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The Internationalization of American English, 2007.
This paper argues that the internationalization of American English as the global language may be a triumph for the U.S.A., but it is a threat to the rest of the world.
2,610 words (approx. 10.4 pages), 15 sources, APA, £ 47.95
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Abstract
This paper explains that the elastic characteristic of American English has made it the lingua franca of globalization, thus enabling people of different nationalities to make each other understood and do business. The author points out that American English is a crossbreed of languages with numerous origins, including Celtic, Norse, Germanic, Romance, Spanish and Latin; therefore, the language sounds familiar even without any previous exposure to it. The paper relates that there is no doubt that this spread of American English has political underpinnings, the same way that globalization was oriented politically when the rich and powerful nations first embarked on it over 100 years ago.
Table of Content
Triumph for America
Globalization
Fall of French
English as a Threat
From the Paper
"The spread of English as a global language is actually traced to the heyday of the British Empire in the 19th century. When "the sun never set on the British Empire," the colonized countries that practically spanned four continents learned the Queen's English as the British colonizers taught them the rudiments of international trade and civilization. This was the same native British language that in much earlier times was spoken only by the "lower class people" of England since the elite conversed exclusively in Latin, French or Greek. This was also the same ancestral tongue of the Americans who nonetheless evolved their own brand of English and did their own spreading of the language as they established their own colonial domain."
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Interpersonal Communication and Storytelling, 2007.
An analysis of the theory that human communication is a story and communication itself is storytelling.
4,074 words (approx. 16.3 pages), 10 sources, MLA, £ 66.95
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Abstract
This paper is a two-part discussion involving the interpersonal form of the communication experience. The first part of the paper deals with a theoretical and critical discussion involving the following statement by K. Miller: "Long-term relationships are often marked by tension, development, conflict and growth: processes mediated by communicative interaction within ongoing relationships". The second part of the paper concentrates on the statement by W. Fisher regarding storytelling as a basic human activity.
Outline:
Introduction
The Palo Alto Group
Important Concepts
Feedback
Equifinality
Logical Types
Rules
Dialectics
Push-Me-Pull-You Dialectics
Important Dialectical Concepts
Three Dialectics of Relationships
Connection Autonomy Dialectic
Certainty-Uncertainty Dialectic
Openness-Closeness Dialectic
Storytelling
Narrative Theory
Narrative Worldview
Narrative Rationality
South African Stories
Conclusion
From the Paper
"According to Miller (2005), positive feedback is behaviour that allows for change to take place in the relative system, while negative feedback is behaviour that allows for consistency and therefore a lack of change in the system. This consistency of the status quo regarding the system was named 'homeostasis' by Jackson (1957). Neither positive nor negative feedback can be characterised as consistently good as the merit of the feedback depends on the individual case of the behaviour. This means that if the status quo of a family relationship were that of an abusive or violent nature, positive feedback to change the situation would be ideal. However, in another case, the status quo of a similar relationship in another family may be loving and nurturing, and therefore would benefit from negative, as opposed to positive feedback so as to preserve the status quo of that relationship."
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Euskera, the Basque Language, 2007.
This paper discusses the Basque language, Euskera, which is considered to be endangered.
1,585 words (approx. 6.3 pages), 7 sources, MLA, £ 31.95
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Abstract
This paper explains that Euskera was once spoken in Aragon and West Catalonia as far back as the 7th century and, in the 9th and 10th centuries, through mass migration, it reached south of Alava. The author points out that the decline of this language was partly due to decisions made concerning the supremacy of Spanish during the Bourbon period of the 18th Century, which stigmatized Euskera as being only suitable for farmers and peasants whereas Spanish was used exclusively in education and instruction. The paper concludes that Euskera, the Basque language, is almost without monolingual speakers but whether it is doomed extinction is debatable. The paper includes some long quotations.
Table of Contents:
Introduction
An Historical Overlook of Euskera
Spanish and French Attitudes Concerning the Basque Language
Protecting Euskera
Conclusion
From the Paper
"Industrialization also played its part during the 19th century. The need for workers resulted in mass immigration and saw the arrival of so many monolingual Spanish speakers that their numbers far outweighed those of the Basque speakers. The fact that the Spanish speakers moved into several areas where the language had already been lost and the fact that the Franco government prohibited the use of Euskera, both helped to ensured that the language would become endangered."
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Language Learning in Other Species, 2005.
A look at the attempts to teach English to animals, including monkeys and parrots.
