Sample Essay on Language

Sample Essay on LanguageIf you are faced with a question of sample essay on language, you are not alone. A lot of people all over the world are facing this problem at one point or another. There are lots of variations of sample essays on language that could help you on how to write.Why is there a need for an essay on language? This is a question that all students who want to be writers have to face. They think that they know how to write but they may lack some information that is needed for a basic essay on language. In order to help students in this regard, many tutorials and books are available today.These tutorials are what you need to know if you want to know more about sample essays on language. You can choose among these by the type of writing you want to do. The choice is not limited, as you can even write a paper on a subject you are not familiar with. For example, if you are not very comfortable in reading English or learning from other people who speak the language, you can also take a look at these samples.There are different forms of samples available. You can find them in books or on the internet. You should be able to choose from the ones that are presented to you to determine the subject that you want to write about. This will help you focus on what you really want to write about.After selecting the right materials, you have to learn how to structure your essay on language. There are a lot of ways in which you can structure an essay on language. You can also take a look at the sample essays that you have found. Determine the style and make it your own, to give a personal touch to the topic.How to structure your essay on language depends on the topic you want to discuss. Different topics are covered by different types of sample essays on language. You have to determine what kind of essay is best for the topic. For example, if you are writing an essay on grammar, you can choose a short sample essay that talks about the basics of grammar.On the othe r hand, if you are writing an essay on culture, you can choose a longer sample essay that talks about different aspects of culture. The points you want to cover in an essay on language depend on the topic. You have to determine the type of topic you want to write about before you start the writing process. In fact, you can even choose different forms of samples depending on the subject matter.Some online sources will provide you with an abundance of samples for you to choose from. You will be surprised how easy it is to choose the right essay on language for you. You can even create your own essay on language by making it as personal as possible. It will allow you to express yourself to others in a way that makes them feel that they have come across something interesting.

Georgia OKeefe essays

Georgia O'Keefe essays Precisionist, is the term most widely used to describe Georgia OKeeffes work. OKeeffes great clarity in painting is what identifies her well-known paintings of urban architecture, mountains, bones, and flowers. The simple, clear forms in her masterpieces made her a pioneer of a new modernism in the USA. Although OKeeffe used her subject matter representationaly, the starkly linear quality, the thin, clear coloring, and boldly patterned compositions, give the effect of an abstract design. OKeeffe tried to offer a sense of tranquility and an appreciation of nature in her paintings. That was in the 1920s, and everything was going so fast. Nobody had time to reflect...I decided to paint a huge flower in all its beauty. If you could paint the flower on a huge scale then you could not ignore its beauty, commented OKeeffe. I personally think that OKeeffe was an artistic genius. She created a new way to look at objects which we take for granted, and paved the way for many women arti sts. Georgia OKeeffe was born in 1887, as the second of seven children, on a farm in Sun Prairie, Wisconsin. After being given art lessons at home as a child her artistic talent was discovered and later studied at the Art Institute of Chicago and at the Art Student League in New York. While OKeeffe was at school she was taught to mimic the styles of realism but soon realized she could never achieve distinction working within this tradition. After taking a suggestion from Wesley Dow, an artist and art educator at Teachers College, she started creating art again, this time as an attempt to discover a personal language through which she could express her own feelings and ideas. OKeeffe began a series of abstract charcoal drawings and sent them to a past classmate of hers, Alfred Stiegl ...

