Questions On The Stopping Of A Child Tv Channel

Questions On The Stopping Of A Child Tv Channel
2.2Stopping: 2.2.1 The sound /r/ changes to alveolar stop /t/ in word final position as in: 8 (a) L: fЙЄ abrat kef halЙЄk Abrat? there–is Abrar how
state–you Abrar? "How are you Abrar?" (b) L: ma–fi tjut al–zanna nothing–there is birds the–heaven "There is no Toyoor Aljanna" First, "Toyoor
Aljanna" is a name of child TV channel which literally means "birds of heaven" The target word /abrar/ in 8 (a) changes to /abrat/ and /tЛЃjur
/ "Birds" in 8 (b) to /tjut/, it seems that /abrar/ changes to /abrat/ because the retroflex /r/ occurs two times in the word, Lanan pronounced one and
change the second as the above example. Lana's mother and Abrar are trying to teach Lana how to pronounce the name /abrab/ properly, but in each
time she articulated as /abrat/. As for the word, /tЛЃjur/ she might change /r/ to /t/ because of the presence of the initial emphatic /tЛЃ/. She always
assimilates /tЛЃ/ to /t/ in any position of the word. So it's going to be hard to pronounce the sounds /tЛЃ/ and /r/ in one word. 2.2.2 Interdental /Оё
/ changed to stop /t/ as in: (9) L: sufi lЙЄlЙЄ gЙ” tani look–you let–it go again "Look, it is let it go again" The target word is pronounced as /Оёani
/ with voiceless interdental /Оё/, Lanan version pronounced as /tani/ with
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Phonological Awarness
Reading is an acquired skill, developed through explicit teaching and founded upon a child's innate ability to hear and process sounds from birth.
Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of
sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of
reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt &
Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich
language exchanges... Show more content on Helpwriting.net ...
10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics
instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et
al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips,
bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as
sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher–level comprehension
processes to occur due to available cognitive

Phonetics of English
Phonetics of English
Outline
1.Classification of English consonants
2.Classification of English vowels
3.Modifications of consonants and vowels
4.British and American pronunciation models. Most distinctive features of American English pronunciation
5.Suprasegmental phonetics
1. Classification of English consonants
Russian phoneticians classify consonants according to the following principles: i) degree of noise; ii) place of articulation; iii) manner of articulation;
iv) position of the soft palate; v) force of articulation.
(I) There are few ways of seeing situation concerning the classification of English consonants. According to V.A. Vassilyev primary importance should
be given to the type of obstruction and the manner of ... Show more content on Helpwriting.net ...
Russian phoneticians suggest a classification of vowels according to the following principles: 1) stability of articulation; 2) tongue position; 3) lip
position; 4) character of the vowel end; 5) length; 6) tenseness.
1. Stability of articulation. This principle is not singled out by British and American phoneticians. According to Russian scholars vowels are subdivided
into: a) monophthongs (the tongue position is stable); b) diphthongs (it changes, that is the tongue moves from one position to another); c)
diphthongoids (an intermediate case, when the change in the position is fairly weak).
Diphthongs are defined differently by different authors. A.C. Gimson, for example, distinguishes 20 vocalic phonemes which are made of vowels and
vowel glides. D. Jones defines diphthongs as unisyllabic gliding sounds in the articulation of which the organs of speech start from one position and
then glide to another position. There are two vowels in English [i:, u:] that may have a diphthongal glide where they have full length, and the tendency
for diphthongization is becoming gradually stronger.
2. The position of the tongue. According to the horizontal movement Russian phoneticians distinguish five classes: 1) front; 2) front–retracted; 3)
central; 4) back; 5) back–advanced.
British phoneticians do not single out the classes of front–retracted and back–advanced vowels. So both [i:] and [ЙЄ] are classed as front, and both [u:]
and [пЃ•] are classed as back.

The way British and

Syllable Division
A BRIEF STUDY ON SYLLABLE DIVISION: HELPING EFL LEARNERS
Abstract: This article will present some considerations on syllable division in order to help EFL learners. Some theories will be presented so that it is
possible to check the various studies on such important topic. A scheme about separating the syllables will be shown and a topic on ambisyllabicity as
well.
Key–Words: Syllable Division. Theories. Syllable Structure Introduction
The syllable is a basic unit of speech studied on both the phonetic and phonological levels of analysis. For learners of English as a foreign language
it is such a hard task to define and identify what a syllable is, even because there are no universally agreed upon phonetic definitions of what it is. So ...
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The disyllabic word painting /ˈpeɪntɪŋ/ has been plotted onto the sonority scale as an example.
↑vowelsВ•В•more sonorousapproximantsnasalsВ•В• less sonorousfricativesaffricates
↓plosivesВ•В•peɪntɪŋ → linear sequence of phonemes → As can be seen from the chart, there are two peaks
of sonority in the phoneme string /p–eɪ–n–t–ɪ–ŋ/, namely the vowels /eɪ ɪ/. This is to indicate that the number of
syllables is two as well. However, the sonority scale, like all the approaches outlined above, is of little help when it comes to delimiting separate
syllables.
Syllable structure
Hierarchical Structure of the Syllable
Most of modern phonological theories agree that the syllable has constituent or hierarchical rather than linear structure. The syllable (conventionally
marked as small Greek sigma: σ) has two immediate constituents (it "branches" into two elements, to put it in another way) В– the Onset (O),
which includes any consonants that precede the nuclear element (the vowel), and the Rhyme (R), which includes the nuclear element (the vowel) as
well as any marginal elements (consonants) that might follow it. The Rhyme, in turn, branches into Peak (P), also known as Nucleus (N), and Coda
(Co). The Peak (Nucleus), as the designation suggests, represents the "nuclear" or most sonorous

Intellect By Ralph Waldo Emerson Poem
Often regarded as the leader of the Transcendentalist literary movement, Ralph Waldo Emerson believed that the individual must look inward to find
truth and knowledge. He emphatically stressed that one must practice self–reliance: the ability to trust one's intuition and not conform to societal
standards. Through the use of strict form, powerful imagery, and a wise tone, Emerson's poem "Intellect" urges us to stay true to ourselves by refusing
the practice of blind obedience. The form of "Intellect" is comprised of just six lines–which suggests a call to action for the reader to listen to his wise
words. The short form produces a riddle–like tone; it follows a strict rhyme scheme and a very strong rhythm. The lines are end rhymed–this, coupled
with the length of the poem–produces an almost child–like simplicity. The morals hidden in "Intellect" aren't simple per se, nevertheless we are
reminded of the riddles of our primary school days; we remember the catchy rhythm and traditional morals we learned from these riddles. The rhythm
and meter are also vital aspects of this poem's structure: each line contains seven syllables and begins with a stressed syllable. This didactic rhythm
jumps out of the page at the reader, causing us to pay attention. The stressed and unstressed syllable pattern produces a sing–song effect; the poem
beckons us to listen to the wise counsel of Emerson with a child–like openness and implores the reader to find the moral that Emerson is trying to get
across. The imagery of "Intellect" is challenging: the poem features a fountain, a wave, the shore, and wings–all in just six lines. This abstract imagery
allows us to tap into our own intellect and it leaves room for the reader to interpret its meaning. Let us contemplate the fountain first. A fountain is
often used to symbolise the source for something desirable: whether it be a drinking fountain, a fountain of youth, or the fountain of life we come
across in Christian doctrine. Often times we crave rules; or we might just crave direction or someone to tell us what to do. Unfortunately, the source of
these rules is often society. We choose to listen to the voice of society for direction, instead of turning inward. Perhaps by writing

