” Students’ Creativity Unleashed ”
A magazine produced for the first time by the english students of Tlemcen University, Algeria. Issue n°1, July 2017. A magazine produced for the first time by the english students of Tlemcen University, Algeria. Issue n°1, July 2017.
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STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 3<br />
RESEARCH PAPER<br />
COOPERATIVE LEARNING:<br />
THE CASE OF SECOND-YEAR EFL STUDENTS AT ABOU BEKR<br />
BELKAID UNIVERSITY OF TLEMCEN<br />
Mr: Mouggas Seyf Eddine<br />
Department of English, University of Tlemcen<br />
June 2017<br />
Abstract<br />
This paper makes a study of the feasibility of cooperative learning (henceforth CL) application at the foreign language classrooms in Algeria. It<br />
aimed to investigate whether EFL students can learn through cooperative learning effectively at the department of English in Tlemcen University.<br />
The participants were 24 second year students. The study adopted a quantitative method to collect data aiming at capturing different viewpoints<br />
from the participants’ attitudes towards working cooperatively using a focus group interview as a research instrument. The main results showed<br />
that during cooperative learning, the subjects feel linked to each other as they feel responsible for the learning of each other. The research findings<br />
indicate that the students encourage, support, and motivate their groups’ members when negotiating and doing a group task. Along with the<br />
results found, the researcher put forward some recommendations concerning cooperative learning.<br />
THEORY IN COOPERATIVE LEARNING<br />
1. INTRODUCTION<br />
Language learning is considered as one of the dynamic process that scholars are still researching. Foreign language learning is an<br />
interactive process where learners participate with each other in building knowledge and to improving their skills. In fact, cooperative<br />
learning is highlighted as a motivational technique that can reduce learners’ stress and create a positive effective classroom climate. As<br />
well as, it enables students to focus on particular lexical items, language structures, and communicative functions through the use of<br />
interactive tasks. Cooperative learning also fit the criteria for learner-centred approach where students have the opportunities to learn<br />
independently and work together to complete a task.<br />
In foreign language classrooms, it is remarkable that some students may face difficulties when working in groups. Therefore, the<br />
present study attempts to investigate how EFL students at Tlemcen University can study through CL effectively in their classrooms.<br />
Moreover, this work may help students in building relationships, developing their social skills, and improving their learning.<br />
2. LITERATURE REVIEW<br />
Nowadays, most of English teachers work to facilitate learning, and make it easy for learners to understand and comprehend better,<br />
i.e., any teacher aims to make his learners feel secure in the classroom, by using different instructional techniques, ways, and strategies to<br />
enhance the learning process. Besides, in learning English as a foreign language, learners must help each other to develop their abilities,<br />
raise their motivation, and improve their language skills (listening, speaking, reading, and writing). EFL teachers usually push learners to<br />
work together in groups, or what is called cooperative learning, in order to help each others to understand.<br />
2.1. COOPERATIVE LEARNING: DEFINITION<br />
Cooperative learning means interaction between learners in groups (from two to six) to solve a problem, or doing a task while<br />
teacher is coaching the learning process. Cooperative learning refers to having students sit together and giving them an organized task to<br />
do. Each one should take an active role to discuss and help the others. It also involves learners to use their social skills and their<br />
background knowledge which leads to task accomplishment. As pointed out in Olsen and Kagan, (1992, as cited in Zibelius, 2015: 45):<br />
Cooperative learning is a group learning activity organized so that learning is dependent on the socially structured<br />
exchange of information between learners in groups and in which each learner is held accountable for his or her own<br />
learning and is motivated to increase the learning of others.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 4<br />
In the same vein Johnson et al., (1991: 3) add: “cooperation is working together to accomplish shared goals. When engaged in<br />
cooperative activities, individuals seek outcomes that are beneficial to themselves and to all other members of the group.<strong>”</strong> That is to say,<br />
learners in mixed groups (different race, gender, learning style) promote them to share their ideas, abilities, knowledge, and work<br />
interdependently to make their understanding deeper and equivalent.<br />
2.2. ELEMENTS OF COOPERATIVE LEARNING<br />
Cooperative learning is characterized by some principles that should be respected when applying it. Johnson and Johnson (two wellknown<br />
scholars in the field of cooperative learning) outline five basic elements by which the cooperative efforts may be expected to be more<br />
successful. Those elements are:<br />
2.2.1. Positive Interdependence<br />
The key of this element is committing to the personal success as well as the success of every member of the group, and learners have to<br />
realize that they are linked to their group. Johnson et al., (1991: 6) comment: “To implement positive interdependence [...] students must<br />
believe that they are linked with others in a way that one cannot succeed unless the other members of the group succeed (and vice<br />
versa): that is they sink or swim together.<strong>”</strong> This means that Positive.<br />
interdependence provides learners with the feeling that what hurts one member hurts all of them. So within this context each learner has<br />
two responsibilities: 1) learn the assigned material, and 2) ensure that all members of his or her group learn the assigned material. After that,<br />
learners need to agree on the strategy that will be used to solve the problem and even on the final answer for their task.<br />
2.2.2. Face-to-Face Interaction<br />
It is the result of the positive interdependence in which learners support, help, and encourage their efforts to complete the task. Johnson et<br />
al., (1991: 18-19): confirm this information as follow:<br />
While positive interdependence in and of itself could have some effect on outcomes, it is the face-to-face interaction among<br />
individuals fostered by positive interdependence that most powerfully influences efforts to achieve, carried and committed<br />
relationships, psychological adjustment and, social competence.<br />
Moreover, this element refers that students have to face each other, and have a mutual eye contact to promote interaction and verbal<br />
communications. Face-to-face interaction also provides group members with opportunities including: agreeing or disagreeing with each other,<br />
explaining and arguing personal ideas to convince each other, exchanging new information, and discussing cooperative learning tasks.<br />
2.2.3. Individual Accountability/Personal Responsibility<br />
The third element is called individual accountability which means that each learner is responsible for his contribution to accomplish the<br />
task. It can be said that due to positive interdependence and face to face interaction, all learners become accountable to participate and<br />
exchange their thoughts for achieving a common goal. Furthermore, Johnson et al., (1991: 7) reveal: “Individual accountability exists when<br />
each student’s performance is assessed and the results are given back to the group and the individual.<strong>”</strong> That is to say, all students should<br />
participate and give feedback. Individual accountability is the state in which each learner’s effort supports the team’s ability to succeed, and the<br />
final result is the sum of each member’s contribution.<br />
2.2.4. Interpersonal and Small-Group Skills<br />
Interpersonal and Small-Group Skills are essential for cooperative learning, by which learners are able to give and receive feedback.<br />
Being able to give clear instruction and effective feedback is vital to achieve the team goal. In addition, learners must be taught the social skills<br />
and be motivated to utilize them, because unskilled learners cannot cooperate effectively and then the group will not be productive. These skills<br />
help to communicate accurately, trust and support the ideas of others. According to Johnson et al., (1997) learners must be taught the<br />
leadership, decision-making, trust-building, communication, and conflict-management skills just as purposefully and precisely as academic<br />
skills. So, it is necessary to learn these skills to ensure an appropriate use of cooperative learning.<br />
2.2.5. Group Processing<br />
The last element of CL is group processing. Group members have to discuss how well they are achieving their goals and maintaining<br />
effective working relationships. Wendy points in (2007: 41): “Groups need to learn to analyze their own progress and their ability to<br />
function as a group together. This is a clear development process and can enable control over the quality of the work produced.<strong>”</strong> That is<br />
to say, learners need to analyze their actions and make decisions about what behaviors to continue or change. Such a process enables learners to<br />
reflect upon their experience as a CL group, and to note how their group members interacted during the task.<br />
3. METHODOLOGY<br />
3.1. TYPE OF RESEARCH<br />
This study is designed to investigate how EFL students can learn through CL effectively. In this respect, the researcher carries out a case<br />
study that aims to gather information from second year “licence<strong>”</strong> students.<br />
3.2. THE PARTICIPANTS<br />
The informants of this study are English students at the University of Tlemcen. They are second year students (mixture of 17 males and<br />
07 females). The participants are selected randomly from different groups (03 groups), their ages are between 19 and 21 years old. The<br />
researcher selects second year students because at this stage they have studied together which might give them a chance to experience<br />
cooperative learning before.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 5<br />
3.3. RESEARCH INSTRUMENTS<br />
Morgan (2014) defines focus groups as qualitative narrative data collection method in which the researcher and a group (or more) of<br />
participants (from 06 to 10) discuss a given research topic in a formal setting. The investigator, also called the moderator, leads the<br />
discussion by posing open ended questions to get an in-depth response. Mack et al., (2005: 51) argue:<br />
A principal advantage of focus groups is that they yield a large amount of information over a relatively short period of<br />
time. They are also effective for accessing a broad range of views on a specific topic, as opposed to achieving group<br />
consensus.<br />
For the present study the investigator uses a student focus group interview aims at capturing different viewpoints from the participants’<br />
attitudes towards working cooperatively. The data is gathered in a form of note-taking from three (03) different groups of six (08)<br />
participants. The interview is semi-structured and comprises six (06) questions; they are all concerned with discovering and knowing how<br />
the subjects are participating to achieve their goals when learning through cooperative learning.<br />
3.4. DATA COLLECTION PROCEDURES<br />
At the beginning of the second semester, the investigator holds the focus group interview with students to benefit more from their<br />
experience of working in groups. The interviews are administered in the library of the department in one day. The informants divided<br />
themselves in three (03) groups then the researcher starts the interviews with the groups separately one by one without recordings.<br />
4. DATA ANALYSIS<br />
Item 01: Why you choose each other to work in the same group?<br />
The majority of the respondents in all the groups declare that they choose each other for various purposes. For example; they feel<br />
confident and more comfortable with each other, they are friends, they know and trust each other. In one group, a student confirms that they<br />
create harmony in their group he illustrates: “we are best friends and close to each other... and approximately we get the same level.<strong>”</strong> A<br />
participant from another group also explains: “I always choose people with whom I share some affinity because I know that their ideas will<br />
be as mine and I also know that I can learn from them.<strong>”</strong><br />
Item 02: When working in one group do you feel that you are linked to each other?<br />
All the interviewees in the three (03) groups report that they feel linked to each other since they have chosen to be together in the same<br />
group. An informant comments: “yes, generally we have the same preferences.<strong>”</strong> One member states: “yes of course, because we form one<br />
person… and if there is a good answer, it will lead our group to success. If no, the entire group will fail.<strong>”</strong><br />
Item 03: How do you interact with each other to accomplish a group task?<br />
Students of the first group agree that they always divide roles between them to ensure that all members work on the task. An informant<br />
says: “we generally divide the task into sub-tasks then we start working... as we can help each other if it is necessary.<strong>”</strong> Meanwhile the rest<br />
are totally disagreed with the first group. First, they confirm that they do not divide roles. Then they explain how they usually work, for<br />
example, each one introduces his/her opinion after that the whole group discuss and decide the right answer to work on it.<strong>”</strong> Besides, a<br />
student comments: “to accomplish a task, we always negotiate ideas, discuss the best resolution and sometimes each one prepares things<br />
alone and the best will be chosen.<strong>”</strong><br />
Item 04: Does each one feel that he is responsible for the learning of others? If yes, explain.<br />
Nearly all the informants have positively answered with “yes<strong>”</strong>. The interviewees’ answers also indicate that since they are working<br />
together, they have to share the same knowledge between them. They also have to show better understanding to all members. For example,<br />
one of the students justifies her answer by saying: “yes, because if someone doesn’t understand something we can not do the task and ignore<br />
this person. Therefore, it is necessary to all of us to be responsible on this point to accomplish the task and achieve our goals.<strong>”</strong> Another<br />
subject declares that he feels afraid of being a burden on the group. So that he has to give the best he can to help his group mates.<br />
Item 05: How do you encourage each other to make a contribution for the group task?<br />
The results of this item indicate that all the students spur their friends to speak and to interact together with different ways such as:<br />
• Encouraging the others to express themselves;<br />
• negotiating and explaining the task more clearly;<br />
• supporting their mates by giving positive feedback;<br />
• motivating the group members in an enjoyable atmosphere;<br />
• keeping the group meetings funny;<br />
• giving extra chances for those who have wrong ideas.<br />
Item 06: After you finish the task, do you discuss how you were working to achieve your goals? If yes, say how.<br />
One of the investigated groups says not all of the time. They discuss only if one member did not get the task. However, the two other<br />
groups affirm that they generally do make discussions for the following reasons:<br />
• Talking about the difficulties they have faced;<br />
• debating how well they have worked;<br />
• thinking about their performance and how they can improve it for next time;<br />
• making a recall to the process of doing the task and how much they benefit from each other;<br />
• asking for advice from the teacher if it is possible.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 6<br />
5. DISCUSSION<br />
The results indicate that the majority of the participants choose to work in the same groups, because they are closed to each other. Also,<br />
they approximately have the same level. From another part, the findings demonstrate that learners feel responsible for their mates and show a<br />
great care about the learning process of each other. Furthermore, remarkable results prove that all the informants confirm that they feel linked to<br />
each other. That is to say, the more they work cooperatively, the more they develop their relationships. Additionally, the subjects highlight that<br />
