Mesopotamia Cuneiform History

Mesopotamia Cuneiform History
3100 BC– Mesopotamia and Cuneiform
The first recorded history of writing tablets comes from Sumer in 3100 BC. The chief of the temple
called the 'sangu' (accountant) was responsible for noting animals and other goods to tally the
temple's wealth. The images of these goods were simply drawn on lumps of wet clay and lines
drawn in accordance with the number of each, allowed to dry in the sun and became a permanent
tablet.
In Mesopotamia, clay tablets became the most common surface for documenting and writing. A
piece of reed, sculpted with a tapered or rectangular end became the first writing instrument. This
initial human script consisted of wedge–shaped characters called cuneiform. This became the
standardized method of writing and is seen in Mesopotamia, Persia and Ugarit. Scribes were able to
record messages to be read with the understanding and concept of long–lasting notations passing
through time and space. ... Show more content on Helpwriting.net ...
The combined concepts and suggestions of objects are similarly depicted. The 'hieroglyph' name
came from the Greeks in 500BC. 'Heiros' (sacred) and 'glypho' (engrave) in Greek was coined
because the Greeks used this type of writing only for holy texts. Prior to the introduction of Papyrus,
hieroglyphic inscriptions were used on the walls of tombs and temples, created by sculptors, painters
and craftsmen who modeled these intricate images in relief on plaster.
Scribes began writing on papyrus, a smooth surface created from tall, pithy sedge plants that grew
along the Nile river. The hieroglyphic inscriptions had utmost importance, becoming more detailed
and delicate as the act of writing with a fine reed pen evolved. The scribe was a professional and
regarded as such. Three hieratic versions of hieroglyphs developed, formal for religious documents,
less formal for official documents and literature and even less formal for private
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An American Childhood Annie Dillard Analysis
Annie Dillard, an American author, explores various themes and perceptions in her writing of the
novel An American Childhood. This novel delves into the intricate topics of life regarding coming of
age, exploration, connections and awareness. Dillard exercises a specific literary technique in
assisting her with the exploration of these particular ideas. Metaphors help Dillard facilitate her own
movement through adolescence and her awareness of time and space. Through the use of these
implied comparisons, Dillard is able to express ideas abstractly, and provide readers with a relatable
means to both enjoy and understand her novel. Capitalizing a specific literary technique, Dillard
gives purpose to her writing through use of a combination including direct and extended metaphors.
Found in the Prologue of the novel, a particular analogy emerges that provides insight on Dillard's
overarching theme, coming of age. She writes, "Like any child, I slid into myself perfectly fitted, as
a diver meets her reflection in a pool" (Dillard 11). Juxtaposing the image of someone diving into a
pool with the philosophical image of a young child discovering her identity is not a conventional
correlation, yet for Dillard, it is felicitous. Imagining a diver, entering the water, and perfectly suited
for their environment is an alluring way to describe the experience of one's coming of age. Dillard
also writes, "The diver wraps herself in her reflection wholly, sealing it at the toes, and wears

Reflection Paper
During my time with Diego, we did a lot of different activities, and I really enjoyed working with
him, I am going to share my assignments that I did with Diego, in my essay, I hope that by reading
this paper, you can understand or visualize what I did with my student. Diego is 6 years old, and he
is in 1st grade, he is a huge Minecraft fan, and his favorite character is Steve, and he loves to play
soccer. First, I am going to talk about letter identification, on the letter identification Diego did
extremely well on the assignment, Diego knows his letter, he knows the sound of each letter, and he
know words for each letter. I have to say when it comes to C and K he got the words wrong, he gave
me cake for both C and K, of course for C it is correct, he did the sounds perfectly. And when it
comes to X, Diego response was that "there's not really a word for X", and he was right. Besides that
he went through the letters, sounds, and everything like it was nothing, so he knows how to identify
the different letters in the alphabet whether it is lower or upper case. He can pick them out with no
problems; I would just work on words that start with C and K with him, because he can already
sound it out and everything. Second, I am going to talk about the concepts about print, I read the
book Stones to Diego, and he did extremely well on this assignment as well, he knows where the
front of the book was, and of course the back as well, he knows where to start, which way to go, he

Language Sample Analysis Child 's Name
Rebecca Mirakova Language Sample Analysis Child's Name:
N (female) Child's Date of Birth: June 12, 2009 Child's Date of Evaluation: 09/12/2014 Child's
Chronological Age/Sex: 63 months Child's Primary Language: Russian Language of Evaluation:
English Name of Student Evaluator: Rebecca Mirakova
PERTINENT BACKGROUND INFORMATION N is my neighbor, who is 63 months old. She has
two older siblings, Rachel and David. N 's parents are from Russia, so she has been exposed to both
the Russian and the English languages. She communicates with her parents in Russian, and speaks
in English with everyone else. Even though her parents speak English, they want N to learn Russian.
As a result they speak to her only in Russian. She is currently attending ... Show more content on
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TESTS ADMINISTERED Language Sample MLU development chart by Brown (1973) Speech and
Language Milestone Chart by PRO–ED Inc. (1999) Phonological processes by Puccini (2001)
Articulation development chart. Sanders, J. (1972).
INFORMAL TEST RESULTS Morphology Morphology discusses the rules that govern the use of
morphemes. N 's MLU came out to be 5.3, this MLU signifies a typical developing child. According
to Brown (1973) Language Sample Development, she falls under the stage V+, which is the average
level for a child within 47 months and above. N has good use in both bound and free morphemes.
She particularly utilized a substantial amount of bound morphemes such as the"ing"and third person
regular "s". For example in utterance number three, I asked N what animals she enjoyed seeing at
the zoo, she responded "da seal show was the best /deI/ woe jumping in the water. From that
sentence we see how N used the "ing" in jumping. In utterance number forty two we see how N
correctly used the third person regular "s" when I asked N if her brother David plays with her she
responded "no, no he plays with his fwends". In that response we see how N used the correct
grammatical marker, the third person regular "s". "She was also able to produce plural words such as
"books" and "friends" She was able to differentiate between past and present tense for example, in
utterance number three N said

Word Play in Hamlet
Word Play in Hamlet
A principal theme in Shakespeare's Hamlet is the strength and flexibility of language. Words are
used to communicate ideas, but can also be used to distort or conceal the truth and manipulate.
Throughout the play characters comment on the properties of language and exploit these for their
own advantage.
Claudius, the shrewd politician is the most obvious example of a man who manipulates words to
enhance his own power, possessing a professional grasp of the language. Using this he can oppress
people and assert his authority, as we see him doing when delivering a polished speech to the
council. He cleverly justifies the ill–viewed situation of his marriage to Gertrude, reminding ...
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What wouldst thou beg, Laertes?'
The comment above is ridiculous in its context, since Laertes has so far not been permitted to speak,
never mind `lose' his voice. The King oppresses him to a great extend, through the constant
questioning, through the unnerving repetition of his name and finally through reducing verbs like
`beg', referring to the manner of speech Laertes uses to request his leave, one that the King has not
yet heard. Claudius adopts entirely different manners of speech, depending on to whom he is
speaking. On this occasion he controls in a way he would not, when conversing with others.
So, we have seen how Claudius exploits language to evade, oppress and assert his power. Yet, we
also see how he uses language to advance his political situation and the view of the people. Upon
seeing Hamlet he greets him slightly strangely:

