| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "POLITICS ENGLISH LANGUAGE": |
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"Politics and the English Language", 2006.
A review of George Orwell's "Politics and the English Language" and its application to Machiavelli's "The Prince."
1,298 words (approx. 5.2 pages), 2 sources, APA, $ 43.95
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Abstract
This paper examines how George Orwell's "Politics and the English Language" talks about the errors that many writers commit in using modern English which are caused by the bad habits of writers and then passed to other writers and accepted as a form of modern English. It looks at how Orwell states the four errors that writers generally make namely the dying metaphors, operator or verbal false limbs, pretentious diction and meaningless words. In particular, it discusses how in Machiavelli's "The Prince," the writer commits these four errors.
From the Paper
"In dying metaphors, metaphors are created to describe a visual image of the writer; however writers use "technically dead" metaphors in their writing to save them time from inventing the metaphors themselves. Writers use such metaphors without the writers knowing what those stand for such as ring the changes on, take up the cudgel for, toe the line, ride roughshod over and etc. (Orwell, 1946). In Machiavelli's work "The Prince," it provides likewise errors in the use of the English language as stated by Orwell. "
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"Politics and the English Language", 2006.
Examining the purpose of the essay "Politics and the English Language" by George Orwell.
1,800 words (approx. 7.2 pages), 0 sources, $ 57.95
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Abstract
This paper examines how Orwell offers his insights into the downfall of the English language in his essay. It explains how, through concise list-ridden examples, he presents clearly his reasons for believing so, succinctly bringing across his points to the reader. Orwell gives his fullest explanation of the inevitable influences of thought and language upon one another, as well as an understanding of why modern writers do what they do. He even goes so far as to offer a tutorial for aspiring writers. The author points out that most importantly, Orwell analyzes the corrupting influence of dishonest politics on the way we speak and think.
From the Paper
"Orwell believes in the traditional style of the English language and that there is a definite correlation between language and action. Orwell also thought that omitting slang and long words where short ones will do could cure proper English. It is everyone's moral responsibility to use the English language with clarity. Most important, people must earn the English language and learn to use it in the correct way. Many slang words have disappeared over the years due to most choosing not to use them. It is a conscious action to do this. One must always be aware of the words they use and that they use them with clarity."
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"Politics and the English Language", 2002.
Analyzes George Orwell's essay, written in 1945 on the insincerity of English prose writers.
1,100 words (approx. 4.4 pages), 2 sources, MLA, $ 38.95
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Abstract
George Orwell's discourse on the political and social significance of the modern English writing is the primary theme shown in his essay, "Politics and the English Language," (1945). The paper shows that in this discourse, Orwell discusses the faults of modern English language regarding the gradual spread of vagueness and insincerity in the meaning of prose text. The paper shows Orwell's proposed solutions to this problem of vagueness in the English language, especially with regard to political writings. To convey Orwell's idea of poor English prose, this paper analyzes Abraham Lincoln's "The Gettysburg Address," delivered in 1863 as the President's reaction to the ongoing Civil War during that period.
From the Paper
"For Orwell, thought must definitely determine language, and not the other way around. This means that there must first be clarity and sincerity of thought before effective writing will take place. This way, problems of vagueness will be avoided, an element of writing that results to insincerity. This means that the use of elaborate explanations to express a feeling or thought is an ineffective way of explaining and describing these thoughts, and Orwell suggests that long and elaborate sentences must be replaced with short, concise ones, where meaning will become clearer to the audience. While avoiding an imposition of definite rules in English writing and composition, Orwell enumerated and discussed the common mistakes and faults that prose writers commit in expressing their thoughts on important issues, especially those that are political and social in nature."
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Misuse of the English Language in Political Writing, 2002.
An interpretation of a political article using George Orwell's essay ?Politics and the English Language".