Echoes Of Sounds And Souls. Sound Is One Of The Most...
Echoes of Sounds and Souls Sound is one of the most intriguing elements of language. It is fundamental to all spoken languages yet does not explicitly
lend itself to its written counterparts. For many of us we hear the sounds in our heads whilst reading. Nevertheless it could certainly be argued that the
mere letters on the page themselves contain the entirety of the meaning; the sounds associated with them being of secondary importance. This
argument holds some element of truth as it is entirely possible to learn a language only in the written context and have no capacity to speak it or
understand others who do so. Perhaps there is no real deeper meaning that would even be lost in dealing with prose in this manner. Poetry, however, is a
... Show more content on Helpwriting.net ...
Typically, splendor refers to some sort of magnificent appearance that can be attributed to an object, but it doesn't strictly make sense for that to be
falling upon it; however, splendor originally comes from the Latin word splendere which has to do with light and literally translates to the infinitive
phrase "to shine". So it seems much more likely for the splendor in this context to be some sort of magnificent and majestic light cascading unto the
castle. If you take the line slowly and feel where each sound is enunciated in your mouth you get an impression as though you are the light skipping
to and fro as you descend from the sky. The "sple" sound in splendor is enunciated towards the back of the mouth while the "w" in walls is at the very
end of the lips. With that in mind, the line "The splendor falls on castle walls" (1) becomes an iconicity as the sensation of creating the sounds is
reminiscent of the thing itself. This effect holds true for all of the lines establishing the setting in the first stanza. You feel like a hiker ascending to the
top of the mountain as you speak the words "snowy summits old in story;" (2) and work your way to the back of the mouth again. And the internal
rhyme within "The long light shakes across the lakes," (3) helps to establish the calm and serene nature of the lake. Its surface still and unmoving in
the crisp air as the internal rhyme forces your mouth to stay in that same area of the mouth. The next line is more

Connotation In Shakespeare's Sonnet 18 By William Shakespeare
August Wilhelm Von Schlegel once stated, "Literature is the immortality of words." Many old writers and poets are proof of this. They have been
known for centuries and still are relevant to this day. This ideology can be portrayed in the lines of the famous "Sonnet 18" by William Shakespeare.
The author uses heavy influences of connotation, apostrophe, and a familiar rhythm to ensure the theme of the poem.
William Shakespeare uses a specific rhyme scheme to express an emotion to the reader. This gives off a somewhat sarcastic tone to the poem. The
poem employs the scheme ABABCDCD in the first segment of the poem, where the subject is complemented and addressed in a cheery tone.
However, when the rhyme scheme reaches EFEFGG, readers find the actual subject of the poem––the poem itself. With the reveal of the subject, there
is a change in tone from joyous and cheery to serious. The impact of the shift of the rhyme not only adds to the idea of the constantly shifting nature of
summer, but to the tone of the poem. This can be seen in the lines in which Shakespeare exposes the poems subject:
And every fair from fair sometime declines (C),
By chance, or nature's changing course, untrimm'd;(D)
But thy eternal summer shall not fade (E)
Nor lose possession of that fair thou ow'st; (F)
In the line "By chance or by nature's changing course untrimmed," there is longer syllable words which gives the idea of a more calm and melodic
tone––as opposed to "But thy eternal summer shall not fade," which has shorter syllable words, adding stress to the sentence by restricting air flow.
The change in rhyme scheme is sudden and unexpected; however, the way he adds it and incorporates it adds to the value and brilliance of Sonnet 18.
WIthin the two different types of rhyme scheme, there are different words that have heavy connotation implemented to add to the mood of the
sections to which they belong. The reader sees this in the first section, as shakespeare compares the poem to a summer's day; "Sometime too hot the
eye of heaven shines". This line is added to give the reader a calm and melodious feeling as if everything was in its place. This feeling is achieved by
the change in the usual order of words and the connotations

Spring and Fall
I first came across "Spring and Fall"–as I did a similar poem, Frost's "Nothing Gold Can Say"–through two teen movies of the 1980's. The Frost poem
was featured in Copola's adaptation of the popular S.E. Hinton young adult novel, The Outsiders, and Hopkins' in Vision Quest, a forgettable movie
about a young man searching to find himself by taking on the unbeatable state champion in a wrestling match. (Our hero beats him!) In both films, the
themes of the pains and triumphs of growing up are presented in familiar formulas, and the poems lend a sense of gravity to that theme. In any case,
lots of my friends in high school, who never would have read poetry otherwise, knew these poems and could recognize them, having heard them in a ...
If we stress the "It," the line still moves quickly with four trochees, leading to what we expect will be the end of the thought, an end–stopped rhyme,
"colder." Here Hopkins' enjambs "colder" with "by and by," thus making us move along to the next line, not stopping for a breath after "colder." But
he's not finished there; the use of internal rhyme in line 7, "By and by" with "sigh," creates another sound effect that invites our eyes and ears to
continue on. When the pace slows down a bit, through switching back to the iambic feet of "nor spare a sigh," this serves to set up the punch of
the central line of the poem, "Though worlds of wanwood leafmeal lie." I could not find "leafmeal" in the O.E.D., and later read that it was
Hopkins' own coinage . Placed as the exact middle word of the poem, "leafmeal" takes on a significant importance for both its sound quality and
for its multiple meanings. Breaking it down, the words "leaf" and "leave" are valuable in this poem. These words have a number of different
senses, and I wonder if Hopkins isn't exploiting them all, getting all the meaning he can in such a short work. "Leaf" can refer to the leaves of a
tree, but also to the leafing of precious metals, such as gold leafing, or the leaf from a book. Also, "meal" can be ground up grain, such as oatmeal or
cornmeal, which is close to the sense we see here. In addition, it's possible to look

Reflection Essay
For my tutoring component for READ class, I had the opportunity of continuing to tutor my student Ryken. Eleven–year–old Ryken is an incredibly
intelligent student, possessing a large vocabulary, however, he struggles distinguishing phoneme sounds while encoding and decoding. In addition to
the phonological issues, Ryken's eyes were crossed when he was young until he got glasses to help the issue. Because of his delayed literacy skills, his
parent asked me to tutor him for two, forty–five minute sessions a week. Utilizing the Wilson reading program, I have had the opportunity to tutor
Ryken for about thirty lessons. Throughout this time, I have been able to administer testing, teach teach letter sounds, digraphs, blends, closed syllable
exceptions, and multisyllabic words. Before starting to tutor Ryken, I administered a variety of tests to identify what literacy capabilities he already
possessed. Included was a grapheme/phoneme association test, the Morrison–Mccall spelling scale, an auditory deletion analysis, the Yopp–Singer
phoneme segmentation test, the IOTAword test, a sight word identification exam, and the Roe and Burns formal reading inventory evaluation. After
the testing, I discovered that Ryken was approximately on a first grade reading and spelling level. While he had an incredibly high vocabulary, he
struggled with knowing all the basic letter–sound associations. With the information I gleaned from the testing, I was able to meet his Zone of

