LINGUISTICS First Midterm Exam 2012
Institution: 9-011 IES del Atuel
Career: English Teacher Training Course
Teacher: Hector J. McQueen
Student: Cinthia A. Herrera
The document discusses various techniques for creating cohesion in text, including repetition, reference, substitution, ellipsis, and conjunction. It defines each technique and provides examples to illustrate how they link ideas and give text meaning and coherence.
The document summarizes a seminar on nucleus placement in English sentences from a cognitive perspective. It discusses two traditional accounts of nucleus placement - grammatical and discoursal - and then proposes applying the Gestalt psychology principle of figure and ground. The seminar will explore how this principle can help explain why the nucleus does not always fall on the last lexical item in sentences, as is usually expected.
Context clues are hints found within text that help readers understand unfamiliar words. There are several types of context clues including definition clues, example clues, synonym clues, contrast clues, and structural clues. Mastering context clues is an important way for readers to build vocabulary without needing a dictionary present. The document provides examples for each type of context clue and practice exercises for readers to apply their understanding.
This document provides an overview of English grammar terms across multiple categories. It begins with an introduction to the eight parts of speech in English: adjective, adverb, conjunction, interjection, noun, preposition, pronoun, and verb. Examples are provided to illustrate the different parts of speech. The document then covers specific grammar terms in more depth, organized alphabetically, including nouns, verbs, adjectives, adverbs, prepositions, pronouns, conjunctions, sentences, clauses, phrases, case, punctuation, poetic terms, and figures of speech. It concludes with a section on common grammatical pitfalls. The overall document serves as a basic guide to English grammar terminology.
Types of repetition as a tool for understanding literary piece...
In this information you will be guided for the different types and examples of repetitions...
enjoy...
God bless.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
This document discusses various punctuation marks and how to use them properly. It covers periods, commas, question marks, exclamation points, colons, semicolons, quotation marks, apostrophes, hyphens, dashes, brackets, and capital letters. For each punctuation mark, it provides examples of proper usage and explains the purpose or meaning conveyed. The goal is to teach the reader how to structure and organize writing using punctuation.
This document provides a learning package for a Grade 7 English class on proverbs. It includes lessons, tasks, and examples of Filipino proverbs. The first lesson discusses the value of elders' wisdom as expressed through proverbs. It provides true/false questions and examples of synonyms and antonyms. The text then discusses the work of Damiana L. Eugenio in compiling proverbs and categorizes proverbs into groups including those expressing general attitudes towards life, ethical proverbs, and humorous proverbs. Examples of proverbs are provided for each category. Students are assigned comprehension tasks including confirming or disconfirming statements about the text and practicing the use of pronouns.
The document discusses various techniques for creating cohesion in text, including repetition, reference, substitution, ellipsis, and conjunction. It defines each technique and provides examples to illustrate how they link ideas and give text meaning and coherence.
The document summarizes a seminar on nucleus placement in English sentences from a cognitive perspective. It discusses two traditional accounts of nucleus placement - grammatical and discoursal - and then proposes applying the Gestalt psychology principle of figure and ground. The seminar will explore how this principle can help explain why the nucleus does not always fall on the last lexical item in sentences, as is usually expected.
Context clues are hints found within text that help readers understand unfamiliar words. There are several types of context clues including definition clues, example clues, synonym clues, contrast clues, and structural clues. Mastering context clues is an important way for readers to build vocabulary without needing a dictionary present. The document provides examples for each type of context clue and practice exercises for readers to apply their understanding.
This document provides an overview of English grammar terms across multiple categories. It begins with an introduction to the eight parts of speech in English: adjective, adverb, conjunction, interjection, noun, preposition, pronoun, and verb. Examples are provided to illustrate the different parts of speech. The document then covers specific grammar terms in more depth, organized alphabetically, including nouns, verbs, adjectives, adverbs, prepositions, pronouns, conjunctions, sentences, clauses, phrases, case, punctuation, poetic terms, and figures of speech. It concludes with a section on common grammatical pitfalls. The overall document serves as a basic guide to English grammar terminology.
Types of repetition as a tool for understanding literary piece...
In this information you will be guided for the different types and examples of repetitions...
enjoy...
God bless.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
This document discusses various punctuation marks and how to use them properly. It covers periods, commas, question marks, exclamation points, colons, semicolons, quotation marks, apostrophes, hyphens, dashes, brackets, and capital letters. For each punctuation mark, it provides examples of proper usage and explains the purpose or meaning conveyed. The goal is to teach the reader how to structure and organize writing using punctuation.
This document provides a learning package for a Grade 7 English class on proverbs. It includes lessons, tasks, and examples of Filipino proverbs. The first lesson discusses the value of elders' wisdom as expressed through proverbs. It provides true/false questions and examples of synonyms and antonyms. The text then discusses the work of Damiana L. Eugenio in compiling proverbs and categorizes proverbs into groups including those expressing general attitudes towards life, ethical proverbs, and humorous proverbs. Examples of proverbs are provided for each category. Students are assigned comprehension tasks including confirming or disconfirming statements about the text and practicing the use of pronouns.
