...Tori Williams ENGL 102 September 9, 2013 Opoku-Agyemang Animal Cruelty Advertisement Analysis The American Society for the Prevention of Cruelty to Animals (ASPCA) has an effective strategy of promoting an end to animal cruelty by using heart-breaking visuals and persuasive rhetorical appeals and therefore is a more convincing advertisement than any other. The Vegan Outreach advertisement, which is a smaller organization than the ASPCA, also promotes the well-being of animals, but does not quite compare to the ASPCA’s advertisements. The ASPCA advertisements are more effective than the Vegan Outreach’s because they apply the ethos and pathos tactics more adequately. The ethos tactic is demonstrated by using a well-known famous artist named Sara McLaughlin. Although she is most famous for her music, she is also known for her extreme love for animals. Her passion for animals aids trust and promotes more affection within the audience. Not only does it create a bond between her and the listeners, but it also catches their eye. Her fame is an attention grabber because it inspires people to want to be like her. The ASPCA advertisement is also highly effective because it employs the pathos appeal of empathy by providing heart-touching visuals of abused animals. The visuals of the suffering pets are so intense that it produces a lingering feeling of sorrow and sadness that almost torments one’s thoughts and conscience throughout the day. The graphics are meant to stick in the...
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...for the Prevention of Cruelty to Animals (ASPCA) was founded and has served as a helpful hand in stopping cruelty to animals. The ASPCA was the “first humane society to be established in North America and is still one of the largest in the world.” The ASPCA outlines its goals in their mission, which is “to provide effective means for the prevention of cruelty to animals throughout the United States.” This non-profit organization is dedicated to ensuring that the safety and well-being of countless animals is never comprised. Non-profit organizations rely a great deal on contributions, such as financial donations from outside sources, to achieve their goals. The ASPCA organization utilizes their websites homepage and emotionally riveting commercials to encourage their audience by using numerous rhetorical devices, especially the rhetorical appeal pathos, in order to evoke to emotions within the audience. The ASPCA’s website layout, their content and...
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...essay will provide a detailed analysis of William Blake’s “The Tyger” paying particular attention, firstly to the extended metaphor in stanza’s 2, 3 and 4, secondly, to the poetic significance of repetition, in particular to the phrase “fearful symmetry”, thirdly, to the role that the rhythm and metre play in creating an urgent need to address the succession of the questions and lastly, the evocation of the sublime emotion of terror in Blake’s depiction of the Tyger. Firstly, the extended metaphor in stanza’s 2, 3 and 4, is comparing the creator and his creation of the Tyger to a blacksmith and his creations. A blacksmith that makes use of tools, such as the “Hammer,” “chain,” ”furnace,” and “anvil” in creating objects out of hot metal. The blacksmith represents a conventional image of artistic creation; here Blake applies it to the divine creation of the natural world. This is evident in L5:”In what distant deeps or skies”, refers to an otherworldly (“distant”) place, perhaps a kind of hell (“deeps”) or Heaven (“skies”). The “distant deeps or skies” bring to mind the concept of hell being underground and heaven being in the sky. Since the Tyger may have been created in either hell (deeps) “or” heaven (skies), it remains ambiguous as to whether the Tyger is good or bad. Blake was essentially an artist. His Tyger is therefore a painting in words. The tyger in this poem is rather a magical, mystical creature. This is an artist’s impression of the animal, almost an...
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...Running head: TRACING THE NATURE OF SEMANTIC CHANGE Tracing the Nature of Semantic Change Shahrin Akter 1521358655 Department of English North South University Tracing the Nature of Semantic Change Introduction Language never stands still. All living languages are continually changing over the course of time due to social, cultural, environmental, historical and linguistic factors. Semantic change is one of the major phenomenon of language change. Basically, semantic change deals with the change of the original meaning of a word as well as the development of a new word which is reflected in the way the words are being used. This paper mainly puts an insight to the major causes of semantic change as well as trace the traditional classification made by various scholars. According to Varshney, “The main factors responsible for semantic change are vagueness in meaning, loss of motivation, polysemy, ambiguous contexts and the structure of the vocabulary”. (p. 284). Over the passage of time, people use words in a new context. Hence the meanings of the words are changing gradually, often to the point that the new meaning is radically different from the original usage. For instance, the word ‘awful’ originally meant ‘awe-inspiring, filling someone with deep awe’, as...