`But now, my cousin Hamlet and my son –'
In public he stresses to the court that Hamlet is now his son, and throughout the discussion makes
references to he, himself being the father. He adopts a friendly tone when advising `Good Hamlet',
to give his mourning duties to his new father, and this desire to `eliminate' memories

Advantages And Disadvantages Of Late Talkers
A late talker (LT) is a toddler who understands language, has typical play skills, motor skills, social
skills. A LT cannot expressively communicate which means that the child has limited vocabulary
(Lowry, 2012). Late talkers are also known as "late language learners" or to have an "expressive
language delay" or ELD (American Speech and Hearing Association, n.d.). Weismer, Venker, Evans,
and Moyle (2013) explained that majority of late talkers exhibit normal language skills on
standardized test by kindergarten and by early school age children who do not score within normal
range may be diagnosed with specific language impairment or SLI. Whitehouse, Robinson, and
Zubrick (2013) expressed that at the age of 24 months the child can be diagnosed with ELD.
Language delay is not a result of pervasive developmental disorders, genetic syndromes, cognitive
delay, or hearing disorders (Buschmann, Multhauf, Hasselhorn, & Pietz, 2015).
Symptoms:
An 18–month–old should be using at least 20 words, this includes nouns, verbs, prepositions,
adjectives, and social words, by the time they are 24–months–old the toddler should use at least 100
words and should generate a combination of 2 words together (Lowry, 2012). Lowry (2012)
indicated that "memorized chunks" do not count as 2–word combinations. Examples given by
Lowry (2012) are "doggie gone", "eat cookie", or "dirty hands.". If a child expressive vocabulary is
less than 50 words then they are considered to be a LT due to the criteria (Kouri, 2005).
Prevalence/Incidence:
LTs who are 18 to 23 months are estimated to be about 13.5%, once they are 30 to 36 months of age,
the rate rises to about 16% to 17.5% (ASHA, n.d.). According to ASHA (n.d.) prevalence are higher
for children with a positive family history compared to those no history and males are more than
likely to show signs of late language emergence (LLE) than females. Whitehouse et al. (2011)
explains that a LT within typical development ranges from 7% to 18%.
Etiology:
ASHA (n.d.) provided variables that may play a role in LT's. They are child factors, family factors,
and protective factors. Child factors include gender, motor development, birth status, and early
language development. Family factors includes

Persuasive Speech For Speech
SUMMER! It's that time of year again and with that comes "summer break!", a phrase that brings
joy and a bit of nervousness for parents. As a speech language pathologist, a question heard often
from families this time of year is "what can we do at home?". We love this question, because speech
practice can be done from anywhere! I wanted to share with you a few ideas that can be quick, easy,
effective, and FUN.
1. Chalk
Chalk is a must–have for summer days. As a child, I can remember drawing endless hopscotch
mazes in the cul–de–sac with my neighbors and racing to the finish line. Let your kids have a great
time being creative and creating their own courses on the driveway, but encourage them to practice
their speech sounds. For example, you or your child could write or draw pictures of speech words in
each square of hopscotch, so that each time they jump on a square, they practice saying the words.
I also love tracing bodies in chalk and decorating them with funny faces, clothes, etc. This gives
your child opportunity to describe the person, label items, or tell a story about what the person is
doing.
2. Scavenger Hunt
Scavenger hunts are so fun and can be so beneficial for speech and language goals. For a child
working on speech sounds, you could hide objects or pictures with their sound and let them find
them as fast as they can! As they find them, they can say the word 5 times or describe where it is
using prepositions ("under the trampoline"). They can also practice inferences or guess where the
next item will be ("I think the tennis ball will be in the mailbox"). This is also fun as a "flash light
scavenger hunt". You can tape your practice words around the house and turn off the lights or hide
objects outside at night–time. Hand your child a flashlight and then go find the words! They can say
each word as they find them!
3. I spy
This is a favorite of mine, because it can be easily adapted to match your child's goals, and you can
never go wrong with a game of "I Spy". For younger children who are working on building
vocabulary, this will give them a chance to identify and label objects and actions around the house,
playground, beach, outside, etc. This is also a great time for you to draw their

Hillary Clinton: The Power Of Language
Language equals power and can take form in many different ways. Orwell for example a writer who
critics language and how it has become complex and that simplifying language is the key to a better
understanding of language because when language is so complex there is no meaning behind what is
being said. But contradictory to Orwell society views people with greater vocabulary on a higher
pedestal when judging education, social status, and more say in conversation. When language is
considered intellectual by others many listen more intently because it seems as if what an intellect
has to say is groundbreaking. Foreign and cultural language play a key role in successful power.
This type of language can form connections. In a political and ... Show more content on
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This idea comes into play in politics. Politicians are known for their advanced language, blurring
and vagueness. But some such as Donald Trump have dumbed down their language. I believe
Orwell would be a fan of Mr. Trump considering he is using the basic language but is he really
getting his point across with bland repetitive language. In Mr. Trumps speech to RNC he says, "This
is the legacy of Hillary Clinton: death, destruction and weakness.
But Hillary Clinton's legacy does not have to be America's legacy." Mr. Trump talks about Hillary
and uses legacy three times. As well as when Trump talks about the first amendment he repeats
himself using the words bad and tremendous. Anyone can express what they think but the language
they decide to use gives them a voice in society. Having the ability to not only think or believe in
something but share it with the world is powerful.
Language is Power and most everyone is granted with that power in many different forms as I have
given. Language is not hard to acheive it is one of the most fundamental learning steps in childhood
development. So hand in hand with that is power. The question is do they use their power for good
to advance and improve the world we live in today through culture, opinions, and

Tone Of George Gascoigne Tone
Throughout this poem, sixteenth–century poet George Gascoigne, reveals to his audience what he is
experiencing and the emotions that coincide. It is likely that Gascoigne is both the author and
speaker of this piece, and conveys his complex attitude through different devices. His attitude is
conflicting because of his combination of being both reluctant but still tempted. Through his use of
expressive diction and comparisons, his audience is able to better understand the issues that he is
faced with. Gascoigne doesn't seem like he's trying to sugarcoat the way he is feeling. He makes it
clear that he is in a state of sadness or regret. Through his diction, it is evident that he feels this way
because of all the descriptive words he uses. Early in the poem he says, "To see me hold my louring
head so low." (Gascoigne 2) Through his use of the word louring, one can make the straightforward
assumption that he is more than just upset. The word holds a weight that suggests he is sullen, his
whole mood is currently negatively affected because of the situation he is in. He has to purposely
restrict himself from looking at the woman, which could generate further pain. Later in the poem, he
says "Because your blazing eyes my bale have bred." (Gascoigne 14) The word "bale" conveys that
this other person has caused him misery. Misery expresses more than just temporary sadness, but
rather prolonged feelings of emotional pain. This isn't just a minor inconvenience to him, but rather

