...plain sight, the men and women saw it.The trifles that the men found as “useless” clues, the women could find the truth. The trifles symbolized the strength and bond that only the women shared and understood. Miss Minnie Foster left a “nice mess” in her house when she left (6) . At least that's what the men see. Everything that was in the kitchen that they saw, that was a “mess” -- the exploded jars, the dirty towels, and the unfinished work --was a key part of the murder. While Mrs. Hales was sympathetic about Mrs. Foster's jars exploding the men laughed about how she's “held for murder, and worrying about her preserves” (6). The women understood the hard work and dedication that was...
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...Stylistics Task 2: Adoption (written language): There is some fairly long clauses and sentence, there is a lot more facts and things that is important to know. There are few repetitions, a varied vocabulary and a bigger and more nuanced vocabulary. Correct grammar and hole words instead of abbreviation. There are also many subordinate clauses and it is complete sentences. Basketball (spoken language): In this text they use short sentences, it is like they are talking to a friend - Daily life vocabulary, "incorrect" grammar. Few subordinate clauses and unfinished sentences with a lot of repetitions. The word "and" -> listings, is one of the most used words in spoken language. There are also many contractions (e.g. it´s). Task 14: In your essay you need to use written language. You use to many contractions e.g. It´s, try to use it is instead. “ But Jesus in heaven there sure are issues”, try not to write like you are talking to a friend. But I think that it is good that you use some fairly long clauses and sentence, and you are not using the word ”and” to often. Task 18: There is one passive sentence in the first letter, and there is zero in the last. I think that it is a harsh tone, he use in both letters. I just think that this should be a conversation, instead of written a letter. A letter is un personal, no matter how bad he´s teaching was, he deserves a conversation and not a letter, So I don’t think he should send any of these two letters. Task...
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...al-Farabi Kazakh National University Faculty: Philology, literature and foreign languages Lesson plan Teaching Speaking Student: Maral A. Akhanova Z. Zamanbekova A. Kabdullina G. Teacher: Aksholakova A.Z. Almaty,2013 Teaching Speaking Goals for Teaching Speaking The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. Speaking involves three areas of knowledge: * Using the right words in the right order with the correct pronunciation (Mechanics) * Knowing when clarity of message is essential and when precise understanding is not required (Functions) * Understanding...
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...J. Prevert. „Sables mouvants“ The image of the quicksand is very symbolic. One has to analyse it first, in order to understand J. Prevert‘s poem. Quicksand consists of granular matter (silt, sand), clay and water. It may appear quite solid if it is undisturbed. However, when there is a change in pressure, the surface loses its strength, sand and water separate, causing buildings to fall over. Someone stepping on quicksand would start to sink. I am inclined to believe that the usage of this image was chosen not at random. The title gives us a clue that the poem is going to be about the duality of love. Like everything else in the world, love has both positive and negative faces. What appears to be solid and stable might collapse, when one comes closer. The poem „ Sables mouvants“ also examines the themes of the transience of time and sexuality. The repetition of “Demons et merveilles / vents et marees ” expresses the duality of love. One imagines demons as something magical, evil, dark, dangerous, and insidious. Because of our knowledge of mythology and religion, demons remind us of seduction (for example, Eve and the Serpent, The Bible) and sin. On the other hand, merveilles create the impression of something enchanting and delightful. The contrast between demons and merveilles shows us that what appears pure and fascinating, might allure into danger and darkness. What is more, vents et marees can be regarded as a hint of sensuality and sexuality. It impersonates force...
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...Stylistic syntax 1. General considerations The object of stylistic analysis on syntactic level is sentence. Within the domain of syntax stylistics deals with the following crucial problems: 1) the stylistic potential of syntactic units of different structural design, semantic characteristics and communicative types; 2) the syntactic synonymy, i.e. the peculiarities of rendering of one and the same logical content by syntactic units with different structure, functional characteristics, expressive colouring and connotations; 3) description of syntactical expressive means and stylistic devices. Owing to its constructive nature, syntax is considered to have more perceptible stylistic power (when compared with morophological and lexical level) because it embraces the expressive potential of morphology and vocabulary. Syntax is the structural basis of any utterance and text: the process of nomination and metaphorization, logical and figurative, emotional, expressive and poetic colouring of the words, language imagery and symbolism, specific figures of speech, new coinages and at last the individual speaker’s creativity are actualized only on the level of syntax, and, having been melted into a completed unity, can fulfill its communicative purpose. Thus the importance of syntax for stylistic analysis is hard to overestimate. It is syntax that fixes the stylistic aspect of any text. Syntax, alongside with other stylistic elements (phonetic, morphological, lexical) that secure utterance...
