Slang In America Essays - Sociolinguistics, Slang,

Slang In America For hundreds of years, English has been continuously changing. Words that were unacceptable 300 years ago are now commonplace. English has always had a trademark of being a comfortable language, the language of the common people (MacNeil 143). Change in the grammar and diction of a language is natural, and English is always confronted with changes. Among them are the use of slang, clipped word endings, and new dialects. Some Conservatives do not like changes because they claim that standard English is a perfect language; they do not want to corrupt it. Others simply do not like change. Neither group of Conservatives has any new arguments, and nothing to fear from change. Slang worries Conservatives the most because it affects the vocabulary of English. American English, especially, is always adding new words to its vocabulary for social, scientific, or artistic reasons. The scientific and artistic words do not bother these people; only the social, or slang, words do. Slang is usually created by children or teens who seek social status (Morrow 137). Because kids are the source of new slang, some adults look down on it with the assumption that kids are unintelligent and simply rebelling against established English grammar and diction. However, most of the adults did the same thing when they were children. Adults have been frowning on slang for generations (Crystal 104). Conservatives also look down upon slang because slang is not used by people of high status. If they hear someone speaking in Jive, they will be angry because Jive is not the way that high class people speak. People who do not like slang are usually prejudiced as well. They do not want to hear other ways of talking because it deviates from the way they talk. Also, much slang comes from other languages, of which Conservatives might also be prejudiced. The dialect that a person uses may make him comfortable, but this is not considered. If a language is not comfortable, why would you want to speak it? Language has always changed to fit the paradigms of society (Crystal 105). For example, in Shakespeare's time, many contractions used today were considered poor English. Rarely could a person of high social status be found using "don't" in a sentence. Today, however, people may use contractions without fear of being scorned by society. This simply illustrates The same types of people who opposed contractions in the past are opposing slang and new dialects of English. They do not realize that the way they speak differs from the way that their predecessors spoke. People opposed to language change only defend their dialect, which will die out anyway, and prove their intolerance of change. Language will be thought of differently in the future because new mediums of communication will be used, the largest one being the Internet. Today, many people are using the Internet to "talk" to people all over the world. The Internet has its own language, which Conservatives view as computer slang. No matter what diction or dialect you speak, you still have to type out an Internet message in standard Internet. There are words used specifically for the Internet, usually acronyms that are universally understood, that will probably appear in dictionaries in the future. Conservatives have no reason to bother with whether a person's dialect or diction will be understood in spoken language, because most communication will be typed, not spoken, in a neutral Internet language. Conservatives claim that the lack of standard English is due to an education deficiency. They explain that the reason some slang is created by kids in inner-city areas is that the kids drop out of school, because the kids are stupid, and therefore never learn standard English. In reality, the kids drop out of school because they are told that the way they speak is stupid (Seymour 123). The Conservatives are not willing to help the kids with "bad" dialects. Perhaps this is because of a prejudice, sort of "once slang, always slang" mentality. The Conservatives should use the kids' dialects to help the kids learn standard English. Conservatives have one reason to oppose language progression: fear. Conservatives have a fear that the language they speak will not be the primary one. For this reason, they will put down other dialects simply because these dialects are not standard English. Standard English is just another dialect, however, and thinking one dialect greater than another is mere bigotry. If Conservatives had their way, people would never be able to express themselves in new ways because there would never be

Stalin essays

Stalin essays Stalin did not demonstrate truly wise and honourable leadership of his country, and it was only because of the unstable nature of Europe at this time that the people of Russia trusted and put their faith in him. Stalin was the son of an alcoholic cobbler and a washerwoman, and was all too aware of the privileges of class. He came to loathe anyone wealthier than himself (he even annihilated the Kulaks, a wealthy peasant class) and was obsessed with a vision of liberating his native Georgia from the rule of the Tsars. Trotsky wrote that Stalins hatred of the oppressors was much stronger than his love of the oppressed, and even Lenin did not want Stalin to succeed him. Stalins has often been compared with Hitler, but while Hitler only left graves, devastation and degradation in Germany, Stalin turned a starving, destitute land into a powerful industrial state. However, this gain, and Russias increase in territory in Eastern Europe, came at enormous cost to the Russian people. To understand why Stalin led Russia in the way that he did after the war it is first necessary to go back and see how he operated during World War Two. When the Second World War broke out, Stalin decided to claim neutrality. His idea was that if all the countries of the world went to war with Germany by the end of the war they would all be financially and politically exhausted. Russia, having been at peace, could then rise to be the greatest power in the world and eliminate capitalism. When Stalin decided that it was actually in Russias interest to enter the war he intended to side with a nation(s) that opposed Nazi expansion, but due to his distrust of the west, he ended up as an ally of Germany. He considered Germany to be the lesser of two evils, and Nazi Germany offered him something he could not refuse when it took control of areas of Soviet interest and was willing to give the Baltic States and part of Poland to R...