Unit 3.3.1 – How Communication with Children and Young...
Unit 3.3.1 – How communication with children and young people differs across different age ranges
and stages of development 0 – 6 Months By 6 months, usually children will: * Turn towards a sound
when they hear it. * Be startled by loud noises. * Watch your face when you talk to them. *
Recognise your voice. * Smile and laugh when other people smile and laugh. * Make sounds to
themselves, like cooing, gurgling and babbling. * Make noises, like coos or squeals, to get your
attention. * Have different cries for different needs. For example one cry for hunger, another when
they are tired. 6 months – 1 year By 1 year, usually children will: * Listen carefully, and turn to
someone talking on the other ... Show more content on Helpwriting.net ...
However, people that know them can mostly understand them. * Now play more with other children
and share things. * Sometimes sound as if they are stammering or stuttering. They are usually trying
to share their ideas before their language skills are ready. This is perfectly normal, just show you are
listening and give them plenty of time. 3 – 4 Years Children at 3 to 4 years will usually be actively
learning language and asking many questions. By 4 years usually children will: * Listen to longer
stories and answer questions about a storybook they have just read. * Understand and often use
colour, number and time related words, for example, 'red' car, 'three' fingers and 'yesterday /
tomorrow'. * Be able to answer questions about 'why' something has happened. * Use longer
sentences and link sentences together. * Describe events that have already happened e.g. 'we went
park.' * Enjoy make–believe play. * Start to like simple jokes. * Ask many questions using words
like 'what' 'where' and 'why'. * Still make mistakes with tense such as say 'runned' for 'ran' and
'swimmed' for 'swam'. * Have difficulties with a small number of sounds – for example r, w, l, f, th,
sh, ch and dz. * Start to be able to plan games with others. 4 –5 Years At this stage, they need to
listen, understand more and share their ideas

What Word Play Means To Me Essay
What the Word PLAY Means to Me.
Senior year has been great so far. I got my first job as a paid intern for the City of Sacramento's
Parks Department, I earned straight A's my first semester, received a new phone, and turned 18. All
of this is great but it doesn't compare to what I learned and experienced during my senior project. I
felt as though I learned so much but there is always something more I could do and learn.
The programs that I did my senior project with were Angelique Ashby's Parks Leadership Academy
for Youth (PLAY) and Youth Action Corps (YAC). A typical day for volunteers in PLAY would be a
park clean up which consisted of raking playgrounds, picking up garbage, pruning trees/bushes, and
pulling weeds. The activities that I participated in during YAC events consisted of marching in
parades, running big festivals, participating in Santa in Natomas, and so much more. YAC events
were always different so, there really wasn't a typical day. The steps that I took to plan were to sign
up for as many events as I could to get my required 30 hours done. I put every event on my calendar
to make sure that nothing would interfere with those events. ... Show more content on
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Some students who were in second grade would ask to volunteer because they wanted to do what we
were doing. There is nothing that feels better than knowing that you are a role model for young kids
and your community. I felt as if I was shaping those kids' future by showing them that making a
difference in your community is a good thing. Another great encounter I had was getting to see
middle school students teach adults how to use gardening tools. This program also won a state
award. Just getting to be a part of that is an amazing thing. Even though I did my hours over
summer, I still continue to volunteer. I also landed a job with PLAY as their intern. I love my job
and the experience is

Summary Of Enjambment In William Shakespeare's Henry V
This passage, from the Prologue of Shakespeare's Henry V, mainly gives an introduction to the play
by talking about the play itself. The first few lines say that the play would be greater if the stage
were as big as a kingdom and real monarchs were to act the parts of monarchs. Unfortunately, that
isn't the case, so regular citizens have to act out this great play on an unworthy stage. The stage may
not be able to hold the expansive fields of France, but the actors can make due by using the
audience's imagination. The audience has to imagine that in the theater are two kingdoms divided by
an ocean, and also has to imagine that each man on stage is really a thousand. In lines 1–2, the
phrase "a Muse of fire" is an allusion to Greek mythology, specifically to the fact that Muses were
daughters of Zeus and Mnemosyne; the use of this phrase makes it seem like the play is worthy of
the gods. Shakespeare uses enjambment (lines 1 and 2 are one sentence) to continue the thought
from the first line, and also to emphasize the second line. There is interesting word choice here as
well; describing the imagination as "brightest heaven of invention" continues the theme of making
the play seem worthy of the gods. In lines 3–4, there is an example of alliteration with "swelling
scene", which makes these words stand out; it is also a form of imagery, as the reader can almost
picture the giant stage. The next sentence encompass a total of 4 lines which are "enjambed"
together; this creates

Children 's Literature : Research Paper
Caleb Morrow Children's Literature Research Paper 22 November 2015 E. B. White E. B. White
was born in Mount Vernon, New York. He went and graduated from Cornell University in 1921 and
then he joined the staff of The New Yorker magazine. E.B. White authored over seventeen books of
prose and poetry and was elected to the American Academy of Arts and Letters in 1973 (Scholastic
Open a World of Possible). E. B. White not only wrote children's books but he also wrote adult
books, poems and essays, drawings and sketches. Some of his other books include: One Man 's
Meat, The Second Tree from the Corner, Letters of E. B. White, The Essays of E. B. White, and
Poems and Sketches of E. B. White (Scholastic Open a World of Possible). E. B. White always said
that he found writing difficult and bad for one's disposition. Mr. White has won countless awards,
including the 1971 National Medal for Literature and the Laura Ingalls Wilder Medal, which
commended him for making "a substantial and lasting contribution to literature for children
(Scholastic Open a World of Possible)." E. B. White died on October 1, 1985. E. B. White has many
stories behind all of the books that he has written. Mr. White lived on a farm in Maine and he took
care of many of these animals. This is how a lot of his books were written. Some books to mention
that his animals made it into his books are Stuart in Stuart Little, Charlotte in Charlotte's Web. His
three books for children–Stuart Little (1945, film

Literary Devices In Stop All The Clocks Cut Off The Telephone
In "Stop all the clocks, cut off the telephone" by W.H. Auden the author uses different literary
devices to portray the theme of overwhelming grief and loss. In the poem, the speaker is someone
who has recently lost a loved one. The person is so distraught that they start issuing harsh demands.
The speaker wants everything to stop and all noise to seize. He or she then starts revealing more
personal details by telling how much the loved one meant to them. This poem is dramatic and
successfully uses literary devices to show how the speaker is feeling in their time of grief. W.H.
Auden uses metaphors, personification, and overstatements to reveal the effects of overwhelming
grief.
First, W.H. Auden uses metaphors throughout the poem in order to reveal how the speaker feels for
the loved one they lost. A metaphor is a figure of speech in which a word or phrase is applied to an
object or action to which it is not literally applicable. The first metaphor W.H. Auden uses is "He
was my North, my South, my East and West" (9). This metaphor conveys that the person who has
died means a lot to the speaker. The directions refer to the direction the speaker's life is going. This
implies that the speaker has lost all direction now that they have lost this loved one. The next
metaphor the author uses is "My working week and my Sunday rest" (10). The author uses these
words to show that the relationship between the speaker and the person who died had an intimate
relationship. The final

