This document provides an overview of grammar and sentence styles. Section A discusses grammar and its importance for syntactic construction. It also outlines the hierarchy of grammatical elements from clause to morpheme. Key aspects of clause structure are defined, including subject, predicator, complement and adjunct. Section B examines different sentence styles like simple, compound and complex sentences. It provides examples and discusses the stylistic effects of each type. The document concludes that style emerges from the totality of interrelated language elements, not individual features in isolation.
Units and Complex Units by Tayyiba Hanif and Colleagues. A very important topic in Advanced Grammar under the super vision of Dr.Hafiz M. Qasim. This material help a lot in understanding the topic. Thanks!
This document summarizes key points from an English morphology lecture, distinguishing between different types of morphemes and word formation processes. It discusses bound and free morphemes, and inflectional versus derivational morphemes. Specific examples are provided to illustrate different morphological concepts like affixation, compounding, conversion and productivity in word formation. Tree diagrams are used to visualize complex derived words.
The document discusses key concepts in English language structure including semantics, morphology, syntax, and phonetics. It defines semantics as the study of word meanings, and morphology as the study of word formation. Syntax is defined as the rules governing how words combine into phrases and sentences. Phonetics is concerned with speech sound properties and production/perception. The document also discusses parts of speech including nouns, verbs, and sentence structure types such as simple, compound, and complex sentences.
The document provides an overview of fundamental syntactic concepts. It discusses the basic steps of syntactic analysis: 1) determining the relevant parts of a sentence, and 2) assigning grammatical labels to the parts. It then examines different syntactic units like phrases, clauses, and sentences. Key points include: phrases are composed of a head and optional modifiers/complements, clauses contain a subject-predicate relationship, and sentences are the largest unit. The document also outlines different tests for identifying constituents, or meaningful parts, of sentences.
This document provides an overview of morphology and defines what constitutes a word. It discusses several definitions of a word, including orthographic, phonological, semantic, and syntactic definitions, and the problems with each. It also describes the differences between words, morphemes, and lexical items. Key topics covered include affixation, compounding, bound vs free morphemes, inflectional vs derivational morphemes, and the formation of complex words through processes like affixation.
- Syntax is the study of the structure of sentences and how words are combined to form phrases and clauses.
- A sentence can be broken down into constituents, which are phrases or words that serve a grammatical function within the sentence. Constituents are combined and related through syntactic rules and analysis.
- Syntactic analysis involves identifying parts of speech, morphological features like tense and case, and syntactic functions like subjects, objects, and complements to determine a sentence's structure.
The document discusses the key concepts of syntax including:
- Syntax examines how words are combined to form sentences.
- Speakers have linguistic competence which includes understanding grammaticality, word order, constituents, functions, ambiguity, and paraphrase.
- Generative grammar uses phrase structure rules to represent the hierarchical structure of sentences and generate all possible grammatical sentences.
- Tests like substitution and movement are used to determine if a string of words forms a constituent.
Syntactic categories, by dr. shadia yousef banjar.ppt [compatibility mode]Dr. Shadia Banjar
The document discusses the levels of linguistic analysis and syntactic categories. It explains that syntax examines how words are combined to form sentences based on grammatical rules. There are two main types of syntactic categories - lexical categories like nouns, verbs, adjectives which have inherent meaning, and functional categories like determiners and auxiliaries which have grammatical functions. The document provides details on the morphological and syntactic properties of nouns, verbs, adjectives, adverbs, determiners and auxiliaries.
Units and Complex Units by Tayyiba Hanif and Colleagues. A very important topic in Advanced Grammar under the super vision of Dr.Hafiz M. Qasim. This material help a lot in understanding the topic. Thanks!
This document summarizes key points from an English morphology lecture, distinguishing between different types of morphemes and word formation processes. It discusses bound and free morphemes, and inflectional versus derivational morphemes. Specific examples are provided to illustrate different morphological concepts like affixation, compounding, conversion and productivity in word formation. Tree diagrams are used to visualize complex derived words.
The document discusses key concepts in English language structure including semantics, morphology, syntax, and phonetics. It defines semantics as the study of word meanings, and morphology as the study of word formation. Syntax is defined as the rules governing how words combine into phrases and sentences. Phonetics is concerned with speech sound properties and production/perception. The document also discusses parts of speech including nouns, verbs, and sentence structure types such as simple, compound, and complex sentences.
The document provides an overview of fundamental syntactic concepts. It discusses the basic steps of syntactic analysis: 1) determining the relevant parts of a sentence, and 2) assigning grammatical labels to the parts. It then examines different syntactic units like phrases, clauses, and sentences. Key points include: phrases are composed of a head and optional modifiers/complements, clauses contain a subject-predicate relationship, and sentences are the largest unit. The document also outlines different tests for identifying constituents, or meaningful parts, of sentences.
This document provides an overview of morphology and defines what constitutes a word. It discusses several definitions of a word, including orthographic, phonological, semantic, and syntactic definitions, and the problems with each. It also describes the differences between words, morphemes, and lexical items. Key topics covered include affixation, compounding, bound vs free morphemes, inflectional vs derivational morphemes, and the formation of complex words through processes like affixation.
- Syntax is the study of the structure of sentences and how words are combined to form phrases and clauses.
- A sentence can be broken down into constituents, which are phrases or words that serve a grammatical function within the sentence. Constituents are combined and related through syntactic rules and analysis.
- Syntactic analysis involves identifying parts of speech, morphological features like tense and case, and syntactic functions like subjects, objects, and complements to determine a sentence's structure.
The document discusses the key concepts of syntax including:
- Syntax examines how words are combined to form sentences.
- Speakers have linguistic competence which includes understanding grammaticality, word order, constituents, functions, ambiguity, and paraphrase.
- Generative grammar uses phrase structure rules to represent the hierarchical structure of sentences and generate all possible grammatical sentences.
- Tests like substitution and movement are used to determine if a string of words forms a constituent.
Syntactic categories, by dr. shadia yousef banjar.ppt [compatibility mode]Dr. Shadia Banjar
The document discusses the levels of linguistic analysis and syntactic categories. It explains that syntax examines how words are combined to form sentences based on grammatical rules. There are two main types of syntactic categories - lexical categories like nouns, verbs, adjectives which have inherent meaning, and functional categories like determiners and auxiliaries which have grammatical functions. The document provides details on the morphological and syntactic properties of nouns, verbs, adjectives, adverbs, determiners and auxiliaries.
Morphological analysis involves breaking words down into their component morphemes. There are three main approaches: morpheme-based analyzes words as sequences of morphemes; lexeme-based analyzes changes to word stems; word-based analyzes words within paradigms of related forms. Morphological analysis is needed because having every word explicitly listed uses more memory than rules, and it helps understand new words. Analysis uses paradigm tables listing changes to apply morphological rules for inflection and derivation. Problems include false analyses of unproductive forms and bound morphemes that only occur within compounds.
This document discusses syntax, which is the study of grammatical relations between words and other units within sentences. It covers topics such as word order, sentence formation, syntactic categories, phrase structure rules, and sentence structure. Syntax examines the rules that govern how words can be combined to form meaningful sentences in different languages and how these rules can vary between languages, dialects, time periods, and social groups.
This document discusses different types of complex sentences that contain subordinate clauses. It defines complex sentences as sentences that contain other sentential structures. Subordinate clauses are introduced by complementizers like "that" or conjunctions like "if" and "because". The document outlines the different functions subordinate clauses can serve, including as subjects, objects of verbs or adjectives, complements of nouns, and complements of prepositions. It also discusses adverbial clauses and the conjunctions that introduce them.
Morphology - Adjective derived from member of other word classesNurul Khotimah
The document discusses adjective derivation. It begins by defining derivation as the formation of new words from existing words, typically through the addition of affixes. It then examines different types of adjective derivation: (1) from adjectives through prefixes, (2) from nouns using suffixes like "-ful" and "-less", and (3) from verbs using suffixes like "-able", "-ive", "-ant", and "-ent". Overall, the key to identifying derived adjectives is looking for changes in word class through the addition of affixes.
1. The document provides guidelines on capitalization, punctuation, and paragraph structure. It outlines 10 rules for capitalization and punctuation including when to use commas, periods, question marks, quotation marks, colons, hyphens, parentheses, apostrophes, semicolons, and spelling rules.
2. It describes the key components of a paragraph: an introductory topic sentence, supporting body sentences, and a concluding sentence that summarizes or transitions to the next paragraph. Each section should fully develop a central idea.
3. Proper use of capitalization, punctuation, and paragraph structure are fundamental for clear written communication.
The document discusses different types of morphemes and their roles in word structure. It defines morphemes as the minimal units of morphology. There are two main types of morphemes: free morphemes, which can stand alone as words, and bound morphemes, which cannot stand alone and must be attached to other morphemes. Bound morphemes are further divided into derivational morphemes, which can change a word's class, and inflectional morphemes, which indicate grammatical categories like number or tense. The document also discusses roots, affixes, and combining forms as the main components that make up words.
MORPHOLOGY, A WORD AND ITS FORM :INFLECTIONALibesti123
This document discusses inflection and its forms. It defines inflection as variation in the form of a word, typically by means of an affix, that expresses a grammatical contrast. It explains that words have lexemes, word forms, and grammatical words. Regular inflection follows predictable rules, while irregular inflection does not. It provides examples of regular and irregular plural nouns. Finally, it discusses the three forms of countable nouns: singular, plural, and singular-plural.
This document discusses morphology and morphemes. It defines morphology as the study of word structure and morphemes as the minimal units of meaning or grammatical function. There are two types of morphemes: free morphemes, which can stand alone as words, and bound morphemes, which cannot stand alone and are attached to other forms. Morphemes are further divided into lexical/content morphemes and functional morphemes, as well as derivational morphemes, which create new words, and inflectional morphemes, which indicate grammatical functions like number and tense. The document also discusses problems in morphological analysis regarding words like sheep, legal, and others.
This document discusses morphology, which is the study of word forms and how words are structured. It defines morphology, morphemes, and different types of morphemes such as roots, affixes, stems, and bases. It explains that morphemes are the smallest units of meaning and categorizes them as free or bound. It also discusses how new words can be formed through processes like affixation, compounding, clipping, blending, and other methods of word formation.
The document discusses different types of word formation including clipping, blending, borrowing, coining, acronyms, and conversion. It provides examples for each type, such as "brunch" which is a blend of "breakfast" and "lunch". Various characteristics of words like indivisibility and positional mobility are also examined. The document aims to define words and analyze their structure, classification, and characteristics in the English language.
This document discusses morphology, which is the study of word structure and formation. It covers several key topics:
- Morphemes are the smallest units of meaning in a word, and can be free or bound. Common affixes like prefixes and suffixes are bound morphemes.
- There are several ways words can be formed, including derivation using affixes, compounding of multiple words, and inflection of verbs and nouns.
- The meaning of complex words can often be predicted based on the meanings of their constituent morphemes. Understanding morphology helps analyze unfamiliar words.
This document discusses the levels of language and structure of sentences in systemic grammar. There are three levels of language: substance, form, and situation. Sentences have two important aspects - chain (surface structure) and choice (deep structure). Chain refers to the linear order and position of words. There are five ranks along the axis of chain: morph, word, group, clause, and sentence. Groups can be nominal, verbal, prepositional, or adverbial depending on the head word. Clauses include independent and dependent clauses, with conditioning, additioning, and reported dependent clauses. The structure of a sentence includes a subject, predicate, complement, and adjunct.
This document provides an introduction to lexico-grammar, which examines the interdependency of vocabulary and grammatical structures. It describes how language meets the demand of having infinite meanings from finite expression units through an intermediate level of lexico-grammar. Lexico-grammar provides means to arrange grammatical structures to make different meanings, such as extending language through coining new words or using structures atypically. Constituents in a clause take on multifunctional roles to simultaneously realize ideational, interpersonal and textual meanings.
The document discusses morphemes, which are the smallest units of meaning in language. It provides criteria for identifying morphemes and examples of analyzing words into their constituent morphemes. Affixes are defined as bound morphemes that can only be used when added to other morphemes. The major types of affixes - prefixes, suffixes, infixes, and circumfixes - are identified. Examples are given of combining bases with affixes to form new words. The document also distinguishes between derivational and inflectional affixes and provides examples of identifying affixes as derivational or inflectional.
Morphemes, LANE 333- Dr. Shadia Yousef Banjar .pptxDr. Shadia Banjar
The key points about morphemes are:
- Morphemes are the smallest units of meaning in language.
- There are two types: roots, which carry the core meaning, and affixes, which are attached before or after roots.
- Roots can be free morphemes that stand alone as words or bound morphemes that cannot. Affixes are always bound.
