Scarlet Letter free essay sample

Short Answer 1. Anne Bradstreet uses birds as a metaphor for her children. She goes on to say, â€Å"Four Cocks were there, and Hens the rest. † This means that four were boys and the others were girls. She also says, â€Å"Till at the last they felt their wing, Mounted the Trees and learned to sing. † This meant that the children eventually grew up and went on to conquer the challenge of adult hood. 2. The destinies of the eight children were: (1) The first one left to see the world. (2) The second one found a husband and left home with him. 3) The third one also found a mate and lives where the Aurora first appears (maybe a beach or some type of coast). (4) The fourth one went off to â€Å"The Academy†. (5) The fifth is spending some time away from his mother trying to find his independence. (6, 7, and 8) The last three are still with their mother. We will write a custom essay sample on Scarlet Letter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3. The tone is somewhat sad because she misses her first five children. She says, â€Å"If birds could weep, then would my tears†¦Ã¢â‚¬  showing that she has a sense of sorrow towards her children leaving. She goes on to say, â€Å"Farewell, my birds, farewell, adieu, I happy am, if well with you. This line shows that even through her pain, she is slowly learning to let go. 4. She wishes that they tell their children about how much they love her. 5. Bradstreet states, â€Å"And fore she once would let you fly,  She shewd you joy and misery,  Taught what was good, and what was ill,  What would save life, and what would kill. Thus gone, amongst you I may live,  And dead, yet speak and counsel give. Farewell, my birds, farewell, adieu,  I happy am, if well with you. † She basically said that before they left home there was â€Å"joy and misery† and they were taught right from wrong. She also said that they were taught how to live and what to do to avoid death. Lastly, she says that if they are happy, then she is happy as well. Part II: Creative Writing The Extra Weight Hester Prynne is a lion, Majestic, with her coat as golden as the gates in Heaven But because of the extra weight of the Scarlet Letter, She has been made lame. Her reputation as one of the beautiful in all the pride, Has been tarnished because of the Extra Weight. When brought on trial before the King Leo, All of the Pride roared and spat their rudeness, All in hopes to bring her down. The King began to explain her punishment, â€Å"Even though your mate’s whereabouts are unknown, That’s no excuse to commit a heavy sin. The usual punishment would be death, But because I know this not be of your character, I have something instead in mind. For the sake of your soon-to-be cub Pearl, I sentence you to Extra Weight. Carry this ‘A’ upon your breast, For everyone to know the sins you have committed. † For now the Majestic lion has carried the weight, and the weight has become as light as a feather. And though everyone has forgotten her sins, The weight of the ‘A’ will always be remembered. Fin. Scarlet Letter free essay sample In the extraordinary novel The Scarlet Letter, written by Nathaniel Hawthorne, is a very unusual main character named Pearl. At the beginning of the novel, she is just an innocent infant who is abhorred by all the townspeople because of the sin her mother, Hester Prynne, committed before Pearl was born. In this novel, Pearl is a static character and living symbol of sin. In the beginning, the reader is introduced to Pearl as the infant â€Å"whose innocent life had sprung a lovely and immortal flower, out of the rank and luxurious of a guilty passion† (59). Hawthorne describes Pearl as an impeccant infant who is brought to the world without knowing she is a symbol of sin. â€Å"God, as a direct consequence of the sin had given her [Hester Prynne] a lovely child† (59). Pearl is Hester’s living representation of the exquisite scarlet letter that Hester has to wear on her bosom for the sin she committed. We will write a custom essay sample on Scarlet Letter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pearl is a gift sent to Hester from God, but Pearl was not sent with the normal qualities kids generally contain. â€Å"Hester could not help questioning at such moments whether Pearl was a human child† (61). Pearl surprises her mother with all the aberrant actions she does at the beginning of the novel. At the governor’s hall Pearl is introduced to Governor Bellingham. Bellingham asks Pearl who made her and she replies that she was not made at all but plucked off the bush of wild roses. This answer astonishes the governor and even Hester because the real answer is that she was created by God. The governor is concerned Pearl is not learning what a child must know at her age. As she gets a few years older, Pearl shows no development as a character. She is still a peculiar little girl. â€Å"Pearl was a born outcast of the infantile world† (62). Children give Pearl dirty looks and talk about her constantly. The kids know the story of Pearl and choose not to play with her. Pearl did not seem to mind; she stood up for herself when the kids wanted to pick on her. Most children at a very young age get scared and distressed, but Pearl is the complete opposite. She is not use to meeting new people or socializing with anyone either. Pearl is a ceaseless reminder of Hester’s sin which was committed with Arthur Dimmesdale. Pearl points constantly at her mother’s letter frequently which makes Hester keep remembering she has done wrong. It is almost as if Pearl is a tool created to torture Hester for what she has done. In chapter twelve, Hester and Pearl are walking home from a governor’s funeral and they see Dimmesdale standing on the scaffold. They slowly approach and Dimmesdale tells them to stand with him and they do. â€Å"’Wilt thou stand here with mother and me, to-morrow noontide? ’ inquired Pearl† (102). Strange as it may seem, Pear has been starting