...Figurative Language Versus Literal Language Aikins-Kouakou J Raymond Professor Edward Campana PHI 210 Critical Thinking 11/07/2013 Strayer University Abstract Figurative and Literal language is a distinction within some fields of language analysis. Figurative (Non-literal) language refers to words, and groups of words, that exaggerate or alter the usual meanings of the component words. Literal language refers to words that do not deviate from their defined meaning. Figurative use of language is the use of words or phrases in a manner where the literal meaning of the words is not true or does not make sense, but "implies a non-literal meaning which does make sense or that could be true". A literal usage is the "normal" meanings of the words. It maintains a consistent meaning regardless of the context, with "the intended meaning corresponding exactly to the meaning" of the individual words. It is important for one who speaks figuratively to take in consideration the audience might not be able to fully follow or understand them completely. Although figurative language can be entertaining, it can be interpreted in a way other that what was intended. Therefore, it will need some explanation. Keywords: Figurative use of language is the use of words or phrases in a manner where the literal meaning of the words is not true or does not make sense, A literal usage is the "normal" meanings of the words. Figurative Language versus Literal Language An idiom is...
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...Figurative Language vs. Literal Language 28 November 2012 Abstract Literal language is fully factual. Figurative language is full of statements that elicit comparisons, imagination, and one’s ability to identify with the rendering statement context and connotation. Figurative and literal languages are vital components to the communication process; however, figurative language can evoke emotion and imagery into communications that literal language just cannot provide. By doing so, figurative language makes expressing meaning easier and more relatable to the reader. An important fact to remember is figurative language requires context in order to discern, adequately, the meaning the speaker or writer intends to convey. Failure to acquire an understanding of the context or connotation can lead to a complete misinterpretation of the intended communication. Failing to communicate, succinctly, an intended message to a receiver will preclude that individual from formulating any sustainable hypothesis based on information received. This inhibits the receiver from engaging in productive thinking on a figurative language message received out of context. To understand the comparison between figurative language and literal language it is important to first define the two terms. The term literal language signifies the language complies with its accepted, dictionary definition. Figurative language indicates the language diverges from its generally accepted meaning...
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...decline turning in some potential evidence that they have discovered. Their line of reasoning is that they understand the circumstances of the crime: a cruel, oppressive man was killed by his wife because of his wrongdoings. They understand that most likely the man probably deserved his fate, so they do not submit any evidence for the crime to the country attorney and the sheriff. Ethics aside, this action creates a chasm between the perceived implications of the plot of the play versus the actual effect of the play on the audience. In the first sense of the play, there is the literal conclusion. The women outright refuse to give the evidence to the sheriff and the county attorney; instead, they do not even mention that they have “solved” the crime. They end up dismissing it completely. However, attempting to determine the meaning of these actions can be difficult. Looking at the play strictly in a literal sense, the women have apparently done nothing for the cause of feminism. Yes, it is true that the women have silently resisted the men and have asserted their own superiority. Further, it seems that the women are so confident with their actions that they do not even need to bother with telling the men. However, what did this accomplish? In the play, it still seems that the men are indeed talking down to the women and the men hardly care at all at whatever retort the women may make. The entire play seems to be...
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...COURSE# and TITLE: ENGL 102: Literature and Composistion SEMESTER OF ENROLLMENT: Summer B 2012 NAME: Jamie Nuckols ID:24404996 WRITING STYLE USED: APA Two Roads, One Choice Jamie Nuckols Liberty University Online Robert Frost (1874-1963) The Road Not Taken - 1920 1. Possible Themes a. Goes own way b. Commitment- stays on path chosen c. Reflection on life with regret 2. Literal Setting a. Time of year- autumn b. In the woods c. Two roads d. evening 3. Mood of Poem a. Undergrowth, Black, Sigh, Difference. Suggests Sadness? b. Doubted- suggests regret? 4. Literary Devices to communicate theme a. Two Roads- One Traveler b. Long I stood c. Kept the first for another day d. I took the one less traveled by Working Thesis Statement The Poem “The Road Not Taken” by Robert Frost can be interpreted literally and figuratively. Through Frost’s use of theme, setting, mood and literary devices he sets the stage for the age old dilemma of making decisions in a crisis. Two Roads, One Choice Robert Frost’s poem “The Road Not Taken” addresses the age old dilemma of making the correct choice and regretting the choice made. A man observes two roads in a wood and through much deliberation chooses the one he thinks has been less worn. The poem can be interpreted literally and figuratively. Through Frost’s use of theme, setting and literary devices he sets the stage for the age old dilemma of making decisions...
