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Fiction vs. Non-fiction, 2002.
A discussion of reading comprehension and the differences in comprehension of fiction versus non-fiction reading.
4,050 words (approx. 16.2 pages), 9 sources, $ 109.95
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Abstract
The paper starts with a general discussion of reading comprehension and its importance for academic success. Factors involved in reading comprehension, such as phonological memory and word recognition, are examined, as well as other influential forces, such as time limitation and silent reading are outlined. Then the topic of comprehension of fiction versus non-fiction material is explored through a review of the relevant literature.
From the Paper
"Literacy and reading comprehension are subjects that have been explored for decades. Through these explorations we have discovered that comprehension is an essential component in the ability of a person to succeed in academia and in life. Comprehension is defined as ?the act or action of grasping with the intellect?the capacity for understanding fully.?(The Dictionary) Comprehension is important because it allows us to gain knowledge of new concepts; without comprehension it would be impossible to learn anything.
"This discourse will present a literary review of the aforementioned topic so that we can understand comprehension and the effect of comprehension on academic success. The literature presented will seek to display this information in a manner that will inform and enlighten.
Reading comprehension covers a broad range of topics. For the purposes of this literary review we will seek to explain what comprehension is and the effect that fiction and nonfiction works have on comprehension. This review will use a wide range of sources including journals, digests and academic studies."
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The Three Paradigms of Spelling Instruction, 2002.
This research paper uses Taylor-Heald?s article on ?Three Paradigms of Spelling Instruction in Grades 3 to 6? as a basis for identifying each of the methods.
2,065 words (approx. 8.3 pages), 8 sources, APA, $ 65.95
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Abstract
The following paper describes each method in the article by Taylor-Heald, where three paradigms are identified as the traditional, the transitional and the student-oriented. Each of these paradigms is a model for teaching children the basic and fundamental concept of spelling. This paper examines how each method is utilized and also discusses Taylor-Heald's view on each of the methods. After looking at each of the methods separately, the writer examines, briefly, the major differences between the methods. It then discusses the implications of each of the methods, including how each method is used and the benefits of each method. This also includes looking at various other research studies that offer perspectives on the teaching of spelling. Finally the paper concludes by showing how the student-oriented approach does appear to be the most promising approach, just as Taylor-Heald suggests.
From the Paper
?The traditional paradigm, as the name suggests, is the main method of instruction that has been used in the American school system to teach spelling and also to teach the basics of language. The method is based on students being taught vocabulary in the form of words that do not relate to each other. These words are random and have no relationship to each other, or to anything else being taught to the students. The teacher gives these words to the students, with the students expected to memorize them and the students are tested on this at the end of the week.This approach assumes that students know nothing at the beginning and that all information must be given to them. This includes the idea that children have no knowledge of words, sounds or language.?
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Theory of Universal Pragmatics, 2002.
The following paper examines and critically analyzes Jorgen Habermas? theory of universal pragmatics.
2,300 words (approx. 9.2 pages), 11 sources, APA, $ 70.95
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Abstract
This paper examines the study of general and universal aspects of language with specific reference to Jorgen Habermas? rules for using and understanding language rationally. The goal of universal pragmatics is to identify and reconstruct conditions of possible understanding. The advantages and disadvantages of Habermas? ?Universal Pragmatics? are discussed. It is of the writer?s opinion that Habermas' emphasis on systematization and organization at times forces linguistic phenomena into pre-established categories, which leaves little room for nuances, details or humanly necessary embellishments.
From the Paper
?This concept when adequately applied extends across the boundaries of culture and language, e.g. two Englishmen would use the same formulations to communicate in English, as would two Frenchmen?in French.? In this seminal work, in the book, ?Communication and Evolution of Society,? Habermas provides a simple construct for ideal communication (Habermas 1979). Throughout ?What is Universal Pragmatics?? he maintains that all the complexities of sentence structures and their utterances are successfully communicated if an original intent is adhered to. Habermas maintains, that each form of communication, direct and otherwise, is to reach understanding. Such a pure communication is only possible if it is conducted?in a nutshell?clearly and honestly.?
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English Dialects, 2001.
A comparison between Standard English and African-American Vernacular English (AAVE)
950 words (approx. 3.8 pages), 6 sources, MLA, $ 33.95
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Abstract
This paper analyzes an English dialect, the African-American Vernacular English and compares it to the Standard English. It also analyzes how and in what ways it differs from the Standard American English.
From the Paper
"The African American Vernacular English, in short known as the AAVE, was previously famous as the Black English Vernacular or Vernacular Black English. Though this dialect has some very unique features but it has some common aspects that are also the part of other varieties of dialects in the U.S region. The African American Vernacular English has once been a very hot topic in the public debates as well as among the sociolinguists.
