P4Q2

 The book covers a wide range of important topics, including how a certain language or dialect influences our thinking. Another topic is whether each language contains a blame game in which one verb or adjective blames another. The third principle, which I believe is the most important, is that each person perceives each language instruction differently. In each crucial topic, there are ideas and background material from my extensive field of research. The universalism theory, the Sapir-Whorf hypothesis, and the Boas-Jacksons principle are examples of ideas and thinkers backed up by evidence and logic. All of those beliefs and theories that have arisen with the awareness that it isn't just made up since multiple people from diverse civilizations have believed and understood the same thing.

Does the way we interact and talk have an impact on how we think? This was one of the work's most important questions or topics. They think that certain occurrences can change how we perceive what others say and why they say it. "For Spanish speakers ready to spend an hour selecting shades of blue." "For Russian speakers willing to spend an hour sorting shades of blue." and "little youngsters shook their heads at what they regarded as her pitiful sense..." These examples show how people at different phases of their lives, in different regions of the country, or who speak a different language might have different understandings of the same things. I might be acting in a terrible or good way, or in little ones, without even realizing it. Also a portion of someone's stance or ideal image of a certain thing, or a specific concept of how we should respond in real life. To answer the question, yes, some languages may influence how you think and act. Linguistic relativity, reflectionism, and determinism are among theories that explain why this occurs. Linguistic relativity is a blanket term encompassing a number of hypotheses or points of view on the relationship between language and culture. According to linguistic reflectionism, language simply reflects the needs, attitudes, and views of its users. Linguistic Determinism asserts that one's language has an impact on how one thinks about categories.

The understanding of how we interpret things is backed up by a couple theories, one is because of the language and thought of the 1950s, the Sapir-Whorf hypothesis is mentioned in the opening paragraph. The notion supported the idea that the language's words and syntax are immediately transmitted to the speaker's thoughts. There are several examples of this in the text, such as ""She smashed the cup."'" and "'The cup broke itself.'" These examples demonstrate how the way something was and is stated may influence how we think and process information. Another theory that supports what I said in the second paragraph is universalism, which is described as the notion that a particular value, behavior, theory, or treatment will be the same regardless of culture, color, ethnicity, gender, or other social identities. This explains why we could understand it differently than others. The line "for Russian speakers ready to spend an hour categorizing hues of blue" is an example of this, as is the example given in paragraph two.

Does each language have a blame game on itself or another verb, was the second point raised in the book. Because it is mentioned so frequently in the text, I bring it up. This subject is discussed extensively in the text. recognizing that it is one of the most crucial issues that has been raised."Does the fact that one language tends to play the blame game...", "Unlike English, Indonesian verbs never change to express time" are some examples of why I put this in the most important topics from the text. These examples show how much the blame game could be used and how much it was discussed in the text.

In reality, there is a hypothesis that supports what I said in the fourth paragraph. The Boas-Jackson principle works as a jail, limiting the speaker's ability to reason and comprehend. And the reason that this works in the blame game in the language or very is that it can be difficult to understand and grasp the concept that is difficult to understand in other languages, but it may make sense in another language because that is the way it is combined the way that sounded correctly, because there isn't a challenge with using that verb or adjective in that context in another language. “Make is always just ‘make’. Although Indonesian speakers can add words like already or soon, this is optional. It doesn’t feel incomplete or ungrammatical to just say, ‘I make  dinner’. ”  Although this is a lengthy example, it demonstrates how things are spoken or organized differently in other languages, allowing you to select which verb or adjective to use in that statement. demonstrating that the book brings up this key topic. 

The last issue concerns how things are structured across a language. "She broke the cup." and "The cup broke itself." are two instances of how the statement may be phrased in a variety of ways. In understanding and interpreting information, both speech groups and linguistic prestige play a role. The last issue concerns how things are structured across a language. "She broke the cup." and "The cup broke itself." are two instances of how the statement may be phrased in a variety of ways. In understanding and interpreting information, both speech groups and linguistic prestige play a role. The Boas-Jackson principle is also relevant here.

Paper 4 Section 1

         English has become a global language, which means that the majority of the globe knows, speaks, and understands it. There are, however, numerous diverse forms of English spoken all across the world. Examples such as German or Japanese, and that also relates to the David crystal world English theory that he had come up with. With the Pronunciation, Rhoticity, Intonation, Grammar, Vocabulary, and Spelling are all diverse in the English language throughout the world.In the 18th century, English became a global language. Despite the fact that there are several sorts and interpretations of emotion, such as those described in the previous examples. English continues to have a significant global communication influence.It has had such an influence on the globe not just because of its strength, but also because of the most recent reason, which is technology.

A lingua franca is a language that is widely spoken. Because of its linguist strength, people all across the world have developed communication abilities. According to a recent article from Cambridge University, more individuals in other nations know English as a second language than Americans do. This demonstrates that individuals all around the globe are attempting to learn how to speak with people from various nations and races since it is a necessary skill to master in this world because English is considered as a source of power in other countries.