they usually help, encourage, and support each other in order to achieve their goals effectively.<br />
5.1. RECOMMENDATIONS<br />
After analyzing the students’ points of view in the case study, it is worth suggesting some recommendations to help them in achieving<br />
better in the group learning process and to overcome some problems they may encounter in cooperative learning. The first thing that they should<br />
do is to make their groups more cohesive where they have to feel comfortable with their teams’ members. Richards and Rodgers (2014: 252)<br />
declare that the primary role of learners is that they must work collaboratively on the task. They have to learn the following teamwork skills:<br />
being responsible on their own task, respecting the other’s ideas, and caring about the others’ learning. Learners also have to plan, monitor, and<br />
evaluate their own learning (ibid).<br />
In addition, learners must follow the instructions of their teacher and try to divide roles on teams’ members (such as reader; writer; and<br />
time keeper etc. see table 1 for more clarification). They also have to plan, monitor, and evaluate their own learning. Students can also reduce<br />
noise by reminding their friends to work quietly, avoid the use of mother tongue, and communicate with the target language only. Finally,<br />
students have to reflect on the way they were achieving their goals and make future changes to do better.<br />
Table 1. <strong>Students’</strong> Roles in Group Works (Grant et al., 2013: 117)<br />
Possible Student Roles Within the Group<br />
Reader<br />
Reads all the instructions or related selections<br />
Writer<br />
Writes the groups’ ideas, responses, etc.<br />
Reporter<br />
Speaks for the group when it is time for all the groups to share<br />
their ideas<br />
Materials Manager<br />
Gets items needed for the activity<br />
Time Keeper<br />
Ensures the group starts the activity, keeps track of how much<br />
time is left, and ensures that the group finishes at the allotted<br />
time.<br />
6. CONCLUSION<br />
Cooperative learning makes students more active and responsible on their own learning. But it still not widely used in many educational<br />
settings. This paper has investigated how EFL students at Tlemcen University can apply cooperative learning effectively in their classes. To<br />
sum up, students should be aware of the benefit of cooperative learning as a technique of studying English as a foreign language. They also have<br />
to create a good relationship among each other to apply it successfully.<br />
Finally, the present research has some limitations for example: when conducting the focus group interview, the subjects refused using<br />
video recordings and it was a bit difficult for the researcher to take notes. Besides, it should be mentioned that the current study is not sufficient<br />
for presenting all aspects related to cooperative learning in EFL classrooms. Therefore, this work opens the doors to further research in which<br />
teachers may recognize how CL can be applied effectively taking into considiration the psychological side of Algerian students.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 7<br />
BIBLIOGRAPHY<br />
Grant, L.W., Hindman, J. & Stronge, J.H. (2013). Planning, Instruction and Assessment: Effective teaching practices. New<br />
York: Routledge.<br />
Johnson, D. W. & Johnson, R. T. (1997). Joining together: group theory and group skills (6th ed.). Boston: Allyn and<br />
Bacon.<br />
Johnson, D. W., Johnson, R. T. & Smith, K. A. (1991). Cooperative learning increasing college faculty instructional productivity.<br />
Washington, DC: the George Washington University, school of education and human development.<br />
Morgan, D, L. (2014). Focus groups. ResearchGate.<br />
https://www.researchgate.net/profile/David_Morgan19/publication/261773532_Focus_Groups/links/0deec5314d8bd0836c<br />
000000/Focus-Groups.pdf (25 January 2017).<br />
Richards, J.C. & Theodore, S.R. (2014). Approaches and methods in language teaching. Cambridge: University Press.<br />
wendy, J. (2007). cooperative learning in the classroom: Putting it into practice. London: Paul Chapman Publishing.<br />
Zibelius, M. (2015). Cooperative learning in virtual space. A critical look at new ways of foreign language teacher education.<br />
Germany: Narr Francke Attempto Verlag.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 8<br />
NEWS<br />
Institute Life Success Conference in Tlemcen<br />
University: Improving Skills Toward Success<br />
11 February, 2017, by Cherifi Mohammed Amine With the association of Institute Life Success, Zurich<br />
also explored the psychological side, from how to deal with stress<br />
to setting goals. They suggested active thinking by stating the<br />
"SAFE" techniques for use in class which means, “S<strong>”</strong> stands for<br />
(search), “A<strong>”</strong> stands for (ask), “F<strong>”</strong> stands for (focus),<strong>”</strong>E<strong>”</strong> stands<br />
for (explore).<br />
February 08, 2017, was the<br />
success training day, presented by two coaches from Switzerland,<br />
Dr Urs Wolf , and Dr Andreas Meyer. Dr. Urs Wolf from Swiss<br />
Federal Institute of Technology (ETH. Zurich ) has a degree in<br />
Chemistry, author of the course and teaching materials meant for<br />
success at studies, and success at school, which have been used in<br />
more than twenty (20) countries. Dr. Andreas Meyer , PHD in<br />
Astrophysics, Federal Institute of Technology (ETH. Zurich ),<br />
both belong to the Institute Life Success of Zurich.<br />
This training was all about explaining the meaning of<br />
success and how it is achieved, also the way to improve personal<br />
performance is to follow methods and strategies that are able to<br />
form a safe bridge between students and their goals. The coaches<br />
focused on the learning methods, from note-taking to<br />
memorization techniques. They insisted on note-taking by<br />
mentioning its effective format, and<br />
spoke of the "Pareto principle (80/20) rule" which means<br />
that 80% of success can be achieved by doing the most important<br />
20 % of the work.<br />
The two men also talked about time management and exam<br />
preparation.<br />
They<br />
Therefore, they illustrated the different types of students'<br />
performance, and proposed ways to improve any imperfection on<br />
their own personality concerning the learning process. They<br />
insisted that students should study hard but with smartness,<br />
suggesting the concept SMART,that means each letter has a<br />
meaning , “S<strong>”</strong> stands for (specific),<strong>”</strong>M<strong>”</strong> stands for<br />
(measurable),<strong>”</strong>A<strong>”</strong> stands for (actions oriented),<strong>”</strong>R<strong>”</strong> stands for<br />
(realistic),<strong>”</strong>T<strong>”</strong> stands for (timely)<br />
Students seemed to like the meeting as the conference room<br />
was full to the brim, which reflects that the training was<br />
interesting since the coaches know exactly how to spark students'<br />
interest. At the end of the conference, both of the two coaches<br />
interacted with students and they were ready to answer all the<br />
questions directed to them. They said: "Algeria is really a good<br />
country, which has a lot of historical places, in addition to kind<br />
citizens who have a great hospitality, and curious students who<br />
speak quite well English, and it was so nice to see such students<br />
with a good way of thinking and smart interactions".
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 9<br />
Have You Heard Before About the<br />
#MyFreedomDay ?<br />
11 November, 2016, by Sarah Nesrine Hamidi<br />
In the USA students already started preparing for what they call the #MyFreedomDay.<br />
March 14 th<br />
2017 is the day when students in different schools and different states will express themselves in<br />
different ways in order to highlight modern slavery and celebrate freedom.<br />
By different events at their schools such as film screening, art shows, standing for 45 minutes, Panel<br />
Discussion or Day of Service, students are going to represent the 45 millions of slaves in the world today,<br />
and which at least 5.5 million of them are children. With their creative ideas, each one of these students<br />
will feel free to tell the others what freedom means to them<br />
in order to encourage them to think about the freedom<br />
they may take for granted. Also, cable news television CNN,<br />
CNN.com and CNN Facebook will feature the schools that<br />
show much spirit in fighting slavery to encourage both<br />
students and teachers in standing against these inhumane<br />
practices. what the students will do won't be as important<br />
as their participations! Indeed, taking part in the<br />
manifestations and showing that their solidarity with the<br />
persecuted is the most important thing.<br />
Other people in all over the world can also participate if they have a message or an idea as well, by<br />
using the same Hashtag to tell what freedom is for them and how they can feel free in their lives even if<br />
that means to be only themselves !
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 10<br />
“<strong>Students’</strong> Renaissance<strong>”</strong><br />
The Inspiration Club Event<br />
Organized in the Department of<br />
English on Tuesday,<br />
February 28, 2017<br />
By: Louiza Nigro.<br />
Title : <strong>Students’</strong>Renaissance<br />
Date : Tuesday 28th -02-2017<br />
Duration : 2 hours 45 minutes<br />
Place : The main Auditorium -Faculty of Foreign Languages-<br />
Opening : 13:05 PM<br />
Ending : 15:50 PM<br />
Organizer : Inspiration Club .<br />
With a creative spirit full of energy and a complete desire to provide<br />
the best, Inspiration Club came this time with a well selected set of<br />
beneficial projects presented to all the students of Abu Bakr Belkaid<br />
University in the aim of sensitization and guidance. Pressure,<br />
awareness and determination were the major aspects that seemed on<br />
the whole members and participants few minutes before the official<br />
opening.<br />
The countdown began<br />
and the chants of the audience<br />
started too. By the presence of<br />
Louiza’s greetings the funs got<br />
motivated and the first<br />
participant was mostly ready to<br />
ascend the stage .Such a deep<br />
reverence kept overall when Soumia Mansouri excelled on the recited<br />
Qu’ranic verses, followed by the touching speech held by Louiza<br />
Nigro which tackled three of the most respectable teachers who<br />
carved their names on students ‘memories, May Allah bless them all.<br />
By 13:30 people’s attention went over the skillful presontator Abd El<br />
Ghani Bouyelfan who talked about a crucial theme that students<br />
usually neglect, and which is TIME. A bunch of it was precised to<br />
convince the attendees by its paramount importance among daily<br />
schedules. The next part<br />
was specialized for the humble graduate student or let’s say the<br />
novice teacher Fatima Azzouzi who made a great interaction with the<br />
public concerning her given topic “Cooperative Learning<strong>”</strong>.<br />
Entertainment also took a place during the conference by fascinating<br />
games which changed the mood and got the encouraging public<br />
involved again. Orientation, advising and helping were the bold image<br />
that Feriel Bouhadouf brought within her exceptional section entitled<br />
Pourquoi Pas?. As it is already known the taste of different languages<br />
is the main principal of Inspiration and this time French language was<br />
strongly present by another outstanding part which has done by the<br />
wonderful team that drew the mixture of cultures in one stance called<br />
Penser Pour Inspirer, Al Mahadi Agh Ibrahim , Kidari Ichrak and<br />
Cherif Karima achieved the crest of that pose. One our left and the<br />
voice of<br />
the<br />
glitterin<br />
g<br />
audienc<br />
e still<br />
highl<br />
y<br />
audib<br />
le,<br />
much<br />
time<br />
for<br />
more<br />
enjoy<br />
ment,<br />
much<br />
unforgettable moments with the talented student Mohamed Dekiouk<br />
who professionally mastered the role of English Accents imitator by<br />
creating a huge humor sense. The last presentation addressed for the<br />
seek of taking advantage given by the gorgeous members Rania<br />
Bakara and Ismahan Merine Sassi covering the name of Anger
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 11<br />
clarifying its causes and consequences and concluding the purpose and it was the best ever with the performance of Abdassamad Ben<br />
built on students’usefruct. Patience till the last twenty minutes, more Achour whom I consider the backbone of the event. Academic<br />
than 250 people were waiting for the sparkative realization of the film concerns, emotions, artistic views and<br />
that simply introduced the ambition of students toward working and<br />
comedy were the harvests of a long affordable preparation<br />
their capacities in all the fields especially acting, and here I have to<br />
mixed with the continuant will that pushes students to oppose their<br />
mention the brave group guided by Abd el rahim boumediene, Sid<br />
existence at university by such kind of honorable activities.<br />
Ahmed El Abed and so many others. As it said the end is the majestic<br />
LMD System… Between Failure and Success,<br />
Reflections of a Sophomore!<br />
11 February, 2017, by Mohammed Dekiouk<br />
Algeria, being a big country, had the<br />
chance of building a large number of<br />
universities with, of course, a large<br />
number of students for its wide<br />
population. Algerian universities include<br />
students not only from Algeria but also<br />
from different countries like Mali,<br />
Burkina Faso, China, Turkey etc.<br />
Algerian students have access to a<br />
number of commodities and services, like<br />
free tuition and free lodgings. Yet,<br />
students seem to be struggling with the<br />
LMD system, which was adopted<br />
recently by government for Algerian<br />
universities, followed by a bigger turmoil<br />
facing students after graduation, which is<br />
the lack of job positions.<br />
The Algerian government promised<br />
that both the teaching and learning<br />
processes would improve by the adoption<br />
of this system. The main arguments are<br />
that it contributes to the development of<br />
the country by creating more reflective<br />
students and more efficient professionals.<br />
The first thing LMD system did was to<br />
minimize the studying years; three years<br />
for the Licence and two years for Masters<br />
but the good news now is that all students<br />
have access for the Masters, unlike the<br />
Classic system when only few students<br />
could have such a chance. Moreover, it is<br />
more fit to conform to the international<br />
regulations of higher education.<br />
Unlike the previous system, the<br />
LMD system obliges students to take the<br />
responsibility of their own learning, and<br />
thus build their reflective skills. Through<br />
this system students are required to make<br />
research to complete the information they<br />
are provided with in class, and become<br />
Independent Learners, one of the main<br />
characteristics of the contemporary<br />
student worldwide. Not only this, but it<br />
makes the<br />
undergraduate majors clear. Seen<br />
from this light, the step taken by<br />
government in adopting this system is a<br />
positive move because it is useful.<br />
From a student’s perspective, the<br />
LMD system has more negative sides<br />
than positive ones. This western<br />
(particularly, anglo-Saxon) system was<br />
adopted by the western world first, then<br />
Algeria borrowed it few years later. it is<br />
a condensed system which confines<br />
students under the pressure of home<br />
works, projects, and the multiplicity of<br />
seminars per day, which drives the<br />
students to the shameful copy and paste<br />
practices to get their home works done,<br />
or what is called: Plagiarism. It’s a<br />
completely new system for Algeria which<br />
seems to be failing from a student<br />
perspective.<br />
Algeria failed to provide work<br />
opportunities to graduating students;<br />
consequently, the majority of Algerian<br />
educated students are trying to find jobs<br />
abroad, as in France, Spain, Italy etc, and<br />
sometimes they are even obliged to use<br />
illegal ways for immigration. Although,<br />
the government claims that things will be<br />
improved in that sector soon.<br />
To sum up, there has been a heated<br />
debate around the success and failure of<br />
the LMD system around the world. Some<br />
countries argue that the LMD system is<br />
successful, but Algeria seems to be<br />
having some difficulties in applying it.<br />
Also, it has a young and a powerful<br />
society, especially students, so the<br />