Phonetics: Language, A Language As A Universal Language
Phonetics
Language is the system of communication used by people worldwide. It's a human faculty that distinguishes human beings from animals. English is
considered a universal language that many countries use as a native language like Britain and Australia or as a second language like India. Wherever
English is available, it offers a better communication between citizens of a country and travelers. Like all languages, English has variations in its
pronunciation and accents. Sometimes misspelling of words leads to misunderstandings between people. Therefore, everyone should study phonetics
which is the study of sounds made by the human voice in speech. Phonetics can be divided into : sounds, letters, consonants, and vowels. First, learners
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Rhythm is a regular pattern of stress beats represented in a tempo–like fashion. It's achieved through the patterning of stressed and unstressed syllables
through roughly equal patterns of time as in poetry. Therefore, it is considered as an effective factor in making English a stress–timed language.
Additionally, intonation is the melody of speech and the pitch of voice that rises and falls. As intonation is connected to pitch, it changes when the
vocal cords change the frequency of the vibration. Thus, the melody gets higher when the vibration is fast and gets lower when the vibration slows
down. Intonation includes changes that signify meaning, emotion, and attitudes of people. A rising intonation can express a questioning or
disbelieving attitude while a falling intonation can declare a statement, satisfaction, or appreciation. Intonation has a unit which is the tone unit. Each
tone unit is equal to a unit of information which is marked by a pause or a change in tone. What is more, intonation groups to listeners are the same
as sentences to readers. Intonation groups correspond to clauses produced in one breath. Each group is marked by the bar marker | before and after
the clause. The main pitch movement of the clause is carried by the last stressed syllable in the intonation group which is called the nuclear

Imagist Poetry Essay
Imagist Poetry:
Visual Storytelling
In regards to discussing my experience in high school, I tend to keep quiet about that part of my past primarily due to the lack of memories I have
about high school, especially 12th grade. However, I will say that out of all the lessons that I learned in high school; when discussing concepts like
time management and with meeting deadlines, there has always been this one lesson that has been engrained into my brain. Consequently, while this
is a skill that I rarely use often, it's used to great effect. In the past, I have used said skill to write stories about those who have protested about civil
rights and about the plight for racial equality. This might not be an important life lesson to many... Show more content on Helpwriting.net ...
After doing this, you can then repeat this process with the next two lines until you have a finished poem.
Imagist poetry, in contrast, uses descriptions that narrate what happens during an event or at a certain place with the use of symbols. Symbols can
range from the description of an action, such as marching, to the description of a single person with the use of either appearance or morality.
Additionally, these traits can also be used to describe actions and individuals with more religious sub–tones. Those same religious underpinnings can, in
addition, be used for companies as well as groups with certain, but very strong opinions about others around them. When these symbols are used to
describe a place, a time of day, a person, or a thing, they have the ability to leave not only an impression on the reader, but a feeling. The same result
can be achieved to an even higher degree when talking about the issues of civil rights and with having religious symbolism within the poem itself;
describing a battle between progression and tradition.
Besides the use of symbols in Imagist poetry, another key factor is the usage of simple language instead of having to use the same two writing tools;
those being the abundance of greater detail and rhyme structure. As a result, symbols give the writer this benefit regarding the focus on certain
keywords instead of having to waste time with the

Curriculum Guide for Spoken Language and Word Recognition
Curriculum Guide for Spoken Language and Word Recognition Supported by Research–Based Practices
SPE–359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD
May 31, 2015
For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., &
Johnston, F. (2011). Wilson Fundations, better known as "Fundations", is a K–3 phonological/phonemic awareness, phonics and spelling program for
the classroom (Fundations – Wilson Language Basics for K–3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a
program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics ... Show more content on Helpwriting.net ...
(n.d.).
These skills will be learned on the Kindergarten level. Each day is a 30–minute lesson corresponding with the core curriculum. For those students
requiring extra help, these skills can be delivered through or reinforced through small group instruction.
Level 1 Highlights At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic
awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels
when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed
and vowel–consonant–e syllables. Students are expected to read and spell closed and vowel–consonant–e syllable type words, name sounds for
r–controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to
read and spell words with "s", "es", "ed", and "ing" suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read
and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and
they will read and spell targeted high–frequency, non–phonetic words. Students will begin to produce sentences using vocabulary words, will read
about 60 words per minute with fluency and comprehension,

An Investigation Into the Language Used in Childrens...
An Investigation into the Language used in Children's Advertising
Contents
Hypothesis
Introduction
Methodology
Analysis
Conclusion
Evaluation
Bibliography
Appendix
Hypothesis
In my investigation I am going to analyse the language used in children's television advertising looking specifically at whether the language used is
aimed primarily at the children or their parents.
Introduction

I have chosen to look at the language used in children's advertising because I am interested in how the language of advertising can be used to
influence children and their parents and am specifically interested in trying to analyse this for girls. I hope that I can also draw on my own early
experiences to help me with ... Show more content on Helpwriting.net ...
The table above shows the number of words with 1, 2, 3 and 4 syllables and clearly shows that simple words of 1 and 2 syllables comprise the major
part of this advert. Only one of the 3 syllable words is used in the main part of the advertisement which is aimed at the child, the other two are in the
end part which is delivered by and directed at adults.
This advert is for a Chou Chou doll that has bruises that disappear when the area is warmed up. This is going on the idea that parents make their
children 'all better' if they are hurt. This will appeal to young girls as not only is it a doll that they can play with but it is also something they can care
for and 'make better' themselves, just as their parents do for them.
The sing song voice used in the advert mirrors the way a lot of adults talk to their babies and small children and little children learn by copying or
imitating their parents so this advertisement could influence little girls by letting them behave like a grown up on a doll that gives them a reaction.
They want the responsibility of looking after something and this

Designing A Home Program Activities
1)Tyler recommends simple, naturalistic activities as part of a home program, focused on auditory stimulation through modeling and not requiring
productions, at least not until the child has achieved correct production in single words in treatment.
a)Why would it be important for the home program activities to be simple and naturalistic?
Through this type of program, the child is in a more natural environment with activities that are more familiar to him/her. Modeling the target sounds
and providing auditory stimulation while going through the routines of home life (e.g., getting dressed, reading a book, and going to bed) gives the
child functional opportunities in learning and acquiring speech. Furthermore, these simple routine are repeated daily, meaning the child has that much
more exposure to the target sounds.
b)Why would you not want the client to be practicing productions at home until they can produce single words correctly in therapy sessions?
The client would already be able to produce the sound in single words, which makes it easier for carryover in the home. The parents would be better
capable of modeling and stimulating those sounds in words through easy activities (e.g., picture cards).
c)Come up with several home activities that you could recommend to parents that would fit these criteria.
Reading a book – pointing out target sounds in words and/or pictures
Playing at the playground o On the slide, the parent could practice the /p/ and /s/