- A stem is the part of a word left after removing any inflectional affixes, and a base is the unit affixes are attached to.
This document discusses words, sentences, and dictionaries. It makes several key points:
- Words can be the basic building blocks of language and sentences, but a sentence does not always need multiple words and can consist of a single word command.
- There is a distinction between a word as a type and its occurrences as tokens. The same word can appear as different tokens in a sentence.
- Not all words have unpredictable meanings that need to be defined in a dictionary. Some words have predictable meanings based on their sounds.
- Idioms and phrases can have meanings that are unpredictable from the individual words. Larger linguistic units like proverbs can also have non-literal meanings.
- Not
This document discusses words that do and do not need to be listed in dictionaries. It provides examples of words like "performs" and "performed" that are predictable based on their grammatical rules and do not need to be listed. It explains that words like "pianists" do not need to be listed because their plural form can be predicted by adding "-s" to the singular form. Exceptions to this rule of pluralization are also mentioned, such as words like "children" and "teeth".
The document discusses syntax, which is the arrangement of words and phrases to create well-formed sentences. It defines syntax as coming from the Greek word meaning "order" and deals with sentence structure. The major constituents of sentences are identified as the noun phrase subject and verb phrase predicate. Constituents can be analyzed in terms of both their linear ordering and hierarchical organization within sentences.
What is word?
Word is composed of one or more letters. A word represents an idea. ( ex: go , student, teacher…..etc. )
A word alone, however, is usually not enough to express thoughts.
What is Sentence?
A sentence is a collection of words the express a complete thought. ( ex: I study civil engineering at NPIC. )
George Yule_Phrases and sentences grammar.pdfNajma Asyifa
This document discusses different approaches to analyzing grammar and sentence structure. It describes traditional grammar which used categories from Latin and Greek to label parts of speech in English. It also discusses descriptive approaches like structural analysis and immediate constituent analysis which observe how sentences are actually used without preconceived notions. Immediate constituent analysis diagrams show how words form phrases and sentences through labeled brackets. Analyzing sentences in other languages like Gaelic reveals how structure can differ from English. Understanding these approaches helps explain errors language learners may make based on differences in their native language.
Morphological analysis involves breaking words down into their component morphemes. There are three main approaches: morpheme-based analyzes words as sequences of morphemes; lexeme-based analyzes changes to word stems; word-based analyzes words within paradigms of related forms. Morphological analysis is needed because having every word explicitly listed uses more memory than rules, and it helps understand new words. Analysis uses paradigm tables listing changes to apply morphological rules for inflection and derivation. Problems include false analyses of unproductive forms and bound morphemes that only occur within compounds.
This document discusses syntax, which is the study of grammatical relations between words and other units within sentences. It covers topics such as word order, sentence formation, syntactic categories, phrase structure rules, and sentence structure. Syntax examines the rules that govern how words can be combined to form meaningful sentences in different languages and how these rules can vary between languages, dialects, time periods, and social groups.
This document discusses different types of complex sentences that contain subordinate clauses. It defines complex sentences as sentences that contain other sentential structures. Subordinate clauses are introduced by complementizers like "that" or conjunctions like "if" and "because". The document outlines the different functions subordinate clauses can serve, including as subjects, objects of verbs or adjectives, complements of nouns, and complements of prepositions. It also discusses adverbial clauses and the conjunctions that introduce them.
Morphology - Adjective derived from member of other word classesNurul Khotimah
The document discusses adjective derivation. It begins by defining derivation as the formation of new words from existing words, typically through the addition of affixes. It then examines different types of adjective derivation: (1) from adjectives through prefixes, (2) from nouns using suffixes like "-ful" and "-less", and (3) from verbs using suffixes like "-able", "-ive", "-ant", and "-ent". Overall, the key to identifying derived adjectives is looking for changes in word class through the addition of affixes.
1. The document provides guidelines on capitalization, punctuation, and paragraph structure. It outlines 10 rules for capitalization and punctuation including when to use commas, periods, question marks, quotation marks, colons, hyphens, parentheses, apostrophes, semicolons, and spelling rules.
2. It describes the key components of a paragraph: an introductory topic sentence, supporting body sentences, and a concluding sentence that summarizes or transitions to the next paragraph. Each section should fully develop a central idea.
3. Proper use of capitalization, punctuation, and paragraph structure are fundamental for clear written communication.
The document discusses different types of morphemes and their roles in word structure. It defines morphemes as the minimal units of morphology. There are two main types of morphemes: free morphemes, which can stand alone as words, and bound morphemes, which cannot stand alone and must be attached to other morphemes. Bound morphemes are further divided into derivational morphemes, which can change a word's class, and inflectional morphemes, which indicate grammatical categories like number or tense. The document also discusses roots, affixes, and combining forms as the main components that make up words.
MORPHOLOGY, A WORD AND ITS FORM :INFLECTIONALibesti123
This document discusses inflection and its forms. It defines inflection as variation in the form of a word, typically by means of an affix, that expresses a grammatical contrast. It explains that words have lexemes, word forms, and grammatical words. Regular inflection follows predictable rules, while irregular inflection does not. It provides examples of regular and irregular plural nouns. Finally, it discusses the three forms of countable nouns: singular, plural, and singular-plural.
This document discusses morphology and morphemes. It defines morphology as the study of word structure and morphemes as the minimal units of meaning or grammatical function. There are two types of morphemes: free morphemes, which can stand alone as words, and bound morphemes, which cannot stand alone and are attached to other forms. Morphemes are further divided into lexical/content morphemes and functional morphemes, as well as derivational morphemes, which create new words, and inflectional morphemes, which indicate grammatical functions like number and tense. The document also discusses problems in morphological analysis regarding words like sheep, legal, and others.
This document discusses morphology, which is the study of word forms and how words are structured. It defines morphology, morphemes, and different types of morphemes such as roots, affixes, stems, and bases. It explains that morphemes are the smallest units of meaning and categorizes them as free or bound. It also discusses how new words can be formed through processes like affixation, compounding, clipping, blending, and other methods of word formation.
The document discusses different types of word formation including clipping, blending, borrowing, coining, acronyms, and conversion. It provides examples for each type, such as "brunch" which is a blend of "breakfast" and "lunch". Various characteristics of words like indivisibility and positional mobility are also examined. The document aims to define words and analyze their structure, classification, and characteristics in the English language.
This document discusses morphology, which is the study of word structure and formation. It covers several key topics:
- Morphemes are the smallest units of meaning in a word, and can be free or bound. Common affixes like prefixes and suffixes are bound morphemes.
- There are several ways words can be formed, including derivation using affixes, compounding of multiple words, and inflection of verbs and nouns.
- The meaning of complex words can often be predicted based on the meanings of their constituent morphemes. Understanding morphology helps analyze unfamiliar words.
This document discusses the levels of language and structure of sentences in systemic grammar. There are three levels of language: substance, form, and situation. Sentences have two important aspects - chain (surface structure) and choice (deep structure). Chain refers to the linear order and position of words. There are five ranks along the axis of chain: morph, word, group, clause, and sentence. Groups can be nominal, verbal, prepositional, or adverbial depending on the head word. Clauses include independent and dependent clauses, with conditioning, additioning, and reported dependent clauses. The structure of a sentence includes a subject, predicate, complement, and adjunct.
This document provides an introduction to lexico-grammar, which examines the interdependency of vocabulary and grammatical structures. It describes how language meets the demand of having infinite meanings from finite expression units through an intermediate level of lexico-grammar. Lexico-grammar provides means to arrange grammatical structures to make different meanings, such as extending language through coining new words or using structures atypically. Constituents in a clause take on multifunctional roles to simultaneously realize ideational, interpersonal and textual meanings.
The document discusses morphemes, which are the smallest units of meaning in language. It provides criteria for identifying morphemes and examples of analyzing words into their constituent morphemes. Affixes are defined as bound morphemes that can only be used when added to other morphemes. The major types of affixes - prefixes, suffixes, infixes, and circumfixes - are identified. Examples are given of combining bases with affixes to form new words. The document also distinguishes between derivational and inflectional affixes and provides examples of identifying affixes as derivational or inflectional.
Morphemes, LANE 333- Dr. Shadia Yousef Banjar .pptxDr. Shadia Banjar
The key points about morphemes are:
- Morphemes are the smallest units of meaning in language.
- There are two types: roots, which carry the core meaning, and affixes, which are attached before or after roots.
- Roots can be free morphemes that stand alone as words or bound morphemes that cannot. Affixes are always bound.
- A stem is the part of a word left after removing any inflectional affixes, and a base is the unit affixes are attached to.
This document discusses words, sentences, and dictionaries. It makes several key points:
- Words can be the basic building blocks of language and sentences, but a sentence does not always need multiple words and can consist of a single word command.
- There is a distinction between a word as a type and its occurrences as tokens. The same word can appear as different tokens in a sentence.
- Not all words have unpredictable meanings that need to be defined in a dictionary. Some words have predictable meanings based on their sounds.
- Idioms and phrases can have meanings that are unpredictable from the individual words. Larger linguistic units like proverbs can also have non-literal meanings.
- Not
This document discusses words that do and do not need to be listed in dictionaries. It provides examples of words like "performs" and "performed" that are predictable based on their grammatical rules and do not need to be listed. It explains that words like "pianists" do not need to be listed because their plural form can be predicted by adding "-s" to the singular form. Exceptions to this rule of pluralization are also mentioned, such as words like "children" and "teeth".
The document discusses syntax, which is the arrangement of words and phrases to create well-formed sentences. It defines syntax as coming from the Greek word meaning "order" and deals with sentence structure. The major constituents of sentences are identified as the noun phrase subject and verb phrase predicate. Constituents can be analyzed in terms of both their linear ordering and hierarchical organization within sentences.
What is word?
Word is composed of one or more letters. A word represents an idea. ( ex: go , student, teacher…..etc. )
A word alone, however, is usually not enough to express thoughts.
What is Sentence?
A sentence is a collection of words the express a complete thought. ( ex: I study civil engineering at NPIC. )
George Yule_Phrases and sentences grammar.pdfNajma Asyifa
This document discusses different approaches to analyzing grammar and sentence structure. It describes traditional grammar which used categories from Latin and Greek to label parts of speech in English. It also discusses descriptive approaches like structural analysis and immediate constituent analysis which observe how sentences are actually used without preconceived notions. Immediate constituent analysis diagrams show how words form phrases and sentences through labeled brackets. Analyzing sentences in other languages like Gaelic reveals how structure can differ from English. Understanding these approaches helps explain errors language learners may make based on differences in their native language.
This document provides an overview of descriptive writing, including:
1) Different types of descriptive words such as concrete words and figures of speech.
2) The two types of description - objective and subjective.
3) Guidelines for writing effective descriptive sentences and paragraphs, such as focusing on subjects/predicates and using organizational patterns.
4) Tips for descriptive writing such as not overusing details and keeping description objective in some contexts.
This document discusses different approaches to grammar and analyzing sentence structure. It describes traditional prescriptive grammar that aimed to set rules based on Latin. It also describes descriptive grammar that aims to objectively describe how languages are used. The document also discusses analyzing immediate constituents, or how words group together into phrases. Labeling constituents with parts of speech allows sentence structure to be represented diagrammatically.
The document discusses various approaches used to analyze English syntax, including sentence diagramming and immediate constituent analysis. It provides details on the Reed-Kellogg system of sentence diagramming introduced in the 1870s. The system uses a visual approach to break down sentences into parts of speech. It outlines basic and advanced diagramming rules of the Reed-Kellogg system through examples. The document also explains immediate constituent analysis and its development. It identifies common phrase types and provides syntactic labels and principles of the analysis approach.
The document discusses sentence fragments and how to identify and correct them. It defines a sentence fragment as a group of words that is missing an essential part like a subject or verb and does not express a complete thought. It provides examples of fragments and outlines a three-step test to identify them. The document also discusses different types of fragments like phrases and subordinate clauses and gives two strategies for fixing each type by adding words or combining them with another sentence.
The document discusses sentence fragments and how to identify and correct them. It defines a sentence fragment as a group of words that is missing an essential part like a subject or verb and does not express a complete thought. It provides examples of fragments and outlines a three-step test to identify them. The document also discusses different types of fragments like phrases and subordinate clauses and gives strategies for fixing fragments by adding words or combining them with other sentences.
This document provides a review of parts of speech and introduces phrases, clauses, and sentences. It defines nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and pronouns with examples. Phrase types - noun, verb, adjective, adverb, and prepositional phrases - are identified in sentences. Clauses are defined as groups of words that contain a subject and verb, and can be independent or dependent. Sentence types - simple, compound, complex, and compound-complex - are also defined. Exercises from textbooks and workbooks on these grammar topics are assigned for further study.
