How To Write an Attention-Grabbing Essay Introduction

Instructions to Write an Attention-Grabbing Essay Introduction Instructions to Write an Attention-Grabbing Essay Introduction Articles are a type of scholastic composition to make different contentions. They are intended to teach and illuminate. Despite the fact that articles are scholarly in nature, they don't need to be exhausting. Catching your reader’s eye can assist you with expressing what is on your mind, and keep your educator alert as s/he peruses your words. Here are a couple of tips that may help: Incorporate an Anecdote Tales are brief tales about genuine occasions proposed to come to a meaningful conclusion. Including some little subtleties is an intriguing method to collect peruser consideration. Keep the tale short, sweet, and forthright. Utilize a story appropriately (however sparingly) in an exposition prologue to utilize it to the fullest impact. Use Substantiated Information The data you refer to must be real and supported by research, and doesn’t fundamentally should be new. Bolster your contention with realities that are express and direct. Expound your point with a couple of sentences to harden your contention. Have a Dialog Great discourse can pass on a point in a one of a kind way that connects with the peruser. It is a method that speaks to a contention between two inconspicuous â€Å"characters.† Use a short trade between restricting perspectives, and keep it brief. You would then be able to clarify/depict/rehash the discussion and raise different issues for conversation. Sum up A couple, last sentences in the exposition acquaintance will permit you with wrap up your thoughts basically and unmistakably before you dispatch into increasingly meaningful segment of the composition. Composing an article can be a pleasant method to investigate differing conclusions on a subject. Making the whole exposition fascinating to perusers can be testing. For expertly composed papers, call at 1-800-573-0840.

buy custom The Mentally Ill Chemical Abusers essay

purchase custom The Mentally Ill Chemical Abusers paper The Mentally Ill Chemical Abusers (MICA) patients are those people who misuse drugs due to their psychological sick wellbeing (Reid Silver, 2003). Those people who display serious dysfunctional behavior experience the ill effects of clinical issue and other mental issues presents an assortment of social, individual, political, and monetary difficulties both for program subsidizing and the arranging and execution of powerful reconstructive treatment programs (Reid Silver, 2003). Notwithstanding serious psychological sickness, the MICA patients may experience the ill effects of serious social, character, addictive, physical, or intellectual infection, which will require a treatment program to be very compelling in treating the patients. The wide scope of maladies that influence MICA patients has required the advancement of a lot of treatment models to cook for the various needs of the patients (Reid Silver, 2003). There is requirement for assessing the clinical viability of the treatme nt models so that to keep away from wastage of the constrained treatment assets and to improve the clinical treatment procedures for those patients who experience positive double conclusion (Reid Silver, 2003). This examination investigates the clinical effect of different program models on the intellectually sick synthetic abusers. Specialists select explicit examination factors and result markers to show the viability of each model in meeting the remedial objectives for patients, and to dismiss results that outcome from the contrasts between the treatment programs, for example, number of conveyed administrations, level of MICA persistent support, and populace contrasts. These markers encourage correlations of the result strength between treatment programs. All things considered, the pointers legitimately identify with the expressed objectives of the projects under investigation. Since the staffing design, area, objectives, and outplacement assets of the treatment programs are indistinguishable, and the patient populace having comparative attributes, the aftereffects of the examination ought to show the effect of the coordinated and sickness explicit program models as the best methodologie s in treating MICA patients. Distinctive treatment models may not be similarly successful in the treatment of the MICA patients. In this way, the program assessment results would be valuable to directors, program engineers, approach organizers, and officials who must structure and set up as a regular occurrence the best treatment program that will depend on the restricted assets (Kloss, Lisman, 2003). Notwithstanding deciding the best treatment and automatic methodology, this data can likewise be valuable in improving the nature of care for MICA patients with serious issues. The projects for treating the dually analyzed MICA patients fundamentally have a place with two classifications, in particular, incorporated program model and malady explicit program model (Kloss, Lisman, 2003). A malady explicit program centers treatment around trouble as the essential zone and limits the direness or significance of different regions of MICA persistent brokenness. A lot of medical clinic based emotional wellness projects an d substance misuse and fixation treatment programs model treatment programs model their treatment thusly (Lessa Scanlon, 2006). Research by Lessa Scanlon (2006) shows that A coordinated program model is regular in both network based settings and clinics, and its primary reason for existing is to give individualized treatment that can provide food for all territories of brokenness in a solitary program. Governments base the improvement of the program models more on political interests in the treatment of explicit MICA persistent populaces and accessibility of financing, and somewhat on clinical adequacy (Lessa Scanlon, 2006). There has been propagation of the program models discontinuity through the advancement of subjective and counterfeit regulatory divisions at the nearby, state, and government levels without considering the clinical proportions of the viability for different treatment program models (Reid Silver, 2003). Accordingly, it is conceivable that the vast majority of the award financed and open segment programs keep on profiting monetarily through different subsidizing streams without provable clinical achievement. This prompts the directing of basic funds from those treatment programs that utilize all the more clinically achievable models. Projects that grasp a self-drug theory consider concoction reliance to happen either as a method for dealing with stress for essential psychopathology or as side effects of psychological maladjustment (Reid Silver, 2003). They see patients as those people who use synthetic compounds for the motivations behind reducing the indications of mental issue, for example, tension and misery. The treatment objectives for these projects put more accentuation on upgrades in mental working (Lessa Scanlon, 2006). Clinicians anticipate the intellectually sick people and concoction abusers to change to mentally sound. The coordinated and ailment explicit treatment programs have a