to make connections with Hester and Dimmesdale. This makes Pearl to be a very curious little one because most kids would have never made any assumption between those two adults. She knows Dimmesdale has to be standing on the scaffold for a certain reason which she seems to capture. Scarlet Letter free essay sample The Scarlet Letter There are many forms to degrade a person, some are deep wounds that can leave an imprint forever, and some go through one ear and out the other. There have been many occasions where ones life is played upon, where the only solution is death. But there are two of those imprints I want to focus on; revenge and hatred and how these two abhorrent features can destroy a person physically and spiritually. Revenge is defined as to inflict punishment in return for injury or insult. In Nathaniel Hawthornes novel, The Scarlet Letter, we find that two characters exemplify this theme. Roger Chillingworth and Reverend Arthur Dimmesdale have an extensive conflict that portrays an example for us. The clergymans shy and sensitive reserve had balked this scheme. Roger Chillingworth, however, was inclined to be hardly, if at all, less satisfied with the aspects of affairs, which Providence- using the avenger and his victim for its own purposes, and, perchance, pardoning where it seemed most to punish- had substituted for is black devices. We will write a custom essay sample on Scarlet Letter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In this quote from the book, it states that Roger Chillingworth, being the doctor of Dimmesdale, will use his medications against him. Chillingworth suspects of Dimmesdale committing a great sin that involves his wife Hester Prynne. Calm, gentle, passionless, as he appeared, there was yet, we fear, a quiet depth of malice, hitherto latent, but active now, in this unfortunate old man, which led him to imagine a more intimate revenge than any mortal had even wreaked upon an enemy. To make himself the one trusted friend, to whom should be confided all the fear, the remorse, the agony, the ineffectual repentance, the backward rush of sinful thoughts, expelled in vain! Chillingworth is taking advantage of being Dimmesdale so called friend, so he gets him to confess this reat sin that he is being suspected upon. He will be asking questions that will provoke Dimmesdale or rather make him think in such a way that he will express it physically. The reason why Dimmesdale seems to be sick is because of the secret sin he keeps inside, its destroying him. Making him weak, pale, rather old, and putting him in a position where he believes that medicine will cure it. Dimmesdale being the preacher of the town will have a great spiritual agony that will haunt him through this life and the next, making this the spiritual sickness that will not leave unless he confesses. And the cause of this all would be Chillingworth. Hatred can destroy victim or attacker, being an intense dislike, extreme aversion or hostility. All of these aspects, Chillingworth was putting upon Dimmesdale, slowly making him pay for the sin. In a word, old Roger Chillingworth was a striking evidence of a mans faculty of transforming himself into a devil, if he will only, for a reasonable space of time, undertake a devils office. He was going through stages of hatred that transformed him into something that he didnt foresee. Chillingworth was turning into a devil within a blink of an eye. Hester said to Chillingworth while talking to him about Dimmesdale, Since that day, no man is so near him as you. You tread behind his every footstep. You are beside him, sleeping and waking. You search his thoughts. You burrow and rankle in his heart! Your clutch is on his life, and you cause him to Chillingworth is like a dark shadow haunting Dimmesdale every mille-second of the day, and Dimmesdale not knowing what Chillingworths real intensions are. In this case, hatred was destroying both Chillingworth and Dimmesdale, one turning into a devil and the other being tortured and pressured. With this I come to a conclusion that revenge, hatred, and a person, dont mix well. Just like oil and water. Think about having the conscience follow you throughout your life, that with a simple act of these implements you completely destroyed a person into pieces. It degrades him or her, self-esteem drops down to a low level, but most importantly you can put that person into a place where death is the only answer to escape. A rattlesnake, if cornered will become so angry it will bite itself. That is exactly what the harboring of hate and resentment against others is a biting of oneself. We think we are harming others in holding these spites and hates, but the deeper harm is to ourselves. †E. Stanley Jones

Maggi Essay Example

Maggi Essay Example Maggi Essay Maggi Essay Behavioral: Magi has segmented its market on the basis of product usage rate, its occasional usage characteristic, willingness of the buyer to purchase and the product benefits they sought. Cryptographic: Segmentation of market by Magi has been done also keeping in mind the lifestyle of urban families, office-goers, working women, health consciousness of people and childrens need for taste and fun. Targeting: Initially Magi targeted the children and working class women . Later it extended its reach to the young college students, professionals. Now it has also represented itself as a food product for all age groups and hence including the old age. Positioning: In the beginning Magi positioned itself as a convenience product for mothers and fun product for children. Keeping in mind that people are becoming more and more health-conscious it has become a health product as well. Magi stands strongly in instant food market. Marketing Mix Product: Magi is a nestle brand of instant food products right from instant noodles, ketchups, sauces, cubes, seasonings etc. It was introduced in India in 1982. Some of he major products of Magi are: Magi 2-minute