People in America, on the other hand, are unaware of the advantages of having a global language as their first spoken language. "There are probably more people in China who speak English as a second language than  there are Americans who speak it as their first."This is an example from the Cambridge article that demonstrates how individuals in various nations prioritize making English a priority and teaching it to their students or people in study groups. This is relative to the theory that was created by Kachru's, which it called the Karchru's model. Which is about the inner, outer and expanded circle of English. Which the expanded circle part of English is china and china has a big part in the development of teaching English.

Because of their linguistic power over countries and colonies, this can be understood due to the theory that David Crystal came up with which was the world English. English became a worldwide language. Because of the British Empire, I had the most authority and controlled the majority of geopolitical domination. It has recently exploded in communication and technology throughout the world. The technology that has lately emerged over the past 20 years is the reason that English has risen in the communication world of other languages. The reason for this is due to the advancements in social media and social media platforms throughout time.

Over time, technological advancements have dramatically improved communication abilities. This is because social media and other applications assist those who do not speak English in obtaining information. They can utilize a human interpreter or a translating app. For many years, human interpreters have been required to translate one language into another for individuals who do not speak English, the global language. However, according to publications published by the University of Cambridge, the usage of technology is displacing the employment of human translators. They provided several examples of why learning multiple languages may be a waste of time.

According to Cambridge, continuing to teach the global English language may be futile. The technological epidemics that have occurred over the last 20 years are the reasons I believe you are. Technical outbreaks are translation applications that may be downloaded for free on your phone number. Which controls the technology language gap between other countries which are currently divided because of the communication which David Crystal talked about in his world English theory. Another example they provide is the usage of social media and how, with the touch of a button, we can help translate one language to another. The last point they made was that individuals may write an article, blog, or essay in one language and have it translated at the touch of a button in another. Christopher Manning created the most current one that they have come up with. “ A  professor of machine learning, linguistics and computer science at Stanford University, insists there is no reason why, in the very near future, computer  translation technology can’t be as good as, or better than, human translators.” This is an excerpt from the Cambridge essay. It also mentions that when you contact a specific number, you won't know if you're speaking with a human or a robot. In order for someone or something to be able to translate into your native tongue.

Another reason that they may say that English is a waste of time to teach you is because there's so many different varieties of English. Because in different countries they pronounce things differently and spell things differently according to what country they're in.So why waste time on something you could not even comprehend in another country? That's most likely why they're releasing so much new translation technology. This is part of my larger English research.

Finally, the English language appears to be disintegrating. Because of technology and how different it may become in other nations, many have come to the conclusion and understanding that it may be a waste of time to extend the teaching and study of the English language. I don't know, it's been existing for 200 years or so as a worldwide language, but it appears to be disintegrating and dying by dissolving into the technological breach that is fast and destructively engulfing the planet.

Paper 1 Question 2

             The letter was addressed to an unknown individual, and the reader has no idea who it is. The letter instructs the stranger on how to be joyful, happy and content, in life. 

The author employs a certain style of wording in the letter. There are several reasons why he used the terminology he used. Tone, morphology, rhetorical tactics, and the tense in which it was written all contributed to the letter's ability to be written.

The letter's tone is soothing and reassuring to the reader. With all of the overpowering sentiments he's trying to elicit, the author isn't attempting to scare the reader away. "Be healthy," "Be courageous," "loving," "grateful and helpful," and so on. He used these positive encouraging inspirational lexis throughout his message to an unknown recipient.

Morphology is the study of a word's prefixes and suffixes. These are used by the author to expand and widen the meaning of the term, in an attempt to be uplifting or encouraging. Richard Branson uses this throughout his letter since he mentions in the letter that the letter's correspondent has been stressed and is going through a difficult period. "Happiness," "successful," “unforgettable” and "loving" are examples of when Richard Branson uses positive words. By employing the lexis "stressing" or "stressed," Richard Branson also utilizes morphology to illustrate how this individual may be feeling.

The letter also contains rhetorical tactics. The purpose of using rhetorical techniques was to connect with the reader and bring pathos into focus. "When you grow up, what do you want to be?" This was a rhetorical strategy employed in the letter to elicit emotion from the reader. And to reminisce about their youth or other experiences from prior years. This was done in order to return to a period when there were no conflicts in your world as a child.

Because of the phrasing created inside the syntactic framework, the past, present, and future play a significant part in language. In the letter, the tense is placed in the present. We know all of this because of one word said by Richard Branson. The suffix 'ing' will be doing something in the present with the lexis "loving." Throughout the letter, that suffix is also added to a number of other terms. 

A first person point of view and a second person point of view are used in the letter's construction. In addition, the type of layout, which includes a letter layout. All forces and structural types. The paragraphs are short and condensed in order to convey the concepts of happiness and "it's okay to feel anxious."

