Tuesday, January 28, 2020
Dynamic Communication Strategies
Dynamic Communication Strategies COMMUNICATION STRATEGIES The word communication comes from a Latin word for commonness, including the prefix com- which suggests togetherness, joining, cooperation and mutually. Therefore, communication is definable as a mutual exchange between two or more individuals which enhances cooperation and establishes commonality. Communication is also seen as dynamic, not static and depending on the negotiation of meaning between two or more persons who share some knowledge of the language being used. Communication can be understood as the passing of information in humans, animals, computers, or any other cognitive entity. In a broader sense communication can refer to almost any type of movement, be it matter, energy, force or some effect. Space and time might be the only things that cant themselves be communicated. Human communication refers to the social interaction of giving and receiving information for the purpose of not only understanding, but also facilitating social connection. (Wikipedia, 2006) Communication strategies (CS), widely-studied in the fields of linguistics and second language acquisition, have been defined in various ways, but most definitions are based on the concept of problematicity (Kasper Kellerman, 1997, p. 2) For example, according to Tarone (1977), CS are à ¢Ã¢â€š ¬Ã‚ ¦used by an individual to overcome the crisis which occurs when language structures are inadequate to convey the individuals thought (p. 195). Fà ¦rch and Kasper (1983) defined CS as à ¢Ã¢â€š ¬Ã‚ ¦potentially conscious plans for solving what to an individual presents as a problem in reaching a particular communicative goal (p. 36). This concept of problematicity leads to problem-solving strategies that a speaker uses when lacking morphological, lexical, or syntactic knowledge. Communication strategies pertain to the employment of verbal or nonverbal mechanisms for the productive communication of information. It is also seen as an adaptation to the failure to realize a language production. They serve the purpose of negotiating meaning when either the linguistic structure or sociolinguistic rules are not shared between individuals or, in more straightforward terms, when the communicative act is on the point of breaking down. AVOIDANCE STRATEGIES Avoidance is a common communication strategy that can be broken down into several subcategories. The most common strategy is syntactic or lexical avoidance within a semantic category. Below is one of the examples of avoidance made by a learner. For example: L: I lost my road NS : You lost your road? L: Uh,à ¢Ã¢â€š ¬Ã‚ ¦I lost. I lost. I got lost. On the other hands, phonological avoidance is when the learner using other alternative of pronouncing a word (because of its phonological difficulty). For example, instead of using the word rally, the learner opted to say hit the ball In avoidance strategies, learners basically will create message abandonment. Message abandonment is leaving a message unfinished because of language difficulties. A more direct type of avoidance is topic avoidance. In this case, a whole of conversation might be avoided entirely that pose language difficulties. Learners will find alternatives in avoiding the conversation by changing the subject, pretending not to understand, simply not responding at all or noticeably abandoning a message when a thought becomes to express. COMPENSATION STRATEGIES Another common set of communication devices involves compensation for missing knowledge. There are eleven types in this strategy. The first is prefabricated patterns, where learners of beginning-level memorize certain stock phrases or sentences without internalized knowledge of their components. Examples for these memorized chunks of language are How much does this cost?, Where is the toilet?, I dont understand you. Such phrases are memorized by rote to fit their appropriate context or situation. The second type is code switching. Code switching is the use of a first or third language within a stream of speech in the second language. It occurs between two advanced learners with a common first language. This strategy may also include adding word endings from the new language onto words from the mother tongue. Examples of code switching are: switching to the mother tongue: Spanish/English: Have aqua please, Bahasa Malaysian/English: Suami saya dulu slim and trim tapi sekarang plump like drum (Before my husband was slim and trim but now he is plump like a drum) The third common compensatory strategy is a direct appeal for help. If the learners may stuck for a particular word or phrase, asking for aid from the interlocutor either directly ( eg what do ypu call?) or indirectly ( eg rising intonation, pause, eye contact, puzzled expression) . Within this category are those instances where the learner might appeal to a bilingual dictionary for help. The fourth type is circumlocution or synonym. Circumlocution is a figure of speech where the meaning of a word or phrase is indirectly expressed through several or many words. For example: scissors = a thing you