The Ineffectiveness Throughout The Beautiful And Damned By...

The ineffectiveness throughout The Beautiful and Damned The Beautiful and Damned by F. Scott. Fitzgerald surrounds the fair uprising and utter downfall of a doomed marriage in the 1920’s. Anthony Patch, a self inflicted author who is known for his grandfathers wealth falls madly in love with Gloria Gilbert, the beautiful, yet egotistical lady who is a lot more than what Anthony bargained for. With a marriage that is held together solely by the expected inheritance of his grandfathers money, the Patches begin living the luxurious life of a wealthy couple in the middle of New York City. When it is discovered that Anthony’s name was not put into his grandfathers will, the lives of the two aristocrats begins to deteriorate before their eyes.†¦show more content†¦Considering the fact that neither Anthony or Gloria experience any type of growth throughout the story, it goes to show that there is not a proper plot shown throughout the novel. Finally, The Beautiful an d Damned has no type of story structure. There are three parts to the book, but no introduction, middle, or ending. The novel is told in third person, but it is hard to make sense of the material due to the fact that the lives of the Patch’s is being told through both Anthony and Gloria’s eyes. This would explain why it is a deeply flawed novel that lacks common characteristics. In other words, The Beautiful and Damned fails to produce any of the compelling criteria that is needed to grab the readers attention, and is therefore an ineffective novel. The Beautiful and Damned is a depressing, stagnant read that will make the reader question whether or not they should just stop. It is hard to decipher if the theme of this piece is explaining the weakness of Gloria’s Love or the power of Anthony’s money - or both. Either way, both characters fail to teach the reader anything at all, only presenting a negative view on their boring life in the 1920’s. Fi tzgerald fails to introduce any form of protagonist that a reader could draw emotion too, because both the main characters are undesirably miserable. In other words, there is nothing the reader can relate to or connect to as

Essay about Beloved - 1045 Words

Justin Vieira January 23, 2000 SUPA WRT 105 Mrs. Weiss I Love Mommy #3 â€Å"Inside, two boys [Howard and Buglar] bled in the sawdust and dirt at the feet of a nigger woman [Sethe] holding a blood-soaked child [Beloved] to her chest with one hand and an infant [Denver] by the heels in the other. She did not look at them; she simply swung the baby toward the wall planks, missed and tried to connect a second time†¦Ã¢â‚¬  (page. 149). One of the first things a baby sees when they are born is their mother. A baby can be certain their mother loves them more than anything because they are of the same flesh and blood. What is a baby to think when their own â€Å"face† decapitates them with a hacksaw? It is only natural for the baby to be confused as to how†¦show more content†¦Beloved has been amongst the living and the dead. According to her, the purpose of life is to become dead. Halle, the man on her face, has accomplished this through disappearing. Nobody knows an ything about him, so he is as good as dead. Contrarily, Beloved has always been on Sethe’s mind. Killing her own daughter is memory that she can not forget. Beloved is brought back to life because she can not be forgotten. â€Å"What I remember is a picture floating around out there outside my head† (page 36). It is impossible to forget the memory of Beloved because she was murdered in the shed right outside 124Bluestone Road. The memory stays right in the place where it happened. Halle’s death is back in Sweet Home since he never made it to 124Bluestone Road. Sethe has never gone back to there, so she can not pass by the place to bring back her rememory and so he stays dead. â€Å"her [Sethe’s] face is my own and I want to be there in the place where her face is and to be looking at it too† (page 210). Earlier in the chapter Beloved wants to be with her mother. She misses Sethe because, even after all Sethe has put her through, she is still her mo ther. She wants to look up to that familiar face that can be recognizable as her own. As Beloved thinks more about Sethe, her tone changes, â€Å"the woman is there with the face I want the face that is mine† (page 211). Beloved no longer wants to look up to Sethe, but to control her. This is what ends upShow MoreRelatedToni Morrison s Beloved And Beloved1376 Words   |  6 Pagesanother surprise to the story of Beloved. The addition of character Beloved conceals whole meaning Morrison tries to conduct to the readers. So far, character Beloved is portrayed as an innocent, pure, yet egotistic girl. Beloved also presumably the incarnation of Sethe’s dead baby, whose tomb is engraved Beloved. Morrison offers supernatural element in the story to create mysterious and spooky atmosphere, which raise curiosity and excite readers even more. Beloved is seen as the resemblance of Sethe’sRead More Beloved Essay593 Words   |  3 Pages Beloved, like many of the other books we have read, has to deal with the theme of isolation. There was the separation of Sethe and Denver from the rest of the world. There was also, the loneliness of each main character throughout the book. There were also other areas of the book where the idea of detachment from something was obvious. People’s opinions about the house made them stay away and there was also the inner detachment of Sethe from herself. The theme that Toni Morrison had in mind whenRead More Significance of the Ghost of Beloved in Toni Morrisons Beloved1376 Words   |  6 PagesIn Beloved, Toni Morrison frequently alternates between telling stories from Sethes past, to telling events in the present. Morrison introduces Beloved, who serves as the link between Sethe and Paul Ds past at Sweet Home as slaves, and the present, living in Ohio as a free family of three: Sethe, Paul D. and Denver. The character of Beloved allows Morrison to explain the experiences and characteristics of the three characters, and how they are reactions to their pasts. Up to Beloveds arrivalRead More Character of Beloved in Toni Morrisons Beloved Essays2510 Words   |  11 PagesThe Character of Beloved in Toni Morrisons Beloved Perhaps one of the most important issues in Toni Morrisons award-winning novel Beloved is Morrisons intentional diversity of possible interpretations. However the text is looked at and analyzed, it is the variety of these multiple meanings that confounds any simple interpretation and gives the novel the complexity. The debate rages on over many topics, but one issue of central and basic importance to the understanding of the novel is definingRead More Essay on Toni Morrisons Beloved - Symbol and Symbolism in Beloved1562 Words   |  7 PagesSymbolism in Beloved  Ã‚     In the novel Beloved, the author, Toni Morrison, attempts to promote a variety of different themes and ideas by symbolizing them in minor events and situations.   