This document discusses different approaches to analyzing written texts, including linguistic, biographical, and socio-cultural approaches. It provides details on each approach and strategies that can be used for linguistic analysis, such as examining word choice, sentence structure, figurative language, tone, and overall structure. The document also includes definitions of literary terms and provides rubrics for assignments analyzing a song through drawing, tableau, collage, poem, and music video.
Adjectives final presentation by melita katrina marlynJenny Sanchez
Adjectives are words that describe or modify nouns and pronouns. There are several types of adjectives including describing words, possessive adjectives, articles, demonstrative adjectives, indefinite adjectives, numbers, interrogative adjectives, and compound adjectives. Adjectives can be formed from nouns, verbs, other adjectives, and proper nouns. They have positive, comparative, and superlative degrees of comparison and usually follow a specific order when used together to modify a noun.
ENG 380 Effective Communication/tutorialrank.comjonhson211
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ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
This document provides an overview of grammar and different approaches to analyzing grammar. It discusses traditional grammar and how it differs from modern linguistic theories. It also covers parts of speech, grammatical gender, prescriptive grammar rules, descriptive analysis, and methods for structurally analyzing sentences such as constituent analysis and bracketing. The document is intended to teach grammar concepts to students.
This document discusses various aspects of writing sentences and paragraphs effectively. It covers topics like the different types of sentences, the use of phrases and clauses, importance of punctuation, and techniques for creating coherence and organizing paragraphs. Specifically, it defines things like sentences, clauses, phrases, the four types of sentences, and different punctuation marks. It also discusses how to use connectives, repetition and other techniques to link ideas and ensure coherence across sentences and paragraphs. Finally, it provides guidance on writing different types of paragraphs like argumentative and descriptive paragraphs and developing paragraphs using methods like inductive/deductive order.
The document provides guidance for revising short stories for an exam. It discusses the format of exam questions, which may focus on themes, characters, symbols or other elements. It recommends revising each story's plot, characters, literary devices, structure, and form. Specific revision techniques are outlined, like writing notes and condensing them into summaries. The document emphasizes analyzing stories' language, structure, and form in exam answers and linking these to themes and the question. It provides examples of how to address these assessment objectives at different grade levels to achieve high marks.
This document provides an overview of Module 3 of the English subject. It discusses the learning outcomes students will achieve, including discussing language elements, developing vocabulary, explaining writing basics and characteristics of essays. It also outlines the assessment requirements, including an assignment worth 130 marks and an examination. The document then covers the units that will be included, such as language elements, vocabulary, writing basics and essay characteristics. It provides examples and explanations of various language concepts like standard language, paragraphs, punctuation marks, synonyms/antonyms and formal/informal letters.
June2010 feedback How to tackle the yr 13 Language Examsteddyss
The document provides guidance for answering Question 1a on the English Language Exam A2. It outlines the topics that could be covered in Question 1a and explains that candidates will be asked to analyze differences between the English used in a given text and current Standard English. The document provides an example question and gives advice on choosing two examples of key constituents of language to analyze. It also outlines the assessment objectives for Question 1a and provides feedback from past exam papers to help candidates understand what is expected in a high-scoring response.
This document provides an overview of syntax and its key concepts. It discusses what syntax is, types of grammar, generative grammar, deep and surface structure, structural ambiguity, tree diagrams, symbols used in syntactic analysis, phrase structure rules, lexical rules, transformational rules, complement phrases, and recursion. The core concepts covered include how syntax studies word and sentence arrangements, generative grammar aims to generate all grammatical sentences, deep and surface structure represent underlying and surface levels, and transformational rules convert structures between declarative and interrogative forms.
The document discusses syntax and its key aspects:
1. Syntax refers to the arrangement of words in sentences and the rules governing their combinations to form grammatically correct sentences.
2. It involves analyzing the hierarchical structure of sentences by breaking them down into constituent parts such as noun phrases and verb phrases.
3. Phrase structure rules are used to represent sentences as trees to show the constituent structure and linear order of words.
Eng 380 Education Redefined-snaptutorial.comrobertledwes43
For more classes visit
www.snaptutorial.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated
Similar to Unit 3 sections a and b grammar and style sentence styles (20)
PreparationGo to httpwww.excelsior.edumediaoelstutoringSm.docxIRESH3
This document provides instructions for using the Smarthinking tutoring service and submitting feedback. Students are directed to visit a URL to access Smarthinking, then use the service and write a short paragraph evaluating their experience, noting what they liked or disliked and whether they found it helpful. The paragraph should be submitted in a Word document for the assignment after checking content and spelling.
Practice Nurses will be comfortable having discussions about dea.docxIRESH3
Practice
Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
Education
Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
Research
Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
Administration
Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
-from each subcategory of practice, education, research and administration above, 1) describe how the APRN can provide effective care in end of life management.
Minimum 300 words,
3 references no more than 5 years
APA Style
no plagiarism
.
PrejudiceAlthough related, stereotypes and prejudice are separ.docxIRESH3
Prejudice
Although related, stereotypes and prejudice are separate entities.
Prejudice
is holding negative feelings for a group of people, or even a particular person, and is often considered the “emotional component to intergroup attitudes” (Levy & Hughes, 2009, p. 24). As mentioned in the previous week,
stereotyping
is the “cognitive process of intergroup attitudes,” generally referring to associating attributes to a particular group (Levy & Hughes, 2009, p. 24). The presence of stereotypes or intergroup bias leads to prejudiced behavior in some instances. When prejudice behavior does occur, the individual’s emotional response often plays a role.
For this Discussion, review the media
Prejudice
and consider how the emotions and stereotyping of the people in the media impacted their prejudiced behavior.
Reference:
Levy, S. R., & Hughes, J. M. (2009). Development of racial and ethnic prejudice among children. In T. D. Nelson (Ed.),
Handbook of prejudice, stereotyping, and discrimination
(pp. 23–42). New York, NY: Psychology Press.
With these thoughts in mind:
Post by Day 4
a brief interpretation of the events in the media. Then, describe any prejudiced behavior you observed and explain two ways the emotions of hte people in the media may have impacted their prejudiced behavior and why. Next, explain how the prejudice you observed in the media reinforced or disconfirmed stereotype content. Finally, explain how this information helps us understand the maintenance of group attitudes over time and situation.
Bottom of Form
·
Media: Laureate Education, Inc. (Executive Producer). (2011).
Prejudice
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Note:
While the content within this media piece references Week 11, it is intended for Week 10 in this course.
·
o
Transcript
Readings
·
Course Text:
Handbook of Prejudice, Stereotyping, and Discrimination
·
o
Chapter 2, "Development of Racial and Ethnic Prejudice Among Children"
o
Chapter 14, "Intergroup Emotions Theory"
o
Chapter 15, "How Our Dreams of Death Transcendence Breed Prejudice, Stereotyping, and Conflict: Terror Management Theory"
·
Article: Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components.
Journal of Personality and Social Psychology, 56
(1), 5–18. Retrieved from the Walden Library using the PsycINFO database.
.
PowerPoint1.Apple effects on Samsung·8 slides·Refe.docxIRESH3
PowerPoint
1.
Apple effects on Samsung
·
8 slides
·
References or Citation (MLA)
2.
Global, Ethics and Security Management
·
8 slides and 1 video
·
References or Citation (MLA)
.
PowerPoint with 10 slides and speaker notes with 75-150 words per .docxIRESH3
PowerPoint with 10 slides and speaker notes with 75-150 words per slide
The Medical Staff Coordinator has requested that you prepare a 10 slide PowerPoint presentation on one of the following topics to discuss with the incoming residents. The Medical Staff Coordinator has also requested you maintain a neutral position, discussing the legal and ethical issues surrounding the topic. You are also asked to use research (at least 2 sources) to substantiate your discussion.
Choose one of the following topics of contemporary ethical dilemmas.
Acquired Immune Deficiency Syndrome (AIDS)
Organ Donations
Human Genetics
Euthanasia
Assisted Suicide
Stem Cell Research
Abortion
.
preferences
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Running head: THE EFFECTS OF POPULATION DENSITY AND NOISE The Effects of Population Density and Noise
Renu Kumar
PSY/460
November 3, 2013 Christine Hander The
Effects of Population Density and Noise Population density and noise
can have many
effects
on individuals.
Population density
is
the
amount
of
people, which live in a particular area. Along with population density, comes noise; noise is typically an unwanted distraction. In this paper the subject to discuss is
the concepts of territoriality, privacy, and personal space; examine how the concepts of territoriality, privacy, and personal space have become increasingly important as
populations become
denser; clarify the effect nature has on individuals living in urban environments, describe the concept of noise and examine the effect it has on individuals; and examine strategies that can be used to reduce noise in the workplace or in the living environment. Concepts of
Territoriality,
Privacy, and Personal Space
Territories are areas
marked and defended by
their owners
and
often
used for life- sustaining activities
(Territoriality, 2004). The most common example of a person's territory would be his or her home because one tends to personalize and defend what is theirs. A person identifies themselves with his or her territory and any threat to that territory feels like a threat to themselves (Territoriality, 2004). A person feels connected to his or her territory and sees it as a means to satisfying his or her needs within society. Privacy is the selective control of access to oneself and group (Privacy, 2004). A person has the ability to decide who to allow in his or her territory or personal space. A person's
personal space
describes
the emotionally tinged zone around the .
Precedents Set By George WashingtonGeorge Washington was aware tha.docxIRESH3
Precedents Set By George Washington
George Washington was aware that many of his actions would be regarded as precedents. Here are three precedents that Washington established:
Washington created the first Presidential Cabinet. Who was on the Cabinet, and what Departments did they represent? Who is on the Cabinet today, and what Departments do they represent?
Washington was the first President to leave office after two terms. Is that precedent still followed today? Why or why not?
Washington was the first to establish foreign policy, and issued the Proclamation of Neutrality. What situation did this proclamation address? What agency advises the President on foreign policy today? What is the role of this agency?
Be sure to include where you got your information. For example, include web site addresses. Must be a page and half.
.
Predictors of Abusive Supervision Supervisor Perceptions of Deep.docxIRESH3
“Predictors of Abusive Supervision: Supervisor Perceptions of Deep
-Level Dissimilarity, Relationship Conflict, and
Subordinate Performance,” by Bennett Tepper, Sherry Moss, and
Michelle Duffy.
Write your critique in standard essay form. Begin with an introduction that defines the subject of your critique and your
point of view. You will need to identify and explain the author's ideas. Include specific passages that support your
description of the author's point of view. Offer your own opinion. Explain what you think about the argument. Defend your
point of view by raising specific issues or aspects of the argument. Describe several points with which you agree or
disagree and include specific passages from the article (you may summarize, quote, or paraphrase) that provide evidence
for your point of view. Explain how the passages support your opinion. Conclude your critique by summarizing your
argument and re-emphasizing your opinion. Your critique should be at least two full pages in length, using 12-point
double-spaced Times Roman font using APA format.
.
Pre-Lab QuestionsWhat major event occurs during interphase.docxIRESH3
Pre-Lab Questions
What major event occurs during interphase?
A person, residing in a location where they are exposed to the sun often, develops a mutation in some of their skin cells resulting in cancer. Consider whether their offspring will be born with the same mutation. Use scientific evidence to support your answer.
Experiment 1: Following Chromosomal DNA Movement through Meiosis
Data Tables and Post-Lab Assessment
Part 1 - Meiotic Division Beads Diagram without Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Part 2:
Meiotic Division Beads Diagram
with Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Post-Lab Questions
1.
What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?
2.
How are meiosis I and meiosis II different?
3.
Why do you use non-sister chromatids to demonstrate crossing over?
4.
What combinations of alleles could result from a crossover between BD and bd chromosomes?
5.
How many chromosomes were present when meiosis I started?
6.
How many nuclei are present at the end of meiosis II? How many chromosomes are in each?
7.
Identify two ways that meiosis contributes to genetic recombination.
8.
Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?
9.
Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:
Sperm Cell:
Egg Cell:
Daughter Cell from Meiosis I:
Daughter Cell from Meiosis II:
10.
Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?
11.
Diagram what would
happen if sexual reproduction took place for four generations using diploid (2n) cells.
Experiment 2: The Importance of Cell Cycle Control
Data
Post-Lab Questions
1.
Record your hypothesis from Step 1 in the Procedure section here.
2.
What do your results indicate about cell cycle control?
3.
Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.
4.
Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.
5.
What are HeLa cells? Why are HeLa cells appropriate for this experiment?
.
Pre-Lab QuestionsUse the following classificatio.docxIRESH3
Pre-Lab Questions
Use the following classifications to determine which organism is least related out of the three. Explain your rationale.