significant preferred position of diagnosing mental issues and offering treatment alongside the side effects of substance misuse. Notwithstanding, this is the fundamental hindrance of the models also. Making suspicions that psychological instabilities cause concoction misuse repudiates the likelihood that can cause the psyc hopathology (Reid Silver, 2003). Since the focal point of treatment is on the result of the essential psychological instability, issues of compound maltreatment that might be real clinical etiology may not experience treatment. Lessa Scanlon (2006) have affirmed that social shortfall ways of thinking of treatment consider psychological instability and compound dependence as because of social, natural, family or friend impacts. A great many people see the intellectually sick people and medication abusers as the results of medication accessibility, neediness, family brokenness, and peer pressure. Lessa Scanlon (2006) recommend that the goal of treatment in the incorporated and malady explicit treatment programs is to improve the social working of MICA patients by modifying their condition or adapting responses to saw stressors. Intercessions may include private treatment, going to self improvement gatherings, relational treatment, and gathering treatment, whose objective is to improve social aptitudes of the MICA patients (Lessa Scanlon, 2006). As indicated by Lessa Scanlon (2006), the principle weakness of grasping a social deficiency theory for treating the MICA patients lies in the sole treatment of social components for the multifaceted issues. This again implies the requirement for acknowledgment of extra treatment plots that relies upon the contending ways of thinking. By tolerating any of the essential suppositions alone, and relying exclusively upon a solitary scholarly position, professionals and scientists sustain the situation by remaining uncritical with respect t o the issues fundamental their models. Thus, this procedure has delivered administration barriers that have avoided or disheartened a lot of dually analyzed MICA patients from getting admission to, looking for, or effectively completing suitable treatment programs (Lessa Scanlon, 2006). Rather than delivering extra logical and subpopulation hindrances, the imperative inquiry for the two scientists and MICA treatment suppliers ought to be the manner by which the clinicians can best match patients over the span of their treatment to different models and projects so that to augment results in multivariate and bio-psychosocial treatment programs (Kloss, Lisman, 2003). The dually diagosed MICA patients have complex intelligent symptomatology and treatment needs that call for more incorporated methodologies than are commonly utilized (Reid Silver, 2003). In this way, all things considered, the incorporated treatment program would be progressively viable in the treatment of dually analyzed MICA patients when contrasted with a sickness explicit program. Be that as it may, in light of the fact that substance misuse and fixation present serious restorative difficulties, an increasingly prohibitive substance misuse model may offer expanded effectiveness for the MICA patients (Reid Silver, 2003). Assessment of the treatment results that different program models produce, treatment of the MICA quiet populace, should show the relative cost proficiency and clinical adequacy of every treatment program model. Inside the coordinated treatment model, every arrangement of care must incorporate components that address the issues of MICA patients in each period of r estoration and recuperation (Lessa Scanlon, 2006). Likewise, treatment programs must address levels of inability and seriousness with every recovery stage. For example, treatment programs must offer the types of assistance of intense detoxification for both non-crazy and insane patients; give gathering and individual treatment administrations for lightening different degrees of brokenness in both psychological instability and substance misuse; and convey administrations for balancing out psychosis, regardless of whether the MICA quiet is under dynamic substance withdrawal or not (Lessa Scanlon, 2006). In this way, the incorporated treatment program must contain an assortment of types and adequate quantities of clinicians to guarantee that there is modified and extensive treatment intrinsic in the program. A coordinated treatment program for MICA patients includes more exhaustive treatment methodologies and ways of thinking than the illness explicit treatment programs (Lessa Scanlon, 2006). Coordinated methodologies empower clinicians to utilize the most proper sort and level of treatment advances in the restoration of MICA patients at their degree of need. In this way, through customization, integrative treatment program will meet both the fixation needs and psychological wellness of the patient (Lessa Scanlon, 2006). The malady explicit treatment program is normally progressively conventional, requiring MICA patients to live up to its desires, rather than the program meeting the patients needs. Various substance misuse programs underline individual and gathering advising I

A Different Kind of Learning

A Different Kind of Learning Three days into my study abroad program and this is my classroom. Well we haven’t actually left the country yet, in many ways Detroit faces more challenges than the other cities we will be visiting during the course of the semester. I am spending the semester in Detroit; Sao Paulo, Brazil; Cape Town, South Africa; and Hanoi, Vietnam with a group of 30 students on a comparative urban studies program focused on understanding the different forces that shape cities and the challenges that they face. I can already tell that this semester is going to be very different from anything I have done at MIT not only because it is a humanities program, but also in the way we are learning. The IHP Cities in the 21st Century program is focused on experiential learning and learning from the community, so site visits, interviews and neighborhood days are just as important as the classroom sessions. I anticipate one of the strangest things for me this semester being the type of work we are expected to do. Typical for an MIT student, I am used to not a day going by without a problem set or math problem to solve. While I usually take one humanities course every semester, the majority of what I do is solving problems. There is a definitive end, and a specific course of understanding. Here on IHP, our work is primarily reading. We have already received eight different packets with readings for the next few weeks, and I am finding that I have to relearn how to learn, in a lot of ways. I am grateful that Course 1 allows me the opportunity to participate in a program such as this and I am excited to see how it intersects with my coursework at MIT, my internship experience this summer and my own interests. I am excited to interact with students from very different academic backgrounds, and have already learned a lot about liberal arts education, something I never even considered. I have to get back to my readings, but hello from Detroit, and expect another update soon, and lots of pictures of course (internet connection willing).