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...TOEFL Secrets Your Key to TOEFL Success From the desk of Tom Paulson, Director of Test-Taking Strategy at TOEFL Secrets, May 5, 2002Dear future TOEFL Success Story: Congratulations on your purchase of the most advanced test-taking manual for the TOEFL. Notice I did not say study guide- there are plenty of decent study guides on the market, but that was not our objective in writing this manual. Our goal is to seek and exploit specific weaknesses in the TOEFL assessment, and then share those secrets with our customers. Let’s be perfectly honest here- you’ve worked hard enough in the past, and if you want to spend hours in a study guide to boost your score, that’s a great thing to do. In fact, we recommend at least a brief review of some of the better study guides on the market. But that’s simply not enough to do well in the high-pressure high-stakes environment of the test day. How well you do on this test will have a significant impact on your future- and we have the research and practical advice to help you execute on test day. The product you’re reading now is much more than a study guide- it is a tactical weapon designed to exploit weaknesses in the test itself, and help you avoid the most common errors students make when taking the TOEFL. How to use this manual We don’t want to waste your time. This manual is fast-paced and fluff-free. We suggest going through it a number of times, trying out its methods on a number of official practice tests. First, read through the...
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...Mathematical Writing by Donald E. Knuth, Tracy Larrabee, and Paul M. Roberts This report is based on a course of the same name given at Stanford University during autumn quarter, 1987. Here’s the catalog description: CS 209. Mathematical Writing—Issues of technical writing and the effective presentation of mathematics and computer science. Preparation of theses, papers, books, and “literate” computer programs. A term paper on a topic of your choice; this paper may be used for credit in another course. The first three lectures were a “minicourse” that summarized the basics. About two hundred people attended those three sessions, which were devoted primarily to a discussion of the points in §1 of this report. An exercise (§2) and a suggested solution (§3) were also part of the minicourse. The remaining 28 lectures covered these and other issues in depth. We saw many examples of “before” and “after” from manuscripts in progress. We learned how to avoid excessive subscripts and superscripts. We discussed the documentation of algorithms, computer programs, and user manuals. We considered the process of refereeing and editing. We studied how to make effective diagrams and tables, and how to find appropriate quotations to spice up a text. Some of the material duplicated some of what would be discussed in writing classes offered by the English department, but the vast majority of the lectures were devoted to issues that are specific to mathematics and/or computer science. Guest lectures by...
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...Longman English Grammar L G.Alexander Consultant- R A. Close, CBE Pearson Education Limited, Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world www longman com © Longman Group UK Limited 1988 All rights reserved, no part of the publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers Distributed in the United States of America by Longman publishing, New York First published 1988 Twentieth impression 2003 BRITISH LIBRARY CATALOGUING IN PUBLICATION DATA Alexander L G Longman English Grammar 1 English language - Text-books for foreign speakers 1 Title 428 2'4 PE1128 LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Alexander, L G Longman English Grammar/L G Alexander, consultant, R A Close p cm Includes index ISBN 0-582-55892-1 1 English language - Grammar - 1950- 2 English language Text-books for foreign speakers 1 Close, R A II Title PE1112A43 1988 428 2'4-dc19 87-22519 CIP Set in 8 on 9 1/2pt Linotron 202 Helvetica Printed in China SWTC/20 Louis Alexander was born in London in 1932 He was educated at Godalming Grammar School and London University He taught English in Germany (1954-56) and Greece (1956-65), where he was Head of the English Department of the Protypon Lykeion, Athens He was adviser to the Deutscher Volkshochschulverband...
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...A Preface of Quotations Whoever desires for his writings or himself, what none can reasonably condemn,the favor of mankind, must add grace to strength, and make his thoughts agreeable as well as useful. Many complain of neglect who never tried to attract regard. It cannot be expected that the patrons of science or virtue should be solicitous to discover 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...
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...Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions.................................................69 1.11 Conjunctions: Coordinating, Correlative, and Subordinating; Interjections ................71 Unit 1 Review ..........................................................73 Cumulative Review: Unit 1 .....................................74 Copyright © by Glencoe/McGraw-Hill Unit 2 Parts of the Sentence 2.12 Simple Subjects and Simple...
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...1. Accent: The modulation or inflection of the voice in speaking. 2. Anaphoric reference: An expression referring to another expression, especially to something earlier in the sentence(s). 3. Cataphoric reference: The use of a pronoun before a noun in a phrase to which it refers. 4. Colloquialisms: A common spoken, informal expression, often regional. 5. Connotation: A suggested or implied meaning of a word or phrase. 6. Denotation: The literal meaning of a word or phrase. 7. Dialect: A variety of language, characteristic of a particular area. 8. Elision: The exclusion of a letter or syllable between two words, sometimes using an apostrophe. 9. Ellipsis: A mark consisting of three periods, used in publications to signify an inferred omission. 10. Idiolect: The variety of language unique to an individual. 11. Lexis: The set of all words and phrases in a language. 12. Multimodal text: Text that uses multiple modes. 13. Non-fluency features: A period of speech that lacks fluency, such as a stammer or filler pause (e.g. “um”). 14. Register: A style of language used in a particular context. 15. Sociolect: The variety of language used by a certain social group, such as an aristocracy or an age group. 16. Text: A piece of writing comprised of multiple characters. 17. Non-standard grammar (“Angie her name is.”) 18. Phrases implying speaker’s importance (“My monument that ramp.”) ...