Relationship Between Language And Symbol
The definition of a symbol according to Merriam–Webster Dictionary is something that stands for
something else by reason of relationship or association; and can either be letters, pictures, an action,
object or event. Symbols are not restricted to pictures or objects, but can include gestures as well as
words. Symbol use is necessarily not just for infants, but adults as well and is crucial to the way
humans think. Not only does something such as a map serve as a symbol but words such as
"wedding ring" can also be seen as a symbol. Therefore, it is clear that language and symbols go
hand in hand. The question that arises then is the affect of these two on learning in young children.
Many studies have been conducted studying the relationship and affect between language and
symbol use in infants. It is understood that "linguistic and symbolic abilities overlap", but language
is far more complex than learning symbols. (Namy, Waxman, 1998) When infants are first learning
words, they connect the words they're being exposed to, to the objects around them. Therefore,
"early word acquisition focuses on the symbolic nature of words." (Namy, Waxman, 1998) This
study more specifically focuses on how infants distinguish between words and other symbols and
how this relationship changes with development. A more recent study proposed that, "early word
acquisition is a function of a general symbolic ability," suggesting that infants learn words and
symbols with the same ability at the

What Is Guided Reading?
Midterm Exam
What is Guided Reading? Why is it important in teaching reading to primary students? Guided
reading is an instructional approach where a teacher works with a group of students on the same
reading level, and who demonstrate similar reading behaviors. Guided reading is highly important
when it comes to improving a child's reading skills. Which is why it is important that children begin
guided reading as early as possible. Beginning guided reading during primary school can be
beneficial to young students who are still learning to read. By having the children read aloud the
teacher is able to identify where their strengths and weaknesses lie within their reading. Then the
teacher may be able to group children together ... Show more content on Helpwriting.net ...
When we think about the components of reading instruction, we often view guided reading as a
simple activity, when it is in fact a vital part of learning to read. Which is why it is important that
teachers begin guided reading as early on as possible. Doing so allows the teacher to identify the
areas students are struggling in and address them early on.
2. Why is oral language important in the early childhood classroom? List at least three ways (with
examples) that we as teachers can support oral language in our classrooms. Many times whenever
teachers think of oral language in the classroom, the believe it to be a bad thing, because for so long
we believed that if you were talking then that meant that you weren't learning. This could not be
further from the truth, in fact oral language is the foundation for students learning. It is through Oral
language that we learn important skills such as listening, expressive language, and vocabulary. We
as teachers can help to support oral language in our classroom in many ways. The first way teachers
can support oral language in their classrooms is by understanding that a child's language or dialect
reflects their values, identities, and even experiences of the child's family and community. Once we
understand this we can then allow our students to begin conversing with one another, it is during
these

Word Play In The Lotter And The Better Sitter
Thirdly, nonsense verse is characterized by word play and child–like language. In The Sitter and the
Butter and the Better Batter Fritter the language is not especially child–like with the exception of the
references to the babysitter as a "sitter" and the sister's stomach as a "tum" (60–61). There is,
however, much word play in this piece, particularly concerning the fritters that the babysitter made.
They are called "the better batter fritter" and "the bitter butter fritter", which conjures a distinctive
image for each (61). This use of word play seems typical for Lee as he also refers to a mixer as a
"butter beater" and a whisk as a "little butter cutter" (60). Other examples include references to a
"sweeter batter beater" and "beaten

Selection And Rational : Selection / Rational
Selection /Rational:
Based on my observation, and the previous assessments that I have done with Lisa, I am curious to
know her level of knowledge in vocabulary. Therefore, I had used five words from Google It
passage/ Bader reading inventories in order to asses her ability of using contextual & conceptual
knowledge to determine the definition of new words (Gunning p.339). Since Lisa enjoyed the
experience of ordering stuff online and shared that with me when I was assessing her on
comprehension /cultural relevant – Sitti's secrets story, she told me that she ordered a bracelet for
her grandma online, surely with her mom's assistance. Therefore, I found that "Google It" just
exactly perfect for her. (Gunning p.339) stated: "knowing a word is not just being able to state a
definition, it means being able to do things with it." In addition, I proctored with Lisa Critchlow
Verbal Language Scale to identify her ability in relating between familiar and unfamiliar terms.
Besides, I want to assess her knowledge in words and the words' antonyms. As well as I was
interested to know her vocabulary level and to find out if there is a discrepancy between her reading
level and her vocabulary level.
Results Before I started with Lisa the vocabulary assessment, I ask her what does vocabulary means.
She smiled and said "like words, play with words, play with sight words and turn them into words,
spell them, and sight words game." Then, I told Lisa that I will read a story about a subject

What Is The Theme Of Metaphors By Sylvia Plath
Sylvia Plath is an American poet who writes on the complexities of pregnancy and motherhood
throughout her poems. She uses literary devices such as patterns, synesthesia, and cognitive
dissonance. These literary devices allow the reader to better understand the topics she touches on
when she speaks of pregnancy and motherhood. Although you truly must search for what she's
trying to say in her words, they have great power and meaning. Sylvia Plath struggles with the her
changing body, thoughts of death, and conflicting emotions. Within Plath's first poem "Metaphors"
she uses the metaphor "I am a riddle in nine syllables" (1) and describes her changing body during
her pregnancy. This poem describes how she is a pregnant mother struggling ... Show more content
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Again, the reader must search for the honest meaning of her metaphors because of their confusing
wording. First, the metaphor stating the demand of the "baby–god" (I Want, 1) who "cried out for
the mother's dug" (I Want, 3), with "The dry volcanoes cracked and split" (I Want, 4), Plath refers to
the ever–demanding needs of a newborn and the pain and agony of the mother's breast. Furthermore,
the metaphor "Cried then for the father's blood Who set wasp, wolf and shark to work" (I Want, 6–7)
suggest that the poem could also be about death. Because if the reader looks to other references, the
bible states, "But in those days, following that distress, the sun will be darkened, and the moon will
not give its light; the stars will fall from the sky, and the heavenly bodies will be shaken. At that
time people will see the Son of Man coming in clouds with great power and glory. And he will send
his angels and gather his elect from the four winds, from the ends of the earth to the ends of the
heavens." (Mark 13:24–27) stating that when God comes back all will answer to him. She also left
us with this line, "Thorns on the bloody rose–stem" which suggest that this was the Crucifixion of
Jesus which indeed could lead us to believe this is about death instead of the child's