This symbolism is evident throughout the entire novel and is very crucial to the understanding and analyzing of the text.   A good example of this is the ice skating scene.   Morrison uses this scene to represent the slow, but consistent, deterioration of the family living in 124 and to foreshadow the ultimateRead MoreCry, The Beloved Country994 Words   |  4 PagesJohn Harrison in Cry, The Beloved Country While a subsidiary character in Alan Paton s Cry, The Beloved Country , John Harrison offers a glimpse into the attitude of the younger generation toward the black population in South Africa, one that seeks change but isn t always willing to exert the necessary effort. Who is John Harrison? People enter our lives all the time. Some become close friends. Others are here one day and gone the next. There are some with whom we rarely speak, but when weRead MoreBeloved by Toni Morrison622 Words   |  3 Pages In the novel Beloved by Toni Morrison, Morrison has created two very powerful characters: Denver and Beloved. Denver and Beloved are sisters, but in a sense, they werent always. It used to just be Denver and her mother, Sethe, that lived together in a house. That house was passed down to them by Denvers grandmother, Baby Suggs, which was given to her by a white couple who were out to help the blacks. Sethe and Denver were very content with the way things were. Sethe had a paying job as a cookRead MoreMemory in Beloved Essay1897 Words   |  8 Pagesemotional experience. Very often it is thoughtful that this neglecting and abandoning is the best way to forget. In Toni Morrison’s novel Beloved, memory is depicted as a dangerous and deliberating faculty of human consciousness. In this novel Sethe endures the oppression of self imposed prison of memory by revising the past and death of her daughter Beloved, her mother and Baby Suggs. In Louise Erdrich’s story Love Medicine, memory of death and the past is revealed carefully among the charactersRead MoreToni Morrisons Beloved Essays1058 Words   |  5 PagesIf ignorance is bliss, then why is it human nature to uncover the truth? In Toni Morrison’s Beloved, the character Denver uses knowledge to feed her craving in hopes that it will fill the void her mother unsuccessfully tried to satisfy with the blood of the past and too little milk. To understand these truths one must accept that Beloved is a physical representation of the past, Sethe embodies the present, and Denver exemplifies the future. Throughout the novel these three characters interact onRead MoreAnalysis Of Toni Morrison s Beloved1615 Words   |  7 PagesIn her novel Beloved, Toni Morrison utilizes a circular narr ative to emphasize the similarities, or lack thereof, between her characters. In Philip Page’s article, â€Å"Circularity in Toni Morrison’s Beloved,† he writes, â€Å"The plot is developed through repetition and variation of one or more core-images in overlapping waves... And it is developed through... the spiraling reiteration of larger, mythical acts such as birth, death, rebirth, quest-journeys, and the formation and disintegration of families†

Applied Linguistics Free Essays

string(93) " are systematically in order that makes us understand what the intention of the sentence is\." Language can be viewed as a social fact, as a psychological state (mental dictionary), as a set of structures (a grammatical system: a system to what orders the words have to come in if they are to make sense), or as a collection of outputs (utterances/ sentences: spoken or written). Language can be viewed as a set of choices (different ways of saying a sentence), a set of contrasts (an inversion of sentences). Idiolect (I-language: language of the individual): the language system of an individual as expressed by the way he or she speaks or writes within the overall system of a reticular language. We will write a custom essay sample on Applied Linguistics or any similar topic only for you Order Now In a broader sense, someone†s idiolect includes their way of communicating; for example, their choice of utterances and the way they interpret the utterances made by others. In a narrower sense, an idiolect might entail features, either in speech or writing, which distinguish one individual from others, such as o voice quality ( the overall impression that a listener obtains of a speaker†s voice or characteristics of a particular voice that enable the listener to distinguish one voice from another, such as when a person is able to identify a telephone caller) o pitch when we listen to people speaking, we can hear some sounds or groups of sounds in their speech to be relatively higher or lower than others) o speech rhythm (rhythm in speech is created by the contracting or relaxing of chest muscles). Many linguists prefer to use the term IDIOLECT for the language of an individual. So you do not speak English, you speak your idiolect. That seems simple enough until we ask what English† consists of. Presumably it consists of the sum of all the idiolect of people who we agree are speaking English. Do I-language: an approach to language which sees it as an internal property of the unman mind and as not something external or an attempt to construct grammars showing the way human mind structures language and which (universal) principles are involved. E-language: an approach to language which describes the general structures and patterns. E-language= Langue (Assure) = Competence (Chomsky): the system of a language, that is the arrangement of sounds and words which speakers of a language have a shared knowledge (agree to use). Langue is