Analysis of Maya Angelou's "Still I Rise"
The poem I have chosen to write a detailed description and interpretation of is Maya Angelou's 'Still I Rise'. In analysing the chosen poem I will be
considering the ways in which my own knowledge, experience and cultural identity might have an influence in the way I have read and interpreted
the poem. This poem is very strong and powerful, as a reader I can sense this in the title of the poem, 'still I rise'. If the reader does not know the
origin of the author I guess that it will be hard to tell what the poem is actually about and whom it is targeted to. We find the answer to whom the
poem is written about in the last stanza (where it mentions 'slaves' 'ancestors'); from this I could tell that it is a poem about the author herself who...
Once again I had to imagine myself actually having expensive diamonds between my legs, (what a thought), I suppose I would want everyone to
see them, so I would dance in a sexy and provocative way so that my diamonds can be seen; thus coming back to the beginning of this verse, 'Does
my sexiness upset you? Does it come to a surprise that I dance like I've ...'. The use of similes are quite obvious when I was reading this poem
especially in the last lines of verses one and two, 'But still, like dust, I'll rise.' 'But still, like air, I'll rise.' Both of the similes, dust and air do rise.
Air rises around us and dust rises when disturbed. Air gives a sense of uplifting feeling, as a result Maya is rising feeling refreshed and light; dust
on the other hand gave me the sense of awake ness or 'not dead yet', feeling, which dust has when it is awaken from its resting place, whether it be
on the mantle piece or on a table; dust does not die but is always around and rises when provoked (or cleaned off from the mantle piece or table) to
show that its still there. The whole poem has a feeling of lighthearted humour, yet strength contained in the words and metaphorical and figurative
ways in which Maya has introduced these to the reader. I did some background reading on the life of Maya and found that she had a very tough
upbringing, being black and female and also from a dysfunctional

Selective Attention Essay
I figured I'd email you what I wrote out for the assignment as well, just to show that I have done the work.
"Auditory Laterality and Selective Attention: Normal Performance in Patients With Early Onset Schizophrenia"
Abnormalities that exist within schizophrenia are usually seen, and thought of as being hallucinations and episodes of psychoses. However, researchers
have spent a considerable amount of time devoted to the cause of looking at other noticeable traits and abnormalities that are prevalent within
schizophrenic populations. One such abnormality as identified by this particular study is the right ear advantage that exists amongst schizophrenics.
The purpose of the study is to examine a group of young adolescent early–onset ... Show more content on Helpwriting.net ...
A normal group was acquired as well to compare against the patients, in addition to a group of ADHD outpatients. The ADHD group was involved in
the the experiment to compare across different neuropsychiatric groups. The dichotic test utilized two separate auditory stimuli that were played in
each ear. They greatly anticipated that the schizophrenic group would display a much larger REA, compared to the other groups.The stimulus
materials involved in the testing was comprised of 6 total stop consonants which consisted of the letters b, d, g, p, t, and k. These consonants were then
additionally paired with the vowel a, in order to form simple CV (consonant–vowel ) syllables such as: ba, da, ga, pa, ta, and ka. These syllables were
then recorded on a basic audio tape that would play the CV syllables in each ear. The DL test was broken down, and structured for the participants into
sections of tasks that would look at selective attention. NF (non–forced) was one section of the examination designed so that they participant would
listen to the two different syllables being said into the right and left ears. The participant would then indicate whichever syllable sounded louder, by
repeating or gesturing to the syllable they just heard on a chart listed in front of them. The FR (forced right) task had the participant tell the researcher
which syllable was spoken into the right ear, and do their best to ignore the distracting stimulus in the left ear. The same

Rhyme Scheme Of The Tyger By William Blake
William Blake was more than just a poet. He was an artist, a politician and a theologian. Blake was born in 1757 and died in 1827, He was known
for his artistic talent and political involvement. Born in to a middle class family in London, Blake was one of 7 children born to his family, but only
5 of them survived past infancy. Blake did not receive any formal schooling and mostly spent his days wandering the streets of London (Poetry Fdn.).
When he was ten he was enrolled in art school for multiple years and when he was 14 he became an apprentice engraver to James Basire (Poetry Fdn.).
His work as an engraver allowed him to make money and continue to hone his artistic ability. Blakes artistry is clearly seen in most of his poems,
whether its his early political works such as "America" or his classic lyric poems like "The Tyger". (Poetry Fdn.). In "The Tyger" William Blake
unconventionally questions the creation of the world through rhyme scheme, deep imagery, and conflicting ideas. ... Show more content on
Helpwriting.net ...
The poem is a trochaic tetrameter meaning it consists of 8 syllables per line starting with a stressed then unstressed syllable. The rhyming pattern of
the poem is aabb, ccdd, eeff, gghh, iijj, and then ending with a repeated aabb. The interesting thing about "The Tyger" is that it contains a catalexis,
which means that the last foot of every line is missing a syllable. Blake uses the catalexis in "The Tyger" to stress certan images, such as " In what
distant deeps or skies. / Burnt the fire of thine eyes?" (Lines 5–6). The readers are left with these vivid details that keep the poem interesting. Another
purpose of the catalexis is in keeping the poem abrupt. It gives the poem a harsh almost aggressive tone, one that reflects the speaker's view of the
tiger and the God who made it. Blake uses the structure of the poem to fit the aggressive tone he writes

Poetry Analysis Of 'To An Athlete Dying Young'
Poetry Analysis Summer Work
Darien Sajewski
Period 5
AP English
September 7 2017
To an Athlete Dying Young
This poem is a crescendo of the perilous, early and somber passing of an athlete who suffers a terrible fate. Starting with the actual structure of the
poem, it is clear to me that there exists an adopted regular rhyming stance. The stance that is persistent is to an AABB, CCDD, EEFF, etc. rhyme
scheme. In the beginning of the poem, in lines 1–4, it is evident that the rhyme scheme is AABB:
Race (A)
Place (A)
High (B)
By (B)
In every stanza that follows there exists a similar rhyme scheme. Continuing on, there does also exist a regular meter too. The second line in the poem,
"We chaired | you through | the mar | ket–place" includes a meter that has a short syllable, followed by a long, and much more emphasized and stressed
syllable, with the underlined word being the stressed and drawn out syllable. Because of this short, followed by long word sequence, this is known as
an iamb, and because there are four beats of this short followed by long syllable to a line, the form is a tetra meter (tetra– meaning four). Therefore,
the meter of this poem is an iambic tetrameter.
Beginning with the intentions of this poem, the speaker of the poem is a man of very deep solemnity and remorse for a fallen athletic comrade, who
was regarded very highly in his town. The subject of this poem is an athletically gifted individual with the intentions of becoming a champion. When he
has

Compare And Contrast Robert Burns And Billy Collins
What is the main theme of a poem most of the time? The answer is love because love is always around our life, such as family love, romantic love,
and friendship. There are two love poems written by Robert Burns and Billy Collins. "A Red, Red Rose" is a love poem by Robert Burns, and he
combined a Scotland folk song and a poem to express his deep love to his lover. On the other hand, Billy Collins's poem is "Litany", and this poem
used a lot of metaphors to contrast his lover with something in the world. Even though Collins's poem is also a treatment of the theme of love, his
poem expresses an unequal romantic relationship. However, Burns's poem is passionate and simple, and it expresses his love which appeals to the
readers. In my point of view, Burns's poem is a better treatment of the theme of love because it uses a lot of rhetorical devices to explain his love, and
it has the rhyme scheme to make the meaning of love be more hierarchical, and it gives a natural feeling to express a romantic love.
One of the important points which Burns's poem is a better treatment of the theme of love that is using a lot of rhetorical devices to explain his love.
In Burns's poem, he uses many types of rhetorical devices that help him to transmit love to his lover. For example, Burns explains, "Till a' the sea
gang dry, my dear, And the rocks melt wi the sun; I will love thee still, my dear" (Paragraph 3). In these few lines, he uses a hyperbole to help him to
strengthen the artistic

