valley of Mexico well into Central America. The significance of the trade is that the Olmec cities of San Lorenzo and La Venta were the epicenter of the trade: in other words, goods such as Guatemalan and Mexican obsidian came into Olmec centers but were not traded directly to other growing centers. While the Olmec declined between 900–400 BCE, its former trading partners dropped the Olmec characteristics and grew more powerful on their own. Olmec contact with other groups, even if they did not all embrace the Olmec culture, gave many disparate and widespread civilizations a common cultural reference and a first taste of what complex societies might offer. Sources Cheetham, David. Cultural Imperatives in Clay: Early Olmec Carved Pottery from San Lorenzo and Cantà ³n Corralito. Ancient Mesoamerica 21.1 (2010): 165–86. Print.Coe, Michael D, and Rex Koontz. Mexico: From the Olmecs to the Aztecs. 6th Edition. New York: Thames and Hudson, 2008Diehl, Richard A. The Olmecs: Americas First Civilization. London: Thames and Hudson, 2004.Rosenswig, Robert M. Olmec Globalization: A Mesoamerican Archipelago of Complexity. The Routledge Handbook of Archaeology and Globalization. Ed. Hodos, Tamar: Taylor Francis, 2016. 177–193. Print.

The Effects of Old Age on the Body - 1697 Words

Tim Cramer Aging: What to expect as you get older This article is all about physical effects on the body as a person gets older. For my essay, most of these facts will be important to catch the attention of my reader, and define the problem to my thesis. It seems that age affects every system of the body. The heart will become less efficient and must work harder. Bones, joints and muscles will become thinner, less dense, and weaker. Constipation and loss of bladder control will become more common. The eyes will be less able to produce tears and seeing things up close will be difficult. There will be less saliva in your mouth, which makes it harder to wash away bacteria, and the teeth will be easier to break. Skin will become less elastic†¦show more content†¦In 1940 programs for the aged came under England’s welfare state system. In the 1880s Otto von Bismarck in Germany introduced old-age pensions whose model was followed by most other western European countries. Today more than 100 nations have some form of social security program for the aged. The United States was one of the last countries to institute such programs. Not until the Social Security Act of 1935 was formulated to relieve hardships caused by the Great Depression were the elderly granted old-age pensions. For the most part, these state programs, while alleviating some burdens of aging, still do not bring older people to a level of income comparable to that of younger people. Physiological effects The physiological effects of aging differ widely among individuals. However, chronic ailments, especially aches and pains, are more prevalent than acute ailments, requiring older people to spend more time and money on medical problems than younger people. The rising cost of medical care has caused a growing concern among older people and societies, in general resulting in constant reevaluation and reform of institutions and programs designed to aid the elderly with these expenses. In ancient Rome and medieval Europe the average life span is estimated to have been between 20 and 30 years. Life expectancy today has expanded in historically unprecedented proportions, greatly increasing the numbers of peopleShow MoreRelatedAging And Its Effects On The Aging1360 Words   |  6 PagesAlso spelled as ageing, this is generally the process of becoming old. It is the in a way the opposite of immortality. In a broader aspect, it may occur to single cells in an organism also called cellular senescence or the population of a species, known as population ageing. This process primarily affects human beings and fungi. In humans, it signifies the accumulation of various changes which occur over time. The changes include physical, social and psychological changes. Causes of aging are veryRead MoreEffects Of Aging On Aging And Aging1343 Words   |  6 Pages Introduction Also spelled as ageing, this is generally the process of becoming old. It is the in a way the opposite of immortality. In a broader aspect, it may occur to single cells in an organism also called cellular senescence or the population of a species, known as population ageing. This process primarily affects human beings and fungi. In humans, it signifies the accumulation of various changes which occur over time. The changes include physical, social and psychological changes. CausesRead MoreLegal Drinking Age : Should It Be Altered?1408 Words   |  6 Pages Legal Drinking Age: Should It Be Altered? The legal drinking age has been an ongoing controversy for decades, consisting of people who are for lowering, raising, or keeping the age with multiple reasons behind each side. It is commonly known that consuming alcohol can have life-threatening effects on the human body, but these effects can be much harsher at a younger age. Reducing the age for eighteen year olds may result in senseless acts from the drug. 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The Postmaster -Summary free essay sample