4,766 words (approx. 19.1 pages), 28 sources, MLA, £ 74.95
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Abstract
This paper discusses how, although controversial in nature, the field of language acquisition and production in other species has spawned research on apes and other animals that are thought to possess advanced cognitive functions. The paper shows that, while conclusive evidence agreed upon by even the majority of experts in this area has yet to emerge, the work to date has provided an interesting look into the communication and language structures of not only human language used by other species, but also their own native languages. This paper presents the literature in the field and frames it in the assumption that language is a cognitive system requiring specific characteristics for development and use.
From the Paper
"What is language? Language is a method of organizing words to form coherent thoughts and facilitate communication, whereas simple communication includes not only these coherent thoughts but also emotions and nonverbal cues (Sternberg, 2004). The organization is key, as without it language falls into the realm of simple communication. Alternate definitions of language have posited that merely a means of communication is sufficient to apply the term language (Language, 2000), psychologists generally avoid this lay definition and include additional complexity requirements to the definition. While some have argued that mere language alone is not sufficient to explain our unequaled success as a species and our unique thought processes (Bickerton, 1990), many theorists believe it to be vital element distinguishing ourselves from other species. "
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, £ 30.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Moroccan Arabic Prepositions, 2006.
A linguistic analysis of Moroccan Arabic prepositions.
7,300 words (approx. 29.2 pages), 6 sources, APA, £ 98.95
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Abstract
This paper researches the subject of Moroccan prepositions in order to gain a better understanding of how they operate within the Arabic language. The purpose of this paper is to analyze these prepositions from the point of view of linguistics.
Outline:
Abstract
General Introduction
Section 1: Definition
Section 2: Inventory
Section 3: Morphological Analysis
Section 4: Syntactic Analysis
Section 5: Semantic Analysis
General Conclusion
From the Paper
"The ablative case marks the movement or motion about something. It also indicates the agent in passive sentences or the instrument or manner or place of the action described by the verb. In the prepositional case, ablative refers to the means by which an action was carried out. However, this semantic value includes various types which are usually the equivalent of other cases that I will discuss later, such as the ablative accompaniment, the ablative manner, the ablative of cause, etc. My concern here is only about the true ablative case (ablative of separation)."
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High School Writing Centers, 2007.
An analysis of whether high school writing centers can better prepare students for college.
2,013 words (approx. 8.1 pages), 7 sources, MLA, £ 38.95
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Abstract
This paper discusses high school writing centers and how they benefit students for when they enter college. The paper focuses on how improved high school writing centers can benefit students by providing them with a better knowledge of how to write college-level papers and by assisting them in exploring their own writing abilities.
From the Paper
"Can we use High School writing centers to better prepare students for college? Too often students are considerably under prepared when they enter college. In English 1101 at Kennesaw State University, students learn to write at a college level. This KSU Course Description details it as "Designed to teach principles of good writing. Attention to grammar, sentences, punctuation, diction, mechanics and major forms of discourse. Themes, parallel readings, and a short documented essay required." (354) Other universities have similar courses for first time college students. The question is whether or not this course is truly effective or whether it might be too late to start trying to get students motivated to better their writing skills. High school writing centers offer many advantages to students, including getting a jump-start on improving students writing abilities. Writing centers need to become more common in high schools, to not only give secondary schools' students the extra help in writing they need, but to create a network that is beneficial on a number of levels."
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Tolkein's Language, 2007.
An analysis of J.R.R. Tolkien's use of languages in his literature.
1,998 words (approx. 8.0 pages), 12 sources, MLA, £ 38.95
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Abstract
This paper examines how Tolkien's study of philology and creation of languages had a large impact on "The Lord of the Rings" trilogy. It looks at how many of the different societies and civilizations of Middle-Earth were shaped by these languages, including the societies of Hobbits, Elves, Men, Dwarves, Ents and Mordor. It discusses how this influence can be seen through a close study of the background and beliefs of J.R.R. Tolkien. Although he believed that language and literature were influential on one another, his love of language and disdain for the term "literature" influenced the way he wrote "The Lord of the Rings" trilogy.
From the Paper
"The Black Speech used by the minions of Mordor shaped Tolkien's creation of Mordor as a bleak, ugly, and evil land. There are two forms of the Black Speech; one form representing the more powerful villains and one representing the baser villains. The more powerful evils include Sauron and the Nazguls. The baser evils include the Orcs and other servants of Sauron. The Black Speech is a harsh-sounding, violent language, that Tolkien did not like to write in as much as others. He meant for it to be unpleasant ("Black Speech"). This influenced the society and culture by making noises like grunts and shrieks or body language more common communication than language. Tolkien did give the villains their share of intelligence, however. "
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, £ 47.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, £ 77.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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Bilingual Education, 2006.
