...Unit A Assignment 1: Poetry The two poems that I have chosen that I feel deserve a detailed analysis are 'The Road Not Taken' by Robert Frost and 'The Soldier' by Rupert Brooke. Robert Lee Frost was quite simply, one of America's leading 20th century poets. It could be because he wrote poems about rural life, drawing a distinct contrast between its innocence and peacefulness , and the depression and corruption of city life. It could also be because he used traditional verse forms that were understood by one and all. It might even be that people sensed his step forward in the direction of modernizing the interplay of rhythm and meter while writing exactly how people spoke. His poetry has been called traditional, experimental, regional, universal and even pastoral. And on the other hand Robert Chawner Brooke was an English poet know for his idealistic war sonnets written during the First World War. He was also known for boyish good looks. He was an established and rising poet with a strong academic reputation, important literary friends and potentially career changing political links. The reason why I have chosen 'The Road Not Taken' is because this poem deals with the choices we must make in life and the consequences of those choices. Frost is making an allegorical statement that basically says "there is no need to follow the steps of others". Often in life we are asked repeatedly to choose from a series of decisions that are based on the decisions that others...
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...The GED Language Arts, Reading Test Passing the GED Language Arts, Reading Test Jean Dean ABE/GED Teacher Mentor Teacher California Distance Learning Project www.cdlponline.org 1 GED Video Partner #11 Passing the GED Reading Test In the end, we will remember not the words of our enemies, but the silence of our friends. Martin Luther King, Jr. TEST OVERVIEW: Time: 65 minutes The test consists of fiction and nonfiction readings. • Fiction excerpts include readings from novels, short stories, folk tales, poetry, and plays. • Nonfiction excerpts include readings from reviews, essays, articles, speeches, biographies, business documents, and articles about the visual arts. The test consists of 40 multiple-choice questions. • 30 of the questions come from fiction readings. • 10 of the questions come from nonfiction readings. There are seven passages. • Three of the passages are from prose fiction (novels, short stories, and folk tales). • Poetry and plays have one passage each. • Nonfiction has two passages. There are three literary time periods. One passage comes from each of these periods: • Before 1920 • 1920-1960 • After 1960 The following reading skills are tested: • Comprehension—identifying the main idea, the purpose of a selection, supporting details, and using context clues to discover the meaning of unknown words 2 • • • Application—applying ideas to a new context Analysis—recognizing the way material is organized...
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... or a particular work, which we can recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary devices. Literary elements refers to aspects or characteristics of a whole text. They are not “used,” per se, by authors; we derive what they are from reading the text. Most literary elements can be derived from any and all texts; for example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to be discussed legitimately, literary elements must be specifically identified for that text. Literary techniques refers to any specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory: Where every aspect of a story is representative, usually symbolic, of something else, usually a larger abstract concept or important historical/geopolitical event. Lord of the Flies provides a compelling allegory...
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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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...ENG2602/101/3/2015 Tutorial letter 101/3/2015 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes .....................................................................................................................................4 3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5 3.1 Lecturer(s) .................................................................................................................................... 5 3.2 Department ................................................................................................................................... 6 3.3 University ...................................................................................................................................... 6 4 MODULE-RELATED RESOURCES ..................
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...CHAP 1 1. The process of choosing language or nonverbal behaviors to convey your message is known as: A) stimulating B) motivating C) encoding D) decoding Points Earned: 1.0/1.0 2. The process of determining exactly what a speaker's language or nonverbal behavior means is known as: A) feedback B) encoding C) monitoring D) decoding Points Earned: 1.0/1.0 3. When adults attempt to determine the meaning of a statement, they rely most heavily on the: A) all three codes about equally B) vocal and visual codes C) verbal and vocal codes D) visual and verbal codes Points Earned: 1.0/1.0 4. All of the following are considered part of the speech environment except: A) the time of day B) the number of people in the audience C) the topic D) the location Points Earned: 1.0/1.0 5. A listener's verbal, visual, and vocal responses to a speaker's message are known as: A) noise B) the listener's frame of reference C) the speaker's frame of reference D) feedback Points Earned: 1.0/1.0 6. When you evaluate and modify your behavior until it meets your personal expectations, you are engaged in: A) feedback B) decoding C) self-monitoring D) encoding Points Earned: 1.0/1.0 7. According to Gallup Poll surveys cited in the text, which of the following were rated highest in ethical standards in 2006? A) insurance salespeople B) journalists C) stockbrokers D) nurses Points Earned:...
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...I Have a Dream: Critique ‘I Have a Dream’ is a 17 minute speech delivered by Martin Luther King Jr. on 28 August, 1963 in Washington D.C. during the ‘March on Washington for Jobs and Freedom’. Addressing more than 200,000 both, Black and White American civil rights supporters, from the steps of Lincoln Memorial along with the thousands of Americans viewing the live national broadcast, King effectively got his stance as a leading civil rights activist in the American Civil Rights Movement across: an end to the prevalent racial discrimination in the country; an end to the inequality, inferiority, oppression and injustice; a ray of hope for a free, prosperous and bright future for the Black Americans. Even though King relies too heavily on emotional reasoning rather than logic and does not provide the audience with any practical ways of achieving his goal of eliminating racial discrimination, he still succeeds in persuading them through a well structured and researched speech, the use of the Aristotelian appeals of ethos and pathos, visual metaphors, repetition of phrases and words and identification with the audience using a ‘we’ oriented approach. His entire speech is so well structured that it could be broken down into two visible chunks; presenting a wonderful transition from ‘what is’ to ‘what ought to be’. Initially he brings to light the harsh reality being lived by Black Americans from the past to present; their poor, deplorable plight, the grave oppression and...