This document discusses strategies for teaching reading based on Howard Gardner's theory of multiple intelligences. It describes how reading instruction can incorporate spatial, kinesthetic, logical, musical, intrapersonal, interpersonal, and naturalist intelligences. Specific strategies are provided like using gestures for phonemes, acting out stories, treating reading like hypothesis testing, incorporating music, connecting texts to students' emotions, considering social contexts, and using nature-themed materials. The goal is to engage more types of learners and help every student experience the power of reading.
Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phxLisa Lavoie
This document provides an overview of a phonetics class. It discusses the course structure, which is divided into broad transcription, articulation, and narrow transcription. It then covers linguistics concepts like phonology, morphology, syntax, semantics and pragmatics. Key areas of linguistics are defined, such as language form, meaning, and context. Examples are provided to illustrate phonological rules, morphological processes, syntactic structures, semantic ambiguity and pragmatic context dependence.
The document discusses the evolution of human language abilities. It argues that humans developed the ability to rotate vowels and consonants, allowing for a much larger vocabulary than monkeys which only have basic "boom boom" calls. This rotation ability emerged because humans could produce more vowels and consonants. Humans gained this enhanced articulation from mutations that made them long-distance runners, expanding their breathing and laryngeal flexibility. The author believes language evolved out of our African ancestors' ability to discriminate patterns in sensory input and form memories, and that the three major language families originated from three migrations out of Africa.
1. Many theories have been proposed about the origins of language, but none fully explain how it began.
2. Early theories suggested language originated from imitating natural sounds (Bow-Wow Theory), relating sounds to the qualities of objects (Ding-Dong Theory), or emotional cries and songs (La-La Theory).
3. However, relatively few words are onomatopoeic; sound symbolism is rare; and interjections and songs don't account for full language. The most recent theory is that language began as rhythmic chants from heavy labor.
This document discusses the relationship between language and culture through several lenses. It explores how nonverbal communication like gestures and facial expressions vary across cultures. Ethnolinguistics examines how language and culture influence each other, with some arguing that language structures thought and others that culture structures language. The document also compares features of human language like arbitrariness, productivity, and displacement to communication systems in other species like bees, finding both similarities and differences.
The document provides an overview of the history of linguistics as an academic field and discussions around the origin and evolution of human language. It traces influential books on linguistics back to 1875 and discusses debates between religious versus secular explanations for the origin of language. More recently, Noam Chomsky's theory of an innate linguistic endowment has dominated but he is reluctant to explore how that endowment evolved, while others argue language evolution should be studied from a biological and evolutionary perspective.
Background, Examples, and Effects of Fifteen Rhetorical Techniquesgswider
This document provides definitions and examples of rhetorical devices used to attract and hold attention in writing. It discusses Aristotle's rhetorical triangle of ethos, logos, and pathos. It then examines 15 specific rhetorical devices in detail, providing the Greek origin, definition, examples, and effect of each device. These include asyndeton, polysyndeton, anaphora, epistrophe, oxymoron, allusion, and others. The purpose is to introduce a variety of techniques writers can use to influence readers.
Figures of speech are words or phrases that depart from literal language to provide comparison, emphasis, clarity or freshness. Some common figures of speech include similes, which compare two unlike things in a way using words like "like" or "as"; metaphors, which directly identify one thing with another; and personification, which gives human traits to non-human things. Other figures include irony, hyperbole, metonymy, apostrophe, assonance, alliteration, onomatopoeia, and allusion.
This review summarizes a book called "Dying Words" by Nicholas Evans about endangered languages. It discusses how Evans combines extensive linguistic knowledge with an engaging writing style to make complex topics accessible. The review highlights how Evans uses examples to show how languages uniquely shape thought and how linguistic restrictions can foster creativity. It concludes that Evans emphasizes the inherent beauty and joy of linguistic diversity in a way that could help convince general readers of the importance of language conservation efforts.
The document discusses techniques for analyzing tone in fiction writing, including DIDLS (Diction, Syntax, Imagery, Details, Language, Structure). It provides examples of different types of diction (word choice) and sentence structures that can affect tone. Imagery is described as using language to create sensory impressions and evoke responses in readers. Details are facts that support the author's attitude or tone.
Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasiveFrances Armijo
30 Persuasive Thesis Statement Examples to Persuade. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. Persuasive Essay. How to Write a Strong Thesis Statement - EasyBib Blog - A good thesis .... Good Thesis Statements For Persuasive Essays - Thesis Title Ideas for .... Persuasive Essay Thesis Statement Examples - Thesis Title Ideas for College. FREE 8 Persuasive Essay Samples in MS Word PDF. persuasive essay thesis statement Thesis statement, Thesis statement .... Persuasive Essay Intro and Thesis. Writing paper: Essay persuasive. 012 Persuasive Essay Outline Example Persuasiveessayoutline Thumbnail .... How to Write a Good Thesis Statement - Student-Tutor Blog. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Essay websites: Persuasive thesis. How to Create a Thesis Statement for a Persuasive Essay Pen and the .... Persuasive Essay Thesis Statement - YouTube. 002 Persuasive Essay Thesis Example Thatsnotus. persuasive essay , always.dnse.hu Persuasive essays, Persuasive essay .... Thesis statement for persuasive essay - Expert Custom Essay Writing ... Thesis Statement For A Persuasive Essay Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasive
This document is the preface to a book about languages written by Kató Lomb. It summarizes that the author wrote the book to popularize the study of languages for laypeople rather than academics. Lomb acknowledges that popularizing a topic requires simplification. The preface also establishes that the book will wander between different topics related to languages in a non-linear fashion, guided by the author's interestedness in the subject.