Noodles, Vegetable data noodles, Magi Sauces, Magi Miasmal, and Magi Soups. Price: Understanding that Magi is a snack and only some would be willing to pay more, it has priced its products accordingly. Also to extend its reach in the rural market Magi has introduced value for money packs priced at RSI 5. Place: Magi as brand has a wide reach across the market, be it a small retail shops on the streets to the big ones like Big bazaar. Its distribution network is also well spread. Promotion: The promotion strategy initially regarded working women and children with attractive ads and tastiness such as Mummy book Alga Hahn Bas 2-minute. It has always focused its promotional strategy around family. Over the years it has tried to connect to its target consumers by inviting experiences and innovative recipes, Magi Viceroy campaign, various exchange scheme, return gifts, coupons and free promotional trial packs. It has also tried to attract its potential consumers by attractive packaging. Competitions: Initially Magi was the sole choice in the instant food category . UT later when Magi was acing problems due to change in taste, Top Ramee cashed on the opportunity and emerged as a strong competitor. Presently Magi is also facing competition from new entrants like Horrific Foodless, Nor Soupy noodles, Sunniest Yippee noodle, Tasty Treat and several other smaller players. SOOT Analysis Strengths: Maggie is market leader in the instant food category, especially instant connect with them. It has a strong distribution network and high advertising share Weakness: Throughout the years flavors have remained the same and any new innovation in taste has not been welcomes by consumers.

In the Hospitality Industry Job Satisfaction Is Critical to Service Research Paper

In the Hospitality Industry Job Satisfaction Is Critical to Service Efficiency - Research Paper Example Societal norms are changing where loyalty is no more considered an important criterion (Gustafson, 2002). Managers are faced with the challenge to retain current employees and position themselves in a way to attract talent. The situation is challenging because the staff is unskilled and untrained. If the organization invests in their training, employees switch to better-paying jobs and this translates into fresh recruitment and training costs. Without training, the employees do not find the work meaningful and hence results in poor job satisfaction and low organizational commitment. Job redesigning, better communication between the staff and the managers, a stable work environment, sense of belonging, recognition, flexible working hours, mentorship, groups tasks, shorter working hours and compensation programs can help to increase the level of job satisfaction and increase organizational commitment. Locke (1976) has defined job satisfaction as a pleasurable emotional state resulting from the appraisal of one's job or job experience (cited by Lee, 2000). Job satisfaction is directly related to motivation, role clarity and organizational commitment. Organizational commitment relates to an attachment to the organization while job satisfaction is concerned with the task environment where the employee performs his duties. An extensive study conducted by Woods and Macaulay in 1989 to try and determine the reasons for high turnover in the hospitality industry revealed eight frequently cited reasons – quality of supervision, ineffective communication, working conditions, quality of co-workers, inability to ‘fit’ with the organizational culture, low pay and few benefits, lack of clear definition of responsibilities, no direction at work (cited by Gustafson).

Strategic Management - Integrative and Analytical Tools Assignment

Strategic Management - Integrative and Analytical Tools - Assignment Example This is to ensure customers satisfaction is achieved while the profitability of the company remains sustainable throughout its operations. In order to effectively analyze the new markets, several tools and techniques will be employed so get a comprehensive market picture. These tools include the SWOT Analysis and PEST Analysis. A SWOT analysis is a universal tool used for assessing the internal position and capability of a company in relation to the prevailing market environment. SWOT is an acronym for the Strengths, Weaknesses, Opportunities and Threats facing a company. The internal advantages of the company are analyzed and the vulnerable points are analyzed. This can be presented in a matrix form as shown below (Figure 1). The scrutiny of the strengths as well as the weaknesses will focus on the four internal areas of the company including the financials of the company, marketing capability, manufacturing and the organizational structure. The threats and opportunities will however seek to look at the environmental factors such as the markets economic situation, social factors and technological advancements. The value of a SWOT analysis is the ability of the results to determine the value of the company as stated by Neubert (2013). This will therefore assist in maximizing the strengths identified while minimizing the weaknesses to take gain of the opportunities accessible and conquer any looming threats to the business. The major benefits of using SWOT for analysis is the fact that it is simple to use and it requires minimal costs and training. PESTLE Analysis is used solely for analyzing the external factors that might affect a strategic business move. It is an acronym for Political, Economical, Social, Legal and Ecological factors that might affect a strategic move. The analysis of these factors therefore enables a business to formulate the best strategy of approaching global markets

Personal Pronouns in Academic Writing