An essay to support a thesis Example | Topics and Well Written Essays - 500 words

An to support a thesis - Essay Example Bennett has portrayed the story of a single mother namely Rebecca Fuerte who sold cigarettes and wax matches in different public places to make both ends meet (Stiles). It is mainly because she could not afford a place for selling cigarettes. Lack of legally owned place has resulted very negligible income for the protagonist due to which she cannot even feed her son. In this manner, the author has projected that Rebecca is concerned about his son’s future which is predictably poor. Herein, the author makes it evident that because of lack of space, it is complicated for poor people to earn living. Despite her inability to officially use public spaces, the protagonist continues to sell cigarettes by consuming different public places without any license because she had no other option (Stiles). Furthermore, authors stated that legal space license is not just the only problem that poor people might face. There are a number of other problems as well such as other vendors who torture sellers like protagonist of the story to move away from public places. The reason behind such an action is because it harms vendor’s position in the market (Stiles). Another consequence of poverty due to lack of official public space ownership is that one has to travel one place to another. A person who is poor and unable to get an official space would never ever be able to settle down in life. The author of the short story has also mentioned that Rebecca moved to several places along with her son in order to get a place where she could sell cigarettes and earn money. She visits place to place both public and private. Since she belonged to a poor class of the society therefore, she has been projected to least worry about the official and unofficial use of space. The article also tells that in a city it is difficult to find a place to do business on the street for those who cannot afford to make their living. This is reflected as author noted,

Managing time and stress Essay Example | Topics and Well Written Essays - 2500 words

Managing time and stress - Essay Example Furthermore, the report will give a 12-month implementation plan of good management. Management is an application of coordination in an organization to accomplish its mission and visions. This is necessary because the firm can attain maximum profits with minimum resources. Time management is utilizing the least time possible to achieve maximum production. Stress management is the act of a person controlling his stress level by participating in stress removal activities, like counseling. An effective management is the most important thing in the organization; it helps in time and stress management. The firm will achieve high results while the business will grow to great heights. There are many trends in management. These trends are the reasons for competitive markets in the world today. Managers put these trends into consideration and apply them in the environment of their business. Not all managers can cope with these trends because it requires efficiency. It needs management, which has a vision in its undertakings and is ready to face any risk ahead. This paper is going to highlight the current trends in management. Various characteristics define good management. This is the base for effective management. An efficient manager provides the firms visions (Birkinshaw, 2013). An employee may provide a proposal that could lead to success, and it needs the hands of the manager to implement the idea. A good manager with vision will outline the importance of the idea and guide his firm on what to do. An effective management brings clarity in the organization. They are the ones to lead by example. When a task is hard to be completed, the management has to bring in experts to help sort out the problem. Believing is important for management to be effective. They should believe in the trends that affect management and apply them in their institutions. This gives confidence to other employees, and they will work

The Science and Culture of the Sea Assignment Example | Topics and Well Written Essays - 1500 words

The Science and Culture of the Sea - Assignment Example Nowadays, most people are not as afraid of seafaring as they might have been in the mid-19th century. Without the aid of deep underwater equipment and scuba diving, there was really no way—back then—to know exactly what the deep dark sea did consist of exactly. This scared many people away from the water. However, there were a certain brave few who weathered the elements because they were so curious as to how the sea operated, even though the sea was considered a strange animal. There were â€Å"strange forms in the water†¦[and] sea-ravens†¦therefore fit roosting-place for their homeless selves. And heaved and heaved still unrestingly heaved the black sea, as if its vast tides were a conscience; and the great mundane soul was in anguish and remorse for the long sin and suffering it had bred.†1 Additionally, over time—but especially in Melville’s book—a case has been made that there is something very sacred about the sea which perhaps, he writes—lives within all of us. â€Å"Consider, once more, the universal cannibalism of the sea; all whose creatures prey upon each other, carrying on eternal war since the world began. Consider all this; and then turn to this green, gentle, and most docile earth; consider them both, the sea and the land, and do you not find a strange analogy to something in yourself?†2 Melville makes us attempt to draw a comparison between the sea and land and our respective souls. Where is it dry? What does the stability of land provide, and what do we give up when we go out to sea? In exchange for a salty, untamed coexistence, the sea beckons even as it threatens to revolt against its seafarers. Yes, it is the sea, that most wild of all natural elements, that nurtures, destroys. It is this sea inside (the mind) which Melville seeks to draw out, as he continues to dazzle readers with his linguistically rich and metaphorical prose. III. Deductions About Accurate and Inaccu rate Science in Moby Dick (450 words) Of course, water cannot be like air, which is apparent to everyone except the speaker here, even if only in jest, when he says, â€Å"Methinks that in looking at things spiritual, we are too much like oysters observing the sun through the water, and thinking that thick water the thinnest of air. Methinks my body is but the lees of my better being. In fact, take my body who will take it I say, it is not me.†3 These are not the only examples of historically scientific references—most of which were indeed accurate.