Table 2: Classifications
Classification Level
American Green Tree Frog
European Fire- Bellied Toad
Eastern Newt
Domain
Eukarya
Eukarya
Eukarya
Kingdom
Animalia
Animalia
Animalia
Phylum
Chordata
Chordata
Chordata
Class
Amphibia
Amphibia
Amphibia
Order
Anura
Anura
Caudata
Family
Hylidae
Bombinatoridae
Salamandridae
Genus
Tursipops
Bombina
Notophthalmus
Species
cinerea
bombina
viridescens
How has DNA sequencing affected the science of classifying organisms?
You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it.
Exercise 1: Dichotomous Key Practice
Table 3: Dichotomous Key Results
Organism
Binomial Name
i
ii
iii
iv
v
vi
vii
viii
ix
x
xi
xii
xiii
Post-Lab Questions
What do you notice about the options of each step as they go from number one up?
How does your answer from Que
stion 1 relate to the Linnaean classification system?
Exercise 2: Classification of Organisms
Data Tables and Post-Lab Assessment
Table 2: Key Characteristics of Some Organisms
Organism
Kingdom
Domain
Defined Nucleus
Motile
Cell Wall
Photosynthesis
Unicellular
E. coli
Yes
Yes
Protozoa
Yes
Yes
Yes
Mushroom
Yes
Yes
Sunflower
Yes
Yes
Yes
Bear
Yes
Yes
Figure 4:
Exercise 2 - Classification of Organisms Flow Chart
Post-Lab Questions
Did this series of questions correctly organize each organism? Why or why not?
What additional questions would you ask to further categorize the items
within
the kingdoms (Hint: think about other organisms in each of the kingdoms and what makes them different than the examples used here)?
What questions would you have asked instead of the ones that you answered above when classifying the organisms?
.
Pre-Lab QuestionsNitrogen fixation is a natural process by whi.docxIRESH3
Pre-Lab Questions
Nitrogen fixation is a natural process by which inert or unreactive forms of nitrogen are transformed into usable nitrogen. Why is this process important to life?
Given when you have learned about the hydrogen bonding shared between nucleic acids in DNA, which pair is more stable under increasing heat: adenine and thymine, or cytosine and guanine? Explain why.
Which of the following is not an organic molecule; Methane (CH
4
), Fructose (C
6
H
12
O
6
), Ethanol (C
6
H
12
O), or Ammonia (NH
3
)? How do you know?
Experiment 1: Testing for Proteins
Data Tables and Post-Lab Assessment
Table 1: A Priori Predictions
Table 1: A Priori Predictions
Sample
Will There be Protein Present?
Initial Color
Final Color
1 - Albumin
Solution
2 - Gelatin
.
Pre-AssignmentWrite a 3-4 page paper (not counting cover page and .docxIRESH3
Pre-Assignment
Write a 3-4 page paper (not counting cover page and refeence page) that addresses your view on the following:
1. Why do you think people protest?
2. What aspects of movements do you feel reflect a democratic character and democratic processes?
3. Why do you think some movements, notably the U.S.Civil Rights Movement, are widely celebrated and others are feared?
4. Why do you think protesters sometimes become violent, and does it help or hurt their cause?
5. In your opinion, are conventional tactics like rallies and marches more effective; why or why not?
Course textbook using: Eitzen, D. Stanley & Stewart, Kenneth (2007).
Solution
s to social problems from the bottom up:
successful social movements
.
Pearson Education, Inc. [ISBN-10: 0205468845]
.
PowerPoint Length 6 slides (excluding title and reference slid.docxIRESH3
PowerPoint Length:
6 slides (excluding title and reference slides) and speaker notes of 200 words per slide
A key component of an effective workplace is the ability of the groups to successfully collaborate. Choose a work group within your organization. Using a model of organizational improvement, plan a development project for this group. Include responses to the following in your presentation:
Describe the group, its purpose (work function), how this group fits into the overall organization, its reporting relationships, and its key stakeholders.
How will you gather data (interviews, questionnaires, or group discussions) from the group and any key stakeholders?
Describe the type of data that you will need to design your development plan.
How will you diagnose the level of functioning for the group?
Give a few examples of developmental activities that you would use for various levels of functioning that are based on your diagnosis.
How would you communicate the progress of the group to both group members and key stakeholders?
4ip
.
Practice Before IRS Please respond to the followinghttpwww..docxIRESH3
Practice Before IRS"
Please respond to the following:
http://www.irs.gov/Tax-Professionals/Enrolled-Agents/Circular-230-Disciplinary-Proceedings
,
analyze the persons / parties that the disciplinary proceedings are applicable too. Based on your analysis, propose at least two (2) other persons / parties that you would add. Provide support for your proposal.
Analyze Section 10.82 disciplinary proceedings for expedited suspension. Based on your analysis, give your opinion as to whether or not the expedited suspension rules are an effective deterrent to violators. Justify your response.
.
PPT about fair use advertisement case in bisiness law.Introduce pr.docxIRESH3
This PowerPoint presentation summarizes a fair use advertisement case in business law. It introduces the presenter and case, discusses the subject and highest court that heard the case, provides relevant facts and the outcome, explains the court's reasoning and provides historical context including the date. It also discusses any updates to the law as a result of the case.
Prejudice, Stereotypes, and DiscriminationIn many cases, prejudice.docxIRESH3
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
.
Preparation•Review the document titled City of Charlottesville 20.docxIRESH3
Preparation
•Review the document titled “City of Charlottesville 2010 Annual Comprehensive Plan” located in the course shell. Write a three to four (3-4) page paper in which you:
1.
Review the “City of Charlottesville 2010 Annual Comprehensive Plan” and then complete Exercise 1 on page 152 using Exhibits C and D in the Annual Report and Table 9.4 on page 148. Change the title headers to the agency name. Save the Excel File as the agency’s name and include the Multiyear Plan.
2.
Analyze the comparison of ratios.
3.
Analyze the measures of liquidity.
4.
Analyze the long-term solvency.
5.
Analyze asset management rations.
.
PowerPoint presentationImagine that you are a consultant for a.docxIRESH3
PowerPoint presentation
Imagine that you are a consultant for an organization, and they want you to work on developing their core values. The organization would like their core values to reflect key attributes of their culture.
Select an organization, such as a company, community group, or nonprofit organization.
Create a 10- to 12-Microsoft® PowerPoint® slide presentation describing cultural, research-based models and how they help clarify the organization's core values.
Include at least three credible, peer-reviewed references.
Format the citations in your presentation consistent with APA guidelines.
.
PowerPoint PresentationImagine that you are at your job discussi.docxIRESH3
PowerPoint Presentation
Imagine that you are at your job discussing how much you are learning throughout your Sociology of Sport class.This has
led some of them to ask you to present the newfound knowledge to your monthly
“brown bag lunch”
group at work.
Create a PowerPoint presentation to share with your colleagues that discusses the three major theories found in Unit I:
1. Cultural theories
2. Interactionist theories
3. Structural theories
Include the following information regarding the theories:
What is known about the theory
Major focus of the analysis
Major concepts used
Related research studies
Please make sure to have a title slide with the title of the slideshow and your name, slides that are relevant for this
presentation, and a closing reference slide. You can also use the slide notes at the bottom of each slide as well, but it is
not required. Also, be creative with your slides.
You are required to have
at least six (6) slides
not including the title slide and reference slide. Please be creative with your
presentation through the use of colors, pictures, and other graphics.
Use your own words, and include citations for sources. In addition, consider utilizing the Success Center to help with
your presentation.
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Digital Artefact 1 - Tiny Home Environmental Design
Unit 3 sections a and b grammar and style sentence styles
1. Unit 3: Sections A and B:
Grammar and style
Sentence styles: development and illustration
‹#›
ENG 380: Stylistics
Section A:
Grammar and style
‹#›
ENG 380: Stylistics
the grammar of a language = rules
grammatical rules of a language are the language as they
stipulate the very bedrock of its syntactic construction.
intimidating area of analysis because it is not always easy to
sort out which aspects of a text’s many interlocking patterns of
grammar are stylistically salient.
2. ‹#›
ENG 380: Stylistics
sentence (or clause complex)
Clause (most important)
phrase (or group)
word
morpheme
Grammar rank scale (hierarchy)
‹#›
ENG 380: Stylistics
Several important functions of language can be found in any
clause:
tense
polarity
Mood (declarative, interrogative or imperative)
Core or nub (central idea/point)
The Clause
‹#›
ENG 380: Stylistics
It is a defining characteristic of clause structure that its four
3. basic elements are typically realised by certain types of phrases.
Basic Clause Structure:
Subject (usually filled with a noun phrase)
Predicator (always filled with a verb phrase)
Complement (usually filled with a noun or adjective phrase)
Adjunct (usually filled with an adverb or prepositional phrase)
Clause Structure
‹#›
ENG 380: Stylistics
The woman feeds those pigeons regularly.
Our bull terrier was chasing the postman yesterday.
The Professor of Necromancy would wear lipstick every Friday.
The Aussie actress looked great in her latest film.
The man who came to dinner was pretty miserable throughout
the evening.
Identify the elements of clause structure
‹#›
ENG 380: Stylistics
Method 1: Look for placement, and ask “wh-” questions.
Subject
4. Who/What?
In front of the verb
Finding the Complement:
Who/What?
After the verb
Finding the Adjunct:
How/When/Where/Why?
After the verb
Method 2: Add a ‘tag question’ to the declarative form of a
clause.
Narrows the subject down to a single pronoun
Identifies auxiliary verbs, tense, etc.
Testing for Clause Constituents
‹#›
ENG 380: Stylistics
Mary’s curious contention that mackerel live in trees proved
utterly
unjustified.
Form a tag question.
Example: tag question
‹#›
ENG 380: Stylistics
5. Coordination:
“My aunt and my uncle visit the farm regularly, don’t they?”
Two entities/people coordinated with “and”
Apposition:
“The winner, a local businesswoman, had donated the prize to
charity, had she?”
Two phrases referencing the same entity/person (the winner, a
local businesswoman)
Testing for Clause Constituents: An Example
‹#›
ENG 380: Stylistics
Variations in Interrogatives
Subject-Predicator Inversion
“Do” Insertion
Variations in Declaratives
Subject-Predicator only
Double Complements (direct object and indirect object)
Any number of Adjuncts
Mary awoke suddenly in her hotel room one morning because of
a knock on the door.
Clause Structure Variation
6. ‹#›
ENG 380: Stylistics
Ellipsis
Predicator is eliminated in context because of a previous
reference
This is called a ‘minor clause’
A: “Where are the keys?”
B: “In your pocket!”
they form an important locus (place) for stylistic
experimentation.
‹#›
ENG 380: Stylistics
Section B:
Sentence styles: development and illustration
‹#›
ENG 380: Stylistics
Consists of one clause
Stylistic use:
Frenetic/Urgent
Fast-paced
7. The Simple Sentence
He ate his supper.
He went to bed.
‹#›
ENG 380: Stylistics
“I tried to examine myself. I felt my pulse. I could not at
first feel any pulse at all. Then, all of a sudden, it seemed to
start off. I pulled out my watch and timed it. I made it a
hundred and forty-seven to the minute. I tried to feel my heart. I
could not feel my heart. It had stopped beating.” Three Men in a
Boat
Style description and its effect:
Most sentences are made of single independent clause. This
style gives a sense of speed and urgency which helps to show
the anxiety of the character as he examines himself.
Example
‹#›
ENG 380: Stylistics
Consists of two or more independent clauses
Coordination shows equal status
Coordinating conjunctions
8. And (direct coordinator)
But (adversive coordinator)
Or
So
For
yet
Stylistic use:
Symmetry, connection
Popular in junior readers
and nursery rhymes
The Compound Sentence
He ate his supper
he went to bed.
and
‹#›
ENG 380: Stylistics
Consists of one independent clause and two or more subordinate
clauses
Asymmetrical/subordinating relationship
Subordinating conjunctions
When
Although
If
Because
Since
The Complex Sentence (Type 1): subordination
When he had eaten his supper,
he went to bed.
although he had just eaten his supper.
9. He went to bed
‹#›
ENG 380: Stylistics
Consists of one main clause and one embedded (downranked)
clause
Embedded Relationship
The Complex Sentence (Type 2): embedding
She announced that
he had gone to bed.
‹#›
ENG 380: Stylistics
Equivalent constituents
Adjuncts and/or subordinate clauses placed both before and
after the Subject/Predicator
“Tomorrow, and tomorrow, and tomorrow,
Creeps in this petty pace from day to day” (Macbeth, V.v.19–
20).