Light a Candle with Smoke (Flame Science Trick)

You know you can light a candle with another candle, but if you blow one of them out, did you know you can relight it from a distance? In this trick, youll blow out a candle and relight it by causing the flame to travel along a path of smoke. How to Do the Traveling Flame Trick Light a candle. Have a second source of flame ready, such as another candle, a lighter, or a match.Blow out the candle and immediately place the other flame into the smoke.The flame will travel down the smoke and relight your candle. Tips for Success If you have trouble lighting the smoke, try moving your flame closer to the wick because thats where the concentration of vaporized wax is highest. Another tip is to make sure the air is still around the candle. Again, this is so you maximize the amount of wax vapor around the wick and have a clear smoke trail to follow. How the Traveling Flame Trick Works This fire trick is based on how candles work. When you light a candle, the heat from the flame vaporizes the candle wax. When you blow the candle out, vaporized wax briefly remains in the air. If you apply a heat source quickly enough, you can ignite the wax and use that reaction to relight the wick of the candle. Although it looks like youre lighting the candle with smoke, its really just the wax vapor that ignites. Soot and other debris from the flame arent ignited. You can watch a YouTube video of this project to see a candle relight itself, but its even more fun to try it yourself. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Essay Kermit and Cognition - 1476 Words

Kermit and Cognition Dwayne White American InterContinental University Online Abstract Cognitive Information Processing (CIP), Cognitive Development and Interactional Development are theories of learning based upon the idea that learning is an internal process rather than merely something that can be observed like behaviorism. Here I examine the three theories as they relate to a scenario of a young man attempting to learn to play a keyboard. The objective is to show the similarities and differences in the three theories and how each can be applied to a given situation. As Kermit is an adult, some of the more specific elements may or may not apply and each theory has gaps in it that make it incomplete of itself. Yet, each also†¦show more content†¦In the scenario of Kermit and the Keyboard, CIP explains how Kermit goes about the process of learning to play a song. He has already acquired the ability to read music and so now even though he may have never seen a particular piece of music before, he understands the symbols of written music and can incorporat e them and create an appropriate response by striking the appropriate key. Varying elements of the song require Kermit to access his encoding and decoding abilities, which enable him to play in different keys or different moods. This is an example of how CIP requires the creation of a cognitive map which allows information gained in one setting to be applied to another, unfamiliar one (Driscoll, 2005). Piagetian Theory While CIP explains some of the processes the information goes through in order to create learning, Piagetian theory is more relevant to the processes that the learner goes through. Kermit is an adult and so is presumably at what Piaget terms the formal operational stage (Piaget, 1950). This is the final stage of cognition for Piaget and as such there is little to offer specifically to Kermit’s case. However if Kermit had been a child, he would have first progressed through the sensorimotor stage in which he learns the physical feel of the keyboard and the placement of hisShow MoreRelatedKermit and the Keyboard969 Words   |  4 PagesThe Learning Processes of Kermit As I read the story of â€Å"Kermit and the Keyboard† I began to think of the learning processes that he engages himself in as he tries to accomplish learning task as it relates to playing the keyboard. In this story three cognitive theories can be recognized, analyzed and they are all believed to produce different learning outcomes. These three theories are the Cognitive Information-Processing Theory, The Piaget’s Theory of Development as it relates to learning andRead MoreSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 Pages(SM) Clearly Visual Basic Programming with Microsoft ® Visual Basic 2010, 2nd Edition _Diane Zak (SM) Clinical Psychology, 8th Edition _ Timothy Trull, Mitch Prinstein (IM+TB) Cognition Theories and Applications, 9th Edition _ Stephen K. Reed (IM+TB) Cognition, 5E_Mark H. Ashcraft,Gabriel A. Radvansky ( IM+TB ) Cognition, 7th Edition_Margaret W. Matlin (TB) Cognitive Psychology Connecting Mind, Research and Everyday Experience with Coglab Manual, 3rd Edition _ E. Bruce Goldstein (IM+TB) Cognitive

Classification of Literature Free Essays

string(79) " in a catastrophe in which the protagonist through his actions is brought low\." CLASSIFICATIONs OF LITERATURE I. Divisions of Literature Literature Prose Poetry Fiction Nonfiction Dramatic Narrative Lyric Drama Short Story Novel Tale Fable Myth Legends Folktales Essay Biography Autobiography Diary History Chronicle News Anecdote Tragedy Comedy Opera Operetta Ballad Epic Metrical Tale Metrical Romance Ode Sonnet Song Elegy POINT OF COMPARISON| PROSE| POETRY| Form| Paragraph| Verse| Language| Words and rhythms of ordinary and everyday language| Metrical, rhythmical, figurative language| Appeal| Intellect| Emotions| Aim| Convince, Inform, Instruct| Stirs the readers imagination, present an ideal of how life should be and how life can be| A. Prose –is an ordinary form of written or spoken language without rhyme or meter, either fiction or nonfiction. We will write a custom essay sample on Classification of Literature or any similar topic only for you Order Now Prose is writing that resembles everyday speech. The word prose is derived from the Latin word, â€Å"prosa† which literally means straightforward. Prose is adopted for the discussion of facts and topical reading and does not adhere to any particular formal structures other than simple grammar. Fiction  Ã¢â‚¬â€œisthe form of any  narrative  or  informative  work that deals, in part or in whole, with information or events that are not factual, but rather, imaginary—that is, invented by the  author. 