...Comparative Rhetorical Analysis Essay In “Their Eyes Were Watching God” by Zora Neale Hurston, Joe Stark delivers a speech to Janie and displaying his pride and arrogance. In “Oedipus” by Sophocles the Chorus delivers a speech making an argument against the pride of man. While Joe Stark’s and the Chorus’ speech are different on the surface however, the tone used throughout the speeches are similar in that the speakers are trying to appeal to the audience using their authorities to try and argue their points. These speeches prove that men can be very prideful and base large decisions solely on their pride. Throughout Joe Stark’s speech he relies on his authority, He assumes that just because he is a man he is smarter and stronger and he relies...
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...In Their Eyes Were Watching God, “you slip into a total, black reality where black people do not represent issues: they represent their own, particular selves in a family/community setting that permits relaxation form hunted/warrior postures, and that fosters the norotial, person- postures of courting, jealously, ambition, dream, sex, work, partying, sorrow, bitterness, celebrations, and fellowship.” ( June Jordan 171) Zora Neale Hurston was writing about herself so the symbolism of Janie's marriage and her fight for independence through her life of a...
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...“The Rhetorical Analysis of Gary Soto Essay” In his autobiographical narrative, Gary Soto recreates an experience with his guilty six-year-old self. Ultimately, he shares a story with his audience about how his younger self lost his innocence through stealing a pie. Through the effective use of rhetorical devices, Gary Soto achieves his purpose. Pacing was one of the most useful rhetorical strategies used in his essay. In the beginning of the narrative, a slow pace was implied as Soto explained his “boredom” as he sat “underneath the house… looking for something to do”. He then felt anxious as the “juice of guilt” began to “[wet his] underarms” while he tried to decide which pie to steal. The pace drops to a moderate level after Soto is relieved that he was able to steal the pie and “no one saw” him do so. Soto’s relief was short lived as he went into a panic assuming that his neighbors were...
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...Rhetorical Terms/Devices Figurative language is the generic term for any artful deviation from the ordinary mode of speaking or writing. It is what makes up a writer’s style – how he or she uses language. The general thinking is that we are more likely to be persuaded by rhetoric that is interesting, even artful, rather than mundane. When John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country” (an example of anastrophe), it was more interesting – and more persuasive – than the simpler, “Don’t be selfish.” Indeed, politicians and pundits use these devices to achieve their desired effect on the reader or listener nearly every time they speak. The stylistic elements in a piece of writing work to produce a desired effect related to the text’s (and author’s) purpose, and thus reveals the rhetorical situation. In classical rhetoric, figures of speech are divided into two main groups: Schemes — Deviation from the ordinary pattern or arrangement of words (transference of order). Tropes — Deviation from the ordinary and principal meaning of a word (transference of meaning). *Important Note: Words marked with an asterisk* are words for which it would be impossible for you to write 3 examples for your weekly vocabulary assignment. In those cases, please write only the definition, in your own words, and the rhetorical uses/effect of that device, or do what you are instructed to do under those words. Please mark these words that deviate...
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...excellencies which they who possess them shade and disguise. Few have abilities so much needed by the rest of the world as to be caressed on their own terms; and he that will not condescend to recommend himself by external embellishments must submit to the fate of just sentiments meanly expressed, and be ridiculed and forgotten before he is understood. --Samuel Johnson Men must be taught as if you taught them not; And things unknown propos'd as things forgot. --Alexander Pope Style in painting is the same as in writing, a power over materials, whether words or colors, by which conceptions or sentiments are conveyed. --Sir Joshua Reynolds Whereas, if after some preparatory grounds of speech by their certain forms got into memory, they were led to the praxis thereof in some chosen short book lessoned thoroughly to them, they might then forthwith proceed to learn the substance of good things, and arts in due order, which would bring the whole language quickly into their power. --John Milton Introduction Good writing depends upon more than making a collection of statements worthy of belief, because writing is intended to be read by others, with minds different from your own. Your reader does not make the same mental connections you make; he does not see the world exactly as you see it; he is already flooded daily with thousands of statements demanding assent, yet which he knows or believes to be false, confused, or deceptive. If your writing is to get through to him--or even...