government must not neglect them, and<br />
their education as well as their future in<br />
particular.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 12
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 13<br />
The Sudden Lust for Turkish Language in<br />
Our Department!<br />
June, 2017, By Hamidi Sarah Nesrine<br />
Günaydın, canım, hayır, çok güzel ... These are some of words<br />
that became highly repeated between our department's students, girls in<br />
particular! I am sure that you have noticed that too! I mean, the use of<br />
the Turkish language started to spread in the department since last year,<br />
and became even more apparent this year. After questioning some of<br />
the students who are interested in learning this language we got different<br />
answers, different reasons of learning the language in question, and<br />
different goals as well.<br />
Our questions generally sought to investigate the reasons behind<br />
sudden lust for the Turkish language. Most of the answers began as<br />
"Turkish is a very beautiful and easy language to be learned".<br />
Thus, the unique and stunning style of the language, together with the<br />
large number of Arabic words included in it, is what influenced many<br />
students to pick it up, according to their answers.<br />
Another reason given by other students<br />
was somehow more business like! Apparently,<br />
some students are actually taking lessons of<br />
Turkish language in order to collect more<br />
diplomas which may help them in their future<br />
professional careers. Yet, some of the distinct<br />
characteristics and qualities of Turkish culture, in<br />
addition to some students' fascination with the<br />
Ottoman Empire were presented as answers as<br />
well.<br />
Some, however, seem to have this passion<br />
for the Turkish language because of the Turkish series to which<br />
“Algerian girls became addicted<strong>”</strong> as they said, and they considered the<br />
latter as the main reason too. In fact, there were a lot of common as<br />
well as different answers, each depending on a particular point of view<br />
of the student providing the answer.<br />
Yet, the ways this language is being apprehended among our students<br />
are different, there are several ways of learning a language, but there<br />
actually were two main ways that were given to us when we asked<br />
students how they learn the Turkish language. A large number of<br />
female students stated that they learned many Turkish words from the<br />
series they were watching, merely from internet more than television<br />
because on television they are translated to Arabic. For others, these<br />
words were never enough; the reason why they chose to head to the<br />
CEIL 1 in order to enroll in lessons of the Turkish language, so that they<br />
would go deeply in the language and learn its rules in a more detailed<br />
way. Despite the different methods, the major goal is one; which is<br />
learning the Turkish language, but what is their purpose, really, from<br />
such an experience?<br />
Goals of students beyond learning the Turkish language are<br />
different indeed. While some are learning this language because they<br />
want to continue their studies in a Turkish university or because they<br />
want to work there, others are learning it just for pleasure. However,<br />
many students who are planning or even desiring for visiting Turkey in<br />
a vacation are actually learning its language so they can communicate<br />
with Turkish people there which would make things easier for them.<br />
Well, goals can never be the same for everyone!<br />
Mr. Kaan Şimşek as a Turkish teacher in the CEIL gave us his point<br />
of view concerning the same topic. He acknowledged first the Algerians<br />
students’<br />
predisposition of learning foreign languages<br />
including the Turkish language. Then, he specified<br />
Tlemcenian people; saying that many families in<br />
Tlemcen have Turkish origins, the reason why they<br />
wanted to learn the language and culture of Turkey.<br />
Mr.<br />
Kaan added that there are many Turkish companies<br />
in Algeria which pay well, and learning Turkish is<br />
yet an advantage to find a good position. Last, he<br />
indicated that Turkish people are themselves now<br />
interested in the Arabic language too since it is the<br />
language of Qurâan, but they still prefer to speak their mother language<br />
instead of other languages.<br />
"Whoever learns a people's language shall be safe " , prophetic<br />
Hâdith. Proof enough that learning a foreign language, whatever it is, is<br />
something good. But, we need not to forget that we have a language<br />
too! We have a culture, a religion, and we have principles. These things<br />
are in fact the things that we have to maintain, and be proud of as<br />
Algerians
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 14<br />
ARTWORKS:<br />
Asma Ouadjdaoui is a talented young girl who masters the art of Calligraphy<br />
and design:
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 15<br />
Courses :<br />
Research Paper: The Representation of the American<br />
Dream in Early American literature (Settlers’<br />
Reports, Puritan Literature, and the Literature of<br />
Revolution)<br />
Mid-term paper assignment written by student Benlakhdar Nour el Houda submitted for the module of Literary Studies in March<br />
2016 (Level: L2)<br />
The<br />
American<br />
Dream is a<br />
concept<br />
expressed<br />
well before<br />
this phrase<br />
was coined.<br />
Although<br />
the phrase nowadays alludes to a meaning<br />
different than before (merely political and<br />
economic), the pursuit of happiness, freedom,<br />
and the search for equality no matter of origin,<br />
religion, ethnicity or gender, were the very first<br />
doctrines towards the attainment of what the<br />
first settlers had chased. From the early 1600s<br />
till 1900s, those beliefs and thoughts were<br />
frequently a continuous contentious issue<br />
between both; writers and their audience, and<br />
the writer and himself.<br />
Within the Colonial, Puritan and<br />
Revolutionary periods, the American Dream<br />
was clearly highlighted and set forth in writers’<br />
literary works. It was the common and shared<br />
aspiration which was represented and expressed<br />
differently according to each era’s<br />
characteristics.<br />
Back in the mother country, Classicism<br />
represented a huge gap between the aristocracy<br />
and the low class. People lived in European<br />
inequality, poverty, religious persecution and<br />
political oppression, and the New World was<br />
“the land in which life should be better and<br />
richer and fuller for everyone, with opportunity<br />
according to ability or achievement.<strong>”</strong> (James<br />
Truslow Adams).<br />
The period around 1620 until 1776<br />
represented the Colonial era. In his famous<br />
book The General History of Virginia,<br />
Captain John Smith wrote to “all indifferent<br />
readers<strong>”</strong>, i.e. all people who were still in<br />
Europe and were ignorant of what was<br />
happening in America, to describe it as the<br />
land of abundance where one can find<br />
anything he needs with great quantity; as well<br />
as things he doesn’t. Although Smith refers in<br />
his report of exploration to the natives as<br />
“savages<strong>”</strong>, he would still rebound that saying<br />
that “the natives are only too happy to share<strong>”</strong><br />
alluding to the fact that “in Florida, Virginia,<br />
New-England and Canada is more land than all<br />
the people in Christendome can manure<strong>”</strong> to<br />
focus on the enormousness and immensity of<br />
the American land in which there is room for<br />
everyone seeking for freedom.<br />
As a reference to equality, J. Smith in<br />
chapter II of his report referred back to the idea<br />
that the ruler’s oppression does not exist in the<br />
colonies as it is the case in England. In doing<br />
so, he attributed the thoughtful and mindful<br />
behaviour of the new president and Martin<br />
when they forwent their position for him. This<br />
was a kind of assurance of security and stability<br />
among the colonists.<br />
From the same period, the historian Robert<br />
Beverly, Jr. who was a member of the House of<br />
Burgesses (1699 – 1706) clearly and plainly<br />
displays how to<br />
become a free and<br />
independent<br />
Englishmen in his<br />
book “The History and<br />
Present State of<br />
Virginia<strong>”</strong>. Beverly<br />
emphasises on the idea<br />
that America is “the<br />
best poor man’s<br />
country in the world.<strong>”</strong><br />
In chapter XI “Of the Other Public<br />
Charitable Works, And Particularly, Their<br />
Provisions for the Poor<strong>”</strong>, R. Beverly mentioned<br />
that if very aged or sick people ask to become<br />
free of taxes, they do get their demands. This<br />
way, the historian asserts that America is indeed<br />
a land of abundance where no one lives in<br />
poverty and everyone can become rich thanks to<br />
“the large tracts of Lands and Houses<strong>”</strong> existing<br />
there.<br />
Moreover Beverly stresses out the idea that<br />
since their early age, children are granted free<br />
education unlike in Europe where it is restricted<br />
only to the wealthy class “...granted for Freeschools...<strong>”</strong><br />
The freedom of religious practice<br />
was raised in chapter XIII “Of the Liberties and<br />
Naturalization of Aliens in Virginia<strong>”</strong> where<br />
Beverly makes known that all people who<br />
already came from across Europe escaping<br />
religious persecution “have equal freedom<br />
there<strong>”</strong> and are “entitled to all the liberties and<br />
privileges of the country.<strong>”</strong>
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 16<br />
Captain John Smith and Robert Beverly<br />
both wrote for the sake of attracting people to<br />
join New England. The colonists devoted great<br />
parts of their reports of exploration to invite as<br />
many people to immigrate to America, and<br />
Puritan Literature was no exception. The<br />
puritans’ beliefs shaped the American dream in<br />
the way that political and mainly religious<br />
freedom in society has to be founded. For the<br />
puritans, every event is symbolic and must have<br />
a religious interpretation. As a result, they<br />
strongly believed that they were the chosen<br />
people and their duty was to bring Christianity<br />
to America.<br />
Because of the religious persecution back in<br />
the mother country, the puritans felt the<br />
necessity to leave for America. For the puritans,<br />
the individual can have a direct contact without<br />
the interference of any form of authority, priest<br />
or pope. America was seen as the best place to<br />
start a new life.<br />
William Bradford, leader of<br />
Plymouth colony, described in his book “Of<br />
Plymouth Plantation<strong>”</strong> the immense happiness of<br />
the pilgrims when they arrived in a good<br />
harbour referring to America as a safe land and<br />
a good chance to be self-educated and made as<br />
education was given only to the aristocracy<br />
class and to, but limited, the middle class.<br />
Likewise, it would allow them to understand<br />
and execute God’s will.<br />
The leader of Massachusetts Bay<br />
Colony, John Winthrop emphasises in “A<br />
Model of Christianity Charity<strong>”</strong> (1630) on the<br />
idea that America needs to be awakened and to<br />
stay aware of any danger which may threaten its<br />
existence. He referred to New England as a<br />
“City upon a Hill<strong>”</strong> i.e. everyone is watching<br />
them and seeks to do and be the same as them.<br />
This confirms that puritans do see themselves as<br />
the elects who live in a blessed society endowed<br />
from God to be exceptional and different. Yet,<br />
to achieve the aim of maintaining liberty,<br />
avoiding God’s anger and succeeding in doing<br />
His will, they must work hard and “follow the<br />
council of Micah, to do justly, to love mercy, to<br />
walk humbly with their God<strong>”</strong> because<br />
according to their beliefs, the American dream<br />
does not always work out in everybody’s<br />
favour.<br />
Because puritans’ happiness and<br />
equality was seen in the freedom of religious<br />
practice, they were determined to make<br />
America their home. Consequently, they<br />
influenced the American dream by reason of<br />
their determination to have a list of written laws<br />
and set them forth in a compact or agreement.<br />
Thus, the puritans were the first to form a<br />
democratic government in America free of<br />
corruption, envy and vanity. Their success may<br />
be the reason in believing that America is a<br />
melting pot where people would live in a<br />
harmonious and heterogeneous society sharing a<br />
common culture. The pilgrims recorded their<br />
history not only for the next generations but<br />
also to give a lesson for future experiences and<br />
to be a model for all mankind to follow. Indeed,<br />
the Mayflower Compact was a source of<br />
inspiration as it pushed the Americans to<br />
revolute.<br />
After the great pressure the British<br />
king George III put on Americans to pay taxes–<br />
along with many other causes, the American<br />
Revolution began. What characterised this<br />
movement was the emphasis on reason, the<br />
right to individuals’ liberty, tolerance and<br />
progress which were seen as natural rights of<br />
men.<br />
While asking for independence from the<br />
mother country, people of the colonies wrote<br />
about their freedom and acted to get it. To<br />
mention, their call for liberty wasn’t restricted<br />
to an economic, political and religious<br />
separation from England but also to a free-fromclassical-European-writing<br />
style literature. This<br />
led to the emergence of a new genre in<br />
literature. The leading revolutionaries wrote<br />
pamphlets (early American literature) to speak<br />
to their people in order to show and instruct<br />
them how to behave and instil in them<br />
patriotism by using a plain language to address<br />
the common people of America. For instance,<br />
Thomas Paine, in chapter III from his pamphlet<br />
‘Common Sense’ called for unity against the<br />
enemy England pointing out that the cause he<br />
speaks about had already been written about but<br />
actions must take place at the present time. He<br />
concentrates on the evidence that Americans<br />
had always been under the rule of Britain––even<br />
overseas. Also, Paine does not hesitate to<br />
highlight the reasons after which Europeans fled<br />
their countries. Paine keeps expressing his<br />
thoughts bringing into account that he was the<br />
man most wishing for accord, peace and<br />
understanding with England, but the current<br />
circumstances and the Pharaoh’s inhumanity<br />
impose fighting back, especially after the battles<br />
of Lexington and Concord in April 19, 1775.<br />
Patrick Henry, one the Founding<br />
Fathers, is considered a true American and<br />
patriot. He, same as T. Paine, gave pep talks in<br />
which he incited his people to revolute and gain<br />
their freedom. In his famous and well-sculpted<br />
speech which he gave in March 23, 1775 in<br />
Richmond, he clearly rejected to be a slave of<br />
the British system, underlining the fact that time<br />
for reaction and revolution had come, and that<br />
striving for freedom and begging for it would<br />
never be the solution. “The war is actually<br />
begun,<strong>”</strong> he said. Henry calls the American<br />
people to join together against the oppressive<br />
policy of Europe, and declares in his famous<br />
saying his readiness and eagerness to fight and<br />
live with no chains. “I know not what course<br />
others may take; but as for me, give me liberty<br />
or give me death!<strong>”</strong><br />
As a conclusion, one can say that each<br />
period came to complete and reinforce the<br />
previous. Colonial literature described America<br />
as a paradise in order to captivate Europeans’<br />
attention to join the colonies. Puritans literature<br />
was greatly<br />
influenced with<br />
biblical ideas. It<br />
was free of<br />
ornaments. It<br />
was about the<br />
pursuit of high<br />
and noble<br />
principles. It<br />
called for<br />
religious freedom and praised the Americans.<br />
As for Revolutionary Literature, it was<br />
characterised by the repeated emphasis on<br />
liberty through the persuasive and elaborate<br />
writing. The American dream was well<br />
represented and engraved into Americans by<br />
their Fathers who passed the flame of fight and<br />
courage to generations which followed.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 17<br />
A Study of the<br />
Character<br />
Robinson Crusoe<br />