Personal Pronouns in Academic Writing Introduction This paper review on the works of previous studies regarding the usage of personal pronouns in research articles (RA). The review will look at the usage of personal pronouns in written corpora in different aspects; first looking at the use of personal pronouns as a whole in the world of academic writing and the differences in usage of personal pronouns among the native speakers of English and of those who uses English as a second language. In recent study, there has been an interest in investigating voice-related issues in the study of student writing (Zhao Llosa, 2008). McCrostie (n.d.) claims on the lack of research done to investigate the use of voice in non-native academic writing and fewer still, had been done on the studies below advanced level. Gender has also been mentioned as an area of study that has slowly gained attention in the study of second language research. Though this had been said, gender receives lack attention in the study of discourse; though many have claim of its importance as a mean and goal of language instruction. Thus, based on the issues above, the objective of this study is to investigate the usage of personal pronouns by male and female Malaysian academic writers. According to Nordquist (2010), personal pronouns are defined as nouns that are used to substitute the person or people who are talked about. Literature Review Personal pronouns There has been extensive research on various features of academic writing and one of frequently looked at feature is the usage of personal pronouns in academic writing. Using personal pronouns in academic writing has been related to writers voice and the writers position in the academic world. Hyland (2001) states that the use of impersonality has been proposed by manuals and textbooks as means of demonstrating scholarly persuasion and allowing writers to speak to readers in an unmediated approach (as cited in Martin, n.d). The usage of personal pronouns in scientific writing sees a development from traditional notion towards recognition of this particular writing style. Martin further comments that writers choice is announcing their presence in the academic field is viewed as a strategy that is increasingly used by writers of the international English speaking community in promoting and gaining accreditation on their claims in research. This is also supported by Cherry (1998) claimi ng on the importance of self-representation in academic discourse and Groom (1993) in his analysis of academic writing indicates the importance of writers textual voice and states that writers should clearly state when they are reporting the voice of an author or stating their own expressions and personal point of views (as cited in Martin, n.d.) Kuo (1999) investigated the use of personal pronouns in scientific journal articles and discusses on how writers are able to reveal on their own perception of their position in the academic field as well as other readers. Kuo further comments on how knowledge presented in article journals with the use of personal pronouns poses a great value towards writers as it allows writers to share personal contributions and seek solidarity with readers as well as others involved in the particular discipline. Hyland (2001) as cited in Martin (n.d.) supports this notion in his research articles across eight different disciplines on the attributions of personal pronouns, reporting a high proportion in the usage of personal pronouns in social sciences and humanities. Hyland concluded in his study that the usage of personal pronouns in scientific texts seems to be a valuable rhetorical strategy which allows writers to construct academic credibility and gain a certain degree of confidence and authori ty (as cited in Martin, n.d.). Tang John (1999) in Martin (n.d.) also mentions the importance on the usage of personal pronouns however suggests that both teachers and students should be aware on the real presence of how personal pronouns are used differently and other alternatives that can be opted towards the traditional method in claiming academic position and authority. The Use of Personal Pronouns among Non-native Speakers Martinez (2005) states on how using personal pronouns are not problematic for native, yet may pose as one on non-native speakers of English. Hyland (2000) conducted a study and revealed that non-native speakers uses personal pronouns in non-controversial contributions however avoid them when stating expressions, argumentations or opinions (as cited in Martinez, 2005). In a study conducted by Petch-Tyson (1998 in Martinez, 20005), it was found that non-native speakers use personal pronouns at a rate of two to four times more than native speakers thus concluded that learners overused first and second personal pronouns in their writing. A different study done by Tang and John (1999) on 27 Singaporean university students showed the frequency of personal pronoun usage where first person pronoun occurred 92 times in all 27 essays which indicates a similar role to Hyland (1999, 2000) and Harwood (2005 as cited in Martinez, 2005). Chang and Swales (1999) had also published a study concerning the attitudes of 37 non-native speaker graduate students studying at English universities regarding the use of personal pronouns in academic writing. From the study, it was found that regardless of their proficiency in the language, the students felt uncomfortable in using personal pronouns in academic writing. These graduate students believe that the use of personal pronouns is much more suitable to be used by senior scholars and states that using them makes academic writing more challenging. It was also found that these students rarely uses personal pronouns when giving opinions or stating the origin of a new idea (Chang and Swales, 1999 as cited in McCrostie, n.d.). McCrostie further commented that regardless of amount of studies focused on published writings, few studies had been done on unpublished writing of non-native speakers thus suggesting that there is a need to have more studies to compare unpublished writings among both native and non-native speakers which can also contribute knowledge to the study. Gender and Personal Pronouns As mentioned previously, very few researches have been conducted in the area of discourse with gender functions as a variable. Past researches focused on linguistic differences between gender and its role in the studies related to informal writing, speech and electronic messaging (Yazdani Samar, 2010). Yazdani and Samar (2010) further stated that gender; as an effective tool in writing has not given much focus on its impact or role in the methodology of teaching writing thus, needs to cater to the arising issues academically. A study done by Yazdani and Samar (2010) on Iran writers revealed that female writers use more personal pronouns compared to males. A study conducted by Armagon et al. (n.d.) also revealed similar findings in their research. Methodology This study adopts a quantitative approach. 