use to cut other things, corkscrew = The thing you open bottles with. Circumlocution is often helpful while learning a new language, when one does not know the word for a particular thing. The fifth type is adjusting or approximating the message. Approximation is when the learning using an alternative term which expresses the meaning of the target lexical item as closely as possible. Altering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing such as saying pencil for pen The sixth type is using of all-purpose words.learners extending a general, empty lexical item to contexts where specific words are lacking (e.g. the overuse of thing stuff, what-do-you-call -it, thingie ..) The seventh type is word coinage. Learners basically will make up new words to communicate the desired idea such as paper holder for notebook and vegetarianist for vegetarian. The eighth type is using non linguistic signals such as using physical motion, mime or gesture, in place of an expression to indicate the meaning Language based clues may come from the target language that the learner already knows, from the learners own language or from another language. For instance, if the learner does not know the expression association sans but lucratif (nonprofit association, in French), previous knowledge of certain words in English (association, lucrative) and French (sans= without) would give clues to the meaning of the unknown word, but (aim, goal), and of the whole expression. The ninth type is literal translation. Learners translate literally a lexical item, idiom, compound word, or structure from L1 to L2. The next type is foreignizing where the learner using a L1 word by adjusting it to L2 phonology (with a L2 pronunciation) and or morphology (adding to it a L2 suffix) The last type is stalling or time gaining strategies using fillers or hesitation devices to fill pauses and to gain time to think ( e.g. well, now lets see, uh, as a matter of fact.) Compensatory strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. It also intended to make up for an inadequate repertoire of grammar and especially of vocabulary. Eleven compensation strategies exist, clustered into two sets: guessing intelligently in listening and reading and overcoming limitations in speaking and writing. Guessing strategies, sometimes called inferencing, involve using a wide variety of clues linguistic and non-linguistic to guess the meaning when the learner does not know all the words Good language learners when confronted with the unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dog-eared dictionary and try to look up every unfamiliar word. Compensation Strategies allows learners to produce spoken or written expression in the new language without complete knowledge. It is true that certain compensation strategies like using mime or gestures are used in speaking. However, other Compensation Strategies adjusting or approximating the message, coining words, using a circumlocution or synonym, or selecting the topic can be used in informal writing as well as in speaking Many Compensation Strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledge Compensation Strategies help learners to keep on using the language, thus obtaining more practice. In addition, some of these strategies such as adjusting or approximating the message help learners become more fluent in what they already know. Getting help and coining words lead learners to gain new information about what is appropriate or permissible in the target language.
Monday, January 20, 2020
NLM Analysis :: essays research papers
Part I Logistic Business Transportation, Process to manufactures & 3 keys Shipper needs to ship product or goods by using Carrier to Receiver 3rd Party Logistics Provider / Service Shipper      Receiver      Type of 3PLs                     Asset-Based          Non-Asset-Based Revenue                100%                    100% COGS                80 – 85%                    70 - 74% Gross Profit Margin     15 – 20%                    26 – 30% Asset-Based: Owned its own fleet of transportation vehicles i.e. truck, airplanes, railroads and ocean freighters Non-Asset-Based: without any of their own physical assets. Freight Transportation Multiple shipments: air, water, truck, and rail  ·Ã‚     Truck segment: Ryder, Penske, and Emery Freight to small owner-operated trucking firm  ·Ã‚     In competition: smaller firms developed specialty service or served niche markets  ·Ã‚     Large firms expanded into multiple modes of transport and provide service across a wide range  ·Ã‚     All shipper demanded Goals be transported safety& timely fashion  ·Ã‚     Price importance all companies (especially large, automakers) want to reduce cost of delivery to customer  ·Ã‚     Big 3 automaker (Ford, GM, Daimler Chrysler) looking to better management of supply chain (the series of transaction & interaction between suppliers, buyers, and intermediaries) to minimize costs while improving quality  ·Ã‚     All parties – manufacturers, 3PLs, suppliers – could participate in EDI (electronic data interchange) NLM Overview National Logistics Management is the only North