Paper submitted as a mid-term Assignment for the class of<br />
Literary Studies, L2<br />
12 february, 2017, by Mennad Yasmina & Maatallah Hadjer<br />
The Life and Adventures of Robinson Crusoe, is a realist<br />
novel written by Daniel Defoe in 1719, which tells the story and<br />
the adventures of a young man named Robinson Crusoe, a young<br />
man from York. This man belonged to the middle class and was<br />
very excited towards the idea of going to sea and gaining more<br />
wealth without taking his father’s advice into account. This led<br />
him to live a life full of unexpected adventures in which Defoe<br />
engages deeply in drawing his personality.<br />
Robinson Crusoe is considered as Daniel Defoe’s first<br />
published full narrative and his most popular since it represents<br />
an ideal example of the character of the eighteenth century<br />
middle class individual. Defoe implies the qualification of the<br />
man of the eighteenth century which surge toward gathering<br />
wealth and making decisions. Likewise, Defoe shows Crusoe’s<br />
strong inclinations towards going to sea and his desire to be<br />
autonomous and self-dependent, as well as his will to take<br />
decisions by himself. He depicts Robinson as a hasty and selfish<br />
person because he didn’t consider his father’s pieces of advice<br />
and he didn’t think over what would happen in the future.<br />
In his first journey, Defoe shows the fear and worry of the<br />
protagonist during a horrible storm since it was his first one. He<br />
was not very brave in such situation at that time, he felt regret<br />
and sadness about his father’s counsels which he deliberately<br />
ignored. Then the captain of the ship considered the storm as a<br />
curse because of Robinson’s desire to explore and not to work<br />
seriously, that reflects the spread of the geographical expansions.<br />
Robinson later went on board with another captain, whom<br />
he considered as a friend, for a trade voyage to Guinea where he<br />
was attacked by pirates who seized him as a slave to the Moors.<br />
Here the character didn’t accept the idea of being treated as a<br />
slave in another empire since he belongs to England, a people<br />
who consider themselves as superior (White man’s supremacy).<br />
Then he managed to escape using as intelligent plan taking with<br />
him Xury, a young boy, as a servant after they were being lost at<br />
sea till they reached a desert area where some black men gave<br />
them food and whom he considered as savage uncivilized<br />
creatures.<br />
After being saved by a Portuguese trade ship which was led<br />
by a captain whom Robinson made trusted for his wealth to take<br />
it to England. They took Robinson to Brazil, in here the author<br />
shows the change and the development of the personality of<br />
Robinson Crusoe since he started to behave as a master after<br />
growing crops which is something important for the man of the<br />
eighteenth century because it is a source of wealth. Crusoe later<br />
became eager for slave trade especially after having money and<br />
owning lands he thought that he had the authority and priority to<br />
be a master. For this reason he began to prepare for an expedition<br />
to West Africa for trade, the journey changed his life completely<br />
and affected his life positively through making him acquire some<br />
qualifications he had never had before.<br />
Robinson Crusoe had been shipwrecked in a barren island<br />
on the coast of America while all his companions perished but<br />
himself. He lived nearly 28 years alone trying to provide<br />
provisions and shelter for himself on hard labor and self-help.<br />
Then, Defoe shows that the life of Crusoe and his provisions<br />
depend on the divine working. Crusoe also is presented as a<br />
courageous and brave man in his fight against nature for his<br />
survival while everything was available at his parent’s house,<br />
besides his will to achieve his purposes even if they seemed<br />
impossible. He has shown his intelligence and creativity in his<br />
experiments of agriculture, growing team of goats, building a<br />
bower as a kind of shelter from the beasts and wild animals. He<br />
managed to make his state of life easier. Defoe also shows the<br />
religious side of Crusoe since he started to think over all the<br />
goodness he was in although he was in a desert island he also<br />
started to pray God and read the bible. He also missed his house<br />
and his family so much and had a kind of nostalgia for them. This<br />
shows the importance of the religious side in the life of the<br />
eighteenth century middle class individual. He felt as the master<br />
of that land and made it his own. He then discovered some<br />
cannibals who used to come to the island to kill people and eat<br />
them. He considered them as animals and savages, as he rescued<br />
their victim he decided to make him into a slave and called him<br />
Friday.<br />
Although he treated him well and taught him to be a normal<br />
human being (according to the norms of the white man and his<br />
perceptions of the man of color), he taught him to call him master<br />
and to do whatever Crusoe ordered him to do.<br />
They later are rescued by pirates whom he treated as<br />
servants. Defoe unconsciously expresses the idea that the English<br />
thought themselves masters while the rest are slaves. Finally, he<br />
managed to return to England with all his wealth besides making<br />
himself the master of the island which became populated, this<br />
idea shows the want of the eighteenth century man to colonize<br />
and conquer lands.<br />
Robinson Crusoe is a novel in which Daniel Defoe<br />
describes the characteristics of the eighteenth century middle<br />
class individual, engaging deeply in the personality of Crusoe and<br />
its motivations. Crusoe is depicted as a complex round character<br />
in which the author shows his psychological creative and<br />
religious sides.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 18<br />
TIP:<br />
Did you know you can use some online tools to improve your<br />
writing?<br />
The Language Tool Style and Grammar Check, checks grammar mistakes, it is able to spot errors and suggest corrections:<br />
The link: https://languagetool.org/
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 19<br />
CLASS ASSIGNMENTS<br />
A Person you Know Very Well<br />
Descriptive Essay Realized by LMD 2/ Group 6 under the supervision of Dr Belkhir, February, 2017<br />
In everyone’s life there is an ideal person who is special and<br />
very close to him. My mother is the dearest person to my heart.<br />
She is a beautiful house wife. She has a tender and very kind<br />
character. She is professional in cooking and taking care of pets<br />
.The things that I admire the most in my mother are her natural<br />
beauty and strong personality.<br />
I really admire my mother for her physical beauty. Though,<br />
she is smaller than me, her size is average. She has a lovely<br />
smile. Although, she is old, she has a soft skin and shining teeth<br />
.My mother has a long black, fair hair. Her eyes are big and bleu<br />
like a clear sky. My mother is the most beautiful woman for me.<br />
I admire my mother’s personality a lot. She is my role<br />
model. She has a smiling face. She spreads joy and optimism in<br />
people’s hearts without even trying. She represents kindness and<br />
charity. She is always there to save the day. My mother is<br />
recognized with her goodness. She has a special heart; she turns<br />
up to be too tolerant and she even gives up her rights to please<br />
others. My mother is the most beautiful creature from the inside<br />
and the outside.<br />
Now, it is clear that this sacred, tender and irreplaceable<br />
person who gives love, security and care without limits, makes<br />
every single child of her feel blessed, inspired and lucky. And<br />
since my mother’s sacrifices are uncountable, obeying her is like<br />
drawing a straight path toward heaven. As to this, our Prophet<br />
Mohammed (peace be upon him) says: “heaven is under the<br />
mother’s feet<strong>”</strong>.<br />
I think it is safe to say that in some points in every person’s<br />
life , there exists an inexitable ‘’fake friend’’. Sometimes, the<br />
friend who claims to be your best friend ever, may not be faithful<br />
How Appearances can be<br />
Deceiving<br />
Narrative Essay Realized by: LMD 2/ Group 5, February, 2017<br />
In most cases people are judged by their appearances.<br />
When I get acquainted with people whom I do not know or I have<br />
after all. The biggest deception I had two years ago when ‘Nihel’<br />
, the girl i thought to be trusfull, stabbed me in the back.<br />
Nihel was my childhood’s best friend , and the sister that I<br />
never had. She had an angel face and an innocent smile. She was<br />
always there when I needed her. She had her own way to make<br />
me feel better . She was the guard of my darkest secrets. I was<br />
lucky to have Nihel as a friend, but that was not the case ever.<br />
Despite of Nihel’s convincing appearance and good<br />
behaviour, she proved not to be that kind and lovely person. She<br />
hurts me a lot and put me in a big trouble. The most thing that I<br />
did not expect is her latest betrayal. Though she used be an<br />
honest girl, she revealed all my secrets. Once, I remembered that<br />
I was alone crying because of my parents’ divorce, when Nihel<br />
came across me and asked me ‘’ what’s the matter ? ‘’ , and I told<br />
her everything. After few days, a friend came to me and told me<br />
that Nihel had told all our classmates about my family problems.<br />
That shocking news make me realized that Nihel was just<br />
pretending honesty.<br />
At that moment, I felt that this safe haven, which I had<br />
always stayed on its shores, attacked me and made me lost and<br />
hopeless. It was so difficult to understand what happened and so<br />
harsh to find an answer to the question : why ? . It took me hours<br />
and hours of inner struggle to decide what to do. Finally, I made<br />
up my mind and decided to end up my relationship with her.<br />
In short, one should never put all his trust in someone and<br />
share with him all secrets. I may forgive Nihel for her betrayal<br />
because she may have her own reasons to do so. I learned rom<br />
this experience that appearances can be sometimes deceiving.<br />
never met before, it is their first appearance that attracts me and<br />
gives me the impression of how good or bad their characters are.<br />
Yet this is not the case in all times for what I have experienced<br />
lately with my closest friend Iman.<br />
Iman was my intimate friend. We knew each other since<br />
kindergarten. Together, we had had unforgettable moments at
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 20<br />
school and at the club of sport we belong to. There, we used to<br />
enjoy a lot of things together like studying, having fun, shopping,<br />
and watching movies without forgetting all the sleepovers. We<br />
even went to rehab together when once she stole some make up<br />
products from the mall. Iman was always standing by my side in<br />
all moments, especially when in hard times.<br />
Though Iman was such a closest friend of mine, she proved<br />
to be disloyal. Actually, I opened my heart to her and told he all<br />
about my personal life. But unfortunately she betrayed me by<br />
telling my secrets to other girls whom I do not like.<br />
How<br />
Appearances<br />
can be Deceiving<br />
Narrative Essay Realized by: LMD 2/ Group 6, February, 2017<br />
I think it is safe to say that in some points in every person’s<br />
life, there exists an inevitable ‘’fake friend’’. Sometimes, the friend<br />
who claims to be your best friend ever, may not be faithful after all.<br />
The biggest deception I had two years ago when Nihel, the girl I<br />
thought to be trustful, stabbed me in the back.<br />
Nihel was my childhood’s best friend, and the sister that I<br />
never had. She had an angel face and an innocent smile. She was<br />
always there when I needed help. She had her own way to make me<br />
feel better. She was the guard of my darkest secrets. I was lucky to<br />
have Nihel as a friend, but that was not the case ever.<br />
Despite of Nihel’s convincing appearance and good character,<br />
she proved not to be that kind and lovely person. She hurt me a lot<br />
and put me in a big trouble. The thing that I did not expect from her<br />
is her betrayal to me. Though she used be an honest girl, she<br />
revealed all my secrets. Once, I remembered that I was alone crying<br />
because of my parents’ divorce and Nihel came across me and asked<br />
me “what’s the matter?<strong>”</strong> At that moment, I started telling her all<br />
about my poor familial situation. What astonished me is that few<br />
days later; a friend came to me and told me that Nihel had told all<br />
our classmates about my family problems. That shocking news<br />
made me realized that Nihel was just pretending loyalty.<br />
At that moment, I felt that this safe haven, which I had always<br />
stayed on its shores, attacked me and made me lost and hopeless. It<br />
was so difficult to understand what happened and so harsh to find an<br />
answer to the question, why...? It took me hours and hours of inner<br />
struggle to decide what to do. Finally, I made up my mind and<br />
decided to end up my relationship with her.<br />
In short, one should never put all his trust in someone and share<br />
with him all secrets. I may forgive Nihel for her betrayal because<br />
she may have her own reasons to do so; but I may<br />
not forgive myself because I was the only responsible of the<br />
trouble I was in for. Yet, since this experience I learned that<br />
appearances can be sometimes deceiving.<br />
When I discovered that, I got a bit disappointed, seeing that<br />
we were very intimate friends. Once I met her in the club, I<br />
opened a debate with her on the problem in question and<br />
unfortunately, she affirmed her fault. It was such a shock to me to<br />
realize that I have chosen the wrong person to trust.<br />
After all, I decided to end up my relationship with her.<br />
Since Iman’s betrayal, I started doubting as to who my best friend<br />
is and whom I should trust.<br />
Golf and Tennis<br />
Comparison/contrast Essay, realized by: LMD 2/ Group 5,March,<br />
2017<br />
1_ (Point-by-point Organization)<br />
There exist various types of sports. Yet, each one has its<br />
own characteristics. Nowadays, some sports become more<br />
popular than before as Football, Tennis and Golf. The last two<br />
ones may seem somehow elegant end fancy for not being played<br />
by anyone. While both sports have their own features that<br />
differentiate one from the other Golf and Tennis have some<br />
similar points that cannot be neglected.<br />
There are several points that distinguished Tennis from<br />
Golf. The latter is known to be played outside in huge, open<br />
areas, however, the former can be played both indoor and<br />
outdoor or court with a net in the middle. Additionally, Golf<br />
players use clubs to hit a white ball, while rackets are used by<br />
Tennis players to hit a yellow ball. Regarding prices, Tennis is<br />
fairly cheap to play while Golf is expensive in some countries.<br />
When speed is an important skill in playing Tennis, accuracy is<br />
a necessary skill for playing Golf. This is in brief the main<br />
differences between Tennis and Golf.<br />
While significantly different, Tennis and Golf share a lot<br />
of similarities. To start with, both of them are played outdoors<br />
and with at least two people. In addition, Tennis is played by<br />
both men and women just like Golf. Similar to Golf, Tennis<br />
players use a tool to hit a small ball. To finish with, both of them<br />
necessitate accuracy. Following this, Tennis and Golf are not so<br />
district sports.<br />
Golf and Tennis, both are enjoyable and popular for the<br />
reason that they attract many people to play or watch them.<br />
Though different, the players of these sports gravitate to one<br />
another due to the enjoyment gained from playing them.<br />
2_(Block Organization)<br />
There exist various types of sports. Yet, each one has its own<br />
characteristics. Nowadays, some sports become more popular than<br />
before as Football, Tennis and Golf. The last two ones may seem<br />
somehow elegant end fancy for not being played by anyone. While<br />
both sports have their own features that differentiate one from the<br />
other Golf and Tennis have some similar points that cannot be<br />
neglected.<br />
Tennis is a very popular sport in the world. It requires some<br />
tools and skills to be played. It can be played by two partners or two<br />
pairs of people. Tennis is played either indoor or outdoor in a large
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 21<br />
