...Crossing - Abstract This paper examines the narrative technique and the significance of the setting in the short story Crossing. It also investigates the main character in the short story. The first part sets out to define the narrative technique. This is done by reading through the text and noting down any time one reads something useful about the narrator. After this is done one can do the examination of the narrative technique. The second part examines the main character in order to get an understanding of who he is as a person and what he wants. The examination is done by making an analysis and interpretation him. The final part of this study assesses the significance of the setting. This can be found by noting every time the setting is described. Afterwards one can do an analysis of the setting in order to evaluate the significance of it. The paper shows that the author is working with indirect speech when the reader experiences flashbacks. Otherwise quotation marks are used when the father is speaking with his son. By analyzing the main character it is shown that he longs for getting back together with his former wife and of course his child. It is concluded that the significance of the setting is somewhat important. It helps the reader to get a clear understanding of the events that takes place by the way it is described. Crossing - Abstract This paper examines the narrative technique and the significance of the setting in the short story Crossing. It also investigates...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...In this essay I will analyse the representation of speech in Justin Bieber’s Never Say Never and thought in Kanye West’s Can’t Tell Me Nothing using approaches developed by G.N. Leech, M.H. Short and S. Rimmon-Kenan. I will use the aspects of Leech and Short’s essay ‘Speech and Thought Presentation’ that I consider to be constructive and compensate the shortcomings of their essay with the improvements – in my view – made in Rimmon-Kenan’s essay. Also, since Rimmon-Kenan’s essay ‘Narration: speech representation’ does not include an account of thought representation, I will convert his distinctions of speech representation. Thus “diegetic summary” (DS) will be “diegetic thought summary” (DTS); “Summary, less ‘purely’ diegetic” will be “Thought Summary, purely diegetic” (TS); “Indirect content paraphrase”(ICP) will be “Indirect thought content paraphrase” (ITC); “Indirect discourse, mimetic to some degree”(ID) will be “ Indirect thought, mimetic to some degree” (IT): “Free indirect discourse” (FID) will be “Free indirect thought” (FIT); “Direct discourse” (DD) will Be “Direct thought” (DT) and “Free direct discourse”(FDD) will be “Free Direct thought” (FDT). ITC, FIT, DT and FDT correspond with Leech and Short’s distinctions (in definition and symbol, except for ITC which correspond with their IT). I will give examples of DTS, TS and ITS: DTS: The bare report of a thought, without any specification of how the thinker felt or the language the thinker used to think. E.g.,...
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...ball; weird, confusing and a waste of time. Narrative writing makes a point or has a purpose for the readers (Reinking and Von Der Osten pg. 144). Most narrative writing teaches a valuable life lesson because of that they are one of my preferred forms of writing. Action in narration writing is important, without it I think, the story would be bland and fail to keep the reader involved. Conflict being equally important in most writing. It’s human nature to thrive on action, drama and conflict, loving every minute of an action-packed book or movie. Point of view, either first or third person, can change a story dramatically. My thoughts are usually very different that the thoughts of my husband and they would greatly change the whole dynamic of the story. A story in first-person narration, written by myself, would be very elaborate and go into many details. The same story written in third-person narration from my husbands point of view would lack those details, it would be straight to the point. Since personalities extremely differ, determining which point of view to write in...
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...Investigating the presentation of speech, writing and thought in spoken British English: A corpus-based approach1 Dan McIntyre a, Carol Bellard-Thomson b, John Heywood c, Tony McEnery c, Elena Semino c and Mick Short c a Liverpool Hope University College, UK, b University of Kent at Canterbury, UK, c Lancaster University, UK Abstract In this paper we describe the Lancaster Speech, Writing and Thought Presentation (SW&TP2) Spoken Corpus. We have constructed this corpus to investigate the ways in which speakers present speech, thought and writing in contemporary spoken British English, with the associated aim of comparing our findings with the patterns revealed by the previous Lancaster corpus-based investigation of SW&TP in written texts. We describe the structure of the corpus and the archives from which its composite texts are taken. These are the spoken section of the British National Corpus, and archives currently housed in the Centre for North West Regional Studies (CNWRS) at Lancaster University. We discuss the decisions that we made concerning the selection of suitable extracts from the archives, the re-transcription that was necessary in order to use the original CNWRS archive texts in our corpus, and the problems associated with the original archived transcripts. Having described the sources of our corpus, we move on to consider issues surrounding the mark-up of our data with TEI-conformant SGML, and the problems associated with capturing in electronic form the CNWRS...