the ideal form of a language. Parole (Assure): the actual use of language by people in speech or writing. Competence: a person†s internalized grammar of a language. This means a person†s ability to create and understand sentences, including sentences they have never heard before. It also includes a person†s knowledge of what are and what are not sentences of a particular language. For example, a speaker of English would recognize I want to go home as an English sentence but would not accept a sentence such as I want going home even though all the words in it are English words. Competence often refers to the ideal speaker/hearer, that is an idealized but a not real person who would have a complete knowledge of the whole language. Performance: a person†s actual use of language. A difference is made between a person†s knowledge of the language (competence) and how a person uses this knowledge in producing and understanding sentences (performance). The difference between linguistic competence and linguistic performance can be seen, for example, in the production of long and complex sentences. People may have the competence to produce an infinitely long sentence but when they actually attempt to use this knowledge (=perform) there are many reasons why they restrict the number of adjectives, adverbs, and clauses in any one sentence. They may run out of breath, or their sterner may get bored or forget what has been said if the sentence is too long. In using language, people make errors or false starts. These may be due to performance factors such as fatigue, lack of attention, excitement, nervousness. Their actual use of language on a particular occasion may not reflect their competence. The errors they make are described as examples of performance. Keywords Language: the system of human communication which consists of the structured arrangement of sounds or written representation into larger unit e. G. Orpheus, word, sentence, utterance. A social fact, a kind of social contract, or a set of structure r as a collection of output. Idiolect: langue for specific group of people or language for individual; only the speaker of this language can understand. Utterance: a unit of analysis in speech which has been defined in various way but commonly as a sequence of words within a single person’s turn at talk that fall under a single intonation contour. Universal grammar: a thorny which claims to account for grammatical competence of every adult no matter what language he or she speaks. Langue: part of language which is not complete in any individual, but exists only in the collectivity. Parole: language that is used individually. (I-language) E-language: is the â€Å"external† manifestation of the â€Å"internally’ (mentally) represented grammar of many individual. It is appropriate for social, political, mathematical and logical statement. I-language: language viewed as internal property of human mind or a computational system in human brain. Answer Sq 1 . The author says, â€Å"A language is a social fact, a kind of social contract. † What does this mean? This means that language is the mean of communication which not only an individual but also all people in the community accept and understand it as a hole. People use language as a contract for their daily life, since language is a social fact that people use to understand each other and purposely set up the proof of their will or promise. 2. What do you understand from the examples that follow? A. Kim kissed crocodile. B. The crocodile kissed Kim. C. Kissed crocodile Kim the. Sentence A and B are understandable; that is, we can say that they are language which is seen as a set of choice and a set of contrast. A set of choice or contrast means that a group of word are systematically in order that makes us understand what the intention of the sentence is. You read "Applied Linguistics" in category "Papers" However, sentence C does not make sense at all, and it is not a language. 3. What is the difference between â€Å"speak a grammar† and â€Å"speak a language†? Speak a language means to speak a language that make other people understand; that is, it refers to when people in the society speak language of the society (E-language), which they use it as mean of communication. However, â€Å"speak grammar† refers to when an individual speak his or her own language sticking deep inside their mind or brain, and cannot be understood by others. This language is not for society, but for individual only. 4. Assure (1969) make an analogy as saying When orchestra plays a symphony, the symphony exists externally to the way in which it is performed: that existence is comparable to langue in language study. The actual performance, which may contain idiosyncrasies or errors, is to be comparable to parole. ‘ Use this analogy to explain what E-language and I-language are. This means that E-language is the same as langue, which refers to the language that is externally used in the society and it is accepted as the language of the society, which people use it as the mean of contract and communication. However, I-language s equalized to parole referring to the language existing only in the individual, and usually it is not understood by others and considered as the error of language for people in the society. 5. Language is a set of choice and a set of contrast, yet why cant we always choose to organize the word in utterances in our preferred way? Even though language is a set of choice and contrast, we cannot Just organize language as we want because our own organization of language can become l- language which is not understood by others. This is because I-language is the language for individual only, and only the speaker can understand it. Chapter 2: Components of Language Phonology is the description of the systems and patterns of speech sounds in a language. Phonology is concerned with the abstract or mental aspect of the sounds in language rather than with the actual physical articulation of speech sounds. Phonology is concerned with the abstract set of sounds in a language that allows us to distinguish meaning in the actual physical sounds we hear and say. Phoneme is the smallest unit of sound in a language which can distinguish two words or each one of these meaning-distinguishing sounds in a language. /p/, lb/ are