...In Martin Luther King Jr.’s “Letters to Birmingham,” he uses figurative language and literary devices to show the effects of segregation and to inform the eight white religious leaders that it was time to act. By using figurative language he helps the readers get a more detail and visual description of his purpose. His purpose for writing the letter was to enlighten the white religious leaders and show them that the church should be involved. Segregation was an act against God and it was time to act. For example, King states “…we were confronted with blasted hopes, and the dark shadow of a deep disappointment settled upon us.” King is using this metaphor to contrast to show how segregation has affected African Americans. Later he states “Individuals...
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...Eng 101 Teresa Sweeney 6 November 2015 Letter from Birmingham Jail Throughout Martin Luther King Jr. life, he faced many hardships, one of the most known ones was facing the town of Birmingham. He went against the Clergymen to defend why he was allowed to speak in this town with a brilliant letter known as the “Letter from Birmingham Jail”. This letter of importance was so greatly recognized and understood for its attention to literature. The argument was created by classical appeals, figurative language, and rhetorical strategies. King wrote this letter responding to the criticism demonstrated by eight prominent white clergymen. King first develops his letter using appeals of logos, ethos, and pathos to explain how he is allowed...
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...English 1 Segment 1 Discussion Based Assessments Study Guide Congratulations on preparing to complete your discussion based assessment with your instructor! Use the topics below as an overview to prepare for your discussion along with your assessments, graphic organizers, or materials that you completed in your unit. When you are ready, contact your instructor to schedule an appointment or to complete your discussion assignment with them over the phone. Unit 1 DBA (Lesson 1.11) - Review the radio version and the written version of War of the Worlds. - Review the plot of The Cold Equations. - When he sensed the girl he said come out I the rising acion. - The control room description is the exposition. - Sending her away is the falling action - “Her haunting the ship” the ship was at a cold equation and all he heard was I didn’t do anything; denouncement. - Conversation with her brother is climax - Review both internal and external conflict types and be prepared to discuss them and provide examples. | The other kind of conflict comes from within, and it is known as internal conflict. | Man vs self. External conflicts occur outside of a person. External Conflict These are problems that can come from other people or from things in the environment. Man vs. Man | Man vs. Nature | Man vs. Society - Review Paraphrase and Summary. | A paraphrase is a rewording of something another author wrote. This does not make it your own work (always put your work cited)...
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...Letter Form the Birmingham Jail Comprehensions: 1. He stated that he was “serving as president of the Southern Christian Leadership Conference, an organization operating in every southern state, with headquarters in Atlanta, Georgia.”(2) Therefore he was invites here and because he has organizations that are approaching same goals as him here. While more importantly, his actions were due to the “injustice”(2) here. In addition, he states that: “I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham.”(4) He thinks that his destiny in to fight against injustice, which is threat everywhere, so “outside agitator”(4) no longer exists. In these aspects, his actions are not “unwise and untimely”. 2. In paragraph four, King describes himself as a person who can’t not sit aside and watch the injustice being a threat everywhere. He describes people as a whole that “we (they) are caught in an inescapable network of mutuality, tied in a single garment of destiny.” So “Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow. As the whole human population is a whole and inseparable, there is no such a thing called outsider. Everyone who lives in the United States is never an outsider no matter where he/she lives. Rhetorical: 1. Metaphor is the use of something to represent something else. In this case, King uses dark clouds representing...
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...January 24, 2013 Effective Persuasion In the letter, “Letter from Birmingham Jail,” written by Martin Luther King, Jr., was written while king was in jail for being a part of the Birmingham Campaign, which was a non-violent protest to end segregation in the U.S. In the letter, King explain that he is disappointed in the clergy for attacking the members of the African American non-violent civil rights movement and that direct action is the only thing left for them to do. He goes on to say that he hopes “the dark clouds of racial prejudice will soon pass away.” In this letter, King has a very effective argument by using several different persuasive appeals. One persuasive appeal that King uses is called ethos. Ethos refers to the credibility and trustworthiness of the writer or speaker and can often be supported through style of the message and tone. Throughout the whole letter, King has a very even tone. At the beginning of the letter, he calmly explains why he is in jail and is not angry or mad and goes on to explain the four steps to his direct action. Having a calm approach like King shows in this letter makes the reader more inclined to listen rather than having a threatening or aggressive tone. Although he calmly explains himself at the beginning of the letter, King also has the right amount of firmness towards the middle of letter to make the reader believe that what he is saying to true. Towards the end of the letter King apologizes for anything that, “overstates the...