800 words (approx. 3.2 pages), 2 sources, MLA, $ 28.95
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Abstract
This paper attempts to interpret the ?San Diego Union-Tribune? October 18, 2002 editorial ?In a democracy, silence isn?t golden? written by Colleen M. O?Connor through the ideas of George Orwell in his essay ?Politics and the English Language". It examines Orwell's four types of problems typical to the use of English language specific to political writing: dying metaphors, verbal false limbs, pretentious diction and meaningless words and how they can be applied to O' Conner's article. The theme of the article is the lack of debate regarding the possibility of war with Iraq and this paper shows how through analysis, the problems that Orwell saw in the 1940?s have continued and may have grown worse as the 21st century begins.
From the Paper
"The next sentence provides an example of Orwell?s concern about the excess use of words with many syllables. At the beginning of the sentence we encounter the imprecise word ?preponderance? and a long list of incompatible characters described with inconsistent parts of speech. The writer highlights a random combination of people, ?partisans?, ?spokesmen?, and ?politicians?, and things, ?corporate propaganda?. The compound word ?spinmeister? qualifies the type of spokesmen of concern. ?Spin? by itself is a poor term, adding the German word ?meister? further confuses the reader. A similar list of characters on the opposite side of the discussion is presented in the same confusing manner."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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English Language Acquisition, 2007.
This paper discusses cooperative learning and language acquisition for English language learners.
2,844 words (approx. 11.4 pages), 9 sources, MLA, $ 84.95
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Abstract
In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to English language learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the English language in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the English language by students in the school and classroom environment. The writer concludes that the cooperative classroom in English language learning has been shown to be effective in a student's acquisition of the English language.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper
"It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
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English, The Global Language, 2005.
This paper discusses the advantages of learning English as the global languages to be used by all the world; however, this presents a danger to the native culture.
4,640 words (approx. 18.6 pages), 6 sources, APA, $ 120.95
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Abstract
This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.
Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language
Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture
From the Paper
"There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."
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English Language Learners, 2006.
This paper discusses what methods are best suited to meet the needs of rural English Language Learners.
2,115 words (approx. 8.5 pages), 12 sources, MLA, $ 66.95
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Abstract
This paper explains how ELL students (English language learners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the English language. The paper researches this question and concludes that English language acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to English language acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper
"According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
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English as a Second Language (ESL), 2002.
A discussion of the theories behind teaching methodologies for English as a second language.
2,642 words (approx. 10.6 pages), 13 sources, MLA, $ 79.95
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Abstract
This paper examines, how over the years, a number of theories have been developed that define the ways that reading instruction should be taught to students of English as a Second Language. It discusses how English as a second language instruction should be based upon the students? background knowledge, which involves a number of areas, including cultural background and identity, fluency in a primary language and the ease in transition leading to the acquisition of a new language. It analyzes how, if these principles are behind the development of ESL curricula, students will gain the maximum benefits in their English instruction, including spoken and written language as well as the reading of English texts.
Outline:
Introduction to Background Knowledge
Reading Instruction and Background Knowledge
Classroom Strategies for English as a Second Language Students
Issues in the Development of English Proficiency
Background Knowledge and Study Skills for ESL Students
Conclusion
From the Paper
"In addition to the potential established in learning a new language, English as a Second Language instructors must evaluate their students? fluency in their native tongues in order to determine the ease in which they will transition to obtaining new language skills (VanDuzer 2). This practice is largely determined by the student?s cultural background, but all English language students will share a similar experience in learning to read in English and will approach the subject differently from how native English speakers confront it (VanDuzer 2). Rueda (15) also confirms this theory in his work that demonstrates that the use of cultural tools in English language instruction will enhance the sociocultural aspects of learning. "
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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, $ 78.95
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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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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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| Term Paper # 96661 |
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Orwell and the English Language, 2002.
A review of George Orwell's "Politics and the English Writing."
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper is written about the criticism made from George Orwell in "Politics and the English Writing." Many people often complain about the problems related to the English language.
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