10 articles were randomly selected where there is equal distribution among gender (5 males and 5 females). The articles were selected from GEMA Online Journal (Jurnal Pendidikan), the Malaysian Journal of ELT Research (MELTA) and The Open Applied Linguistics Journal. All research articles are from the Social Sciences field. The articles were then analyzed via Lex Tutor. The limitation to this study includes no control over the writers race; thus the variable is not used as a factor in the study. Secondly, the authorship of research articles varies where several articles are written by single writers and few collaborative writers in single articles. Third, the research articles vary in terms of length resulting in imbalanced amount of words and personal pronouns that could be affected by it. Finally, the approaches regarding to the research articles were not taken into consideration. Few research articles were found to have a qualitative appr oach thus relying heavily on interviews or written transcripts thus may affect the outcome of the study. Findings and Discussion The findings obtained from the analysis are presented as following: Research articles written by Malaysian males in frequency: Articles Personal Pronouns Singular Personal Pronouns Plural 1st 2nd 3rd 1st 2nd 3rd Male 1 (21) it (19) they (2) them Male 2 (13) I (1) me (5) you (44) he (16) him (2) her (3) us (31) we (16) they (6) them Male 3 (26) I (1) you (95) he (15) him (31) it (3) her (7) we (2) us (24) they (11) them Male 4 (4) I (3) she (1) he (1) her (1) him (13) they (11) them Male 5 (41) I (2) me (1) she (10) we (19) they (7) them Total 87 6 234 53 128 Total: Personal Pronouns Singular (327), Personal Pronouns Plural (181) According to the table above, it is found that Malaysian male writers uses more singular personal pronouns compared to plural personal pronouns. Based on results, it is also found that Malaysian academic male writers use more 3rd personal pronouns for both singular and plural categories however the highest frequency among personal pronouns used are 3rd singular personal pronouns with a frequency of 234. Among the personal pronouns used frequently by Malaysian male writers: He HE is very selective towards whom HE directs the venom. (male 2, 2002) In terms of average score, HE is the second highest (male 3, pg. 12) It and the enormous opportunity IT presents to higher education (male 1, pg. 4) engaged in a particular task and how IT will improve their reading skills. (male 3, pg. 2) Him done bad thing to HIM and this made HIM feel bad (male 2, pg. 10) this particular strategy to help HIM comprehend what he is reading. (male 3, pg. 13) They When these students enter university, THEY expect the spoon feeding (male 1, pg. 1) particularly when THEY proceed to tertiary education. (male 3, pg. 2) information elements did THEY instruct learners to find out (male 5, pg. 1) Them , thus prompting THEM to pay more attention to metacognitive reading (male 3, pg. 3) systems of the language that enables THEM to teach effectively. (male 4, pg. 1) Research articles written by Malaysian females in frequency: Articles Personal Pronouns Singular Personal Pronouns Plural 1st 2nd 3rd 1st 2nd 3rd Female 1 (1) he (1) she (3) we (10) they (1) them Female 2 (16) I (1) me (20) you (2) he (5) her (4) his (3) she (40) it (3) us (15) we (59) they (14) them Female 3 (2) I (10) they (6) them Female 4 (3) I* (2) we (24) they (15) them Female 5 (19) I (2) me (62) you (1) she (14) he (11) her (3) him (5) we (3) us (25) they (6) them Total 40 82 85 31 170 Total: Personal Pronouns Singular (207), Personal Pronouns Plural (201) Based on the table above, Malaysian female academic writers use more plural personal pronouns in writing their research articles. This finding is similar of their male counterparts. The findings also reveal that Malaysian female academic writers use more 3rd plural personal pronouns in academic writing unlike their male counterparts who uses a higher frequency of 3rd singular personal pronouns. Among the personal pronouns used frequently by Malaysian female writers: You What assumptions do YOU think administrators make about attire (female 2, pg. 6) If YOU have the main point (female 5, pg. 8) They real audience for the language task THEY were working on (female 2, pg. 1) THEY can be changed through the learning process such as by using (female 4, 2) THEY generally respond in predictable ways rather than be critical. (female 5, pg. 4) Them being presented with predetermined language structures and then practicing THEM. (female 2, pg. 2) It also requires THEM to state their name in order to enable (female 5, pg. 7) Usage total of Personal Pronouns by males and females Gender Male Female Personal Pronouns Singular 327 207 Personal Pronouns Plural 181 201 Total 508 408 Overall, the findings indicate that Malaysian male academic writers use more personal pronouns than Malaysian female academic writers. The findings obtained are not in line with previous research that was done by Yazdani and Samar (2010) in relation to non-native English speakers. Conclusion and