Summary of â€Å"The Postmaster†1: Rabindranath Tagore’s short story, â€Å"The Postmaster† centers around a young postmaster named Dadababu. Dadababu has been transferred from Calcutta to a small Indian village, Ulapur, for a position as postmaster. He finds himself feeling very lonely and unable to relate to the factory workers around him. Conversation and companionship comes to Dadababu in the form of a young servant girl names Ratan. In an attempt to appease his loneliness Dadababu tells the girl stories about his distant family and even begins teaching her to read.Ratan quickly becomes attached to Dadababu and develops strong, seemingly romantic feelings for him. When Dadababu unexpectedly falls ill Ratan does not leave his bedside. However, Dadababu does not view Ratan in the same way. As soon as he recovers from sickness, Dadababu requests a transfer out of Ulapur. When his petition is denied, Dadababu simply resigns and informs Ratan of his departure. Ratan is extremely upset and asks Dadababu to take her with him. He finds her question absurd and denies her request. Ratan is left depressed and grieving.With only a passing thought of Ratan’s grief, Dadababu boards a ship and is quickly engrossed in thoughts of business. Tagore’s â€Å"The Postmaster†: Exploring Cultural Miscommunication Within A Society Growing up in the midst of Britain’s colonization of India, Rabindranath Tagore experienced the rapid pace at which a society can change. Much of Tagore’s writing deals with the issue of a changing society and its political, economic, and cultural implications. The introduction of Western ideals within India resulted in a blending of Indian and British cultures. This cultural intermingling often caused a miscommunication between not only the British and Indian people, but amongst Indians themselves. The influx of a non-native people brought an entirely new culture to India. While some Indians only partially assimilated Western tradition into their culture, others completely adopted the British’s ideals. There were also many Indians who adamantly resisted any British influence, thus creating divisions within Indian society. The concept of tradition became varied; while some strictly adhered to ancient rules and customs, others found it beneficial to reform or even rid of certain cultural practices.Many of Tagore’s stories reflect the miscommunication that occurred between those within the rapidly transforming society of India. In his short story, â€Å"The Postmaster,† Tagore’s main focus is the misunderstanding that often existed between Indians due to the various ways in which they were affected by their changing environment. While the story takes place within a colonial context, its main function is not as an allegory for colonialism. Britain’s colonization, and the subsequent introduction of Western ideals, simply enhanced or expedited the country’s transformation.The mention of a â€Å"British manager† within the story’s setting of the small, Indian village of Ulapur, immediately sets the story within colonized India (Tagore 42). The British have successfully moved into the country and set up factories with which to expand their economy, and consequently, their culture. It is the â€Å"British manager [who] had†¦established a new post office,† and therefore supplied the job that brought Dadababu to Ulapur. This simply positions colonialism as the source of the change that launches the story into action.It places the piece within a colonial context, yet does not introduce any significant claim for or against colonialism. In â€Å"The Postmaster,† Tagore is specifically concerned with India’s traditional marriage customs. The interaction of the characters Dadababu and Ratan exhibits the misunderstanding that often arose between native Indians as a result of divergent views on tradition. It is the difference in the emotions that Dadababu and Ratan have for each other that presents the central point of the story. Throughout the story, the two exhibit a misreading of each other’s emotions.Their misunderstanding is a direct result of their environment. At the age of â€Å"about twelve or thirteen,† Ratan has reached the appropriate age for marriage. During the time of Tagore and his writings, child marriage was a prevalent Indian custom. However, as an â€Å"orphaned village-girl,† Ratan lacks any type of parental figure and consequently is somewhat naive regarding its associated customs (42). Generally, the parents of a young Indian girl like Ratan would actively search for the perfect spouse for their daughter.The fathers of the potential couple would meet and discuss the match as well as critical factors such as dowry (the traditional offering of money and goods to made by the prospective bride’s family as an incentive for the marriage). Due to the absence of a caretaker, Ratan does not have anyone to find her a suitable spouse. Rather than pursuing marriage for financial security, Ratan’s desire to marry is almost entirely based on emotion. She expects Dadababu to marry her because she loves him. Ratan’s actions often reveal her feelings of romantic love for Dadababu. However, the postmaster continuously fails to recognize or reciprocate such emotions. When Dadababu asks Ratan to tell him of her family, she is more than happy to oblige. Ratan finds great significance in their nightly chats. She soaks in every tale about Dadababu’s family and believes the stories bring them closer together. She begins to â€Å"allude to the postmaster’s family – his mother, sister and brother – as if they were her own† (43). This relates to the traditional practice of marriage within India. After marriage, a young girl loses much of her contact with her own family and essentially adopts her spouse’s family. She moves into her husband’s home and takes on her role as housewife, leaving her little time or contact with her own relatives. Aware of this aspect of marriage, Ratan expects such to occur. She wholeheartedly believes that she will marry Dadababu and therefore expects to take on his family as her own. In contrast, Dadababu listens to the girl’s stories yet does not express any significant reaction or emotion to them. He simply views them as an opportunity for conversation. Finding himself unable to relate to his coworkers and peers, Dadababu often feels â€Å"alone and exiled† and Ratan provides him with a means of conversation (43).As his stories prove, Dadababu has a family. They would have taught him about the factors that should be considered when contemplating marriage. This differs from Ratan’s situation. Although both acknowledge the tradition, the values and factors they associate