| Papers [1-7] of 7 | Search results on "MASORETES VOWELIZATION GOD": |
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The Masoretes' Vowelization of God's Name, 2007.
A grammatical study into the vowelization of God's name in the Hebrew scriptures.
9,553 words (approx. 38.2 pages), 33 sources, MLA, $ 195.95
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Abstract
This paper discusses the vowelization of God's name in the Bible. It begins by discussing punctuation in the Bible, particularly in the Hebrew scriptures. It then compares this use of grammar to other ancient languages. It discusses the evolution of the grammatical system, leading up to the system called 'Masoretic Hebrew' punctuation at the end of the twelfth century. The paper discusses in detail the different grammatical forms of God's name, particularly the Masoretes' vowelization of His name.
From the Paper
"When Jesus Christ was on the Earth, spending his Earthly life, he would always appeal to the very words of the Old Testament, and this was taken to be indicative of the fact that Jesus Christ himself approved of this version of the text, and that it had been exactly and accurately transmitted. This Old Testament was the version that was favored and used by the ancient Jews, and it was also considered to be an extremely trustworthy version of what had been originally written by Moses. The Old Testament books as they appear in the Hebrew Bible are actually divided into three distinct groups, and they are: the Law, the Prophets, and the Writings. It was the priests that were given the innate responsibility of preserving the texts, and this was because of the fact that these individuals were considered to be the divinely appointed guardians and the teachers of the Law. (Forever Settled: A Survey of the Documents and the History of the Bible)"
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Mandarin Speakers' Production of English Vowels, 2007.
An analysis of Mandarin speakers' production and perception of English vowels and their mastery of the English language.
1,526 words (approx. 6.1 pages), 7 sources, MLA, $ 50.95
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Abstract
This study examines how production and perception of English vowels are affected by one's native language, specifically among Mandarin speakers. The paper examines the specific relationship between Mandarin speakers' production and perception of English vowels and their mastery of the English language, including their comprehension of intonation and pitch. The author hypothesizes that Mandarin speakers' would experience more difficulty mastering English vowels if their exposure to the English language encompassed one year or less.
Table of Contents:
Abstract
Introduction
Discussion
Conclusion
From the Paper
"Previous studies suggest that multiple factors affect speakers' ability to produce sounds and their perceptions of sound. Various studies including that conducted by Boroditsky (2001) suggest that how one speaks affects many aspects of their livelihood including how one views or perceives the world. Further studies suggest that when compared with native English speakers, Mandarin speakers tend to refer to different concepts in different ways, including describing time in different manners (Boroditsky, 2001). The results of this study are relevant as they suggest that language is a "powerful tool shaping thought" and that one's native language "plays an important role in shaping thoughts and thought processes" (Boroditsky, 20)."
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The Phoneme Ae, 1999.
Analyzes vowel symbol's phonetic use, orthographics, variations, examples and history.
1,350 words (approx. 5.4 pages), 13 sources, $ 47.95
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From the Paper
"The phoneme /?/ is also known as "ash." The lower-case symbol ? is the form used in the International Phonetic Alphabet (IPA) to refer to "a not quite open, front unrounded vowel, higher than Cardinal 4 and lower than Cardinal 3" (McArthur & Weiner, 1992, p. 84). An example of its phonetic use is the common American pronunciation of the word cat, /k?t/. The orthographic ligature <?>, or upper case <?>, was employed in Old English orthography to indicate a sound that fell somewhere between a and e, containing elements of both, while being distinct from either of those vowels. The scholarly name ash was given to this grapheme because the Old English word for ash tree (also ?sc, or aesc) was a mnemonic name used for the character. This name was then adopted by linguistics scholars to refer to the phoneme /?/. Though subsequent orthographic uses of <?> did ..."
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The Portuguese Language (O Portugues), 2008.
A linguistic description of the Portuguese language, which ranks in sixth in the overall number of speakers of any language.
2,730 words (approx. 10.9 pages), 7 sources, APA, $ 81.95
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Abstract
This paper explains that Portuguese is an Indo-European language, which originated from the Vulgar Latin about two thousand years ago. The author points out that, as Christians conquered the peninsula, a lot of the grammar and words used in Spain and France greatly influenced the modern Portuguese language although the morphology and syntax were only slightly changed. The paper reports that Portuguese is a pluricentric language, which varies from its geographic locations but remains one language. The author describes its phonology, vowels, morphology, syntax, lexicon and pragmatics.
Table of Contents:
Introduction
History
Phonology
Vowels in Portuguese
Morphology and Syntax
Lexicon
Pragmatics
Conclusion
From the Paper
"Notice that there are actually three ways that one may say, "You make" in Portuguese. Vos fazeis is actually very archaic and is only used in Holy Scriptures or when praying to God. If you dare mention this, people would look at you very weird. It is similar to the use of ye in English which no one uses anymore (I hope not!). Now depending whether one is in Portugal or Brazil, the use of tu and voce varies. In the Portuguese spoken in Portugal, this dialect is considered as an honorable title. The pronoun voce is used when speaking to older people or when showing respect."