This document provides an overview of the evolution of human language based on available research. It discusses several key points:
1) There is no direct evidence of the origins of spoken language in early human ancestors, leading to various theories about how language emerged.
2) Comparisons of human and primate anatomy and brain size indicate that humans have slower development and longer childhood dependency compared to other primates like chimpanzees.
3) Darwin proposed that language origins involved the imitation and modification of natural sounds and gestures between early humans and other animals.
4) Children across cultures acquire language through similar stages from cooing to one-word, two-word, and multiple word sentences, showing language is
This document discusses the brain's role in acquiring multiple languages. It describes the main parts of the brain and how different regions are associated with various functions like vision, speech, and memory. The document then compares the brains of polyglots who speak many languages to monolinguals. While early studies found differences in brain structures, it remains unclear if these are innate or develop through language learning. Research shows multilingual brains have distinct neural activity patterns and are more efficient at focusing on relevant information. Bilinguals can switch between the typical thought patterns of each of their languages, demonstrating flexibility. The document debates the extent to which language shapes thought and discusses theories of language acquisition.
The document discusses several theories on the origins of human language. It describes the divine source theory which says that God gave Adam the first language in the Garden of Eden. It also discusses the physical adaptation source theory, noting physiological changes like a descended larynx that enabled human speech. Finally, it explains universal grammar as the idea that all languages share fundamental similarities due to innate linguistic principles, providing genetic evidence for language's origins.
This document discusses several theories on the origins and evolution of human language. It proposes that language likely developed around 150,000 years ago but written evidence only goes back 6000 years. Key theories discussed include language developing through social interaction and communication between early humans, physical adaptations in the vocal tract and brain that enabled more advanced speech, and the idea that humans may have an innate capacity for language encoded in our genes. The document also references the concept of universal grammar and similarities across languages.
This document discusses several theories on the origins and evolution of human language. It proposes that language likely developed around 150,000 years ago but written evidence only goes back 6000 years. Key theories discussed include language developing through social interaction and communication between early humans, physical adaptations in the vocal tract and brain that enabled more advanced speech, and the idea that humans may have an innate capacity for language encoded in our genes. The document also references the concept of universal grammar and similarities across human languages.
Alliteration draws attention to phrases by repeating initial consonant sounds in neighbouring words. It is often used for emphasis. Metaphor compares two different things in a figurative sense by using descriptive language rather than "like" or "as". Synecdoche uses a part to represent the whole or vice versa in a figurative expression that is closely associated.
Black max models-and_metaphors_studies_in_language and philosophymarce c.
This document is the preface to a book titled "Models and Metaphors" by Max Black. It is a collection of essays written since his previous book in 1954 that explore the relationship between language and philosophical problems. Though the topics covered are wide-ranging, Black hopes there is a consistent focus on how language bears on philosophical issues. He is grateful to students, colleagues, and publishers who have provided feedback and permission to reprint the essays. The book is dedicated to Susanna and David.
This document provides a summary of the history of Britain from 2000 BC to 1066 AD. It describes the early inhabitants of Britain including the Iberians and Celts and their culture. It then discusses the Roman conquest of Britain beginning in 43 AD and their influence over the next few centuries, including the introduction of Latin, roads, and villas. The document outlines the conversion to Christianity in the 400s and the formation of the Heptarchy Anglo-Saxon kingdoms between the 5th-9th centuries. It briefly introduces some of the major Anglo-Saxon kings like Alfred the Great and Cnut before the Norman conquest in 1066.
This document discusses strategies for teaching reading based on Howard Gardner's theory of multiple intelligences. It describes how reading instruction can incorporate spatial, kinesthetic, logical, musical, intrapersonal, interpersonal, and naturalist intelligences. Specific strategies are provided like using gestures for phonemes, acting out stories, treating reading like hypothesis testing, incorporating music, connecting texts to students' emotions, considering social contexts, and using nature-themed materials. The goal is to engage more types of learners and help every student experience the power of reading.
Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phxLisa Lavoie
This document provides an overview of a phonetics class. It discusses the course structure, which is divided into broad transcription, articulation, and narrow transcription. It then covers linguistics concepts like phonology, morphology, syntax, semantics and pragmatics. Key areas of linguistics are defined, such as language form, meaning, and context. Examples are provided to illustrate phonological rules, morphological processes, syntactic structures, semantic ambiguity and pragmatic context dependence.
The document discusses the evolution of human language abilities. It argues that humans developed the ability to rotate vowels and consonants, allowing for a much larger vocabulary than monkeys which only have basic "boom boom" calls. This rotation ability emerged because humans could produce more vowels and consonants. Humans gained this enhanced articulation from mutations that made them long-distance runners, expanding their breathing and laryngeal flexibility. The author believes language evolved out of our African ancestors' ability to discriminate patterns in sensory input and form memories, and that the three major language families originated from three migrations out of Africa.