Recommendations The findings had shed new insight on the use of personal pronouns between male and female Malaysian academic writers. In conclusion, there is no significant difference between the general use of personal pronouns among male and female writers. Both male and female writers were found to use more singular personal pronouns. However, there is a difference in terms of the personal pronouns used between male and female writers. Male writers were found to use higher frequency of 3rd singular personal pronouns whereas the female writers were found to use a higher frequency of 3rd plural personal pronouns. The findings have also revealed that male writers use more personal pronouns compared to female writers in the overall analysis. However, as mentioned previously, the findings of this study may be affected by factors listed in the limitation section as this study is based on a small scale range. Therefore, the findings obtained in this study are still questionable thus several recommendations are proposed for future researches interested in the same area of study which are (a) to focus on research articles under the same area of study and approach; (b) to consider the writers race as a variable and (c) to take into consideration of the length of research articles planning to be used in the study. List of Research Articles: Male Writers Subramaniam, G. (2006). Stickability in Online Autonomous Literature Learning Programmes: Strategies for Sustaining Learner Interest and Motivation. Malaysian Journal of ELT Research. (2). 80-96. Hazidi, H. A. H. (2002). Similar words, Different Meanings: A Natural Semantic Metalanguage Exploration of Cultural Differences. GEMA Online of Language Studies. (2)1. 1-13. Muhammad Kamarul, K., Chew, J., Abdul Rashid, M. (2006). Metacognitive Reading Strategies of Good Malaysian Chinese Learners. Malaysian Journal of ELT Research. (2). 21-41. Munir, S. (2009). Grammatical Awareness among Primary School English Language Teachers. GEMA Online of Language Studies. 9(1). 35-46. Lim, J. M. H. (2009). Rhetorical Categories and Linguistic Mechanisms in Describing Research Conditions: A Comparative Genre-Based Investigation into Researchers Choices in Education and Applied Linguistics. The Open Applied Linguistics Journal. 2. 67-85. List of Research Articles: Female Writers Ainol, M. Z. Noor Lide, A. K. (2006). Classical and Rasch Analyses Of Dichotomously Scored Reading Comprehension Test Items. Malaysian Journal of ELT Research. (2). 1-20. Mardziah, H. A. Tan, B. H. (2008). Wired Together: Collaborative Problem-Based Language Learning In an Online Forum. Malaysian Journal of ELT Research. (4). 54-71. Nor Shidrah, M. D., Nuraihan, M. D. Noor Lide, A. K. (2005). Second Language Writing Anxiety: Cause or Effect? Malaysian Journal of ELT Research. 1-19. Siti Norliana, G. (2008). Learner Background and their Attitudes towards Studying Literature. Malaysian Journal of ELT Research. (4). 1-17. Tan, K. E. (2006). Writing English Essays within Dominant Discourses in Malaysian Schools. GEMA Online of Language Studies. 21. 23-45.

Reading Autobiography Essay

Although I do not have many vivid memories of my childhood the few things I do recall from my early years mostly seem to focus around school and my academics and interactions with children my own age. It is nearly impossible to pinpoint when exactly it was that I began to read but it must have been somewhere around the end of kindergarten and the beginning of first grade. I didn’t attend preschool so up until kindergarten my primary interaction with others was in my first language, Spanish. I can recall learning the alphabet and the sounds of all letters and I started to make out certain words like ‘see’ and ‘my’. The most influential person in the process of acquiring the skills I needed to read must have been an instructional assistant, Mr. Torres who would help me and other bilingual students regularly in the classroom. Of course the instruction by my teacher set the basis for my learning but the one on one help that he provided helped me make connections to my learning in Spanish and that made me feel very comfortable. The first books I began to read must have been simple stories that I came to memorize. Stories like The Gingerbread Man or Brown Bear that had repetitive lines were probably how I started to make connections with words, sounds and pronunciation of those words and sounds. Learning to read made me feel empowered and I remember wanting to read â€Å"big kids† books once I felt I was capable. Among my favorite types of books were scary chapter books like the series of Goosebumps as well as biographies of famous athletes. Among my least favorite must have been nonfiction and folktale because they never really managed to pull me in and I was always very skeptical about such fantasy. Unfortunately, this thrive to read did not last very long because I started to drift away from the constant practice of reading around the fifth grade and started seeing it more as an obligation rather than a choice. As a whole the literacy environment in my household was actually a very positive one and ever since I can recall my mom has always been a big reader and has many books and magazines throughout the house. All of her reading though was done in Spanish when I was growing up because as I was learning how to read my mom was learning the English language. My dad on the other hand has never been a big reader. Actually I can’t recall a time when I have seen him sit down and read something simply for leisure. I also had an older sister who was just a grade ahead of me in school and she has always been a bit of a bookworm and was constantly going through different books as we grew up. Even with all these things I think the language barrier influenced my detachment from reading. In my household we rarely spoke English, maybe if my mom and dad knew the language or were more comfortable with it they might have pushed me