American Third Party Logistics provider to specialize solely in premium freight for manufacturing industries, including automotive manufacturers. It is non-asset based and has a unique business model that employs its proprietary software to utilize the Internet to determine optimal shipping modes; export shipments to its vast carrier base including ground, air freight, and air charter; receive bids back form its carrier network; evaluate the lowest bids and carrier quality ratings; and coordinate shipments based on best price and carrier quality ratings all within a 30-minute window. Company profile Founded in 1991 Over 1.3 Million shipments successfully managed. Network in North America: 200+ Assembly and Manufacturing Plants 6,800+ Suppliers and 300+ Ground, Air Freight, and Air Charter Carriers Financial Information †¢Ã‚     1999 Revenues:          $ 7.3million No debt †¢Ã‚     Total share:           $ 825 million (10% MKT Share) †¢Ã‚     Employee:           111 –     65 in Detroit, Michigan Office –     36 Logistic coordinators & Supervisors –     7 Audit Team –     1 Marketing & Business Development –     2 IT Team Business Model Business to Business NLM to Big 3 automaker (Ford, GM, Daimler Chrysler) NLM manages the return of containers to over 130 suppliers throughout North America. The returnable container program is part of an industry-wide greening strategy to reduce landfill use and decrease production-source pollution. Suppliers ship their products to the plant in returnable, reusable plastic containers. Most containers are returned to the suppliers within a 12-24 hour period. NLM determines release quantities and ship frequencies for containers and monitors supplier inventories.
Sunday, January 12, 2020
Unit 1 Individual Project Pres111
Marketa S Marshall Unit 1 Individual Project AIU Online – PRES 111 Professor C. Embry Presentation Essentials Before I begin with the videos I chose for this assignment I will first define the rhetorical triangle and the parts of it. The rhetorical triangle refers to the relationship of the three forms of Aristotelian rhetoric-Ethos, Pathos, and Logos. A speaker who aims to attain perfection in his speech must strive to use all three forms of rhetoric. Similarly Ethos, Pathos and Logos form the basic components of all kinds of writing.It is important to learn and recognize the use of these three elements not only in our own writing but also in others writings. It is by the use of Ethos, Pathos and Logos that one can develop a text appealing to readers on various levels. The three parts of the triangle are ethos, logos, and pathos. Ethos is more concerned to the character of speakers. Any kind of text document that is ethos-driven concentrates on the character and reputation of writer. It reflects the reputation of author. If listeners can recognize the speaker’s credibility, it will help the speaker to make his task more easy and perfect.Ethos helps to interpret the relationship between listeners and speakers. Ethos-driven document is highly focused on the qualities of author that give credibility to his personality such as sincerity, trust, grooming, eye contact, dress, movement, height and expertise. Pathos is highly focused on emotions, feelings and psychological state of the listeners. It is the fact that we can interpret the concept of document easily when we are in good mood but we cannot interpret it when we are in hostile mood. So it is the fact that pathos-driven document concentrates on the mood, emotions and feelings of the audience.Logos-driven document is always focused on concepts or logical ability. It concentrates on proof that is given to the audience through logic reasoning. Humans make decisions on what grabs their attention thr ough logical reasoning. If speaker’s communication is perfect and convincing, audience will inspire because they always try to find logical reasoning in the speech of speakers. Educational or official documents are focused on logos. (Ranjan, 2012) The first video is about Breast Cancer: http://www. youtube. com/watch? =bjXCnAXp8cs The second video is about students who attend a high school in New York and the discuss the STEP program which helps them to better understand technology http://www. youtube. com/watch? v=bjXCnAXp8cs First video †¢ What is the background information for this presentation? The information in this video provides info about breast cancer, the presenter tells you in the simplest way how to prevent breast cancer and how to detect it in the early stages hands on, and she gives you an example on how to test yourself for breast cancer.She also gives you in depth information about the subject and why she feels the subject is a sensitive topic for her. W hat is the name of the presenter? Megha Shah What is the name of this presentation? Breast Cancer Prevention Presentation by students of Lewis University Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=4zrTI25mV9I part 2 of the presentation is http://www. youtube. com/watch? v=bjXCnAXp8cs When was this presentation given? August 2, 2010Where was this presentation given? On the Lewis University campus Who was in the