1. Many theories have been proposed about the origins of language, but none fully explain how it began.
2. Early theories suggested language originated from imitating natural sounds (Bow-Wow Theory), relating sounds to the qualities of objects (Ding-Dong Theory), or emotional cries and songs (La-La Theory).
3. However, relatively few words are onomatopoeic; sound symbolism is rare; and interjections and songs don't account for full language. The most recent theory is that language began as rhythmic chants from heavy labor.
This document discusses the relationship between language and culture through several lenses. It explores how nonverbal communication like gestures and facial expressions vary across cultures. Ethnolinguistics examines how language and culture influence each other, with some arguing that language structures thought and others that culture structures language. The document also compares features of human language like arbitrariness, productivity, and displacement to communication systems in other species like bees, finding both similarities and differences.
The document provides an overview of the history of linguistics as an academic field and discussions around the origin and evolution of human language. It traces influential books on linguistics back to 1875 and discusses debates between religious versus secular explanations for the origin of language. More recently, Noam Chomsky's theory of an innate linguistic endowment has dominated but he is reluctant to explore how that endowment evolved, while others argue language evolution should be studied from a biological and evolutionary perspective.
Background, Examples, and Effects of Fifteen Rhetorical Techniquesgswider
This document provides definitions and examples of rhetorical devices used to attract and hold attention in writing. It discusses Aristotle's rhetorical triangle of ethos, logos, and pathos. It then examines 15 specific rhetorical devices in detail, providing the Greek origin, definition, examples, and effect of each device. These include asyndeton, polysyndeton, anaphora, epistrophe, oxymoron, allusion, and others. The purpose is to introduce a variety of techniques writers can use to influence readers.
Figures of speech are words or phrases that depart from literal language to provide comparison, emphasis, clarity or freshness. Some common figures of speech include similes, which compare two unlike things in a way using words like "like" or "as"; metaphors, which directly identify one thing with another; and personification, which gives human traits to non-human things. Other figures include irony, hyperbole, metonymy, apostrophe, assonance, alliteration, onomatopoeia, and allusion.
This review summarizes a book called "Dying Words" by Nicholas Evans about endangered languages. It discusses how Evans combines extensive linguistic knowledge with an engaging writing style to make complex topics accessible. The review highlights how Evans uses examples to show how languages uniquely shape thought and how linguistic restrictions can foster creativity. It concludes that Evans emphasizes the inherent beauty and joy of linguistic diversity in a way that could help convince general readers of the importance of language conservation efforts.
The document discusses techniques for analyzing tone in fiction writing, including DIDLS (Diction, Syntax, Imagery, Details, Language, Structure). It provides examples of different types of diction (word choice) and sentence structures that can affect tone. Imagery is described as using language to create sensory impressions and evoke responses in readers. Details are facts that support the author's attitude or tone.
Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasiveFrances Armijo
30 Persuasive Thesis Statement Examples to Persuade. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. Persuasive Essay. How to Write a Strong Thesis Statement - EasyBib Blog - A good thesis .... Good Thesis Statements For Persuasive Essays - Thesis Title Ideas for .... Persuasive Essay Thesis Statement Examples - Thesis Title Ideas for College. FREE 8 Persuasive Essay Samples in MS Word PDF. persuasive essay thesis statement Thesis statement, Thesis statement .... Persuasive Essay Intro and Thesis. Writing paper: Essay persuasive. 012 Persuasive Essay Outline Example Persuasiveessayoutline Thumbnail .... How to Write a Good Thesis Statement - Student-Tutor Blog. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Essay websites: Persuasive thesis. How to Create a Thesis Statement for a Persuasive Essay Pen and the .... Persuasive Essay Thesis Statement - YouTube. 002 Persuasive Essay Thesis Example Thatsnotus. persuasive essay , always.dnse.hu Persuasive essays, Persuasive essay .... Thesis statement for persuasive essay - Expert Custom Essay Writing ... Thesis Statement For A Persuasive Essay Thesis Statement For A Persuasive Essay. Writing paper: Essay persuasive
This document is the preface to a book about languages written by Kató Lomb. It summarizes that the author wrote the book to popularize the study of languages for laypeople rather than academics. Lomb acknowledges that popularizing a topic requires simplification. The preface also establishes that the book will wander between different topics related to languages in a non-linear fashion, guided by the author's interestedness in the subject.
This document provides an overview of the evolution of human language based on available research. It discusses several key points:
1) There is no direct evidence of the origins of spoken language in early human ancestors, leading to various theories about how language emerged.
2) Comparisons of human and primate anatomy and brain size indicate that humans have slower development and longer childhood dependency compared to other primates like chimpanzees.
3) Darwin proposed that language origins involved the imitation and modification of natural sounds and gestures between early humans and other animals.