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...1. I have to read my papers through after I am finished, so that I won’t make any stupid mistakes. 2. I have to read the whole problem and remember to write every part of the paper. 3. I must start in the paper earlier than a day before, this would also make me remember those things above. Back to school Every time we all hear about how important it is to finish an education. People without an education do not have the same possibilities, as the people who worked hard to finish it. Making it through the whole education system and getting started with working and developing the place around you, is important for everyone, no matter if they believe in it or not. Barack Obama wants to make this clear for the students at their first day at school at Wakefield High School in Arlington. The speech has a typical composition for a speech of this kind. Barack Obama starts by making contact to them all. Then he talks about how that he can understand how they are feeling at their first day at school and that he have tried the same things back in his days. Then the main point is coming, that everybody has to take responsibility and get things done and work hard. He ends the whole point by asking what people should remember them for, which gives all of the students a lot of responsibility for their own lives. During the whole speech, Barack Obama uses a lot of pathos. One clear example is the national feeling that every American has “If you don’t do that – if you quit on...
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...course videos for this week, select one speech and evaluate the qualities of the presentation, the speaker, and audience reaction. The evaluation should address 1. Delivery approach (including voice, vocabulary, and style) 2. Verbal and nonverbal communications 3. Use of storytelling and narrative 4. Ability to influence and persuade 5. Visual appeal 6. The experience for the audience and the speaker Analyze the findings to identify key factors contributing to effective and ineffective public speaking and recommendations for improvement supported by concepts from the course. In addition, discuss witnessed practices that you wish to incorporate and avoid along with a rationale. Your paper should be 3 - 4 pages in length, and incorporate course references as part of your analysis. This assignment represents 6% of the course grade. The artifact itself, I consider to be one of the most influential pieces of literature ever produced. From his enthusiastic delivery, Dr. King switch from reading a manuscript into speaking extemporaneously half way through the speech. Dr. King used an extensive amount of metaphors. Martin Luther King Jr. delivered “I Have a Dream” in transformation speech; even with limited hands motion. Dr. King delivered his speech with enough clarity for his audiences. Defoe (2007) explains about the importance of clarity and how “having a substantive message is important. ” Dr. Kings speech articulated his wording and it is very...
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...Why Do We Gesture When We Speak? Robert M. Krauss Columbia University This is a pre-editing version of a paper published as: Krauss, R.M. (1998). Why do we gesture when we speak? Current Directions in Psychological Science 7, 5459. CD.3 July 30, 2001 Why Do We Gesture When We Speak? Robert M. Krauss1 Columbia University Students of human nature traditionally have considered conversational gestures—unplanned, articulate hand movements that accompany spontaneous speech— to be a medium for conveying semantic information, the visual counterpart of words.2 Over a century ago, Sir Francis Bacon put the relationship of gesture and language in the form of a simple analogy: "As the tongue speaketh to the ear, so the gesture speaketh to the eye" (Bacon, 1891). Although the extent to which gestures serve a communicative function is presently a matter of some controversy,3 there is accumulating evidence that communication is not the only function such gestures serve. Over the past several years my colleagues and I have explored the hypothesis, casually suggested by a remarkably diverse group of writers over the past 60 years, that gestures help speakers formulate coherent speech by aiding in the retrieval of elusive words from lexical memory. How might gesturing affect lexical retrieval? Human memory employs several different formats to represent knowledge, and much of the content of 1Address correspondence to Robert M. Krauss, Department of Psychology, Columbia University...