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...Kin Kang Dr. Tredennick English 330 12/20/13 Cymbeline as Mother When reading through Shakespeare’s tragicomedy, Cymbeline, I tended to want to find the archetypal vices in the heros of the play. Among the most honorable characters: Posthumous, Imogen, Guiderius, and Arviragus, we find that only Posthumous seems to have the only recognizable character flaw in bargaining off his wife for gold. In almost all respects, the children of Cymbeline are perfect characters within the Elizabethan patriarchal ideal. The three of them have an incomplete parentage in the play, having an absent mother, and being displaced in the case of the boys. With the role of motherhood being so very important to child-development, the question becomes: how did these perfect characters get this way without the essential role of the mother? Of course in the heavily misogynistic society, the mother plays the part of enemy even in parenting, as the female body and character is something that must be conquered in order to successfully rear virtuous sons. In this play, this challenge is sidestepped by Cymbeline’s claim to motherhood. In Cymbeline, Shakespeare creates a familial fantasy within which the role of the mother is fully excised from the gender play of traditional Elizabethan parenthood, fostering purely masculine childrearing. Cymbeline takes on the role of the mother, embodying a purer space for child development that rids itself of the female body: the source of contamination to the ideal...
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...OBST 592 Exam 3—Study Guide Thanks to Brian & Jung for their notes..I used both to complete this. Maybe it can be of some help for whoever hasn’t gotten a chance to fill it out. If there is something that says “I” it’s referring to Dr. Yates…Jung’s notes were transcribed, so its exactly what Dr. Yates said. If anything is wrong or should be added, please let me know This test will cover the books of Zechariah, Joel, Malachi, Psalms, Proverbs, and Job. Some test questions will cover general knowledge of these books discussed in the class sessions on these books. The best way to prepare for these questions is to study through your notes from the class sessions covering these books. Zechariah: Know the three sections of the book: The night visions: The night visions (Zech 1:1-6:14) 1. The vision of the man among the myrtle trees (1:7-17) a. Angels of God going out to judge the other nations b. God will bring judgment against the nations who feel safe and secure 2. The vision of the four horns and the four craftsmen (1:18-21) a. The nations that harm Israel will be destroyed b. Craftsman will destroy horns 3. The vision of the man with a measuring line (2:1-12) a. Jerusalem will be bigger and better than ever before 4. The vision of the new garments for the high priest (3:1-10) a. Cleansing of the priest and the restoration of Israel’s worship b. Satan appears in this vision 5. The vision of the golden lampstand and the two olive trees (4:1-14) a. Joshua...
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...I believe that God has chosen to reveal Himself through miraculous means to include physical appearances of God, dreams, and visions, the written Word of God, and most importantly—Jesus Christ. The Bible records God appearing in physical form many times (Genesis 3:8, 18:1; Exodus 3:1-4, 34:5-7), and the Bible records God speaking to people through dreams (Genesis 28:12, 37:5; 1 Kings 3:5; Daniel 2) and visions (Genesis 15:1; Ezekiel 8:3-4; Daniel 7; 2 Corinthians 12:1-7). Also, God chooses to reveal Himself as taught in Romans 1:20, “For since the creation of the world God's invisible qualities—His eternal power and divine nature—have been clearly seen, being understood from what has been made, so that men are without excuse.” Like Psalm 19, Romans 1:20 teaches that God’s eternal power and divine nature are “clearly seen” and “understood” from what has been made. I believe the primary importance in the revealing of God is His Word, the Bible. God miraculously inspired the authors of Scripture to correctly record His message to mankind, while still using their own styles and personalities. God sets forth in the infallible Scriptures combines Jesus’ own declaration of the present reality of the Kingdom of God with the apostles’ account of the person, place, and work of Christ, and how sinful humans benefit from it. The Word of God is living and active (Hebrews 4:12). The Word of God is inspired, profitable, and sufficient (2 Timothy 3:16-17). God determined to have the...