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The Speech Act Theory, 2008.
A research paper exploring indirect directives and politeness in Mandarin
Chinese and English.
3,147 words (approx. 12.6 pages), 8 sources, APA, $ 91.95
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Abstract
The paper shows how, in conversation, people cooperate in making utterances, thereby creating social communication in an effort to express meaning. The paper discusses what constitutes a request and reveals that much of the time, a speaker will make an indirect appeal for action, slightly obscuring the request within an indirect sentence. The paper then investigates and compares how indirect directives are expressed in the English and the Mandarin Chinese languages. The paper appends a pronunciation guide for Chinese tones, vowels and consonants.
Outline:
Introduction
Speech Act Theory
Speech Act Categories
Speech Act Categories in Chinese
Direct and Indirect Speech Acts
Grice's Cooperative Principle
Politeness Theory 'Face' and Its Effect in Indirect Directives
Examples of Co-Maintaining Face in Chinese Conversation
Levels of Politeness in Conversation
Conclusion
From the Paper
"In speaking people do more with words than share information, and when they do share information, an implicit meaning in an utterance is often expressed along with what the words in the utterance explicitly express. In an utterance, there can be three diverse levels of action that may be associated with the utterance. According to Austin, these levels include "the act of saying something, what one does in saying it, and what one does by saying it..." (Bach, K: internet) and are called locutionary, illocutionary and perlocutionary acts. Take, for example, the utterance, "There is a car coming." The locutionary act in that utterance is the act of informing a hearer that there is a car approaching. There is a lack of literal information regarding where exactly the vehicle is and exactly at what time it is due, but the sharing of the information occurs. The illocutionary act is what the utterance does, which in this case involves informing the hearer of a moving vehicle and advises him to look for the car. The perlocutionary act is the effect that the utterance has on the hearer, which in this utterance is that the hearer becomes vigilant and looks for the car. In the utterance itself, there isn't any explicit warning spoken to the hearer, but the implicit warning can be understood."
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Sound in Frost's Poetry, 2005.
Shows how Robert Frost shapes the reader's feelings by comparing two of his poems.
747 words (approx. 3.0 pages), 0 sources, $ 26.95
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Abstract
This paper shows that, unlike the measured procession of syllables and the soft vowel sounds that characterizes the feelings conveyed in "Stopping by the Woods on a Snowy Evening," the poet Robert Frost uses sharp, crackling consonants to denote the dangerous and active life of the birches of his poem "Birches." The paper shows that the poem "Birches," particularly in the first lines that set the scene and the stage for the active engagement of the poet with nature, is rife with crackling sharp 'b' explosive sounds that seem to create a sense of brittleness and breaking and exploding upon the reader's ear, as opposed to the softer vs and ws of the more leisurely and measured progression of verbiage in "Stopping by the Woods."
From the Paper
"Although "Birches" is about apparently planted trees, the theme of the poem is dramatic, almost eschatological as the seasons cause the trees to change and the ice to break and form glass. Unlike the horse of "Stopping by the Woods on a Snowy Evening's" the second stanza has the trees themselves taking a human, living quality, even in the absence of humanity. They are "trailing their leaves on the ground/Like girls on hands and knees that throw their hair/Before them over their heads to dry in the sun." The trees are full of motion as human beings, and the harshness of the 'g' of the girls and the hands and knees causes the reader to raise his or her voice aloud, rather than to drop his or her tone in the whispered, plodding quality of the "Snowy Evening" in its progression of diphthongs."
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Teaching Students with Reading Difficulties, 2005.
This paper discusses two programs for teaching students with reading difficulties: Edmark and Reading Matery.
1,395 words (approx. 5.6 pages), 7 sources, APA, $ 46.95
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Abstract
This paper explains that one of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties: Edmark Reading Program and Reading Matery programs. The author points out that the auditory and picture matching approach of Edmark has been shown to be helpful for students from developmentally and socially disabling backgrounds. The paper relates that since dyslexics often report grappling with frequently misused letters and miss substituting of vowels and consonants; the program Reading Matery,designed to underline the specific dyslexic's need for reinforcement in his or her word sorting capacity and to learn other decoding methods to compensate for potential cognitive decoding difficulties, is better than the overall reinforcement of pictures, words and sounds in Edmark.
From the Paper
"The experimental group students received 15 minutes per day of tutoring by America Reads Volunteers in the Edmark Reading Program, a highly structured sight word program; control group students were simply read aloud to for 15 minutes each day by the same volunteers. Results indicated a significant difference in the performance of experimental group of students on the WRMT-R Passage Comprehension subtest and Edmark posttest. Qualitative data indicated that more experimental group students than control group students exhibited significantly improved reading ability, attitudes toward reading, attitudes toward school, and attitudes toward self. Results suggested that schools should consider the use of volunteers to implement one-on-one tutoring in the Edmark Reading Program to teach a supplementary sight word vocabulary to at-risk first graders. Thus, Edmark's 'hands on' approach may be helpful for students from disadvantaged backgrounds as well."
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