Literature Review Essays

Literature Review Essays Literature Review Essay Literature Review Essay This review covers reading as a subject generally and also in L 2 environment. It further considers the various models of reading propounded by researchers and authors.   It also takes a look at differences between a reading strategy and a reading skill. It then outlines and classifies the various learning strategies in use. Specifically, it reviews strategies for reading, pre-reading, while reading and post-reading. It also delves into the strategies good readers use to get by. It further reviews available literature on strategic reading and teaching of reading strategies. The last segment of the review is devoted to difficulties encountered in teaching reading strategies.1.0 Reading:Reading as a subject has been defined in several ways by different people and organizations. WorldNet (2007) has defined reading in seven distinct ways. Two of the definitions relevant to our subject matter are given below:-a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reading is the â€Å" cogn itive process of understanding a written linguistic message†b.  Ã‚  Ã‚  Ã‚  Ã‚   Reading is a â€Å" mental representation of the meaning or significance of something†According to the Encyclopaedia, an adult reader can read and understand between 200 -1000 words per minute. Catherine Walter (2003), on the other hand, has given 300 words per minute as the optimal rate for processing prose. She added that for fluent adult readers, this rate is constant, regardless of whether the text was difficult or not.   Generally for young readers, the ability of one to read often depends on the rate of fixation of one’s eye on the words being read and also the difficulty of the material being. Reading is a core subject given greater emphasis in most schools throughout the world.2.0     Models of Reading:Two kinds (models) of processing are distinguishable in reading. These are the bottom-up processes and the Top-down processes. The former involves those that take in st imuli from the outside world in the form of letters and words for reading. Adherents of this theory (bottom up processing) focus on how readers extract information from the printed page. Whereas the latter, the uptake of information is guided by an individual’s prior knowledge and expectations. Proponents of this theory posits that readers form hypothesis about which words they would encounter and take in only enough visual information to test their hypothesis.   Acceptance or rejection of a given text is based primarily on what their formed hypothesis is all about. If the formed hypothesis is consistent with what has been read the material is readily accepted. On the other hand, if the read material is not in congruent, the material may be rejected. In practice, she added that, both processes (bottom-up and top-down) are tapped into to facilitate accurate and rapid processing of information.3.0     Reading in second language (L2):Studies undertaken by Schoonen, Hulstij n and Bosser (1998) on Dutch learners of the English language revealed that as proficiency grew, meta-cognitive knowledge contributed to a greater extent to reading comprehension skill acquisition. They further added that knowledge of textual characteristics and reading strategies played greater role in supporting the comprehension gained from reading. Sheory Mokhtari (2001) called their tool the â€Å"Survey of Reading Strategies† (SORS). In one of their studies, they assessed the differences in reading strategies between native speakers (US) and non-native speakers of English. The study revealed that ESL students reported a higher usage of strategies to get by than their US counterparts. Also, the ESL students reported using a greater number of supportive reading strategies. As an entire group, however, the study showed no significant gender differences. On the other hand, the female ESL students admitted using the strategy of underlining information in the text more their male colleagues (ESL students). Interestingly, students who gave themselves higher scores for reading ability also reported using a higher frequency of reading strategies than those readers who gave themselves a lower rating.Catherine Walter (2003) has pointed out that less skilled L2 readers do not necessarily have fewer strategies than skilled readers, but that they are less able to choose the most appropriate strategy for the problem at hand. On the basis of this knowledge, this author counselled teachers to help learners become aware of the strategies they use sometimes unknowingly when reading as well as other strategies available to them and how these strategies can be used selectively. From this account, we can learn that the problem with L2 readers are not so much about the lack of knowledge of reading strategies   but more importantly the ability to apply the most appropriate reading strategy for a given problem.   