In both first and second person, the point of you is set. We know this since the letter utilizes the pronouns "I" and "you" throughout. Richard Branson utilizes this to assist the reader comprehend that she may be able to cope with the stress that they are experiencing. Also, to demonstrate to the reader that he has been in the same situation as they have.This has the potential to be uplifting  the audience's spirits.

Ensure your letters are properly laid out, with enough room between the title, greeting, each paragraph, closure, and signature. This is the right approach to format a letter to a specific individual. By reading the letter, you can see that it is formatted correctly.

The paragraphs in the letter are short and to the point to ensure that the recipient gets the content. This is fantastic for a letter since it allows you to get your message through while also ensuring that you are not repeating yourself.

Simple, compound, complex, and compound-complex sentence structures can be found inside the paragraphs. All four of these instances are utilized extensively throughout the letter. "Just be for a minute," for example, is an example of a simple statement. "Because letting oneself place things into perspective," is an example of a complicated statement. "Don't forget the to-do list, but also remember to write a to-do list," is an example of a compound sentence. "I am successful, affluent, and connected because I am happy," says the last and last sentence construction. These are excerpts from a letter written by Sir Richard Branson. This demonstrates that all of the sentence structures were erroneously employed throughout the letter. He used this to broaden the meaning of each syntax that he was giving throughout the message on how to regulate and feel on specific emotions.

A text's format is a letter; it's as basic as that. The fact that it is addressed to a stranger, as indicated at the opening of the text, makes it a letter. "Dear Stranger..." says Richard Branson. It is signed by the letter's author, Richard Branson, and reads, "Happy Regards, Richard Branson." He did this since it is the right and etiquette manner of signing and addressing a letter because it is in the correct format.

Most articles, advertisements, and letters employ ethos, logos, and pathos. However, there were no logos in this letter. However, I mention pathos and ethos because Richard Branson would employ repetition and a list of three to elicit a pathos feeling in the reader. "Be," "happy," "its," and "you" appear several times throughout it. Throughout the entire letter, this Lexus was utilized. List of 3: “Be loving, be grateful palate be helpful…” Ethos was used because he gave himself credibility: “I certainly have been through my 66 years.”

 

Paper 1 Question 1

 Part A) 

Apr 19, 2022

Dear French president, 

    It has been brought to the world's attention that there have been wildfires, but the reason as to why I am writing this is because if we have the technology to let the whole world know within 3 minutes. Why can't we have better technology for stopping the wildfires? 

    Now it's not like you don't have the money for the new technology that could be brought because of the world's celebrities and billionaires and other donors. Maybe we don't need new technology while the fire is happening, but taking more precautions before a wildfire has time to take place. 

    After the fire in Notre-Dame; when all the money came in from all the celebrities, billionaires and others. Only a couple of weeks later after that there was a fire in South America. That fire single handedly took out the largest tropical rainforest alone. Named the amazon rainforest. 

    With the amount of money that is being donated, if the world can come up with that great deal of money, we should have a better plan of taking care of the land that is being Destroyed by the fires. If we know the harm that these fires have, you should be able as the French President to make an impact on how the world should go about this.

    You should be taking charge because you understand what we can and cannot do to help save the land from wildfires. 

Sincerely, 

Payton rice. 

 

Part B) 

Form : 

    Both writings can have a similar format, but they can also be quite distinct. The reason I say that is because the first is a news story that explains why and what has transpired with the recent wildfires. The second was written by myself and is in the form of a letter sent to the President of France. The fact that each of these may be set in relative tones explains why they can be comparable. Also, the point of view in which both are set might be similar. They can, however, differ due to grammatical or syntactic differences in the text itself. 

    Throughout the intertext, the form utilized in the newspaper story maintains the same primary idea. "Social media users...", "within three minutes of the first flame...", and "celebrities, millionaires, and other..." are examples of this. These three newspaper excerpts suggest that the author is attempting to demonstrate that today's technology has had a significant influence on how we handle wildfires. You can see that I concentrate on one primary point in the letter that I wrote. In the letter I emphasize on the idea that if we are getting money from all these affluent individuals why can't we do a better job of preserving our land from the wildfire that is taking place. An Example of this is when in the letter I say “Now it's not like you don't have the money for the new technology…” and “when all the money came in from all the celebrities, billionaires and others.” These are examples of when I kept my many ideas. My letter is a concise part of writing. 

Structure: 

    When it comes to the paragraphs, the two manuscripts have a fairly similar structure. Both trucks have short and succinct paragraphs that are both concise and to the point. There are 15 quantities of lexis in one of the newspaper paragraphs.  Example: “The world was made aware of the catastrophe within three minutes of the first flame.” By using short and powerful paragraphs, you may go right to the point and tell the audience what your aim and goal are without insinuating anything. I also have extremely brief paragraphs in the letter that I wrote. When you read my letter, you don't have to guess what my agenda is. Example: “You should be taking charge because you understand what we can and cannot do to help save the land from wildfires.” That is an example of one of my short paragraphs, but it also demonstrates how well I communicated my views. 