space. In order to play it, players need rackets, a small yellow ball in<br />
addition to a net of one meter, placed in the middle of the<br />
playground. This sport is fairly cheap compared with others. In<br />
playing Tennis speed is an important skill. These are what one needs<br />
to play Tennis.<br />
Golf is a famous sport. It demands a set of conditions to be<br />
played. It is an individual which means it needs only one person to<br />
play it in a large area, a foothill, with clubs to hit a small white ball.<br />
Not anyone can watch Golf because it is expensive in some<br />
countries. It needs a series of skills to play and accuracy is the<br />
leading one. Golf is a well-known game around the world that<br />
people appreciate the most.<br />
While significantly different, Tennis and Golf share a lot of<br />
similarities. To start with, both of them are played outdoors and with<br />
at least two people. In addition, Tennis is played by both men and<br />
women just like Golf. Similar to Golf, Tennis players use a tool to<br />
hit a small ball. To finish with, both of them necessitate accuracy.<br />
Following this, Tennis and Golf are not so district sports.<br />
Golf and Tennis, both are enjoyable and popular for the<br />
reason that they attract many people to play or watch them. Though<br />
different, the players of these sports gravitate to one another due to<br />
the enjoyment gained from playing them.<br />
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STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 22<br />
Overview of the African-American<br />
Literature<br />
Almahady Ag Ibrahim, LMD3, Group 3<br />
Since always, literature has been a gun in favour of the<br />
oppressed against the oppressor. It has been, and still is, a torch<br />
that lighted and lights the dark sides of human life. It is a star<br />
that guides those who are in distress, and who lost their<br />
orientation. The aims of literature are many such as a pacific<br />
rebellion, or an interaction of divergent ideas. The definition of<br />
literature remains difficult. It is an Art that must take many<br />
things into consideration to be well defined. The young<br />
African-American literature can be seen as the writings of<br />
African descents living in the United States.<br />
Ⅰ- History<br />
Before starting to deal with the<br />
subject “The African-<br />
American Literature<strong>”</strong>, let’s go<br />
back to History. For four<br />
centuries, black people were<br />
deported from Africa (their<br />
mother land) to America and<br />
other sides of the world. The<br />
famous “Triangular Trade<strong>”</strong><br />
had been a profit for the so-called “Civilized people<strong>”</strong>.<br />
Millions of men, women and children had been torn out from<br />
theirs in order to serve in plantations and in houses as<br />
servants. They were uprooted and faced a new environment<br />
with new climatic conditions, and most importantly new<br />
languages; what obviously restrained communication with<br />
their owners. Notwithstanding, they used songs through which<br />
they came to communicate with each other. In addition to this,<br />
these people remained in darkness and ignorance for many<br />
years, having the same rights or less of these of animals, being<br />
a part of a testament and so on. History tells us that slavery<br />
had been one of the most abominable acts never witnessed by<br />
humankind. All kinds of dehumanized things had been done.<br />
However, the reaction of black people against this misery and<br />
encumbrance was not expressed forthwith but years later.<br />
What were the means employed to denounce this persecution,<br />
discrimination, racism and many others evils which hit<br />
directly the coloured man in his flesh and his bones?<br />
In the United States of America, slaves from the South<br />
were differently treated from those who were in the North.<br />
Since its independence, America claimed to be the nation of<br />
right and equality. It has the constitution of dream which says<br />
that “All men are created equal<strong>”</strong>. However, the reality that<br />
black people lived in their daily social life went to the<br />
opposite of these proclamations.<br />
Black people and other<br />
minorities were subjected to<br />
discrimination, marginalization<br />
or the bathwater of segregation.<br />
After the independence of<br />
America, and the establishment<br />
of governors and policies, the<br />
north developed its industry<br />
whereas the south depended<br />
mainly on agriculture. Therefore,<br />
the south had been built by the bloody hands of slaves. The<br />
ill-treatments pushed the black youth to see light in<br />
knowledge and education. In his famous autobiographical<br />
book The Narrative of the Life of Frederick Douglass, An<br />
American Slave (1845), Frederick Douglass said “Education<br />
is the pathway from slavery to freedom<strong>”</strong>. The real way to win<br />
one’s own freedom is not inked in bones but in the spirit.<br />
Knowing how to write and how to read, running into the<br />
concert of others remain the way we get freedom.<br />
During the 1840’s and quite before, a wave of black<br />
writers who had learnt how to read and write, such as<br />
Frederick Douglass, Solomon Northrop, Phillis Wheatley<br />
and so on denounced the persecution and the horror that<br />
slaves lived in the south<br />
of America. These<br />
writers aimed at mainly<br />
those who were proslavery<br />
(slaveholders in<br />
the south) and people<br />
who were against the<br />
issue of slavery; otherwise those who were in the north. The<br />
first books were autobiographies which instead of dealing<br />
with the life of one single person, generalized to the cause of<br />
all those who suffered from these abominable adventures.<br />
This literature genre “Slave narratives<strong>”</strong> was created in 1840’s<br />
in order to call for the rights of black slaves and ended after<br />
the civil war in 1865, when slavery was abolished. This does<br />
not mean that the African-American Literature ended, far<br />
from such an idea, but when slavery was abolished other evils<br />
pushed black writers to write, as well as other movements had<br />
taken place in order to change the condition of life of this<br />
community in the United States of America. The Harlem<br />
Renaissance witnessed the flowering of Negro Literature
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 23<br />
(James Weldon Johnson appellation of African-American<br />
literature). With the advent of the 13 th Amendments (1865):<br />
Emancipation Proclamation, niggers got more rights alongside<br />
the segregation in the south. In the end, despite these changes<br />
white supremacy was maintained by the “black codes<strong>”</strong>, which<br />
will be highlighted with more details.<br />
Slave Narratives<br />
(1840-1861)<br />
Emancipation<br />
proclamation and<br />
“Jim Cow Law<strong>”</strong><br />
Slavery<br />
Civil war<br />
Protesters<br />
Harlem Renaissance<br />
(20 th century)<br />
Slavery was one of the first elements denounced by the<br />
African-American writers. The following diagram shows the<br />
starting point and the different sub-divisions that took place in<br />
the African-American literature since its birth till the second<br />
half of the 20 th century.<br />
Ⅱ-What Were the Hidden Reasons or Pretexts That<br />
Drove Black Slaves to Revolt by Means of Words:<br />
Among the various strategies used by the slaveholders,<br />
we have that of killing the slave’s feelings (by separating<br />
them from their parents when they were young) in order to<br />
keep them under the chains of iron. Slaveholders used to put<br />
in application the method of “better to divide in order to reign<br />
well<strong>”</strong>. In the throes of slavery, many pretexts were used by the<br />
slaveholders to keep slaves under this encumbrance.<br />
Religious argument (Ham’s Curse): the Pharisees<br />
Slaveholders used mainly the religious argument by following<br />
the sayings in the Holly Bible, otherwise, the famous Ham’s<br />
Curse. The story was about the<br />
second child of<br />
Noah, who was banished by his father because he had seen<br />
him in in a bad posture. When his father was unclothed and<br />
got drank, Ham laughed at him, for this reason he was cursed<br />
by his father and by God. Black people are seen the<br />
descendants of Ham and must stay forever in obedience to the<br />
white people. However, white people are considered as the<br />
descendants of the other son of Noah; the good son. Some<br />
half white and half black writers called into question this<br />
argument.<br />
Ethnic argument: The ethnic argument concerned the colour<br />
of the skin. Moreover, white slaveholders considered<br />
themselves as superior and civilized than slaves who were<br />
savage and inferior.<br />
Historical argument: since the bygone eras of Greek<br />
empires, slavery existed. If it existed at that time, it remained<br />
a good argument for those who were pro-slavery to persist in<br />
it.<br />
Integrationists<br />
To denunce racism, marginalization…<br />
of African-Americans.<br />
Economic argument: As the question of economy has<br />
been already raised, here it comes again. The southern part<br />
of the United States at that time depended mainly on<br />
agriculture, so they needed hands to plough the land for<br />
them. The most profitable thing was that there lands were<br />
ploughed and they had all the profit without paying or<br />
losing anything.<br />
These reasons were justified but digressed from the human<br />
deontology. It was the pro-slavery philosophy. It remains<br />
important to underline the fact that the slaveholders took<br />
these reasons as a protection; as if they protected the slaves<br />
(Humanitarian acts) for their best, while their conditions of<br />
life were comparable to those of dogs or less. The physical<br />
and psychological effects of slavery in the previously listed<br />
reasons had been the departure points of the African-<br />
American Literature.<br />
Ⅲ- Characteristics and common themes of Negro<br />
Literature: Born during the eighteenth century with the<br />
advent of Phillis Wheatley Poems on Various Subjects,<br />
Religious and Moral (1773). At the end of the first half of<br />
the nineteenth century under the motto of defending and<br />
protecting the black heritage as well as the abolition of<br />
slavery, Slave Narratives has seen the day. Among the<br />
themes that these writers dealt with we have: the place of<br />
African-Americans in the immense American society, their<br />
culture, racism, social equality and so on.<br />
Slave narratives<br />
1.1. Characteristics<br />
Truth was among the first things that former slaves told in<br />
their handwritings. They used their life to depict what<br />
happened to their other fellows as well. They provided<br />
authentic proofs of the ill-treatment and savagery that<br />
slaveholders used to use. In addition to this, there is this<br />
particular relinquishment of giving details. In other words,<br />
they explained directly what happened. Moreover, they<br />
used digression in order to denounce the wrong image of<br />
pro-slavery, which reigned in the south. They used also the<br />
episodic structure, i.e., writing about their autobiographies<br />
was just a pretext but they wanted to denounce slavery in<br />
general. These as well as other non-mentioned features<br />
shaped the Slave Narratives.<br />
1.2. Themes<br />
Themes of Slave Narratives were mainly related to harsh living<br />
conditions. Here it is of a high importance to remind that the<br />
latter was a literary genre which disappeared after the civil war<br />
in the United States. The issue of segregation was one of the<br />
mostly tackled points. Because of the racial segregation, the<br />
black minority have tried to find its adequate place or at least to<br />
be considered as other humans. In addition to that, there have<br />
been the lynching acts perpetrated by the former slave owners<br />
on the black community. They fought the crescendo injustice<br />
they lived in the routine. The African-American literature dealt<br />
with the question of migration. When the abolition of slavery<br />
had been done, many black people left the south to seek better<br />
life condition in the north, likewise to flee the persecution they
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 24<br />
were subjected to. To sum up, this literature dealt with many<br />
themes mainly those concerning home situation.<br />
1- Harlem Renaissance: Civil Rights Movement<br />
(protesters and integrationists)<br />
2.1 Characteristics<br />
The Harlem Renaissance hit the American country<br />
during the 1920s. It was the decade of prosperity, jazz and<br />
blues music in the United States. The new youth seemed<br />
motivate and ready to put in evidence their ideas and their<br />
demands. These demands did not aimed at more than what<br />
have been raised above, but the epochs change and<br />
mentalities do as well. Each era has its own realities.<br />
Among black<br />
writers of the 20 th<br />
century in<br />
America some<br />
were protesters<br />
whereas others<br />
were more open<br />
minded and tried to integrate the society of whites and<br />
interact with their cultures. Certain frameworks that have<br />
been done in this literature focused on folklores. To put it<br />
another way, the oral storytelling done by oldest were came<br />
to be written after a long time. Some writers used the old<br />
spiritual songs of the first waves of slaves in America in<br />
their writings such as Langston Hughes. Once again the<br />
question of the great migration comes<br />
back during the 20 th century in Harlem renaissance<br />
literature. The reasons of this migration were almost like<br />
the previously mentioned. People left the South to the<br />
North East, Middle West and West of America to look for<br />
jobs and to be far from racism. Moreover, it goes without<br />
saying that this period was characterized by Blues and Jazz.<br />
African-Americans gathered around music to express their<br />
proud to have such a culture.<br />
2.2 Themes<br />
Themes like racism, segregation, integration, and so on<br />
were the main used in the African-American Literature<br />
since its beginning. The ussies of racism come all the time.<br />
What was different from the old writers was that during<br />
the 1920-1960, black people in the United States gained<br />
more power and became more emancipated. Many other<br />
themes were tackled by writers in the African-American<br />
Literature.<br />
Ⅳ- Civil War, Abolition of Slavery and the Jim<br />
Crow Law:<br />
Civil war is considered as one of the cruellest and most<br />
devastating war that America has never witnessed in its<br />
history. It lasted for four (4) years 1861-1865 between the<br />
north which was against slavery and the south which was<br />
pro-slavery. This civil war led to the abolition of slavery.<br />
It inspired many black writers. For the first time they can<br />
express themselves some freedom even though their rights<br />
remained restrained. The African-American Literature<br />
made a great move during the years after the civil war.<br />
Although slavery was abolished, another method to<br />
persecute blacks was used by the former slave owners,<br />
which was the Jim Crow Law. Also called the “black<br />
codes<strong>”</strong>, Jim Crow Law was not written and consisted to<br />
private blacks from their rights without following any<br />
written law. It consisted also to subordinate or subject<br />
blacks in an illegal way. In addition to this, the white<br />
supremacy cannot allow them to see black having the right<br />
to vote or any other right that an ordinary citizen benefited<br />
from.<br />
Ⅴ- Conclusion:<br />
The first move is always the most difficult. The<br />
African-American literature was born in harsh conditions.<br />
Through spiritual songs, poems (the various African<br />
traditional folklores), black people in the United States of<br />
America perpetuated one part of their remained culture to<br />
their children. The first years of the young literature<br />
witnessed the violence and rejection but flourished later<br />
on. The racial segregation against which those writers<br />
raised their pens have not seen day yesterday in America<br />
and seemed to do not come to an end sooner. The former<br />
American president Barack Obama said “racism is in the<br />
American DNA<strong>”</strong>, that might be probably true. In the end,<br />
one may say that through literature, the African-American<br />
voices were heard and they gained more rights. A<br />
particular interest follows this literature nowadays. Even if<br />
themes differ from one era to another, the question of race<br />
remains in the centre of most of writings. Some figures of<br />