homes of English. O Phoneme has contrastive property. If we substitute one sound for another in a word and there is a change of meaning, then the two sounds represent different phonemes. O English is often considered to have 44 phonemes: 24 consonants and 20 vowels. Phone is the different versions of the phoneme regularly produced in actual speech ( in the mouth). Allophone is a group of several phones, all of which are versions of one phoneme. For example, the [t] sound in the word tar is normally pronounced with a stronger puff of air (aspirated) than is present in the [t] sound in the word star. Minimal pair is when two words in a language which differ from each other by only one distinctive sound (one phoneme), occurring in the same position, and which also differ in meaning. For example, fan-van, bet-bat, site-side, put-shut are some examples of minimal pairs. The Sound Patterns of Language Minimal set is when a group of words can be differentiated, each one from the others, by changing one phoneme (always in the same position in the word). For example, bet-set-vet-get-let and big-pig-rig-fig-wig are examples of minimal set. Phonetics’s is the arrangements of the distinctive sound units (phonemes) in a language. For example, in English, the consonant groups /SSP/ and /star/ can occur at the beginning of a word, as in sprout, strain, but they cannot occur at the end of a word. Syllable is a unit in speech which is often longer than one sound and smaller than a whole word. For example, the word terminology consists of five syllables: term-mi-no-lo- gay. O A syllable contains onset (consonant(s)) and rhyme which has two parts nucleus (vowel) and coda (consonant(s)). The basic structure of the kind of syllable found in English words can be C.V. (green), PVC (eggs), C.V. (them), etc. Consonant cluster is a sequence of two or more consonants. Consonants clusters may occur at the beginning of a word (an initial cluster), at the end of a word (a final cluster) or within a word (a medial cluster). Co-articulation is the process of making one sound almost at the same time as the next sound. Circulation has two well-known effects: assimilation and elision. O Assimilation occurs when a speech sound changes, and becomes more like another sound which follows or precedes it, or when two sound segments occur in sequence and some aspect of one segment is taken or copied by the other. O Elision is the leaving out of a sound or sounds in speech. O Everyone†s normal beech entails assimilation and elision which should be regarded as some type of sloppiness or laziness. The point of investigating these phonological processes is not to arrive at a set of rules about how a language should be pronounced, but to try to come to an understanding of the regularities and patterns which underlies the actual use of sounds in language. Words and Word-formation Process -Etymology: the study of the origin and history of a word -Coinage: the invention of totally new terms (Ex: aspirin, nylon, Baseline) -Borrowing: words that is borrowed from other languages (Ex: Piano(lately), Sofa(Arabic), Yogurt(Turkish)) -Compounding: two separate words are Joint together (bookcase, doorknob, fingerprint, textbook) -Blending: combination of 2 separate forms to produce a single new term. Ex: motel (motor/hotel), smog (smoke/haze) -Clipping: reduction of words more than one syllable to a shorter form. Ex: condo (condominium), bra (brassiere), ad (advertisement) -Facilitation: reduction of words which also change the function, usually from noun to verb. Ex: emote (from Emotion), donate (from Donation), babysat (from Babysitter) -Conversion: a change in the function of a word, esp. noun becomes verb without any deduction. Ex: Someone has to chair the meeting. Or We bottled the homebred – Acronyms: new words that are formed from initial letters of a set of other words. Ex: CD (compact disk), VS. (video cassette recorder), ATM (automatic teller machine), PIN (personal identification number) -Derivation: the affixes (prefix suffix) added to the beginning or the end of a word. Ex: unhappy, misrepresent, Joyful, careless Morphology: the study of forms Morphology Morpheme: a minimal unit of meaning or grammatical function. Lexical Free functional Morpheme derivation bound inflectional Free morpheme: morpheme that can stand by themselves as single word. – Lexical morpheme: set of ordinary nouns, adjectives and verbs. For example: Car, red, drive. – Functional morpheme: functional words in the language such as conjunctions, prepositions, articles and pronoun. For expo: and, but, when, because, on, near, above, in the, them. Bound morpheme: morpheme that cannot stand alone and must attached to another forms. – Derivation morpheme: the affixes that make words into a different grammatical category from stem. For expo: -full, -less, re-, UN- Inflectional morpheme: set of bound morphemes to indicate aspects of the aromatically function of a word. 2 inflections attached to nouns, -g’s (possessive) and -s (plural). 4 inflections attached to verbs, -s (3rd person singular), -inning (present participle), -De (past tense) and -en (past participle). Inflections attached to adjectives: -est. (superlative) and -re (comparative). Lymphoma: the group or set of different morphs, all versions of one morpheme OR any of the different forms of a morpheme. For example: -s, -sees, 0 (zero morph). They are all lymphomas of the plural morpheme. Grammar Traditional grammar: a grammar which is usually based on earlier grammar of Latin r Greek and applied to the analysis of newer† languages such as English. Ag reement: In English sentence, agreement is based on the category of number, whether the noun is singular or plural. It is also based on the category of person, that is, first person (involving the speaker), second person (involving the hearer) and third person (involving any others). The form the verb must also be described in terms of tense. The final category is gender. Gender vs. Grammatical gender: Gender† refers to the natural gender or biological gender, that is, male or female and what words agree with it. She, her) refer to female entities, whereas (he, his) refer to male entities. Grammatical Gender† refers to the types of nouns which is considered masculine and feminine. For example, in Spanish