    A subject sentence appears in both manuscripts. When the newspaper writes "when a fire tore through Notre-Dame Cathedral in Paris...", for example, it continues. That was taken directly from the article. "It has been brought to the world's notice that there have been wildfires..." is my topic line from my letter to the French president. Phonemes, morphemes, lexemes, syntax, and context are the five major components of language. These elements, together with grammar, semantics, and pragmatics, work together to generate meaningful communication between people. These are all elements that bothe of the texts have. 

Language: 

    Syntax has to do with the language part of this because of lexis that comes into play due to the fact that you have to have a full concept, a topic, and a verb. A statement must be comprehensible on its own. Complete sentences are also referred to as independent clauses. A clause is a collection of words that can be used to form a sentence.  Examples of this in the newspaper are : “For three whole weeks, the single largest tropical rainforest in the world is being destroyed.” The language that is used in the letter is first and second person. Example: “I” and “you”.  As you can tell there aren't a lot of differences between the two texts. 

Paper 3 Section B

     The conversation between the mother and the five-year-old daughter named Raina, Has taken place on a walk in the countryside. As you can tell, Raina Is in the stage of her communication which is called the ‘post telegraphic stage’. This stage is more in depth with the complex of conjunctions such as because or although. 

    Raina Has a simple conversation with her mother while walking. The conversation between the two is simple but complex for a five-year-old girl,Towards the beginning and it seems to have a wider vocabulary than at the end. The reason that I say that her vocabulary has shortened is because her lexis at the end is “WHY” repeated, “what” and the “yes”. Raina seems to be interested in what her mother is telling her when walking such as talking about butterflies and birds. That could be why her vocabulary has shortened over the time that they were talking. Raina Is comforting back to the 1 to 2-year-old Communication stage which is called the holophrastic stage. This stage consists of about 200 words between those two ages and usually consists of a single word that expresses a complete idea of what you can see by the examples. 

    Throughout the conversation between the mother and daughter you can see that there are multiple pauses in their sentences. This can go for the mother and the daughter; when speaking you can see that they have both taken micro pauses or one to two seconds between the words when speaking to one another. An example of this is when Raina says “LOOK (1) there's one”. This is straight from the text, the one in parentheses means that there was a slight pause between the lexis “look” and “there's one” which was spoken by Raina. This is called nasal. This could've been that she just needed to take a breath and breathe before she could say the rest of what she was saying. She might've not had enough air in her lungs to keep speaking.  

    When the five year old girl is walking she sees an animal, but instead of categorizing it.  She instead specifically points out what type of bird it is instead of using the hypernyms. While this is usually seen between the ages of three and five it is unusual for a five-year-old girl not to put it in a category, instead she pointed out exactly what it was, which was a “black bird”. This could be that she has elaborated code meaning that she has been exposed to people with a wide lexis and understanding of linguistics. The reason I say this is because it is usual for a five-year-old girl to say that as an animal not to specify which type of animal it is. The five year old girl could've said oh mom look there's a bird but instead she said look mom there's a black bird.

    You can tell that the mother is very involved with her daughter, directing her which way did it take when walking up the countryside. The Language Acquisition Support system you can see often and her mother when they are talking. The mother Is regularly interacting with her daughter, helping her to understand, or just to give her daughter advice on what she should not and what she should do.This comes into play when talking about Raina speaking because she realizes what her mother is saying and can process it without repeating it to her mother. This also helps Raina with her cognitive development and egocentric thinking. The reason why it helps Raina With her cognitive development is because It lets her mental process in her brain is gaining knowledge of what she could and cannot do. However this is when egocentric thinking is effective. This is because she is thinking only about herself, meaning that she could do what she pleases without her mother influencing her decision. 

    In conclusion Raina Is very far along. We are looking at her lexis vocabulary and linguistic choices that she seems to use. Although she may be repetitive and some words she does have a wide range of lexis. It seems to understand what her mother is telling her and can understand that it is her own decision on what she does and does not let her mother inflict on her choice of what she should or should not.

Paper 3 Question 1

     Text A, an extract from an uncle to nephew about advice on going to Oxford. Written by Edwarn Berens, in 1832; the time period of late modern english. Which means that the lexis and linguistic choices haven't changed dramatically. Late modern English to modern day English has had its changes, but the majority of the phrases used then are still used today. For example, in text A it says “good taste”, and “correct judgment”. If you then look in text B, which is a resource of words that were used from the year of 1980 to 1993, phrases such as ‘good taste’ are still said today. However, ‘correct judgment’ is not used currently, according to text B. 

