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The Character of Hamlet, 2006.
This paper discusses and analyzes the main character in William Shakespeare's "Hamlet."
895 words (approx. 3.6 pages), 5 sources, MLA, $ 31.95
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Abstract
This paper centers on Hamlet's character which has been the subject of critical assessment by literary scholars such as Samuel Taylor Coleridge, Samuel Johnson in the 17th century and contemporary scholars like Harold Bloom and Northrope Frye. The fact that many continue to psychoanalyze and dissect Hamlet may be the true purpose of this literary gem. A subject of much discussion among critics is Hamlet's state of mind while others claim the biggest tragedy is his inability to act despite his larger-than-life heroic qualities.
From the Paper
"Although early critics viewed Hamlet's flaw as indecisiveness, modern critics have agreed that the character has had no problem deciding on the correct course of action in his situation; however he is unable to carry it out. (Bradley, Coleridge, Bloom,) The fact that Hamlet decides not to murder Claudius when he comes upon him engaged in prayer and vulnerable to attack does not mean that Hamlet has secretly doubted his decision, say these critics. He has made it clear that he thinks such a death too good for the murderer of his father."
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?Different Games, Different Rules?, 2005.
An overview of this book by Haru Yamada which explores the relationship between the Japanese and the Americans.
868 words (approx. 3.5 pages), 0 sources, $ 30.95
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Abstract
In his book "Different Games, Different Rules: Why Americans and Japanese Misunderstand Each Other", Haru Yamada attempts to explain the cultural disconnection that commonly occurs between people from the two very different cultures of the United States and Japan. The paper shows that, for Yamada, the explanation lies in linguistic differences. The paper examines the key thesis of the book that the main difference between the two cultures is found in the implicit and explicit delivery of messages.
From the Paper
"The language of both cultures functions to display and reinforce the values that the individual is brought up with. When people from each of these cultures attempts to communicate, the differences in values is what leads to misunderstandings. Words, phrases, and expressions in one language may have the same literal meaning in the other language, but because the connotations are completely different, they do not actually mean the same thing."
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The Cultural Function of Proverbs and Jokes, 2006.
Explores how English proverbs, as well as jokes, disguise deep-seated cultural elements.
1,283 words (approx. 5.1 pages), 1 source, MLA, $ 43.95
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Abstract
A paper looking at how proverbs and jokes in English, as well as other languages, can be a great source of cultural insights and historical knowledge not found in grammars or guidebooks.
From the Paper
"The proverb "You can lead a horse to water, but you can't make him drink" is exceedingly familiar to Americans, from schoolchildren to cosmopolitan sophisticates. The saying is so well known that writer Dorothy Parker, when challenged to create a witty saying using the word 'horticulture' ultimately quipped "You can lead a whore to culture, but you can't make her drink." This well-known anecdote proves the fact that the original proverb is deeply ingrained in the minds of American English speakers."
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Bilingual Education and Development, 2006.
A position paper arguing against the educational approach of forcing all school children to learn English as their primary language.
1,880 words (approx. 7.5 pages), 6 sources, MLA, $ 60.95
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Abstract
This paper presents arguments opposed to Ron Unz' efforts to eliminate bilingual education in the United States. The paper asserts that Unz' understanding of how children acquire both a primary and secondary language during their early years of development is in error, thereby making the premise for his argument that bilingual education should be eliminated faulty.
From the Paper
"This is not to say that Mr. Ron Unz is not very politically conservative when he demands that all American children be taught in English exclusively no matter what age. Unfortunately, he is badly informed as to the actual mechanism of how children acquire language and when it is best to totally immerse a child in the dominant language of the culture."
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Women's Status Across Cultures, 2006.
A paper examining problems in communication between the genders as a cultural issue.
1,589 words (approx. 6.4 pages), 11 sources, MLA, $ 51.95
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Abstract
This paper begins by highlighting the primary role played by communication in gender issues throughout the world and points up the variations within cultures. The paper then describes some salient elements of intercultural communication in order to illustrate how gender communication is a form of intercultural communications. Finally, the paper makes recommendations on how to develop effective intercultural communication skills to the situation of variations of women across cultures.
From the Paper
"There are two assumptions from communication theory (both classical and contemporary theories) that help situate one's overview on gender and communication. First, communication is epistemic. That is to say, communication is the medium by which one comes to know things (it has been argued that absolute truth was inaccessible to humans; hence, truth had to be established by human standards. Similarly, contemporary rhetorical theorists argue that truth is socially constructed through language and other symbol systems)."
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Language Differences between Men and Women, 2006.
A paper looking at how males and females communicate and how verbal and non-verbal messages are developed and sent.
1,580 words (approx. 6.3 pages), 12 sources, APA, $ 51.95
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Abstract
This paper examines several studies concerning the differences between male and female communication. The paper concludes that there are both differences and similarities in how men and women communicate but the differences, while they may be subtle, have judgemental consequences. Such consequences, the paper notes, can be seen in the way that female speakers are rated higher on socio-intellectual status and aesthetic quality while males are rated higher on dynamism.