WGU Lesson Plan Format 0913 2ndPlan Essay
LESSON PLAN Name: Raymond Yarbrough WGU Task Objective Number: V1 UNDERGRAD
–0510 GENERAL INFORMATION Lesson Title &
Subject(s): Phonemic Awareness/Reading Topic or Unit of Study: Phonemic Awareness Grade/Level: 1st Grade Instructional Setting: This is a 1st
grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all
subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the
front of the classroom for group learning. This lesson will be taught in a group setting at the carpet. STANDARDS AND OBJECTIVES Your State
Core Curriculum/Student Achievement Standard(s):... Show more content on Helpwriting.net ...
Identification of Student Prerequisite Skills Needed for Lesson: Students will know carpet time behavior expectations (Attentive listening, hands to
self, body positioning, etc....) Pre–requisite skills as learned in previous like lesson plans. Students will have a basic understanding of the alphabet
and the sounds each letter makes. 2. Presentation of New Information or Modeling: ( 15 Minutes ) The teacher will begin by explaining to
students that there are many ways to learn to read. The way they will learn today is called the "whole word model." In this way of reading students
will look at the first sound and think about what word may fit based on the other words in the book. Teacher will explain to student that by thinking
about what word may be next, combined with looking at the first letter or letters of a word they can begin to ascertain what the word may be. The
teacher will then use the flashcards and review each letter and what sounds it can make. 3. Guided Practice: (10 Minutes) Students will be read parts
of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in
the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

Poetry Analysis of Limbo, Blessing and Half Caste Essay
Poetry Analysis of Limbo, Blessing and Half Caste
I have chosen four different poems of which come from varying cultural backgrounds and have a moral.
I will now explain how the writers present their ideas and give the readers an insight into different cultures.
Limbo is a poem, which shows us the feelings of slaves on slave ships written by Edward Kamau. This poem tells the story of slavery in a rhyming,
rhythmic dance. It is ambitious and complex. There are two narratives running in parallel, which are, the actions of the dance, andthe history of the
people, which is being enacted.
The poem shows a lot of repetition of phrases such as 'Limbo Limbo like me, Limbo Limbo like me'. This ... Show more content on Helpwriting.net ...
From my own knowledge I know that a specific Christianity belief is that the word Limbo means a place between heaven and hell. This is where
souls go and this is a very unpleasant place, which is difficult to escape, so the writer may be referring Limbo to be the unpleasant place between
heaven and hell and not just a dance.
John Agard: Half–Caste
The poem half–caste develops a simple idea of the phrase Half Caste and gives the ironic suggestion of things only being "half" present.
The writer opens the poem with a joke like half–caste is only like half made and the speaker stands on one leg as if the other is not there.
Agard ridicules the term by showing how the greatest artists mix things – Picasso mixes the colours, and Tchaikovsky use the black and white keys in
his piano symphonies, yet to call their art "half–caste" seems silly.
The writer playfully points out how England's weather is always a mix of light and shadow – leading to a very weak pun on "half–caste" and
"overcast" (clouded over). The joke about one leg is recalled later in the poem, this time by suggesting that the "half–caste" uses only half of ear and
eye, and offers half a hand to shake, leading to the absurdities of dreaming half a dream and

The Characteristics Of Grammar And Grammar In The Arabic...
PHONOLOGY AND SYLLABLE
The syllable and grammar for the second era are subject to be studied in commensuration with the phonology of the Arabic language in a
multi–linguistic scenario of community. This is due to the fact that most of the communications at the regional level are oral by nature. Thus, the
features of grammar and syllable cannot be ignored. It has been identified by Kahn (1976) that a mere hypothetical word "atkin" is not used and
identified in English but without a syllable. The arrangements of the letters neither assumed later and former use of letters. But, there is a central place
exists in few words; such as, "Caltex". Because of this, such types of words are not found easily in the English literature because of the placement and
arrangements of the letters in the word. The next matter of consideration is the segmental phonology rules; assimilation, length, neutralization,
affrication, use of consonant and vowels. These rules are considered in alignment with the syllables of the word. A Syllable can use the segmental
phonology rules; thus, the element of pharyngealization is observed rather than the use of other rules and practices. Moreover, the elements of rules are
determined through the use of various functions; hence, there is obstruent exist in English which are the factors talk about the placement of the letter
or the word. Lastly, the element of oral use and breaks of words is assumed as the innate centrifugal phenomenon of Arabic language in

Descriptive And Rhythmic Components Of Speech Across...
Suprasegmental variables are the melodic and rhythmic components of speech across segmental boundaries, also called prosody. They can affect
intelligibility as well as imply additional meaning. The main variables are intonation, stress, and rhythm. These deal with pitch, prominence, and length
across a phrase, respectively, although each of these variables have significant interconnections. Intonation is the suprasegmental factor that can greatly
affect the meaning of a phrase. An intonation pattern is a measure of how pitch varies across a phrase. Specific patterns, like rising pitch at the end of
a phrase, can imply a question and other patterns can imply other meanings. Intonation can also inform the listener as to when the speaker is finished
talking by raising or lowering pitch at the end of a phrase. Monopitch, or lack of intonation, produces a reduction in intelligibility. When studying pitch
related to speech a conversion from frequency to semitones is often calculated because this gives an equalized representation across male/female
speakers. Stress can be found within words and within sentences. Stress is a change in the force or effort given to a word. This can be seen in
fundamental frequency, intensity, duration, or any combination of these factors at once. Stress changes the prominence of certain words in a phrase, as
well as possibly changing the meaning of a word. Through changing the prominence of certain words stress has an effect on intonation patterns.

Toddlers Language Development
As soon as infants are born they immediately begin innately paying attention to language. There are several major achievements in language as infants
grow and develop. First in phonology, infants begin babbling using vowel–like sounds at 3–8 months, early consonants at 5–8 months, and CV
syllables from 5–10 months. CV syllables means syllables with a consonant and a vowel, and are more complex for infants to produce. They also
acquire prosodic abilities, or the ability to find patterns of intonations and stress in language. An infant proves unable to produce multiword utterances
and therefore contains no syntax, but they begin to formulate single words beginning around 9–14 months of age. To count as first words, they must be
"true words",... Show more content on Helpwriting.net ...
Toddlers' phonological processes change as they develop their motor skills, and these are responsible for the "funny mistakes" they make when trying
to communicate. Toddlers grasp language by making their speech simpler and easier to produce throughsyllable structure changes such as:
reduplicated syllables, final consonant deletion, and weak syllable deletion. Also, reduction of consonant cluster, assimilation, and changing the place
and manner of articulation affect their learning of language as toddlers. These changes can range from the replacing of a velar sound such as "k" to a
bilabial sound such as "b" to turning words such as "playing" to "paying" and so on. Toddlers also comprehend and utilize morphemes, specifically
grammatical morphemes, around 18 to 24 months or after their first fifty words. Roger Brown created a formulaic sequence of acquisition of these
morphemes, beginning with "–ing" as early as 19–28 months and continuing with the plural "s" at 27–30 months. Toddlers achieve syntax around two
years at the "two–word stage" where they produce telegraphic word combinations that often lack grammatical markers and misuse pronouns. While
they are learning syntax, they also develop a large receptive and expressive lexicon that is organized into a semantic network in their brain.
Toddlerhood is known for large word additions in their lexicons, and the vocabulary spurt begins at around fifty words at 12–18 months, where they
start to learn 7–9 words/day between 18 and 24 months. By five years, these children have acquired roughly 2,100 to 2,200 words. However, many
times children have semantic mapping errors, such as overextension, under–extension, and overlap, but these are usually corrected as they grow.
Finally, the social–pragmatic framework shows that toddlers learn through interactions with others, and by twelve