1. Drama –is the stage presentation of an action or story. It is a story in either verse or prose to be presented on stage. -a term generally applied to a type of literature that seeks to present actual life in brief intense form visibly in front of an audience. -a dialogue written for interpretation by several characters with directions from the author telling what the characters do and with directions giving the background or locale of the action. Playwrights–aredrama writers. Types of Drama: a. Comedy –is shown if man is victorious in the struggle of forces (not necessarily funny). b. Tragedy –is shown if man is overcome or defeated by the opposing forces (does not necessarily end in violence and death). 2. Short Story–is a brief story usually with one character or two and a simple plot. It can be read in a short span of time. Edgar Allan Poe –is the Father of short story and popularized this literary genre. 3. Novel –is an invented prose narrative that is usually long and complex and deals especially with human experience through a connected sequence of events. One example of a novel is fantasy novel which is often set in worlds much different from our own and usually includes magic, sorcery, and mythical creature. 4. Tale –is an imaginative narrative of an event usually a story of fantasy like folktales, fairy tales and tall tale. -reflects man’s desire to know the unknown. -full of magic, enchantment and fantastic situations. Though unreal, it is full of sound and practical wisdom that is real and worthwhile. -helps man find solutions to his daily problems by mirroring in the worlds created by his mind. 5. Fable–is a story intended to teach a lesson or morals in which animals are presented as characters. 6. Myth –is an anonymous, traditional story that explains a belief, a custom, or a mysterious natural phenomenon. -comes from the Greek word muthos, which simply means â€Å"story†. -were created out of human need to make sense of the universe and explain how the world and its human inhabitants came to be. 7. Legends –is a story coming down from the past and narrates the origin of a place, thing or object. 8. Folktales –is a story that is created by the â€Å"folk†Ã¢â‚¬â€the common people—and passed along orally from generation to generation. include legends, fables, tall tales, fairy tales, fairy tales, and ghost stories. -are entertaining stories about ordinary people who survive by luck, by using their wits, and by relying on their own natural goodness. * Nonfiction –prose writing that narrates real events. 1. Essay –a short piece of nonfiction prose that examines a single subject from a limited point of view. -comes from a French word, â€Å"essai† which means â€Å"an attempt or trial†. -was made popular by a German writer, Michel Eyquiem de Montaigne in 1580. He published two volumes of his short compositions which he called â€Å"ESSAIS†. Francis Bacon, the reputed Father of English Essay, write formal essays which were cold and objective. Two Major Types: a) Formal Essay –are usually serious and impersonal in tone. -they are written to inform or persuade, they are expected to be factual, logical, and tightly organized. -put emphasis on purpose and subject. b) Informal Essay –also called as Personal Essay. -generally reveal much about the personalities, mood, habits, likes, dislikes and feelings of their authors. -tend to be conversational in tone and looks into personal experiences and observations. . Biography –is a story of a person’s life na rrated or written by another person. 3. Autobiography –is a story of a person’s life narrated or written by himself. 4. Diary –is a daily record of transactions, observations, and events. -is a type of writing that records daily personal reflections, feelings and 5. History –is a chronological account or record of significant events affecting a nation or institution. 6. Chronicle –is a record of a series of events or mere listing of what happened. It does not evidence, comments or reactions. 7. News–is an information about recent and important events or developments either printed in newspapers or broadcast by the media. | 8. Anecdote –a brief and sometimes witty story that focuses on a single interesting incident or event, often in order to make a point or teach a moral lesson. Sometimes an anecdote reveals the character of a famous person. B. Poetry –comes from the Greek word â€Å"poiein†, which means â€Å"to make†. -a kind of rhythmic, compressed language that uses figures of speech and imagery designed to appeal to our emotions and imaginations. uses figurative language that quickens and stimulates the imagination; adds to the effectiveness of the language; gives clearness, force, beauty and memorableness to our ideas. Types of Poetry: 1) Dramatic poetry –deals with plays in verse and which are performed on stage. a) COMEDY –is a play that shows that the hero is victorious against natural or human forces; not necessaril y funny. Example: Shakespeare’s Midsummer Night’s Dream b) TRAGEDY –an important series of events in the life of a protagonist of high birth or noble status. The casually related events culminate in a catastrophe in which the protagonist through his actions is brought low. You read "Classification of Literature" in category "Essay examples" Example: Sophocle’s Oedipus Rex, Shakespeare’s Romeo and Juliet c) OPERA–is