Fighting words

is achieved through the repetition of words. An example of this is the use of the word "said" after any dialogue between Marjorie and Nick. This can seem quite juvenile in style, many authors would be more descriptive, but by repeating this simple and plain word Hemingway is commenting on the tediousness of their relationship. This is reinforced later when Nick remarks "it isn't fun anymore". When

* Understand and often use colour, number and time related words, for example, 'red' car, 'three' fingers and 'yesterday / tomorrow'. * Be able to answer questions about ‘why’ something has happened. * Use longer sentences and link sentences together. * Describe events that have already happened e.g. 'we went park.' * Enjoy make-believe play. * Start to like simple jokes. * Ask many questions using words like ‘what’ ‘where’ and ‘why’. * Still make mistakes with

Thesaurus. They wanted me to buy a thesaurus to expand, widen, increase, fatten, expound, enhance, proliferate, swell, enlarge, enlighten my vocabulary. However, I always had been a good writer; I knew my grammar and diction and picked the correct word for the job. Why did they want me to change if everything was already being done correctly? My theory: superficiality (thank you, Mr. Hall), which leads to a type of social position/class distinction occurring. The teachers I had weren't being

throw the entire flow of the paper off balance, therefore it was added and immediately cut. The first layer of icing on my paper was intense; cutting words, adding works, redefining sentence structures, and removing my trademark awkward phrasing. The first to get revamped was the thesis. The original thesis lead to questions and issues based on the word hope, that I did not address in the length of my paper. In order to remedy the situation, there was a minor phrase that was cut and replaced with the

Another problem that I’m having in my writing that I would like to improve next marking period is using less words. I tend to use too many words and make my writing too wordy. It’s not that I repeat sentences, I just tend to add too many details that aren’t even needed. I plan on fixing this problem by always going through my writing and seeing which words I could take out that would not make the sentence any different. I believe that writing is all about quality and not quantity

put the information into even smaller blocks to emphasise the succinct style of writing because I felt that it was still too difficult to follow; so I used more bullet points and used capitals, underlining and italics to emphasise key words and phrases. Also in the graphology of the piece I have used dashes in order to more effectively show where the reader would give a slight pause. An example is in 'a hundred compressions a minute - just under two a second'. In

stage of processing was (Semantic) the easier the sentence was to remember. E.g. the Deeper semantic test was remembered better than the Shallow because it required more analysis and they were placed in an order in which the words linked together and made sense. * Bransford et al also found that a more distinct sentence would be remembered more because it stands out. This was tested using " a mosquito is like a racoon because they both have haired jaws

He hears his father's voice and the words conjure up images in his child's mind of a cow and a little boy walking down the road. The words have the power to create. He hears the music of language in songs. The artist takes things literally from the beginning. "Words which he did not understand he said over and over to himself till he had learned them by heart: and through them he had glimpses of the

line10-11) This shows that it is at a whole other level that has to be deciphered to be able to understand and also suggests that can be difficult to capture. Lutz also uses repetition to give the definition. He states, “It is the incongruity between the word and referent, between seem and be, between the essential function of language…” (Lutz line 15-16) This emphasizes the length of the effect doublespeak can have. Lutz begins to structure his essay into subsections to further explain doublespeak. The

Allusions in “I Am a Cripple” Disabled. Disabled is a word commonly defined as being physically or mentally impaired, injured, or incapacitated (dictionary.com). There's a stigma over the word disabled with its negative connotation. Nancy Mairs, author of “I Am a Cripple, dislikes this word because she thinks that the English language incorporates too many euphemism in our speech. Mairs wants people to use more straightforward language, even if it might be offensive to others. In “ I Am a Cripple”