Chinese Influence On Vietnamese Culture, Language And...
History
Vietnam is one of the countries in Southeast Asia with a population of over 95 million people. It has a long history of being ruled by China for over a
thousand years, resulting in a strong Chinese influence on Vietnamese culture, language and writing system. Even after Vietnam has gained their
independence in the tenth century, Chinese was still the language was being spoken and used in many written documents. However during the 16th
and 17th centuries when Catholic missionaries arrived in Vietnam, they wanted to establish a writing system that could be easily taught to people in
order to maintain their Catholic influence after they left. In 1651, a writing system based on the roman alphabet called Quб»‘c ngб»Ї was created
gaining popularity amongst missionaries and followers. It took several years for the language to become more prominent in Vietnam eventually being
deemed the official language used for public documents in 1910. Though the transition from Chinese to Quб»‘c ngб»Ї was very slow and difficult,
eventually it became the writing system that everyone used over time.
Introduction Vietnamese falls under the "Mon–Khmer group of the Austro–Asiatic family of languages," which mean that most of the vocabulary
within the language contain different buildups of lower intonations leading to a strong stressed syllable. There are three major dialects of Vietnamese:
Hanoi – primarily spoken in Northern Vietnam, Hue – used mostly in Central Vietnam and Saigon which

Dover Beach Essay
Arnold uses a range of technical means in order to express a shift in mood and sentiment within the poem 'Dover Beach'.
Rhythm is used as a significant device, Arnold uses an irregular rhythm alongside enjambment to create a discursive style. Arnold switches between
using iamb's and trochee's, this technique highlights the transformation in tone, as by moving from an unstressed syllable to a stressed syllable the
fluidity of the line is broken, this is potentially used to convey the journey from a serene message to one more sinister . In this way, Arnold introduces
elements of incongruity in the rhythm, which are then echoed in a move from the calm "tranquil bay" to a darker more melancholy feel, as illustrated
in the harsh sounds "grating" and "Swept". Another effect is to conjure an image of the sea in the readers mind, Arnold highlights this most
significantly in line 12, with the phrase "Begin, and cease, and then again begin". The iambic pentameter conveys the theme of the tide moving in and
out, which becomes a recurring motif throughout the poem in its entirety to establish the sentiment towards nostalgia. Likewise, this links closely to
Arnold's use of sea imagery, the first line at first appears factual and gives the reader the notion that the rest of the poem will be implicitly similar.
Arnold uses the statement "The sea is calm tonight" to implant a vivid image into the reader's head, it could be suggested this first line sets up a happy
tone which is then

Student Scenario #1
Student Scenario #1
Identify the student's strength.
Jenny is very good at whole word discrimination. She did not miss a single one and understood the sounds that the words made. She knew grip–grip
was the same word and slip slit were not even though they were close in sound. Rhyming is also a strength for her. I think that rhyming is one of the
easiest applications for children. I believe it is also the most fun for them. Syllable counting is also an easy concept for her; she didn't miss a single one.
She even got that hippopotamus had 5 syllables; that's a big word. She also was correct that elephant had 3, which can easily be mistaken as 2 syllables.
Jenny was excellent at syllable segmentation, which reflects her knowledge of syllable counting. If she knows how many syllables there are it is
easily determined where the words break into syllables. She got everyone correct even the one that I would see as the trickiest: umbrella (um–bre–lla).
I would have thought she would have said um–brella.
Blending speech sounds was also an easy activity for her. You say the word normal and she is to say it slow. This is a build on syllable
segmentation. You have demonstrated the slow breaking of the syllables and now she is to break up the word by individual letters and sounds. She is
good in the first sounds of phoneme isolation. She knows that sun starts with "s" and red starts with "r".
Identify the student's area of need.
She needs help with phoneme identification when it comes

Phillis Wheatley: An Analysis Of Slave Poetry
A handful of slaves had wrote slave poetry in the 1800's. Thrall poetry, what is it? Poems written by slaves express their feelings and their
experiences known as slave poetry. Remember it was not customary or required for slaves to learn to read and to write either slaves were taught or
not taught it was that simplistic. Very few slaves have ever had favorable circumstances to learn to write, but nothing stood in their way of creating
pieces of art for humankind to gain knowledge. Such as what it was like to be a slave, how they were treated, and how slaves were looked upon
during the era. Slaves were treated inhumanely like a dusty rug. Yet slaves were humans too. Slavepoetry exists as one of the most important aspects of
slave history ... Show more content on Helpwriting.net ...
Slaves were taught from every aspect of slavery from poems, odes, and ballads since each manner had a different way of teaching ("From Slavery to
Freedom: The African–American Pamphlet Collection, 1822–1909"). Ever since the Civil War, the school that taught the history of slavery has been
filled to its occupancy ("From Slavery to Freedom: The African–American Pamphlet Collection, 1822–1909"). Slave education was important to many
slaves. Serfs concerning their heritage and their culture had favorable circumstances to advance their education ("From Slavery to Freedom: The
African–American Pamphlet Collection, 1822–1909"). When slaves wrote they shared their joys, their pain, and their hope ("History Official Site of
Negro Spirituals, antique Gospel Music"). Also poems expressed their self–sacrificing spirit to cheer one another on in their one battle. The poets had
their conflicts, what as

Robert Herrick: Virgins, Marriage, Death and Carpe Diem...
In Robert Herrick's "To the Virgins, to Make Much of Time", Herrick writes to youthful virgins, emphasizing that time is quickly passing and they
should seize opportunities while they are still young. He is able to illustrate his point with great detail with his use of metaphors from nature.
Furthermore, Herrick writes of mortality and death as swiftly approaching, and that the virgins should marry before they are too old, and time has
gotten away from them. Herrick uses metaphors and the construction of the poem in a simple yet memorable way to show the importance of seizing
youthful opportunities and the paradox of life as it leads to death.
The rhyme and meter of "To Virgins" is fairly simple, just like the message the poem conveys.... Show more content on Helpwriting.net ...
Iambic trimeter has three feet containing one unstressed and one stressed syllable. The final unstressed syllable at the end of the even numbered lines
assists with the tone and musicality of the poem. It is not an afterthought syllable, but is purposefully placed to add to the musicality of the poem.
Herrick's construction of the rhyme and meter makes "To Virgins" memorable and simple, without being ordinary.
In further support of the musicality of the poem, Herrick keeps the flowing tempo of the lines upbeat and spirited. The beat of the poem when read
aloud is catchy, much like one's favorite tune. A subconscious association is made in one's mind between the poem's message and a song, lending
itself to becoming memorable, and allowing one to react positively on a metaphysical level with the text. This auditory response is directly linked to
the simplistic structure of the poem's rhyme and meter, and effectively transfers the poem's message of seizing the day to the reader.
Herrick uses flowers and marriage to build metaphors reflecting the essence of the Latin sentiment carpe diem, the central theme of the poem
meaning seize the day. For example, Herrick uses roses to symbolize the good times to be had by the young, imploring them to go out and "gather ye
rosebuds while ye may" (Line 1); meaning to enjoy life's opportunities while they are still young. Furthermore, Herrick specifically writes "And while
ye may, go marry" (14) urging the virgins to marry