According to Catherine Walter (2003) several studies in volving L2 students have confirmed that those of them who engaged in extensive reading over a period of time showed significantly more improvement in L2 writing skills than the control groups, who did not practice extensive reading of any kind. She attributed this effect to the unconscious acquisition of the rhetorical conventions of L2 written genres.4.0     Reading Strategy   versus   Skill:Reading strategy is the plan the reader adopts to accomplish a given reading goal. Reading skills, on the other hand, is the reading ability acquired that enables the reader achieves a given reading goal. There are four strategies of reading a material effectively. First, they change their reading speed depending on the difficulty of the material. Secondly, they show a greater tendency to re-read the material, especially when the reading material is considered â€Å"hard†. Thirdly, good readers set for themselves a definite purpose for reading a given material. Fourthly, they ask themselves questions as they read the material. These strategies enable them to look for definite answers from the given text. Furthermore, it also increases their concentration and ability to draw meaning from the material read. They endeavour to visualize what the author is seeking to convey to them from the reading material.What separates good or successful readers from the poor ones often lies in the ability of the former to solve problems that relate to (a) difficult words (b) distractions (c) disagreements with the author (d) nervousness (e) lack of prior knowledge of the subject matter being read and (f) lack of definite purpose.With regards to difficult words, good readers try to re-read the previous sentence before them or try to substitute them to gain comprehension. Another means they employ to overcome difficult vocabulary is to write it down and find its meaning, as writing itself is a good way for recalling information read.The internet has become part and parcel of t he daily lives of many persons including L2 readers. Recognizing the increasing importance this information and communication medium plays in the lives of L2 readers, Anderson (2003) carried out a study to find out (a) The online reading strategies employed by second language readers. (b) Whether online reading strategies of English as a second language readers (ESL) differ from English as a foreign language reader (EFL). He found the under listed as the top twelve reading strategies most widely used. Of these strategies, eight (67 percent) were problem-solving ones, whilst the other four (33 percent) were global reading strategies.(a)   I try to get back on track when I lose concentration (problem-solving strategy).(b) When on-line text becomes difficult, I pay closer attention to what I am reading (problem-solving strategy).(c) I read slowly and carefully to make sure I understand what I am reading online (problem-solving strategy)(d) When I read online, I guess the meaning of u nknown words or phrases (problem-solving strategy)(e) I try to guess what the content of the online text is about when I read (Global strategy(f) I think about what I know to help me understand what I read online (Global strategy(g) I can distinguish between fact and opinion in online texts (Problem-solving strategy(h) I try to picture or visualize information to help me remember what I read online (Problem-solving strategy)(I) When reading online, I decide what to read closely and what to ignore (Global strategy)(j) I adjust my reading online (Problem-solving strategy)(k) I scan the online text to get a basic idea of whether it will serve my purposes before choosing to read it (Global strategy).This research worker also found that the only significant difference between EFL and ESL readers were in the use of problem-solving strategies. The former group reported a higher use of problem-solving strategies than their counterparts. The predominant reason assigned to these findings was that the differences between ERL and ESL learning environments were diminishing with the advent of the internet, the increased use of Radio, television and other information and communication technologies.5.0 Classification of learning strategies:Cohen (1996) has drawn attention to the fact that the differences in criteria of classification often cause inconsistencies and mismatches across existing taxonomies and other categorizations. According to Cohen (1996) some strategies are behavioural and can be directly observed, whereas others are mental and behavioural but which are not observable. There are other learning strategies that are purely mental. He also added that another approach by which learning strategies can be classified is to label them as belonging to ‘successful’ or ‘unsuccessful’ learners. Strategies are also distinguishable from one another according to whether they are cognitive, meta-cognitive, affective or social.6.0 Strategic Reading:St rategic reading simply means purposeful reading. This is the reading in which the reader adjusts his reading to a specific purpose he has in mind. He uses a variety of strategies and skills to pawn out meaning from what he is being read. According to Eduplace (2007) a strategy is a plan selected deliberately by the reader to accomplish a specific goal or complete a given task. When narrowed to the subject of reading, it means having a deliberate plan to accomplish a specific reading goal. When a reader or student is capable in selecting the use of strategy unconsciously, he achieves expertise in using that strategy (Eduplace, 