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...FIGURATIVE LANGUAGE VS. LITERAL LANGUAGE Randy Powell Doctor Dan Davis Strayer University Internet Campus Philosophy 210: Critical Thinking Strayer University February 3, 2013 It is often believed that the English language is one of the most difficult languages to learn. The phonetic system employed by the English language leaves open a vast majority of issues for any individual attempting to master the language. For instance, the English language is the only language which uses multiple spellings for similar-sounding words. Take for example “threw” and “through;” “led” and “lead;” or “accept” and “except.” “The fact is, although it’s possible to make rough guesses at English spellings using phonetics, in order to really know English spelling, you have to memorize the spelling of every word” (Alexander, 2009). Additionally, the English language features words which are spelled the same, but possess different definitions and uses. For example, “wound” and “wound.” Unless these words are seen in the form of a sentence or heard the terms in which they are referenced, recognizing the difference is impossible; sometimes even for one brought up speaking the English language. Not only do individual words offer different meanings, the method, or “tone” in which one speaks also offer a level of confusion. While there are different methods in which to ‘stress’ key words within a sentence or ‘emphasize’ the importance of what is being said, two common types of language, which...
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...Language versus Literal Language Joe Doe Professor PHI 210 Figurative language can sometimes be misused or misconstrued, which makes it difficult for thinking to be productive. With that being said, understanding the meaning and function of a term can be vital when communication occurs. Providing an example for each term will make it easier to understand how the term can be used in a sentence. Discussing circumstances for using the specific term and when it could lead to a misunderstanding will show how the term can be used in the day-to-day world and will also show how the term can be misused. The terms that will be discussed are: idiom, analogy, metaphor, simile, cliché, amphiboly, “flame word”, hyperbole, euphemism and colloquialism. An idiom is two or more words that give a different meaning than that of the literal meaning. According to Webster’s New World (2011), idioms are used often to replace a literal word or expression, and many times the idiom better describes the full nuance of meaning. The major function of an idiom is to translate the literal meaning of the words to a different meaning. Many times, the popular use of the term is what makes it easy to understand. An example of an idiom would be “break a leg,” which in translation means to wish someone good luck. An appropriate circumstance for using “break a leg” would be before a performer is going on stage. A misunderstanding could occur if someone were to take the term literal. For example...
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...theme on the literal and often manipulated perception of children. Hughes narrates the essay as he recounts his disappointing attempt at salvation. Hughes aunt told him that when she was saved by Jesus she saw a light, and felt something happen within herself. As children will do, Hughes took her story literally and was heartbroken as he sat in front of the church and watched other children “saved” while he was not. He believed that Jesus must not want him because he did not see or feel anything. In the end, Hughes is forced to lie about accepting Jesus and in turn rejects the Christian faith all together. I related to Hughes story on many accounts. I am a mother of three young children who perceive everything in life literally, and as a young girl I was raised in a very religious environment. I could visualize and almost feel Hughes devastation as he sat at the front of the church crushed by the thoughts of God not wanting him. “Still I kept waiting to see Jesus” (Barnet, Cain, & Burto, 2011, pp. 351). One of the churches that my family attended for a short time during my childhood practiced speaking in tongs. I specifically remember feeling just like Hughes during a service when other children were speaking in unnatural languages perceived to be sent from God himself. I could not understand why I was not chosen to talk for God and intern was hurt and ashamed of myself. Hughes uses several rhetorical devices within this essay to help bring out the literal and often...
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..."Nature's first green is gold" ......................Nothing Gold Can Stay by Robert Frost Frost's poem contains the perfect image of Vermont's spring landscape. The hardwoods lose their leaves in autumn and stay bare through the winter. In spring, the first green to appear is really gold as the buds break open. The willows and maples have this temporary gold hue. In only a few days, the leaves mature to green. Figurative Language Figurative language uses "figures of speech" - a way of saying something other than the literal meaning of the words. For example, "All the world's a stage" Frost often referred to them simply as "figures." Frost said, "Every poem I write is figurative in two senses. It will have figures in it, of course; but it's also a figure in itself - a figure for something, and it's made so that you can get more than one figure out of it." Cook Voices p235 Metaphor A figure of speech in which a comparison is made between two things essentially unalike. To Frost, metaphor is really what poetry is all about. He is notably a poet of metaphors more than anything else. This is so important, we should hear directly from the poet. Frost said," Poetry begins in trivial metaphors, pretty metaphors, 'grace metaphors,' and goes on to the profoundest thinking that we have. Poetry provides the one permissible way of saying one thing and meaning another. People say, 'Why don't you say what you mean?' We never do that, do we, being all of us too much poets. We like...
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...days spent pounding the pavement, weeks spent researching an idea, or years spent honing a craft. All of these tasks are an attempt to prepare for something. That something could be called opportunity. Many in society today look upon the successful as lucky. There is a feeling that opportunity comes to those who know someone. If you speak with successful people, there are the fortunately ones who achieve due to family influences or just the notion of being at the right place at the right time. However, most people spent years preparing for the moment of opportunity. When the moment hit, it is seized upon, and that is sometimes considered luck by other. In reviewing the notion of this question, one must ask if you want to take the literal meaning, or figurative meaning of the statement. If taken literally, one must think that luck is needed for opportunity. Figuratively, the statement reflects that anyone can make their own luck. Being prepared, doing the work that others are unwilling or unable to do, will be the reward itself. Opportunity comes to those who prepare for it. One may wish to call this luck. However, the truly lucky often find themselves in unexpected situations, often with dire consequences. Take winners of the lottery. Picking the correct 6 numbers is pure luck. To my knowledge, no one has successfully formulated a way to consistently pick winners. If you look at the research, 90 percent of lottery winners go...