Robert Frost Explains Why Do Good Fences Make Good Neighbors?
Robert Frost examines what role fences play in shaping relationships between neighbors. Do neighbors get along better because of walls separating
their properties? Frost quotes his neighbor several times as saying "good fences make good neighbors." But the idea has several interpretations. The
most obvious meaning is that walls separate people from one another and that this separation eliminates the possibilities for feuds or disappointments,
or trespassing, both literally and figuratively, on a neighbor's domain. A second possibility is that fences make for good neighbors because each year
Frost must work with his neighbor to repair the fence. The joint cooperative effort means that the neighbors have a reason to get together at least ...
Frost views the wall as unnecessary. Frost accepts that sometimes walls are necessary. He mentions cows crossing over to neighbors' property as an
example. But Frost and his neighbor have no livestock. They have only trees, and Frost points out that his apple trees are not going to cross the
property boundary to eat the pine cones of the neighbor's pine trees. Frost sees no need for a wall, yet he recognizes that maintaining the wall keeps
the neighbor happy. In this way the unnecessary wall is necessary. Several similes are used in the poem. One is the presentation of the neighbor
grasping stones in each hand "like an old–stone savage armed." This creates a vision of a rustic and unimaginative neighbor stuck in his ideas like
someone from the Stone Age. The stone–age is tied to mere survival without any beauty or imagination. The neighbor lives in such a rut. Frost uses
trees as a metaphor to define himself and his neighbor: "He is all pine and I am apple orchard." The apple orchard is productive as well as beautiful.
The pine trees exist and do not produce such a beautiful fruit. Pine trees are sturdy and unimaginative, like the neighbor. The tone and feel of the poem
are natural and conversational. The forty–five lines appear in an uninterrupted stanza. It appears to the eye as a wall of sorts. Each line of this blank
verse poem is in iambic

Seventeen Syllables Summary
Relationships between a parent and a child can always be strange. Both the child and the parent didn't grow up in the same time period but, they both
want to understand what the other one is experiencing. In the short story, "Seventeen Syllables" by Hisaye Yamamoto Rosie and her mom seems to
have a strange bond with each other. On one hand the daughter, at first, didn't have a clue of the back story and the relationship of her parents. While on
the other, Rosie's mom doesn't understand that Rosie is in a different place and time than her. Even with these misunderstandings Rosie has an
unbreakable bond with her mother that can potentially overcome some of their biggest obstacles that are thrown their way.
Rosie's mom is very emotional after her husband destroys her award that she earned from writing beautiful haikus. That was the last straw for her and
she no longer could with stand the feelings she had been holding back for this time. She broke down and told Rosie the truth about her life before she
"meet" her husband. And after the heartbreaking story ... Show more content on Helpwriting.net ...
We don't really have that much of him besides that he works at their form and doesn't appreciate Ume Hanazono poetry work. He gets frustrated that
she spends more time writing than helping around on the farm. That's why when Ume Hanazono wins the contest with her haiku and gets an award
he ends up destroying it and burning it. After this Rosie's mom asked her a question she didn't want to her, "Do you want to know why I married
your father?" With what just happened Rosie knew she wouldn't like what her mother was going to say. Rosie responded with just saying "No," but it
was too late for that the damage that her father inflicted on her mother was too much. "Her Mother, at nineteen has come to America and married her
father as an alternative to suicided." We don't know what is currently going on in Rosie's head but we can assume that she is shocked by what her
mother is telling

Vowels And Vowels
Learning definition of the phonetics and the difference between the consonant and vowel is important to speak English correctly. Not just consonant
and vowels, but also the first thing in the English language the letters followed by the sounds and the difference between them. Phonetics is the study
of symbols of sounds that produced from the mouth with the organs of speech to send some meaningful messages. This essay will discuss the
difference between the letter and the sound and the difference between the consonant and vowels and the How consonants and vowels are described.
The number of sounds in English is more than the number of letters. The English language has 44 sounds and just 26 letters. The word phonetics came
from ... Show more content on Helpwriting.net ...
The vowels have 5 letters and 20 phonemes whereas the consonants have 21 letters and 24 phonemes. All vowel sounds are voiced but consonant has
voiced and voiceless sounds, because the vowels sounds are made with a mouth open and the consonant are sounds blocked by the mouth, teeth or
tongue. The disruption of how produce vowel and consonant sounds divided into organ of speech, place of articulation and manner of articulation.
Consonants are pronounced by stopping of the air, closing the lips or touching the teeth with the tongue. For example, to pronounce the sound (f) or
(v) the lips touches the teeth. Vowels are pronounced by the concentration in the vocal tract. For example, to pronounce the sound (a: ) the jaws as
wide as possible, the tongue in the low position and opened lips. Letters and sound are totally different from each other. The word consists of letters
and the words is consist syllables in the speech and each syllable consist of sounds and each sound has a symbol. Vowels and consonants are the speech
sounds. The vowels sounds are made with a mouth open and the consonant are sounds blocked by the mouth, teeth or

Dickinson Vs. Whitman Essay
Dickinson vs. Whitman
After receiving five years of schooling, Walt Whitman spent four years learning the printing trade; Emily Dickinson returned home after receiving
schooling to be with her family and never really had a job. Walt Whitman spent most of his time observing people and NewYork City. Dickinson rarely
left her house and she didn't associate with many people other than her family. In this essay I will be comparing Emily Dickinson and Walt Whitman.
Emily Dickinson's life differs greatly from the life of Walt Whitman, although they lived during the sametime period. Walt Whitman published
practically all his poetry during his lifetime, but Emily Dickinson only published seven of her poems during her lifetime. Actually, her... Show more
content on Helpwriting.net ...
Whitman wrote for many newspapers before he actually began writing poetry. The world found out he wrote poetry when he published the first edition
of Leaves of Grass. The major turning point for Whitman was in the 1860's, when his work started to gain more recognition from critics. Eighteen
sixty–two was the major turning point for Dickinson's life; 1862 was when she wrote most of her poetry. She was writing about one poem each day.
During the year 1862, the man Emily Dickinson loved left for San
Francisco. After he left, she started wearing only white, and during the last ten years of her life she didn't leave the comfort of her home. The last y
ears of Walt Whitman's life were spent revising and writing poetry. Emily Dickinson stayed very close to her family, but Walt Whitman traveled and
lived alone toward the end of his life.
The forms that Dickinson and Whitman used are also different because both used new and innovative ideas in writing their poetry. Walt Whitman used
no real form other than free verse. The characteristics of free verse are: 1)
No rhyme or rhyme scheme, 2) Has a cadence or beat, 3) No set line length, 4)
Has stanzas, but no set stanza length, 5) Uses repetition. Whitman's use of free verse marked a break in the syllable–stress tradition. In his poetry he
didn't count the syllables stresses, or feet, in the long lines of poetry.
Whitman used the item of anaphora, which

Analysis Of It's His Fault By Amanda Gray
It's Never Your Fault "It's His Fault" by Amanda Gray, published in February of 2009, is a speech
–like poem, complex and intriguing, in which the
author tries to comfort you in a time of heartbreak through reciting her own experiences and how she came to cope with the fact that her husband was a
cheater. She continuously encourages the reader to move on and tells them how much more they deserve then their unfaithful S.O. When you first skim
through the poem, realistically, it sounds like a motherly figure talking to a daughter about how to overcome an obstacle, but near the end of the poem,
in the last three stanza, we see something a little more abstract that still heavily relates to the poem's content. Throughout the poem, the poet seems to
be asking the reader a bountiful amount of questions that suggest they (the reader) are better then them (the cheater), but the last three stanza flat out
tell the reader how to cope with a heartbreak, painful as it may be. It is a pleasing reminder that the heart can be mended with time and rest, and you
should not blame yourself for an action that an unfaithful person performed. It is up to us alone to realize that, and all good will come in time.
Perry 2 The poem is an exquisite blend of 3 emotions, both equally notable; caring, uplifting, yet subtly unpleasant. The poem begins with a small
heading note that explains she'd written this from past, personal experience. This adds a layer of sadness to the poem when we see
that