Tips for Teachers on Creating a Dyslexia-Friendly Classroom

Tips for Teachers on Creating a Dyslexia-Friendly Classroom A dyslexia  friendly classroom begins with a dyslexia friendly teacher. The first step toward making your classroom a welcoming learning environment for students with dyslexia is to learn about it. Understand how dyslexia impacts a childs ability to learn and what the main symptoms are. Unfortunately, dyslexia is still misunderstood. Many people believe that dyslexia is when children ​reverse letters and while this can be a sign of dyslexia in young children, there is much more to this language-based learning disabilities. The more you know about dyslexia, the better you can help your students. As a teacher, you may worry about neglecting the rest of your class as you institute changes for one or two students with dyslexia. It is estimated that 10 percent to 15 percent of students have dyslexia. That means you probably have at least one student with dyslexia and possibly there are additional students that have never been diagnosed. The strategies you implement in your classroom for students with dyslexia will benefit all of your students. When you makes changes to help students with dyslexia, you are making positive changes for the entire class. Changes You Can Make in the Physical Environment Have an area of the room designated as a quiet area. Carpeting this area will help keep down noise. Minimize distractions to allow students with dyslexia to have an area they can read or concentrate on class work. For students with dyslexia who are showing signs of anxiety, this can be a time-out area when they are feeling very nervous, upset or frustrated.Place analog and digital clocks on the wall, right next to each other. This will help students see both ways of showing time, connecting the digital time with how it looks on a clock.Set aside several areas of the board for daily information. Write down the day and date each morning and post the days homework assignments each morning. Use the same spot each day and make your writing large enough for them to easily see it from their seats. Large writing helps students with dyslexia find their place when copying information into their notebooks.Post high-frequency words and information that is used often around the room. For younger children, this could be the alphabet, for elementary age children it could be the days of the week, for older children it could be word walls of vocabulary words. Strips with this information can be taped to the students desk as well. This helps to reduce memory work and lets children with dyslexia focus on other skills. For younger children, add pictures to the words to help them connect the written word with the object. Have children with dyslexia sit near the teacher. This doesnt necessarily mean they must sit in the first seat but they should be able to easily see the teacher using peripheral vision. Students should also be seated away from talkative children to minimize distractions. Teaching Methods Use slower speech and simple sentences. Students with dyslexia may need a longer time to process information, use pauses when speaking to give them time. Integrate examples and visual representations in lessons to help aid in comprehension.Provide worksheets for organizing information for writing assignments. Have templates with different types of writing frames and mind maps that students can choose from when preparing a writing assignment.Do not require a student with dyslexia to read aloud in class. If the student volunteers, let him read. You might want to offer a student the opportunity to read aloud and give her a few paragraphs to read and practice at home before speaking out loud.Integrate different ways for students to show their knowledge of a subject. Use visual presentations, powerpoint projects, poster boards and discussions to help a child participate without feeling embarrassed or fearing failure.Use multi-sensory lessons. Students with dyslexia have been found to lear n better when more than one sense is activated. Use art projects, skits, and hands-on activities to reinforce lessons. Assessments and Grading Allow students with dyslexia to use electronic helpers when completing class work or tests. Examples include an electronic dictionary, speller or thesaurus, computers and talking calculators.Do not take off points for spelling. If you mark spelling errors, do so separately and create a list of words frequently misspelled for students to refer to during writing assignments.Offer oral testing and extended time for formal assessments. Working Individually with Students In the beginning of the school year, work closely with a student to assess their knowledge of phonics and set up a plan and specific practice sessions to help strengthen weak areas.Assess a students strengths and weaknesses. Use teaching methods to help build on strengths. Children with dyslexia may have strong reasoning and problem-solving skills. Use these as building blocks.Praise a childs achievements, no matter how small.Use positive reinforcement programs, instituting rewards and consequences to help a child learn to cope with symptoms of dyslexia.Supply a schedule of the school day. For younger children include pictures.Above all, remember that students with dyslexia are not stupid or lazy. References: Creating a Dyslexia-Friendly Classroom, 2009, Bernadette McLean, BarringtonStoke, Helen Arke Dyslexia Center The Dyslexia-Friendly Classroom, LearningMatters.co.uk

