...Language versus Literal Language The lack of exposure to non literal forms of language makes it difficult to engage in productive thinking. Having the capacity to understand figurative language increases our ability to communicate with each other. By increasing our word bank we expand our knowledge base and increase our thinking capacity. Below are a list of ten words with their meaning, definitions, examples and appropriate circumstances in which to use them. 1. Describe the meaning and function of each term. 1. Idiom is a language, dialect or speaking style peculiar to a people. 2. Analogy is a similarity between two like subjects on which a comparison can be based. 3. Metaphor is a figure of speech in which a term or phrase is applied to which is not literally applicable in order to suggest a resemblance. 4. Simile is a figure of speech in which two unlike things are explicably compared. 5. Cliché is a sentence or phrase usually expressing a popular or common thought or idea which has lost its originality, ingenuity, and impact by long overuse. 6. Amphiboly is ambiguity of speech, especially from uncertainty of the grammatical construction rather than the meaning of the word. 7. "Flame word" is a word used or tone used to insult someone. 8. Hyperbole is a figure of speech not intended to be taken literally. 9. Euphemism is the substitution of a mild, indirect or vague expression for one thought to be offensive, harsh or blunt. 10. Colloquialism is a style...
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...protects, always trusts, always hopes, always preserves”. (1 Corinthians 13:1) Love is something wonderful. Love decides everything in this world. It doesn‘t have any conditions or boundaries. We don’t know exactly what love is and where it comes from. But one thing is sure: we are nothing without love! There are times when we feel shy and timid, when we are afraid of expressing the love we feel. Being afraid of embarrassing the other person or ourselves we hesitate to say the actual words “I love you”. One can say “I love you” in many ways: by means of nice presents and little notes, smiles and sometimes tears. Sometimes we show our love when we are quiet and do not say a word, at the other times – we speak loud to express it. Sometimes we show our love by impulsiveness. Many times we have to show our love when we forgive someone. The problem with our world is that people don’t learn to listen to each other. They hear the words, but they don’t listen to the actions that accompany the words and do not mind the expression on the face. We have to listen to see love in and around...
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...Assignment 2: Submission Professor Ronald Davenport PHI210032VA16-1132-001 – Critical Thinking January 25th, 2013 Figurative Language versus Literal Language Figurative language is a language in which the individual expresses his or her ideas and thoughts with the help of words having more than one meaning. Figurative language is an important part of writing and is also widely used in speech. To understand this language one has to use his or her imagination. Without it no one can figure out the exact meaning of the words the author wants to say. For instance, when someone says that it’s raining cats and dogs, it actually means that it is raining very hard. Terms Idioms Idioms are those terms in the figurative language in which the words, phrases and expressions are either grammatically unique or have meaning that can be literally understood by the individual. For example, an idiom: ‘after John had broken the window, he decided to face the music and tell his mother. ‘ Meaning: to accept the unpleasant consequences of one's actions With the help of an idiom, it becomes very easy for a person to narrate their native-language but if the person is using the language of other culture, sometimes it becomes an entirely unapproachable thing. Analogy If in the figurative language in order to highlight some point of similarity, the author does comparison between two different...
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...English has a lot of sounds with very hard pronunciation. Therefore, for me up till now is very difficult to distinguish difference and say correctly bed or bad, seat or sit. Also, It’s hard to say sound like in word “her”, as long as we do not have it in Russian. Also, there is no such sound in Russian as O and , so it’s hard to say correctly all word contain such sounds: together, thanks, especially clothes for me. Syntactic rules. This is basically grammar and spelling. I cannot help, but exclaim: This is very big problem for almost all Russian speakers. For example, Russian language has no articles(thanks God))) And English article system is extremely complex!!! I still have very little idea what article to use in different situation. And Tenses with Verbs!!! In Russian everything is very simple. There are two possibilities: action either completed or incomplete. On the other hand English has so many tenses, with different use of verbs. That’s why when we translate word to word from R to E we may say: “ How you do that?” Or “I have a bath now” Spelling is even bigger problem. Again in Russian everything is very simple: a word's pronunciation can be predicted from its spelling and its spelling from its pronunciation. In English you MUST know how to spell the word and how to pronounce it. And the same...
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...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, 1190 Amsterdam Ave., Mail Code 5501, New York, NY 10027. E-mail to: rmk@psych.columbia.edu. 2Two different types of conversational gestures can be distinguished:...