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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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..... .. | | . |A Modest Proposal | |By Jonathan Swift (1667-1745) | |A Study Guide | |Cummings Guides Home..|..Contact This Site | |.. | |Type of Work | |Purpose | |Historical Background | |Summary | | ...
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...Teaching and Teacher Education 36 (2013) 77e91 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing Debra Myhill a, b, *, Susan Jones a, Annabel Watson a a b University of Exeter, UK University of Wollongong, Australia h i g h l i g h t s Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful...
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...CAT Reading Comprehension CAT Study Materials Reading Comprehension Sample Questions Directions: Each reading passage in this section is followed by questions based on the content of the reading passage. Read the passage carefully and chose the best answer to each question. The questions are to be answered on the basis of what is stated or implied in the passage. 1. But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by amazing phenomenon that the very nations which have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other and go to the brink, but before the total hour arrives they withdraw from the brink. 2. 1. The main point from the author's view is that A. Man's soul and spirit can not be destroyed by superpowers. B. Man's destiny is not fully clear or visible. C. Man's soul and spirit are immortal. D. Man's safety is assured by the delicate balance of power in E. terms of nuclear weapons. Human society will survive despite the serious threat of total annihilation. Ans : E 2. The phrase 'Go to the brink' in the passage means A. Retreating from extreme danger. B. Declare war on each other. C. Advancing...
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...Julius Caesar full title · The Tragedy of Julius Caesar author · William Shakespeare type of work · Play genre · Tragic drama, historical drama language · English time and place written · 1599, in London date of first publication · Published in the First Folio of 1623, probably from the theater company’s official promptbook rather than from Shakespeare’s manuscript publisher · Edward Blount and William Jaggard headed the group of five men who undertook the publication of Shakespeare’s First Folio narrator · None climax · Cassius’s death (V.iii), upon ordering his servant, Pindarus, to stab him, marks the point at which it becomes clear that the murdered Caesar has been avenged, and that Cassius, Brutus, and the other conspirators have lost in their attempt to keep Rome a republic rather than an empire. Ironically, the conspirators’ defeat is not yet as certain as Cassius believes, but his death helps bring about defeat for his side. protagonists · Brutus and Cassius antagonists · Antony and Octavius setting (time) · 44 b.c. setting (place) · Ancient Rome, toward the end of the Roman republic point of view · The play sustains no single point of view; however, the audience acquires the most insight into Brutus’s mind over the course of the action falling action · Titinius’ realization that Cassius has died wrongly assuming defeat; Titinius’ suicide; Brutus’s discovery of the two corpses; the final struggle between Brutus’s men and the troops...
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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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...Communication Outcome 1: Written Communication (Reading) [HIGHER] Part 1: Part 2: Part 3: Part 4: Part 5: Part 6: Part 7: Part 8: Part 9: Part 10: Part 11: Appendix Appendix Introduction to the section Assessment information for this section Reading complex texts Defining the writer’s purpose Identifying the source of a text Identifying the target audience Summarising texts Identifying the writer’s attitude Evaluating a written communication Summary of this Study Section Answers to SAQs A B 3 7 9 13 19 31 37 45 49 55 63 69 70 Acknowledgements Grateful thanks are given for permission to use the following copyright materials. ‘Excluded by the system’ © The Sunday Times 7/5/2000 (http://www.sunday-times.co.uk/) ‘Fair Trade spotlight falls on pricey CDs’ © Adam Sherwin/The Times 10/2/2001 ‘Fan moves 5,000 miles to be nearer Man U’ © John Mahoney/Daily Star 12/2/2001 ‘Man or Mouse’ © Daily Star 12/2/2001 ‘Pay per view TV at the Beeb’ © George Cole/Computer Buyer November 2000 ‘Improving the hell holes’ © The Guardian (leader) 7/2/2001 ‘How to pay for a free lunch’ Ian Burley/Personal Computer World March 2001 ‘A leopard can't rebrand its spots’ © Charlie Fletcher/Scotland on Sunday 4/3/2001 ‘He loves me! He thinks I’m an old Land Rover’ © Sue Hepworth/The Times (Weekend Supplement) 10/2/2001. Illustration © Maria Colino. ‘A ruined life given heroic status’ Kirsty Scott/The Herald 5/5/1999 Every attempt has been made to contact copyright owners. Learning and Teaching Scotland apologise...
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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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...21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...The Power of Logic The Power of Logic FOU RTH E DITION Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. 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 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. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. ...
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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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