2007). Apart from strategies, Eduplace (2007) affirms that expert readers use a number of comprehension and study skills to grasp meaning from the material being read. Research has shown that readers develop reading skills and strategies 7.0 Teaching reading Strategy:Reading strategies can be taught and learnt. When reading strategies are well grasped by the st udent or reader, they are able to draw meaning from what they read quickly. Reading in this wise become profitable. What sets good readers apart from poor ones are the strategies they adopt before, during and after reading. Whereas poor readers start reading without giving forethought to the reading process and topic, good readers make a deliberate effort to build their own prior knowledge about the topic. Zimmermann and Hutchins (2003) have identified seven strategies used by good readers to unlock meaning from a given text. These are: (a) They create mental images and also become emotionally involved with what they read (b) They use their relevant prior knowledge before, during and after reading to enhance their understanding of what they have read (c) They ask relevant questions to clarify meaning and also pay particular attention to what is important (d)They identify key ideas or themes as they read (f) They also synthesis information (g) They use fix-up strategies such as re-re ading, skipping ahead, asking questions, using a dictionary. These authors further pointed out that good readers use the same strategies whether they reading ‘soft’ material such as a magazine or a ‘hard’ text such as textbook. The goal of all reading instruction therefore is to help the student overcome reading difficulties and ultimately become expert readers. By becoming expert readers, it enables the student achieve independence and use the literacy for life-long learning. Taberski (2000) has described the strategies for teaching reading in primary schools. He presented a material organized around a series of interconnected interactions with the learner as assessment, demonstration, practice and response. He outlined the role of the teacher in this approach, how to set up the classroom environment, how to assess reading and also showed how effective strategies and skills could be demonstrated.8.0   Difficulties in   teaching reading strategies:Many researchers and authors have acknowledged the difficulties in teaching reading strategies (Anderson, 1999; Beers, 2003). Bereiter and Bird (1985) reported that analysis of protocols from adults thinking aloud while reading identified four potentially teachable strategies. This study involved eighty students in grades seven and eight. They found that neither strategy modelling and practice alone, nor question and answer comprehension activities were effective. They confirmed that even in the successful group, instruction was effective with only three of the strategies. Recounting her own trials and tribulations when helping seventh grade students to learn to read, Beers (2003) considered the difficulties involved in teaching reading strategies to students or pupils. She pointed out that even with high-quality reading instruction in the early grades, it is necessary for middle and high school teachers to help students refine, practice and in some cases, develop the skills of readers.A ccording to Anderson (1999) developing a personal philosophy of teaching can be difficult to many a teacher, if not totally elusive. He offered help with a philosophy built around the word ACTIVE, which serves as the organizing mnemonic. ACTIVE consists of the first letters of six of the eight elements of this approach as: A – Activate prior knowledge C – Cultivate vocabulary T – Teach for comprehension I – Increase reading rate V – Verify reading strategies E – Evaluate progress.The last two elements are: Consider the role of motivation and select the appropriate materials. Clearly, teachers that adopt this procedure can overcome some of the difficulties encountered in teaching reading strategies.Difficulties in teaching reading strategies can be traced to two sources, namely from the teachers’ end in impacting the knowledge in a manner that is easily understandable to the student and also from the student’s end in grasping th e knowledge being impacted. Clay (1985) has outlined ways and means by which reading difficulties of such students or pupils can be detected early and helped. She counselled that through systematic observation of reading behaviours and reading recovery procedures, such children could be helped with their reading problems. Hatcher, Hulme and Ellis (1994) reported of a study involving children experiencing difficulties in the early stages. They divided these seven year old poor readers into four groups and assigned them to one of three experimental teaching conditions such as (a) Reading with phonology (b) Reading alone (c) Phonology alone and (d) A control. They found that although the phonology alone group showed most improvement on phonological tasks, the reading with phonology group made most progress in reading. They concluded from the findings that interventions to boost phonological skills should be integrated with the teaching of reading if they are to be maximally effective i n improving literacy skills.