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...THE WITWATERSRAND LANGUAGE AND IDENTITY: INVESTIGATING THE LANGUAGE PRACTICES OF MULTILINGUAL GRADE 9 LEARNERS AT A PRIVATE DESEGREGATED HIGH SCHOOL IN SOUTH AFRICA. Submitted by: Nomakhalipha Margaret Nongogo Student Number: 0309644N Supervised by Dr Carolyn McKinney Research report submitted to the Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the degree of Masters of Arts in Applied English Language Studies. 2007 ABSTRACT This research report engages with the concern that African learners attending English medium, multiracial schools are losing their proficiency in African languages. In so doing, the report explores the language practices of four multilingual Grade 9 learners at a desegregated private high school in Gauteng. In a school environment that does not overtly support the use of African languages, I explore the extent to which multilingual learners use African languages in the school context, to position themselves and others, as an identity building resource, and the extent to which the use of African languages is implicated in their identities. I also explore the possible influence of the learners’ cultural and ethnic backgrounds on their language practices, and related to this, the expression of their identities. I look at how their language practices help them shift identities with space and purpose, and the contradictions therein. The study draws on poststructuralist theories of language and identity (Weedon...
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...Synonyms and Antonyms, by James Champlin Fernald 1 Synonyms and Antonyms, by James Champlin Fernald Project Gutenberg's English Synonyms and Antonyms, by James Champlin Fernald This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: English Synonyms and Antonyms With Notes on the Correct Use of Prepositions Author: James Champlin Fernald Release Date: May 21, 2009 [EBook #28900] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK ENGLISH SYNONYMS AND ANTONYMS *** Produced by Jan-Fabian Humann, Stephen Blundell and the Online Distributed Proofreading Team at http://www.pgdp.net English Synonyms and Antonyms A Practical and Invaluable Guide to Clear and Precise Diction for Writers, Speakers, Students, Business and Synonyms and Antonyms, by James Champlin Fernald Professional Men Connectives of English Speech "The work is likely to prove of great value to all writers."--Washington Evening Star. 2 "The book will receive high appreciation from thoughtful students who seek the most practical help."--Grand Rapids Herald. "It is written in a clear and pleasing style and so arranged that but a moment's time is needed to find any line of the hundreds of important though small words which this book discusses."--Chattanooga Times. "Its...
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...IMPORTANT This electronic version of The Century Vocabulary Builder (1922) has been prepared by Serenson Pty Ltd for www.write-better-english.com. This PDF follows the pagination of the original (hard copy) book and includes hypertext links that we have inserted, which look like this. Please do not remove links. Reformatting the original text into this PDF has been no easy task; it is possible that the process has introduced errors or caused omissions. As a result, we make no guarantee about the accuracy or completeness of this version of the Vocabulary Builder. If you find an error or omission in this PDF, please check the original book and contact us so that we can fix the error or omission. Please check your local copyright laws before accessing this PDF. If you are serious about building your vocabulary, we highly recommend you try the popular vocabularybuilding program called Ultimate Vocabulary Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx THE CENTURY VOCABULARY BUILDER BY GARLAND GREEVER AND JOSEPH M. BACHELOR NEW YORK THE CENTURY CO. Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx PREFACE You should know at the outset what this book does not attempt to do. It does not, save to the extent that its own special purpose requires, concern itself with the many and intricate problems of grammar, rhetoric, spelling, punctuation, and the like; or clarify...
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...JUDY BRADY I Want a Wife (1971) Judy Brady’s essay became an instant classic when it appeared in 1971 in the premier issue of the feminist magazine Ms. As you read, analyze the definitions of “husband” and “wife” that Brady uses, and consider why this essay became so powerful in the 1970s. I belong to that classification of people known as wives. I am A Wife. And, not altogether incidentally, I am a mother. Not too long ago a male friend of mine appeared on the scene fresh from a recent divorce. He had one child, who is, of course, with his ex-wife. He is looking for another wife. As I thought about him while I was ironing one evening, it suddenly occurred to me that I, too, would like to have a wife. Why do I want a wife? I would like to go back to school so that I can become economically independent, support myself, and, if need be, support those dependent upon me. I want a wife who will work and send me to school. And while I am going to school I want a wife to take care of my children. I want a wife to keep track of the children’s doctor and dentist appointments. And to keep track of mine, too. I want a wife to make sure my children eat properly and are kept clean. I want a wife who will wash the children’s clothes and keep them mended. I want a wife who is a good nurturant attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc. I want a wife who takes care of the...
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...THE CONCEPT OF ANGER IN ENGLISH AND LITHUANIAN AND ITS TRANSLATION MASTER THESIS Research Adviser: Dr. L. Stankevicien_ CONTENTS Introduction ………………………………………………………………………………………3 I. The Review on the Emotion Lexis Research ……………………………………………….….6 II. Linguistic Expression of the Concept and Principles of Its Contrastive Analysis……………12 1. Concept as an Object of Cognitive Linguistics ………………………………………...12 2. Specifity of Emotion Concepts …………………………………………………………16 3. Cognitive Theory of Metaphor and Its Application in Comparative Researches……….19 III. The Levels of the Analysis of the Concept of Anger and the Peculiarities of Its Translation……………………………………………………………………………………….25 1. Lexicographical Level…………………………………………………………………...25 2. The Level of Scenario of Prototypical Situation………………………………………...33 2.1. The Cause of Anger……………………………………………………………...34 2.2. The Manifestation of Anger……………………………………………………...37 2.3. The Attempt at Controlling Anger……………………………………………….42 2.4. The Loss of Control……………………………………………………………...45 2.5. The Retribution…………………………………………………………………..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...
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