Why Boys Don 't Play With Dolls Essay
I put quotes around the title "Why Boys Don't Play with Dolls," and I also made each first word of
the essay title capitalize.
In paragraph one I added this word 'and she argues how' and I also added that 'Pollitt further
demonstrates that women's have the same power as any men have, but society doesn't let women get
higher than men.' I also added the word 'explains that' after Pollitt. I also added the word 'infer.' I
also added the word 'author is comparing,' and also 'toys.' I added this sentence 'since, I am able to
read and see the World, I saw that all the time that boys are more rivalry.' I added comma after
'bold.' I also added 'on the other hand,' I added this sentence 'Girls play quietly and with non–
hunting objects. However, boys always make noises.' I also added this sentence 'for example girls
can do the same things as boys can do or vice versa.' I deleted the word 'use to' instead I added 'ed'
after 'play.' I added comma after 'my,' and 'so called,'
In paragraph two I added this sentence 'my mom use to dress me different than my brothers, we
have cultural differences.' I deleted the word 'it' and replace it with 'them.' I added the word
'according to' after that I put comma after 'Pollitt,' and I also deleted the word 'she explains that,' I
also added the word 'that males and females have the same equal rights. Author's purpose in this
essay is to give women the rights they deserve by encouraging change in society.'
In paragraph three I added the comma

Business Communication Barriers
Introduction
Perhaps the largest contributor to success in the business world stems directly from communication.
However, the same is also true of failure in business. If you fumble a presentation to a potential
client, you may very well never see them again. While in other fields trial and error will help you
succeed, it is much more difficult to come back from a botched meeting. That is why it is important
to identify the barriers in communication. What practices in communication cause
miscommunication or bad first impressions? In this paper, we will take a closer look at the 6 major
barriers to effective business communication.
Discussion
Cliché. A cliché refers to a phrase or illustration that, through extreme overuse, has lost its power.
The general reaction to a cliché is a visible or internal "eye roll." The use of clichés tends to signal
the audience that you were too lazy to come up with something original. This may result in a loss of
your audience's attention and your credibility (McLean, 2010). For example, when I was in high
school, my friend and I wrote a series of plays that we would perform for the class. Each utilized the
same characters, but with a different premise for each play. The first play we performed was a hit.
Teachers had us perform in many different classrooms, and all the students loved it. The same
happened with our second play. However, another of my classmates decided to write her own play
using our characters. By then however, the

Importance Of Communication Delays In Communication
Delays in communication impacts a child's social and intellectual development and for that reason
early intervention is crucial.
Where social perspective is concerned, a speech, language and communication disorder or delay can
lead to much distress, giving a knock on affect to other areas in life. Most children have a tendency
to be fairly self–interested and impatient with the individuals who they do not comprehend or the
individuals who do not comprehend them.
A child with communication issues may be left out of playtime discussions and play. It would be
useful that school staff teach the child's classmates to be mindful of their communication issue and
encourage them to connect with the child and to pay little attention to their issues.
These delays can make them withdrawn and timid, so they may not start social connections if they
are not empowered by school staff or their classmates.
The intellectual side of communication is significant to learning since it is the channel to the new
data taught by the teaching staff. Problems with speech, language and communication delay
influences the way in how they compose their outlook or feelings, create unique views and how they
convey them. Perhaps they cannot understand what the teaching staff is discussing in the lesson,
have trouble reading since they do not comprehend the world around them or have a writing delay
since it is extremely troublesome for them to sort out their thoughts into sentences. In the event that

Marriage Play : The Life And Words Of A ! Kung Woman
Nataliia Nehra
Introduction to Anthropology
Professor Robert Booth
Marriage plays an essential part in lives of !Kung women. Marjorie Shostack in depth describes
each step of Nisa's life in her book "The Life and Words of a ! Kung Woman". Nisa, a fifty year old
!Kung San woman, tells about her numerous marriages, husbands and lovers. Nisa vividly described
the relationships between men and women. Furthermore, she states that children become aware of
sex at a young age because the children share a single hut with their parents. In the !Kung society,
first marriages are arranged by the parents. Girls at this point are rather young, whereas males are
twenty to thirty. In order for a boy to get marred it's necessary for him to gain a hunting skill. These
marriages are called "trial marriages." The outcome of the first marriages is usually a divorce,
initiated by the girls due to pressure from their husbands to have a sexual intercourse.
Nisa's first marriage ceremony was a beautiful and at the same time unpleasant event. She wore
numerous beads and decorations, as well as other girls. Then her and grooms parents built a hut for
newlyweds where they can live and spend the nights together. However, Nisa ran away every night
after her husband would fall asleep back to her parents hut.
Her first marriage was arranged quite early when she had not even menstruated yet. Nisa was scared
of her first husband Bo and she kept running away from him. However when she found out that Bo

Observation Of Child Observation
For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but
he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every
second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have
seen the numerous developments in Jacob's life thus far. Jacob is a loud, rambunctious, and wild
child. As he is the youngest child, he demands attention from everyone else and when he does not
get the attention he gets upset. One of Piaget's first stage of development is called 'preoperational
stage'. This stage, as defined by Santrock, is "when children being to represent the world with
words, images, and drawings, and symbolic thought goes ... Show more content on Helpwriting.net
...
For his age all of these things are normal, in fact Santrock specifically mentioned races were
beloved by 5–year–old children (Santrock, 140). Jacob's fine motor skills are also developing
around his age. I was observing him during a craft project that involved painting and stringing beads
upon a string. My mother would explain it and he would attempt it. This would also be an example
of Vygotsky's Zone of proximal development. Santrock writes, "The Zone of proximal development
is a term for tasks that are too difficult for children to master alone, but can be mastered with
assistance" (Santrock, 147). He could paint the beads, but he had trouble putting them on the string
without the assistance of my mother. After he saw her place the beads on the string a couple of
times, he attempted it and eventually got it. He kept attempting it because he saw how she did it and
reaffirmed that it could be done. He eventually mastered the task with assistance from his mother.
He enjoys crafting, cutting, or coloring as well. I gave him a coloring book and he started to color.
Now that he is older, he decides that he wants the sun to be yellow or the grass to be green. He also
can start to color within the lines. As mentioned before, Jacob is the youngest child of the family. He
is fighting for attention from his siblings and his parents almost every day. Most of his art projects
are displayed around the house, along with his sibling's art. He does fight for attention from his

Look at Some Data for a Child at the One-Word Stage of...
Question 7 – Look at some data for a child at the one–word stage of development (this could be
video data for the CHILDES database, or observational/diary data you have collected from a child to
whom you have access; the contextual function of one–word utterances can be hard to perceive in
transcript–only data).
Apply Greenfield and Smith's analysis, based on the uses of holophrases, to this data. Remember
that this analysis is focused on what a child is using their one–word utterances for, i.e. what the
holophrases are used to accomplish. Does your data show (some of?) the same functions for
holophrases that Greenfield and Smith observed in their study of two children?
1. Introduction
This report will be focusing on child language ... Show more content on Helpwriting.net ...
After this, he believed that nouns are used significantly more than any other word class/type. In
contrast to this, Greenfield and Smith found that before the age of 1.6 years, children were more
likely to use indicative and volitional expressions. From this research, I can look at if there are any
of these expression examples within my data.
Children's initial declarative utterances can be about shared, specific referents and aimed at focusing
the listeners attention on something new, that has not been previously mentioned. This is from the
egocentric child point of view, (Greenfield and Smith 1976.) The communicative function of the
utterance can give a strong idea of the child's aspect of reality, for example, imperative and
interrogative functions. They may not be well differentiated from a referential–type utterance.
(Ninio 1992). Early one