How to Homeschool If You Work Outside the Home

How to Homeschool If You Work Outside the Home If you and your spouse both work full- or part-time outside the home, you may think homeschooling is out of the question. Although having both parents working outside the home does make homeschooling trickier, with efficient planning and creative scheduling, it can be done. Here are some practical tips for successfully homeschooling while working outside the home. Alternate Shifts With Your Spouse Perhaps the most difficult aspect of homeschooling when both parents work is figuring out the logistics. This can be especially tricky  when young children are involved. One of the easiest ways to ensure that there is always a parent at home with the children is to alternate work shifts with your spouse. Alternating shifts also helps with school. One parent can work with the student on a few subjects while he or she is home, leaving the remaining subjects for  the other parent. Maybe Dad is the math and science guy while Mom excels at history and English. Splitting up the schoolwork allows each parent to contribute and to work to his or her strengths. Enlist the Help of Relatives or Hire Reliable Childcare If you  are a single parent of young children, or you and your spouse are unable or unwilling to alternate shifts (because that can  put a strain  on both the marriage and family), consider your childcare options. You may want to enlist the help of relatives or consider hiring reliable childcare. Parents of teens may decide that their kids can stay home alone during the parents’ working hours. Maturity level and security concerns should  be taken into serious consideration, but it is often a viable option for a mature, self-motivated teen. Extended family may be able to provide childcare and oversee schoolwork that your child can do with minimal help and supervision. You might also consider hiring an older homeschooled teen or college student to provide childcare if there are only a few overlapping hours in the working parents’ schedules. You may even consider exchanging child care for rent if you have extra space available. Use Curriculum That Your Students Can Do Independently If you and your spouse are both working  full-time, you’ll probably want to consider homeschool curriculum that your children on their own, such as textbooks, computer-based curriculum, or online classes. You might also consider mixing independent work that your children can do during your work shifts with more activity-based lessons you can do in the evenings or on weekends. Consider a Co-Op or Homeschool Classes In addition to the curriculum that your kids can complete on their own, you might also consider homeschool classes and co-ops. Many co-ops do require that the parents of the kids enrolled to take an active role, but others do not. In addition to regular co-ops, many areas offer group classes for homeschoolers. Most classes meet two or three days per week. Students enroll in and pay for the classes that meet their needs. Either of these options can meet the scheduling needs of working parents and provide in-person teachers for core classes and/or desired electives. Create a Flexible Homeschool Schedule Whatever you decide to do as far as curriculum and classes go, take advantage of the flexibility that homeschooling offers. For example,  homeschooling doesnt have to take place from 8 a.m. to 3 p.m., Monday through Friday. You can do school in the mornings before going to work, in the evenings after work, and on the weekends. Use historical fiction, literature, and engaging biographies as your family’s bedtime stories. Science experiments can make exciting family activities in the evenings or on the weekend. Weekends are also the perfect time for a family field trip. Get Creative Working homeschool families encourage thinking creatively about activities with educational value. If your kids are on sports teams or take a class such as gymnastics, karate, or archery, count that as their P.E. time. Use dinner prep and household chores to teach them home economics skills. If they teach themselves a skill such as sewing, playing an instrument, or drawing during their free time, give them credit for the time invested. Be aware  of the educational opportunities in the everyday aspects of your lives. Split up or Hire Help for Household Chores If both parents are working outside the home, it is vital  that everyone either pitch in to help or that you seek outside help for maintaining your home. Mom (or Dad) can’t be expected to do it all. Invest time to teach your children the life skills necessary to help with the laundry, housekeeping, and meals. (Remember, it’s home ec class, too!) If theres still too much for everyone, consider what you may be able to hire out. Perhaps just having someone clean your bathrooms once a week would lighten the load or maybe you need to hire someone to maintain the lawn. Homeschooling while working outside the home can be challenging, but with planning, flexibility, and teamwork, it can be done, and the rewards will be worth the effort.