Trailing constituents
Adjuncts and/or subordinate clauses placed after the
Subject/Predicator
“You walked with me among water mint
And bog myrtle when I was tongue-tied” (Longley 1995).
10. Anticipatory constituents
Adjuncts and/or subordinate clauses placed before the
Subject/Predicator
“On my right hand there were lines of fishing-stakes resembling
a mysterious system of half submerged fences” (Conrad 1995
[1912]: 1).
Constituent Types
‹#›
ENG 380: Stylistics
Un-elaboration of the noun “fog”: undifferentiated,
undetermined.
Restricted verbal development in main clauses. one key element
is omitted (finite) which provides tense, polarity and person. On
going process.
Trailing constituents. subordinate clauses and Adjuncts of
location. It refers to the fog? Or to the river? Indeterminacy.
Gradual narrowing of spatial focus
Internal foregrounding: by creating a different Subject element
and by shifting the lexical item ‘fog’ to the right of the
Predicator in the sixth sentence.
Stylistics features of Charles Dickens’s novel Bleak House
11. ‹#›
ENG 380: Stylistics
Style comes from the totality of interrelated elements of
language
rather than from individual features in isolation.
Summary
‹#›
ENG 380: Stylistics
Simpson, P. (2004). Stylistics: A Resource Book for Students
(2nd ed.). London: Routledge. ISBN 9780415644969 (print
edition).
References
29. The purpose of this assignment is to assess your understanding
of the four basic elements of clause structure (subject,
predicator, complement, and adjunct).
Answer the following questions. (5 Points)
I. Identify the subject, predicator, complement, and adjunct in
each of the following clauses. (2.5 Points)
1- I couldn't find the word in the dictionary.
2- Fog and ice are making the roads very dangerous.
3- Her husband was driving the car at the time of the accident.
4- Many residents must travel long distances to a grocery store.
5- He is a distinguished professor of law at the University of
Illinois.
II. There are TWO tests for elements of clause structure.
Explain in detail and support your answer with examples.(2.5
Points)
Answer
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………
…………………………………………………………………………
…………………………………………………………………………
32. ~ '
{'
I
The murderers we interviewed were not representative of men
who kill
~~I their partners in one important respect: none of them had
also killed them-
selves. For two of the men, this had not been for lack of trying.
Immedi-
', ately after strangling and stabbing his partner, one man had
plunged the
same knife into his neck and slashed both wrists. In an attempt
to finish
Himself off, he had then attempted to stab himself in the chest.
By that
point, however, he had been too weak from loss of blood to
penetrate his
rib -cage and passed out. This man had survived only due to the
rapid re-
sponse of the EMTs. I will describe this man, Allen, in more
detail in the
later section about the suicidal type of killer. The other killer
who had
attempted suicide had shot himself in the chest immediately
after shoot-
ing his partner in the neck and head. He was hospitalized for
two months
in recovery. In profiling the suicidal type of killer, I will draw
from other
research findings.
33. Including the men who we characterized as suicidal, I found all
thi~-ty-
one killers could be classified under at least one of five broad
types. These
types were jealous, substance abusing, materially motivated,
suicidal, and
career criminal. I also found that there was considerable overlap
among
these types. We classified more than half of the men as
belonging to more
than one of these types. The laxgest overlaps were between the
jealous
and the substance abusing types. There was also a considerable
overlap
between the career cruninal and the materially motivated types.
I will say
more about these overlaps in the section about men who pose
multiple
threats.
'There are any number of alternative ways that killers, like any
other
individuals, could be classified. One possible classification
scheme would
35
~Y~
t~
~~ ~j ' i ~ h '
S1
r a k~~
34. ~~. R _ C
~ fi
- Y 1.
~~,~ Y ~~~T~ {
~iW'~•° r y t
t 'Y'
~ ~ ~
~} ~ 5 ~ t
l~ F'(
C ~' £ 1rt _`
1 :
r
f
N
1 ~
;~
,:
'.:
y
{
j ,t4
35. i
t'
t
-. .-
_
._
,w.ti ~T
v ~7
..
j
be according
to personalit
y type. I did
not undertak
e to classify t
he killers
in this manne
r because it
is already lrn
own that murd
erers have m
any per-
sonality type
36. s. I wished i
nstead Co foc
us on assess
ments of beh
avior and
attitude. Tho
ugh there mi
ght be some
value to asse
ssing which
pexsonality
types are mos
t common; th
e added time
it would hav
e taken to ad
minister
personality a
ssessment too
ls would hav
e been at the
expense of t
he struc-
tured intervi
37. ews and the a
ttitude and be
havior measu
res.
~
Similarly, I d
zd not attem
pt to categori
ze the killers
formally acc
ord-
ing to mental
health diagn
oses. One re
ason was tha
t this also wo
ald have
been time co
nsuming and
at the expen
se of other i
nformation. S
econdly,
38. :̀~
classification
s based on ps
ychopatholo
gy are notor
iously hard
to under-
stand and im
practical for
those who i
ntervene in d
omestic viole
nce cases,
_~
and even mo
re so for the
general publ
zc. For insta
nce, to say th
at some
l
killers have
narcissistic pe
39. rsonalities o
r even anti-s
ocial ones is
useless as
' '
a guide for a
ssessing dan
gerousness s
ince most pe
ople charged
with as-
k:
'
~~'
sessing dange
r do not use,
and are not q
ualified or tra
ined to use, p
sycho-
_ .l diagnostic me
asures. One
such measure
, for instanc
40. e, is the psych
opat,~ic
4. ;
checl~list.l Th
is is used by
farensic psy
chologists a
nd other trai
ned crimi-
;; .
nal justice w
orkers to ass
ess for psych
opathy, one
major aspec
t of anti-
,.~~ '
social person
ality disorde
r. It is know
n that high p
roportions o
f violent
41. ~~
~'~. +
offenders, pa
rticularly kil
lers, have su
ch traits.2 Wh
ile some of
these are
~, ~'
behavior trait
s, such as chr
onic lying an
d exploitativ
e behavior, ot
hers are
more subjec
tive, such as
the Lack of r
emorse or gu
ilt for one's
actions,
t
glibness or s
42. uperficial cha
rm, having a
grandiose se
nse of self-w
orth, be-
f
~ ~ >,
ing irrespons
ible, and hav
ing shallow
affect. Discer
ning these tr
aits is not
,~w~ ~
only difficul
t for the Iay
public but als
o among law
enforcemen
t profes-
'~~~
sionals, and
among train
43. ed therapists
as well. Ev
en the short
ened ver-
~x;-:" '
sion of the p
sychopathy
checklist tak
es at least on
e hour to co
mplete b}~
'~a ;
a trained pro
fessional. Us
ually those j
udged to be
high in p
sychopathic
~2~ -
traits have a
lready amply
demonstrate
d their high
44. potential fox
violence
~<
and fox other
crimes agai
nst people. P
erhaps the m
ost useful
aspect o'
~ off~;
such diagnos
tics is to ma
tch the indi
vidual with
the form of
treatmer~,
z ~ ~ ~1iat might b
e most effect
ive. It is comm
only advise
d that indivi
duals wt,~
t ~~.i
45. ~~
F> , ~..
~'
~ 7
are assessed
eo be high in
psychopath
y will not be
nefit from
outpatie,~~
~,
~, ~,
~ '- < 2
£
therapy and
should only r
eceive treatm
ent in a highl
y structured
enviro ~'
~, ~ ~
'
ment. Furthe
r discussion
46. of psychopat
l~y will be pr
ovided in th
e sectic
r ;;
~̀~:~ ~,~ ~ ;.~;n-
about materia
lly motivated
and career c
runinal types
of fillers.
36 ( TNhy Do
They Kill?
ways ~
th~k ~~
ships,
ilePS.
beh~v
were ,
~aulr~
killer;
48. _s ou ht to cafe orize killers accordin to their behavior
atterns
I g gg P
',
'~,
2~[
1
.n
relationship histories more than on their psycholo
gical cliaracteris- k r, ;;' " w ~'
and
Tics. These behaviors are easily di
scernable for victims of abuse as well ~ ~ ".
as those who work with them. In classif
ying each killer, I relied upon ; , ~ ,'
has own testimony as well as police repor
ts and newspaper accounts of I:~ ' ~`~.
murders. Such accounts often provided backgroun
d information, such
~~~
~ ~ , ~ ' ̀
the
~. x
49. as quotes from witnesses and friends and relative
s of the victims. These i ~ ;
witnesses often had informarion about the perpetrator's
prior abuse of the
deceased. I also had access to each killer's criminal record,
as well as trial
transcripts in some cases. To confirm the validity of each of
the categories
of killer, I relied upon information from the victims of attem
pted homicide
that we interviewed. From these interviews, a more detailed
picture of
perpetrators of near-fatal abuse emerged. Demographically, the
perpet
ra-
tors of attempted homicide were very similar to the killers.
Judging fro
m
their victims' accounts, they also exhibited similar attitudes,
expectations,
and patterns of abuse. The killers and near-killers were also
similar in
their rates of substance abuse and mental health problems, as
well as their
50. exposure to violence in their upbringings. The more detailed
information
provided by victims of attempted homicide, particularly about
perpetra-
tors' abusive behavior, was indispensable in. completing the
picture of
men who kill. In this way, the victims of attempted homicide
served as
"stand-ins" for those women who could no longer speak.
Each of the five types of killers profiled had somewhat
distinctive
ways of meeting women and of forming intimate relationships. I
found
that each type also had unique patterns of behavior within those
relation-
ships, as well as unique complaints and grievances toward their
part-
ners. Though all five types of perpetrators exhibited abusive or
coercive
behavior toward their partners, it seemed to be motivated by
factors that
were unique to that particular style. Moreover, the fatal and
near-fatal as-
saults appeared to be triggered by these same factors. For each
51. type of
killer, I found that the man's short-term triggers were not new
but were
consistent with his longtime grievances toward the woman he
killed.
Jealous Type
Most of the killers carne across as extremely jealous. This was
the largest
category of killers, with seventy-one percent fitting the criteria
for mem-
Killer Profiles ~ 37
s,- - - -
~ _ W -,'~
~:
<̀.
~~E
~.
$~M
',
,~
t~~-.
52. 4? -~_~
~̀ ~,
~
~,Q
bership. It
is probabl
e that the a
ctual perc
entage is h
igher, but
we did not
have suffi
cient infor
mation ab
out some o
f the kille
rs to scree
n them in a
s
jealous typ
es. Accord
ing to info
rmation fr
om the vic
53. tims of att
empted ho-
nnicide tha
t we inter
viewed, ezg
hteen of t
he twenty p
erpetrator
s (or 90%
)
were extr
emely jeal
ous, The c
ziteria I u
sed for cat
egorizing
a killer as
a
jealous ty
pe include
d the follo
wing four
characteris
tics and be
54. haviors:
1) The pe
rpetrator f
requently
had jealou
s suspicio
ns that his
partner wa
s sexually
involved o
r intereste
d in others.
He was
preoccupi
ed with th
ese jealou
s thoughts.
2) He fre
quently ma
de jealous
accusation
s to his pa
rtner, and
55. frequently
asked jea
lous quest
ions.
3) He oft
en made a
ttempts to
confirm hi
s suspicio
ns by moni
toring
the victim'
s whereabo
uts and ac
tivities.
4) He'd c
ommitted
at least on
e act of ab
use oz vio
lence towa
rd the
victim or t
oward her
56. alleged ro
mantic par
tner in res
ponse to hi
s
jealous su
spicions a
r beliefs.
All twenty
-two of the
killers wh
om we cha
racterized
as extreme
ly jealous
e~ibited
at least th
ree of the a
bove chara
cteristics.
It is impor
tant to not
e
57. that criteri
a number t
hree by its
elf did not
qualify a k
iller as be
ing jealou
s
since his m
onitoring
may have
had anothe
r motive be
sides jealo
usy. Some
of the kill
ers, especi
ally the m
aterially
motivated
ones, mon
itored the
ir
58. victims' a
ctivities n
ot with an
y jealous n
otions but
with inten
t to over
see
their activ
ities. The
purpose w
as not to
confizm o
z disconfi
rm a jeal
ous
suspicion
but to dete
rmine whe
ther the vi
ctim was f
ollowing
through o
n
59. things tha
t he expec
ted of her.
For examp
le, several
killers ad
mitted th
a(
they often
monitored
their part
ners' spen
ding. Othe
r killers s
aid that
they
often moni
tored thei
r partners'
social act
ivities to
ensure tha
t they w
e+ -
60. not associ
ating with
people th
e znen con
sidered to
be "a bad
in8uen
cc
Often thes
e "bad infl
uences" m
eant peopl
e who migh
t seek to t
ake steps
~~
end the rel
ationships.