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...surprised me. It just didn’t fit in with what I had read up to that point. I was surprised partly because the sentence made proper use of the word “implacable,” whereas in the paragraph before, the student had used an abstract noun ending in “-ship ” as a verb. Twice. I read more and found more seismic shifts in the writing style. Magisterial paragraphs were followed by inane ones; syllogisms gave way to circular logic, and back again. I picked one suspect sentence, entered it into an Internet search engine, and in milliseconds, I found it – word for word, punctuation mark for punctuation mark. It turned out much of the rest of the paper had been plagiarized from the same document. I deduced that the student had also performed a “find-and-replace” function on one key word in the document to make paragraphs that were on a different topic seem as if they were n the topic I had assigned. Did this cheeky twerp think I wouldn’t notice? For an hour after I found the paper’s origin, I could only sit in my office and stew, comparing the paper to the Internet version again and again and determining that, at most, one paragraph was entirely original to the student. My anger then turned into self-questioning. What did I do this student to deserve such an insult? How had I failed as a teacher, to make the student think that stealing someone else’s words was acceptable? Since I was a new assistant professor, I sought my colleagues’ advice about the paper. They sympathized, they shared my...
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...explore an unknown language, and see if I can deconstruct it, and extrapolate on it. Of course, this would have to be a very simple language; but I've posted a few times about how important I think simplicity is. Ubese seems to be the ideal choice to examine and extrapolate on. How would you convey meaning with such seemingly limited and simple vocabulary? Such simplicity would imply, to me, that this is a very context-based language; that words mean many different things according to their context. If this is the case, repeating a word, or reduplication, alters, shifts, deepens, etc. the meaning. If this is the case, what could the sentences mean, if translated to English? "Yatay, yatay, yotoh," supposedly meant "I have come for the bounty on this wookie." I'm guessing the literal meaning would be something closer to... "I come, bounty." In other words, there is very little literal meaning. In every sentence Boushh is talking about the bounty, and in every sentence 'yotoh' is said, so I don't think its a stretch to assume that yotoh is the word bounty, or...
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...1. There are many different ways to solve problems in Algebra. Our text lists a five-step strategy for solving application problems. List the five steps. 1. Write a verbal model that describes the problem. 2. Assign labels to fixed quantities and variable quantities. 3. Rewrite the verbal model as an algebraic equation using the assigned labels. 4. Solve the algebraic equation. 5. Check to see that your solution satisfies the word problem as stated. 2. 2. Under one of the steps in #1, you will find a description for defining a variable. In your own words, describe how to define a variable. That means to assign a variable to something that is unknown in the problem. Which basically is whatever you are trying to find a answer to. 3. In the United States an average of 5,500,000 gallons of ice cream are produced each day. Please answer the following questions a-d to find out how many days it will take to produce 357,500,000 gallons of ice cream. a. Define a variable for the value that is unknown. Let x stand for the days it will take b. Write a multiplication equation to represent the situation. 5,500,000x=357,500,000 c. Solve by showing your work or explaining your steps. 5,500,000 into a a fraction and than moving it to the other side which would give you 357,500,000 over 5,500,000 and the x would be all by itself. Than you would divide and get your anwer of x=65 than...
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...Kerry Kempink Mrs. Morris ENC 1102-69980 24 April 2008 Sentence Construction and Style It has been argued for decades on why the first year of college is so important for a student. The first year of college is generally filled with attending class and completing work for courses that seem to have little to no noteworthy importance on what a student wants to achieve a degree in. Some courses for example, humanities and psychology, endow students with just enough information to give the student a broad idea of what the subject matter the student is enrolled in is really about. Writing courses are no different from information based classes. In a writing course however, a student is expected to complete a task that few other courses will expect from him. The areas of concern are many for writing instructors, but places where progress is most often desired are in the areas of development or sentence construction and wording also known as style. Writing style is the manner in which a writer addresses a matter in prose, a manner which reveals the writer's personality, or “voice.” It is particularly evident in the choices the student makes in syntactical structures, diction, and figures of thought. Why is writing style important? Writing style is what depicts how the reader reads the essay. For example, the statements, the journalist has a very journalistic style, or the scholar's style is too scholarly, reveal the redundant and misleading nature of talking about style...
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...to provide appropriate instruction for the student’s developmental level. There are several things to be considered such as: grouping, type of instruction, spelling words, and vocabulary. Teaching special education, it seems that my students are usually grouped in the teacher/child ratio. Within those small groups there are a variety of reading levels and adjustments that have to be made. We have reading groups everyday in my classroom. My students along with my teammates students are grouped according to ability. Even with that type of grouping remediation for some students is needed because of their rate of progress. It was stated in video program five that struggling readers need repetition, practice, and explicit instruction (Bear,2004). I try to provide this through different modalities. One strategy is a computer program called Intelli-talk. This is a program similar to Cowriter or Write Out Loud. It allows information to be inputted into the system by the teacher and it will orally read the directions, any reading or activities that go with the lesson. This program also allows pictures to be associated with vital vocabulary in the reading in the form of a word bank. By clicking on a picture the students can review a brief definition of the word and hopeful this will aid them in completing the vocabulary/comprehension activities. This program will also allow the teacher to make a...