audience? Faculty, students, staff, friends, and family How does each part of the Rhetorical Triangle operate in the presentation? Pathos is focused on emotions and feelings of the listeners, since the presenter felt sensitive on the subject since she either has a family member or a friend who has suffered from breast cancer she was able to reach out to the audience not in just an informative matter but in a personal matter as well.Logos is built on how much the presenter has informed the audience I feel she did a great job, since she has ex perienced the topic in a personal way she was able to give tips and help the audience understand the subject better, she also gave great examples on presentation and how to catch the early signs of the illness. Ethos is described as the personality of the presenter I feel she was a bit nervous in front of the camera but she still did a great job when presenting it. She stumbled on a couple of words when doing the presentation in a face to face camera mode.How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? Yes I feel the speaker did successfully touch the basis of all three steps in the triangle though there were some mishaps altogether it still came out to be a great presentation. The speaker gave an effective method for the presentation as well she was able to properly inform the audience on the subject and give them examples on prevention. How does The Audience operate in the presentation?Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? The audience seemed compelled because I believe all women need to know and understand the causes and effects of breast cancer and learn how to catch the early signs of it, they seemed very attentive when it came to listening ad understanding the topic. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. . , effective)? The situation given for the topic was to inform women more on an illness that causes death for women today; so the purpose was to inform, educate, and help the audience to better understand the subject and gave them tips on how to prevent and catch the early signs of it. What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , ef fective)?Since the presentation was given on a campus site, not only did it help the faculty and staff, the students, but it also gave them an opportunity to bring family and friends and help them get involved on the issues of the subject and to help them understand the subject as well. Second Video What is the background information for this presentation? The students in this video attempt to inform the audience about a program that is given to them after school hours(weekends) and it help enrich them in technology and further pushes them to their goals.I think that the program offers the students ways to help them achieve their goals, the program also allows them to go a step further with their homework it’s something like a homework help program that is offered to them after school. It helps the kids in writing, math, and reading as well as English. What is the name of the presenter? Various high school students What is the name of this presentation? The Barnard STEP Progr am special presentation 2012 Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=oxO7t0vs5QE When was this presentation given? March 26, 2012Where was this presentation given? Various locations that offer the after school program to its students. Who was in the audience? Teachers who volunteer at the program and various audience members who wanted to learn more about the program. How does each part of the Rhetorical Triangle operate in the presentation? Not every step was offered in this presentation I think, Ethos was effectively terminated in this presentation the students were still in school clothing I think or clothes that they wore at home after school I think they could’ve had the students look more presentable.Pathos was initiated since all of the students seemed to come across the program by friends, teachers or family members who wanted to see them succeed. Logos was initiated but could’ve been handled differently if I were just bro wsing online the presentation given on the site would not have just caught my attention, the students were knowledgeable on the subject but only to a certain extent. One of the volunteered teachers could’ve made an appearance in the video and talked more to the parents watching about the subject.It was just students in the video so they pretty much reached out to other students, but students must be able to help their parents understand the subject as well so a teacher should’ve been in the video to help capture the attention of the parents of the students who were interested in the program. How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? All speakers pretty much went over why they joined the program, and what it offers.I didn’t get to see information on why or who started the program where it was offered or why students should join. Students just told w hy they started the program because of who brought it to their attention i. e friends, family members or teachers. No one gave in depth information on why the program was started and who stated it and why. How does The Audience operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Various members were able to watch it was a video that was uploaded in order to let students know about the program, since the video didn’t properly execute why or how the program was stated and gave follow up information of the program I don’t think most audience members would be that interested in letting their students join. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Every school has a after school program, the video didn’t really discuss why or what made their program so special, or more important than any other program †¢What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , effective)? It was mildly successful I think that if any other student were to view the video they’d just watch and move on to another video relating to the same subject due to lack of information.Both videos were entertaining but the second video proved to be more entertaining than the first the first video gave more information on the subject as well as examples and presentations on prevention, the presenter was able to capture the audience’s attention because the subject is a touchy matter and she was able to capture the attention of not only the faculty and staff as well as her fellow students but other women as well.The second video would prove to have a mild audience it lacked of information. The students who presented the video just dis cussed why they felt the program was useful, no one went into detail on how or why the program was started and what the program offered. REFERENCES http://www. alloutdigital. com/2012/09/what-are-three-parts-of-the-rhetorical-triangle/ http://www. youtube. com
Friday, January 3, 2020
Thursday, December 26, 2019
Cosmetic Surgery on Teenagers Essay - 902 Words
1. In the first two texts there are numerous views concerning adolescent cosmetic surgery. Among these views are, for example, Diana Zuckerman, president of the National Research Center for Women and Families, whom are mentioned in both texts. As she is quoted in the second text , Seeking Self-Esteem Through Surgery, an article by Camille Sweeney, posted on New York Times website, January 15 anno 2009, â€Å"They may not be any happier with their new look, then what?†. Said quote depicts quite well the general skepticism that Diana Zuckerman seems to hold in both texts. It generally seems that she is concerned that many teenagers, whom desire cosmetic surgery, may be somewhat rash in their decision to go to such lengths to acquire the modern†¦show more content†¦The fact that she says that she persuaded the surgery to look â€Å"normal†can also be put in context to parts of Diana Zuckerman’s argumentation. 2. The author of text 1, Valerie Ulene, does engage her reader in the subject of cosmetic surgery on several points. Among the mention worthy ways in which she accomplish to engage the reader, is the way she starts the article with a personal angle on the subject. By putting down her own experience with the subject she makes the reader interested in the subject ass well, as the concrete concern about imperfection in the physical appearance is very much common, more or less globally. Furthermore, the way she uses several authorities, for example as the presidents of the National Research Center for Woman and Families and the American Society of Plastic Surgeons, the text gains certain credibility, though the text is still very much subjective. Said credibility is neither hurt by the fact that Valerie Ulene is a specialist in preventive medicine in Los Angeles. The personal angle, that once again surface in the conclusion to the article is still quite clear succeed in emphasizing the tex ts subjectivity, and leaves a more or less open ending for the reader to form a somewhat personal opinion for them self. It is however still only a somewhat personal opinion, as the subjectivity of the text still is in play. 3. Text 3 concerns a case, where as an AustralianShow MoreRelatedCosmetic Surgery on Teenagers1077 Words  | 5 PagesTeenagers and Comsetic Surgery Joyce Jenkins Com 150 May 30, 2010 Angela Robles Teenagers and Cosmetic Surgery In our society today, what our bodies look like is a big money making thing. Therefore, being a teenager and have plenty of money brings us to having cosmetic surgery done to our beautiful bodies. The three factors that teens should consider when getting cosmetic surgery are peer pressure, the credentials and reputation of the doctor and finally the cost. The peer pressure thatRead MoreTeenagers and Cosmetic Surgery1573 Words  | 6 Pagesmany teenagers. As a result, teenagers from all around the world who are insecure concerning their appearances are more likely to have cosmetic surgery to blend in, to avoid peer harassments, and to stop further inner torments. Keep in mind that plastic surgery and cosmetic surgery are different even though both surgeries are used to fix someone’s physical body. Plastic surgery are used to mend looks that are ruined due to terrible accidents, and is pay by insurance, while cosmetic surgery are usedRead MoreTeenagers and Cosmetic Surgery2278 