Analyzing The Primary Cause Of Forgetting
A variant of the classic Brown–Peterson task was used to examine the primary cause of forgetting. Thirty–four participants, in two waves of data
collection, with their age ranging from 20 to 22 years, recalled words after differing inter–trial intervals and retention intervals (ITI–RIs) along with
altering number of syllables. The number of syllables was changed from wave one to wave two. These ITI–RIs were manipulated to illustrate the
effect of time–based decay or temporal distinctiveness on forgetting. Temporal distinctiveness did not yield significantly better recall compared to
decay, which suggests that the primary cause of forgetting in the short term can be attributed to both decay and temporal distinctiveness. These results
do not support earlier research using the presentation and recall method that found temporal distinctiveness was the primary cause of forgetting. Also,
number of syllables did not significantly increase recall which contradicts the word length effect.
Keywords: short–term memory, decay, forgetting, temporal distinctiveness, syllables
Primary Cause of Forgetting Over the Short Term
Forgetting in the short term, when we quickly lose information from memory, is a common circumstance for all of us. After hearing a combination
for a lock for example, and asked a few moments later to open the lock, our memory of the combination may be lost because our attention was
diverted for those few seconds. Why does this happen and how can we

The Status Of Onset Of Somali Syllable Structure
THE STATUS OF ONSET IN SOMALI SYLLABLE STRUCTURE: AN OPTIMALITY THEORETIC STUDY
Abstract:
The onset in Somali syllable structure provokes considerable argument among scholars who are interested in the syllable structure in this language.
Owrin (1996) and Saeed (1999) agree that onset is mandatory in this language whereas Zetterholm and Tronnier (2012) state onsets are as optional as
codas in this language. Therefore, this research is to investigate whether onsets in Somali syllable structure are mandatory or optional in light of
Optimality Theory (OT), as a framework. This study primarily depends on data taken from extant literature including books, articles, and theses.
Furthermore, 10 Somali native speakers were consulted about the fact of data. This study concludes that consonant epenthesis as well as resyllbification
manifest the importance of onsets in Somali. Consonant epenthesis occurs initially when a monosyllable word begins with a vowel (onsetless syllable),
e.g., /ГЁj/в†’ [К”ГЁj] 'dog'. Likewise, this type of epenthesis is found in the intervocalic position when syllables of the form CV are associated with
vowel–initial suffixes, e.g. /ma–a:n/в†’ [ma.ЙЃa:n] 'not I'. The process of resyllabification in Somali is motivated by syllable types CVC and CVVC
that are associated with vowel–initial suffixes, e.g. /na:ЙЎ–i/в†’[na:.ЙЎi] 'woman', /war.qad–u:/в†’ [war.qa.du:] formal letters'.
Keywords: Somali language; syllable structure; onset; Optimality Theory (OT).
1.

Analysis Of Claude Mckay 's Subway Wind
Form is an essential component of any poem; it can make certain words stand out, and can convey the author's meaning even more. In Claude
McKay's "Subway Wind", his repetition of assonance and consonance throughout the poem brings about a word flow that makes the poem read much
more smoothly. In addition to using these devices, McKay's careful use of ten syllables per line brings about a distinct structure and form to the piece.
Assonance is a literary device that emphasizes the repetition of vowel sounds without repeating any consonants; in other words, the pairing of similar
sounding vowels. The effects of using assonance can bring about a simpler and more elegant cadence to works of literature. An example of this is
evident in the fifth line of "Subway Wind" when McKay writes, "And pale–cheeked children seek the upper door". The emphasis of the vowel sounds
in 'pale–cheeked' and 'seek' helps to bring about structure to the line. The similar sounding vowels are utilized in such a way that the line provides a
flow to make the reader pronounce each word in a particular way. In my experience reading this aloud, I had to slow down to get the full effect of
assonance in the passage. Another example of McKay utilizing assonance in his work is in the 10th line, "Through sleepy waters, while gulls wheel
and sweep". The accentuation on the vowel sounds of 'sleepy', 'wheel', and 'sweep' bring about a smooth tempo to the poem. Although the words used
in this line do not sound

Comparing two poems
Comparing two poems – Binsey Poplar by Hopkins and I wandered lonely as a cloud' by Wordsworth.
Compare the two poems and comment on:
– The overall feelings of the poem
– How they use language effectively
– What the poems suggest about the characters of the authors.
The two poems 'Binsey Poplars' by Hopkins and 'I wandered lonely as a cloud' by Wordsworth both contain very strong, emotive feelings.
However, the feelings that they contain are very different.
The 'Binsey Poplars' poem has an overall feeling of anger. Hopkins is openly enraged by the removal of the trees which is clearly seen in the poem as
it stresses the sudden shock that Hopkins experiences as he sees his trees have gone. There is also a great ... Show more content on Helpwriting.net ...
Hopkins uses the syllabic rhythm of his sentences to deliver his feelings of anger as well as stressing emotive words. In the poem 'Binsey Poplars'
Hopkins is enraged by the removal of the trees which can be observed by the over emphasis of in his poetic sentences.
'All felled, felled, are all felled'
The stressed words in this sentence convey his immediate outrage at the destruction of his trees. The word 'felled' is very powerful and suitably
describes the pain Hopkins feels for his trees. The repetition of the word act like mighty blows to Hopkins' feelings as his loss quickly sinks into his
mind. The surprise Hopkins felt is also illustrated by the stressed word 'All' that begins the sentence.
The immediate force from the sudden stressed word acts as a linguistic shock to show the surprise Hopkins suffered.
This technique is also used by Hopkins again to further magnify his anger. 'Not spared, not one'

The feeling of anger is emphasised from the repetition of the word
'not'. The clear and harsh sound of the word depicts his convinced feelings of outrage and the repetition of the word accentuates the confidence and fury
in Hopkins. Additionally, the first part of the sentence has one stressedsyllable while the second part has two stressed syllables. This shows his rapidly
multiplying fury at the demolition of his beloved trees.
Hopkins also uses alliteration to convey the blunt and hostile

My Poem Poetry
In regards to discussing my experience in high school, I tend to keep quiet about it primarily because of the lack of memories I have about it.
However, I will say that out of all the lessons that I learned in high school; in regards to concepts like time management and with meeting deadlines,
there has always been this one lesson that has stuck with me. Consequently, while it's a skill that I don't use all that often, it's used to great effect. I've
used it to write stories about those who have protested about civil rights and about the right of racial equality. It might not be this big important life
lesson to most, but to me, learning to write in the imagist style of poetry has managed to grant me this ability to tell stories visually without the use of
images themselves.
Now, before we can discuss what imagist poetry is, we first have to figure out what a traditional poem consists of. Traditional poetry itself tends to be
more about the rhythm and rhymes in a poem while also describing what's happening or what something is in each rhyme. The rhythm of a poem
having an emphasis on both stressed and unstressed syllables in each word. For example, you can take a word like water, which has one stressed syllable
, and then pair it with another word with the same kind of syllable. Since the word we want to rhyme is water, we can then pair it with another word
like hotter. We could even go so far as to describe what happened to the water, for instance, "This cup of water,

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