The Book of 25 and the life of Cristoph

The incredible sophistication of the WEB – as in the WWW has added complexity to the process of publishing and writing. No sooner than, I get a handle on any new situation, It…. has to change at lightening speed. I wrote THE BOOK of 25 to help illustrate the complexity and yet the relative simplicity of language development. While its English, yet English with a twist. However I think now that English is very “twisted”.

I will attempt to show you what I mean. THE BOOK OF 25. I do try to get some basics in and made it comprehensive, a LIVING GREEN E-BOOK. Publishing a static book is in the past. We,(i.e) that is information is moving too fast and many advancements in the world at large, occurs and we, writers or those interested in the transmission of and absorption of  information, language development and cognition are kept busy. Slow down world we move way too fast.

So it begins like this. A Book is a book is a book, until it becomes something else. Its on You Tube, I tried to take it seriously and realized the world was not into “serious”, in academia per se. I then went loose and free, ENTERTAINMENT. Many mistakes, technical difficulties and issues occured. But its publish and or perish or both. But in the end who cares. The audience is fickle, wild, a bucking metronome of cacophony. If anything it proves that the Chaos theory is alive and well and entropy a thing of the past.

But it delivers in ways, I had not expected. So Curiosity became more the theme. So if you are CURIOUS – you will look at THE BOOK of 25 – as a curiosity. Some Videos are good, others are pure crap. Well, not intentionally crap, but its an evolution. It was lofty in its conception and intimidating in its execution. I used READ – THINK – WRITE, as a basic tenet.

People you do need to read. DAM IT. AND you better start thinking, not regurgitation. And Write to engage your mind so that you drop the short term memory circuit. Its exhausting!  I use Co-CREATIVE writing as a tool. As unless you are Jean Michel Foucault or ? somebody who  has expanded our definitions of thought and redefined our realities. Though this person exists in some other culture or language and is now isolated by his/her peers and his/her perception.

I need to develop and read more languages so I can tap into exquisite knowledge base that is not yet available to me in English. I am exploring Thailand to assist in this perception. Return to the crucible that Merkabah that exists in the Bi directional tongues which I so love.

So this is a link into the twisted world, I fell into. Chaos is creation. This is one link that gets you into that world.

The Book of 25, explores writing as a major theme in literacy. Hangul is related to Hebrew as an example of complex-text languages, which are also bidirectional languages. This relationship can be explored through language shifts and harmonic codes. Is it  a case of false cognates, where the relationship between the languages is based on spatial orientation, or does the high number of false cognates prove to illustrate, that the two languages are more similar than dissimilar? If the case of false cognates is proved accurate, is English then, as a second language increasing the amount of false cognates in the populations that use it as a second language and is that an example of linguistic harmonic coding or language shift or both?

An Eclectic Living Book that develops Writing Skills and grammar and lends itself in particular to Student – Centered English language and linguistic language development including English as a Second language.

It’s a book written to work within any curriculum that requires English language, without the need to fully study, each chapter or lesson. Parts of chapters can be adapted as per the students’ ability. All chapters can be studied in parts, due to the learners’ levels. Its ease of function allows it to be used in High School, Middle School and onto University.  Student ages and levels are addressed by the practical functionality of each Chapter and Story. So press on with your study of English language development. The book is designed to be written with your notes and stories within the book. The Book of 25, acts as a WORK BOOK and a language reference guide. It highlights many of the grammatical issues that ESL learners and all students will encounter, with a focus on a Lexical Approach. I refer to writing as a Co- creative; venture as we are all influenced by each other through all communication mediums. Writing is an act of Co-Creation and a lexical approach uses vocabulary to teach vocabulary and to assist in the understanding of language drifts and the creation of blended languages, such as the creoles, Spanglish,Tringlish, Manglish and Konglish. And it also may well create true cognates versus false cognates in language development. The Book of 25 introduces Language Harmonics as a progressive field of research.