with deciding to marry differ. While Ratan considers love to be the driving force behind marriage, Dadababu would have been educated on the importance of securing a dowry and stable situation when considering marriage. In fact, as â€Å"a Calcutta boy,† Dadababu may have experienced an even greater sense of stress on the financial issue.As one of the larger cities of India, Calcutta was a greater industrial region. Offering more job and living opportunities, it attracted more people and thus, would have had a much greater cultural blending than the small village of Ulapur. With such an awareness of the importance of finances and dowry, Dadababu does not view Ratan as a potential spouse. He refers to her as an â€Å"orphaned girl,† and is therefore aware of her poor financial status. Without a family, she has little or no money to offer and thus, is viewed as nothing more than a servant girl by Dadababu (46).In fact, he feels as though there is no one he can convey such feelings for and imagines â€Å"how it would be to have a close companion†¦, a human object for the heart’s most intimate affections† (44). Dadababu’s silent request for a lover further cements his lack of romantic sentiment for Ratan and subsequently, reveals his misunderstanding or ignorance of her emotions. Ratan’s devotion to Dadababu goes above and beyond her role as a servant. With almost every action, Ratan aims to portray her love as well as prove herself ready and able for marriage. She does everything she can to prove herself a valuable companion. Ratan regards Dadababu’s reading lessons as yet another opportunity to demonstrate her qualifications. She considers the postmaster’s teachings as his way of preparing her for her future role as his wife. She pores over the lessons. She dedicates her free time to studying them, â€Å"terrified that if he suddenly summoned her again one day, the conjunct consonants would all be muddled up in her mind† (45). She cannot fathom failing him, for she fears that if she does, Dadababu would find her unworthy of marriage.Ratan is willing to take on any role necessary to prove her love and ability to Dadababu. Immediately after Dadababu falls ill, she â€Å"took on the role of a mother,† never leaving his bedside (44). She nurses the postmaster back to health and stays â€Å"awake at his bedside all night long† (44). However, Ratan’s attempts to convince Dadababu of her love prove futile. Even after Ratan spends days at Dadababu’s bedside, nursing him back to health, Dadababu remains oblivious to Ratan’s love-fueled actions and emotions.When he announces his transfer, Ratan becomes extremely distressed. She asks â€Å"Dadababu, will you take me home with you? † (45). Ratan’s request has cultural significance. Still believing marriage to Dadababu is an option, Ratan expects to live with the postmaster and therefore, has no reason to find her question unreasonable. However, while Ratan cannot contemplate living without Dadababu, the postmaster laughs and finds the idea â€Å"impossible† (45). Again the reader is subjected to the miscommunication present between the two characters.Due to his stricter adherence to the traditions surrounding marriage, Dadababu recognizes that Ratan does not qualify as an ideal spouse. Consequently, he finds the idea of his bringing her home ridiculous. Dadababu never truly recognizes Ratan’s emotions. In fact, he stops only once to consider her feelings. As he does in many of his pieces, Tagore presents the reader with an ironic twist at the end of the story. While on the boat leaving Ulapur, Dadababu reflects on Ratan’s strong reaction to his departure. It seems as if he may finally recognize Ratan’s love for him and finally understand her thoughts and emotions.However, just as quickly as he presents the possibility, Tagore takes it away. Despite taking the time to consider Ratan’s emotions, Dadababu fails to reconcile their misunderstanding of each other. He takes her broken heart for nothing more than grief, describing Ratan as â€Å"the grief-stricken village girl† (46). He still views her as just a â€Å"village-girl† and continues to hold a kind of indifference towards her (46). His â€Å"sharp desire to go back† for Ratan is only passing and thoughts of her are quickly replaced with business matters (46).This displays society’s move to put an even greater emphasis on economic concerns, which only strengthens the reasoning behind Dadababu’s lack of consideration for Ratan as a wife. Through the story of Dadababu and Ratan and his description of their misunderstanding, it seems as though Tagore is warning the reader of the dangers of dowry and its implication on the tradition of marriage. Although he does not explicitly condemn the tradition, there are hints that if two people lack the same understanding of the associated customs, negative effects can ensue.As we see in â€Å"The Postmaster,† unfavorable repercussions occur because Dadababu and Ratan do not share the same concepts regarding the tradition of marriage. Ratan faces the most unfortunate results. Her dream of an attachment to Dada is crushed and she experiences humilia tion and heartbreak. She suffers the endless pain of â€Å"false hope,† and its â€Å"ripping [of the] veins and draining [of the] heart’s blood† (47). Even within the same culture, Dadababu and Ratan possess disparate backgrounds that only continue to diverge as time and society develop.A common theme throughout many of Tagore’s stories is the idea of attachment. He often explores the bond between parent and child, siblings, or even lovers and the strain that economic, political, and cultural issues have on such relationships. It is the disparity that exists between Ratan and Dadababu that Tagore is concerned with, seeming to allude to the fact that tragedies such as the dissolution or prevention of attachment occur when rapid and usually unforeseen changes in the environment separate people even within the same country.