that literature have gotten the Nobel Prize of Literature<br />
such as Toni Morrison. Finally, we should remember that<br />
the independence of the young America coincided with the<br />
birth of this literature.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 25<br />
STUDENT MATTERS<br />
From High School<br />
to College<br />
11 February,2016, by Cherifi Mohamed El Amine<br />
Two systems with one constitution<br />
Two directions with one destination<br />
Two levels with one purpose.... Achieving goals.<br />
Most students think that high school's world, and<br />
the University's world aren't different. They have<br />
many similarities and they couldn't be further apart,<br />
but this has no sight of truth, the high school world<br />
makes the student feel adult, just like a bridge<br />
between childhood and adulthood. University world<br />
on the other hand makes students more responsible,<br />
they can organize their own time, they can take<br />
their own decisions, and most important, it gives<br />
them a better sense of purpose and goal.<br />
From the experience's side, many students realize<br />
the differences between the two worlds, which is<br />
able to change their way of life, their attitude, and<br />
their way of thinking. Moreover , the first and the<br />
most important difference is: time! When we talk<br />
about time, maybe for some students it's quite the<br />
same in the two institutions , yet, it is not! In college<br />
your time in class is way diminished. Unlike high<br />
school, you do not have eight hours of class , you do<br />
not have to be at school at 07:00 am , and leave at<br />
05:00 pm, you spend little time in class , so basically<br />
you have more free time. However, it also means<br />
that the time not spent in class every single day<br />
should be spent studying, so you keep up with the<br />
rigor, and here is the biggest mistake that can be<br />
done by students. When students have a lot of<br />
we all need to<br />
have fun but<br />
there are rules<br />
to be followed,<br />
and it should<br />
deal with the<br />
reasons before<br />
facing the<br />
consequences<br />
.<br />
The main thing<br />
in college life is<br />
balance, it is<br />
the key! Work<br />
hard and have a little bit of fun, unlike high school,<br />
it's not necessary to work hard as much as college.<br />
Therefore, , in high school, your schedule is dictated<br />
by your supervisors and administrators, and you<br />
have to follow it strictly, unlike college, you take<br />
back your ownership of your own time<br />
management, which means you have the right to<br />
choose your perfect schedule. Additionally , you<br />
also have the right to choose the best field for you,<br />
and the major that suits you the best.<br />
One more thing is more flexible when you’re in<br />
college… courses! There is a huge difference<br />
between high school and college in terms of<br />
courses. In high school there are some obligations,<br />
rather about the subjects that you deal with or the<br />
seminars, and most of time it is all about listening to<br />
the teachers, doing exercises, memorizing lessons till<br />
you pass your exams. In college on the other hand,<br />
class becomes more learner-centred rather than<br />
teacher-centred. That means that most of the work<br />
is done by the student rather than by the teacher. It<br />
requires students to be active participants in the<br />
learning process, that includes making research<br />
about the different lectures dealt with in class, in<br />
short, teachers are only guides. This method is<br />
referred to as Reflective Learning, it drives you to<br />
apply your knowledge and raise your grades in<br />
order to be the best in your chosen field.<br />
free time they tend to become lazy. They spend<br />
their time all fooling around and having fun, I mean
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 26<br />
The next important thing a freshman should know<br />
about is… the teachers! High school teachers and<br />
college professors are completely different, even<br />
though they have the same mission which is to<br />
teach wisdom to students. Teachers in high school<br />
have duties based on teaching students everything<br />
that they need to know concerning the level of the<br />
students, college professors are considered as<br />
supervisors , which means they show students their<br />
how to find knowledge , and the students have to<br />
reach it by walking through that path, so students<br />
are obliged to search by themselves , analyze, and<br />
debrief by themselves, which makes them more<br />
responsible, and wiser , and able to face problems<br />
by finding perfect solutions.<br />
These were the most important differences between<br />
High school's world, and College world, everyone<br />
wants to be the best, everyone has a dream they<br />
want to make it real, of a lot of students , maybe<br />
these differences caused the success of other<br />
students, there is a proverb that says " the stupid is<br />
the one who doesn't learn from his mistakes, the<br />
smart is the one who does learn from his mistakes,<br />
but the brilliant is the one who does learn from<br />
other's mistakes" , so be smart, be brilliant, live your<br />
dreams, they are going to be true!<br />
Concerning clubs and organizations, maybe at high<br />
school joining an organization or a club seems so<br />
boring and useless, but in college any club you join<br />
yields into real action. It's really weird because like<br />
they're just simple things you thought a bit tiresome,<br />
a bit strenuous, it actually is really great because it<br />
makes you a more committed to that club because<br />
once you actually right in, and reflect upon why you<br />
want to be in organization makes you a lot more<br />
committed and makes the whole system very much<br />
more serious and people become just more mindful<br />
of why they're in . So with clubs and organizations<br />
you are going to have to put a little more work into<br />
the front end of things, the entire experience makes<br />
you wiser and more mindful, and it may pave your<br />
way through victory.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 27<br />
Stop Regretting and<br />
Start Working<br />
11 February,2017, by Hamidi Sarah Nesrine<br />
Now ! and after you saw how good the marks of other students were ,<br />
you wish to go back in time rewind and do your best to get better results ! you<br />
wouldn't want to get bombed , right ? but unfortunately that's what's<br />
happening ... I mean due to the weak marks that you got . You're saying<br />
that the first semester's final results are a disaster ! and it is the thing that is<br />
making you upset , disappointed , hopeless ...and feel like you'll never be able<br />
to succeed or to compete with other students .<br />
To sum up , let me remind you that " successful people are not gifted ; they<br />
just work hard then succeed on purpose " . So ! stop regretting and start<br />
working now .<br />
Get<br />
Motivated!!<br />
11 February,2017, by Foukia Meriem<br />
But ! here's a thing ... regretting something that already happened won't<br />
make a difference nor change the facts ; it is true they say " What's done is<br />
done and what's gone is gone" , but have you heard before those who said "<br />
You can't go back and make a brand new start , but you can start now and<br />
make a brand new ending " , I'm sure that you got what I mean ! and do you<br />
know what else I'm sure about ? well , I'm sure that inside everyone of us<br />
there is a strong , brave , creative and unstoppable being ! and you know what<br />
? it is totally fine to let yours out .<br />
The second semester just started , that is the dawn of a new day ! so ,<br />
here's a biggest , second chance in your hand to start over , improve your<br />
capacities and prove yourself as well by working hard and backeling down .<br />
Maybe you weren't ready for the first one , but you definitely should be wise<br />
enough not to waste the second .<br />
You don't know how ? trust me ! it is not as hard or complicated as you<br />
think it is , and it won't seem easier unless you take the initiative , well ! "<br />
The best way to learn is to jump into the water " ; so start taking action<br />
instead of pumping yourself up to do it . Get started by making a list of your<br />
weaknesses in addition to the mistakes you made in the first exams in order to<br />
work on fixing them . Also , make sure to manage your time so that you're<br />
able to practice more and search more . Another important point is that you<br />
have to focus and pay your entire attention during the lecture , ask questions ,<br />
just do not be afraid of asking questions ! however when you feel like you need<br />
help , don't hesitate to ask for it , and never be ashamed of making mistakes ,<br />
do make mistakes and learn from them before the next exams take place !<br />
Do you have a<br />
dream? Are you<br />
struggling to achieve it?<br />
All you need is to think<br />
about it, what are you<br />
doing to make it come<br />
true. Is it the right way or not? To find the answers, you<br />
should finish reading. Maybe you know all what I’m going<br />
to say, but you need to read it again, to understand it. Calm<br />
down and try to hear your soul, your inner whispers. A voice<br />
inside you is trying to push you forward to go through<br />
something. You used to ignore it and accept your life as it<br />
was, but now it is about time to wake up and change, to not<br />
regret after.<br />
It is clear that<br />
life is not easy at all<br />
and the good things<br />
are hard to be done,<br />
but nothing is impossible. Everything is up to you. You have to trust<br />
yourself and be positive. Always say “I am able<strong>”</strong>, “I can<strong>”</strong>. You are<br />
not different from that person who succeeded; you are a human being<br />
just like them. You have a brain, you are intelligent. You are strong.<br />
But, what makes you fail while they succeed is the lack of<br />
determination and hard work! Your classmate who got the best<br />
marks, worked more than the others. It was hard for him or her too,<br />
but they chose a temporary pain to avoid a permanent one. Hard<br />
work can change your life; as it can change a weak to become strong,<br />
a poor to become rich. So, you should work hard too, and never give<br />
up. Even if you fail, try again and again until you achieve your goal.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 28<br />
Forget your failure, and consider it as an experiment you learn from.<br />
Forget the past, and concentrate on your present, your future. Avoid<br />
people who defeat you. Challenge them and go the extra mile.<br />
Always choose good friends who encourage you and motivate you.<br />
Remember that when you believe that you can do something, you will<br />
surely do it. Another important point is organizing your time.<br />
Sometimes, you do not do things, and try to convince yourself that<br />
you don’t have time. You are deed wrong. You have to create that<br />
time! Think about your dreams and your goals directly. Make a<br />
plan and a timetable for each day. Don’t waste your time and avoid<br />
regret later. You have to like your work. Try to enjoy what you do.<br />
When you have homework, don’t think about it as an obligation, but a<br />
good method to test your level and 7mprove it. So, make a strong<br />
decision, and start working on your dreams.<br />
Now, you are about to finish reading. How do you feel? Take a<br />
deep breath. Are you stronger? Yes, you are. You have a great power.<br />
You have positive energy inside you. It is time to let it go out. It is<br />
time to make the impossible possible! Good luck.<br />
Idioms :<br />
To be bombed : to fail<br />
The dawn of new day : A new or fresh beginning, or a turning point that achieves as much.<br />
Backeling down : start a work seriously<br />
Take the initiative : take the first step
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 29<br />
SCARLET<br />
A SHORT STORY<br />
A collaborative work of fiction by Ghomari Fadia and Kebli Fatima Zohraa Master2 Literature<br />
and Civilization 2015-2016, Story written for the module of <strong>Creativity</strong> and performance<br />
It was never going to be an ordinary day. Scarlet<br />
woke up as the sunlight crossed her window glass and<br />
a fresh air filled the room made the floral curtains<br />
swaying from side to side, going in and out. Scarlet<br />
,and like any other ordinary day ,done her daily<br />
routine, she had an obsession of cleanliness and<br />
organization, her mother was proud of her, she<br />
always had the greatest marks ,she was popular in<br />
her college and lovable among her teachers friends<br />
,humorous , cute ,optimistic ,smart and overly nice<br />
,she was close to perfection. Unlike the other<br />
routinely days that included organizing her room<br />
,showering and getting ready, Scarlet that day just<br />
woke up and stood in front of a blue-painted wall in<br />
her room and kept staring for a long while until a<br />
voice coming from downstairs called:<br />
"Breakfast is ready, Scar are you awake?"<br />
"Coming Dad, just a minute "answered scarlet. She<br />
Grabbed her pink printed bag which was her favourite<br />
and went to the kitchen; "good morning dad!"<br />
"Good morning sunshine, here your breakfast" replied<br />
the father<br />
"Where is mom and Lily?" asked scarlet<br />
"They paiged your mom, it was an emergency and she<br />
had to go to the hospital, lily is still looking for<br />
her lucky bunny" answered the father …
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2017 Scarlet did not answer the professor 30<br />
Scarlet<br />
placer la zone de<br />
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où dans<br />
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just<br />
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kitchen window, until her father interrupted her<br />
nor Naomi who kept asking her if she<br />
staring moment saying:" I need you come home early<br />
is ok or not and kept staring<br />
Scarlet, to baby-sit lily!! Scarlet did you hear what<br />
through the window glass like there<br />
I said? I will rephrase it then; you will be home by 6 is something or someone having her<br />
pm to stay with your sister. Your mother and I are<br />
full attention in that black ,very<br />
going to your Aunt Sarah's new house for dinner to<br />
Londonian, foggy day …<br />
welcome her."<br />
"scar, scarlet it's time to leave"<br />
"are you serious dad, aunt Sarah moved to her new<br />
house like five million centuries ago and until now<br />
Naomi awaked Scarlet.<br />
you decided to go and welcome her ,knowing that I have "I have to go home now, catch you<br />
already plans for a girl night out with Naomi and a<br />
later" said Scarlet running out of<br />
sleepover at hers. This is unbelievable dad "said<br />
the door.<br />
scarlet with a loud disappointed voice.<br />
"Watch your tone girl! It's already planned, and you<br />
will baby-sit your sister or you are grounded for the<br />
rest of your life! It's your call "her father said<br />
.scarlet father was very loving and caring, he was the<br />
idol father who always watches out for his daughters<br />
but he was very strict, nervous and firm but fair.<br />
"My life has just ruined" said scarlet with a high<br />
angry tone and a frowning face. She walked out and<br />
slammed the door behind her (showing anger and<br />
frustration).<br />
Though it was June, there was a severe fog that day.<br />
Scarlet headed to the college .on her way a soft voice<br />
whispered "kill them, kill them all" ,scarlet removed<br />
her removed her ear phones looking behind her and on<br />
her sides .she knew that something abnormal is going<br />
on that day .<br />
"You look pale, have you been drinking?" asked Naomi<br />
"I don't know Nae(Naomi nickname) ,I don't know if<br />
it's that my dad just ruined my life for calling off<br />
our night or it's just me being paranoid, I keep<br />
hearing strange creepy voices whispering some horrible<br />
words…" said Scarlet trying to catch her breath.<br />
"You sure you ok Scar!! You can go home if you want to<br />
"said Naomi.<br />
"its ok. I will manage myself" answered Scarlet.<br />
"Scarlet, Naomi, I think it's time to enter class"<br />
called the professor.<br />
"let's go scarlet ,its time ,coming professor"<br />
answered Naomi<br />
Scarlet set on a table by the window putting her books<br />
down, her smart phone lighten up ,it was a text<br />
message ,opened it and the text was "kill them ,kill<br />
them all !".She slams the phone on the table, the<br />
entire class turned around looking at her, anxiety<br />
showing on her face, being sure that it was not a sort<br />
of daydreaming or better say " day-nightmare".<br />
"is everything alright ?" asked the professor .<br />
.<br />
Scarlet run and run for miles like<br />