Was The Black Panther Party a successful force for change during the Essay

Was The Black Panther Party a successful force for change during the civil rights years - Essay Example its aims and policies (Wikipedia.org), rejecting armed resistance and instead focusing on tackling matters relating to social, economic and political inequality not only of African Americans, but also other minority groups in the country. The BPP efforts, however, were not only unappreciated, but also vehemently opposed by the government, Federal Bureau of Investigation {FBI} and the police, resulting in its unfortunate and untimely demise after a promising span of just 14 years. While it lasted, the BPP undoubtedly represented a successful force for change during the civil rights years. The general situation refers to the circumstances prevailing in the country since the Civil War ended. The War, hailed as the destroyer of slavery of blacks after having suffered years of oppression, did not in fact result in the anticipated assimilation of blacks into American mainstream society. Oppression of blacks continued in the form of Ku Klux Klan atrocities, widespread lynching of blacks and the de facto refusal to grant them all civil rights. Blacks responded by non-violent means, forming representative organizations to put forward their protests. The National Association for the Advancement of Colored People {NAACP} was created to foster assimilation of blacks into mainstream American society. The Universal Negro Improvement Association {UNIA} headed by Marcus Garvey was established to foster independence of blacks. Not only did these associations prove ineffective, the response of white Americans – violent, suppressive and unbending – showed no signs of com promise. Blacks continued to live in oppression in the United States (Blackpanther.org). The specific situation followed the groundbreaking Civil Rights Act that the United States Congress enacted in 1964. It prohibited racial discrimination in public facilities. The Act was the culmination of the Civil Rights Movement spearheaded by Dr. Martin Luther King Jr. – a struggle that involved nonviolent blacks being

Plato vs Aristole Political Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Plato vs Aristole Political Philosophy - Essay Example Philosophers were prominent people to those societies since they were influential to the people. Plato and his student Aristotle are well known for their efforts and contribution to the society on matters concerning governance and leadership. This paper will therefore, analyze the views of Aristotle and Plato towards governance. The essay will focus on their views towards self-interest and property. Philosophers around the world consider Plato as the greatest philosopher of western civilization. Although western civilization was characterized by a by democracy and capitalism, Plato considered communism government and lifestyle as the most appropriate. According to Plato, democracy and capitalism were just experimental ideologies that were not practical (Benardete 134). Plato considered communism as the most applicable lifestyle in people’s lives. According to his utopian society, the success of a government can only be defined by the success of its people. Plato also considers that a society is best governed by its best minds. A society can only be ruled by its best mind when there is limited competition or self-interest within the society. In such society, people would be working towards the realization of a common goal. This is the basis of communism according to Plato. The best minds of a society are the kings or philosophers within that society. Plato considers a socialist society as a society that is governed by wisdom and proved knowledge. A society that is different from Plato’s society is governed on un-established knowledge. The philosopher considers a socialist society to be better than a capitalist society. A communist society as described by Plato is a selfless society such society people work towards the realization of common goals. According to Plato, a utopian society can only be realized if people adapt knowledge. Plato acknowledges that people in an ideal society have no desire for power and common interests and goals drive them. People need knowledge to tame their desire for power and self-interest. According to Plato, people with self-interests are uneducated and therefore, quality education will eliminate people desire for power. Educating people will make them change their attitude towards the community and the country and, this will eliminate their desire for power. Application of knowledge is power; an educated person will be able to visualize the relationship between power and knowledge. According to Plato, relevant education will make the people understand the relationship between power and knowledge. This will make people compete for power based on their knowledge. People with less knowledge therefore consider themselves less appropriate to take leadership positions The love for the public is the second strategy that Plato proposes to use in order to tame people’s desire for power. Plato proposes that creating the love towards the nation among people makes them have an obligation towards the nation. This is followed by a separation of self-interests from national issues. People who have love for the nation assume responsibility over the nation and, this eliminates their desires for power. People who are hungry for power cannot establish an ideal nation that Plato proposes. People can only live satisfactory lives if they establish a gap between their self-interests and national interests (Allen 76). Plato is confident that acquisition of knowledge can tame desires for power and sel