Trade Analysis between Brazil and the USA Term Paper

Trade Analysis between Brazil and the USA - Term Paper Example creation of Southern Common Market and participated in the formation of the G-20 as a coalition to represent developing countries in the World trade organization negotiations. Brazil works bi-laterally with the U.S due to her influence in the trade groups. She also co-chairs the Free Trade Area of the Americas (FTAA) negotiations as with the U.S. Indeed for the two countries, closer ties serve advantageously both economically and politically. There is mutual benefit when there are good trade relations and the partners have stable political governance. Political stability of any country greatly determines the economic performance of the country. This is evident from the economic recession experienced by the two countries during the Word War II. Economic ties in the U.S and Brazil are much dependent on the two-way trade that is far much empowered by the World Trade Organization. Additional resources and economic growth are the direct benefits realized by the countries in relation to ex port-import trade relations (Schott, 2003, p 2). US recorded the highest imports from and exports to Brazil in the year 1997. However, a sharp decline was noted in 2002 due to the financial crisis experienced in Brazil. A contrast was sited as US imports from Brazil rose in 2002 than in 1997. Bilateral trade between U.S and Brazil has grown rapidly since 1992. The US had commendable trade surplus with Brazil between 1990’s and 2002 when she recorded a drastic merchandise trade deficit with Brazil. United States’ basic exports comprise of industrial manufactured goods such as electric machinery, air crafts and computers. On the other hand, she relies on imports from Brazil that comprise of steel, iron, footwear and mineral fuels. Approximately about 70% of United States’ exports to... In Brazil and the United States, closer ties majorly brought about by the trade relations serve both for economic and political reasons. The two countries have common objectives in trade. Opening markets is beneficial to both boosting innovation and competition. They both have a role to play in order to deepen their trade relations especially bilateral. The success of trade negotiation in WTO and in the hemisphere largely depends on them. An increment in trade and investment in both countries will lead to boosted employment and income. This would also lead to greater cooperation politically, culturally and economically in the hemisphere. Brazil and the U.S both share a role to play in order to deepen their bilateral relations. They have a challenge to ensure better results for their citizen and entire trading block partners (Schott, 2003, p22- 23). Free trade is an essential emerging aspect in these countries’ trade. However, Brazil is still a way off to understanding the benefits associated to the trade and thus is yet to open up her boundaries for the trade. Countries adopt trade policies at will and this explains the difference in trade liberalization between the United States and Brazil. Bilateral and regional trade agreements have put the United States at an advantage in trade relation to Brazil. Prospects are good over future trade relations going with the current signing of trade agreements to enhance mutual trade. It is also crucial that these two countries maintains and develops the already established trade partnership for the well being of the two economies.

HRM of Apple Company Assignment Example | Topics and Well Written Essays - 3250 words

HRM of Apple Company - Assignment Example The organization chosen for this coursework assignment is Apple Company. This organization is an American multinational corporation that designs and manufactures consumer electronics and personal computers. The most famous products of the company are Macintosh computers, iPods, iPad, iPhones, etc.It was established in Cupertino, California on April 1, in the year 1976 and incorporated on January 3rd in the year 1977. The company was called as Apple Computer, Inc. for nearly 30 years of its incorporation and later computer was removed from the company’s name for its ongoing expansion in designing and producing new products. The company by the year 2010 has nearly 284 retail stores operating in ten countries and an online store where the software and hardware products are sold. It also sells and delivers digital content through its application stores. The products are sold through worldwide retail stores, online stores, and direct sales force, other third parties, and value-adde d resellers. This company ranks as the tenth largest company in the world. This organization has employed 80,000 people worldwide of which majority hail from the US. Apple Company serves its customers by offering a broader range of services and products which include mobile communication and other technological and sophisticated gadgets which attract more consumers in purchasing. Besides these services and products, the Apple Company offers its characteristic software products. Task 1 a. The differences between personnel and human resource management Personnel management deals with people employed and its management; and HRM deals with managing employee skills, acquaintance, abilities and aptitudes. Personal management views employees as a money-making or profitable man where he offers his services and gets paid in the form of wage/salary. Therefore, it views employee