4) Children across cultures acquire language through similar stages from cooing to one-word, two-word, and multiple word sentences, showing language is
This document discusses the brain's role in acquiring multiple languages. It describes the main parts of the brain and how different regions are associated with various functions like vision, speech, and memory. The document then compares the brains of polyglots who speak many languages to monolinguals. While early studies found differences in brain structures, it remains unclear if these are innate or develop through language learning. Research shows multilingual brains have distinct neural activity patterns and are more efficient at focusing on relevant information. Bilinguals can switch between the typical thought patterns of each of their languages, demonstrating flexibility. The document debates the extent to which language shapes thought and discusses theories of language acquisition.
The document discusses several theories on the origins of human language. It describes the divine source theory which says that God gave Adam the first language in the Garden of Eden. It also discusses the physical adaptation source theory, noting physiological changes like a descended larynx that enabled human speech. Finally, it explains universal grammar as the idea that all languages share fundamental similarities due to innate linguistic principles, providing genetic evidence for language's origins.
This document discusses several theories on the origins and evolution of human language. It proposes that language likely developed around 150,000 years ago but written evidence only goes back 6000 years. Key theories discussed include language developing through social interaction and communication between early humans, physical adaptations in the vocal tract and brain that enabled more advanced speech, and the idea that humans may have an innate capacity for language encoded in our genes. The document also references the concept of universal grammar and similarities across languages.
This document discusses several theories on the origins and evolution of human language. It proposes that language likely developed around 150,000 years ago but written evidence only goes back 6000 years. Key theories discussed include language developing through social interaction and communication between early humans, physical adaptations in the vocal tract and brain that enabled more advanced speech, and the idea that humans may have an innate capacity for language encoded in our genes. The document also references the concept of universal grammar and similarities across human languages.
Alliteration draws attention to phrases by repeating initial consonant sounds in neighbouring words. It is often used for emphasis. Metaphor compares two different things in a figurative sense by using descriptive language rather than "like" or "as". Synecdoche uses a part to represent the whole or vice versa in a figurative expression that is closely associated.
Black max models-and_metaphors_studies_in_language and philosophymarce c.
This document is the preface to a book titled "Models and Metaphors" by Max Black. It is a collection of essays written since his previous book in 1954 that explore the relationship between language and philosophical problems. Though the topics covered are wide-ranging, Black hopes there is a consistent focus on how language bears on philosophical issues. He is grateful to students, colleagues, and publishers who have provided feedback and permission to reprint the essays. The book is dedicated to Susanna and David.
This document provides a summary of the history of Britain from 2000 BC to 1066 AD. It describes the early inhabitants of Britain including the Iberians and Celts and their culture. It then discusses the Roman conquest of Britain beginning in 43 AD and their influence over the next few centuries, including the introduction of Latin, roads, and villas. The document outlines the conversion to Christianity in the 400s and the formation of the Heptarchy Anglo-Saxon kingdoms between the 5th-9th centuries. It briefly introduces some of the major Anglo-Saxon kings like Alfred the Great and Cnut before the Norman conquest in 1066.
La misión del Movimiento Scout es contribuir a la educación de los jóvenes a través de un sistema de valores basado en la Promesa y Ley Scout para ayudar a construir un mundo mejor donde las personas sean autosuficientes y jueguen un papel constructivo en la sociedad.
Estatutos-Reglamento Gral- Política Adultos en el Movimiento Scout -AMS (exRR...Jesús Armando
Este documento describe la estructura organizativa de una asociación scout, incluyendo su denominación, objetivos, miembros, órganos de gobierno como la asamblea, consejo directivo y comité ejecutivo. También detalla los diferentes niveles territoriales como grupo, distrito, zona y nivel nacional, así como la corte de honor nacional y el sistema disciplinario.
Este documento describe el rol del jefe scout como un hermano mayor que trata a los muchachos individualmente, fomenta la cooperación y los motiva desde su perspectiva. Un buen jefe scout debe poseer un espíritu de muchacho, ser consciente de sus necesidades y perspectivas, y guiarlos con amor, responsabilidad y sensibilidad.
El documento resume la historia, misión y visión de SAAC (Scouts de Argentina). La visión es de una organización educativa integrada por niños, jóvenes y adultos comprometidos con el estilo de vida scout y la construcción de la paz. Trabaja para promover el desarrollo de la comunidad y la transformación social a través del crecimiento personal. Es reconocida por su prestigio educativo y por brindar igualdad de oportunidades a través de una propuesta dinámica para los jóvenes.
Proyecto Educativo- Método Scout- Estructura (Concepto de SUPERVISIÓN)Jesús Armando
Este documento describe un proyecto educativo para jóvenes que busca promover un cambio integral y permanente a través de la promesa y la ley scout, el aprendizaje experiencial, la pertenencia a grupos y un programa estimulante como el juego scout. También detalla la estructura asociativa de la organización a nivel nacional, distrital y grupal para aplicar políticas y acciones scout.
1. I.E.S Nº 9-011 “Del Atuel”.
English Teaching Training Course.
Linguistics
Prof: McQueen Hector
Student: Herrera Cinthia
Linguistics
First Midterm Exam
Institution: 9-011 IES del Atuel
Career: English Teacher Training Course
Teacher: Hector J. McQueen
Student: Cinthia A. Herrera
Submission deadline: 27th July, 2012
2. I.E.S Nº 9-011 “Del Atuel”.
English Teaching Training Course.