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...A Plan To Save Mike Huckabee’s Candidacy I. Analysis Ever since the idea of a democracy has been implemented in modern government, the political races have been filled with slimy tactics, harsh words, and lies solely for the purpose of defeating your competitor and winning a position in the local, state, or federal government. Federal elections though, are on a whole different level. Wealthy individuals donate millions to whichever candidate they would like to see in the oval office. These candidates walk on a metaphorical tight rope, with no safety net twenty-four hours a day, and seven days a week. From the day they announce they want to run for president, the public eye will be on them. The media will be listening to every word they utter,...
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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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...Communicating Corporate Social Responsibility - A Discussion of the CSR Phenomenon and CSR Communication, With Empirical Focus on NOKIA Author: Martin Lykke Jacobsen (271128) Supervisor: Dorrit Bøilerehauge June 2006 MA in International Business Communication – International Marketing, Communication & Public Relations (Cand.ling.merc. – International Informationsmedarbejder) Faculty of Language and Business Communication, English Department, Aarhus School of Business Table of Contents 1 Introduction .............................................................................................................................. 1 1.1 1.2 1.3 1.4 2 Purpose ........................................................................................................................... 1 Theory and Method ......................................................................................................... 2 Delimitation .................................................................................................................... 4 Structure ......................................................................................................................... 6 Corporate Social Responsibility ........................................................................................... 8 2.1 Defining CSR................................................................................................................... 8 2.1.1 Corporate Citizenship ..................
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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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...Ministry of Education of the Republic of Moldova State Pedagogical University “Ion Creangă” Foreign Languages and Literature Faculty English Philology Department DIPLOMA PAPER Figurative Language, Language Shaped by Imagination in Katherine Mansfield’s Short Stories Submitted by: the 4th year student Paşcaneanu Mariana Group 404 Scientific adviser: Tataru Nina Senior Lecturer Chişinău 2012 Contents INTRODUCTION 2 CHAPTER I: SHORT STORY AS A FORM OF FICTION 5 I.1.Common Characteristics of a Short Story as a Form of Fiction. Its Plot and Structure. 5 I.2. Figurative Language. Definition. Function. 9 I.3. Imagery – Language that Appeals to the Senses 11 I.3.1. Simile, Metaphor and Personification. 13 1.3.2. Symbol and Symbolism. 26 I.3.3 Allegory. 30 CHAPTER II: LANGUAGE SHAPED BY IMAGINATION IN K. MANSFIELD’S SHORT STORIES 36 II.1. Figurative Language, Symbolism and Theme in "Her First Ball": 37 II.2. Katherine Mansfield – Techniques and Effects in A Cup of Tea. 41 II.3. Literary Colloquial Style in “Miss Brill” by K. Mansfield. 49 II.3.1. Lexical features—Vague Words and Expressions 49 II.3.2 Syntactical and Morphological Features 52 II.3.3 Phonological Schemes of the Figures of Speech 55 II.4. Simplifying Figurative Language in K.Mansfield’s Short Stories 60 CONCLUSION 64 BIBLIOGRAPHY 66 APPENDIX 70 INTRODUCTION Figurative Language is the use of words that...
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...Е. Є. Мінцис О. В. Карбашевська Ю. Б. Мінцис A COMMONSENSE GUIDE TO ANALYTICAL READING AND TEXT INTERPRETATION МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ ПРИКАРПАТСЬКИЙ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ ІМЕНІ ВАСИЛЯ СТЕФАНИКА Е. Є. Мінцис О. В. Карбашевська Ю. Б. Мінцис A COMMONSENSE GUIDE TO ANALYTICAL READING AND TEXT INTERPRETATION Навчально-методичний посібник із аналітичного читання та інтерпретації тексту для студентів третього курсу англійського відділення стаціонарної та заочної форми навчання Івано-Франківськ 2009 УДК ББК 81.2 Англ.- М- 62 К- 21 Мінцис Е. Є., Карбашевська О. В., Мінцис Ю. Б. A Commonsense Guide to Analytical Reading and Text Interpretation. Навчально-методичний посібник із аналітичного читання та інтерпретації тексту. – Івано-Франківськ, 2009. – с. Друкується за ухвалою Вченої ради факультету іноземних мов Прикарпатського національного університету Імені Василя Стефаника (протокол № 9 від 26 червня 2008 року) Укладачі: Мінцис Е. Є., старший викладач кафедри англійської філології факультету іноземних мов Прикарпатського національного університету імені Василя Стефаника Карбашевська О.В., аспірант кафедри світової літератури Прикарпатського національного університету імені Василя Стефаника Мінцис Ю. Б., аспірант кафедри англійської філології факультету іноземних мов Прикарпатського національного університету...