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...one. The symbolic meaning for the highway is a troubled time, or a time of conflict, or struggle. The story first opens up by describing the father’s struggles pertaining to taking care of all of his kids. It goes on to say that he is confused and doesn’t know what to do, so he goes to the highway. In this piece the highway is used as a place where the father turns to because he’s desperate. He feels as if there is nothing else he can do and goes there in his time of need. There he meets three people on his quest to give his child a better life. During hard times, these “people” or beings are who/what people eventually turn to during hard times. In this story the symbolic meaning of the highway is Peoples 2 similar to its literal meaning. Either way it’s used, it takes him someplace, bringing him to God, the Devil, and Death. It adds to the story by serving as the connection to the child and his godfather both symbolically and literally. Without the highway, in it’s symbolic meaning; the father would have never needed help. There would have been no time of trouble for him because he...
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... qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwe...
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...import java.applet.Applet; import java.awt.*; import java.awt.event.*; import java.util.Random; class Hangmangame extends Applet implements ActionListener{ static final int DEAD=13; // amount of errors till loss private int errors; // amount of errors private String message; // error or victorie private String information; // information of the message private String rword; // the rword private StringBuffer gword;// the gword private Button bStart; // Button "Restart" private Button bGo; // Button "Go" private TextField tfLetter; // letter box private Font fnt; // common font public void init(){ fnt = new Font( "Monospaced", 0, 12 ); // Create textbox for guess letter tfLetter = new TextField(); // Create buttons and labels bStart = new Button("Restart"); bGo = new Button("Go"); // Add the graphical elements to the applet add(bStart); add(new Label("Guess a letter:")); add(tfLetter); add(bGo); // Buttons are events: bStart.addActionListener(this); bGo.addActionListener(this); // Start first game initGame(); ...
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...has a conflict with himself regarding what the right thing to do is the entire play. This passage displays his determination to push through a fog of the unknown and just get his revenge on Claudius. This somewhat develops Hamlet's character, but it definitely enhances the theme of revenge. 3. A literal translation: Everything I see shows me how wrong I am. It tells me I need to get on with my revenge faster. What's a human being if they only eat and sleep? Nothing but a beast. God didn't create us with such a big power of thought and the ability to reason in order for us not to use them. Choice 2: Option 4 "To cut his throat i’ the church." 1. (4.7.127) - Laertes. 2. This passage helps to develop the theme of death and also enhances conflict between Claudius and Hamlet. Laertes is devastated by the death of his family and Claudius lays all the groundwork by giving Laertes multiple reasons to blame Hamlet. Although it is Laertes, who is wanting to kill Hamlet, this really relates to the conflict between Claudius and Hamlet because the rage wasn't built up in Laertes – it was built up by Claudius in hopes that Laertes will do his dirty work for him. 3. A literal translation: I will cut Hamlet's throat in church. Choice 3: Option 3 "Hear you, sir; What is the reason that...
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...own language. When my daughter was learning to talk, she started extremely young. It started about when she was six months old. She would cry and then start saying “Oya, Oya” which took some time to decipher, but we quickly figured out that she would say oya when she was hungry. When I returned from Korea right around eighteen months, she started to develop short phrases. It wasn’t till she spent some time with her older cousin that her language skills jumped ahead of her vocabulary. She started speaking very fast, similar to a teenage girl on the phone. She would compact three or more words together in a tightly designed package. When people would hear her talk, my wife mainly would be her translator, even to me since I was gone for a year. My daughter would point and say what she was wanted; my wife would be able to translate what she was communicating. When I returned home from Korea, I was like a foreigner to my daughter’s version of English. I was always asking what she wanted and my wife had to play translator again. To the outside world my daughter spoke almost gibberish, but after spending some time with her, practically anyone could understand everything that she expressed. It has taken a lot of patience, work, and encouragement to get my daughter to slow down and speak normally. Now my son is a toddler and the translator job has started again, but in a different way. He speaks in short two or three word phases. This time it seems I am more adept...
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...Hazard Zet Forward The motto here at Seton Hall University as it is inscribed on our seal is Hazard Zet Forward. When looking up a literal translation I found that in English our motto translates, "through adversity we will move forward". This meaning is very significant and should be embodied on our campus. If I were to create a work of art to exemplify our motto, I would build an arch at the entrance of campus with the motto inscribed on it. As visitors enter campus, they will be able to not only see our motto, but also embark on our journey forward. By stepping foot onto campus, students as well as their friends and family, will commence on their journeys for the next four years here at Seton Hall. Similar to the “Arch of Titus” constructed by the ancient Romans, I would construct this arch out of marble so that it could last as long as the “Arch of Titus” for all future Seton Hall students. To support the large amount of weight from the marble, voussoirs, or wedges of stone and or brick, would be used throughout the arch. For additional support, the arch would be composed of a combination of Doric, Ionic, and Corinthian columns to create a unified look, similar to the Roman’s arches. On the bottom of the arch, which would be seen by passing through, each graduation class would have the opportunity to contribute by inspiring others and describing their journey at Seton Hall. Each class would be given a tile and they would have to come together to create an overall message...
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