Linguistics
Prof: McQueen Hector
Student: Herrera Cinthia
2
Introduction
With the objective of presenting this work as the First Midterm Exam of Linguistics, it
has been carried out by a student attending third year of the English Teaching Training
Course, whose intention is to make this project serve as a tool for integrating theoretical
concepts developed in class with everyday language.
We, students, were assigned to choose any piece of written language so as to make
it the source of analysis out of which conclusions would be drawn. The lyrics of the song
“Blaze of Glory” by Jon Bon Jovi was chosen as the object of analysis, and it served as a
fruitful resource for the exemplification and application of the theory intended to deepen.
The way in which this piece of work has been designed is the following: the paper
has been divided into titles introducing the topic that will be dealt with. A brief theoretical
explanation is given immediately after the title, and the following steps are the examples
taken from the song, each of them serving as a tool for comparison, analogy or mere
exemplification. Whenever the example chosen is not clear enough, more than one model
has been detailed.
As said before, the aim of this work is to make it a tool for integrating theory with an
actual piece of language.
3. I.E.S Nº 9-011 “Del Atuel”.
English Teaching Training Course.
Linguistics
Prof: McQueen Hector
Student: Herrera Cinthia
BLAZE OF GLORY
I wake up in the morning
And I raise my weary head
I got an old coat for a pillow
And the earth was last night's bed
I don't know where I'm going
Only God knows where I've been
I'm a devil on the run
A six gun lover
A candle in the wind
When you're brought into this world
They say you're born in sin
Well at least they gave me something
I didn't have to steal or have to win
Well they tell me that I'm wanted
Yeah I'm a wanted man
I'm colt in your stable
I'm what Cain was to Abel
Mister catch me if you can
Chorous
I'm going down in a blaze of glory
Take me now but know the truth
I'm going down in a blaze of glory
Lord I never drew first But I drew first blood
I'm no one's son
Call me young gun
You ask about my consience
And I offer you my soul
You ask If I'll grow to be a wise man
Well I ask if I'll grow old
You ask me if I known love
And what it's like to sing songs in the rain
Well, I've seen love come
And I've seen it shot down
I've seen it die in vain
Shot down in a blaze of glory
Take me now but know the truth
'Cause I'm going down in a blaze of glory
Lord I never drew first
But I drew first blood
I'm the devil's son
Call me young gun
Each night I go to bed
I pray the Lord my soul to keep
No I ain't looking for forgiveness
But before I'm six foot deep
Lord, I got to ask a favor
And I'll hope you'll understand
'Cause I've lived life to the fullest
Let the boy die like a man
Staring down the bullet
Let me make my final stand
Shot down in a blaze of glory
Take me now but know the truth
'Cause I'm going down in a blaze of glory
Lord I never drew first
But I drew first blood
I'm the devil's son
Call me young gun
Jon Bon Jovi
4. I.E.S Nº 9-011 “Del Atuel”.
English Teaching Training Course.
Linguistics
Prof: McQueen Hector
Student: Herrera Cinthia
4
Analysis and Theoretical Development
Linguistics has been defined as the scientific study of language. But what is language? What
is it meant by scientific? Language, roughly defined, is the system of arbitrary signs used by a
community as a code for communicative purposes. The scientific study of language means its
investigation by means of controlled and empirically verifiable observations and with reference to
some general theory of language-structure (Lyons 1968).
In order to analyze any piece of language in use, we need first to have an idea of where the
current word or phrase comes from, what its history is, and how it came to mean what it means
today. Thus, we need to go back in time:
Nature and Convention
Traditional Grammar goes back to Greece of the fifth century B.C., where Greek
philosophers debated whether language was governed by ‘nature’ or ‘convention’. This dispute was
made to turn principally upon the question whether there was any necessary connection between
the meaning of a word and its form.
The term ‘natural’ was to imply that how a thing was called has its origins in eternal and
immutable principles and was therefore inviolable. Naturalists maintained that all words were
naturally appropriate to the things they signified. Whereas ‘convention’ implied that it was merely
result of custom and tradition. Conventionalists affirmed that there was some tacit agreement or
social contract that the members of a community have established.
Although how contradictory and at the same time complementary these thoughts might be,
the dispute went on over the centuries and is still among us. There is no basis by which we can
ensure the type of connection between the meaning of the words “man” or “devil” and their forms. It
is inevitable to picture in our minds an image as soon as we come into contact with these linguistic
signs, but yet we cannot explain whether these words were naturally appropriate to the things they
signify or there was some tacit agreement or social contract among the members of a community.
This question may be applied to any linguistic sign we wish to analyze.
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Passages from the song:
“I'm the devil's son”
“Let the boy die like a man”
Greek grammar
It is logical to think that language has evolved during the centuries, and that the structures or
lexis that we know today might be different from previous structures, vocabulary uses or word
categories.
For example the common noun “morning”, the proper noun “Cain” or “Abel”, the adjectives
“old” or “young”, the verb “steal”, the article “the” or the conjunction “but” owe their origin to one of
the several ‘schools’ of Greek philosophy. It was the Stoics who gave the most attention to
language. Earlier members of the ‘school’ distinguished four parts of speech: nouns (common,
proper, and inside nouns they classified adjectives; verbs, conjunctions, and articles.
