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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, £ 43.95
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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, £ 53.95
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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, £ 86.95
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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, £ 31.95
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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, £ 24.95
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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, £ 24.95
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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, £ 30.95
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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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Benefits of Reading, 2006.
This paper discusses the benefits that may be gained by reading.
1,350 words (approx. 5.4 pages), 5 sources, £ 36.95
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Abstract
In this article the writer explains that the benefits of reading are many but can be divided into two main categories; reading to function, and reading to grow as a person. The writer defines the act of reading as an act of understanding, interpretation and evaluation. To illustrate the benefits of reading in each category; functional and personal growth, this essay provides an overview of both fiction and non fiction reading of both children and adults.
From the Paper
"The act of reading is an act of understanding, interpretation and evaluation. These three skills are necessary for all people almost regardless of age to have in order to make sense of the world."
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Elements of Poetry in Three Works, 2006.
This paper discusses elements of poetry in three different poems: Alberto Rios' "Seniors", Edgar Allan Poe's "The Haunted Palace" and Tato LaViera's "American".
675 words (approx. 2.7 pages), 1 source, £ 17.95
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Abstract
This paper examines a few outstanding poetic elements which three prominent American poets have used to convey the messages they wish to impart to readers. Along the way the paper notes how each poem, while undeniably great nonetheless, uses different tools to become so. The paper is also quick to note how the best poetry, using the work of Tato LaViera as one example, is able to use common place literary devices like repetition in ways that make predictability agreeable.
From the Paper
"Great poetry uses certain techniques in much the same way great fiction uses literary techniques to craft a story or draw a character. This paper will briefly examine three poems - Alberto Rios' "Seniors", Edgar Allan Poe's "The Haunted Palace", and Tato LaViera's "American" - and discuss the dominant poetic elements which animate each. In the end, what should become clear is that there are many different ways of producing memorable poetry in the modern age, and each of these authors does an expert job of finding what is needed to convey the message they wish convey. In Alberto Rios' "Seniors", the reader is confronted with the clever use of both middle and informal diction."
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Education Proposal, 2006.
This paper discusses the learning of a second language.
1,350 words (approx. 5.4 pages), 3 sources, £ 36.95
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Abstract
In this article, the writer points out that students arriving in North America from China tend to speak a dialect of Chinese as their principle language. The writer further notes that English is widely taught as a second language in China, and Chinese students in the United States and Canada have the ability to participate in English as their second language in both formal and informal settings. This paper provides an exploration of these issues.
From the Paper
"Fluency in the spoken and written word is the ultimate goal of language acquisition. Students who seek to learn a second language are considered to have achieved fluency when both formal and informal communication can occur within the second language, as well as transmission of information via written processes in the second language. The delivery of successful second language skills to a student is heavily dependent upon multiple factors that influence the overall context in which learning occurs."
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The Tabernacle, 2006.
This paper discusses the meaning of tabernacle and looks at what this term represents.
900 words (approx. 3.6 pages), 2 sources, £ 24.95
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Abstract
In this essay, the writer examines the personal meaning of tabernacle and the five materials used to build the tabernacle. The writer explains that the term tabernacle represents the building where God can be worshipped. The writer points out that personally, a tabernacle of God in today's terms is a person's body where the Holy Spirit dwells. Further, the writer points out that it is important to consider what the tabernacle means individually to a person as well as considering the different materials used to create the tabernacle.
From the Paper
"What does the term "tabernacle" mean? What were five of the materials that the tabernacle was made from? The term "tabernacle" represents the "building" where God can be worshipped. Personally, a tabernacle of God in today's terms is a person's body where the Holy Spirit dwells. It is important to consider what the tabernacle means individually to a person as well as considering the different materials used to create the tabernacle. Why did God want a tabernacle built? "God wanted a place where he could be near the Israelites". When Adam and Eve sinned, God lost the intimacy he had between humans and himself. God told Moses that a curtain needed to separate him and the people. Today, the tabernacle is inside those who accept Jesus because he tore down the curtains of the tabernacle so that people could directly communicate with him. "
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'Principles of Language, Learning and Teaching', 2006.
A summary of H. Douglas Brown's book on language acquisition, "Principles of Language, Learning and Teaching".
5,400 words (approx. 21.6 pages), 1 source, £ 146.95
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Abstract
This paper summarizes six chapters in H. Douglas Brown's "Principles of Language, Learning and Teaching".
Essentially, the paper summarizes the complex second language acquisition concepts of Brown and others and reviews some of the challenges students face in attempting to understand this complex and tangled issue.
From the Paper
"The fifth chapter of H. Douglas Brown's, Principles of Language, Learning and Teaching offers an interesting look at how experts grapple to understand human traits vis-?vis learning. In particular, this chapter is interested in the styles and strategies of second language acquisition in students. To expedite the learning process for readers, Brown makes sure to clearly define three key concepts - process, style and strategy - and how they apply to the aforementioned language acquisition (2004, p.112). These concepts are fairly self-explanatory, but it is appropriate to briefly outline Brown's definition of each concept as time permits. To wit, "process" is the universal process by which all human beings learn."
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'Language Is Not an Instinct', 2006.
A look at how Michael Tomasello proves that language is not an instinct in his article, "Language is Not an Instinct".
675 words (approx. 2.7 pages), 0 sources, £ 17.95
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Abstract
Is language an instinct? This paper examines Michael Tomasello article, "Language Is Not an Instinct" in which he disagrees with Chomsky's theory of generative grammar. The paper explains Tomasello's argument that language is not an instinct because it has not been studied scientifically and many of the main points required for something to be an instinct do not apply to language.
From the Paper
"Michael Tomasello proves that language is not an instinct and he offers alternate explanations concerning language. Language is not an instinct because it does not have a set of behavior competencies (Tomasello 1995, 132). It does not have specific expressions nor does it have species-typical sets of expression (Tomasello 1995, 133). Language has thousands of different types of expressions depending on the country, gender, ethnicity, race, etc. "
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Syntax and Vocabulary Acquisition, 2006.
A look at how the public school environment frequently impedes the rate at which English as a Second Language learners acquire English syntax and vocabulary.
2,250 words (approx. 9.0 pages), 2 sources, £ 60.95
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Abstract
Helping English as a Second Language (ESL) learners develop syntax and vocabulary acquisition is frequently impeded in public education: pedagogical and language-comprehension theories suggest that there are effective mechanisms for best communicating data to the student in a manner that ensures the student can acquire this data and assimilate it into a functional language structure, but there are challenges to the curriculum structure that preclude the use of effective delivery systems. This paper explores these issues and demonstrates that ESL students are frequently impeded in learning advanced syntax and vocabulary by non-educational motives that impact the classroom environment.
From the Paper
"Language acquisition is a complex process regardless of the age or the background of the learner (Fotos, 2004). Acquiring even the most rudimentary of language skills involves exposure to the language in question and repeated engagement in both the written and formal and informal conversational processes."
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