she was on a marathon, she couldn't<br />
handle the noise in her head nor the<br />
hollow faces kept crossing her<br />
imagination ,she sat on the side way<br />
crying, her mother drove by "<br />
Scarlet Cavanagh ,what in the name<br />
of god are you doing here ?"<br />
Scarlet's mother in an astonished<br />
face and tone said. "let's go home"<br />
she added.<br />
The mother kept talking about the<br />
emergencies she faced in the<br />
hospital and talking about what she<br />
is going to wear to her sister Sarah<br />
dinner invitation. Scarlet did not<br />
join her mother talk until they<br />
arrived home.<br />
"You go I will be home in a minute"<br />
said the mother.<br />
Scarlet entered the house exhausted,<br />
light were on, but there was an<br />
unusual silence. Scarlet opened the<br />
door quietly trying to make no<br />
noise. A shadow loomed in the<br />
crossing wall of the living room.<br />
"Lily, dad, I am home!" Scarlet<br />
yelled. She put her bag on the<br />
kitchen counter and went upstairs,<br />
she stopped and steadily looked<br />
behind her, she was terrified of<br />
what she saw, her father was lying<br />
down on the ground covered in his<br />
blood, scarlet could not scream<br />
because of the feeling of a knife in<br />
her back.<br />
"Don't even dare" said the murderer.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 31<br />
"Turned around, I've been waiting for this so long" said the<br />
killer.<br />
Scarlet turned to face the murderer, and there she was<br />
astonished to see her best friend Naomi holding a knife<br />
covered in her father's blood .scarlet fainted and fell<br />
down.<br />
"Scarlet, scarlet honey wake up" a soft voice called.<br />
Scarlet woke up, her eyes half opened, half closed, her<br />
mother sitting next to her<br />
" Mom ,oh thank God it was just a nightmare ,i had the most<br />
terrifying nightmare ever ,you will not believe this ,Naomi<br />
, my best friend stepped my father with a knife and she<br />
wanted to kill me too …OH God that was exhausting " Said<br />
Scarlet.<br />
"What are you saying my dear? Are you ok? Honey you don't<br />
have a "best friend" named Naomi and did you forget that<br />
your middle name is Naomi …Come on time is ticking, get<br />
prepared for college your father will drive you "Said the<br />
mother.<br />
Scarlet sat in her bed puzzled with mouth wide open, having<br />
her whole life in a flashback .She woke up as the sunlight<br />
crossed the window glass, she walked to crossing wall to<br />
the window, it was painted in light blue, she stand there<br />
staring her head tilted to the left, eyes wide started<br />
twitching and from her lips escaped clicking noises. There<br />
was writing on that blue wall that can only be seen in the<br />
very morning sunshine" KILL THEM, KILL THEM ALL! "Was<br />
written on that wall. Scarlet repeated over and over the<br />
line "one, two, three kill them, kill them all!" her life<br />
was just about to start.<br />
To be continued…
Destiny<br />
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 32<br />
A Short Story by Almahady Ag Ibrahim, April 2017<br />
Once upon a time, long, long ago, in a town in<br />
the ancient Mesopotamia, lived an ignorant tribe. It<br />
was the time wherein humans sought hope in all<br />
signs. It was the time wherein people of the earth<br />
had no science. These people were under the yoke of<br />
a bloody tyrant. All sins were done, including<br />
immorality in all its forms, witchcraft, many other<br />
cruel things happened. Rich people lived in<br />
prosperity, poor ones lived under the vices of<br />
misery. The soil did not give all what it has. Wine<br />
watered the life of many during almost all nights. All<br />
unhumanised things and crimes that the human mind could<br />
imagine were the daily customs.<br />
The sun never shined on that county. Travellers and<br />
merchants, who rumbled about around and in that city called it<br />
“the Evil’s Cave<strong>”</strong>. It was nicknamed as such because its real name<br />
remains in limbo. It was also reported in myths and tales of the<br />
old that their ancestors had known the smell of prosperity, the joy<br />
of life and tranquillity, in this very city of wasteland. Each and<br />
every one, going through the social hierarchy from the king to the<br />
simplest and most ordinary citizen, thought that they will live<br />
forever. They believed in life and eternity because death was a<br />
myth. They believed in what their gods predicted to them. They<br />
had faith in what their eyes saw because it was what the minds<br />
trusted. Years of dryness succeeded each other. The rains were<br />
rare and the famine devastated the sin city, the misfortunes of the<br />
world reflected that area.<br />
As usual, one day an old man ploughed his field for the<br />
forthcoming rains. Despite the infertility of the soil, each year he<br />
comes to produce some provisions to survive with his small<br />
family, till the New Year. Two giant men attacked him. The<br />
resistance of the old man was like the battle between an ant and<br />
two elephants. Out of this unfair combat, he passed away and his<br />
property fell in the hands of the new owners. His old wife and his<br />
little daughter were certainly devoured by misery and the summer<br />
warmth in the mountains. They were<br />
forgotten as many others as they<br />
never existed.<br />
A thousand of such events<br />
happened in the routine. The King,<br />
who was supposed to be the judge,<br />
could not handle some situations<br />
because many of them escaped his<br />
authority. Even those situations that<br />
fell down in his hands, every so<br />
often, were not judged according to<br />
the norms of justice and rule of law. In short, he was not fair.<br />
Justice between his subjects has never been his main priority. His<br />
dominant talent, if it was not the only one he had, was to cut heads<br />
of those who permitted themselves to tell him the truth. His public<br />
life, as a King of the anarchic city was summarized to blood. He<br />
lived a luxurious life, forged by the blood of his miserable<br />
subordinates.<br />
The man in question changed wives each month. The<br />
number of his children was unknown and no lip was enabled to<br />
mumble, even by a freaky misfortune, the subject in front of him.<br />
In the intimacy, some whispered in the dark that they varied<br />
between one hundred and one hundred and fifty. But as the saying<br />
goes, every rumour has an atom of truth in it. Murmurs have been<br />
the best friends of lies since always. However, he recognized three<br />
among the indefinite number as his rightful sons. They are sons of<br />
his first wife, the product of an immoral relationship. The oldest<br />
was supposed to succeed his father in the head of power (throne),<br />
one coming day.<br />
Those children were raised in order to learn how to govern.<br />
Their upbringing was characterized by the erection of a barrier<br />
between their feelings, their humilities and the reality of life in<br />
“Evil’s cave<strong>”</strong>. At a very young age, they acquired what had to be.<br />
This odd dynasty was bound to extinction few years later.<br />
Their history was written upon the sand and wiped out by the
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 33<br />
whirlwind. The wild people, who were closer to the Troglodytes<br />
of Caves, killed the king and all his known descendants. The<br />
human deontology and ethical principles had fallen down in the<br />
gloomy era. The jungle law was the odious wont in this realm.<br />
The most powerful trampled upon the weakest. Total anarchy<br />
became the daily life.<br />
In the kingdom of the blind, the one-eyed is King<strong>”</strong> as the<br />
popular adage says. There lived a wise, poor and young gentleman<br />
whose name was Anajakh. He followed his way and faced the<br />
impediments of life with bravery. He was a tailor of old suits and<br />
old shoes. He was poor to such an extent that he sometimes slept<br />
in the streets. He lived a hell of a life. He had many talents such as<br />
reading people’s mind as an open book. He was shrewd and could<br />
put up with any hard situation.<br />
One day in the early morning, he woke up and started<br />
preparing his work tools when a young lady passed in front of his<br />
workshop wearing torn clothes. She asked for help and as a<br />
faithful and kind man, he gave her a part of his parsimony. She<br />
thanked him and carried on her way. Day in and day out, he<br />
received similar visits and carried out of what he considered as a<br />
duty. Notwithstanding, that day was special. He was very tired; he<br />
worked all the day but he had nothing to spend the night with. A<br />
group of men, who prowled around beat him, and took all what he<br />
had in his shop. He spent many hours out of his mind, in intense<br />
pains. He lied in the middle of the street in the hope to open his<br />
eyes the day after. He closed his eyes very slowly and found<br />
himself in the sound sleep. He survived and escaped from the<br />
death throe.<br />
This lady’s name was Tatrit. The star of the dawn is the<br />
meaning of her name. Her husband left her and never came back.<br />
She did not know whether he was alive or not, but after a long<br />
time, she lost hope to see him again, that is why she considered<br />
him deceased. He was a merchant, a difficult profession during<br />
such epoch. Now, she is living in the street, with neither a roof<br />
above her head, nor the heat of human’s affection. She was<br />
bearing the burden of the world’s misfortunes on her shoulders.<br />
The story of her life could be told in a small line, because no light<br />
seemed to glow at the end of the tunnel. She was preparing herself<br />
for the worst each moment. The Clockmaker, could at any<br />
moment, put an end to her adventures on this earth<br />
.<br />
In a hidden place out of the city, Anajakh recovered his<br />
health but not his wealth. He slowly opened his eyes; the picture<br />
of “Tatrit<strong>”</strong> became slowly clear in his sight. He remembered her,<br />
but he could not rememebr where he had seen her. The young lady<br />
carried out her responsibility by helping him in a moment wherein<br />
no one thinks to do so. They started to know and to understand<br />
each other, but unfortunately destiny decided differently. They<br />
survived with small means, out of sight from the other fellow<br />
creatures. They pleased themselves as never before in isolation<br />
and in the wilderness. Being alone is always better than to be in a<br />
bad company, it was said. He confessed to her his w<br />
http://www.ldssmile.com/2013/12/12/story-fourth-wise-man/ish to<br />
leave that city forever, so she gave him some old clothes of her<br />
deceased husband and a small amount of money. His main aim<br />
was to reach another country where he may find peace, glory, and<br />
happiness. He proposed to Tatrit to move with him, but she<br />
desisted and claimed that she will perish breathing the dirty air of<br />
“Evil’s cave<strong>”</strong>.<br />
After one month of hard working, he came to build a small<br />
empire. He had the intimate conviction that his firm may be in<br />
bankruptcy. He spent nights worshiping his creator. Unlike the<br />
other counterparts, he believed in a single God. With his religious<br />
and ideological views, Anajakh was persecuted in his everyday<br />
life. The small fortune which is still wet by his sweat was taken by<br />
someone more powerful. In addition to this, the malefactors hit<br />
him over and over again. For another time, that probably will not<br />
be the last, he fell under the malefactors’ claws. They left him<br />
because they thought he was no more alive. In the street, he was<br />
found by the beggar whom he saved one month earlier. This<br />
woman helped him till he recovered his health.<br />
The day came for him to leave. He said farewell to his<br />
companion. She cried because once again she will confess her<br />
dreams and her secrets to loneliness. A small bag on his back, a<br />
rusted sword was perched on his right shoulder, a bottle of water,<br />
were what he had to bear on his long way. He started walking<br />
towards the north with a nonchalant move just before the sunset.<br />
He was singing in a high voice.<br />
“When evil reaches you, don’t lose hope,<br />
“Turn towards the owner of the universe,<br />
“Live your life as if each second represents an eternity,<br />
“Purify your soul with the light of wisdom.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 34<br />
“Eternal light which glows in my heart<br />
“Guide me towards salvation on my stony path.<br />
“When night covers the day<br />
“And the day covers the night,<br />
“When man becomes a wild prey,<br />
“Hunted by his fellow creature,<br />
“I kneel down to find a safe place<br />
“Out of sight of all eyes.<br />
“Eternal light which glows in my heart<br />
“Guide me towards salvation on my stony path.<br />
The sun got down slowly. The sky started to be black and<br />
clouds were gathering. The rain threatened the traveller, who did<br />
not know how to deal with such situation in the middle of<br />
nowhere. In that place, generally, before the rain, comes<br />
whirlwinds with great power and small stones. He ran at the<br />
pursuit of a place where he could spend the night. The swirl<br />
divided the sky, the blowing wind zigzagged. He ran in the dark<br />
without shoes. Each second, the wind accompanied by the rain<br />
became more intense. In such places, when you are not hunted by<br />
other creatures, you will be hunted by the climatic conditions. He<br />
lost his orientation and ran out of options. All of a sudden, he<br />
noticed with a rapid glance a small cave. He put his head very<br />
quickly inside. He was trembling not just because of being wet,<br />
but also the horror that may haunt that dark place. He was scared<br />
to death.<br />
During all this time he heard some horrifying things. The<br />
sounds came from everywhere and nowhere. He noticed voices of<br />
a man and children crying. Despite all these things, he kept faith.<br />
He was dying of hunger but he had to support it. He lied down in<br />
the centre of the cave, while he was still shaking and afraid of<br />
being the prey of the fiend. He forgot his pain of hunger because<br />
from one moment to another he may be in the belly of someone<br />
else. He was really fatigued and he slowly closed his eyes. He<br />
slept with fear. That dreadful night was filled with mysteries.<br />
He suddenly opened his eyes as if he had a horrible<br />
nightmare. The daylight lighted the cave in which he was.<br />
Without moving the rest of his body, he furrowed the whole place<br />
with his eyes. With his hands he sought the sword, but it became<br />
rustier. He wondered why the sword changed in such a way. He<br />
gazed the walls of the cave and noticed that he was not the first<br />
one to step there. There were pictures of men, animals, gods and<br />
other unknown creatures. He looked for his bag and his bottle of<br />
water but with no success. From now, he thought that someone or<br />
something was here last night and took his affairs. The bones of<br />
dead people were on the ground.<br />
He went out of the cave, and he deeply breathed the pure<br />
natural air. With the clarity of the sun, it took time for him to open<br />
his eyes fully. Suddenly, he realized with the day light that he has<br />
got long hair and his beard became longer, quite longer than<br />
yesterday. His clothes were torn. In the meantime, he did not<br />
realize all the changes that happened. He was hungry and thirsty,<br />
and then he decided to go back in order to see Tatrit and to take<br />
other provisions. After this, he will continue his way.<br />
He walked and asked himself, if he was not in another<br />
place. He did not recognize even the colour of the soil. In a far<br />
distance, he spotted a human silhouette who zigzagged because of<br />
the mirage, and the other seemed to spot him as well. He hid<br />
himself behind a big rock. The other one, on his donkey back<br />
came more and more closer. He said “you, behind the stone, why<br />
are you hidden? I will do nothing; on the contrary I will help you<br />
if you need it<strong>”</strong>. Anajakh raised his head first and followed it by<br />
the rest of the body. He looked at the strange man who has nice<br />
clothes and a good-look. The stranger has a white turban on his<br />
head. Anajakh gazed at him with bitterness, because he knew<br />
humans. He took time to analyse each line in the face of this man,<br />
and said “I need water.<strong>”</strong><br />
The stranger removed the pitcher which was perched on the<br />
donkey back, passed it to the odd man. The stranger started asking<br />
him questions as if he was more curious than Anajakh.<br />
- The stranger said “you are not from around, isn’t it?<br />