Passages from the song:
“I wake up in the morning”
“I'm what Cain was to Abel”
“I got an old coat for a pillow”
“Call me young gun”
“Take me now but know the truth”
For the most part they were anomalists, insisting o the lack of correspondence between
words and things, and on the illogicalities of language. (The terms anomalists and analogists will be
explained and exemplified later on).
The Alexandrian scholars carried further work of the Stoic grammarians. The Alexandrian
grammarians were analogists; they searched for regularities of language. In addition to the four
parts of the speech developed by the Stoics, they recognized also the adverbs, the participles, the
pronouns and the prepositions; exemplified in the chosen song by the words “never”, “known”, “you”
and “down” respectively.
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The Greek influence was supreme, as well as the influence of both the Alexandrian and the
Stoics.
Analogists and Anomalists
This new dispute grew up during the second century B.C. into how far language was
‘regular’. The Greek words for regularity and irregularity are described in terms of ‘analogy’ and
‘anomaly’. Therefore, analogists maintained that language was essentially systematic and regular,
and those who took the contrary view were called anomalists.
From the analogists viewpoint we can identify some examples extracted from the text from
which we can observe some regular patterns of language, such as the plural form “songs”, or the
verb “lived”.
From the anomalists view point we can observe examples like “gave”, or the word “foot”
which requires an irregular inflection in its plural form: “feet”.
Passages from the song:
“And what it's like to sing songs in the rain”
'Cause I've lived life to the fullest”
“Well at least they gave me something”
“But before I'm six foot deep”
Another example of anomaly was afforded by the existence of homophones, i.e. two or more
words that are pronounced the same but differ in spelling, origin, and sometimes meaning. Such as
“know” or “die”, that sound the same as “no” and “dye” respectively, and can only be differentiated
put in context.
Passages from the song:
“Take me now but know the truth”
“I've seen it die in vain”
Design features of human language
As regards the design features of human language, any word can be object of analysis but
by means of being more specific some examples from the song have been chosen.
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One of these characteristics of language is that of duality. Elements of human language have
no meaning in isolation, by themselves. Only these elements in combination with others form
meaningful units. For example the letters “v” – “a“ – “i” – “n” have no meaning in isolation but are
able to form a meaningful unit in combination with each other: “vain”. The same happens with
phonemes: /b/ /l/ /eɪ/ /z/ which are meaningless by themselves but become meaningful when they
enter into combination: /bleɪz/.
Passages from the song:
“I've seen it die in vain”
“I'm going down in a blaze of glory”
Another design feature of language is arbitrariness, to which I have already made reference
previously when dealing with the terms nature and convention. All the same, it is worthy to clarify
some concepts as regards this topic. The term arbitrariness implies that the forms of linguistic signs
bear no resemblance to their meaning, and that the link between ‘form’ and ‘meaning’ is a matter of
convention. Thus, the linguistic sign “gun” might automatically represent something in our head, an
image, a meaning that is connected to the form “gun”. The same occurs with any linguistic sign we
wish to analyze, although some might be a bit more difficult to represent with an image, such as
“truth” or “soul”. So, there is a tendency to say that linguistic signs are arbitrary due to the fact that
the relationship between the meaning of something and its form is arbitrary.
Passages from the song:
“Call me young gun”
“And I offer you my soul”
Genetic Endowment and Generic Accomplishment
Human language has developed the ability to go from actual occurrences to beyond the
immediate context. There is an inclination to abstraction and an ability to categorize reality and
control it. Human language, different from animal communication, is proactive as well as reactive,
i.e. humans can create new meaning and shape their own reality as well as produce repertoires
based on automatic responses.
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There are different theories about the acquisition of language of which here I will develop
two:
In the text analyzed, words like “soul” “conscience” and “blood” are mentioned, making
reference to the human body, and here is the connection I am trying to make: Genetic Endowment
is based on the principles of Noam Chomsky, who maintained that human beings are genetically
programmed with a Language Acquisition Device (LAD) that provides a set of principles of
grammatical organization for language production and for communication. These principles define a
number of general parameters of language, and they are species-specific, i.e. unique of humans.
This principle is absolutely related to a biological point of view.
Passages from the song:
“Lord I never drew first But I drew first blood”
“You ask about my conscience”
“And I offer you my soul”
On the other hand, words like “world” have been used in the song and may be
representative of the opposite theory of Michael Halliday: Generic Accomplishment. This maintained
a social view of language and the relation to both cognition and communication of all human beings
of the world, in every different community. He sustained that the language acquisition process was
possible only by the use of language, and its accomplishment of the ideational, interpersonal, and
textual functions.
Passages from the song:
“When you're brought into this world”
Immutability and Mutability
When we speak about linguistic signs, we speak about both immutability and mutability. First,
they will be explained separately for a more accurate comprehension, and then their relationship
and interdependence will be mentioned.
The signifier is fixed with respect to the linguistic community that uses it and the signifier
chosen by a language cannot be replaced by other. An existent language cannot be modified from
one moment to the next. This is roughly when we speak about immutability of the linguistic sign.