a play usually set to music (sung) and with orchestral accompaniment; characterized by elaborate costuming, scenery and choreography. Example: Giuseppi Verde’s Aida d) OPERETTA –is a short amusing musical play. Example:Polished Pebbles 2) Lyric poetry–is subjectively and intensely emotional -characterized by its musical quality -comes from the word lyre, a harp-like stringed instrument. the love lyric poem plumbs comes from the depths of the human heart. -some early Greek lyricists are Archilochus, Callinus, Sappho and Pindar. Examples: The Eagle by Alfred Lord Tennyson, Love Poem by TitalLacambra-Ayala a) Ode –is elaborate lyric of majestic tone on a serious and dignified theme. It is usually written on a solemn or a highly momentous occasion and addressed in an exalted manner to some object or person. It echoes the emotions or feelings of the people. b) Song –is a short lyric poem intended to be sung. Songs may be sacred or secular, national or personal. Sacred songs –include hymns, anthems and religious lyrics. Secular songs –may be of any themes, or emotions. c) Sonnet –is a lyric of 14 iambic-pentameter lines according to a definite pattern. Two distinctive forms of these type of poetry are: i. Italian or Petrarchan sonnet –was perfected by Petrarch in the 14th century. It consists of an octet and a sestet with a rhyme scheme abbaabba,cdcdcd or cdecde or cddeee. The octet, which may be descriptive or narrative, leads to reflection or resolution in the sestet. ii. Shakespearian sonnet–a poem of three quatrains and a couplet with the rhyme scheme ababcdcdefefgg. The quatrains are so related that they lead to a significant statement of thought or conclusion in the last two lines. The sonnet as a form of poetry made its first appearance in the 16th century with the sonnet of Spencer and Sir Philipp Sidney. Shakespeare wrote sonnets on the accepted themes on love and friendship. Of the sonneteers, Wordsworth has been considered the most prolific. Most prominent of the 19th century sonnet writers was Elizabeth Barret Browningwhose â€Å"Sonnets From the Portuguese† had held great appeal especially to lovers all over the world. ) Elegy –is a poem of mournful tone on the theme of death characterized by a marked reflected element. 3) Narrative poetry Narrative poems describe or relate events. Lyric poems express the poet’s thoughts and feelings. Dramatic poems set forth life and character by means of speech and action. The following are examples of narrative poetry: a) Epic –is a long narrative poem that relates the grea t deeds of a larger-than-life hero who embodies the values of a particular society. Most epics include elements of myth, legend, folklore and history. Most epics heroes undertake quests to achieve something of tremendous value to themselves—like the Gilgamesh—or to their society—like the hero of Virgil’s Aenied. Among the world’s greatest epics are the Greek â€Å"Iliad† and â€Å"Odyssey† attributed to Homer and the Anglo-Saxon â€Å"Beowulf†. These epics are called authentical epics having sprung as they were from the people and having no known author. b) Ballad –a song or songlike poem that tells a story. Most ballads have a regular pattern of rhythm and rhyme and use simple language and refrains as well as other kinds of repetition. Ballads usually tell sensational stories of tragedy, adventure, betrayal, revenge, and jealousy. c) Metrical tale –is a short narrative verse intended to be read in one setting. Its subject matter is drawn from life and may deal with any subject matter and any class of people. Chaucer’s â€Å"Canterbury Tales† falls under this category. d) Metrical Romance –is a long, rambling love story in verse which appeals to the sense of the marvelous. It is largely concerned with the adventures and exploits of brave knights, romantic love, deeds of chivalry and religious pursuits. The characters and events are far removed from reality, often passing into the realm of the purely fantastic. The Arthurian tales are the best known of the metrical romance of the middle ages. FIGURES OF SPEECH Figure of speech  Ã¢â‚¬â€œisthe use of a  word  or  words  diverging from its usual meaning. It can also be a special repetition, arrangement or omission of words with literal meaning, or a  phrase  with a specialized meaning not based on the literal meaning of the words in it. Figures of speech often provide emphasis, freshness of expression, or clarity. However, clarity may also suffer from their use, as any figure of speech introduces an ambiguity between literal and figurative interpretation. A figure of speech is sometimes called a  rhetorical figure, figurative language  or a locution. Figures of speech provoke a thought process and bring depth to the language. To be able to use them well is an art, which can be mastered over time. The more you read, the more you will be able to understand. With the help of the following figures of speech examples, you too can master the art of using them appropriately. The following figures of speech are commonly used: 1. Simile –a figure of speech that makes a comparison between two seemingly unlike things by using a connective word such as like, as, than or resembles. Examples:a full moon like an accusing face skinas white as snowflakes an actor’s hand opening more gracefully than a blossom cloudsresembling stuffed animals 2. Metaphor –a figure of speech that makes a comparison between two seemingly unlike things without using any connective words. Direct metaphor –states that one thing is another. The starts are icy diamonds† -Hewas a lion in the battlefield. Implied –like â€Å"against her black formal gown, she wore a constellation of diamonds† which implies a comparison between diamonds and stars and between the black gown and a night sky. 3. Metonymy –is the use of an attribute of an object or of something closely associated it to represent that object. Examples:The counsel to the defend ant addressed the bench. The pen is mightier that the sword. 