there are article to call a noun in feminine (la) or masculine (la) such el sol ( the sun), la ulna (the moon). It does not imply that the moon†s sex is female or the sun†s male. The grammar simply states this way to use article with different noun. The prescriptive approach: Grammarian in the eighteen century in English create rule for the proper use of English. For example: You must not split an infinitive. You must not end a sentence with a preposition. Therefore, traditional teacher would correct sentences like: Who did you go with? O With whom did you go? However, we should be skeptical of the origin of some of these rules and asking whether they are appropriately applied to the English language. Let†s study this traditional rule Mimi must not split an infinitive†. The book elaborates by using Captain Kirk†s infinitive. To boldly go, to solemnly swear, according to Traditional grammar, is inappropriate. To go boldly, boldly t o go should be the appropriate form. In Latin grammar, it is clear that infinitive cannot be separated from a word because Latin infinitives are single words. However, it is not appropriate to carry this idea over to English where the infinitive form does not consist of a single form, but of two words, to and go. The descriptive approach Analysts collected samples of the language they were interested in and attempted to describe the regular structure of the language as it was used, not according to some view of how it should be used. This is called the descriptive approach. Structural Analysis Structural analysis† main concern is to investigate the distribution of forms in a engage. The method involves The makes a lot of noise. I heard yesterday. The use of test-frame† that can be sentences with empty slots in them. For example: By developing a set of test-frames of this type and discovering which forms fit the slots in the test-frame, we can produce a description of some aspects of the sentence structures of a language. Immediate Constituent Analysis: is designed to show how small constituents (or components) in sentences go together to form larger constituents. One basic step is determining how words go together to form phrases. How to cite Applied Linguistics, Papers Applied Linguistics Free Essays string(93) " are systematically in order that makes us understand what the intention of the sentence is\." Language can be viewed as a social fact, as a psychological state (mental dictionary), as a set of structures (a grammatical system: a system to what orders the words have to come in if they are to make sense), or as a collection of outputs (utterances/ sentences: spoken or written). Language can be viewed as a set of choices (different ways of saying a sentence), a set of contrasts (an inversion of sentences). Idiolect (I-language: language of the individual): the language system of an individual as expressed by the way he or she speaks or writes within the overall system of a reticular language. We will write a custom essay sample on Applied Linguistics or any similar topic only for you Order Now In a broader sense, someone†s idiolect includes their way of communicating; for example, their choice of utterances and the way they interpret the utterances made by others. In a narrower sense, an idiolect might entail features, either in speech or writing, which distinguish one individual from others, such as o voice quality ( the overall impression that a listener obtains of a speaker†s voice or characteristics of a particular voice that enable the listener to distinguish one voice from another, such as when a person is able to identify a telephone caller) o pitch when we listen to people speaking, we can hear some sounds or groups of sounds in their speech to be relatively higher or lower than others) o speech rhythm (rhythm in speech is created by the contracting or relaxing of chest muscles). Many linguists prefer to use the term IDIOLECT for the language of an individual. So you do not speak English, you speak your idiolect. That seems simple enough until we ask what English† consists of. Presumably it consists of the sum of all the idiolect of people who we agree are speaking English. Do I-language: an approach to language which sees it as an internal property of the unman mind and as not something external or an attempt to construct grammars showing the way human mind structures language and which (universal) principles are involved. E-language: an approach to language which describes the general structures and patterns. E-language= Langue (Assure) = Competence (Chomsky): the system of a language, that is the arrangement of sounds and words which speakers of a language have a shared knowledge (agree to use). Langue is the ideal form of a language. Parole (Assure): the actual use of language by people in speech or writing. Competence: a person†s internalized grammar of a language. This means a person†s ability to create and understand sentences, including sentences they have never heard before. It also includes a person†s knowledge of what are and what are not sentences of a particular language. For example, a speaker of English would recognize I want to go home as an English sentence but would not accept a sentence such as I want going home even though all the words in it are English words. Competence often refers to the ideal speaker/hearer, that is an idealized but a not real person who would have a complete knowledge of the whole language. Performance: a person†s actual use of language. A difference is made between a person†s knowledge of the language (competence) and how a person uses this knowledge in producing and understanding sentences (performance). The difference between linguistic competence and linguistic performance can be seen, for example, in the production of long and complex sentences. People may have the competence to produce an infinitely long sentence but when they actually attempt to use this knowledge (=perform) there are many reasons why they restrict the number of adjectives, adverbs, and clauses in any one sentence. They may run out of breath, or their sterner may get bored or forget what has been said if the sentence is too long. In using language, people make errors or false starts. These may be due to performance factors such as fatigue, lack of attention, excitement, nervousness. Their