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...Jennifer Primm After listening to my speech the audience will know why using manners are important in our everyday lives. Introduction: Manners are something people should use everyday to make a good impression on others and to feel good about ourselves. No matter where we are … at home, work, or with friends, practicing good manners is important in our society. Body: I. Manners are important to have A. They are a form of caring B. Manners allow society to communicate with fewer misunderstandings. II. Types of manners that we should use everyday A. Please, thank you, holding a door for someone B. Hanging up your cell phone when you are going through a check out line III. Don’t think a person needs manners? A. Just try to say please when you ask for something and see how different a person reacts to your kindness B. Practicing good manners not only can make your day better but someone else’s just by being courteous C. You can get through Life with Bad Manners but it’s a lot easier with good manners, According To famous Actress Lillian Gish Conclusion: In conclusion, manners are extremely important in society and our everyday lives. It shows people that you are caring and a polite person. Manners allow us to have few misunderstands and get along with people in society. Simple words people can use everyday will show they have manners. Examples of certain manners are the words please and thank you. Also holding the door for someone is a great...
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...call his name. In this poem, identity is not seen as something that is solid and concrete but as something that is situated and constructed by others, a glimpse of poststructuralist view on identity. Recently, language learning has been seen as participation and negotiation of self (see Higgins, forthcoming; Kinginger, 2004; Lam, 2000; Morita, 2004; Ohara, 2001; Pavlenko & Lantolf, 2000; and Solé, 2007 among others). The trend is resonated in the growing interest in language learner identity and the studies in narratives. In this paper, a case of heritage language learner will be investigated upon the theoretical frame of poststructuralism. Narrative inquiry will be used to analyze how she negotiates her learner identity. The purpose of this paper is two-fold: First, by looking at the struggle a language learner makes to acquire her heritage language, I reclaim the centrality of identity in defining heritage language learners. Second, to widen the horizons of narrative studies to the cyber space as it provides an ample source of easily accessible data and it has become one of the commonplace media of daily communication. Heritage Language Learners and Identity To refer to the Heritage Language Learners (HLLs), various terms have been implemented such as ‘native speakers,’ ‘quasi native speakers,’ ‘bilingual speakers,’ or, from the dissatisfaction with the prior terms, ‘home background speakers,’ and ‘heritage language speakers’ (Valés, 2005: p. 412). There has not yet been...
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...of presenting, but peers often feel that they could not let go of their original words for introducing. Peers offer productive feedback, accept constructive criticism. Methods on critiques a presentation speech, to critique a speech or a presentation it's necessary to evaluate the presenters abilities in both speech and delivery. On determining whether the presenter is using facts and narratives to make a case. One method will be evaluating the content, by including word choices, references, and sketches should tailor to the audience that will be listening to the speech or presentation. Then it will follow the evaluation the speech or presentation clarity. The presenter should use correct grammar and easy to understanding language, making it pleasant to listen to the speech and follow what it is. Other would be on seeing if the statement is convincing and educational, in a well-written speech or presentation arguments are skillfully put forth to prove high points. The implementation that I would plan on the suggestions that my teammates have mentioned and will be adding to my future presentations. The tone of voice was the critiques that my teammates comment on my tone of voice was low-slung. The steps that I will be conducting would overlook my tone from begging of the speech to middle down to the end and listen to myself, as well as pausing overlooking my sketches and more practicing in order not to break during presenting. The views that I have ignored and would implement on...