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...1) Describe someone in this class BUT do not give his/her name. (120 words) I met him a little late, not like the others because he registered himself in UiTM a week after the official registration day. It is just a normal Wednesday when we are in the Safety and Health Class by Sir Kamal, he entered the class rushingly, and sat beside me. He asked me to confirmed whether he is in the class AP246 2B and we started talking softly while Sir Kamal was in front of us, briefed us the scope of the subject, Safety and Health in Construction Management. We have been friends ever since, he got that typical malay look, with dark brown skin, short and wavy black hair. Like many students here in Uitm, he likes to wear a collared t-shirt, sometimes it blends with his red and black backpack. He is friendly and very outgoing, however, he can be a little bit immature at times. For an example, he likes to ask or give an inappropriate questions and answers to the lecturers. Whatever it is, I'm happy to have him as my new friend because our class doesn't have enough man in it ! Answer : 2) Why is it important to know English grammar ? It is very important to know and master the English grammar, it is because English is the most widely used language in the whole wide world both written and verbal. For me, that is the main reason why it is so important. In Malaysia, English can be consider as our second language after Bahasa but it has become the key to be effective...
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...Figurative Language versus Literal Language Figurative Language versus Literal Language Figurative language, which is also referred to as a “figure of speech”, is language that utilizes a description to provide an expression of a person’s emotion. Figurative language contains words that are descriptive whereas literal words are expressed so that someone ones exactly what is meant. Below I will describe a few figurative words followed by an example. Idiom An idiom is a word or phrase that is not taken literally, like “bought the farm” has nothing to do with purchasing real estate, but refers to dying (examples.yourdictionary.com). Another example would be “high as a kite” which would mean you are drunk or on drugs. Someone who isn’t familiar with this phrase could interpret it to mean someone or something is up in the air. Analogy Analogy is defined as either a metaphor (different) or a simile (same). It’s the similarity or comparability of two things. An example of an analogy is “She is as quiet as a church mouse” the reference to the mouse being unheard is the similarity to her being quite. Metaphor Metaphors are an analogy where two unlike things are compared but have something in common. It sounds like you are stating a fact, but you have to think about it for it to make sense. An example of a metaphor would be you are the wind beneath my wings” you are not saying that a person can actually be wind. Instead, you are referring to the support you get from that...
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...OPTIONAL: FOR BONUS MARKS Interview Assignment –For students who wish to improve their overall grade for the end of the semester, you can submit this assignment worth an additional 10%. Here are the instructions: INTERVIEW ASSIGNMENT Objectives: • • To develop your primary data research skills To encourage you to develop a wider network within the business community Procedures: Choose one of the following topics: 1. 2. 3. 4. 5. Careers in Training and Development Careers in Human Resources Careers in Benefits Careers in Compensation Careers in Recruitment 2. Select a company in the surrounding area as the focus for your paper, and ask who is the individual there who holds the position you wish to research. 3. Identify an appropriate individual; (not a relative, a professor or another student) who holds an HR position with responsibilities in the area you are researching. Don't be timid about asking - companies are usually very receptive to students. Schedule a 20-30 minute interview with them. Don't wait until the last minute for this - interviews sometimes must be rearranged to accommodate travel schedules, emergencies and other priorities - give yourself plenty of leeway! 4. Develop appropriate interview questions. The questions must be in written form and a copy of your questions will need to be attached to your paper as an appendix. You'll probably want to read up on your subject before you formulate the questions. Many of your questions should center around the career...
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...is the question:” (line 1), proves that Hamlet is troubled because the use of a colon is a sign that he is not only answering his own question, but he is expressing opposing views about life thus leaving him with an unsure decision about suicide. He answered himself by saying: “Whether ‘tis nobler in the mind to suffer/ The slings and arrows of outrageous fortune;” (Lines 2-3.) This imagery shows that Hamlet questions the honor of death, and since he is open to death he does not realize whether it would be honorable to go through the act of committing suicide or if it would be considered a sin. This makes him have a troubled state of mind because he has these two opposing views of death floating in the vastness of his thoughts. The first sentence of his soliloquy finishes with: “Or to take arms against a sea of troubles, / And by opposing, end them.” (Lines 4-5.) Hamlet still questions life and suicide, and the imagery of “a sea of troubles” can express the immensity and variety of thoughts that is fumbling around in his mind. By saying: “to take arms” shows that Shakespeare is conveying Hamlet’s mind as violent because it has bloodthirsty imagery and it expresses that Hamlet is in a wreck, thus proving that he is conveyed as very troubled about life and death. Hamlet also views life as...
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