4. Synecdoche –is a figure of speech that substitutes a significant part of something for the thing itself. Examples:50 heads of cattle (â€Å"head† is used to mean whole animal) The president’s administration contained the best brains in the country (â€Å"brains† is used for intellectually brilliant persons) 5. Personification –a kind of metaphor in which a nonhuman thing or quality is talked about as if it were human. In poetry, personification invites the reader to view the world as if natural and inanimate objects possess the same feelings, qualities and souls that people do. Examples:hands of a clock, an angry sky, a tree that looks at God all day 6. Hyperbole –a figure of speech that uses exaggeration to express a strong sentiment or create a comic effect aimed at either. -also called as overstatement or exaggeration. -often used to capture a sense of intensity or to emphasize the essential nature of something. Example: sweating to death in a stuffy room (hyperbole is used to express extreme discomfort) 7. Paradox –an apparently self-contradictory but is actually true or statement or sentiment that appears contradictory to common sense yet is true in fact. Example: she killed him with kindness, a well-known secret agent, 8. Oxymoron–combination of two seemingly contradictory or incongruous words. Examples: wise fool, deafening silence, cruel love, a stripper’s dressing room 9. Irony –a contrast or discrepancy between expectations and reality—between what is said and what is really meant, between what is expected and what really happens, between what appears to be true and what is really true. Irony in literature falls into three major categories: a. Verbal Irony–occurs when a writer or speaker says one thing but really means the opposite. Example: When you tell a friend who shows up an hour late for an appointment, â€Å"I just love being kept waiting in the rain†. b. Situational Irony –occurs when what actually happens is the opposite of what is expected or appropriate. Example: In Greek mythology, when Zeus falls in love with a mortal woman named Semele. Zeus promised to give her anything she wants. To his dismay, she wants to see him in his true form as the Lord of Heaven. Zeus reluctantly agrees, and he burns her to death. c. Dramatic Irony –occurs when the audience or reader knows something important that a character in the story or play doesn’t know. It can heighten a comic effect or generate suspense. Example: In Oedipus Rex, when the Corinthian messenger tells Oedipus that the king of Corinth has died of natural causes, Oedipus believes he has been released from the prophecy that he will murder his father. The audience, however, knows that the truth has yet to come to light. 10. Alliteration –refers to the repetition of any particular sound among words placed close together, in a sentence or line. These are mainly consonant sounds, but can be vowel sounds too. Example:Don’t delay dawn’s disarming display. Dusk demands daylight. Sara’s seven sisters slept soundly in sand. 1. Apostrophe–a figure of speech in which a speaker directly addresses an absent or dead person, a deity, and abstract quality, or something nonhuman as if it were present and capable of responding. In literary pieces, this figure of speech usually starts with an exclamation ‘O’. Examples of apostrophe are: Exampl es:O Romeo, Romeo! Wherefore art thou Romeo? –  Romeo and Juliet, William Shakespeare O, pardon me, thou bleeding piece of earth, That I am meek and gentle with these butchers! Thou art the ruins of the noblest man That ever lived in the tide of times. –  Julius Caesar, William Shakespeare. 2. Onomatopoeia–thisfigure of speech imitates the sounds produced by the objects or actions. Examples:The  buzzing  of bees. The  whirring  of the washing machine. Clap, squish, snort, and whine VERSIFICATION Versification –is the art of making verse. It is based on the principles of prosody (theory of which versification is the practice. Verse –is the language in which the recurrent elements of rhythm exhibit patterns that can be identified and measured. Basis of Verse in English: 1. Accent or Stress –in all words of more than one syllable, one syllable is pronounced with stress more than the others. This emphasis is a combination of pitch, duration, loudness and timbre (accent or stress). Two kinds of syllables: stressed and unstressed 2. Foot –a metrical  unit composed of stressed and unstressed syllables. Four kinds of feet: a. Iamb or Iambic –refers to one unstressed syllable followed by one stressed syllable. Example: aBOVE ^| / ^| /| ^| / ^| /| ^ / ^| /| ^| /| The| falling| out| of| faithful| friends,| renewing| is| of| love|   |   |   |   |   |   |   |   |   |   | b. Trochee or Trochaic –refers to one stressed syllable followed one unstressed syllable. Example: Apple / ^| / ^| /| ^| / ^| Double,| double| toil| and| trouble| c. Anapest or Anapestic –refers to two unstressed syllable followed by one stressed syllable. Example: unconcerned ^| ^| / ^| ^| /| ^| ^ /| I| am| monarch| of| all| I| survey| d. Dactyl or Dactylic –refers to one stressed syllable followed by two unstressed syllables. This is the reverse of anapestic. Example: TENderly /| ^| ^| / ^^| Take| her| up| tenderly| 3. Meter –refers to a measure or patterned count of a poetic line. -the number of feet in a line. The number of metrical feet in a line is described as follows: * Monometer— one foot * Dimeter— two feet Trimeter— three feet * Tetrameter — four feet * Pentameter — five feet * Hexameter — six feet * Heptameter — seven feet * Octameter— eight feet 4. Stanza –group of lines of fixed number, meter and rhyme pattern, repeated throughout the poem. Some of