It will be quite difficult to estimate as to how many individuals speak African American English as there is a little confusion about it. some people use some unique characteristics of the pronunciation and vocabulary of this variety but they do not use the grammatical aspects of this variety. The majority of sociolinguists believe that the term of African American Vernacular English can be used only for those varieties of dialects that use the unique features of grammar which we will discuss here and compare it with the Standard American English "
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The Development of Old French, 2001.
This paper examines the development of the Old French language before and after the Oaths of Strasbourg.
2,800 words (approx. 11.2 pages), 7 sources, MLA, $ 83.95
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Abstract
An insight into the history of Old French and how this language was developed and influenced by Latin. It examines the effect of the Oaths of Strasbourg on the growth of Old French as well as different considerations which effected Old French.
From the Paper
"The evolution of Old French language began in 52 Before Christ when Julius Cesar held the power over the continents of the Gaul. According to Columbian Encyclopedia, Gaul was under the Roman Empire in the first and second century. With the strong influence it brought, Latin spoken by the Romans gradually replaced the Gaelic, a Celtic language as the Gaul?s mother tongue, for a long time. Latin became the national language, spoken widely among people and became the root of recently spoken languages through Europe, including English (Le Tacon). "
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Literacy in the Aegean Bronze Age, 2001.
This paper looks at literacy in the Aegean Bronze age by studying their scripts and drawings.
2,715 words (approx. 10.9 pages), 12 sources, MLA, $ 81.95
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Abstract
A study of the literacy culture of the Bronze Age society and how the scribes and drawings were a reflection of the society. A technical analysis of linguistics in the pre-historic culture is included.
From the Paper
"Anthropologists and archaeologists call certain societies ?iron age? or ?bronze age.? In doing this they recognize that the properties of the main metal used by a society?s technology greatly affect both its use and through this the nature of that society. For instance, bronze unlike iron is too soft to be used for ploughing; it is an alloy. Bronze can be smelted at lower temperatures than iron which need specialized supplies of charcoal. All these facts affect societies which use bronze and iron. For example, since bronze cannot be used for ploughing these societies cannot produce in many regions the large agriculture surplus iron societies can; since bronze requires tin bronze age societies had to trade, etc. (Claiborne, 1974) I believe the same parallel exists between the different characteristics of different writing systems and its use as a communication technology in a society. "
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Samuel Beckett's "Endgame", 2003.
This paper looks at how understanding the social and political context of the time of Samuel Beckett's play "Endgame" enhances the significance of the play's meaning.
2,298 words (approx. 9.2 pages), 13 sources, MLA, $ 70.95
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Abstract
The paper examines how the play "Endgame" is related to reality and discusses how it is haunted by the prospect of universal death. The paper looks at how "Endgame" is a play on language and shows how, ultimately, the play is a manifestation of the social and political context of the time.
From the Paper
"Samuel Beckett's theatre is widely assumed as a no-man's-land, a place at the end of the world, devoid of any humanity. The impression we are left with at the end of his plays is that of a timeless theatre, showing an essential and absolute humanity, which is hardly prone to historical upheavals, or even to historical variations. This is also true of Endgame, Beckett's third play, first written in French and performed at the Royal Court Theatre, London, in 1957. The play is haunted by the prospect of universal death. Indeed, Beckett imprisons his characters in a room which might be the only place on earth to house human life."
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The Portuguese Language (O Portugues), 2008.
A linguistic description of the Portuguese language, which ranks in sixth in the overall number of speakers of any language.
2,730 words (approx. 10.9 pages), 7 sources, APA, $ 81.95
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Abstract
This paper explains that Portuguese is an Indo-European language, which originated from the Vulgar Latin about two thousand years ago. The author points out that, as Christians conquered the peninsula, a lot of the grammar and words used in Spain and France greatly influenced the modern Portuguese language although the morphology and syntax were only slightly changed. The paper reports that Portuguese is a pluricentric language, which varies from its geographic locations but remains one language. The author describes its phonology, vowels, morphology, syntax, lexicon and pragmatics.
Table of Contents:
Introduction
History
Phonology
Vowels in Portuguese
Morphology and Syntax
Lexicon
Pragmatics
Conclusion
From the Paper
"Notice that there are actually three ways that one may say, "You make" in Portuguese. Vos fazeis is actually very archaic and is only used in Holy Scriptures or when praying to God. If you dare mention this, people would look at you very weird. It is similar to the use of ye in English which no one uses anymore (I hope not!). Now depending whether one is in Portugal or Brazil, the use of tu and voce varies. In the Portuguese spoken in Portugal, this dialect is considered as an honorable title. The pronoun voce is used when speaking to older people or when showing respect."
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In Defense of "Like", 2006.
This paper defends the current popular usage of the word "like" in the quotative format and as a hedge word.