Web Quests and Task

The phrase English as a foreign language or English as a second language means the language that has been mastered after the vernacular (or mother tongue). It could mean an intentionally learned language or one more language, the learning of which takes place in a multilingual environment with no special training.Advertising We will write a custom critical writing sample on Web Quests and Task-Based Learning in EFL Classrooms specifically for you for only $16.05 $11/page Learn More According to Mike Long, the learners and their purposes of learning a second language can be divided into the two groups: those who learn the second language voluntarily (â€Å"school children required to ‘pass’ a foreign language, college students satisfying a language requirement or working toward a BA in literature, young adults headed overseas for university courses, as missionaries or to serve as volunteers, or adults needing a L2 for vocational training or occupational purposes† (2014, p. 98)) and the involuntary language learners whom the circumstances forced to soak up the language, which includes people of all ages. In our case, we are talking about learning English as a foreign language, which means learning it in non-English-speaking countries. As regards to the methods of teaching, the most widely used approach in the leading language schools all over the world today is the communicative approach. As the name implies, in the communicative method a crucial part is assigned to the communication practice. Its main purpose is helping students overcome the language barrier and relieve them from the fear of speaking in the foreign language, while simultaneously developing the language skills from writing and speaking to reading and listening (listening comprehension). Grammar is studied in the process of communication; at first, students develop and remember the words, phrases, and language formulas, and then they begin to disas semble them in terms of grammar. No reproducing exercises or drills are used in the classrooms with communicative approach; instead, task-based learning in the form of web quests is applied. During the task-based learning the student must be exposed to the foreign language to the extent possible in order to monitor its use, build its hypothesis, and as a result, experiment with it. One of the main objectives when selecting the type of task-based learning is the increase in the students’ activity; it is the targeted activity of the student, not the teacher; the teacher should set the specific tasks before the student, enabling him/her to conduct a spontaneous, individual and original experiment with the foreign language. As a result of fulfilling each of these tasks, the student will develop the extensive personal experience of using the foreign language; at this stage, the instructor plays a significant role. The teacher should help the student to come to the realization of t he activities, which follow the experiment. According to Nunan (2002), there are five main characteristics of the task-based learning:Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More the emphasis is made on teaching students to communicate in the target language; introduction of authentic texts (educational materials) to the learning situation; providing students with the opportunity to focus not only on language but on the process of learning; and increasing the individual experience of students as an important element contributing to training. The scope of the task-based learning has substantially increased, since today students may use online sources to search for the information required to fulfill the tasks; it resulted in the creation of web quests. The WebQuest technique was developed by Bernie Dodge and Tom March at San Diego State University â€Å"as a type of computer-based to ol for teachers to enhance students’ understanding of complex topics† (Schumm 2006). In other words, it is a problematic task with role-playing game elements, for the fulfillment of which the Internet information resources are used. Compared with other tasks based on the Internet resources such as Hotlist, Multimedia Scrapbook, Treasure/Scavenger Hunt, and Subject Sampler (Mongan-Rallis Hughes n.d.), web quests are more challenging both for students and teachers. It aims to develop students’ skills of analytical and creative thinking; the instructor who creates a web quest must possess a high level of the subject, methodical and informational communication competency. Web quests may be dedicated to diverse topics; the degree of problematic tasks complexity may vary. Depending on the materials being studied, the results of a fulfilled task can be presented as an oral presentation, computer presentation, essay, web pages, etc. According to Bernie Dodge’s We bQuest model, there are the following types of web quest tasks: retelling, compilation, mystery, journalistic task, design, creative product, consensus building, persuasion, self-knowledge, analytical, judgment, and scientific tasks (Dodge 2002). Let us take a more detailed look at each task. The retelling task includes demonstrating the understanding of the subject on the basis of materials from various sources submitted in a new format, such as a presentation, poster or a story. Some examples of retelling