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...Terrica Thomas Mr. David Makhanlall Eng 090 12-11-11 My journey as a writer is when I do my papers I have to make sure that I have the correct grammar and no misspelled words. Because when write you want to make sure that your papers flows and that you stay on topic. Because you as a writer wants the people to understand what they are reading. Because your paper have to have so meaning to it and it have to have some clarity to. When I revise my papers it make me look at the things I done wrong. Like when I have misspelled words I can correct them and when I have sentences that don’t make sense and I take the out. When I write I make the mistake of writing a lot of write on sentences. I have to make sure that I don’t do that anymore. I have to make sure that I don’t forget the punctuations because I have the habit of not putting them where they belong and stuff. When I was writing my paper on my mother I think that I did a good job but I think that I could have writing about her goals in life. What she has done with her life right now and what she wants to do right now. I could have talk a little more about what she has done for me when I was growing up. What she had to do to raise three girls on her own. The pattern of errors that I need to work on is run on sentences. Because when I write I can write a sentence that can go on and on forever without a period. A sentence fragment when I write I tend to write a sentence that don’t make any sense...
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...Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets in any way as this may result in reduced marks. This assignment requires the use of first-person language. The total word count for the assignment is 1250 excluding tables, references. Introduction ~ 250 words * State your consumer behaviour that you have selected as the basis for the portfolio. * Summarise the linkages between the theories in your three selected worksheets and...
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...this poem as a reference to what he is sure will be his own death. However, as I think of this person being a professor would it be an irony that instead of being death it may talk about life as a teacher? For whom the bell tolls, it tolls for thee, not to remind us of death but to remind us of our service to Mankinde. Does that bell toll for our students to get to class or does that bell toll to remind us of the commitment we made when we decided to be teachers of those students. Now that I have your attention the following information has been asked of me to be considered as I explain my plan for vocabulary instruction. Considering the fact that Karen Bromley tells us in her article Nine Things a Teacher should Know about Word that the larger the students vocabulary , the better they will read and understand the text they are reading . She starts out by telling us that the English...
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...Louie. They will order, recall, retell and recreate this story to form their own comprehensive perspectives. K What I Know | W What I Want To Learn | L What I Have Learned | Name ____________ Word Bank Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Date _________________________ | Subject: Reading Questioning/Answering | | Reading Comprehension As students read the story then I will ask them to draw attention to a few vocabulary words by inserting short definitions. I would also ask open-ended questions in which children must provide explanations rather than one-or two-word responses. After reading, we will discuss vocabulary words in the context of the story and in other contexts. Facts: | Brown Bear, Brown Bear What Do You See by: Bill Martin | | Brown Bear is going on an adventure. He will be exploring the jungle and viewing it through his own eyes. As you read this story you will be focusing on the events that happen as Brown Bear travels. There will be pages that may not have any words on them. You will need to study the pictures and add your own comprehension of the story. | | Question: | Questions to process thinking: | | What did brown bear see on his first adventure?_...
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...English Olympiad Level 1 Duration 45 mins Marks: 35 Q1. Choose an adjective (describing words) from the box for the given pictures: (10) Sailing, shining, crying, praying, playing 1)____________________ 2)_____________________ 3)_________________ 4)___________________ 5)___________________ Q2. Fill in the gap with the correct prepositions from the box. From, to, at, inside, under (5) 1) The books are kept ____________the cupboard. 2) The box was placed _________________the chair. 3) I bought chocolates ___________the shop. 4) The children went to bed __________ 10 o’clock. 5) The boy gave a piece of cake ___________his brother. Q3. Match the nouns (naming word) with their action. (One has been done for you). (3) (buzz, swim, run, fly, boys, bees, fish, birds) 1 Birds 2 3 4 Fly Q4. Fill the gaps with ‘two/ to’. 1) John owns __________cars 2) The children love ________swim 3) The match will start at ________o’clock 4) There are _________apples on the tree (2) Q5. Change the underline word to pronouns. 1) Jim and John are best friends. ______________________________________________________________________ 2) The butterfly was sitting on the flower. ___________________________________________________________________________ 3)The boy rides his bike. __________________________________________________________________________ Q6. Join the sentences with ‘and’/ ‘but’. 1) Santa Claus rides his sleigh. He brings gifts for all children. _______________...
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