One killer
admitted
that he for
bade his
partner
fro,
61. seeing cer
tain relati
ves whom
he said h
ad "put id
eas in her
head a
bs~-
being a ba
ttered wom
an." Seve
ral of the
ottzer kill
ers said t
hat they
~~ ',~
often liste
ned in on t
heir partne
rs' teleph
one conver
sations
with frie
' ''s
62. and relati
ves to moni
tor what
might be d
isclosed a
bout the
women's
tivities an,
d plans. So
me killers
seemed n
ot to worr
y about
tl~e ex
iste L°
38 ( Wh
y Do The
y Kill?
x
~"
e
C
63. we did not r
them in as
m ted 'P ho-
(or 90%) ~
killer as a
~viors:
~~
s !'i ,
was
d ~
~itoring
i
E.
u'd the
to his
jealous
to note
jealous
~. Some
d their
>versee
ealous
igh on
~d that
~t they
were
:nce."
eps to
from
about
64. ~ had
of another man as much as the possibility that the victim would
end the
relationship. These men could be said to be possessive more
than jealous.
] will say more about possessive control and stalking in later
chapters.
In many cases, the killer's monitoring of the victim appeared to
have
a dual purpose: to confirm a jealous suspicion and also to look
for signs
of compliance or noncompliance on her part. In determining
whether
certain killers fit the jealous profile, it was necessary to go
beyond their
self-assessments about jealousy since many downplayed any
jealous ten-
dencies. Even some of the men who claimed to have killed their
partners
in a "jealous rage" avowed not to be abnormally jealous
individuals. As
one killer put it, "I'm a reasonable man but she drove me to be
jealous
with what she was doing." This man cited no solid evidence that
65. his part-
ner was being unfaithful, though he had continuously spied
upon her and
sought to verify her accounts of her activities. During this man's
murder
trial, the victim's family and friends strongly refuted his claims
that she
had been having an affair and said that the victim had often
complained to
them about his jealousy.
Killing from Jealous Rage?
One of the most popular and persistent ways that the media
portray do-
mestic homicides is as "crimes of passion" in which a jealous
husband
kills an unfaithful .wife and sometimes her lover as well.
Unfortunately,
both investigators and reporters sometimes glibly offer this
phrase as an
explanation, as if to distinguish these killings from others that
are por-
trayed as more "heinous" and "cold blooded." But is that ever
the whole
66. story? When a murderer claims to have killed out of jealous
rage, this
should never be accepted at face value. When domestic violence
has been
part of the equation, the man's accusation of the woman's
infidelity must
be examined within the context of an abusive relationship. Was
the killing
a moment of "temporary insanity" prompted by the killer's
discovery of
an affair? Or was it the final culmination of possessive control
and escalat-
ing violence within the relationship?
To answer this question, I examined each case in which the
killer
:ends claimed that the murder had been primarily prompted by
his partner's in-
s ac- i volvement with another person. Thirteen of the thirty-one
killers (65%
ence ~ of the jealous type of killers and 41% of the total) made
such claims. It
E Killer Profiles ~ 39
should be no
ted, howevex
67. , that twelv
e of Chese m
en said that
the warder
also had bee
n prompted
by the victi
m's decision
to end the
relationship.
Seven of th
ese victims h
ad already
separated fro
m their futu
re killers an
d
an. eighth, w
ho had neve
r lived with
him, had br
oken off any
contact wit
h
68. him. Interes
tingly, only o
ne of the thi
rteen men wh
o claimed to
have killed
out of a jeal
ous rage had
been convic
ted of mansl
aughter. Sev
en were con-
a
victed of fir
st degree mu
rder while
the remaizun
g five were
convicted of
second degr
ee murder. T
his means th
ere was ove
69. rwhe3ming
evidence tha
t
these men, c
laiming to ha
ve killed in
a jealous ra
ge, had in fa
ct acted with
considerable
premeditatio
n.
One killer,
Dennis, cla
imed to hav
e found an
unused cond
om on
his estrange
d wife's nig
ht table, pro
mpting him
to stab her i
n the chest.
70. {
Strong evid
ence of prem
editation, h
owever, was
presented
at Dennis's
murder trial.
The couple
had separa
ted a year e
arlier when
his wife, Su-
F
san, took ou
t a restrainin
g order and f
iled for div
orce. Over th
e year befor
e
her death, Su
san had acc
71. used Dennis
of violating
her restzain
ing ordex by
entering her
house on th
ree different
occasions wh
en she wasn
't there and
by making t
hreatening p
hone calls o
n two other
occasions.
Susan had b
e-
gun dating a
nother man
shortly befor
e her divorc
e fxom Denni
s was final-
72. ized. Meanwh
ile, Dennzs'
s gambling
problem ha
d escalated t
o the point
where he was
tens of thou
sands of doll
ars in debt.
According t
o the police
investigatio
n of Susan's
homicide, D
ennzs carri
ed a hunting
knife with
him when he
broke into h
er house on
the evening
he killed he
r, There was
73. also eviden
ce that Dennz
s had made
several pho
ne calls to tr
ack Susan's
whereabouts
that day. Th
e medical ex
aminer repo
rted that Sus
an had been
stabbed at l
east nine tim
es.
In eight of t
he cases whe
re the killers
claimed to
have killed o
ut of a
jealous rage
, there is no
independen
74. t evidence t
hat their part
ner had been
involved wit
h someone el
se. In four o
f these cases
, friends and
lor zelatives
of the decea
sed provided
strong test
imony to tb.e
contrary, sa
ying that aa
y
rnfzdelzties o
n the victim
's part had b
een solely i
n the imagin
ation of th
e
75. jealously po
ssessive perp
etrator. Tab
le 3.1 summa
rizes our fin
dings abou
t
this.
In some cas
es, it was ha
rd to discern
whether th
e killer since
rely be-
lieved that h
is partner ha
d been inv
olved with s
omeane else
or whethe
r
his 'allegatio
ns were fabr
76. icated in ord
er to win s
ympathy fro
m others, i
n-
cluding cour
t juries. Far
some of the
killers, their
continual
allegations
of
infidelity ap
peared To hav
e been a ma
jor part of
their attempt
s to cont
rol
40 ~ tivtzy Do ~Q
y Wit?
~~
77. n
y'
3,4
C,
(~ i `~ _
43~ ~:
i ci-~
'Y
~ ~
<~
ti~
y t l
4 ~
I.
~ ~N~ ~ 1~K .
: i "mil
fi, r r
;.
k ~~}
-
78. :~ ~E
'•411
5. ,"_ ~y~`f
7
'~
l~'y~%
... s'~~'v "
X
i^ ..
~~7 ~.. f.
y-'~
Table 3.2: Find
ings relevant to the kill
ers' claims
} i
of killing out of a
jealous rage
A
Total number of men
claiming to
.~'
79. ~ _'.'
have killed out of a jea
lous rage
13 (42%)
~ ~ kS
N=31
~ c z~r
Of these thirteen man:
Number convicted of fir
st degree murder
7
Number convicted of se
cond degree murder
5
Number convicted of mansl
aughter
1
There is evidence the victim
was involved with
someone else
5 (38%)
There is no evidence the victi
80. m was involved with
~
someone else
8 (62%) ~
and to isolate their partners
socially. Many victims o
f severe abuse said
I'
that their abusers' frequent
allegations had caused them
to curtail or cease
contact with friends and rela
tives. One victim said, "I
just gave np with
my friends anyway because if
I did make an effort to see th
em, he would
always badger me with questio
ns and make my life miserab
le."
For battering men, their jeal
ousy provides a nearly per
81. fect excuse
for their abusive behavior, maki
ng it appear "crazy" or irr
ational rather
than deliberate or calculating.
Some batterers go so far as to
proclaim that ~
their extreme jealousy is evid
ence of their deep devotion a
nd passion for
their partners. In explaining hi
s jealous rages, one young m
an told his
girlfriend, "I wouldn't do the
se things if I didn't love you so
much:'
Jealous Thoughts and Behav
iors
According to the victims of sev
ere abuse that we interviewed
, the vast ma-
jority of their abusers displa
82. yed extremely jealous behavi
or. Nearly 90%
of the women said that they we
re subjected to frequent jeal
ous questions
and accusations, often accomp
anied by abusive behavior su
ch as monitor-
ing, stalking, and threatening o
r committing vzolence. At l
east half of the
women said that their partners
checked their clothing for
signs of sexual
activity. Table 3.2 presents fi
ndings about how victims ra
ted the jealous
feelings of their abusive part
ners.
In some instances, the abusi
ve men's lists of imagined r
omantic rivets
83. KiIler Profiles ~ 41 i
i, ,,.r,.t
,.:
F
■
Table 3.2: SeYiously ba
ttered women's ratings
of their partners' jeal
ousy
Percentage
of victims
who said "yes"
How jealous did your partner
He was very
get of your relationships with
jealous or 89
members of the opposite sex?
extremely jealous
In general, how jealous of a
He was very
84. person do you think your partne
r jealous or
7
was?
extremely jealous
In response to the following
scenarios, how jealous do you
think your partner would be
— We were at a bar together and
He would be
another man invited me to dance
moderately to 83
but I politely said no.
extremely jealous
—When buying something at
a He would be
convenience store, I laughed at
moderately to 69
something the store clerk said.
extremely jealous
N=35
are very long, extending even
to members of the victims'
85. families. Nearly
one-quarter of the victims
we interviewed said that thei
r abusers had ac-
cused them of sexual interest
in their own relatives. The
women said they
found this particularly distress
ing since these accusations
were sometimes
accompanied by demands
that they stop having contact w
ith the relative.
Three women said that they
regretted telling their abusers
about their past
traumatic experiences with
incest since it subsequently le
d to allegations
that they had been complicit
with the sexual acts or tha
86. t they continued
to have interest in the relat
ive who abused them. In on
e case, the bat-
terer beat up the vicfiim's fat
her who had sexually abused
her as a child.
This led to the victim beco
ming further alienated from
her mother and
siblings.
42 ~ why Do zney emu?
■
Case Exam
~<I 1~nAw th
It was the
Emmit was thi
nursing home
twice previous
wife and one b
87. ended badly di
had threatened
mit insisted th
about it." Emr
date, when Lc
husband with
f
sistence, Lour
parents. Louis
failed marriage
Emmit confro:
driveway. Afte
Emmit, Louise
After one mar
hirn and the ne
i
now, Emmit h
working in an.
couple bought
88. Suspicion
ously urged h~
After about fr
~ the seasonal se
worked odd jc
ing all their bi
back to school
she resumed ~
By mid-1
fair because sl
incident in ea
x se; - ,:, -,_::.> ~ _ <': rte='
_ _
.,<.,z
{.5~' _ ~`
~~"s} y
Case Example 1
"I knew that I couldn't trust her
.
89. It was the same way with my sec
ond wife."
Bmmit was thirty-nine and
Louise twenty-nine when they first met a
t the
nursing home where they we
re both working. Emmit had been marri
ed
twice previously and Louise
once. Emmit had two children by his fir
st
wife and one by his second. Emmi
t said that both of these prior marriages
ended badly due to infidelity on each
ex-partner's part. Conceding that he
had threatened violence and someti
mes hit or pushed each ex-partner, Em-
mit insisted that these were "natural
reactions to their cheating and lying
about it" Emmit's first jealousy to
ward Louise appeared after their first
date, when Louise admitted that she
was still living with her estranged
90. husband with whom she had atwo
-year old son, Brian. At Emmit's in-
sistence, Louise filed for divorce two mon
ths later and moved in with her
parents. Louise's parents were negativ
e toward Emrnit because of lus two
failed marriages and urged Louise to stop
seeing him. In response to this,
Emmit confronted Louise's father, havi
ng a "fist fight" with him in the
driveway. After Louise's father filed a ch
arge of assault and battery against
Emmit, Louise decided to find an apartm
ent in which to live with her son.
After one month in the new place, Emm
it convinced Louise to live with
him and the new couple found a larger
apartment several towns away. By
now, Emmit had taken a new job at a
car rental agency and Louise was
working in another nursing home in the
same town. Within one year, the
couple bought their first home and thei
r son Benjamin was born.
91. Suspicious of Louise's relationship
s with co-workers, he continu-
ously urged her to quit her job so tha
t she could be a full-time mother.
After about five years of this, Louise
reluctantly quit her job to work at
the seasonal seafood restaurant that Emix
ut had purchased. Though Emmit
worked odd jobs during the winter mon
ths, the family had difficulty pay-
ing all their bills and fell into debt. L
ouise convinced Emmit to let her go
back to school so she could pursue her n
ursing license. At the same time,
she resumed work as a nurse's aide at a
nursing home.