A Sword Of Justice Or Just Ice
Alex Lin
Mr. Ziegler
AP English 12
6 December 2015
A Sword of Justice or Just Ice
With great power comes great responsibility. Although he would appear to replay "Who cares?" to
this, Hamlet, one of literature 's most famous and powerful users of wit is actually using his wit to
further his ambitious cause. Through the use of Hamlet 's wordplay, Shakespeare reveals the true
nature of Hamlet 's inner self as well as his relationships with the other characters within the play.
Hamlet 's diction reflects his relationship with the person he is speaking to when he uses wordplay.
For example, he tells Claudius that he is "A little more than kin but less than kind." (1,2,65)
Translated, this is a play on words as he is refuting Claudius 's previous statement about Hamlet
being his son. The definedly hostile relationship Hamlet has towards Claudius is easily seen through
his wordplay, but the meaning is taken simply at face value by the rest of the characters who are
clueless to Hamlet 's true intentions. This idea is stressed in Hamlet 's follow up statement that his
"too much in the sun" (1,2,67), another pun that shows his hostility to Claudius. This idea of Hamlet
's connection between the Sun and Claudius is seen again in his encounter with Polonius when he
says, "For if the sun breed maggots in dead dog, being a good kissing carrion – have you a
daughter?" (2,2,180–181). This statement irrevocably connects Ophelia, Polonius 's daughter to the
sun or Claudius as

The Use Of Metaphors In Buffy The Vampire Slayer
The extremely successful show Buffy the Vampire Slayer which aired on television from 1997 to
2003 , and had seven seasons is commonly overlooked as just a show. This staple in American
entertainment is full of constant metaphors and visual imagery. The show as a whole has continuous
literary devices throughout all seven seasons. No episode is a basic episode, each episode has a
metaphorical or symbolic purpose. In one particular episode, "Hush," the plot conveys multiple it is
a metaphors regarding how society hushes the voices of the many which causes chaos and eventual
change. In this chapter of the show there is a mystical box that when opened by vampiric creatures,
the box takes the voices of all the people in this town and leaves them muted. This raises the
problem of everyone not being able to talk and communicate with each other easily. It is
exaggerated in the show but still has a deeper meaning than simply not being able to talk. This taken
ability of speech is a representation of people protesting over a problem they want quick and
noticeable change. This could be correlated to the modern day gay rights movement. Although it
was a controversial subject most people pushed it aside and continued with their lives acting as it
was not of any importance. The people in the city were also quarantined in beliefs that this
phenomena could spread. This metaphor shows how societies exhibit a type of ethnocentrism and
making a counterculture out of others. When the people

Observation: Stepping Stones Preschool Program
The place I observed was the Infant Development Program in their preschool program called
Stepping Stones Preschool in Lock Haven, PA. I observed in one of their three to five year old
preschool programs that is held on Monday, Wednesday, and Friday afternoons from 11:30am to
2:30pm. This particular classroom had two head teachers; Mrs. Kate and Mrs. Lisa. The teacher call
their students Owls this is because their class name is Owls. When they want to get the kids to listen
to them or they want to get their attention a teacher will say "Owls Owls Whoo Whoo" and the kids
will say "Owls Owls Whoo Whoo". Another thing the teachers will also refer to the students as
friends. In this classroom there was four boys and four girls. I observed two ... Show more content
I noticed that during this time AH is more interactive with the book. I believe it is because he can
take his time looking at the book and be able to gain a better understanding. But, when he is at story
time more often than not he does not seem to connect with the book. I think this just gives you a
little incite to what may be going on with his language development. I think that AH needs time to
look at a book either by himself or one on one. I say this because when I would read just a story to
him he was able to answer questions and he was able to ask questions. CH on the other hand did not
seem to like looking at a book by himself. But, if I read it to him he was able to ask questions and
answer the questions I had for him. However when he got in a big group he seemed to get distracted
by those around

Recognition in Tragedy
'There are various degrees of recognition in tragedy. In Othello, recognition is minimal: the
protagonist learns what he has done and what he has lost, but learns little or nothing about himself.''
How far do you agree? – This is a quote that I have adapted into my thesis, taken from ''A Book of
literary terms''.
Anagnorisis, a Greek word meaning ''recognition'', is described by Aristotle as ''a change from
ignorance to knowledge''. I agree with this statement as, in the play Othello, Othello's character
experiences this transition but not fully, he doesn't get to the point of self realisation where he can be
''wash[ed]'' (V.II.278) or cleansed to reach redemption. In Othello, recognition is minimal as the
character never manages to ... Show more content on Helpwriting.net ...
268–269). This could indicate his first real signs of recognition. He gets a sense of detachment and
is able to look at himself and compare his actions as others would. He goes on to describe
Desdemona as ''ill –starred'' meaning ill–fated. This brings him back to square one in my eyes, these
words showing us that he still believes there is a chance that her fate was already set out for her, and
therefore nothing could have been done. He places responsibility in the hands of fate – he calls
Desdemona an "ill–starred wench" – this hardly being a gallant course of action. I found it
interesting that he goes on to plead '' wash me in steep–down gulfs of liquid fire'' (V.II. 278). Using
the word ''wash'' is a strange way to describe a punishment, as usually it would be associated with
purification and cleansing. Here he is asking to be cleansed with ''liquid fire'' but one cannot be
washed with fire, fire is associated with burning and destruction, and more importantly hell. He
knows he will go to hell for it, ''fiends'' (V.II.273) snatching him back from heaven. In his initial
self–disgust and remorse at realising the truth of Desdemona's innocence, Othello is genuinely
anguished. "This look of thine will hurl my soul from heaven and fiends will snatch at it." (V.II.272–
273) – Imagery being used to describe hell to us and how he sees it through his eyes, ''fiends'' being
another word for devil. It is clear that he is in torment because of her death, but is it because

Reflection Of Inspiration In Softball
Inspiration
What motivated you to do your volunteer work? How did you come up with the idea for your
activity? Who or what inspired you to get involved? How did your volunteer activity begin? Why
did you feel it was important? (300 words)
*Inspiration
Word Limit: 300
I was asked by my softball coach to preform this service. This service is usually preformed by one
or two parents of a player. My aunt did coach them before, but she didn't want to this year. When I
was asked I said I would love too. I really enjoy softball; it is my favorite sport. My dad started
teaching me the game at softball at a very young age. He taught me all the rules and where the
smartest plays were. My softball coach thought that by getting me more involved with the younger
girls it would show the girls that softball is not a joke of a sport. Our schools softball team has been
viewed as a joke, and we want to show community that we care. I began coaching teaching the
fundamentals, but then I realized I needed to teach what teamwork meant. I wanted the girls to have
fun with me and Dana as coaches. I wanted the eighth graders to have a fun and successful season. I
hope they continue to play this next year on the varsity softball team. I will feel very
accomplishment when I start softball next season and already know how to work with the
underclassman. I hope I inspired them to keep playing and hope they play with me for my senior
year.
Effort
Explain the effort required to do your volunteer work. What exactly did you do, and how did you do
it? What steps did you have to take to accomplish your goal? Did you recruit others to help, or work
with any local or national organizations? What was the most difficult part of your project? (300
words)
*Effort
Word Limit: 300
To coach these young girls it required a lot of effort. I had to plan practice with Dana at a good time
so we could both attend. We could not think about just ourselves though. We had to pick a time that
the girls could also attend. This was very hard, because all of us were still in school. I and some of
the eighth grade girls I was coaching had to miss many of our open fields for soccer, because our
games and our practices were at the same time. Dana and I also had to plan