Text A is about an uncle giving advice to a nephew about going to Oxford and what he should be doing, how he should exploit and carry himself. According to the date that was on the text that was written by Edward Berens, the time period suggests that it was set in the late modern English era. This means that the English hasn't changed much since this time era, it can be difficult to understand some of the time, but it's not unreadable, like Old English. Some of the lexis that Edwarn Berens uses in the story about the uncle and the nephew, indeed are some lexis that we still use today. The phrases that are said in text A for instance, “good taste” and “correct judgment”. Text B,  is a report on words that were used between the years 1980 to 1993 in British English.  (The phrases from text A; “good taste” and “correct judgment”.) One of these is no longer used anymore. The semantics, the report of text B, said that the phrase “correct judgment” is not in use anymore.  The reason that it's no longer used anymore is because it is archaic. 

The Language change from 1832 to today's linguistics terms are not much different from each other. The English language has changed structurally because of the social aspect meaning that the language is always changing due to the needs of the user. Also in the ways that the words are Interpreted. This is protected by functional theory, by Simon Dik’s. Another modification that may have affected the decrease in the use of the expression “correct judgment”, could be since not enough people in that time period said it. Understanding that the expression never expanded passed the year 1832. Inclusion in the pragmatic of the British English language of the phrase “correct judgment” wasn't applied frequently in any time period. Infectious disease theory is secured by the previous statement about the term, which happened to be used in 1832, but no in today's early Modern English.  

Text A uses the term “are apt to be” which this term is much like the terms or phrases that are said today. Examples are “tend to be” and “are likely to be” which are seen in text C. Text C is a chart showing all three of these phrases and how often they were used, starting at the time period 1800 and ending at the time period of 2000. This random sample that was taken between those centennials, which to text C the least used has always been “are apt to be”.  As you can tell all three of these syntax are very similar, therefore this is the lexical gaps that we have in Modern English as well. Lexicals gaps, Occur when what word in a syntax or phrase is absent or replaced. As seen in the syntax examples the only word that tends to change is the first or middle word in the phrase. That is because the word is being taken out or replaced. Example of lexical substitution is when ‘apt’ is being replaced with ‘likely’ in the term “are likely to be”. Example of a lexical removal is when ‘are’ is taken out of the syntax completely, in the phrase “tend to be”. This is all shown in text C. The n-gram graph also shows that “tend to be” and “are likely to be” have always been higher in usage compared to “are apt to be”. This is also due to one of the previous theories that have been talked about in paragraph 3. Infectious disease theory which goes off that people say what they hear. 

Morphology and example of when this is used is the text, is in text A the word “belonging” which this word can be broken down into how it was structured. For instance, be-, “long”, -ing. Edwarn Berens had added a prefix and suffix to the root of the word “long” to morph into a new word to create a different definition and to prolong understanding of the word. In the end it creates a conversion word. 

A word sketch of what has been said here, is that late modern English hasn't changed that much compared to present day english. We still Frequently use the same properties in building blocks that the late modern English era used as well. 

 

The Forest

     As Gunther is driving out of the city to camp with his 3 closest friends: Ajal, Aspen and Ahurewa, little does he know what is about to happen.  As the four of them are leaving the city, they realize that they can on longer see the city, which was weird to Gunther because he could have sworn that they had just seen the city 2 seconds ago. However, none of them thought much of it. The girls loved how green the trees were, they were feeling so adventurous; one of the girls, Ahurewa, was making fun of the other because Aspen was sacred because she had never been to the forest before. All through, as they got close to where they were going, all four of them had a feeling that it was an odd place that they were going. The reason that they thought this was due to the fact that an owl had been following them since they left the city. 

It's too late now, because by the time that they had all realized this they had already pulled into the forest. Ajal, said that he ‘wasn't sacred’ but he was a little off some of the time, he was a little scary to the girls, but they didn't say anything, he was Gunther's best friend. The girls were so happy to get there, but when they stepped out of the car they got an eerie feeling, by the way the trees hovered over the cars but without moving, as if there were eyes watching them, nevertheless there was no one else around. All four of them probably got out of the car and went to the trunk to get all the camping supplies, as they were doing that Aspen had got distracted by a little bunny that had run into the forest. The reason that she got distracted was because part of the forest was dark. She was amazed by that because it was one o’clock in the afternoon. The forest was pitch black.  The other three had gotten all the camping supplies ready to go. 

The four friends walk into the forest. As they are walking in, they are tripping over the tiny twigs,  they can feel them crunch under their feet.  The trees are so close together the girls are crying because the moss that was in the trees is rubbing against their clothes. The forest feels suffocated because the trees are placed so close together that it also makes it hard to move between them. Not only is it hard to move but you have to push through every step, due to how tall the grass is, so tall that it goes up the boys pants that they are wearing. They were walking for hours, and they finally reached a spot that isn't sprouted with trees.  As they start Setting up their campsite in the short grass that was in the shape of a circle; as if It was there meant for them, but they didn't think twice about it. 