Reading Is the Path to Success Essay Example for Free

Reading Is the Path to Success Essay Introduction 1. Before you begin each assigned essay, read about the author’s life (biography). In particular, note literary biography. On our Learning Web, I have a website link for each author we study. 2. Note the titles. What expectations do the titles create? Once you have finished reading each essay, reconsider each title. 3. As you read, note the author’s intertwining of some of the elements of memoir: narration, description (especially appeals to the five senses), emotion (tone), and reflective commentary. Note any use of dialog. Langston Hughes’ â€Å"Salvation† (from The Big Sea, 1940) 1. Who is Langston Hughes (1902-1967)? Note his biography on the Learning Web. 2. In Hughes’ essay â€Å"Salvation,† do you find more narration or description? Which one of these strategies is the primary strategy that structures the essay? 3. What is the point of view of this essay? How old was Hughes when he wrote this essay? How old was he when the event occurred? What is the age of his speaking voice in the essay? How do you know? (Note exclamation marks and purposeful overuse of the word â€Å"and.†) 4. What is Hughes’ thesis? 5. Where is the setting(s)? What descriptive details does Hughes use to sketch in the setting? 6. Note allusions to religious hymns. â€Å"The Ninety-Nine and Nine† and â€Å"Let the Lower Lights Be Burning† are old evangelical hymns sung in church. 7. Examine Hughes imagery (appeals to the five senses). What are some of Hughes’ specific images? 8. Note how Hughes sustains the imagery in paragraph 13. 9. Who are the minor characters? How does Hughes describe each one? 10. Note Hughes’ use of short simple sentences for effect. Note his use of sentence fragments. 11. Note Hughes’ use of the one sentence paragraph for  dramatic effect. 12. Note Hughes’ use of dialog. What makes his dialog effective? 13. What conflict(s) do you find in this essay? Are Hughes’ conflicts internal or external (or both)? 14. Note the character Westley. Why is he important to the story? 15. Where is the climax of this essay? Explain your decision. 16. Account for the title â€Å"Salvation.† From what, exactly, was he saved? 17. What irony do you find in this essay? 18. Do the conflicts reach resolution by the end of the story? 19. Comment on tone. Do you find this essay humorous or serious (or both)? 20. Note Hughes’ use of the dash (—) for dramatic emphasis. 21. Did you enjoy reading this essay? Why or why not? 22. Did you look up vocabulary? Note â€Å"knickerbockers,† â€Å"rounder,† and â€Å"mourners’ bench.† Annie Dillard’s â€Å"The Chase† (from An American Childhood, 1987) 1. Who is Annie Dillard (1945 )? Read her biography in the Learning Web. Note literary biography. In particular note the paragraph about her as a small child. 2. Why does the essay begin with a paragraph about being a tomboy and loving football? Dillard is using football as a metaphor for what? According to Dillard, what does football require? 3. What is her thesis? (Note paragraph #2.) 4. What is her setting? Note the descriptions of the snow. 5. Where does conflict begin? What kind of conflict do we have in this story? 6. Describe the driver. What does he do after the children hit his car with a snowball? 7. Note the chase itself. Note how the rising action intensifies in paragraph 12 and 13. Note the signal words that help you follow her. 8. What about the man’s behavior surprises Dillard? In her mind, the driver transforms from what to what? 9. Where is the climax of the essay? 10. Dillard keeps dialog to a minimum. What dialog do we hear? 11. What is Dillard’s attitude about being captured? 12. What word would you use to describe the tone of this memoir? 13. Dillard reveals the point of her story in paragraph 19 as part of her denouement. What is that point? 14. Note that description of the man in paragraph 21. In Dillard’s imagination, he has transformed from â€Å"the driver† into what? 15. Note Dillard’s use of the semicolon and dash as part of her sentence structure. 16. Note vocabulary â€Å"crenellated,† â€Å"spherical,† â€Å"perfunctorily.† E. B. White’s â€Å"Once More to the Lake† (Harper’s Magazine, â€Å"One Man’s Meat,† White’s monthly column, October 1941) 1. Who is E. B. White (1899-1985)? When did he write â€Å"Once More to the Lake†? Note literary biography on our Learning Web. 2. Note the exposition. Who are the characters? What is the setting? 3. Note White’s thesis. 4. Do you find the essay has more narration or description? 5. Note White’s use of imagery as he describes the lake. 6. What figurative language does White use to describe the lake? 7. What conflict do you find in this essay? When does the conflict begin? Is White’s conflict internal or external? Explain. 8. When White and his son go fishing the first morning, White mentions â€Å"the† dragonfly instead of â€Å"a† dragonfly. Account for his decision to use â€Å"the.† 9. Note places in the memoir where conflict builds. 10. What sound effect disrupts White’s reliving of his past? 11. Where is the climax of this essay? Account for your decision. Is there resolution? 12. Why does White feel a â€Å"chill of death† at the end of the essay? 13. What is the tone of this essay? Account for your answer. 14. Did you enjoy this essay? Why or why not? Amy Tan’s â€Å"Two Kinds† (from her novel The Joy Luck Club, 1989) 1. Who is Amy Tan (1950 )? Note her biography on the Learning Web. Note literary biography. 2. Note the exposition of the story. What is the narrative point of view? Who are the main characters in the story? What are the cultural differences between Jing Mei and her mother? Note dialog and body language as you read. 3. What is the setting of â€Å"Two Kinds†? Where and when does this story take place and how do you know? 4. Define the word â€Å"prodigy.† 5. What motivates Jing Mei’s mother to force her child to become a prodigy? 6. What are Jing Mei’s first responses to becoming a prodigy? 7. Note the rising action and conflict. 8. What does Jing Mei finally decide she will do about her mother’s constant attempts to make her into a prodigy? 9. Note Mr. Chong. Who is he? What specific details about him make him a vivid character? 10. The piano plays an important role in the story. What does it become for Jing Mei? 11. Note the various reactions of the people who experience Jing Mei’s recital. 12. What is the climax of the story? 13. What happens in the denouement of the story? 14. Is the mother-daughter conflict resolved? 15. In the denouement, what does Jing Mei learn about the song she played at the recital? 16. Note Tan’s use of metaphor and simile. Give examples of Tan’s figurative language and fine detail and imagery.