themore usual stanza forms are: a. Couplet –two lines, u sually rhyming b. Triplet –a unit of three lines of verse c. Quatrain –a unit of four lines of verse d. Quintet –a unit of five lines of verse e. Sextet or sestet –a unit of six lines of verse f. Rhyme royale or Chaucerian stanza –consists of seven iambic pentameter lines with the rhyme abc bb cc. . Spencerian stanza –consists of eight iambic pentameter and an Alexandrine (an iambic hexameter line). h. Blank verse –iambic pentameter lines without rhymes. i. Free verse –is a verse free of the essentials of rhyme and meter. Rhythm:  the pattern of stressed and unstressed syllables in a line. Scansion:  describing the rhythms of poetry by dividing the lines into feet, marking the locations of stressed and unstressed syllables, and counting the syllables. Thus, when we describe the rhythm of a poem, we â€Å"scan† the poem and mark the stresses (/) and absences of stress (^) and count the number of feet. The scansion of this quatrain from Shakespeare’s Sonnet 73 shows the following accents and divisions into feet (note the following words were split: behold, yellow, upon, against, ruin’d): ^| /| ^| /| ^| /| ^| /| ^| /|   |   |   |   |   | That| time || of| year || thou| mayst || in| me || be| hold || | | | | | ^| /| ^| /| ^| /| ^| /| ^| /|   |   |   |   |   | When| yel || low| leaves, || or| none, || or| few, || do| hang ||   | | | | | ^| /| ^| /| ^| /| ^| /| ^| /|   |   |   |   |   | Up| on || those| boughs || which| shake || a| gainst || the| cold,| ||   |   |   |   |   | ^| /| ^| /| ^| /| ^| /| ^| /|   |   |   |   |   | | Bare| ru || in’d| choirs || where| late || the| sweet| birds| sang ||   |   |   |   |   |   | From this, we see the rhythm of this quatrain is made up of one unaccented syllable followed by an accented syllable, called an iambic foot. We also see there are five feet per line, mak ing the meter of the line pentameter. So, the rhythm and meter is iambic pentameter. 5. Sound –refers to the sensation preserved by the sense of hearing. In poetry, there are three forms of sound as follows: Rhyme –this is the matching of final vowel or consonant sounds in two or more words. There are four types of rhyme: a. End Rhyme –when the corresponding sounds happen at the ends of line. b. Internal Rhyme –when the corresponding sounds happen within lines. c. Exact or perfect rhyme –the rhyming words share corresponding sounds, stresses and similar number of syllables. d. Imperfect or slant rhyme –the rhyming words do not exactly share corresponding sounds. 6. Imagery –refers to the specific details that stimulate senses or the concrete representation of a sense impression, feeling or idea. Images can either be one of the following: a. Visual Image –it is something seen b. Aural Image –it is something heard c. Tactile Image –it is something felt d. Olfactory Image –it is something smelled e. Gustatory Image –it is something tasted f. Metaphorical or Symbolic Image –this suggests an idea or feeling beyond what a given image literally image describes. 7. Diction –means choice of words in reference to their effectiveness, clearness or correctness. However, it is also important to know what these words imply or indicate. There are two types of getting meanings, that is, either denotation or connotation. Denotation is also known as the dictionary meaning while connotation refers to a meaning apart from the thing explicitly suggests or describes. How to cite Classification of Literature, Essay examples

AMC Study Guide Essay Example For Students

AMC Study Guide Essay This is a role that the mother naturally wants to fulfil due to the bond from birth with her children which makes her attached to her child. Therefore a mother wants to care for her child, yet may feel oppressed because she has been given the role of sole carer of her children while her husband has a mediocre role in the upbringing of a nuclear family. This situation shows how the family transmits oppression to women globally through isolation and gender roles where common nuclear family roles are assumed and carried out, sometimes out of necessity enhanced by a mothers natural bond with her children. Therefore children need their mother and after all, in a child-oriented society, what could be more reprehensible than an apparent neglect of childrens supposed needs? (Oakley, 1976, pp. 221). So, broken marriages or families oppress wives and their children and transmit oppression upon women globally by making them assume old fashioned gender roles while turning them off the idea of marriage due to its mental and physical workload, isolation, high failure rate and negative effects on children plus women when separation occurs. Writers such as Shulamith Firestone in the Dialect of sex'(1972), located the source of womens oppression primarily in their biology. Firestone states that the essential difference lay in womens reproductive role (in nature) and in the social construction of the nuclear family (in culture). However, biology of a women can not be changed, therefore it is cultural changes that must be changed in society possibly through the feminist movements that have increased womens rights to a certain degree at this time. So now women are trying to make cultural changes by becoming part of the male world but even when women are working, independent and not in a family they still feel that whatever career a woman may have, her most important role in life is still that of becoming a mother (Gilding, 1997, p. 207) which is a natural animal instinct. This leads to the realisation that even though women do oppress themselves through marriage and childbirth most women do still want to have babies and be part of a family due to their natural animal drive to bear children which occasionally clashes with thoughts of being freer and less oppressed. Women