Experiencing Four Major World Religions First Hand Essay -- Islam, B

The nine-sided building and the surrounding gardens give the impression of the world view of the Baha’i faith. A component of the Baha’i world view is that all religions come from a common source. The site conveyed that unity among all religions and people is an additional view of the Baha’i. The arrangement of the house of worship, and the gardens conveyed the idea of unity. The nine sides of the house of worship, and the surrounding gardens represent that all people no matter their religion, race, or gender are welcome at this site to practice their religion. Furthermore, it also gave the impression of the view of all religions having a common source, God. Specifically, the house of worship could represent God, and the nine sides, may represent the nine major world religions, or the idea that all people are united through God. In addition, the house of worship contains symbols on the pillars of the structure. These symbols are of the nine major world religions, for example; symbols include the Christian cross, Judaism Star of David, and the nine-pointed star, which is the symbol of the Baha’i faith. These symbols on the pillars represent unity among all religions, and the idea that all the religions come from a common source, God. Information provided in the handout, video, and by the representative was quite similar to the impression given by the site itself. The representative of the Baha’i faith specifically talked about how all religions have a common source. The video, handout, and the representative explained that God revealed himself in different manifestations in different time periods. God gave the teachings for a certain time period, and then when a new time period came God revealed himself as a different manifestat... ...gion. One thing that I did not know about was the artifact with a staircase and raised platform. According to Gardner’s Art through the Ages Non-Western Perspective by Fred Kleiner, this structure is called a minbar, and it serves as a pulpit for the imam to stand on, and this is where he would speak. An imam is the leader of prayer according to Living Religions by Mary Pat Fisher. Having the opportunity to visit four different religious sights resulted in gaining new insight. However, some of the information presented was similar to my previous understandings of the religions. It was interesting to hear followers of the different religions speak about their beliefs. Overall, visiting the Buddhist temple, Sikh Religious Society, Turkish Society of Chicago, and The Baha’i House of Worship made me reconsider my previous thoughts about each of the religions.