Words  | 10 PagesSince the year 2007, 1,339,229 cosmetic surgeries have been performed on the age group of 13-19. In a world where people are judged by their physical appearance, it is common for teenagers to be uncomfortable with their bodies. As a way of conforming to society’s image of physical perfection, more and more teenagers are tu rning to cosmetic surgery as a solution. The purpose for this paper is to make the problems of teenagers having cosmetic surgery, in order to physically change themselves toRead MoreCosmetic Surgery : Plastic Surgery And Teenagers2046 Words  | 9 PagesAccording to â€Å"Plastic Surgery Teenagers†, â€Å"teenagers who want to have plastic surgery usually have different motivations and goals than adults†(â€Å"Plastic Surgery For Teenagers Briefing Paper†). Thus, meaning that most young adults get cosmetic surgery, which is the reshaping of body parts to improve their physical characteristics. However, changing your physical appearance just because you want to or do not feel pretty enough should not be the case of spending all that money and time on a non-maturedRead MoreShould Teenagers Undergo Elective Cosmetic Surgery?1865 Words  | 8 Pagesâ€Å"Plastic surgery is an option for everyone, but it is never a necessity†. As confirmed by many su rgeons in the field of cosmetic based procedures, most of the patients seeking purely beauty care see enhancing their physical appearance as the only, or at least the best, fix for the destructive problems they face, such as harassment or personal insecurities. These thoughts are especially expected in minors, therefore the question is, should teenagers be allowed to undergo elective cosmetic surgery forRead MoreTeenagers Should Never Have Cosmetic Surgery Essay1555 Words  | 7 PagesTeenagers Should Never Have Cosmetic Surgery In 2012, over 236,000 teenagers from the ages of 13-19 years old, went under the syringe to have a cosmetic procedure done (Gilbert, Web). Teenagers should never be able to have cosmetic surgeries because of the harmful effects the procedures have. Teenage minds and bodies are not fully developed until they are in their early twenties. Therefore, doctors are unable to fully comprehend the risks these procedures will have on the teenagers, since theirRead MorePlastic Surgery Should Be Banned For Teenagers 18943 Words  | 4 Pagesreconstruct or repair body parts for cosmetic reasons in a procedure called plastic surgery. It was not long before teenagers 18 years of age and younger noticed the potential benefits of receiving these surgeries, such as fixing misconstrued facial features, or even taking away some unwanted fat. In 2012 there were 130,502 cosmetic procedures performed on teenagers below the age of 19 (Singh). There has been an increase of interest in teenagers for cosmet ic surgery and the most common procedures doneRead MoreAnalysis Of The Article Teens Under The Knife By Kaitlyn Ali And Tiffany Lam1351 Words  | 6 PagesIn the article entitled Teens Under the Knife written by Kaitlyn Ali and Tiffany Lam readers are informed on the possible risks that are exposed to teens who have cosmetic surgery. Ali and Lam state, There are many risks in plastic surgery, such as permanent numbness, infections, blood clots, and even death (par. 9). The developing bodies of teens are still changing which could lead to altering the effects or future displacement of the surgical procedure. The article states, Because teens Read MoreEffect Of Plastic Surgery On Teenagers1370 Words  | 6 Pagesregular routine of cosmetic surgery, as the procedure began, her body temperature started rocketing abnormally high and the heart rate went out of levels. Right then, having to take extra precautions, the clinic flew her out to a hospital, later pronouncing that she ha d fallen into coma and soon after, passed away (Rivero 1). This mistake had sparked an outrage all over the world, not only because an innocent human being had died but it was a source that started it all, plastic surgery. Therefore showingRead MoreTeenagers and the Plastic Surgery Epidemic Essay1090 Words  | 5 Pagesan overwhelming number of American teenagers choose to alter their body in order to fit the unrealistic standard of physical attractiveness created by our beauty-obsessed culture. Teens feel an immense amount of pressure to look â€Å"beautiful†from the media, peers and even parents. Teenagers are going to extreme lengths to reach this physical perfection, but when it comes down to it, just how far is too far? The numbers of teens going through with plastic surgery is startling and will continue to rise
Wednesday, December 18, 2019
Analysis of AP by John Updike - 533 Words