actual use of language on a particular occasion may not reflect their competence. The errors they make are described as examples of performance. Keywords Language: the system of human communication which consists of the structured arrangement of sounds or written representation into larger unit e. G. Orpheus, word, sentence, utterance. A social fact, a kind of social contract, or a set of structure r as a collection of output. Idiolect: langue for specific group of people or language for individual; only the speaker of this language can understand. Utterance: a unit of analysis in speech which has been defined in various way but commonly as a sequence of words within a single person’s turn at talk that fall under a single intonation contour. Universal grammar: a thorny which claims to account for grammatical competence of every adult no matter what language he or she speaks. Langue: part of language which is not complete in any individual, but exists only in the collectivity. Parole: language that is used individually. (I-language) E-language: is the â€Å"external† manifestation of the â€Å"internally’ (mentally) represented grammar of many individual. It is appropriate for social, political, mathematical and logical statement. I-language: language viewed as internal property of human mind or a computational system in human brain. Answer Sq 1 . The author says, â€Å"A language is a social fact, a kind of social contract. † What does this mean? This means that language is the mean of communication which not only an individual but also all people in the community accept and understand it as a hole. People use language as a contract for their daily life, since language is a social fact that people use to understand each other and purposely set up the proof of their will or promise. 2. What do you understand from the examples that follow? A. Kim kissed crocodile. B. The crocodile kissed Kim. C. Kissed crocodile Kim the. Sentence A and B are understandable; that is, we can say that they are language which is seen as a set of choice and a set of contrast. A set of choice or contrast means that a group of word are systematically in order that makes us understand what the intention of the sentence is. You read "Applied Linguistics" in category "Papers" However, sentence C does not make sense at all, and it is not a language. 3. What is the difference between â€Å"speak a grammar† and â€Å"speak a language†? Speak a language means to speak a language that make other people understand; that is, it refers to when people in the society speak language of the society (E-language), which they use it as mean of communication. However, â€Å"speak grammar† refers to when an individual speak his or her own language sticking deep inside their mind or brain, and cannot be understood by others. This language is not for society, but for individual only. 4. Assure (1969) make an analogy as saying When orchestra plays a symphony, the symphony exists externally to the way in which it is performed: that existence is comparable to langue in language study. The actual performance, which may contain idiosyncrasies or errors, is to be comparable to parole. ‘ Use this analogy to explain what E-language and I-language are. This means that E-language is the same as langue, which refers to the language that is externally used in the society and it is accepted as the language of the society, which people use it as the mean of contract and communication. However, I-language s equalized to parole referring to the language existing only in the individual, and usually it is not understood by others and considered as the error of language for people in the society. 5. Language is a set of choice and a set of contrast, yet why cant we always choose to organize the word in utterances in our preferred way? Even though language is a set of choice and contrast, we cannot Just organize language as we want because our own organization of language can become l- language which is not understood by others. This is because I-language is the language for individual only, and only the speaker can understand it. Chapter 2: Components of Language Phonology is the description of the systems and patterns of speech sounds in a language. Phonology is concerned with the abstract or mental aspect of the sounds in language rather than with the actual physical articulation of speech sounds. Phonology is concerned with the abstract set of sounds in a language that allows us to distinguish meaning in the actual physical sounds we hear and say. Phoneme is the smallest unit of sound in a language which can distinguish two words or each one of these meaning-distinguishing sounds in a language. /p/, lb/ are homes of English. O Phoneme has contrastive property. If we substitute one sound for another in a word and there is a change of meaning, then the two sounds represent different phonemes. O English is often considered to have 44 phonemes: 24 consonants and 20 vowels. Phone is the different versions of the phoneme regularly produced in actual speech ( in the mouth). Allophone is a group of several phones, all of which are versions of one phoneme. For example, the [t] sound in the word tar is normally pronounced with a stronger puff of air (aspirated) than is present in the [t] sound in the word star. Minimal pair is when two words in a language which differ from each other by only one distinctive sound (one phoneme), occurring in the same position, and which also differ in meaning. For example, fan-van, bet-bat, site-side, put-shut are some examples of minimal pairs. The Sound Patterns of Language Minimal set is when a group of words can be differentiated, each one from the others, by changing one phoneme (always in the same position in the word). For example, bet-set-vet-get-let and big-pig-rig-fig-wig are examples of minimal set. Phonetics’s is the arrangements of the distinctive sound units (phonemes) in a language. For example, in English, the consonant groups /SSP/ and /star/ can occur at the beginning of a word, as in sprout, strain, but they cannot occur at the end of a word. Syllable is a unit in speech which is often longer than one sound and smaller than a whole word. For example, the word terminology consists of five syllables: term-mi-no-lo- gay. O A syllable contains onset (consonant(s)) and rhyme which has two parts nucleus (vowel) and coda (consonant(s)). The basic structure of the kind of syllable found in English words can be C.V. (green), PVC (eggs), C.V. (them), etc. Consonant cluster is a sequence of two or more consonants. Consonants clusters may occur at the beginning of a word (an initial cluster), at the end of a word (a final cluster) or within a word (a medial cluster). Co-articulation is the process of making one sound almost at the same time as the next sound. Circulation has two well-known effects: assimilation and elision. O Assimilation occurs when a speech sound changes, and becomes more like another sound which follows or precedes it, or when two sound segments occur in sequence and some aspect of one segment is taken or copied by the other. O Elision is the leaving out of a sound or sounds in speech. O Everyone†s normal beech entails assimilation and elision which should be regarded as some type of sloppiness or laziness. The point of investigating these phonological processes is not to arrive at a set of rules about how a language should be pronounced, but to try to come to an understanding of the regularities and patterns which underlies the actual use of sounds in language. Words and Word-formation Process -Etymology: the study of the origin and history of a word -Coinage: the invention of totally new terms (Ex: aspirin, nylon, Baseline) -Borrowing: words that is borrowed from other languages (Ex: Piano(lately), Sofa(Arabic), Yogurt(Turkish)) -Compounding: two separate words are Joint together (bookcase, doorknob, fingerprint, textbook) -Blending: combination of 2 separate forms to produce a single new term. Ex: motel (motor/hotel), smog (smoke/haze) -Clipping: reduction of words more than one syllable to a shorter form. Ex: condo (condominium), bra (brassiere), ad (advertisement) -Facilitation: reduction of words which also change the function, usually from noun to verb. Ex: emote (from Emotion), donate (from Donation), babysat (from Babysitter) -Conversion: a change in the function of a word, esp. noun becomes verb without any deduction. Ex: Someone has to chair the meeting. Or We bottled the homebred – Acronyms: new words that are formed from initial letters of a set of other words. Ex: CD (compact disk), VS. (video cassette recorder), ATM (automatic teller machine), PIN (personal identification number) -Derivation: the affixes (prefix suffix) added to the beginning or the end of a word. Ex: unhappy, misrepresent, Joyful, careless Morphology: the study of forms Morphology Morpheme: a minimal unit of meaning or grammatical function. Lexical Free functional Morpheme derivation bound inflectional Free morpheme: morpheme that can stand by themselves as single word. – Lexical morpheme: set of ordinary nouns, adjectives and verbs. For example: Car, red, drive. – Functional morpheme: functional words in the language such as conjunctions, prepositions, articles and pronoun. For expo: and, but, when, because, on, near, above, in the, them. Bound morpheme: morpheme that cannot stand alone and must attached to another forms. – Derivation morpheme: the affixes that make words into a different grammatical category from stem. For expo: -full, -less, re-, UN- Inflectional morpheme: set of bound morphemes to indicate aspects of the aromatically function of a word. 2 inflections attached to nouns, -g’s (possessive) and -s (plural). 4 inflections attached to verbs, -s (3rd person singular), -inning (present participle), -De (past tense) and -en (past participle). Inflections attached to adjectives: -est. (superlative) and -re (comparative). Lymphoma: the group or set of different morphs, all versions of one morpheme OR any of the different forms of a morpheme. For example: -s, -sees, 0 (zero morph). They are all lymphomas of the plural morpheme. Grammar Traditional grammar: a grammar which is usually based on earlier grammar of Latin r Greek and applied to the analysis of newer† languages such as English. Ag reement: In English sentence, agreement is based on the category of number, whether the noun is singular or plural. It is also based on the category of person, that is, first person (involving the speaker), second person (involving the hearer) and third person (involving any others). The form the verb must also be described in terms of tense. The final category is gender. Gender vs. Grammatical gender: Gender† refers to the natural gender or biological gender, that is, male or female and what words agree with it. She, her) refer to female entities, whereas (he, his) refer to male entities. Grammatical Gender† refers to the types of nouns which is considered masculine and feminine. For example, in Spanish there are article to call a noun in feminine (la) or masculine (la) such el sol ( the sun), la ulna (the moon). It does not imply that the moon†s sex is female or the sun†s male. The grammar simply states this way to use article with different noun. The prescriptive approach: Grammarian in the eighteen century in English create rule for the proper use of English. For example: You must not split an infinitive. You must not end a sentence with a preposition. Therefore, traditional teacher would correct sentences like: Who did you go with? O With whom did you go? However, we should be skeptical of the origin of some of these rules and asking whether they are appropriately applied to the English language. Let†s study this traditional rule Mimi must not split an infinitive†. The book elaborates by using Captain Kirk†s infinitive. To boldly go, to solemnly swear, according to Traditional grammar, is inappropriate. To go boldly, boldly t o go should be the appropriate form. In Latin grammar, it is clear that infinitive cannot be separated from a word because Latin infinitives are single words. However, it is not appropriate to carry this idea over to English where the infinitive form does not consist of a single form, but of two words, to and go. The descriptive approach Analysts collected samples of the language they were interested in and attempted to describe the regular structure of the language as it was used, not according to some view of how it should be used. This is called the descriptive approach. Structural Analysis Structural analysis† main concern is to investigate the distribution of forms in a engage. The method involves The makes a lot of noise. I heard yesterday. The use of test-frame† that can be sentences with empty slots in them. For example: By developing a set of test-frames of this type and discovering which forms fit the slots in the test-frame, we can produce a description of some aspects of the sentence structures of a language. Immediate Constituent Analysis: is designed to show how small constituents (or components) in sentences go together to form larger constituents. One basic step is determining how words go together to form phrases. How to cite Applied Linguistics, Papers