as equipment which can be purchased and utilized. On the other hand HRM considers employees to be not only economic but also as social and psychological. This approach regards employee as a complete man and are viewed as a reserve or source for his services rendered. Personnel management considers employees as charge centre and hence expenses of employment are maintained by the management whereas in HRM employees are treated as profit centres and hence put in capital for human resources development and future effectiveness. Personnel management uses employees for organizational benefits while HRM uses them for the multiple mutual benefits of the organization, employees and the family members. HRM is a function of strategic management and it lays much emphasis on strategic fit and integration (Armstrong, 2006, p. 19), while in personnel management, personnel functions are considered supplementary. The HRM functions in terms of its contribution to organizational purpose. Managerial functions and Operational functions together constitute to the Human Resource Management functions. Managerial functions include Planning, Organizing, Directing and Controlling. All these functions are important towards the contribution to organizational purpose. The operational functions include Employment, Human Resource development (HRD), Compensation and Human Relations. b. The role and responsibilities of a line manager The line manager plays an important role in the Apple Company. The responsibilities in the performance and development system are diverse and require varying skills for effective management. The line authority is direct authority exercised by a supervisor or manager over his subordinates so that his orders and instructions are carries out in a proper manner. A line manager is considered as generalist of an organization, who directs his subordinates and delegates authority and has power to vote. He makes the operating decisions and bears the final responsibility. The role manager has to motivate his employees, subordinates to work effectively and maximize the potential by identification and

Computers: Past, Present And Future :: Information Technology

I have been using computers for as long as I can remember, whether it is for entertainment use or work use, computers are part of our everyday lives. They have an effect on almost everything you do. When you buy groceries at a supermarket, a computer is uesed with laser and barcode technology to scan the price of each item and present a total. Barcoding items (clothes, food and books ) requires a computer to generate the barcode labels and maintain the inventory. Most televison advertisiments and many films use graphics produced by a computer. In hospitals, bedide terminals connected to the hospital's main computer allow doctors to typw in orders for blood tests and to schedule operations. Banks use computers to lool after their customers' money. In libraries and bookshops, computers can help to find the book you want as quikly as possible. This has not always been the case though; computers did not always exist, and are continuously changing to this day. I think one group said it best,† Companies promote it for their employees. Parents demand it for their children. Those who have it believe they have a competitive edge. Those who don't have it seek it out. "It" is a computer. We are rapidly becoming a "computer society" Until recently computers were found only in environmentally controlled rooms behind locked doors. Only computer professionals dared enter these secured premises. In contrast today computers are found in millions of homes and just about every office. In fact there is a computer for one in every eight people in the world. Eventually all of us will have at least one computer and will use it every day for work and leisure.† -EYAL POLAD, YARON TWENA, DORON FREIBERG, and GILAT ELIZOV. Role of Computers in the Past â€Å"There is no reason anyone would want a computer in their home.† –Ken Olson, president, chairman and founder of Digital Equipment Corp., 1977 First Generation Almost everything invented or created, has one specific person who has been credited with their invention or creation, but this is not so with the computer. Many people throughout history have added their part to the computer. This could include programs to help the computer run better or faster, some created different kinds of computers, but either way they contributed to the computer we know today. The first â€Å"computer† was developed in 1936 by Konrad Zuse and was named Z1.

Gillian Clarke Essay

Before even reading â€Å"Miracle on St David’s Day†, I knew that something very special was going to happen from the word in the title â€Å"Miracle†. Clarke’s use of this word suggests that an amazing event is going to occur and that the poem is therefore going to be emotional and poignant. Gillian Clarke uses the first verse of the poem to create a pastoral idyll due to the use of personification-â€Å"An afternoon yellow and open mouthed with daffodils†. This conjures a happy and warm image of daffodils with their trumpets open wide, laughing in the sunlight, and it successfully personifies the flowers. Clarke also places people in the description to make it seem even more vivid in our minds-â€Å"the rumps of gardeners between nursery shrubs†. The line, â€Å"country house, guests strolling† pulls together a vivid image of a beautiful, opening scene in the reader’s mind. Clarke also