You are like Egyptians<strong>”</strong><br />
- Anajakh answered this question without hesitation by<br />
telling the truth to his hearer. “I am from that region<strong>”</strong>. They spent<br />
hours discussing. A special question haunted Anajakh since he<br />
met this stranger. He asked in this term: do you know where we<br />
are? His interlocutor said we are in “Orient pearl<strong>”</strong>.<br />
- No! we are in “Evil’s cave<strong>”</strong> said Anajakh.<br />
- The “Evil’s cave<strong>”</strong> was a myth. You have probably<br />
some psychological problem. I know a good and kind doctor who<br />
will do what is needed.<br />
The two men discussed in the way of the town about all what<br />
happened to Anajakh. He told his story but his companion<br />
preferred to understand that he suffered of a psychological<br />
disorder. Anajakh noticed that his host did not take him seriously.<br />
“Now I will show you the palace of the king and you will greet
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 35<br />
him before any another citizen….<strong>”</strong> Anajakh interrupted him by<br />
saying “our king died, it is impossible to have a new king as well<br />
as to change our traditions in one single night.<strong>”</strong><br />
The tradition of this people obliges to any new comer, who<br />
wants to stay for a long time, to pass through the king’s palace<br />
first. He told his story with the same words to the king. The king<br />
seemed to be attentive to his narration. By hearing that story, the<br />
king was impressed and decided to take the guest in charge. He<br />
freed the other man, who brought Anajakh to the king’s palace.<br />
The king invited him to take a shower, to eat at his ease and to<br />
sleep as if it was not enough, and tomorrow they will discuss<br />
about what happened to him. He slept having the intimate<br />
conviction that he will provide many answers to others’ questions<br />
than them to him. As astonishing as that might be, this night<br />
seemed to be longer than the previous one. He slept thinking that,<br />
being with the king himself is a dream. The next morning, he<br />
woke up and went down in the garden. There, he saw green trees,<br />
grasses on the ground, and the pure beauty of nature. At that<br />
moment, he realized that he woke up from a horrible nightmare.<br />
He felt the odour of the summer flowers, the odour of peace and<br />
life. For the first time of his life, he walked without being afraid of<br />
being threatened or beaten. He met a servant and asked him if he<br />
knew some people (Tatrit, and others who he named without any<br />
pleasure). The servant told him that he did not know them. He was<br />
sorry for what happened to Tatrit and what happened to others<br />
took a great weight off his mind. He was relieved for his own fate.<br />
He got what he was praying for.<br />
Even him, he was still afraid to be in another dream coming from<br />
his desires. It sounds too good to be true, but fortunately it was not<br />
a dream but the pure reality.<br />
It was said that, that story was true. Anajakh slept for many<br />
years in a hidden place. According to the historians’ estimations,<br />
he slept for almost two hundred years. His God saved him and<br />
destroyed the other wretches. Some reported that “Evil’s cave<strong>”</strong><br />
was pounded with fire by angels, and the traces of its people were<br />
wiped out from the earth’s surface. They stirred up the anger of<br />
God and they received the adequate sentence for their sins. Only<br />
one man survived because he deserved another opportunity to<br />
continue his life. He was protected against the fiend under the<br />
wing of angels by the permission of the most powerful. His<br />
testimonies about the exactness of what happened there coincided<br />
with old books and other folklores. These were the only witnesses<br />
of his story, and apart from these, it was only a legend….<br />
On the other hand, the authenticity of this story was called<br />
into question. Another version of facts presentation claims that it<br />
was a dream. In this dream, Anajakh had been a witness of what<br />
happened. He rambled between what is real and what is not. This<br />
one was rejected by the majority, because if it was a dream he<br />
must know some people who are still alive when he woke up. But<br />
the unbelievable thing was that of living for over two hundred<br />
years and waking up at approximately the same age he had before.<br />
It was classified among the miraculous stories rarely witnessed by<br />
the human race.<br />
Another servant came to him and told him that the king<br />
needed him. When he opened the door, many people stared at<br />
him. He was surprized by such a crowd. In fact, the king gathered<br />
all men of knowledge (erudite), in order to verify the story of their<br />
new guest. The sincere man told them all what he knew in details<br />
without omitting the least information. He said in his speech “of<br />
two evils one must choose the lesser<strong>”</strong>. He had to choose between:<br />
being killed by the wild people or crossing the desert with its<br />
impediments, where there was a probability to survive.<br />
The authenticity of the story divided scholars. The proofs<br />
which were provided by each side are reasonable. Concerning<br />
Anajakh, his questions were considered as of less importance.<br />
He became a farmer, and took advantage of this new<br />
opportunity. He got married with a beautiful woman with whom<br />
he had three children (two boys and a daughter). He forgot about<br />
the past, his miraculous story was henceforth behind. He became<br />
rich and known by all citizens of “Orient Pearl<strong>”</strong>. He lived for<br />
many years in happiness with the family he founded. He lived in<br />
prosperity till his life’s end.<br />
After his death, people came from the furthest places of the<br />
earth to ask his wife and his children about his miraculous story.<br />
Many centuries after, Anajakh’s history was considered as a<br />
legend, and sank forever in limbo
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 36<br />
POEMS<br />
The Legend of Rip Van Winkle<br />
Poem by, Mr.Almahady Ag Ibrahim 2016<br />
Once, in the province of Catskill,<br />
Under which ran Hudson River,<br />
Known to be filled with mystery and high hill;<br />
An old dynasty lived there forever.<br />
There was a sincere, lazy and poor gentleman,<br />
Who had a wife with the adder’s tongue.<br />
She terrorized him that nowhere but in isolation, he found himself<br />
fine.<br />
To shout on him became for her an obsession as drug.<br />
Socially, he loved and was loved by everyone.<br />
Even dogs had found on him another more understandable dog.<br />
Children played with him and did all what can be done.<br />
Wives saw him as the perfect husband when theirs were at drag.<br />
these were offsprings of the first Dutch settlers.<br />
Since ages, they lived peacefully under the British power.<br />
Governed by Nicholas Vedder who told tremendous parables.<br />
He played in the meantime the role of judge and barrister.<br />
The idle Rip was a woodcutter.<br />
Who miserably provided for his family and helped his neighbors.<br />
Out of benevolence to each and every one, he became a prey in<br />
real danger.<br />
He drank liquor one day and fell asleep for over twenty years.<br />
His first hours of sound sleep were witnessed by a dog and a gun,<br />
Under a hidden place, out of sight of the Barbarian dynasty.<br />
They seemed to belong to a Paleolithic era and shouted as a<br />
hurricane.<br />
He was out of his mind during the long lazy night, which was very<br />
gloomy.<br />
He woke up as the sun was awake in its delightful morning,<br />
As it pushed the night’s shadow and hunted the odor of the<br />
summer’s flowers.<br />
He was hungry, but his heart turned over in his chest by hearing<br />
In mind Dame Rip Van Winkle’s voice.<br />
He got down the haunted mountain,<br />
When he was just looking for proofs of his absence.<br />
He was surprised to meet unknown people right where he was<br />
born.<br />
For hours, his mind wondered when he found his empty house.<br />
He wandered in streets and saw everything had altered.<br />
On the other side, the big head of George Washington,<br />
And some words printed on papers, sparked his interest so he<br />
entered<br />
In the room, where people voted to elect one of the heroes of<br />
Revolution.<br />
Apart from an old woman, no one had recognized him.<br />
At a moment, his poor heart stopped beating, by hearing the death<br />
of his friends.<br />
He saw his son, and his daughter who became a great woman, but<br />
he felt shame<br />
When asking this question: “where is your mother?<strong>”</strong> in a low<br />
voice.<br />
He was sad to learn about the death of his friend<br />
Though, his wife’s death appeared as a thorn had been taken out<br />
of his pillow<br />
He vowed to enjoy henceforth his life.<br />
He felt fatigued and his beard needed a review.<br />
The honest man lived with his daughter;<br />
And for many years he told his miraculous story.<br />
which turned into a legend everybody in Catskill knew told to<br />
every foreigner<br />
He became idler, and lived in happiness till his life’s end.<br />
There were some doubts about its authenticity.<br />
But, the old Dutch inhabitants claimed that it was true
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 37<br />
Betrayal !!<br />
11 August,2016, Poem by Def Fatima Zahra<br />
Some words have no description<br />
Neither explanation nor condition<br />
It just happens to be an unpredictible action<br />
With people whom you shared with all your passion<br />
At this point I'll write without rhyme and rythme<br />
Cause this crime doesn't worth all this glam<br />
It should vanish from every heart and mind<br />
And be eliminated from every competition<br />
Also fired out from every inch of land<br />
You know I’m talking about betrayal<br />
Yes I admit I have officially been prank'd<br />
Always by a friend and never a hater<br />
Hardly an enemy and all thé time from a lover<br />
Those monsters behind hero masks<br />
You freaks broke My little heart<br />
All your behaviors are work of art<br />
Cause having hypocrisy,lying and hatred<br />
Is made only for your heads<br />
.My lover,cousin and thé worst is a friend<br />
After you forgot all our magical times<br />
Don't forget that every start has an end<br />
You'll definitely meet a dirty mind<br />
Who'll stap you right in thé back<br />
With a dagger that is totally black<br />
But under thé cover of light<br />
Then you will diffrenciate between wrong and right<br />
You'll understand once how I felt<br />
But when you'll look at me u'll realise that I left<br />
Artworks<br />
Dekiouk Mohammed
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 38<br />
Ouadjdaoui Asma<br />
TIPS:<br />
The Hemingway Editor, this tool is for evaluating writing, that is,<br />
students can upload their texts or papers, then press the “edit<strong>”</strong> button to<br />
have their mistakes highlighted with hints on possible modifications.<br />
The link: http://www.hemingwayapp.com/<br />
Thesaurus, is a website and dictionary that provides synonyms and<br />
antonyms for a word, from the closest to the farthest in meaning.<br />
The link: http://www.thesaurus.com/
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 39<br />
NOURELHOUDA BENLAKHDAR<br />
Damage and Repair<br />
“Damage and Repair<strong>”</strong> is an elegy.<br />
The idea behind writing this poem is to<br />
mourn over the Algerian martyrs and to<br />
show the cruelty of French colonialism.<br />
In bewilderment I stand<br />
Question, self respond!<br />
Thief, give me my dreams back<br />
Harshly, you deboned my rights.<br />
Yes, you are wicked<br />
Like a wolf, sneaked and bit<br />
Helpless we looked<br />
Besought you to send free<br />
Indifferent you acted<br />
Endless promises you printed<br />
Fearless we stood<br />
Iron, steel, rocks inclined<br />
In front of bodies that declined<br />
You were defeated, yes you were<br />
How could you doubt,<br />
We earned it, bang!<br />
You enslaved, you thought you could?<br />
Well here we are, standing where we<br />
should.<br />
Another Time, Maybe<br />
You Governor, Ruler,<br />
How come you made me look fooler!<br />
Me, who trusted my abilities<br />
So did you!<br />
You left me questioning my capacities.<br />
But what’s up with the shift?<br />
To chromatophores you could not resist?<br />
And I question: “ Am I a good citizen of your empire?<strong>”</strong><br />
I hope so because that lessened my desire.<br />
Astonished, that is how I am<br />
Are the others the same way again?<br />
Oh, grief! Oh, sorrow!<br />
You’ve haunted my soul, instilled your claws.<br />
I am starting to doubt, to see black<br />
Gray is there, mostly black<br />
I see that it’s more than living in a jungle<br />
I see that it’s supernatural.<br />
Many people believe it:<br />
Bingo for me, because<br />
“I am not the moth, I am the flame<strong>”</strong><br />
Giacomo Casanova, thank you;<br />
This, I will retain.<br />
To wrap up,<br />
Will a caterpillar find its way home?<br />
Where nature murmurs,<br />
Sun shines through trees; and<br />
Leaves rustle?<br />
Yes, it will<br />
With God’s will, it will.<br />
Head Honcho, danke<br />
You are the why,<br />
And the deceiving fellows<br />
That I put pen to paper.<br />
Witness, April, room and table
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 40<br />
Chlabi Marouane
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 41
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 42
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 43
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 44<br />
Sia’N’Drake: In a recent tweet Sia proposed a collaboration to Drake which inspired<br />
the artist this creative portrait
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 45<br />
ON SPORTSMANSHIP<br />
by Fatima Zohra, Def<br />
''Sports do not build character. They reveal it'' John Wooden.<br />
Sport is physical action used to build one's body, but<br />
also to improve character. Sports can spread love widely as<br />
well as hatred, it is all a matter of spirit. Are you one of<br />
those who glorify sportsmanship? Or only one of the<br />
common haters?<br />
On November 18, 2009, a war almost broke because<br />
of the lack of consciousness between Algerian and Egyptian<br />
youth over a football match. What if Egyptians well<br />
treated the Algerian national team? What if Algerians<br />
neglected those few people (among 90 million citizens)<br />
who hurt some players? There would be no such allergic<br />
relationship between the two countries. Rynosuke Satoro,<br />
said: ''Individually we are one drop, together we are an<br />
ocean'', so sports should gather nations rather than<br />
separate them. It is lovely to see professional athletes<br />
shaking hands just after losing an important game, it is<br />
certain that sports taught them patience and selfconfidence.<br />
Then, another type of athletes happens to be rude and violent, those are who have neither<br />
sportsmanship nor ethics. Violence is a very dangerous phenomenon that must never be involved in the<br />
world of sports, yet many terrible accidents happened through time. Sportsmanship on the other hand is a<br />
noble term that means fair play, respect and politeness.<br />
During the 1993 Tennis tour in Germany, the famous tennis player Monica Seles was stabbed by a fan<br />
and fell directly on the ground, she could not resume her career until 1995, exactly two years after that day.<br />
On the other hand, good sportsmanship left great heartwarming examples in history. John Landy, the<br />
Australian runner is the second person to run a mile in four minutes, he stopped once during the third lap of<br />
the final in order to help his opponent who trapped and fell down, yet he pushed himself to finish and win<br />
the race and scored both a record and a sportsmanship lesson. Finally, sports reveal characters indeed, the<br />
good personality becomes better by gaining more morals.<br />
Sport is a game to improve both body and soul, we all have to accept the final result because it is a<br />
general fact that every game has a winner and... not a loser, but another time winner.
STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 46<br />
HEY!! DON’T GO!! WATCH OUR CLASSMATES’ PODCASTS<br />
AND CREATIVE PROJECTS ON THE FOLLOWING LINKS:<br />
( Hollywood vs Bollywood, by Benaini Abdelmajid, and Bouchefra<br />
Abdelkarim )..<br />
https://youtu.be/_ApnDHRSXQ0<br />
Youth, by Mohamed Merada , 2016 2017<br />
https://youtu.be/KJMC2NLygNA<br />
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https://youtu.be/XxSeVkWhicg<br />
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STOFLISH – Issue No :1 “Students <strong>Creativity</strong> <strong>Unleashed</strong><strong>”</strong>—June 2017 47