After they moved all the rocks out of the big grass circle, they set up the two tents, one for the boys and the other for the girls. They had felt raindrops dropping on the top of the tents but it was raining outside. The dripping kept going but she didn't really notice it until the night after they had set up all the tents in the fireplace. By the time we had finished it had reached dark. But one of the girls didn't care because Aspen had finally realized that this place wasn't scary after all, there's no need to fear anything because nothing else was out there, it was as if she became one with the nature that surrounded her.  She walked out of the campsite and into the dark in the forest and laid down staring up at the trees that were filled with Moss dangling from the tree limbs. 

After Aspen had laid there for about 30 minutes she decided to head back because she didn't want her friends to worry about her. And she's walking back she could hear noises as if somebody's walking behind her but she was all alone, so she thought. She started running out of fear, she had fallen and scraped her knee and picked herself up and realized that there was blood on the rock. She looked at the rock and the rock had blood on it, But her knee was bleeding. That means it wasn't hers she freaked out even more and started running through the moss, tall grass and suffocating trees. Her friends realize that she is gone instead of freaking out and panicking looking for her. 

Aspen comes running to the campsite out of breath gasping for air, Gunther and Ahurewa coming to her rescue. With the darked woods behind her, they could see a pair of eyes creeping closer and closer behind the moss, almost as if the figure was hiding it, trying not to be seen. The friends start running for their lives but they're just running in circles at this point and they realize that once she had came back to their campsite. They try and try again but also that it's not something chasing them, it's Ajal. They Continue running in this eerie forest, that they are trapped it.

Blog - Paper 2 Question 1

 Welcome To Marco Island Academy

Your First Day at Marco Island Academy.

The first day of school is mostly scary for the majority of people, and it's another level if it is the first day at Marco Island Academy. You should keep in mind that you surely aren't the only one that feels that way. You are not the only one in this school that feels the way that you are feeling now, even if that means, you’re sad, mad, scared, or happy.

Six Steps.

There are 6 steps that you should keep in your mind through this transition to Marco Island Academy. 

Be Calm.

Remember that you are not the only one in a new school for the first time, and that there are people here that have your best interest. Think about breathing, and take just one day at a time. 

Be Intrigued. 

You are being intrigued, it can help take your mind off of the negative things that you could be thinking or going through. It can also help you explore what you like or want to do in your future.

Be Open Minded. 

The more you open your mind to the positive things that could come out of the day, no matter what it’s, even if it is almost the end of the end or if you want to make new friends. Just be positive.  

Be Grateful. 

Even if you are having a hard time, smile and think about how much you have, compared to others that you don't know. Be grateful that you get a new start at a new school. 

Be Prepared. 

Understand that high is not a joke. That means that you need to do your best, but don't be nervous, because there are people here that are going to help you through it.  Just bring your backpack, computer, pencils, and your homework but most of all your questions. 

Be Present. 

You don't know this now, but you will, soon. This time will fly by, this first day will be nothing to you soon enough, and you'll miss the feeling that you had on this first day, when you have no more time in high school. Most of all, don't waste your time. 

Reflection commentary:

The form of this writing is in the form of a leaflet, the reason my its in this form is because that is what the question prompts you to do.  The reason why I used this form was not only because that was what the prompt said but also the type of writing, but also it Indicates the type of form which is reflected off the style of writing.

For the Structure, I used headings and subheadings because I wanted to draw the reader's eye on those main things. Now when looking at the structure in a text format you can see that I didn't put it in a chronological order since it's not a story that is being told.  Which means that it is in a sequential order, which means that it is succeeding or following an order, which you can see when I topic shift, from one step to another but it is also my transmission to the reader. When chronological is an order of time; earliest to middle to end. The reason that my paragraphs were shorter was due to the type of form that I used, meaning that my paragraphs should almost be like bullet points. You can see that I used color. The reason I did that was because I wanted it to come off as calming, and relaxing due to the fact that the first day of school at a new school can be scary. 

Language in the leaflet that i wrote is somewhat improper. I tend to use the word ‘because’ is an underextension tone. What I mean by that is, when I use the word ‘because’ I use it in a very narrow way, which I really just throw the word around.  As if I'm talking to someone. When just scanning the leaflet, it is seen that I use the word ‘you’ due to the fact that it is in second person, but I also used it because I want to make the reader understand that being in a new high school, or going to high school, is really all about them. Another reason why i used improper language is because my audience is a high schooler, that affects the type of language that you should be using. Example of this is “This time will fly by…” . This example shows the type of language that I used throughout the leaflet, the reason I used it is because of who my audience is. 

  

Blog - Exam Practice Paper 1 Question 2

       In the passage that we see in unit six question two we are proctored to focus on the form, language and structure. The form that is in the passage in unit six question two, is qualified as a short story which entails that it uses, the structure of the passage is going to include a beginning, middle and end, as a result of the domain that it is classified in. Structure includes also the form of sentences, the fundamental sentence structure. The language that is used throughout the passage consists of the author being descriptive but also can Include the phonemes, morphemes, lexemes, syntax, and context, there are also many other configurations of Language. 