introduces the importance of nature right at the beginning of the poem in this first verse. lAt the start of the second verse, Clarke dramatically dispels the pastoral idyllic that she created in the first verse. â€Å"I am reading poetry to the insane† is a blunt line, completely in contrast to the last verse as it is so insensitive. As readers, we instantly realise the harsh reality of the situation that she is in fact in a mental institution. Clarke’s dispelling of the original image is effective because it catches the reader’s attention immediately as it is a completely unexpected twist. It also makes the poem poignant because it makes the reader’s realise that there is never a perfect place and that there is always suffering around. Clarke goes on in this verse to describe some of the patients around her and the length of their mental disorders-â€Å"An old woman interrupting offers as many buckets of coal as I need. Clarke describes the poignant image of a schizophrenic, beautiful boy absorbed in her poetry making us realise that her poetry may be powerful for these people. After verse two, Clarke introduces verse three by stating â€Å"on a good day, they tell me later† to show how the split between a verse is a like the dramatic split personality of a schizophrenic. In verse three, Clarke goes into more detail about her moving surroundings to build up a vivid idea of the situation in the reader’s mind. She describes ow the sun causes shadows of window bars into the room and how a woman is sitting in these shadows as if she is in a cage. â€Å"In a cage of first March sun a woman sits†. Clarke repeats the word not, â€Å"not listening, not seeing, not feeling† to result in the woman appearing to be trapped inside herself and entirely vacant. Finally in this verse, Clarke writes, â€Å"a big, big mild, man is tenderly led to his chair†. The use of the adverb â€Å"tenderly† makes us understand just how much care and attention these people need. Clarke continues with the poem’s tone of compassion in verse four, by the slow reading caused by several instances of pauses in the line due to commas such as â€Å"†¦ hands on his knees, he rocks†¦ â€Å". â€Å"I read to the big, dumb, labouring man as he rocks† also brings about the sad sense that although this man seems self-sufficient and big on the exterior he is mild and insecure on the inside and in the mind. Finally Clarke uses an oxymoron, â€Å"I read to their presences, absences† to show how although they are physically in the room, some of their minds aren’t really there at all. In verse five, Clarke’s writing makes everything suddenly change. The slow and thoughtful pace of the poem ends dramatically in a similar way that Clarke destroyed the pastoral idyllic after the first verse. Gillian Clarke’s use of alliteration also strongly suggests that something special is about to happen, â€Å"He is suddenly standing silently, huge and mild but I feel afraid. † Clarke then cleverly uses two similes to portray the moment before the man speaks, â€Å"Like slow movement of spring water or the first bird of the year in the breaking darkness†. These similes are closely linked to new life spring which is convenient because the poem is set on the first day of spring. We also grasp from Clarke’s use of similes that the man is going to do something new. This is a significant and poignant moment in the poem because the man is so well-built and huge yet what he is about to do is something really big and special for everybody in the room and the reader, â€Å"the labourer’s voice recites ‘The Daffodils’† The reaction to this man’s speech is shock and no one is able to speak. The nurses are speechless and prepared for violence from the man but even they freeze. The patients, some of which are seriously mentally ill also suddenly listen, â€Å"the patients seem to listen†. It is effective and poignant, how Gillian Clarke then personifies the daffodils to match the characters and mood of the room. She expresses that even nature outside can react at this incredible moment. The hyperbole that she uses, â€Å"a thousand, ten thousand† is an excerpt from the Wordsworth poem that the man is reciting. Clarke successfully employs this hyperbole to exaggerate the number of daffodils who stop to observe to the man breaking free of speech and his life. I think that the seventh stanza is the most heart-breaking stanza, especially â€Å"Since the dumbness of misery fell†; because that implies that the man was once a happy child and only stopped talking and became miserable when something tore his life apart. This is poignant because it makes us imagine tragic events that could have stopped this man from speaking and that it really shows the power and impact that poetry can have. I think â€Å"the daffodils are flame† is a very effective and clever way of Clarke to finish the poem because it is ending with the daffodils where it first started. The way that nature outside corresponds to the event in the room is truly miraculous. In verse six Clarke personifies the daffodils as â€Å"still as wax† whilst the man is reciting and the daffodils are then â€Å"flame† in the last verse during the man’s applaud (we can see a fiery theme). The poem is so poignant because of the way Clarke creates successful images and personification so that we can feel we are in the room at the time of the miracle. The pathetic fallacy at the end leaves reader’s reflective and astounded by the description in poetry of such an amazing account.