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...Ethos, Pathos, and Logos Whenever you read an argument you must ask yourself, "is this persuasive? And if so, to whom?" There are several ways to appeal to an audience. Among them are appealing to logos, ethos and pathos. These appeals are prevalent in almost all arguments. To Appeal to Logic (logos) | To Develop Ethos | To Appeal to Emotion (pathos) | Theoretical, abstract language Literal and historical analogies Definitions Factual data and statistics Quotations Citations from experts and authorities Informed opinions | Language appropriate to audience and subject Restrained, sincere, fair minded presentation Appropriate level of vocabulary Correct grammar | Vivid, concrete language Emotionally loaded language Connotative meanings Emotional examples Vivid descriptions Narratives of emotional events Emotional tone Figurative language | | Effect | | Evokes a cognitive, rationale response | Demonstrates author's reliability, competence, and respect for the audience's ideas and values through reliable and appropriate use of support and general accuracy | Evokes an emotional response | Definitions Logos: The Greek word logos is the basis for the English word logic. Logos is a broader idea than formal logic--the highly symbolic and mathematical logic that you might study in a philosophy course. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument." Everyday arguments rely heavily...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Lexical borrowing = slovní výpůjčky - adoption from another lg with the same meaning English is tolerant to other lgs, nenasytný vypůjčovatel (70% non-anglosaxon origin), welcomes foreign words, not homogenous lg like French (majority of expressions was taken from F.) reasons: lg feels a need for a new word; to pre-denote a special concept (Sputnik, gradually disappeared from lg; certain lg has a kind of prestigious position (matter of fashion, but overuse of English words; matter of political force); distinction of functional style (matter of development) – three synonymical expressions of diff. origin (anglo-saxon origin: home, French words (additional meanings): resindence, Latin words: domicile, Greek origin, etc.) layers of three origins : hunt/chase/pursue rise/mount/ascend ask/question (certain amount of intensity)/interrogate high tolerance in English; in French and in German – used to avoid it; in Czech – had to defend its position to German, Linguists tried to set certain rules for using words=re-establishion of Czech lg English changes pronunciation of borrowed words (E. is simply a germanic lg, but more Romans lg in vocabulary) the basic vocabulary=core vocabulary (be, have, do) is Anglo-Saxon, surrounding periphery of v. maybe borrowed (count a word each time that occurs) wave of new adoptions: swift adotion - in some periods in lg more words than usual are adopted, in the 13. century after the Norman conquest, natural mechanism!! self-regulated – if there...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...|[pic] |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Lenka Drbalová Comedy of Manners: William Congreve and Oscar Wilde Bachelor’s Diploma Thesis Supervisor: prof. Mgr. Milada Franková, CSc., M.A. 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature Acknowledgement I would like to thank prof. Mgr Franková , CSc., M.A. and PhDr. Věra Pálenská, CSc. for their guidance, advice and kind encouragement. Table of Contents Preface ...............................................................................................2 Introduction ......................................................................................3 Chapter I – The Way of the World 1.1 In General ..................................................................................8 1.2 True Wit and False Wit ............................................................9 1.3 Courtship and Love .................................................................14 1.4 Invention vs. Reality ................................................................18 Chapter II – The Importance of Being Earnest 2.1 In General ................................................................................22 2.2 True Wit and False Wit ..........................................................23 2.3 Courtship...
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...49 3. The Level of Conceptual Metaphors and the Peculiarities of Translation of the Concept of Anger…………………………………………………………………………………….50 3.1. ANGER IS A HOT FLUID IN A CONTAINER ……………………………….53 3.2. ANGER IS HEAT……………………………………………………………….58 3.3. ANGER IS FIRE………………………………………………………………...60 3.4. ANGER IS A LIVING BEING………………………………………………….63 3.5. ANGER IS AN OPPONENT IN A STRUGGLE……………………………….65 3.6. ANGER IS A DANGEROUS ANIMAL………………………………………..67 3.7. ANGER IS INSANITY………………………………………………………….70 3.8. ANGER IS A BURDEN…………………………………………………………72 3.9. ANGER IS COLD……………………………………………………………….74 Conclusions………………………………………………………………………………………79 References………………………………………………………………………………………..81 Summary in the Lithuanian Language…………………………………………………………...89 3 INTRODUCTION Language is both a product and...
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...In Other Words This book addresses the need for a systematic approach to the training of translators and provides an explicit syllabus which reflects some of the main intricacies involved in rendering a text from one language into another. It explores the relevance of some of the key areas of modern linguistic theory and illustrates how an understanding of these key areas can guide and inform at least some of the decisions that translators have to make. It draws on insights from current research in such areas as lexical studies, text linguistics and pragmatics to maintain a constant link between language, translation, and the social and cultural environment in which both language and translation operate. In Other Words examines various areas of language, ranging from the meaning of single words and expressions to grammatical categories and cultural contexts. Firmly grounded in modern linguistic theory, the book starts at a simple level and grows in complexity by widening its focus gradually. The author explains with clarity and precision the concepts and theoretical positions explored within each chapter and relates these to authentic examples of translated texts in a variety of languages, although a knowledge of English is all that is required to understand the examples presented. Each chapter ends with a series of practical exercises which provide the translator with an opportunity to test the relevance of the issues discussed. This combination of theoretical discussion and...
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