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...Traditional On Campus Class Welcome to the Traditional On Campus version of Speech 103 Oral Communication! I look forward to getting to know each of you. Over the years, I have learned that many of you dread taking this class (don’t worry I felt the same way when I had to take this class) but I hope that you will find your worries to be unfounded. I work very hard to try to create a comfortable learning environment, primarily because I need you to participate in order for this class to work. This is a participatory-based class where we will all work together to help each other improve our communication skills. Consequently, you will play an active role in your own learning as well as active role in the learning of the other students in this class. Research has shown that when you are an active participant in a class you increase how much you remember as well as how much you can recall after the semester has ended. However, I have found that when you are an active participant in my class you will look forward to coming to each class session and your fears of public speaking will soon decrease. Since this class is participatory, you will find that you will put a lot of thought and effort into this class. Much learning will occur both in class and out side of class. However, while this class is demanding, I hope that you will both enjoy this experience and learn a great deal about communication, how you communicate, and how to be a better...
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...2. Men's Language (Excerpted from The Men's Bibliography: A comprehensive bibliography of writing on men, masculinities, gender, and sexualities, compiled by Michael Flood. 19th edition, 2008. Home URL: http://mensbiblio.xyonline.net/) a) Men and Language Note: Works on boys, literacy and language in education are listed under "Growing up Male" above. Coates, Jennifer. (2003). Men Talk: Stories in the making of masculinities. Malden, MA: Blackwell Publishers. 1. ‘We was Playing Naked Football the Other Night’: Introduction. 2. ‘Good Story!’: The Formal Characteristics of Male Narrative. 3. ‘So I Thought ‘Bollocks to it’: Men, Stories and Masculinities. 4. ‘Bad as My Mate’: Stories in Sequence. 5. ‘She’d Made Sardines in Aspic’: Women’s Stories, Men’s Stories and the Construction of Gender. 6. ‘I’m Quite Good at Mexican Food’: Men’s Narratives in Mixed Conversation. 7. ‘Still in Shock Weren’t You Darling’: Masculinity and the Heterosexual Couple. 8. ‘There are Problems’: Men’s Talk and Contemporary Masculinities. Cowburn, Malcolm. (2004). Men, masculinities and what men do: the relationship of critique and change (invited review essay). Sexualities, 7, 4 497-501. Edley, N. (2001a). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor & S. Yates. (eds.), Discourse as data: a guide for analysis (pp. 189-229). London: Sage Publications. Edley, N. (2001b). I. Conversation analysis, discursive psychology...
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...ENC 1102 Paper One Assignment Narrative Essay A narrative essay is the story of a significant or memorable event in your life. A narrative should include specific details, descriptions, and perhaps even dialogue. A narrative is a story told from your perspective that includes not only a narration of the event, but also an evaluation of this event. For this essay, I want you to focus on food as the guiding theme behind your narrative. In order to write this essay, please consider some of the following questions: 1) What is your food story? 2) What role does food play in your gatherings with family and friends? 3) How much does your culture influence what/how you eat? 4) Are there recipes that are particularly significant to you? Why? Where did you get them? 5) What is your most significant memory involving food? 6) How does food affect other aspects of your life? The essay will be graded on the following criteria: 1. ASSIGNMENT FULFILLMENT (Basic Elements): Is the essay 2-4 typed, double-spaced pages? Does the title introduce the subject of the narrative? Is this work a clear-cut narrative with a proper timeline? Is it formatted properly (page numbers, MLA manuscript form)? 2. CONTENT (Hook, pacing, conclusion): Does the introduction have a good hook, one that captures the reader's interest? Is the essay's narrative pacing o.k.- neither too fast nor excessively slow? Does the conclusion wrap-up the essay effectively, providing...
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...more formal structural aspects of language or in phonological skills. Methods & Procedures: The study included 138 monolingual English-speaking children: 63 (45.7%) boys and 75 (54.3%) girls aged between 5 and 12 years. All children were assessed blind to educational attainment in the school. Outcomes & Results: Nearly 40% of children had delayed language development with 10% having severe difficulties. The children presented with an uneven profile with much lower structural language scores than reading, general communication skills or non-verbal performance. Although service use was high in the group as a whole, the proportion who met criteria for specific language impairment on discrepancy criteria were not those who were being referred to speech and language therapy. Conclusions & Implications: Although many children were performing well within the normal range, a substantial proportion were not, having considerable implications...
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