Applied Linguistics - 1 Essay Example for Free

Applied Linguistics 1 Essay Language in literature is used to create alternatives to the real world. In doing so, the precise choice and ordering of words is very important. It not only creates a substitute world for us but also determines our attitude to its inhabitants and the events that take place there. This dependence upon precise wording is why a literary text loses so much in paraphrase or translation. However, despite this importance of precise wording, the meanings of literary works are often disturbingly imprecise. Apparently, the linguistics choices in literature are not the concern of applied linguistics. It does not have the same kind of direct social and economic consequences as language education policy, or the spread of English as lingua franca. Yet, it is wrong to decrease the value of the impact and importance of literature. It reflects our individual and social identities, embodies and criticizes the values of the society from which it comes, and it also has an important role to play in education. And because it is made fully from language, it has something to do applied linguistics. Literary stylistics :- Linguistic analysis can describe and analyze the language of a literary text but this is not an applied linguistic activity. However, It begins to move in that direction when linguistic choices are linked to their effects upon the reader. This is the attempt of literary stylistics. It is not in itself applied linguistics as it does not involve any practical decision making, but it is an important resource for the powerful and persuasive uses of language in general. It raises awareness of the importance of precise wording in addition to showing that there are more things in language use than the literal meaning of the words. Literary analysis cannot be brief in order to attain justice to its complex subject-matter. Stylistic analyses tend to highlight three related aspects of literary language: its deviation from the norms of everyday language use; its patterning of linguistic units to create rhythms, rhymes, and parallel constructions; and the ways in which the form of the words chosen seems to  intensify the meaning. These features of language use are not exclusive to literature. They characterize other highly valued uses of language such as prayer, song, and rhetoric. Generally, these features and other similar ones occur in emotive uses of language in society at large, whether in commercial, political, or interpersonal communication. Stylistic analyses can investigate the link between the forms of these language uses and their social and psychological power. If such analysis is used to discuss and reveal manipulation, it then becomes part of an applied linguistic process. Language and persuasion :- As language is used to tell the truth, it can also be used to distort facts, or to persuade people to take a particular stance towards them. Literary language partakes of this persuasive power. It manipulates our feelings and thoughts in ways which we accept happily. Other uses of language are unacceptable, seeking to control and influence our ideas in the service of some political or commercial interest. There are a big number of urgent issues in which language is used for manipulation such as; advertising, science, journals, even telephone operators speak from learned scripts. Applied linguistics should help understanding such issues. This is not only because the power of words is naturally interesting, but also because there are decisions to be made, often with far-reaching consequences for health, welfare, and success. Understanding linguistic techniques of persuasion can improve our ability to make rational judgments on which decisions making depends. Critical Discourse Analysis ( CDA ) :-  In fact, in any communication, there is selection and omission of information. For example, newspaper editors must choose which events to cover, how much space to give to each, and which facts to emphasize or omit. However, one cannot report any event or situation without selecting some facts in preference to others. But the selection reflects the values of the writer and the view of the world which he or she wishes to encourage in their readers. These matters are already apparent to the reader even without any specialize knowledge of language. What is more importance and interest to applied linguists is the presentation of the same facts in ways which, although telling the truth, affect the reader’s attitude. In literary texts, the wording is everything. For example, in the opening scenes of Macbeth, lady Macbeth says â€Å"what’s done is done†, and at the end in her lament she says â€Å"what’s done cannot be undone†. The literal meaning might be the same, but the effect is very different. The analysis of such details can be made to increase the people’s ability to read and listen critically, and to resist being manipulated by what is said. The analysis of such language and its effects is known as critical linguistics. When it is studied in a larger social context, it comes to be known as Critical Discourse Analysis ( CDA ). Another area of interest to applied linguistics is patterns of grammatical choice. For example, there are constructions which allow a speaker or writer not to mention the agent. Two strategies allow this to happen. One is passivization, the favoring of passive constructions over active ones. The other is nominalization, when actions and processes are referred to by nouns without mentioning the actual doers. The techniques can make an action seem certain and impersonal. The work of CDA specialists is of great social importance. Yet, they have the challenge of communicating their specialized knowledge to the outside world. To do this, they have to move in two opposite directions: one towards obfuscation and the other towards a false clarity. Obfuscation is the failure to speak as clearly as possible. The language of law and bureaucracy are often used as examples. It is claimed that in this case clarity should be sacrificed to exactness. The other direction is described as conversationalization and the creation of synthetic personality. This is the tendency for communication to be presented in the form of a casual conversation in which the relationship between the participants is apparently equal and intimate. This presents the opposite danger from obfuscation, for it may make matters simple and imprecise. There is a problem with CDA analyses which has been noted by several applied linguists. They focus their attention too much with the writer while deal too much passively with the reader. Most texts are both formed and interpreted in many different ways. The process of composition is often more hasty and specific purpose affair. Readings also are different. In short, there is a danger of assuming that understanding a text is fully determined by the language used.