are now more often choosing to have a career first and a family later or not at all due to the varying levels of commitment and oppression placed upon women in marriage and childbirth. Therefore, most people do not live in a nuclear family. Nearly 50% of families include working female spouses, then only one in four Australian families conforms to the stereotyped nuclear family (2062AMC Study Guide, 2004, p. 55). This shows that the family has transmitted the oppression of women globally and that women are now more cautious and wise due to the knowledge of how families can oppress women. Therefore, women now usually choose to postpone a family until they are older and have already succeeded in the other areas of their life. Social, cultural and feminist affects on family oppression of women globally. Over time, there have been many changes in the way the family oppresses women globally, these changes are partly due to social, cultural and feminist effects. One social and cultural effect that previously oppressed women relates to how in the past birth control was considered a threat to the family. For example, conservative opinion forcefully maintained that birth control was a threat to the family. This belief that birth control was a threat to the family obviously led to a lack of knowledge in this area and became a source of young womens oppression. Thankfully, now due to health education and increased womens rights through feminist movements, birth control is widely used and it is considered a tool for successful family planning. .uf15f0a74344297f69440611390ba0a85 , .uf15f0a74344297f69440611390ba0a85 .postImageUrl , .uf15f0a74344297f69440611390ba0a85 .centered-text-area { min-height: 80px; position: relative; } .uf15f0a74344297f69440611390ba0a85 , .uf15f0a74344297f69440611390ba0a85:hover , .uf15f0a74344297f69440611390ba0a85:visited , .uf15f0a74344297f69440611390ba0a85:active { border:0!important; } .uf15f0a74344297f69440611390ba0a85 .clearfix:after { content: ""; display: table; clear: both; } .uf15f0a74344297f69440611390ba0a85 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf15f0a74344297f69440611390ba0a85:active , .uf15f0a74344297f69440611390ba0a85:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf15f0a74344297f69440611390ba0a85 .centered-text-area { width: 100%; position: relative ; } .uf15f0a74344297f69440611390ba0a85 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf15f0a74344297f69440611390ba0a85 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf15f0a74344297f69440611390ba0a85 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf15f0a74344297f69440611390ba0a85:hover .ctaButton { background-color: #34495E!important; } .uf15f0a74344297f69440611390ba0a85 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf15f0a74344297f69440611390ba0a85 .uf15f0a74344297f69440611390ba0a85-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf15f0a74344297f69440611390ba0a85:after { content: ""; display: block; clear: both; } READ: The Great Gatsby - Eden Imagery EssayFurthermore, the stigma that birth control is a threat to the family has been recognised in regard to the possibility that it encourages pre-marital sexual acts, yet it has been recognised by women that it leads to them having more choice and protection from unwanted pregnancies, thereby being freer and less oppressed. Gender oppression is another form of social and cultural coercion that helps the family to directly oppress women globally. Recent analysts seem to agree on the distinction between radical feminism, which holds that gender oppression is the oldest and most profound form of exploitation (2062AMC Study Guide, 2004, p. 65). This also relates to families that are not nuclear. For example, in the past many gay men and women lived in sham marriages rather than suffer the stigma of homosexuality (Gilding, 1997, p. 24). Therefore having a sham marriage and family can be a form of social, cultural, gender and family oppression forced upon gay women so they are more socially acceptable. Although feminists have challenged beliefs that any specific family arrangement is natural, biological, or functional in a timeless way. Also the recognition by feminists that normal family life has negative as well as positive ramifications sets it apart from the functionalist analysis of the family as a personal haven, a source of social, moral and spiritual support (2062AMC Study Guide, 2004, p. 70). However, the nuclear family remains the most successful and socially acceptable family system. Some feminists identify the family as a primary site, if not the primary site, of womens oppression and seek to abolish it (Barett McIntosh, 1982, p. 20). But others argue that feminism must acknowledge that most women have willingly identified marriage, children and a family with their own happiness (Barett McIntosh, 1982, p. 20). Therefore, feminists should be more concerned with reducing oppression within the family then condemning the family as the primary source of oppression. This is especially important when realising that the reason families oppress women is mainly due to society and cultural norms of behaviour and habit along with maintaining the system of the nuclear family, which has been one of the most successful family systems to date. But because there has been and is so many ways the family oppresses women then some of these reasons will be purely selfish, self-indulgent and related to the way society influences the family and males in the family, which inturn results in the outcome of males desiring to dominate and control women like their old fashioned fathers did. Feminist movements have had a very big effect on society and on women, by fighting for the increase of womens rights. But sometimes feminists go to far when placing all the blame on men or the family even if this is partly true.