1,400 words (approx. 5.6 pages), 6 sources, MLA, $ 46.95
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Abstract
This paper describes the use of the word "like" in its two least popular meaning among English lovers and most common form among English speakers: the quotative, as in "and I was like, 'what?'", and the hedge word, as in "I like bombed on that exam". The author points out that, although she feels embarrassed about how her use of the word affects people's perception of her intelligence, she feels very strongly, as others do, that the current uses of the word "like" have very real, even innovative, purposes. The paper relates that the ability of "like" to indirectly quote or relay speech, behavior and thought with one word sets it apart from other words with similar functions. The author states that she sometimes uses the word to be purposely and purposefully imprecise. The paper concludes that informal usages of the English language help communicate sincerity and friendliness and demonstrate a natural process for the standard to eventually become archaic.
From the Paper
"But, despite what Lily Thorns may like to believe, the quotative and hedge-word "like" were not born of wealthy teenaged girls from Southern California in the 1980s. In the 1962 novel "A Clockwork Orange" by English author Anthony Burgess, the hedge-work "like" is also frequently used by the narrator, Alex - a young man of high intelligence, in fact. The usage is not exclusively American. I also notice it was used by my aunt and uncle, both of whom are in their 50s and were born and raised in Manchester (as was Anthony Burgess, for that matter), as a hedge word--although usually at the end of their sentences, much like the hedge-phrase "as it were". "
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Revival of the Kaurna Language, 2007.
This paper focuses on why the Kaurna language was revived and how it was accomplished.
1,781 words (approx. 7.1 pages), 9 sources, APA, $ 57.95
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Abstract
In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper
"These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
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Designing a Bilingual Dictionary, 2008.
A paper describing how to compile a good bilingual dictionary.
1,800 words (approx. 7.2 pages), 13 sources, APA, $ 57.95
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Abstract
This paper describes the process of devising a reliable bilingual dictionary and points out the many obstacles and rules that need to be taken into consideration. The paper asserts that the finished product is undoubtedly the language student's best friend and therefore must be well-planned, logically constructed and thoughtfully prepared.
From the Paper
" In order to be an effective reference tool, the bilingual dictionary must adhere to a host of conditions which are overseen by its lexicographer. The responsibility of greatest importance to the lexicographer is actually selecting the terminology which is used to convey meaning. The two variables of central concern in conveying an idea or meaning as these are represented in separate languages are the 'source language' and the 'target language.' The source language is the one by which each entry is arranged. Depending upon the presentation, which tends most often by practical intuition to be alphabetical, these entry terms are usually transcribed in the native language of the dictionary-user. An effective bilingual dictionary will, in the determination of its source language entry terminology and its correspondent target language terminology, abide three primary criteria.
In defining suitable relationships which attribute equivalence to source and target terms, the lexicographer must first seek to achieve descriptive adequacy. According to linguistic expert James Manley, it can be said that a term is adequately descriptive if "it is comprehensible and directs our attention to the object under discussion." Under such conditions, that the terminology is suggestive of a relationship with the object to which it is intended will support the legitimacy and effectiveness of a bilingual dictionary.
"The second condition of prime importance is the provision of terminology which is not ambiguous in its assertion of meaning. This can be confounded by the presence of single words that are known to possess multiple meanings in a source language but which are represented by two separate terms in a target language. Homographs, as these are referred to in the English language, may cause a discrepancy in meaning in spite of the apparently direct literal translation from a source term to a target term. Such ambiguity may often be countered by the most popular mode of bilingual dictionary presentation, in which a bi-directional layout may allow the user to cross-check the results of a mono-directional (source to target) translation. This is a usage however that depends as largely on the proper implementation by the user as on the conduciveness of structure as composed by the lexicographer."
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False Memory Formation, 2008.
This paper discusses the effect of semantic relatedness on false memory formation.
1,337 words (approx. 5.3 pages), 7 sources, MLA, $ 44.95
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Abstract
This paper describes a research that examined how some words can be falsely recalled during a memory recollection test. The writer explains that, in the research, one 23-year-old student completed an Internet based test that presented a sequence of words followed by a grid of 16 words. The writer notes that the participant selected which words in the grid had previously been shown. The participant correctly recalled 71.43% of previously presented words, 2.08% of non-semantically related words and 66.66% of semantically related words. The writer concludes that false memories are easy to create for words that are highly semantically related. The writer maintains that these results add weight to the semantic model of memory and arguments against other models of memory. Further, the writer notes that these results have important implications in the identification of suspects during criminal investigations.
Outline:
Abstract
Method
Results
Discussion
References
Appendix
From the Paper
"Endo and Masao demonstrated that knowledge about the false memory phenomena could alter results. They informed one group of participants about the false memory phenomena but not the other. Half of each group were then asked to respond within four seconds, the other within eight as to whether they 'remembered' seeing the word. Results showed that in the slow condition false memory rates were lower within the forewarned group compared to the uniformed group. However in the fast condition there was no significant difference between the forewarned and uninformed group. Thus in the current experiment the participant is likely to have made more errors had he been uninformed of the false memory phenomena and under time pressure. This would explain why these results do not vary more significantly in comparison to other research. Similarly how words are presented can affect results."
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