Graduation Speech -- Graduation Speech, Commencement Address

It is with great pride and honor that I represent the class of 2012 of County High School. I do not want to brag or boast, but in my opinion, this class is just awesome! What do you guy's think? Our class has many amazing athletes and scholars who excel in their own capacities and musicians and artists who paint our world with their own language. The class of 2012, you should stand tall and be proud to sit here and be a part of such a talented and unique class. You cannot get an Annie Everett who has lettered 12 times from her athletics in just any typical class of seniors. You cannot find a more spirited guy with the skinniest and longest legs than Beau Hannifious, and you definitely cannot find a nicer, peppier person than Katie Burns in just any class of seniors. What I am trying to say is the class of 2012 is definitely a one of a kind, authentic kind of class. Family and friends, teachers and administrators, you have come here this evening to share this lifelong memory with us t oday. Thank you so much for being a part of this moment. Today, Friday the thirteenth of June, marks our very last day as high school seniors. We will soon begin a new chapter of our lives. Therefore, strap on your seatbelts and hold on tight, as we ride the most adventurous and bumpiest ride of our lives. After this moment, we will all go onto different paths. Some of us will go and further our education and become doctors, lawyers, engineers or some of us might join the military or navy and become soldiers to represent our country. Whatever paths you choose to follow, and whatever you choose to do, make sure you do what you want to do and become whoever you want to become. Success is a word that comes into many different meanings, shapes and size... ... goals. Do not let anyone stand in the way of your dreams or tell you what to become. The word "hawk" comes from the Middle English word hafoc, which means "to grasp or seize." Today, grasp and seize this moment of overflowing accomplishments and be proud of yourself. Grasp this moment especially because after today, we will fly our separate ways into the world. To all of the teachers at Roger High School, thank you. Thank you for flying with us for the four years we have been at Terrace and guiding us into our accomplishments. You have given us the most valuable gifts anyone can receive: the gift of knowledge. We are more intelligent and prepared for the world because of you. To the class of 2003: we did it. Savor this moment because there is not a more deserving class that deserves it more than the class of 2003 of Roger High School. Thank you, and God bless. Graduation Speech -- Graduation Speech, Commencement Address It is with great pride and honor that I represent the class of 2012 of County High School. I do not want to brag or boast, but in my opinion, this class is just awesome! What do you guy's think? Our class has many amazing athletes and scholars who excel in their own capacities and musicians and artists who paint our world with their own language. The class of 2012, you should stand tall and be proud to sit here and be a part of such a talented and unique class. You cannot get an Annie Everett who has lettered 12 times from her athletics in just any typical class of seniors. You cannot find a more spirited guy with the skinniest and longest legs than Beau Hannifious, and you definitely cannot find a nicer, peppier person than Katie Burns in just any class of seniors. What I am trying to say is the class of 2012 is definitely a one of a kind, authentic kind of class. Family and friends, teachers and administrators, you have come here this evening to share this lifelong memory with us t oday. Thank you so much for being a part of this moment. Today, Friday the thirteenth of June, marks our very last day as high school seniors. We will soon begin a new chapter of our lives. Therefore, strap on your seatbelts and hold on tight, as we ride the most adventurous and bumpiest ride of our lives. After this moment, we will all go onto different paths. Some of us will go and further our education and become doctors, lawyers, engineers or some of us might join the military or navy and become soldiers to represent our country. Whatever paths you choose to follow, and whatever you choose to do, make sure you do what you want to do and become whoever you want to become. Success is a word that comes into many different meanings, shapes and size... ... goals. Do not let anyone stand in the way of your dreams or tell you what to become. The word "hawk" comes from the Middle English word hafoc, which means "to grasp or seize." Today, grasp and seize this moment of overflowing accomplishments and be proud of yourself. Grasp this moment especially because after today, we will fly our separate ways into the world. To all of the teachers at Roger High School, thank you. Thank you for flying with us for the four years we have been at Terrace and guiding us into our accomplishments. You have given us the most valuable gifts anyone can receive: the gift of knowledge. We are more intelligent and prepared for the world because of you. To the class of 2003: we did it. Savor this moment because there is not a more deserving class that deserves it more than the class of 2003 of Roger High School. Thank you, and God bless.