â€Å"AP†(supermarket) is a short story written by the hardworking and highly productive John Updike and narrated in first person by a 19-year-old protagonist and cashier named Sammy. It was published in 1961 and is about Sammy’s change of character and coming of age. Updike uses the various shifts in tone, great attention to detail, and a great deal of symbolism to portray the significant change. The opening sentence â€Å" In walks three girls in nothing but bathing suits†(par.1) sets up the colloquial tone; it’s as if Sammy was talking to a friend. As the story goes on, the tone shifts from being informal to a little comical. He refers to the people in the checkout lane as â€Å"sheep†and â€Å"scared pigs in a chute.†However, by the end the tone shifts yet again and becomes heroic. The act of quitting a job (climax) in defiance of Lengel’s (manager and antagonist) unfair treatment of the girls is a strong indication of chan ge in character. Sammy hoped the girls would notice his act of heroism. Ironically, the girls do not hear him. Instead, they head out forever disappearing from his life. Sammy’s description of AP (setting) gives a dull and conventional illustration. On the contrary, the description of the girls was sharp and bright, characterizing him as a typical hormone- driven teenager. He describes the first girl, Plaid (nickname), as a â€Å"chunky kid, with a good tan†dressed in a bright green plaid two-piece bathing suit (par. 1). The second girl, Big TallShow MoreRelatedJohn Updike aP Analysis1508 Words  | 7 PagesHanks Aamp;P- In John Updikes Aamp;P, choices and consequences are portrayed as a fundamental and recurring theme throughout the story. Many can understand the idea of repercussions for specific decisions and actions, which makes this story very relatable to most audiences. The story encompasses numerous ideologies paramount to human development and philosophy. Dismantling the story can help depict underlain meanings and asses the ambiguous nature of humanity. The construct of Aamp;P portraysRead MoreAnalysis Of A P By John Updike731 Words  | 3 PagesIn â€Å"AP†, John Updike uses compelling diction, language, and description to enhance the perspective of Sammy within the story and his final decision to quit his job. The use of imagery within the supermarket develops the environment Sammy worked in to a greater extent and painted diverse pictures of the customers. The derogatory descriptions of Lengel and some customers was also significant in terms of revealing Sammy’s emotio ns about his job at AP. The nature of the situation with the girls andRead MoreAnalysis Of A P By John Updike1324 Words  | 6 PagesNovember 2015 2015 Unavoidable Conflict Sammy is a local cashier in a grocery store called AP who resents the local town and disagrees with the local populous. A strong willed teenager who is more than aware of himself tries to get a firm footing in the town. When this backfires Sammy becomes drastic and hastily makes a decision to try to fix all of the issues. To capture this idea in AP by John Updike, it illustrates the struggles of a young teenage male, where his beliefs are against that ofRead MoreAnalysis Of A P By John Updike845 Words  | 4 Pagesâ€Å"The sheep pushing against the carts down the aisle - the girls were walking against the traffic - were pretty hilarious†(Updike AP). The title of this story is AP, written by John Updike. The main characters shown in this story are Sammy, The Three Girls, Lengel, and Stokesie. Here’s a brief summary, â€Å"Three girls walk into AP wearing bikinis. Sammy’s constantly looks at â€Å"Queenie†, the group leader. Stokesie joins in as Sammy watches the girls go aisle after aisle. As the girls reach to theRead MoreAnalysis Of A P By John Updike1560 Words  | 7 PagesJalen Johnson Ms. Mahaffey Eng 102 10/15/17 Feminism in AP In the story â€Å"AP†by John Updike he tries to portray the conventional lifestyle and tendency of his community. The story â€Å"AP†proves how feminism was a large part of the conservative lifestyle and is still present today. AP helps you visualize how sexism could be happening right under our noses. The story is told through the main character Sammy, who is an ordinary teenager in the small town. Sammy makes a courageous effort to fight feminismRead MoreAnalysis Of A P By John Updike895 Words  | 4 Pagesâ€Å"In walks these three girls in nothing but bathing suits†(Updike 1). With the previous quote, would one believe that the storyline is set in a grocery store? In John Updike’s â€Å"AP,†Sammy is the main character. The entire narrative happens through his eyes. Having three out of the ordinary girls walk into the A P mystified Sammy as well as the other men in the store. The tale follows the girls around while they shop and until t hey leave. It carefully describes what aisles the girls pass throughRead MoreAnalysis Of John Updike s A P 1804 Words  | 8 Pagesit’s seemingly infallibility. Most young people feel invincible, but really it is their naivety and inability to understand the harsh concept of reality that enables this behavior. While a common theme in literature, John Updike gives the tale of youth a consumerist spin in â€Å"AP†. Updike tells the story of Sammy the cashier, who see’s himself as superior to those around him and believes he will turn out nothing like the adults he’s surrounded with. He seems to get his chance to be great when some beautifulRead MoreAnalysis Of John Updike s A P1293 Words  | 6 PagesJohn Updike is viewed by his readers as a progressive voice in his work that promotes feminist issues. He makes these issues stand out more evidently, rather than hidden, in