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On the other hand, mutability bares the notion of language changes throughout time, in spite
of the inability of speakers to change it individually. This principle of change is based on the principle
of continuity, and that is why we speak of both mutability and immutability of the linguistic sign. It is
important to make clear what is implied by ‘change’. Change means a shift in the relationship
between the signified and the signifier; change to which language is powerless to defend itself
against it. As a product of the social force of the community using it and time, language use and
linguistic signs will be dependent on the community of speakers and the time in which it is
immersed. Therefore, the phrase “a candle in the wind” might have implied in the past the idea of
just a candle being blown up by the wind, and nowadays, an specifically in the song, represent a boy
who is just trying to live and become somebody in life, but who feels totally weak and sensitive in the
world, just like the candle in the wind, by analogy.
Passages from the song:
I'm a devil on the run
A six gun lover
“A candle in the wind”
In case the previous example is not clear enough, before changing topic from mutability to
something else, I will like to make reference to language evolution. The evolution of language is
inevitable. Individuals, as I have said before, cannot control the linguistic sign, and the control of
language would be only possible if it is not in circulation. Where language is a property of everyone
that uses it every day, control is lost. Time changes all things and there is no reason why language
should escape this universal law. Some clear examples of language evolution have been taken from
the text to clarify this concept, such as “Yeah”, “I ain't” and “I got” are current representations of
“Yes”, “I am not” and “I have to” respectively. These examples clearly show how language changes
not only because of time, but also because of the community of language speakers.
Passages from the song:
“Yeah I'm a wanted man”
“No I ain't looking for forgiveness”
“Lord, I got to ask a favor”
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Linguistic Value
The characteristic role of language with respect to thought is to serve as a link between
thought and sound, i.e. thought-sound implies division, and that language works out its units while
taking shape between the two shapeless masses.
Values remain entirely relative, and that is why the bond between the sound and the idea is
radically arbitrary. The arbitrary nature of the sign explains why the social fact alone can create a
linguistic system, thus, the community of speakers is necessary for values that owe their existence
to usage and general acceptance. Taking into account this, we may accept the idea that the
linguistic value given to a sing in a specific community might not be the same in other. The value of
just any term is accordingly determined by its environment. Consequently, the value of “sin” in
English is not the same as “sin” in Spanish. For the former language “sin” means an immoral act
considered being a transgression to a divine law, and for the latter it means “without”. In this way,
depending on the community of speakers is the value that will be given to the linguistic sign, without
living aside the signification itself of the word.
If we wish to speak about words, we say that its content is really established only by the
occurrence of everything that exists outside it. Being part of a system, it is endowed not only with a
signification but also and especially with a value. In this manner, in English the word “earth” appears
to have a slight difference with “ground” or “floor”, whereas only one word is used in Spanish for
the three of them: “piso”. In this way, “earth”, “ground” or “floor” might have the same signification
as Spanish “piso” but NOT the same value.
Passages from the song:
“They say you're born in sin”
“And the earth was last night's bed”
Modern linguistics – Ferdinand de Saussure – Langue and Parole
Saussure made the distinction between the French terms ‘langue’ and ‘parole’ (in English
terms ‘language’ and ‘speaking’ respectively), intended to eliminate an ambiguity of the use of the
word ‘language’. When we say of someone that ‘speaks English’, we do not imply that he is actually
‘speaking English’. The same happens the other way around. Let’s take the song “Blaze of Glory”
as example: if we hear somebody, of any nationality, singing the song, we can say that he or she is
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‘speaking English’ (parole) but it does not necessarily imply that this person ‘speaks English’
(langue) or is speaker of the English language. Let’s say that all those who ‘speak English’ share a
particular ‘langue’ and the set of utterances which they produce when they are ‘speaking English’
constitute what is called ‘parole’.
The relationship between langue and parole is very complex and somewhat controversial.
Thus we need to establish their difference in concept as clearly as possible:
Language (langue) is social and essential. It is a product that is passively assimilated by the
individual. It is the sum of impressions deposited in the brain of each member of the community. It
exists in every individual and it is common to all, forming a collective pattern.
Speaking (parole) is individual and accessory. It is the combination by which the speaker
uses the language code for expressing his own thoughts. It is the psychological mechanism that
allows the speaker to produce utterances. It is not a collective instrument, thus its manifestations are
individual and momentary.
All in all, we may say that the singer and author of this song ‘speaks English’ although it does
not mean that he is actually ‘speaking English’ in this moment. And at the same time, a person who
is singing the song can be considered as ‘speaking English’ but it does not necessarily means that
he or she ‘speaks English’; he or she is just producing utterances in that language.
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Bibliography
LYONS 1968 (1995): Introduction to Theoretical Linguistics. Chapter 1
WIDDOWSON 1996: Linguistics. Chapter 1
SAUSSURE de (1959): Course in General Linguistics. New York: The
Philosophical Library, Inc.
- Introduction:
- Chapter III: The Object of Linguistics.
- Chapter IV: Linguistics of Language and Linguistics of Speaking.
- Part 1: General Principles
- Chapter I: Nature of the Linguistic Sign.
- Chapter II: Immutability and Mutability of the Linguistic Sign.
- Chapter IV: Linguistic Value.