web quest are as follows: Will That Volcano Spoil Our Party, Tropical Travelers, and Deserts of the World (College of Agricultural, Consumer and Environmental Sciences, n.d.). Compilation task is aimed at transforming the format of the information obtained from the various sources; for example, â€Å"a cookbook compiled from recipes solicited from relatives, a virtual exhibition or a time capsule† (Dodge 2002).Advertising We will write a custom critical writing sample on Web Quests and Task-Based Learning in EFL Classrooms specifically for you for only $16.05 $11/page Learn More When solving a mystery, students draw conclusions based on the contradictory facts. The journalistic task involves the objective presentation of information (dividing the opinions and facts). The design task includes the development of a plan or project on the basis of predetermined conditions. For example, in the Travel Japan web quest, students need to complete the introductory sheet about Japan using the Internet (Travel Japan n.d.). The creative product task involves making a creative work in a particular genre, such as a play, poem, song or video. According to Bernie Dodge, there are some limits put on this task, as it requires â€Å"historical accuracy, adherence to a particular artistic style, use of the conventions of a particular format, internal consistency, limitations on length, size, or scope† (2002). Consensus building task i s aimed at the elaboration of an attitude to a sensitive issue, such as a controversial political event. The goal of persuasion web quests is winning over an opponent or a neutral-minded individual, while the self-knowledge tasks are developed around â€Å"long term goals, ethical and moral issues, self-improvement, art appreciation, personal responses to literature†, meaning those issues related to the personality aspects (Dodge 2002). When it comes to the analysis-based web quests, the analytical tasks teach students how to search and systematize all kinds of information. The examples include Poe Webquest (Literary Criticism and Poe Webquest n.d.). Dodge’s two remaining web quest types, the judgment and scientific task, are dedicated to justifying a certain point of view and examining various phenomena, discoveries, and facts on the basis of unique online sources, respectively. The use of web quests and other tasks based on the Internet resources in language learning requires students to have the appropriate level of language proficiency in order to work with the authentic resources of the Internet. In this regard, the effective integration of web quests in the process of learning of foreign languages is possible in the cases where the web quest is a creative task in completing the study of any subject and is accompanied by the lexical and grammatical exercises on the basis of linguistic material of the authentic resources used in the web quest. Implementation of such exercises may either precede the work on the quest or run in parallel with it. Web quests consist of the following sections: Introduction, Task, Order of Work on the Task and the Necessary Resources, Assessment, Conclusion, Used Materials and the Instructor’s Comments. The task formulates a problem and describes a presentation form for the final result. The order of work and the necessary resources include the sequence of actions, the roles assigned, and the resources neces sary to perform the task (links to the websites or any other sources of information), as well as the auxiliary materials (examples, templates, tables, forms, instructions, etc.) allowing a more efficient organization of work on the web quest.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The assessment is a description of the criteria and parameters for assessing the web quest, which is represented as an evaluation form. The evaluation criteria depend on the type of the learning tasks that are completed as part of the web quest. The conclusion summarizes the new abilities developed by the students while solving this quest. The materials used are links to the resources that have been used for the creation of the web quest. To conclude, it should be emphasized that the communicative approach is one the most effective ways of teaching EFL students with a high level of competence. The communicative approach can take the form of online task-based learning, which includes hotlist, multimedia scrapbook, treasure hunt, subject sampler, and web quest. Reference List College of Agricultural, Consumer and Environmental Sciences. Why do the humanities matter? n.d., Digital Desert Library. Web. Dodge, B 2002, WebQuest Taskonomy: A Taxonomy of Tasks. Web. Literary Criticism and P oe Webquest n.d. Web. Long, M 2014, Second language acquisition and task-based language teaching, John Wiley Sons, Hoboken. Mongan-Rallis H Hughes T n.d., Teaching Strategies: Using the Web as a Teaching Learning Resource, WebQuests. Web. Nunan, D 2002, Second Language Teaching and Learning. Heinle and Heinle Publishers, Boston. Schumm, J 2006, Reading assessment and instruction for all learners, Guilford Press, New York. Travel Japan n.d., WebQuest Template. Web. This critical writing on Web Quests and Task-Based Learning in EFL Classrooms was written and submitted by user Asher Sheppard to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.