How Language Abilities and Deficiencies Impact Literacy...
How Language Abilities and Deficiencies Impact Literacy Development
Ashanti Gordon
Grand Canyon University: ECH 515
December 12, 2012
How Language Abilities and Deficiencies Impact Literacy Development Multnomah County had a
survey done for kindergarten teachers. The results suggested that 19.4% of their students were not
headed toward literacy success, due to a lack of necessary language and pre–reading skills. There is
a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years
later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our
students. Creating literacy rich environments for our students will assist them in the literacy ... Show
more content on Helpwriting.net ...
This understanding of literacy development is relatively new and complements the research that
supports the crucial role that early experiences play in shaping the development of our brain.
Language and literacy have a positive correlation. In order to develop solid literacy skills a child
must accrue strong language abilities. Unlike language, literacy is not a natural process. It is directly
taught, one skill building on the next, until there is a big picture. Literacy takes many years to
master. Some fundamental language skills that impact literacy development are phonemic
awareness, print awareness, and vocabulary skills. Since good language promotes strong literacy,
then it is only logical for language deficiencies to cause problems with literacy. This paper will
discuss some key factors that influence literacy development. When properly obtained the skills can
lead to successful literacy abilities. When not properly depicted, these same skills can cause a
negative impact, or deficiencies in literacy development.
Phonemic Awareness One of the most crucial skills of literacy development is for a child to grasp
the concept of spoken word. If a child understands that a word such as pill has three sounds, they
may be headed down the right path. This part of phonemic awareness is call segmentation. Most
often this skill develops in children who are exposed to a variety of language experiences. These
experiences can be though

Emily Dickinson's Success Is Counted Sweetest, Funeral, In...
Dickinson Research Paper
Emily Dickinson is one of the most influential poets of all time, and has a unique way of using
literal imagery to paint a picture in the readers mind. The best poets are those that excel at using
their words to create clear, concrete images and intrigue their reader. Dickinson began writing poetry
around the year 1855, and prospered for another 10 years. Some of her most famous poems include
"I Taste a liquor Never Brewed", "Success is Counted Sweetest", and "Wild nights – Wild Nights!",
all of which have influenced many aspiring writers to become poets, and show her true colors as a
poet. Among her works of poetry, I felt a Funeral, in my Brain, is one that resembles the frequent
patterns of Dickinson's style of ... Show more content on Helpwriting.net ...
"The straightforward mention of 'reason' suffering some kind of misfortune makes it hard not to
conclude that Dickinson is specifically referring to some kind of madness. She is not using a
metaphor of a storm in this poem. She is openly declaring that she felt as if something in her brain
has died" (Hart, Par. 9). While Dickinson tends to use metaphors in most of her poems to describe
her emotions, the only metaphorical reference in this poem is the actual funeral itself. The funeral is
simply a representation of the feelings of depression taking over her brain. More symbolism can be
interpreted in this poem when considering the confined life that Dickinson lived. She spent much of
her time in her room, isolating herself from the world and writing poetry. As the casket is part of a
funeral service, it can be interpreted that it is a resemblance of her mind and body being trapped
inside a restricted place, where she cannot escape. From an article written by Eleanor Wilner, she
describes how Dickinson's secluded life contributed to her pains in life and desire to write poetry.
"The struggle involved in such a total project of suppression is reflected in many of her poems, like
the often quoted 'I felt a Funeral, in my Brain,' which suggest a mind threatened with dissolution,
turning it on itself, walling itself up as she did in her father's house, using

Reading Is An Important Action That Teachers
Reading aloud is an important action that teachers, as well as parents and guardians should take.
Reading aloud provides very important foundational skills, introduces and expands vocabulary,
provides a model of fluency, and helps children recognize the joy of reading. Storybook experiences
expand a child's vocabulary and comprehension skills. Preschoolers enjoy books that contain
colorful illustrations, repetitions, rhymes, and actions. These books include a variety of genres, such
as fairy tales, picture books, predictable books, nursery rhymes, and wordless books. When selecting
storybooks for children, it is important to keep student's interest in mind and selecting stories that
depict enjoyable experiences. Two storybooks I have chosen to share aloud with a preschool
classroom is "The Night Before Preschool," written by Natasha Wing, and Dr. Seuss's "Hop on
Pop." The first day of school can always be frightening, no matter which grade you are entering.
Preschool can be more frightening, as this is a child's first year attending school. I would present
"The Night Before Preschool" during story time, on the first day of preschool. Before reading the
book, I would talk about how everyone feels different emotions on their first day of school, whether
those emotions would reflect excitement, nervousness, or shyness. I would also mention how adults
get nervous for their first day of work, interviews, and other occasions. After reading the book, I
think it would be important

The Process Of Learning For Read Can Be Difficult For...
The process of learning to read can be difficult for young children. Teachers require knowledge and
understanding of the reading process as well as skills to teach children skills and strategies to
become a successful reader. Using a balanced approach to teaching children reading skills and
strategies, teachers start with explicit instruction before gradually giving students responsibility and
independence in using these strategies for reading. Teachers must understand the importance of oral
language, vocabulary, concepts of print, phonemic awareness, phonics and comprehension within
the reading process to ensure that children are well equipped with these elements prior to learning to
read. Knowledge and understanding of these concepts give teachers the skills to teach children to
read.
One of the most language–rich experiences young children have is through play. When children play
they are exploring their environment, using their imagination or imitating scenarios they may have
seen in playing shop, schools or 'mums and dads.' These experiences provide children with engaging
opportunities for literacy development when exposed to language experiences that allow them to
learn new words, talk about what they can see with peers and adults, tell stories and ask questions.
Konza (2011), states "early oral language and literacy experiences help them tune into the sounds of
their language and prepare them for learning to read."(p. 2) Play encourages children to experiment
with