This literature review examines current trends in bilingual education.
1,408 words (approx. 5.6 pages), 10 sources, APA, £ 28.95
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Abstract
This paper explores recent trends and controversy regarding bilingual education and examines various methods for providing bilingual education. Additionally, recent educational trends in this field are discussed, including two-way bilingual education, integrated bilingual education, two-way immersion, and transitional bilingual. Issues such as preserving the students' native culture and language as well as their growth in both the native language and the newly acquired language are examined.
Outline:
Introduction
Differing Methods of Bilingual Instruction
English Only Mandates
Loss of Native Language
Conclusion
From the Paper
"Bilingual Education ideally encompasses dual language learning that can take on any number of forms (Jarvis, 2006). The vast majority of research supports bilingual education as a necessity to facilitate not only learning on non-native speakers of English, but as a tool to maintain and promote heritage language and culture (Adams & Jones 2006; Combs et.al., 2005; de Jong, 2006; Hasson, 2006; Jarvis, 2006; Lee, 2006; Lopez & Tashakkori, 2006; Moses, 2000; Nora, 2000;). While research continues to indicate the benefits of bilingual education there has been recent influx of "English-only" mandates (Adams & Jones, 2006, Combs et. al., 2005; Lee, 2006; Moses, 2000) which perpetuate injustice manifesting itself in various ways throughout the educational experience of English language learners (ELL) (Adams & Jones, 2006; Combs et. al., 2005; Hasson, 2006; Moses, 2000)."
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Christian Hermeneutics, 2006.
This paper discusses 'Christian hermeneutics', presenting both a definition of the term and an explanation of the purpose of hermeneutics.
900 words (approx. 3.6 pages), 3 sources, £ 21.95
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Abstract
This paper discusses Christian hermeneutics, explaining that it is an involved process that requires a significant effort on the part of the reader in order to make a correct interpretation of the Biblical text. The paper further explains that one of the most effective ways to interpret Biblical text is through the grammatical historical method. Using this method the reader interprets the text in terms of the grammar of the original language of the Biblical passage and then interprets it using the context of that passage writer.
From the Paper
"The Christian Bibles provides the guidelines by which many Christians, if not most Christians attempt to live their lives. Unfortunately, not only was the Bible written close to 2000 years ago, it was also written in at least one other language English. For these reasons, the words of the Bible are often subject to interpretation, or misinterpretation, by many special interest groups whose main purpose is to push their own agenda. The simplest explanation of the term "Christian hermeneutics" refers to the study and interpretation of the Christian Bible. According to Hank Hannegraaf, the purpose of hermeneutics is to provide a guideline and "rules" to anyone who might attempt to interpret the Bible (par. 3)."
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Quality of Life, 2006.
A review of the term "quality of life" and how people define it.
900 words (approx. 3.6 pages), 3 sources, £ 21.95
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Abstract
This paper discusses the meaning of the phrase "quality of life" and the response of different people to this question. The paper further discusses how most people base quality of life on how much finances they have, how many friends, and their physical and mental health. The essential components of quality of life for others, is the ability to read, walk, and talk as well as being independent and not relying on others for all my needs.
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Symbolism in 'The Chrysanthemums', 2006.
This paper discusses the symbolism found in the short story 'The Chrysanthemums' by John Steinbeck.
1,125 words (approx. 4.5 pages), 5 sources, £ 26.95
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Abstract
This five page paper critically examines John Steinbeck's short story, 'The Chrysanthemums' in order to extract the symbolism of the tale. It looks at the central characters of Elisa, Henry and the stranger to evict a deeper understanding of both the characters and the elements of the story. The writer demonstrates that through the symbols, Steinbeck expresses the undercurrent of frustration throughout the tale.
From the Paper
"There are many famous short stories, such as Ernest Hemingway's 'Hills Like White Elephants" which, although startlingly short, reveal major insights about both the central characters as well as humanity in general. Through heavy yet artful symbolism, an author can make something seemingly confusing or insignificant manifest itself into a hugely relevant detail. John Steinbeck's "The Chrysanthemums" is one of those tales. Utilizing a variety of symbols, such as Elisa's clothing, images of inside versus outside, fights and flowers, carefully placed throughout the short story, Steinbeck highlights the emotional separation of the main couple--Elisa and Henry--until it appears completely devoid of all hope for any recovery."
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