How to Write Book Review

How to write a book review Perhaps the best way to offer guidelines on how to write a book review is to give you an example of the kind of instructions and guidelines we (i. e. the academic staff) would be given by journals who invite us to review books for them. So, here are the instructions given to authors by the ‘Journal of Autism and Developmental Disorders’. â€Å"A book review should be an objective and tactful evaluation of a book. The review should offer logic and fact in support of its evaluations.Without being just an abstract of the book, the review should indicate the nature and scope of the book’s content. It should indicate the goals of the author, the techniques used to achieve those goals, and the success of those techniques. You may also discuss how the book relates to its field and how it compares to other books in the field. It is important for your review to discuss what audience the book or other media best serves and to state whether the re viewer recommends it.The review should attempt to place the book within a context (e. g. , Is this a new approach? One that builds on an earlier one? ). Reviews should attempt to convey a flavor of the book overall (i. e. , not just summarize the table of contents. Quotes (see below – AQ: are there examples to be provided? ) can often help in this process. If you feel that the book does not merit a review in the Journal please let us know – there is no requirement that we review every book received and it is perfectly acceptable to do a negative review! † †¦. nd here is an example of an actual review written by Dermot Bowler and published in the European Journal of Disorders of Communication (Volume 31, pp 210-213). Note, however, that this review is somewhat longer than your word-limit permits. SAMPLE REVIEW (reproduced with permission of the author): Review of Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind. Cambridge, MA. : MI T Press. The integration of a range of theoretical perspectives to provide a coherent scientific account of a natural phenomenon is an easy task only for those who have never had to do it.In this volume, Simon Baron-Cohen has attempted such a difficult exercise by integrating currently fashionable modularist cognitive science accounts of the social dysfunction found in people with autism into neuropsychological and evolutionary frameworks. In the first three Chapters of the book, he aims to persuade us firstly that the explanation of the behaviour of other people using the mentalistic language of folk-psychology (John took his umbrella with him because he thought it might rain) is both highly efficient and evolutionarily advantageous to a species such as ourselves that relies heavily on social organisation for survival.In Chapter 4, he generates a model of development which can account for the emergence of the capacity to mindread in non-autistic children and, taking the well docume nted deficits in autism of lack of protodeclarative pointing, lack of symbolic play and the failure to understand that another person can act in accordance with a belief that the observer knows to be false, their failure to develop in children with autism. His account draws heavily on Fodor's (1983) notion that the mind is made up of independent domain-specific modules, the outputs of which interact to yield mental life and behaviour.He also develops earlier accounts such as that of Leslie and Roth (1993), which posit a specific modular mechanism that enables people to understand minds. Specifically, Baron-Cohen outlines four modular systems that are necessary for the process he calls ‘mindreading'. The first of these he terms an intentionality detector (ID) which is triggered by stimuli exhibiting self-propelled motion and computes desire- or goal-based dyadic representations. The second is the eye direction detector (EDD) which is fired by eye-like stimuli and generates repr esentations of the contents of agents' visual fields.Mechanism number three is called the shared attention mechanism (SAM) which takes input from IDD and ED to compute triadic representations of the kind ‘Daddy sees I see the cat at the window'. Finally, there is the theory of mind mechanism (ToMM), a term borrowed from Leslie's work, which takes inputs from SAM and knowledge of mental states and their consequences which can be used in a hypothetico-deductive way by someone possessing a full ‘theory of mind'.I n Chapters 4 and 5 of the book, Baron-Cohen marshals a considerable body of evidence in support of the existence of these modules and of their selective breakdown in autism. Briefly, he argues that ID and ED are functional in autism, although he acknowledges that there are still considerable gaps in the evidence. By contrast, SAM and ToMM are severely impaired. In Chapter 6, he draws together evidence from neuropsychological and neurological studies on humans and o ther species to attempt to localise these modular systems in the brain.In the final two Chapters, he develops the theme that the capacity to read minds depends crucially on the ability to decode information from the eyes of others, and returns to the theme that this capacity can best be understood within an evolutionary framework. As I said at the outset, Mindreading is a tour de force, in that it draws together evidence from a variety of fields with the aim of providing a coherent picture of the phenomenon of how homo sapiens can account for and predict the behaviour of her conspecifics by means of reference to hypothetical internal mental states.Baron-Cohen's account is worthy of our admiration not just because it describes the current state of scientific play, but also because it permits us to generate propositions which, when tested against data, will refine and improve our understanding. Nevertheless, admirable as this attempt at