Form: 

The qualification of the form is a short story. Meaning that it has a beginning, middle and end and in between has many details about the passage in itself. However, this does not entail that it goes in chronological order, this can imitate it in many different ways signifying that the end of the story could start at the beginning to the end it could work backwards from there. To say back to the passage, the passage starts when he is in a grocery store which is the beginning of the story so you could say it does go in order. Beginning: ‘We went into Little Lanesboro Joe's country store. ’ Middle: ‘my running commentary on why those were Necessary…’ The end: ‘collection of several houses around a general store…’ nevertheless in this case it was in chronological order. 

Another sense of form is the way the passage was portrayed, an explanation of how they got the message across. The message got across in a writing, the writing of a story. Not a speech, poem, or reading. 

The story is put into a first person point of view. The reason for this is because he doesn't give any examples of another person's point of view, but also that the author uses the word ‘i’ often. 


Structure: 

Throughout the passage the structure is understanding the organization over all of the passage. Which we clarified is a short story when stated in form. Going into more depth about the structure of the sentences. Example of this in the passage in when the author states ‘We went into Little Lanesboro Joe’s Country store.’ is a complex sentence. Since it uses descriptive words and gives an exact location of where they are at. The reason why this is important to the structure of the passage is because it can make the passage either sound very bland with the simple sentences that they can use or the passage or story can sound multiplexed when you are reading. An example of a Compound complex sentence is when ‘About the time Q2 and i finished our hoagies, Sarah returned and sat down with us In one of the four wooden booths.’ The Structure of the sentence is called a compound complex sentence. Even though the simple details seem like they don't matter such as the sentence structure it does impact the passage exceedingly. 

The shape of an organized plot that is happening. Which includes; Exposition —> rising action —> climax —>falling action —>denouement. They were at a store getting food. —> talking and Describing the food that he had gotten, in this Historical town. —>Sarah ran home to get her laptop and showed a video of a susquehanna that once was in the town. —>talking about what the susquehanna did. —> talks about the houses that Surrounded the store. Evidence; (‘We went into Little Lanesboro Joe’s Country store.’---> ‘contained…’ ‘meat and cheese…’ ‘banana peppers…’ ‘greek olives…’ ‘ you might be interested in this…’ ‘historical highlights of the village…’ —> ‘run home and bring back your laptop…’ ‘her computer to run a video of old man susquehanna into town and, invitation nor a wiping of his feet… ’ —> ‘to everyones sorry, that's what he did in the historic hotel…’ —> ‘several houses around a general story…’)

The form may be there, in the story but the structure of the passage is not well done. The meaning is that the author didn't do a good job of trying to Correlate the two ideas which are talking about food and the river. These two things are vastly different and have nothing to do with each other. 






Language: 

The Language used throughout the story is often very Descriptive. Example of this is when he is talking about the sandwich that he is thinking about and eating the hoagie. Some of the words that he used were ‘my short loaf pat stuffed…’ ‘chopped lettuce…’ ‘black pepper held in place…’ and so on. This is only when he was talking about the sandwich that he was consuming. However he did Use descriptive language talking about the susquehanna as well, an example of this is after he saw the video and what talking to Sarah. He had said ‘To everyones sorry, that's what he did in the historic hotel…’ Then later he Decides to talk about the village and what the appearance of the Village looks like. Example of this is when he says ‘village rather than a mere collection of several houses around a general store. ’


        These were the key ideas that we were proctor to focus on and what I think that he did throughout the story that was being told. 

My Analysis On The Passage "Excerpt Form Shooting An Elephant"

When I was analyzing this text it was very easy to understand the form, structure and language. It seems that the form of the text is a story since the fact that it doesn't state anywhere in the text that it was based on a true story, or any other document along those lines. The structure of the text was set in chronological order, the reason that I say that is due to the fact that the story is developing throughout the story excerpt form shooting an elephant. The type of language that is used to route the passage is very exquisite but an example is when they use modal verbs; they are auxiliary verbs that can demonstrate necessity. The verde include should, would, could, can and so on. 

Stated in the previous paragraph we went over a brief idea of the form in the text. A form that was illustrated in the document excerpt form shooting an elephant, it is a story. The reason I say the form is a story is due to the fact that it doesn't have any documentation of it being based off of a true story or along those lines. The reason why I say it is a story and not another source of documentation is due to the fact, besides the reason that was stated in the previous sentence but also because it develops over time; the storyline. An example of this is in the beginning it states that “it was perfectly clear to me what I ought to do. '' This is the very first sentence in the beginning and it doesn't give any background before starting with this sentence, that plays a part in why it is in the form of a story. 