to read more or took the time to sit down and read to me. Come to think of it my mom would read to me but she would do it in Spanish and it was a bit boring for me. She would read common stories that I had already heard like the three little pigs or something of that sort and all I would gain out of this was amusement because the way things translated to me was funny. My mom did take us to the city Library and I remember going to story time or to some sort of show based on books. I remember seeing a magician and also petting a snake. As for having materials to read and write, there was always plenty throughout my house. My mom kept a full stock of pencil and paper as well as of books it was just a matter of me doing the actual work. She constantly asked me to explain to her what I was reading or writing for school but I always seemed to find a way to not spend too much time with it because all I wanted to do was play with the neighborhood kids or run off to soccer practice. In school the literacy environment was very positive as well and I remember how much time and dedication the faculty would place on reading and the development of reading skills. I can’t remember who formally taught me how to read but it must have been either Mrs. Diamond or Miss Falgot my first and second grade teachers, because by third grade I remember being able to read fluently. They used several different types of methods but I remember being read to very often by Miss Falgot. I do recall being placed in groups and having partners whom you read to and vice versa. I believe both Mrs. Diamond and Miss Falgot were key role players in my acquisition of reading skills and although I don’t recall specifics they did their job because by third grade I was at the top of my class. I do remember a particular case that had a bit of a negative effect on me in terms of reading. I remember being in either fourth or fifth grade reading as a class and the teacher called on me to read a paragraph. I don’t remember what I was thinking but I was not listening and wasn’t even on the right page, once I located it I got nervous and couldn’t even read. Luckily the teacher called on someone else but I felt horrible. As a class throughout elementary I remember visiting the library and running to the sport books section. The Library was so calm and always cool and I remembering going in there on hot summer days to get away and read a good book. The librarian I remember was always very sweet and she was very patient with all the students. As for literacy events the only thing that is clear in my mind is the book fairs that occurred maybe twice or three times a year. They were very fun and I remember they made even the boring books seem interesting. They set up all kinds of posters and it was something that I always looked forward to. As an adult I began to pick up old habits especially after I came into college. I can’t say I read a lot but I do find time to fit in a book every once in a while. I am still a big fan of autobiographies and I have recently developed a liking for books in Spanish. I usually read on the weekends when I am well rested and have slept in. I also like to go to parks and sit in the shade and enjoy a good book or story or even an interesting article. I think reading is very important and not only to help us expand our vocabulary or help us academically but when you read a good book you get a chance to escape your everyday and it gives you an insight into a story or a character in the way a TV or radio cannot. It captivates you and manages to get all of your attention but at the same time relaxes you. I think reading is something that should be taught to students but not just in order to help them academically but educators should also focus on showing the importance of literature in our lives and the positive way it influences our lives down the road something the media of today cannot manage to do. Writing equally should be not only taught for the purpose of education but in a way those students value it and continue to practice it even without a teacher pushing them to do so.

Franz Kafka and being an outsider in the society Essay

As the oldest child, after the deaths of his older brothers, Franz Kafka, however, has never reached the dominance and leadership character and failed to live a normal, human life – after his birth he had doubted in his human nature and grew as an outsider inside the community. His father, a successful shopkeeper with giant managing abilities and patriarchal, yet tyrannical, personality, had no other goals, except material stability and social recognition. It was him, who made Franz fail to live, who made him family-limited, unable to create his own household. Indeed, his father, Hermann Kafka, was the one, who broke his nature and drove him into literature. All of the pain, pressure, struggle and aspiration, Franz Kafka described in his writing, some of them depict the struggle between father and son, other between two worlds, yet, in any story, especially in the â€Å"Letter to His Father† (1919) and â€Å"The Metamorphosis† (1915), we can find incomprehension and longing for normal living. His earliest poems were published by Brod in 1908 in Hyperion. His first novel Der Prozess (â€Å"The Trial†) was written after another failure – he broke off an engagement with Felice Bauer – and has started it with the words of somebody’s false accusation against Josef K. Maurice Blanchot has observed that Kafka’s works are â€Å"not always only literary. Salvation is an enormous preoccupation with him, all the stronger because it is hopeless, and all the more hopeless because it is totally uncompromising. †(Banville, 2004). Most of his literary characters were animals: mole, mouse, beetle; seems like Franz was no other than a formless being, who was looking for a way out of tough obstacles, yet is ready to be tortured, punished, destroyed. His characters are seeking for salvation, but they realize