Business Etiquette Essay -- GCSE Business Marketing Coursework

Business Etiquette The Importance of Etiquette Etiquette has always been an important part of life, be it social or business. However, it seems that business etiquette is has become more important in the last decade. This is mainly due to the fact that the business world is becoming more global and that â€Å"relationship selling† has become must for success. Etiquette is important for a variety of reasons. It helps to ease what might become and uneasy situation and can make or break business relationships that are worth millions of dollars. In essence, etiquette helps people to understand what is appropriate in any situation. It is also important to know the difference between business protocol and business etiquette. Business protocol determines what actions you take in a situation. Etiquette tells you how to take those actions. According to Ann Marie Sabath, there are a few guidelines that professionals should follow. Firstly, be proactive. Find ways to establish relationships with clients before they need to purchase something from you. Secondly, send a thank-you note. If someone is willing to give you 15 minutes of their time than they deserve a written thank-you. And thirdly, be a good sport. Even if you have been turned down by a client, thank them for giving consideration to your company (Bass, 2000). The Effects of Social Etiquette on the Business World The business world of the past encompasses a predominantly male environment with innate, discerned guidelines. Today, the business arena has changed with the civil rights movement and the entry of women into the workplace. The changes continue to evolve with other sociocultural issues. In order to be successful in the business world a masterization of business etiquette is imperative. There is a sizeable difference between social etiquette and business etiquette. Social etiquette is primarily based on chivalry, which includes the concept of protecting women. Business etiquette, on the other hand, includes military origins based on hierarchy of power. This effects the behavior in the business world in as much as men and women are treated equally as peers. For example, if one should hold the door open for a woman, he/she should open a door for a man in the same situation. Regardless of gender doors are held open for superiors, clients, peers following close on one heel... ... integral part of our daily lives. It is very easy to slip into â€Å"casual speak† when dealing with business e-mails. However, business professionals should keep in mind that they are dealing with other businesses and the same formality use when face-to-face should be used for writing and sending business e-mails. It may also be a good idea to take a few tips from the pros†¦literally. There are several services that provided by etiquette consultants. Many of these services can be found online or in your nearest bookstore. Knowledge it the most important aspect of good business etiquette. Works Cited 1. Alihan, M. (1970). Corporate Etiquette. New York: Weybright and Talley 2. Mathew Ferrara Seminars. Http://www.mfseminars.com [Accessed: 2000, October 9] 3. Jankowic, E. (1986). Behave Yourself!. New Jersey: Prentice-Hall 4. Klinkenberg, H. Http://www.etiquetteintl.com/manner.htm [Accessed: 2000, October 9] 5. Martin, C. Untitled. Http://www.builder.cnet.com/Business/Rules [Accessed: 2000, October 9] 6. Pearce, F. Business Etiquette International. Http://www.bspage.com/Inetiq/Netiq.html [Accessed: 2000, October 8]