Now for the structure that was talked about in the very first paragraph in this blog, we scrape the top of what the structure was in the text excerpt form Shooting an Elephant. What was talked about in the first paragraph about structure was that it was in chronological order. This means that as the story is progressing the author or the narrator is explaining in each separate paragraph what is happening next. To expand on that it entails what is happening as time is going on throughout the story. A few examples of that is when in the first paragraph he is only talking about if he should shoot the elephant or not. “I ought to walk up within say, twenty-five yards for the elephant in test his behavior.” In the second paragraph he focuses his structure on the gun and how it is made. “The rifle was a beautiful German thing with crosshairs sights.” But skipping to the last paragraph the author begins to expand and talk about the death of the elephant and what he has to do and how he died. “it seemed dreadful to see the great beast lying there, powerless to move and yet powerless to die…” and “in the end I could not stand it any longer and went away ” this is the structure that is produced throughout the story. The structure can be defined as the bold of a story or documentary or article. 

The last one that was brought up in the very first paragraph was language. The type of language that I will be talking about that has been said throughout the passage or modal verbs. Modal verbs are verbs that indicate likelihood and express possibility. Examples of modal verbs that are just used in general not aiming towards the passage for say are “can/could” “may/might” “”should/shall '' and so fourth. Some examples that were used throughout the passage excerpt form shooting an elephant were “could” “lay” “should'' and “still” these are just ones that I could name off the top of my head that were from the passage but I am sure there are many more modal verbs that you could find in the passage. 

These were just some key points that I focused on when reading the passage and that I could really define throughout my blog. When analyzing these are the most looked for in  passages, that's the reason why I focused on these three points. 

question 1

 A look into the mind of Usain Bolt

Usain Bolt, many people know him as the fastest person in the world.   

Most of us found this out in the 2008 Olympics. 

Usain Bolt tells us about how he won his first Olympic gold medal in the summer of 2008 in Beijing, when he was running the 100 meters. The reason why he talks about his first gold medal is because that was when he knew he was one of the best. 

 He talks about what motivates him during his races. It seems by degrading himself; it pushes him to his limits during this race and others. “I've talked garbage to myself and every race I've ever ran in.” Many versions of this quote are in the autobiography. 

He seems to be worried about multiple racers. 

Particularly Asafa Powell.  Asafa Powell a teammate of bolts but the former 100 meter world record holder. 

Usain Bolt knew that he was the Olympic champion of 2008, when Asafa Powell was nowhere in sight, even when he was still 10 meters away from the line he threw up his hands in the air “i was the Olympic champ.”

When looking at my newspaper report on the autobiography about Usain Bolt and trying to pick it apart you can tell that there are many differences between the autobiography and my newspaper report. 

The autobiography and the newspaper article that was written by me aren't structured differently when coming down to the basics. The autobiography and the newspaper article both have extremely short paragraphs, some of them early two sentences. The newspaper article that was written about the autobiography has a maximum of three sentences. It is very similar to the autobiography about Usain Bolt.  The structure of the article in the newspaper is mainly trying to get to the key points about the autobiography about Usain Bolt; by pointing out key details such as how he pushes himself during his races.“It seems by degrading himself…” On the other hand the structure of the autobiography is trying to tell a story about how Usain Bolt thinks and how he regulates his mental mentality during his races. This is one Detail about the structure that is vastly different from the article in the newspaper. 

The newspaper and the autobiography and itself are two very different Forms of literature that are already structured completely differently. Meaning that there can only be so much in common but the two are so Vastly different that there has to be a contrast between the two, and that is because of how they are portrayed to elaborate on that is what is trying to tell a story about the person and the other is getting key details almost as if they were bullet points. You can see that very well in the newspaper article that I had written. 

The point of view in the newspaper article is third person since it is talking about Usain Bolt and using his name quite often and says “he” Unlike the autobiography which is talking in first person since Usain Bolt is talking about himself and using the context all “I” And then he keeps talking about himself so that would be in first person. A quote from the newspaper that is talking in third person is “He talks about what motivates him during his races.” A quote from the autobiography in which Usain Bolt is talking about himself is “I burst from the blocks…” Those two quotes from the newspaper and also the autobiography are great examples of first person point of view and third person point of view. That's also a compare and contrast from those two. 

The type of language that I used in the newspaper is very direct and getting straight to the point But if we're talking about about the words that I used I didn't use complicated words to understand because I wanted the reader to get what I was saying And what I was talking about some language that I used or some examples are “degrading himself”, “Many versions” and “fastest person in the world…” This is the type of language that I used in the newspaper article about Usain Bolt. Now for the language in the autobiography it's vastly different because the autobiography is taking the words that he is physically speaking such as “I was still 10 meters…”, “then it dawned on me. ” and “I kept my eye on him all the way…” These are examples of the type of language that the autobiography used. This is a comparison between the language in the newspaper versus the autobiography and how they are very different. 

Something that both the newspaper and the autobiography have in common is that they're Targeting the same audience which is Usain Bolt fans or people that really look up to anybody that really cares about Usain bolt. I think in the newspaper I did a really good job of getting straight to the point and getting people that are fans of Usain Bolt willing to read my news article.