how disgusting, insignificant, unimportant they are, along with their problems and hardships. â€Å"The Judgement† is viewed by Herbert Tauber as a â€Å"vital existence in which probability and reservation rule †¦ in which every step has an incalculable importance because it is taken â€Å"Franz Kafka and being an outsider in the society† â€Å"Page #2† under the horizon of an absolute summons to the road† (Tauber, 1948). For him, it is the clash of two worlds, which existed in total isolation from each other and have no points of contacts. That is why the conflict leads to destruction. On the other hand, this conflict between father and son can be considered as a general social state that degrades with every step forward. An early story â€Å"Description of a Struggle† â€Å"is not usually considered one of Kafka’s better works and it is often dismissed by critics turned off by its fragmentary nature and lack of polish† (Pawel, 1984), highlights Ernst Pawel in his â€Å"Nightmare of Reason†; this work will not attract the new reader, yet those, who dive in the philosophy of Kafka’s readings will be encouraged to read it. The character of this three-chapter work is a symbol of discrepancy and contrast of the single community. Franz Kafka’s helplessness to negotiate or get used to the community’s lifestyle is noted in his four stories in â€Å"A Hunger Artist†. Michael Lowy, the Research Director of the National Center for Scientific Research, has viewed Kafka’s symbolism as libertarian socialism or anarchical ideology. â€Å"The libertarian inspiration is inscribed into the heart of Kafka’s novels †¦ [The] state is an impersonal system of domination which crushes, suffocates, or kills individuals, where unfreedom prevails† (Lowy, 1997). The center of the story is a paradoxical notion – artist, who accepts his profession as honor, yet practices fasting, which has an artistic aspect. The system (i. e. people) refuse to recognize him, therefore, refuse to see the reality and truthfulness of life (Dorothy W. , 2006). There is nothing but emptiness in the world. â€Å"The Stoker†, â€Å"The Man Who Disappeared† (â€Å"Der Verschollene†), or â€Å"Amerika† was an American novel for Kafka himself. The variety of names shows the complexity and differences of the novel. It is the state, where â€Å"workers are not on the side of the authorities† (Kafka, 1956). In rather humorous style, Kafka represents the Statue of Liberty with a sword; American democracy, with a shadow of authoritarian policies, is combined with bureaucratic injustice and poverty. â€Å"Franz Kafka and being an outsider in the society† â€Å"Page #3† The fiction â€Å"The Great Wall of China† â€Å"deals (duplicitously) with an other-as-self from an inside which is really an outside† (Kelen). This is another Kafka’s work that deals with symbols and metaphors, internal and external struggle and his own life of an outsider. The wall is a symbol of fear, yet, the end of empire represents the erasure of boundaries between the Western and Chinese worlds. Kafka is using his technique of the narrator to describe relation to one another and what is happening nearby. â€Å"In â€Å"Country Doctor† we witness a second type of infiltration of literary production by theories or methods schooled on Freudian psychoanalysis† (Lecture Notes, conclusion). The work is filled with doubled words (horses, carriages, patent examinations, children songs, homes), and words that have different meanings (dilemma – problem or solution, shame, information’s and people’s mislaying). â€Å"The Castle†, a philosophical novel, depicts the castle’s authorities, bureaucratic attitude and man’s struggle against the existing system. â€Å"The novel’s aesthetic and interpretive complexity, it will be seen, underlines the multi-layered meaning of salvation itself, in a modern world in which salvation is not necessarily one of divine grace, of deliverance from sin and damnation† (Panichas, 2004). The totalitarian authorities, impersonal system that is built in hierarchical order are shown as apparatus that rules over the lay people, who must be subordinated to this machine. It is manipulation and control that is obvious in any modern society and the procedures it governs and inevitable for every citizen. â€Å"K. gains through her personality some insight into a possible solution of his quest, and, when he speaks of her with affection, he seems himself to be breaking through his sense of isolation† (Encyclopedia Britannica). Kafka, as a living example of outsider, who had made his way to live in the community, all through his works has depicted the world of contrasts, where everyone lives in isolation, trying, at the same time, to find his place in the community. Works Cited: 1. Banville J. (October, 2004). The Human Stain. The Nation. October 18 issue. 2. Dorothy W. Franz Kafka’s â€Å"A Hunger Artist† December 15, 2006 Retrieved from the website â€Å"Of Books and Bicycles† on February 25, 2008 http://ofbooksandbikes. blogspot. com/2006/12/franz-kafkas-hunger-artist. html 3. Encyclopedia Britannica. Franz Kafka. Works. Retrieved on February 25, 2008 from http://www. britannica. com/eb/article-3813/Franz-Kafka 4. Humanitas, G. (March, 2004). Kafka’s afflicted vision: a literary-theological critique. (Franz Kafka). Humanitas. 5. F. Kafka. (1956). Amerika. Frankfurt: Fischer Publishing House. pp. 15, 161. 6. Kelen, C. The Great Wall of China and Kafka’s Limitless Tropology. Queen: a journal of rhetoric and power. Vol. 2. 1. Power and Recolonization. 7. Lecture Notes: Franz Kafka, â€Å"A Country Doctor†. Washington Courses. Retrieved on February 25, 2008 from http://courses. washington. edu/freudlit/Doctor. Notes. html 8. Lowy, M. (1997). Franz Kafka and Libertarian Socialism. New Politics. Vol. 6. no. 3. 9. Pawel, Ernst (1984). The Nightmare of Reason: A Life of Franz Kafka. New York: Farrar-Straus-Giroux, p. 160-163. 10. Tauber, Herbert. (1948). Franz Kafka: An interpretation of his works. Yale University Press.