Project Management for Large Assets

Question: In this course you are required to complete a weekly portfolio. A portfolio provides evidence of previous experience and presents a dynamic record of your growth and professional learning over the duration of this course. Your portfolio provides an account of your learning based on your prior and current learnings and your critical reflection. A portfolio is increasingly being used in Universities as a means of: Being able to tell much more about you than exam results; As a means of reflecting your development through the course; To reflect your attitude and values as well as your skills and knowledge. (Race 2010, p. 58) Timmins states that A portfolio is a cohesive account of work based learning that contains relevant evidence from practice and critical reflection on this evidence. Its primary purpose is to display achievement of professional competence or learning outcomes and knowledge development (Timmins 2008: p. 115). Youll find much more information about the use and application of portfolios on the Internet. However, it will need you to take some time to think through how you are going to complete the portfolio on a weekly basis. It is very easy to trivialise the portfolio and write nearly the same thing each week. But that wont gain you many marks. Instead you should try to focus on the topic and learning outcome for the week and your reflections regarding them. Task Your task is to write a weekly portfolio reflecting upon your learnings from the prior week. In your portfolio you will identify: The learning outcomes and module/topic of the course; A description of your experience, including reading samples or records; Your learning from your experiences; Answer: Weekly Portfolio Learning Reflection Particulars Description Learning experiences Topic of the Discussion- Project Management of Large assets 1. Assets are physical, human, financial or intangible. Project management of larger assets include system integrated manufacturing process, equipments and many others. The approach to the larger assets management has been specifically designed in this course to put one in the position to proactively manage and reduced the risks, while cost optimization activities and managing the performance improvement activities associated with each asset. By going through the underlying concepts, the practical implications and business benefits, this main elements of these assets are as follows: Leadership- The asset management objectives suppose to be tied with the strategies of the organization. It is not just about to provide all the important resources for the management of larger assets but I need to be dedicated one within the associated business. Planning: Planning for a good asset management policy by defining, designing, building and maintaining large assets, I can efficiently manage assets management information Support: Having the right support in place can help in defining the resources for accomplishing the objective of large asset project management. Furthermore, the management must identifying the changes and associated risks which impacts the achievement of the assets management objectives. Additionally, the operation needs to incorporate organizational performance monitoring process and outsource the management activities. Operation: Here the common feature should enable the direction, implementation and control of the entire asset management. Evaluation: Another common feature of the large asset management is to monitor and review the performance. Improvement: The pro-actively promote and continual improvements for ensuring the end results to the stakeholders is last element of the large asset management. Being participated in this course, I have learned how to define, build and maintain large assets of the organizations while associated with the key project process related to the identification, justification, and selection of projects. This content of the course is indeed useful for exploring the means by which assets can ensure its profitability. While undergoing the course module, I understand that organizations generally followed five processes to design the framework of project management. For instance, I would initiate a budget considering the market demand. The course gives me the idea that in the project planning process I need to know the organizational objectives for implementing an effective asset management policy. During the process of project execution, the operational effectiveness, the most vital part of the asset management is to identify the risks and thus early and appropriate decision needs to be taken by myself. Moreover, the evaluation of the project is another responsible part for plan, establish, implement and maintain the audit programs. 2. The things that owners of large assets needs to do are: i) Determination of assets to be monitored and evaluated on frequent basis. ii) Monitor and ensure that assets are in good considered and function properly. iii) Record the assets performances 3. The problem with assets is that they: a. improper operation: organizations may suffer from lack of understanding of inherent design capabilities of their larger assets b. ineffective risk management: default in identification of assets performance and ineffective management and control often create risks c. over or under maintenance: Maintenance is often considered as the expense of the business and thus results ineffective assets management system. References: Hastings, N.A.J., 2015. Asset Management Personnel. In Physical Asset Management (pp. 43-57). Springer International Publishing. Turner, R., 2016. Gower handbook of project management. Routledge.