...In this excerpt from Truman Capote’s, In Cold Blood, he explores multiple perspectives of the village of Holcomb in great detail. He accomplishes this through the use of imagery to provide his readers with a visual representation of what can be seen in the village. Throughout the excerpt, readers are overwhelmed with a great use of diction that creates a detailed image of Capote’s description. As an author, he does an exceptional job of describing each element he comes across in the village. When writing about the scenery around, he describes the countryside “...with its hard blue skies and desert-clear air” and “The land is flat, and the views are awesomely extensive...” Even though he says there is not much to see, he still achieves an in...
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... The Great Gatsby In Cold Blood The Road The Handmaid’s Tale Love Medicine Catcher in the Rye Moby Dick Beloved In the coming month, reading your novel in its entirety, taking notes and annotating throughout. Complete the following assignments: 1) Response Paper; in this one to two page essay, you will write a personal response to your author and his/her work. Your response should address these questions (at a minimum): Why did you choose this particular author and work? What is intriguing about their style? What themes does the work address? Would you read any other work by this author? This assignment will be due on FEBRUARY 16th, 2012. 2) AP Argumentative Essay Question; you will need to compose an AP-style argumentative essay prompt for your novel. This is a question you would likely see on an actual AP English Language Exam. Have question TYPED and submitted by FEBRUARY 17th, 2012. 3) AP Argumentative Essay. You will compose an AP argumentative essay on the prompt that you created and that I approved. This assignment will be due on March 1st, 2012. 4) AP Rhetorical Analysis Essay question; you will need to compose an AP-style rhetorical analysis essay prompt for your novel. This is a question you would likely see on an actual AP English Language Exam. Have question TYPED and submitted by March 8th, 2011. 5) AP Rhetorical Analysis Essay. You will compose an AP rhetorical analysis essay on the prompt that you created...
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...1) I think that “In Cold Blood” synthesis essay was the most effective. I got a 95 on it the first time and redid it for a grade of 97. I was able to craft an efficient argument since I was making up my own rhetoric not analyzing someone else's. I Think that as an author I was able to use my own opinions on the subject and I did not have to look through the text for another author's ideas 2) I think so. The first rhetorical analysis I wrote gout a mere 4. The most recent of which got an 8. I think that this is a great improvement over the course of this timeframe. I also was able to learn many new words in the vocabulary quizzes that we took so far. I also was able to understand how Logos, Pathos, and Ethos all can...
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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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...International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 2 No. 4; July 2013 Copyright © Australian International Academic Centre, Australia A Stylistic Analysis of D.H. Lawrence’s ‘Sons and Lovers’ Nozar Niazi English Department, Lorestan University, Khorramabad-Iran E-mail: nozar_2002@yahoo.co.in Received: 04-04-2013 doi:10.7575/aiac.ijalel.v.2n.4p.118 Abstract Accepted: 14-05-2013 Published: 01-07-2013 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.4p.118 This paper aims at analyzing D.H. Lawrence’s ‘Sons and Lover’ using a stylistic approach. Stylistics is a study of the amalgamation of form with content. The stylistic analysis of a novel goes beyond the traditional, intuitive interpretation, because it combines intuition and detailed linguistic analysis of the text. The defining elements of modern language are within the text itself, not prescribed from outside. With modernist texts, usually understanding comes from close study of the language system defined within the text itself. Form, technique and style are considered not as a mere vehicle of the content of the story, but an integral part of the work’s meaning and value. In our analysis of ‘Sons and Lovers’ the resources of language: lexis, syntax, phonology, figurative language, cohesion and coherence, are discussed in relation to the style of discourse in order to explore hidden meanings in the text. The resources of language are shown...
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...Creative metaphor in three creation myths Introduction In this essay I will analyse the creative use of metaphor in three creation myths: Japanese, Chinese and Australian aboriginal creation myths. Before going into the detailed analysis of each creation myth, I will first consider the most appropriate framework by outlining the concept of cognitive metaphor and its uses. I will also draw on historical and cultural background information of each creation myth to provide the context for my analysis. I will then employ the chosen framework to analyse the three creation myths and draw particular attention to the interplay of metaphor and language creativity. Finally, I will evaluate the effectiveness of the chosen framework by considering how far it enables me to interpret creation mythology in context. Cognitive metaphor theory Traditional approaches have regarded metaphor mainly as a rhetorical or artistic figure of speech (Johnson, 1989). Cognitive metaphor theory coming more recently has recognised metaphor as a persistent trait in human thoughts. It is based on the foundation that metaphor is not limited to literary texts but is a pervasive feature in all language uses (Jeffries and McIntyre, 2010). Lakoff, Johnson and Turner were the forerunners in establishing cognitive metaphor theory (Lakoff and Johnson, 1980; Turner, 1987; Lakoff and Turner, 1989). In the classic work Metaphor We Live By, Lakoff and Johnson (1980) argue that metaphor is not merely a matter of language...