The Mysteries Of The Word Mystery In The Raven By Edgar...
The Mysteries of the Word Mystery Opinions and definitions of words and vocabulary have
stretched and grown over the years they have been created. To this day, many people will have a
different view of a certain word, depending on how they were introduced to the word and how they
developed it in their minds. A word I would like to interpret more clearly is the word mystery. By
searching through many sources such as the dictionary, the bible, Shakespeare, and newspaper
articles, mystery has become many more definitions that are all eye–opening and intriguing to me.
The dictionary is one of the most important sources to be used. It does not provide just the definition
of a word, but it explains the origin of the word as well as includes examples ... Show more content
I figured that I should ask younger children, to be able to interpret what they think the meaning is at
such a young age. As a result, I interviewed two boys I babysit: Nicholas and Colin. Nicholas is
seven years old, while Colin is ten. My first question to them was asking what they first thought of
when they heard the word mystery, to which Colin replied that he feels "excitement" and would
want to know "what the crime is" (Fahrenkamp, Colin). In his mind, he first thinks of mystery
books, which I had assumed he would do. However, Nicholas's thoughts on mystery was more
similar to my own view when he told me that it is when "you're trying to find out something that
you don't really know about" as well as that it is "like an adventure but you don't know what's gonna
happen" (Fahrenkamp, Nicholas). This amazed me, because Nicholas is the younger one of the two
of them, and yet he was able to tell me my own definition of my word with a smaller vocabulary
that he understands better. They went on to describe "caveman drawings" and "magnifying
glass(es)" as mysterious to them, which are once again the typical objects that I would have assumed
they would think of because of their age (Fahrenkamp). Overall, it was fun and alluring to be able to
know what younger, less mature minds thought of when they heard the word

Almost By John Cariani: Word Play Analysis
On Saturday, I went to see the Livermore High Performing Arts Theater production of Almost,
Maine, a play by John Cariani. The show takes place in the area of Almost, located in the Aroostook
County of Maine, about 300 miles north of Portland, Maine. Throughout the production, we are
shown the love stories of eight different couples. Some of these stories are happy; some are sad;
some are awkward; some are funny; some are moving, but all are clever. I strongly enjoyed the play,
and highly recommend it to anyone who enjoys clever writing and love stories. It was a wonderful
production and a fun experience.
Almost, Maine is uniquely clever because each scene is based on word play. My favorite example of
word play in the show was in "Scene 6: Where It Went." In this scene, the married couple Marcie,
played by my friend Emily Jones, and Phil, played by Justin Beastley, just went ice–skating when
they lose one of Marcie's shoes. By the end of the shoes, the couple finally realize that they do not
love each other. During the climax of the show, the two are contemplating their issues and they ask,
"What are we waiting for?" At that instance, her missing shoe falls from the ceiling and lands in
front of them. Then, they realize that they don't want to be married ... Show more content on
Helpwriting.net ...
In "Getting It Back," Gayle tries to give back "all the love" that her boyfriend, Lendall gave to her,
which is represented by five large red bags. And lastly, in "They Fell," when two friends realize that
they are in love with each other, they literally start falling on stage. The clever writing and word
play of the show separated it from any other performance that I have ever seen and completely
captured my

Tony Brown Observation
I observed a two year old male child; I will be referring to him as Tony Brown. The project I think
went pretty well. The observation took place at his home while his mother was present. Tony Brown
is a Hispanic male; he is a cute little kid. My topic is how Tony Brown uses language to interact
with his environment and I observed how he did. I observed him at his home, the second floor of an
apartment complex. I was in the living room while he roamed freely, while I watched how he
interacted with his environment and how he used language to get his mother's attention. Present at
the time was Tony Brown, his mother and I. There were no other children so he would interact with
his toys or other objects that were around him. Tony Brown like ... Show more content on
Helpwriting.net ...
He has an understanding of how to put sentences together because he tries to, but the words do not
fully make sense to other people. Tony Brown does things like any other two year old at his age he
plays with toys, loves his mother, and gets distracted easily. For example, when it was time for the
activity he had unfortunately became distracted. The activity I chose to do was to see if he could
identify a set of flashcards that had colors and shapes on them. I wanted to see if the child could say
both what the color was and also say the shape that was associated with the color. I was trying to test
not only his language abilities, but his ability to differentiate between the color and the shape. When
I tried to administer the activity he kind of just looked at me and continued to play with his toys or
something else. I finally got him to actually engage in the activity afterwards, which was great, but
he still wasn't fully engaged with it. Tony Brown knew most of the colors and spoke them, but not
completely clear. After a while I could eventually make out the word he was trying to say. He also
knew the shapes, but when he saw a circle he said "ball", or he just said the corresponding color
instead of the shape. The thing that I saw was that he could distinguish the color purple very well
and he said it very clearly and I thought that was interesting because it was his mother's favorite
color. In conclusion, Tony Brown is a smart kid who is

Middle English To Early Modern English During The Renaissance
Early Modern English started during the Renaissance, between 1500 and 1800, with the first edition
of the King James Bible and the works of William Shakespeare. At this point, Elizabeth I came to
the throne of England with a religious revolt, positioning her nation as Protestant. As a consequence,
some of the literature during her reign reflected the tension, being the purpose of most of the works
didactic. During the Renaissance, it appeared the printing press and started the voyages of
exploration, making the language at that time a mixture of different languages, with borrowed words
from other idioms, such as Latin, French or German. With the invention of printing, books became
cheaper, and thus, literacy became more common. This helped language to standardise its spelling
and word meaning, with the London dialect as the standard, as most of the books were printed there.
The transition from Middle English to Early Modern English was due to the appearance of a more
standardised language, with differences in vocabulary, lexicon, pronunciation and a new literature.
The extract given belongs to the play Doctor Faustus by Christopher Marlowe in 1594, an
Elizabethan tragedy based on a German legend about Faust. The aim of the play is moral, teaching
people religion and entertaining them at the same time. Marlowe is a contemporary of William
Shakespeare, being one of the most famous English poets and playwrights of that time. During the
Early Modern English period, a large

Theme Of Montresor
The first setting of the story is carnival where Montresor "luckily" met with his friend. However, it
must have been planned before because Montresor says: "It must be understood that neither by word
nor deed had I given Fortunato cause to doubt my good will."(3) This sentence refers to something
is planned before this meeting. The other evidence is that Montresor gives order his attendants to stir
from the house. It must be planned that because he wants to nobody to see that Fortunato comes
with him; otherwise, his plan comes to light. It is obvious that there is something wrong in narrating
and there is contrast between what narrator says and does. The second setting is the vaults of The
Montresors. In the vaults Montresor acts like he wants his friends to be okay by saying: "We will go
back; you will be ill..." (6) But Fortunato rejects him and Montresor gives wine to Fortunato as if
Montresor is trying to help him, but main purpose of his to make him drunk, so that he can easily
take him deep in the vaults. A trick lies in every manner of Montresor. He knows how to lie or
persuade someone and as he is the only person who tells story, when these ... Show more content on
Helpwriting.net ...
As it is said before this papers intention is to show unreliable narrating of Montresor. All the
quotations are taken from "The Cask of Amantillado" is used to show how an unreliable person
Montresor is. It should not be forgotten Montresor tells this story a half of century after he buries his
friend and he is the only person who knows the story. Furthermore first narrator is used in the story,
so that we know the Fortunato only from Montresor's eyes and to make us believe him he uses
persuasive words and a lot of irony. When it is looked in a different way, even though Montresor
tries to provide an authority on readers, his unreliable way can be easily understood by the language
play he

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