integration of a range of perspectives might be, a reviewer is duty bound to point out unstated assumptions, weaknesses in analysis, un-expressed counter-arguments and problems of interpretation in an author's exposition.To this end I will now try to clarify what I see as the three major areas of weakness in this book. The first concerns Baron-Cohen's overall modularist orientation. Although accounts of psychological functioning that see behaviour as caused by discrete mental processes that are self-contained, domain-specific, automatic, impenetrable to conscious analysis and localised in specific brain sites has a respectable history, it is not, as its originator, Jerry Fodor would have us believe, the only game in town.It is quite possible to argue that the relationship between the categories we use to analyse behaviour and categories of brain state may be more subtle and more complex than a simple one-to-one correspondence, and that localisation of function may be the result either of anatomical happenstance or may not be a se rious contender, given the global and integrated manner in which some neuroscientists think brains work. Readers who might be tempted to call a child ‘SAM-impaired' or ‘IDD-but-not-EDD-impaired should read Bates et al. s (1988) critique of modularism, as well as of what she termed in a 1993 talk ‘thing-in-a-box neurology', before forming such opinions. My second problem with the book concerns the way in which evidence is presented in support of the argument. Baron-Cohen draws on a wide range of evidence to support the four main planks in his argument; evolutionary, cognitive, neuropsychological/neurological and cultural. Evolutionary evidence is notoriously difficult to assess, since it inevitably has a post-hoc element to it.This is all the more true of the evolution of behavioural adaptations, since they do not leave fossil records that can allow us to detect non-advantageous changes that have died out. I am also worried by arguments that infer survival value and evolutionary success on the basis of the widespread use of a particular behaviour. Baron-Cohen attributes the survival of Homo Sapiens to the fact that we have developed mindreading skills. But many other organisms – from a-social HIV through bees to the social great apes – are evolutionarily successful without mindreading skills.Moreover, I am suspicious about evolutionary accounts that argue that increasingly complex social organisation in primates led to the development of mind-reading skills. This is as if the behaviours called forth by the survival demands of living in complex societies produced a gene that coded for a brain structure that made a particular social behaviour possible. In my view, there is a worrying circularity about all this, not to mention a whiff of Lamarckianism. On the cognitive front, there is undoubtedly an impressive amount of evidence that supports Baron-Cohen's case, evidence which he presents cogently and skilfully.Indeed, this is the s trongest and most closely-argued section of the book. However, there are worrying instances where counter-evidence is either glossed over (e. g. Ozonoff et al's, 1991 evidence on the possession of mindreading skills in high-functioning individuals with autism) or relegated to footnotes (Ozonoff et al's, 1991 failure to replicate Baron-Cohen et al's, 1986 picture sequencing task). There are other instances where evidence appears to be presented where none exists – for example in his discussion of non-autistic people's use of mental state terms when describing Heider and Simmel's (1944) cartoon sequence.At the time the book was written, no published data existed on the use of this instrument with people with autism (but see Bowler ;amp; Thommen, 1995), although a less than careful reading of this text might lead one to conclude that there had been. My third set of reservations centre on often inconsistent or imprecise use of terminology. For example, is it justifiable to speak of a module such as ID as ‘interpreting' stimuli, rather than just generating output when such stimuli are present and not when they are not?On pp126-127, the discussion slides from ‘psychopathology' to ‘neuropathology' without explanation. In this section also, I am certain that blind people would not welcome being labelled as having a psychopathology. Examples can also be found of references cited in the text but not in the reference list at the back. All these shortcomings suggest a hasty compilation of the volume. A little more time spent on reflection, exposition and the more technical aspects of production would have paid dividends here.Most of the reservations I have expressed so far all seem to stem from the most major problem of this book, namely its length, or rather the mis-match between its length and the aims the author has set himself. Baron-Cohen acknowledges that he faced a difficult task in trying to write for experts in biological and cognitive sc iences, students of psychology and the general reader. Trying to please this four-faceted audience is a difficult enough task; it is even more difficult when the debate has to be engaged at several levels of academic discourse. It is well-nigh impossible in an essay of about 120 pages of printed text.Its very length constrains the book to contain a little, albeit very important, knowledge. However, a little knowledge can be a very dangerous thing. Although I would recommend this book to anyone with a personal, scientific or clinical interest in autism, to avoid danger, I would also recommend that it be consumed with some complementary material. The best I can suggest is a paper by the author himself (Baron-Cohen, 1994), which is accompanied by several commentaries and a reply by the author that gives a better flavour of the subtleties of the field than does the volume under review here.