By mid-1994, Emznit began to suspe
ct that Louise was having an af-
fair because she was coming home l
ate on some evenings. After orie such
incident in early September, he deman
ded to know where she had been
Killer Profiles ~ 43
92. .:.,:, M` F,; .~ x
i
S t mk'~. Sit `2 s
A. s
~1~t~
._ .. ..
,.. ~ r .. _~
,Y., t~s~ s
'_._. _._._
_ ..__ __..... ._'_
_~...,_..>~ ,_ i
i ..__..
_ ~., i.._.,_~~
._
and she insisted that
she had been shoppin
g. He rifled her purs
e looking
for a store receipt, an
d finding none, grabb
ed Louise by the shir
t while
93. calling her a liar. He
demanded that she L
eave, and in response
, Louise
took the two children
to stay with her paren
ts. The following da
y, Louise
returned with the pol
ice to geC some of har
belongings. Meanwhil
e, Em-
mit has spoken with s
everal neighbars who
all sought to assure
him that
Louise had been faith
ful to him. Fu11 of re
morse, Emmit drove to
Louise's
work the next day to
leave flowers and a n
ote of apology on the
windshield
94. of her car. Louise cal
led him that evening a
nd Emmit begged her
to return.
Louise agreed to do
so on the condition t
hat Emmit stop makin
g jealous
accusations. Two days
later, however, EmrrLi
t's suspicions return
ed when
Louise was one hour
late convng home fr
om work. They had a
loud ar-
gument in which Em
mit accused Louise of
neglecting the house
and she
accused hzm of being
short with the childre
n. During this conflict
, Emmit t
95. knocked over several
pieces of furniture an
d pushed Louise into a
wall.
On September 22, Emm
it drove by Louise's
workplace late in the da
y
to verify whether she
was working late as s
he had told hizn over t
he phone.
When he arrived at th
e nursing home, he n
oticed Louise getting i
nto a car t
with a man. He follo
wed the other car from
a distance until they
pulled `
into a Dunkin Donuts
. In a jealous rage, Em
mit appxoacl~ed the pai
r in the j
96. parking lot, yelling a
nd threatening to kill
both of them. Louise
insisted `
that the other man wa
s just a co-worker and
they had just been pic
king up
donuts for a meeting at
work. Emmit caLted
her a liar, telling her,
"If you
want to destroy our m
arriage, then goodby
e:' He then drove to L
ouise's
parents house and told
her father that Louise
was having an affair. R
eturn-
ing home, he told th
e same thing to twelv
e-year-old Brian, who
quickly
97. left to visit a friend.
Emrnit then loaded his
shotgun with the inte
ntion of
shooting himself but
stopped when Brian
returned home with hi
s friend.
After putting the shot
gun away, Emmit ga
thered up nearly eve
rything
that Louise owned, ma
king numerous trips
out to the back yard,
where
he placed her clothing
, shoes, jewelry, pict
ures, and. other keepsak
es into
a pile. With Brian ques
tioning what he was d
oing, Emmzt poured
gasoline
98. on the pile, setting it a
blaze. Fearing what w
ould come next, Brian
$ed to
a neighbor's house. M
eanwhile, Emmrt cal
led Yus brother, Ronal
d, to te11
him what had happened
. Ronald came over to
see the sti11-burning pi
le and e
convinced Emmit to co
me over to his house in
order "to calm down."
Ron-
aldtold Emmit, "If you
don't trust Louise, yo
u should just divarce he
z." He
44 ~ Why Do They Kil
l?
j ~ _
99. 1cy~,r ~ t ~ ,,^c~~- ~` ~
°' k ~. X~'~ .~~ t~So.~` 4 ~ ~I`3 c ~.`J 0 gx~~ ,it ,~ t .~ ~ ~ ; ~
.~,, ,r t ~.L k F~ . C ~4r -t
L ,c ~ ~,r ~~ .~ ,(7 r T' r..̀ ~ti~ kh f ~Sl ~ ~ 3
nt ;~f ~ --- ,
::
.~.. ~..,. .~.~r=
., .Le ey. ~ tea,,. Pik, .~F~ t _~~'~
_ ~~
r
took Enunit out to dinner, bnt Emmit was continuousl sobbin
and couldY gnot eat. Emmit returned home to find the police.
The police told him that
Louise had taken out a protective order that barred him from
being in the
house and from having any contact with Louise. The police also
informedEmmit that there would be a court date at 9:00 tl~e
next morning for ahearing to determine whether the restraining
and vacate order should becontinued. They transported Emmit
back to Ronald's house. That evening,Ronald and his wife
continuously sought to assure Emmit that Louise had ~not
cheated on him
On his way to court the following day, Emmit stopped at the
bankwhere he cleaned out the joint checking account. At the
court hearing,Louise told the judge that she feared Emmit due to
his violent jealousy.The judge continued the restraining order,
warning Emmit that he was notallowed to have any contact with
Louise, Brian, ar Benjamin. A hearingwas set for ten days later
100. to determine whether the restraining order wouldbe extended for
a year and to determine whether Emmit would be allowedto
have child visitations. After the court hearing, Emmit stopped
back atthe barilc to tell them he would stop making mortgage
papments on thehouse as well as loan payments on Louise's car.
Emmit spent the rest ofthe day at his restaurant.
That evening, Emrnit and Ronald planned to attend a party to be
heldat a Chinese restaurant by a friend of the family. Knowing
that Louisehad also been invited, Emmit went out to purchase a
new suit in hopes ofimpressing her at the party. Arriving early
at the party, Emmit was arixiousto see Louise despite her
restraining order against him. He arrived at 5:45,and not seeing
Louise, went to the box where he had four rum and …
3/7/2016 1
Profiling Abusive Men and
Confronting Myths
David Adams, Ed.D.
Emerge
www.emergedv.com
3/7/2016 2
WHO ATTENDS EMERGE?
Abuser Education Program
103. 3/7/2016 4
Myth 1:
1) Abusive men are easy to identify:
- Come across as angry, hot tempered,
“macho” or having a criminal record
3/7/2016 5
Reality
Most abusers are never identified
Most project a different persona
outside the family
Only a small proportion are arrested
Only ¼ are generally violent
3/7/2016 6
104. 3/7/2016 7
Translation:
14-year old boy:
“I am not going to judge him for his
actions since he gave me my life, but
he is irresponsible”
3/7/2016 8
Myth 2:
2) Abusers have a problem with anger
3/7/2016 9
Reality
Domestic Violence is more about control
than anger
105. 3/7/2016 10
Myth 3
3) Batterers lack skills
- anger management skills
- communication skills
- conflict resolution
- psychological awareness
3/7/2016 11
Reality
Abusiveness is a skill, encompassing
- control
- manipulation
- image maintenance
106. 3/7/2016 12
Manipulation
Manipulation tactics often include,
- discrediting victim
- blaming victim
- divide and conquer family/friends
- undermining
- bargaining
- minimizing and denying
3/7/2016 13
Myth 4
4) Abusers often suffer from low self
esteem
107. 3/7/2016 14
Reality
Narcissism is the more common
issue
White and Gondolf (2000) 50% on narcissistic
spectrum vs 26% on insecure/dependent spectrum
3/7/2016 15
Myth 5
5) The majority of abusers have mental health
problems
3/7/2016 16
Reality
Most do not have mental health problems.
108. Gondolf (2000)
3/7/2016 17
Personality Profiles
White and Gondolf (2000)
MCMI-III profiles of 100 abusers attending batterer
intervention:
• 59% had low personality dysfunction
• 23 % had moderate personality dysfunction
• 18% had severe dysfunction
3/7/2016 18
Personality Profiles (con’t)
White and Gondolf (2000)
Low Personality Dysfunction (59% of total):
Subgroups
111. 3/7/2016 22
Myth 5
5) Abusers who express remorse are more
likely to change
3/7/2016 23
Reality
Abusers commonly attempt to
manipulate interveners, with
- Denial and minimization
- Excuses
- Quick fix strategies
- Expressions of remorse
Remorse and apologies are part of the
cycle of abuse
112. 3/7/2016 24
Excuse-making
Most common excuses used by abusers:
1) “She provoked me”
2) “I lost control”
3) Good intentions (e.g. “I just wanted her to see
how unreasonable she is”, “Its because I care
so much”)
4) Stress, Frustration
5) Alcohol or drugs
3/7/2016 25
Excuse-making
Most Common Excuses:
6) Self-defense
113. 7) Jealous rage
8) Insecurity
9) Being tired
10) “It was an accident”
3/7/2016 26
Examples of “provocation”
(from Emerge intake files)
“She won’t keep her mouth shut”
“She has a big mouth”
“She always has something to say”
“She doesn’t talk to me respectfully”
“She won’t listen”
“She’s not sexual enough”
“She was being like a slut”
“She doesn’t respond quickly enough”
114. 3/7/2016 27
Award for most Excuses
Description of violent incident:
“I grabbed her and pulled her arm and
threatened to kill her”
What was your reason for doing this?
“I was drunk and I was sleeping at two in the
morning when the incident started. I felt
rejected. I was angry and drunk. She
pushed my arm after I touched her and I
lost control”.
3/7/2016 28
Myth 6
6) It the violence has only occurred once,
there isn’t a pattern
115. 3/7/2016 29
Reality
Most often, the first incident that comes
to light isn’t the first incident
Both the victim and the abuser may be
minimizing
There may be a prior history of
nonphysical abuse
3/7/2016 30
Myth 7
7) Abusers don’t change
3/7/2016 31
Reality
116. Outcomes of abuser intervention programs are
quite positive
- program completers are 2-4 times less likely to
re-offend
- In Massachusetts, outcomes for certified batterer
intervention programs are better than anger
management programs, and substance abuse
only interventions
- Outcomes are enhanced with strong support of
referral sources
3/7/2016 32
Myth 8
8) Just because a person has abused his
partner doesn’t mean he is a bad parent
3/7/2016 33
Reality
There are two important aspects of parenting:
1) How you treat your children
117. 2) How you treat the other parent of your children
Children are greatly affected by both of these
Boys who grow up witnessing their fathers
seriously abusing their mothers are 10 times
more likely to grow up to become abusers --
M.Strauss
3/7/2016 34
Parenting Problems of Abusers, #1
Physical Abuse of Children
- 40-70% physically abuse children
Heightened Risk for Child Sexual
Abuse
3/7/2016 35
Parenting Problems of Abusers, #2
118. Exposing children to abuse of the
mother
3/7/2016 36
Parenting Problems of Abusers, #3
Psychological Abuse
- rigid or inappropriate expectations
- verbal abuse
- inconsistent contact/attention
- favoritism
3/7/2016 37
Parenting Problems, #4
Psychological Abuse (continued)
- emotionality
-enlisting children as spies
119. - verbally abusing mother to
children
3/7/2016 38
Parenting Problems of Abusers, #5
Undermining Mother
- countermanding her rules, limits
- criticizing the mother
- enlisting children as spies
- manipulating visits
3/7/2016 39
Parenting Problems of Abusers, #6
Undermining the Mother (continued)
-filing child abuse reports
- legal harassment of mother
- withholding child support
- replacing the mother
120. Bar Journal - December 1, 1999
Identifying the Assaultive Husband in Court: You Be the Judge
By: David Adams, M.Ed.
Reprinted by the New Hampshire Bar Association with
permission of The Boston Bar Journal, a
publication of the Bar Association. David Adams is Co-founder
and President of Emerge: A Men’s
Counseling Service on Domestic Violence. He is a nationally
known expert on counseling
assaultive husbands.
Individual and institutional suppression of the truth frequently
run parallel courses in history. Even when the
truth is not actively suppressed, it is sometimes resisted because
of the low status of its tellers. Such is the
case with wife abuse. The ability of individual perpetrators to
conceal or justify their violence has been
facilitated by a criminal justice system that has historically
ignored or blamed the battered woman (Taub &
Schneider, 1982: New York Task Force on Women in the
Courts, 1986). But the criminal justice system is
not alone in letting the abusive man off the hook. The
downplaying of domestic violence and the tendency to
blame victims have been well documented among social service
providers, medical personnel, clergy, and
the media (Schechter, 1982). Too often, those who are in a
position to intervene have failed to educate
121. themselves about wife abuse. Biased preconceptions about men
and women have impaired nearly
everyone’s ability to identify wife abuse and consequently, our
ability to hold abusers responsible for their
violence. Even our questions betray a preoccupation with the
victim’s choices and responsibilities rather
than those of the perpetrator. We ask, "Why does she put up
with it ?" rather than "Why does he beat her?"