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...ALSO BY JOHN GREEN Looking for Alaska An Abundance of Katherines Paper Towns Will Grayson, Will Grayson W ITH DAVID LEVITHAN DUTTON BOOKS | An imprint of Penguin Group (USA) Inc. DUTTON BOOKS A MEMBER O F PENGUIN GRO UP (USA ) INC . Published by the Penguin Group | Penguin Group (USA ) Inc., 375 Hudson Street, New York, New York 10014, U.S.A . | Penguin Group (C anada), 90 Eglinton A v enue East, Suite 700, Toronto, O ntario M4P 2Y3, C anada (a div ision of Pearson Penguin C anada Inc.) | Penguin Books Ltd, 80 Strand, London WC 2R 0RL, England | Penguin Ireland, 25 St Stephen’s Green, Dublin 2, Ireland (a div ision of Penguin Books Ltd) | Penguin Group (A ustralia), 250 C amberw ell Road, C amberw ell, V ictoria 3124, A ustralia (a div ision of Pearson A ustralia Group Pty Ltd) | Penguin Books India Pv t Ltd, 11 C ommunity C entre, Panchsheel Park, New Delhi - 110 017, India | Penguin Group (NZ), 67 A pollo Driv e, Rosedale, A uckland 0632, New Zealand (a div ision of Pearson New Zealand Ltd) | Penguin Books (South A frica) (Pty ) Ltd, 24 Sturdee A v enue, Rosebank, Johannesburg 2196, South A frica | Penguin Books Ltd, Registered O ffices: 80 Strand, London WC 2R 0RL, England This book is a w ork of fiction. Names, characters, places, and incidents are either the product of the author’s imagination or are used fictitiously , and any resemblance to actual persons, liv ing or dead, business establishments, ev ents, or locales is entirely coincidental. C opy right ©...
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...ALSO BY JOHN GREEN Looking for Alaska An Abundance of Katherines Paper Towns Will Grayson, Will Grayson W ITH DAVID LEVITHAN DUTTON BOOKS | An imprint of Penguin Group (USA) Inc. DUTTON BOOKS A MEMBER O F PENGUIN GRO UP (USA ) INC . Published by the Penguin Group | Penguin Group (USA ) Inc., 375 Hudson Street, New York, New York 10014, U.S.A . | Penguin Group (C anada), 90 Eglinton A v enue East, Suite 700, Toronto, O ntario M4P 2Y3, C anada (a div ision of Pearson Penguin C anada Inc.) | Penguin Books Ltd, 80 Strand, London WC 2R 0RL, England | Penguin Ireland, 25 St Stephen’s Green, Dublin 2, Ireland (a div ision of Penguin Books Ltd) | Penguin Group (A ustralia), 250 C amberw ell Road, C amberw ell, V ictoria 3124, A ustralia (a div ision of Pearson A ustralia Group Pty Ltd) | Penguin Books India Pv t Ltd, 11 C ommunity C entre, Panchsheel Park, New Delhi - 110 017, India | Penguin Group (NZ), 67 A pollo Driv e, Rosedale, A uckland 0632, New Zealand (a div ision of Pearson New Zealand Ltd) | Penguin Books (South A frica) (Pty ) Ltd, 24 Sturdee A v enue, Rosebank, Johannesburg 2196, South A frica | Penguin Books Ltd, Registered O ffices: 80 Strand, London WC 2R 0RL, England This book is a w ork of fiction. Names, characters, places, and incidents are either the product of the author’s imagination or are used fictitiously , and any resemblance to actual persons, liv ing or dead, business establishments, ev ents, or locales is entirely coincidental. C opy right ©...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...r copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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