Definition and Examples of Doublets in English

In English grammar and morphology, doublets are two distinct words derived from the same source but by different routes of transmission, such as poison and potion (both from the Latin potio, a drink). Also known as  lexical doublets and  etymological twins.  When the two words are used together in a phrase  they are called  coupled synonyms or  binomial expressions. Three words of this kind are called triplets: e.g., place, plaza, and piazza (all from the Latin platea, a broad street). Examples and Observations English has many doublets from Latin sources. Usually, the earlier word came from Norman French and the later one came from central French . . . or directly from Latin. Occasionally we have three words, or a triplet, from the same source, as in cattle (from Norman French), chattel (from central French), and capital, all derived from the Latin capitalis, meaning of the head. Another example is hostel (from Old French), hospital (from Latin), and hotel (from modern French), all derived from the Latin hospitale.  Ã‚   (Katherine Barber, Six Words You Never Knew Had Something to Do With Pigs. Penguin, 2007)It is no coincidence that the basic meaning of adamant was diamond. The word diamond is a doublet of adamant, the two words having come ultimately from the same Greek source, adamantos.The present-day adjective, meaning unyielding, inflexible, usually in the phrase to be adamant, is first recorded in the 1930s. It was apparently an extended use of such earlier phrases as an adamant h eart (1677), meaning a heart of stone and adamant walls (1878) stone walls.  (Sol Steinmetz, Semantic Antics. Random House, 2008) Cadet, Caddie, Cad In Medieval Gascon French, a capdet was a little chief, little head, from the Late Latin capitellus, a diminutive form of Latin caput head. The term was originally applied specifically to a younger son of a nobleman, serving as a military officer at the French court, . . .. The term passed into Standard French in this Gascon sense, but later was generalized to mean younger (son, brother).In the 17th century, French cadet passed into English, which reworked the French meanings and, in the process, created the doublet form caddie. During the 17th and 18th centuries cadet was used to mean junior military officer, while caddie meant military trainee. The 18th century also saw the creation of the abbreviated form cad, which seems to have had a variety of senses, all of them suggesting assistant status: assistant to a coach-driver, wagoners helper, bricklayers mate, and the like.(L. G. Heller et al., The Private Lives of English Words. Taylor, 1984) Differences in Meaning and Form Doublets vary in closeness of meaning as well as form: guarantee/warranty are fairly close in form and have almost the same meaning; abbreviate/abridge are distant in form but close in meaning (though they serve distinct ends); costume/custom are fairly close in form but distant in meaning, but both relate to human activities; ditto/dictum share only di and t and a common reference to language; entire/integer are so far apart that their shared origin is of antiquarian interest only. (Tom McArthur, The Oxford Companion to the English Language. Oxford University Press, 1992) Doublets in Legal Language [David] Mellinkoff (1963: 121-2) indicates that many . . . legal terms appear in company--they are routinely used in sequences of two or three (doublets are also known as binomial expressions and binomials). . . . Everyday words can be transformed into legal formulae in this way. Melinkoff also points out that many doublets and triplets combine words of Old English/Germanic (OE), Latin and Norman French origins. Examples of doublets of sound mind (OE) and memory (L)give (OE) devise (F) and bequeath (OE)will (OE) and testament (F/L)goods (OE) and chattles (F)final (F) and conclusive (L)fit (OE) and proper (F)new (OE) and novel (F)save (F) and except (L)peace (F) and quiet (L)These expressions are mostly centuries old, and some date from a time when it was advisable to use words of various origins either to increase intelligibility for people from different language backgrounds, or more probably it was intended to encompass previous legal usage or legal documents from both early English and Norman French.  (John Gibbon, Forensic Linguistics: An Introduction to Language in the Justice System. Blackwell, 2003)The non-exhaustive lists below present a selection of doublets and triplets still commonly found in legal documents:Doublets:aid and abet, all and sundry, attached and annexed, ask and to answer, deem and consider, each and all, fit and proper, have and hold, legal and valid, true and correct, totally null a nd void, peace and quiet, son and heir, terms and conditions, last will and testamentTriplets:cancel, annul, and set aside / ordered, adjudged, and decreed / signed, sealed, and delivered(Mia Ingels,  Legal English Communication Skills. Acco, 2006) Morphological Doublets [M]orphological doublets (rival forms) . . . are pairs of synonymous complex words which share the same base but involve distinct formatives, e.g. two different affixes (cf., for instance, the existence of attested doublets in -ness and -ity: prescriptiveness/prescriptivity, etc.). One may predict that this sort of formal fluctuation is not likely to persist for a long time; usually, one of the rival forms eventually takes over and becomes established (thus strengthening the derivational pattern it represents) while the other variant sinks into oblivion (or they acquire specialized meanings, as in historic / historical, economic / economical). (Bogdan Szymanek, The Latest Trends in English Word-Formation. Handbook of Word-Formation, ed. by Pavol Ã…  tekauer and Rochelle Lieber. Springer, 2005) Pronunciation: DUB-lit EtymologyFrom Latin duplus, two-fold