Finding the truth means moving beyond popular stereotypes and
learning to ask the right questions. Court
officers must be especially careful to ask plaintiffs whether they
fear potential reprisals from the defendant in
reporting domestic assaults.
As frightening as domestic abuse is, the experience of publicly
disclosing it has been compared to stepping
off a cliff. Disclosure not only puts the battered woman at
greater risk for retribution from her abuser but it
also severely jeopardizes her social and economic security.
Research shows that, far from being irrational,
these fears are well-founded. Women are most likely to be
murdered while attempting to report abuse or to
leave an abusive relationship (Sonkin 1985; Browne, 1987).
Many battered women report that their
husbands have repeatedly threatened to kill them if they call the
police or attempt to leave. Those who treat
the abusive man confirm that the violence often escalates once
the woman attempts to end the relationship.
The abuser’s threats of continued physical abuse are often
accompanied by economic threats. These
commonly include threats to withhold child support and to
sabotage her job plans. Some men make threats
that are specific to the children, exploiting their wives’ fears of
losing the children once they report domestic
abuse.
122. Most battered women’s fears about calling the police or seeking
court protection are logical reflections of her
past experience with her abusive spouse. What appears from the
outside as an irrational pattern of "crying
wolf;" becomes much more understandable when one identifies
the specific scare tactics of the abuser.
These, combined with inconsistent and sometimes hostile
responses from the criminal justice system,
reinforce the battered woman’s fears that there is no real escape
from the abuse.
CHARACTERISTICS OF THE ABUSIVE HUSBAND
The following descriptive profile of the abusive husband is
provided to help criminal justice workers become
more sensitive to the concerns of battered women and more
knowledgeable (and hence, less vulnerable) to
the manipulation patterns of the abusive man. The profile is
drawn not only from victim accounts and
research findings but also my twelve year experience as a
counselor of abusive men at Emerge: A Men’s
Counseling Service on Domestic Violence, in Cambridge,
Massachusetts. Founded in 1977, Emerge was
the first program of its kind in the nation. Each characteristic
listed has implications for all those who are in a
position to identify abusive behavior and prescribe solutions.
1. Discrepancy in public versus private behavior
Men who batter their wives often do not come across to those
outside the family as abusive individuals.
Often, the abusive man maintains a public image as a friendly,
caring person who is a devoted "family man".
This good reputation often leads neighbors and friends to
123. conclude that his wife is exaggerating when she
reports physical abuse. Police responding to these reports may
be swayed by the calm demeanor of the
perpetrator. By contrast, his wife may seem more agitated and
hysterical, leading police officers to conclude
– falsely – that she is the more aggressive party. This false
picture is often repeated in court. Dressed in a
suit and accompanied by counsel, the male defendant frequently
comes across more credibly than the
female plaintiff. This is especially true when the perpetrator is a
professional man. In such a case, the
picture the plaintiff paints of her husband’s behavior may seem
inconsistent with his stature in the
community. Approximately one-third of the men counseled at
Emerge are professional men who are well
respected in their jobs and their communities. These have
included doctors, psychologists, lawyers,
ministers, and business executives. Police and court officers
must look beyond the popular image of the
abusive man as an easy-to-spot brute. While some abusers bear
some resemblance to this stereotype, most
do not.
2. Minimization and denial
Living in a society that undervalues domestic life, abusive men
do not expect their abusive behaviors toward
women to be taken seriously. One man said it had never
occurred to him that he could be arrested for such
a "minor thing:" This man’s attitude that men’s ill-treatment of
women doesn’t belong in the public sphere,
does not exist in a social vacuum. It is mirrored by recent
public debates about the relevance of how public
men treat their wives, particularly when allegations of wife
abuse or infidelity are made. It is reflected by the
historical reluctance of police and courts to intervene in
124. "domestic disturbances" (Roy, 1977).
Few, if any, abusive husbands characterize themselves as men
who beat their wives. A recent informal poll
of clients at Emerge revealed that few men, even the most
severe abusers, had thought of themselves in
those terms. The abuser’s tendency to minimize problems is
comparable to the denial patterns of alcohol or
drug abusers. Problem drinkers minimize their drinking by
favorably comparing their own consumption
pattern to "worst case" alcoholics - those who drink bottles of
hard liquor on the street. Many battering
husbands similarly minimize their violence by comparing it to
"brutes who beat their wives every day."
Besides spurning the "wife beater" label, most abusive men
underreport their violence. Research studies of
violence reporting patterns among husbands and wives have
found that husbands are more likely than
wives to underreport their own violence (Szinovacz, 1983;
Browning & Dutton, 1986). For instance,
husbands are more likely to count even severe acts of violence
(e.g., choking, punching, beating someone
up) as self defense rather than violence (Brygger & Edleson,
1984). Frequently, what abusers report as self-
defense is in reality violent retaliation. While some men
rationalize their violence, others merely lie about it.
The previously mentioned poll of Emerge clients found that
many had lied about their violence when asked
by neighbors, relatives, and police.
3. Blaming others
Perhaps the most common manipulation pattern of the abusive
man is to project blame for his violence onto
his wife. In treatment programs for abusers, statements li ke "she
drove me to it:" "she provoked me:" "she
125. really knows how to push my buttons" are common. Statements
like these reveal the abuser’s attempts to
divert attention away from his own behavior and choices.
Abusers in the early stages of treatment resist self
criticism by projecting responsibility for their violence onto
others (Adams, 1988). This is similar to the
alcoholic’s tendency to blame other people, things and
circumstances for his drinking. The abusive husband,
like the alcoholic, presents himself as a victim.
Too often, interveners get caught up in talking about the
victim’s behavior. This is a disservice to the abuser
because it reinforces his denial of responsibility. When the
topic of discussion shifts to his partner’s
behavior, the abuser is prevented from recognizing that he has
choices in how he responds to her, and that
some choices are more constructive than others. Often, the
abuser manipulatively seeks allies in his
attempts to monitor and police his wife’s behavior. Abusers in
later stages of treatment are able to critically
identify this as a lack of respect for their partners. One man
said "I could never accept her the way she was;
I always felt 1 had to ‘correct’ her. And it was easy to find
other people to agree with me:" (Emerge, 1989).
4. Controlling behaviors
Advocates for battered women have pointed out that wife abuse
is more than isolated acts of physical
violence. It is a cohesive pattern of coercive controls that
include verbal abuse, threats, psychological
manipulation, sexual coercion, and control over economic
resources (Dobash & Dobash, 1979; Schechter,
1982). The co-existence of these other controlling behaviors
126. serve to remind the victim subliminally of the
potential for physical abuse (e.g., yelling, threats, angry
sulking) and to undermine her independence. The
abuser’s frequent criticisms of his wife erode her confidence in
her own abilities. One abusive husband said
he constantly tore down his wife’s self-confidence because "I
felt threatened whenever she felt good about
herself." This man’s wife said that it was only when she got
support and validation from others that she
began to trust that she could make it on her own. Social
isolation is another tactic used by abusers to
undermine their wife’s autonomy (Walker, 1984). Accusations
of infidelity or of "neglecting the family" serve
to manipulate the woman into curtailing her contacts with
friends, coworkers, and relatives.
5. Jealousy and possessiveness
Many battered women report that their husbands make frequent
jealous accusations. For some abusers, this
jealousy has an obsessive quality. These men constantly monitor
their wife’s whereabouts. Their
surveillance activities often continue (and escalate) when their
wives leave or attempt to end the
relationship. These may include following her around,
interrogating the children, eavesdropping on
telephone conversations, and making frequent telephone calls to
monitor her activities.
It bears repeating that pathological jealousy of this kind is not
evident in all men who abuse their wives. Its
presence should be seen as a significant indicator of potential
homicidality (Sonkin, 1985). Closely related to
this is extreme possessiveness which is often manifested by the
abuser’s unwillingness to accept the end of
the relationship. Women who leave this type of man are
127. subjected to ongoing harassment and pressure
tactics, including multiple phone calls, homicide or suicide
threats, uninvited visits at home or work, and
manipulation of the children.
6. Manipulation of children
There is considerable variation among abusive husbands on
whether their violence extends to the children.
While child abuse is as frequent or more frequent than wife
abuse for some abusive husbands, others have
strong prohibitions against hitting their children. Regardless of
whether children are directly abused, children
are adversely affected by being exposed to wife abuse
(Kalmuss, 1984). Children exposed to abuse are
more insecure, more aggressive, and more prone to depression.
Children in this situation commonly feel
divided loyalties between their mothers and fathers. Research
shows that childhood exposure to wife abuse
is a significant predictor of future wife abuse (Hotaling &
Sugarman, 1986).
Courts are often asked to decide custody and child visitation
issues when battered women file for protective
orders. Judges must be wary of the manipulation patterns of the
abuser in making these decisions. For
instance, abusive husbands commonly misuse child visitations
as a way of gaining access to their wives.
Abuse of child visitations not only compromises the battered
woman’s safety but also has an adverse
emotional impact on the children. Some abusers use their
children as emissaries who are responsible for
spying on mom’s activities or for convincing mom to ‘let Daddy
come home.’ Some abusers contest custody
or child support agreements as a bargaining tactic, designed to
coerce their partners to reconcile or to drop
128. criminal complaints. Prosecutors and judges should routinely
encourage battered women to seek
modification of child visitation agreements if such agreements
are being abused, or if the child’s or woman’s
physical safety is being jeopardized.
7. Substance Abuse
Research studies have varied findings about the degree of
overlap between spouse abuse and substance
abuse. One study found 70% of men arrested for domestic
battery showed evidence of alcohol or drug
abuse (Roberts, 1987). A survey of women who sought refuge in
shelters for battered women, found that
48% reported that their abusive husband abused alcohol. This
variation in findings is attributable to the use
of differing criteria in assessing the batterer’s use or abuse of
substances. There is also evidence to suggest
that: police are more likely to arrest a batterer when there is
also evidence that he is under the influence of
alcohol or drugs (Kantor & Straus, 1986).
Despite the high correlation, experts in the domestic violence
field agree that alcohol or drug use does not
cause men to batter their wives (Coleman & Straus, 1983).
Acting as a socially approved disinhibitor, alcohol
use becomes a convenient excuse for some men to hit their
wives. The battering husband who abuses
alcohol has two problems for which he must take responsibility.
Alcohol or drug treatment alone will not stop
the batterer’s abusiveness. Recovering alcoholics exhibit high
rates of abusive behavior. Despite this, one
study found that courts in one state refer most alcohol/drug
abusing batterers to alcohol or drug treatment
129. programs only - without also referring to specialized batterer
treatment programs (Roberts, 1987). Because
probation officers and judges have been more sensitized to
alcohol and drug problems, there is a danger of
focusing exclusively on the substance abuse when the substance
abuser is also abusive toward his wife.
When the problems coexist, it is critical for the individual to be
evaluated for both kinds of treatment.
8. Resistance to change
Like substance abusers who are still in the denial stage, most
abusive husbands lack internal motivation to
seek counseling or to change their behavior. It is estimated that
less than 1% of men who batter are referred
to specialized treatment programs for abusers. Approximatel y
20% of Emerge clients are court-ordered to
attend the program. Though the rest, technically, are self-
referred, most of these have sought counseling
only once it became clear that their relationship will not
continue unless they attend. For most of these men,
the problem as they see it is that their wives have left them, not
that they have been violent. Initially, the
abusive man bargains with his wife to change as little as
possible (Adams, 1989). For instance, he may
agree to attend one week of counseling in exchange for
returning home or having criminal charges against
him dropped. Fifty percent of Emerge clients drop out of
treatment within the first month, a figure that is
consistent with other programs. Some drop out as soon as they
reconcile with their wives. Others drop out
as soon as it becomes clear that a reconciliation isn’t possible.
The typical battering man, like the alcoholic
brings a ‘quick fix’ mentality to counseling. His desire to
restore the status quo outweighs his desire to
change.
130. SUMMARY
For court workers to become aware of abusive behavior patterns
does not condemn the abuser’s chances
for change. On the contrary, this insight helps interveners resist
the abuser’s manipulation patterns and
more realistically appraise his suitability for rehabilitative
efforts. Clearly, some perpetrators pose too great a
danger to their wives for the courts to release them into the
community. Assessments for potential lethality
should be made in every spouse assault case. In my experience,
the men who do make significant changes
are those who accept legal sanctions and persevere with
counseling. These men respect their wives'
decisions concerning the amount and nature of contact she
wishes to have with them. He learns to focus on
his own rather than her behavior. Much depends on the public
sanctions that the abuser encounters along
the way. Courts have a critical role to play in this. They
determine whether the abuser attends a treatment
program, how long he stays in the program, and whether the
victim’s safety is ensured while he attends the
program.
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