Each chapter can be used to augment any curriculum, as it teaches Literacy through the joint motto’s of Read-Think-Write and WRITER’S WRITE. The book has a high visual appeal and seduces the learner into reading, thinking and writing. It was deemed by academic colleagues as an essential learning tool. The Book of 25 is being sold as an E-Book. It’s available on Flash Drive, upholding the Green concepts that exist circa 2012.  A Living Book that can be updated as per the Institution’s or Ministry of Education’s directives. Students can download specific chapters or parts thereof, reducing costs and keeping a green environment.

The following is the bla Bla Bla of the mundane. Necessary and required at the start. 

Creative Writing and Academic Writing


A story has many elements. The plot, provides the basis for the events and situations that occur, determines how they are structured, and holds everything together. It explains why characters behave the way they do. I use the classical Freytag’s pyramid to assist in writing development.


A plot’s structure basically consists of the following:

  1. Exposition introduces the characters, setting, and other facts needed to understand the story.
  2. Conflict, or rising action, builds tension and leads up to the climax.
  3. The climax is the turning point of the story. It is the high point for the reader and often results from a crisis.
  4. Falling action occurs after the climax, when the events come together to explain what went on.
  5. Resolution is the final outcome of the conflict and climax.

Academic essays or Writing for academia is a lot more structured.

Academic Essay Structure

Writing an academic essay means shaping a coherent set of ideas into an argument. As Essays are essentially linear, offering one idea at a time, they must present their ideas in the order that makes most sense to a reader. Effectively structuring an essay means attending to a reader’s logic. The focus of such an essay predicts its structure. Although there are guidelines for constructing certain classic essay types there are no set formulas.

The Parts of an Essay


An essay contains several kinds of information, located in specific parts or sections. Even short essays implement different operations such as, introducing the argument, analyzing data, raising counter-arguments, and conclusions. Introductions and conclusions have fixed places, but other parts don’t. It’s helpful to think of the different essay sections as answering a series of questions your reader might ask.

“What?” The first question to anticipate from a reader is “what”. What evidence shows that the phenomenon described by your thesis is true? This “what” or “demonstration” section comes early in the essay, often after the introduction. As you’re essentially reporting what you’ve observed, this is the part you might have most to say about when you first start writing.

“How?” A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is “how”.  How does the thesis stand up to the challenge of a counter-argument? How does the introduction of new material, a new way of looking at the evidence, another set of source ,affect the claims you’re making? Normally, an essay will include at least one “how” section. This section usually follows the “what,” but could appear just about anywhere in an essay.

“Why?” Your reader will also want to know what’s at stake in your claim. Why does your analysis of a phenomenon matter to anyone beside you?

This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering “why”, your essay explains its own importance. The best answer to “why”, belongs at your essay’s end. If its left out, your readers will experience your essay as incomplete—or meaningless.

Mapping an Essay

Structuring your essay according to a reader’s logic means examining your thesis and anticipating what a reader needs to know, and in what sequence, in order to grasp and be convinced by your argument as it unfolds. The easiest way to do this is to map the essay’s ideas via a written narrative. Such an account will give you a preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader’s needs in understanding your idea.

Essay maps ask you to predict where your reader will expect background information, counter-argument, close analysis of a primary source, or a turn to secondary source material. Essay maps are not concerned with paragraphs so much as with sections of an essay. They anticipate the major argumentative moves you expect your essay to make.

Try assembling your map like this:

  • State your thesis in a sentence or two, then, write another sentence saying why it’s important to make that claim. Indicate, in other words, what a reader might learn by exploring the claim with you. Here you’re anticipating your answer to the “why” question that you’ll eventually flesh out in your conclusion.
  • Begin your next sentence like this: “To be convinced by my claim, the first thing a reader needs to know is . . .” Then say why that’s the first thing a reader needs to know, and name one or two items of evidence you think will make the case. This will start you off on answering the “what” question.
  • Begin each of the following sentences like this: “The next thing my reader needs to know is . . .” Once again, say why, and name some evidence. Continue until you’ve mapped out your essay.

Your map should naturally take you through some preliminary answers to the basic questions of what, how, and why. It is not a contract, though—the order in which the ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.

There is a lot more. But lets start with this shall we? Book of 25 Final


Cristoph De Caermichael


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