order for the reader to realize how women are viewed in society. From reading Updike’s AP, the story sends the message to readers of genders working together to strive for equality. If readers do not carefully and actively read AP they may miss key messages about the power men hold over women, not just in society but in literatureRead MoreAnalysis Of John Updike s A P2577 Words  | 11 Pagescome together and declare allegiance to a similar core of beliefs. And, when they do, they ask a particular set of question about a literary work. Each different way of analyzing a literary work elicits a different set of questions. AP, a short story by John Updike, would best be analyzed by using the school of New Criticism and analyzing the journey Sammy, the narrator, experiences throughout the story. The school of New Criticism believes that the work’s overall meaning depends solely on the textRead MoreAnalysis Of John Updike s A P2084 Words  | 9 Pagesallegiance to a similar core of beliefs. Once they do, they ask a particular set of questions about the literary work. Each different way of analyzing brings up different sets of questions. There are a total of seven different schools. John Updike’s short story A P, would be analyzed best using the school of New Criticism and analyzing Sammy’s experience throughout the day. New Criticism is the work’s overall meaning depending on the text in front of the reader. In high school or in freshman college
Tuesday, December 10, 2019
The Necklace The Development Of Irony Essay Example For Students
The Necklace: The Development Of Irony Essay The Necklace: The Development of Irony by Kimberly Ednie Mrs. Connolly ENC 1102 M-W-F 9:00AM Short Story Essay January 29, 1997 Guy de Maupassants ;The Necklace; is situational irony written in 1884. The story was written in a time when there were very distinct social classes primarily determined by ones birth. It is about a woman who can not come to terms with her position in the middle class. Although she knows she can not escape her class, she refuses to accept it gracefully. It is through Matilde that Maupassant develops the storys irony. This is reflected through Matildes daydreaming, which only serves to torment her, the loss of the necklace borrowed for show, which only worsens their economic position, and finally, their unnecessary sacrifice. The irony begins with Matildes frequent daydreaming. She is a beautiful and charming woman who feels ;herself destined for all delicacies and luxuries; (4). Fate, however, placed her among the middle class where life was very simple. For her, the only means to a more affluent class was through her imagination. She dreams of ;large silent anterooms, expensive silks and of achievement and fame that would make her the envy of all other women; (4). What she fails to realize is that these daydreams only make her more dissatisfied with her real life. As a result, she becomes more focused on what she does not have rather than what she does have. Contributing to the irony is the borrowed necklace. Matildes husband brings a coveted dinner invitation home, and her first reaction is concern for appearances. She tells her husband that they can not possibly go because she has nothing to wear (5). Her husband agrees to buy her a new dress. This, however, is not enough for Matilde; she needs jewelry. She explains that, without jewelry, she will appear shabby in the company of rich women (6). In her quest to present herself as a wealthy woman, she decided to borrow a superb diamond necklace (6) from a friend. Unfortunately, upon arriving home, Matilde noticed that the necklace was lost. When the necklace can not be found, Matilde and her husband have no choice but to replace it. As a result, Matildes desire to appear part of the upper class has only succeeded in making them part of a lower one. Without a doubt, the most ironic part of the story is the Loisels unnecessary sacrifice. The Loisels decide to replace the necklace without telling the owner of its loss. ;In a shop in the Palias-Royal, they found a necklace that seemed to them exactly like the one they were looking for; (8). They secure the thirty-six thousand for the necklace from Mr. Loisels inheritance and in the form of loans. They struggle and live in poverty for ten years to pay off the necklace. By now, Matilde looks old. She had become the strong, hard, and rude woman of poor households (9). Matilde is walking along the Champs-Elysees when she encounters the friend who loaned her the necklace. Her friend is shocked when Matilde finally tells her about the necklace. It is then that Matilde learns that the necklace her and her husband toiled to replace was only costume jewelry. Even among the rich there are apprearances to keep up. Maupassant, through irony, shows us that in pursuit of wealth or status it is easy to forget what one already has to appreciate. Also, appearances are just that, no matter what class you belong to. Because Matilde did not understand this, desire to rise above the middle class was replaced with a desire to merely rise above poverty. .
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