Frederick Life and Times of Frederick Douglass Essay

Frederick Douglass (born Frederick Augustus Washington Bailey, February 1818 – February 20, 1895) was an American abolitionist, editor, author, salesman, and reformer. Douglass is one of the most prominent figures in African American history and a formidable public presence. He was a firm believer in equality of all people whether they were black, women, native Americans or immigrants. He was fond of saying â€Å"I would unite with anybody to do right and nobody to do wrong. † Frederick was born a slave in Maryland. He was only with his mother for a couple of weeks, he was raised by his grandparents. His mother, Harriot Bailey, died when he was only seven years old. The identity of his father is obscure. It was said that his father was a white man, perhaps his owner. He later said he knew nothing about his father. At the age of six his grandmother took him to the plantation and left him there. At the age of eight he was sent to Baltimore to live with his owners brother Hugh Auld. It was shortly after he arrived that Mrs Auld started to teach him the alphabet and how to read. Her husband thought it was wrong saying that he would become dissatisfied with his life and have a desire for freedom. Hugh forbid his wife to continue so Douglass took it upon himself to learn. The white kids in the neighborhood helped him learn and in return Douglass would give away his food. At the age of twelve he purchased a book called The Columbian Orator. It helped him to gain a different look and understanding on the power of the written and spoken words. Frederick returned to the eastern shore at the age of fifteen he became a field hand. During this time he had an encounter with the â€Å"slave breaker† Edward Covey. Covey restored his sense of self-worth after the fights. At the age of eighteen he was sent back to live with the Auld family. In September 1838 he succeeded in escaping from slavery by impersonating a sailor. he then moved to New Bedford, Massachusetts where he and his newly married wife Anna Murray begin to raise a family. When he had a chance, he went to abolitionist meetings. In October 1841 after one of the meetings he became a lecturer. He became partners with William Lloyd Garrison. This work led him to public speaking and writing. He also participated in the very first woman’s right conventions. He also wrote three autobiographies starting with Narrative of the Life of Frederick Douglass followed by My Bondage and my Freedom in 1855 and ending with Life and Times of Frederick Douglass which he wrote after the civil war in 1892. When he returned to the United States he published his own newspaper â€Å"The North Star†. Douglass was recognized all over the world as an uncompromising abolitionist, indefatigable worker for equal opportunity and justice. Douglass fought for equality for his people. He was also recognized for a defender of women’s rights. Douglass became a trusted advisor of Lincoln, recorder of Deeds for Washington, D. C, United States Marshal for the District of Columbia, and Minister-General to the Republic of Haiti. In 1872 Douglass was the first African American to receive a nomination for Vice President of the United States. During the campaign, he neither campaigned for the ticket nor even acknowledged that he had been nominated. In 1877 he was appointed to United States Marshal. He was appointed to the Recorder of Deeds for the District of Columbia in 1877. After his wife died in 1882 he was in a state of depression until his associate Ida B Wells brought meaning back to life for him. Douglass remarried in 1884 to Helen Pitts, a white feminist from New York. The couple faced a storm of controversy as a result of their marriage since she was a white woman and nearly 20 years younger than him. Later in life Douglass was determined to find out his birthday. He adopted February 14th because of his mother, she used to always call him her little valentine. On February 20th 1895 Douglass attended a meeting of the National Council of Women in Washington D. C. Shortly after the meeting he returned home, Douglass died of a stroke or a massive heart attack in his adopted home town of Washington D. C. He is buried in Mount Hope Cemetery in Rochester, New York. Frederick Douglass was sought to exemplify three keys for success. Believe in yourself, Take advantage of every opportunity, and Use the power of spoken and written language to effect positive change for yourself and society. Douglass also stated that † Whatever is possible for me is possible for you†. By taking these key words and making them his own, Douglass created a life of honor, respect and success that he never would have dreamed of when he was a younger boy living on the plantation. Works Cited http://www. frederickdouglass. org/douglass_bio. html Douglass, Frederick Life and Times of Frederick Douglass, Christian Age Office. 1895 Fight for Emancipation. Accessed April 19, 2007.

Feelings Evoked Voices in Elie Wiesels Night - 959 Words

Through the course of Night by Elie Wiesel, one clearly notices that the events happening in the book greatly affect the reader on an emotional level. Above all that, though, it is the voices coming up throughout the book that make the reader truly think about, and eventually feel, what the characters are feeling at that specific moment. These voices influence and completely change how we perceive the book in such a way that without them, we wouldnt be able to fully understand the story and it would just feel like another written record of the Holocaust to us. Among the many voices used in the book, there are three that stood out the most to me as a reader; the voices of Moshe the Beadle, the Rabbis son, and Juliek the violinist.†¦show more content†¦The sound of a violin, in this dark shed, where the dead were heaped on the living. What madman could be playing the violin here, at the brink of his own grave?... It must have been Juliek...It was pitch dark. I could hear only the violin, and it was as though Julieks soul were the bow. He was playing his life. The whole of his life was gliding on the strings (Wiesel, 1960, p.90). After everything that had happened so far, Juliek, even though he was probably feeling the same as Elie, still managed to play and pour his heart out through his violin and Beethovens music. He had always been denied everything, had everything taken away from him, yet at the last moment, he still found a way to do what he had always wanted to do, which was play a piece by Beethoven on his beloved violin. This reinforces our wish for hope itself, and it tells us, that, even though all these horrid events have happened and that its practically the end of the journey for Elie, we can still hope for the better. All this train of thought leaves us amazed, fascinated, and in awe. Even though some of the feelings brought up throughout the reading of the book somehow clashed or didnt have much in common, such as hopelessness, indifference, and fascination, they still became a huge part in the development and understanding of the story. If for some reason the situations in the book evoking these feelings hadnt come up, us as readers wouldnt have known of