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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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...Name: |Date: | |Graded Assignment First Semester Final Exam Directions • Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen. • Remember to complete the submission information on every page you turn in. Multiple-Choice Questions (1 hour) Section 1 consists of selections from prose works and questions about their content, form, and style. Questions 1-10. Read the following passage, from "The Yellow Wallpaper," by Charlote Perkins Gilman (1899) carefully before you choose your answers. You may refer to the passage as often as necessary while answering the questions. It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer. A colonial mansion, a hereditary estate, I would say a haunted house and reach the height of romantic felicity—but that would be asking too much of fate! Still I will proudly declare that there is something queer about it. Else, why should it be let so cheaply? And why have stood so long untenanted? John laughs at me, of course, but one expects that in marriage. John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures. John is a physician, and perhaps—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—perhaps...
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...2 of 56 Clear Thinking, Critical Thinking, and Clear Writing Students will learn to … 1. Determine acceptable and unacceptable degrees of vagueness in language 2. Understand and identify types of ambiguity 3. Identify the problems generality causes in language 4. Use definitions to increase precision and clarity and to influence attitudes 5. Understand the types of definitions 6. Acquire skills for writing an effective argumentative essay rom August 1987 until January 2007, Alan Greenspan was chairman of the Federal Reserve Board (“the Fed”). Because any remark he made about U.S. monetary policy could cause markets all over the world to fluctuate wildly, he developed a complicated way of speaking that came to be known as “Fedspeak.” Here’s an example: It is a tricky problem to find the particular calibration in timing that would be appropriate to 2/9/2016 12:17 PM 3 of 56 stem the acceleration in risk premiums created by falling incomes without prematurely aborting the decline in the inflation-generated risk premiums.* Greenspan has admitted that such remarks were not really intended to be understood. Asked to give an example by commenting on the weather, Greenspan replied, I would generally expect that today in Washington, D.C., the probability of changes in the weather is highly uncertain. But we are monitoring the data in such a manner that we will be able to update people on changes that are important.* Page 70 2/9/2016 12:17 PM This tells us nothing about the weather...
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... Answer short structured questions (15 marks) Short essay type responses (15 marks) 2 Section D How you should prepare Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking? Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments Evaluate messages conveyed through speech, writing, performance or other media Identify the obvious and hidden messages more accurately Understand the process by which an argument is constructed Consider our own reasoning or other people’s reasoning - Reasoning involves analysing evidence & drawing conclusions from it. - E.g. “It is a cold day” At college and university you will be: Presented...
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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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...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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...collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl as A Taxonomy for Teaching, Learning, and Assessment. This taxonomy consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after knowledge (containing subcategories) were presented as "skills and abilities," (manifested by a person’s intellectual abilities as well) with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. As revised in 2001, these cognitive skills were rather treated more dynamically by using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy as knowledge objectives). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge. They are (from the lowest thinking skill): Categories & cognitive Processes (their corresponding sub-categories and synonyms) and their definitions and examples. Which are they? The lowest thinking skills begins with rote memory (recall of data). This is followed by a higher thinking skills called comprehension (understanding information); followed by application (applying knowledge to a new situation); analysis (separating information into part...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear 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...
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...ALLEGOR AND IRONY IN 'OTHELLO' Y ANTOINETT B. DAUBER E Othello is Shakespeare's Spenserian tragedy, in which the theme of slandere d chastity becomes a vehicle for exploring the problems of an allegorica l art . Allegory is the mode of selfconscious faith, and Spenser's corpus may be rea d as a portrai t of the artis t as allegorist , wrestling first with the burdens of selfconsciousness and then with the burdens of faith.l In Othello, Shakespeare compresses and objectifies this struggle. Unlike Spenser, he is not committed to the maintenance of allegory, and so he freely dramatizes the interna l weaknesses and external onslaughts that lead to its destruction. What I am calling the 'Spenserian ' quality begins with the chivalric elements in the tragedy. Truly, Othello is a kind of Savage Knight, Desdemona, the absolutely, almost miraculously, worthy lady, and Iago, something of a manipulator like Archimago.2 But more particularl y I would call attention to a specific engagement with Spenserian rhetoric . Consider Cassio' s words of welcome to the disembarking Desdemona: Tempests themselves, high seas, and howling winds, The gutter'd rocks and congregated sands, Traitors ensteep'd to enclog the guiltless keel, As having sense of beauty, do omit Their mortal natures, letting go safely by The divine Desdemona. (2.1.68-73)3 He sets her in the line of Spenser's heavenly allegories . As a parallel , we may recal l Una , slandere d by the arch-magician , abandone d by 123 her...
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