From the Paper
"Status is also designated in this power scheme. Many of the "women's language" such as politeness and raising the ends of sentences is found more in low- versus high-status individuals. "Women's language" seems to be more often used when individuals are unemployed, housewives or have lower jobs than well-educated people and professionals (O'Barr & Atkins, 1980). Subordinates share higher rates of speech associated with women than they do their managers. Single male parents use language more similar to single mothers than married fathers. It is recognized, then, that language is not just a matter of gender dominance, but goes hand-in-hand with status as well."
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Bilingual Education, 2005.
Reviews the article "Opposition to Bilingual Education: Prejudice or the Defense of Realistic Interests?" by L. Huddy and D.O. Sears.
755 words (approx. 3.0 pages), 1 source, APA, $ 26.95
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Abstract
The paper argues that predicting the effect of bilingual education on student outcomes, using the work by Huddy and Sears ("Opposition to Bilingual Education: Prejudice or the Defense of Realistic Interests?") is problematical. The authors investigated the bases for parental prejudice against bilingual education but they did not investigate in any detail what the educational outcomes might be for the children involved. The paper shows that the authors made only incidental reference to the possibility that Latino, African-American or other minority students-or even Anglos-might experience diminished educational outcomes in the presence, or for that matter absence, of bilingual education. In fact, they were not investigating outcomes per se; they were investigating the source of prejudice.
From the Paper
"Huddy and Sears concluded that the deepest opposition to bilingual education resulted from perceived realistic interest. They found that both parents and non-parents who perceived that programs were in competition for limited resources for education were most likely to oppose bilingual education. In addition, they noted that those parents who believed bilingual education was not of benefit to their children also opposed it."
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Second Language Acquisition, 2006.
An overview of three methods that are utilized in second language research.
4,572 words (approx. 18.3 pages), 22 sources, MLA, $ 118.95
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Abstract
As the world has become increasingly more global, interests in second language acquisition has also increased. More specifically second language acquisition as it pertains to the second language classroom has become a focal point. This paper examines conversation analysis, stimulated recall and the "Think Aloud Method". It compares the different approaches to theory and discusses the advantages and disadvantages of each system.
Outline
Introduction
Second Language Acquisition and Second Language Classrooms
Conversation Analysis
Analysis Utilizing Conversational Analysis
Advantages and Disadvantages of Conversation Analysis
Stimulated Recall Methodology
Utilizing the Stimulated Recall Method
Case Study Using Stimulated Recall
Advantages and Disadvantages
Think Aloud Method
Advantages and Disadvantages
Conclusion
From the Paper
"Although the stimulated recall method has been utilized quite often in second language research Gass and Mackey (2000) report that the method has been severely criticized throughout its history. According the authors the most problematic aspect of stimulated recall is whether or not the findings actually reflect the though processes of the participants. For instance the authors explain that the retrospective report compiled by the researcher "is directly accessible and available for verbal reporting. This assumption is better justified with only a small amount of intervening time between the event and the recall. "
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The Pun: A Linguistic Resource, 2005.
This paper examines the pun as a linguistic resource for advertising.
3,380 words (approx. 13.5 pages), 15 sources, MLA, $ 96.95
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Abstract
This paper explains that, as a linguistic resource, the pun is so effective in performing the ludic function of language to the extent of being among the most effective tools in graphic advertising. The author points out that the use of puns is truly ancient, but their use in print media is a fairly modern phenomenon, representing an effective method of engaging a reader's attention by inviting the reader to become an active part of the process. The paper stresses that there is a risk of having the pun miss its target because some readers simply turn the page if they do not understand an ad at first glance; but, on the other hand, inviting the reader to examine the ad a little further relates to the pun's success in print advertisements. Table, illustration and chart.
Table of Contents
Review and Analysis
Background and Overview
Conclusion
From the Paper
"To this end, this paper attempts to present the analysis of advertisements published in the graphic media in the UK and in the USA, from the perspective of Austin's Speech Act Theory (1975). This Speech Act Theory argues that when we use language we are performing certain acts. There are three acts which utterances can be said to perform: A locutionary act, an illocutionary act and a perlocutionary act. This paper will take locutionary acts performed by the text in graphic advertisements and it will attempt to identify the illocutionary force. The perlocutionary effect is beyond the scope of this paper. The guiding principles which, according to Grice, govern talk and which are so thoroughly studied in conversational analysis (C.A.), apply to texts used in graphic advertising as well. Studying Grice's Maxims enables an addressee to draw inferences as to the implicatures of such utterances. Every utterance, whether it abides by or flouts these maxims, has both entailment and implicature, which this paper intends to explore."
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Faith, Theology, Belief and Spirituality, 2005.
A paper examining the differences between faith, theology, belief and spirituality.
1,079 words (approx. 4.3 pages), 2 sources, APA, $ 37.95
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Abstract
In en effort to explain the differences between faith, theology, belief and spirituality, this paper considers these terms in their commonly expressed linguistic forms, as they occur in our daily lives. By examining the common usage of these terms, the author of the paper attempts to impart an understanding of their subtle and not so subtle differences.
From the Paper
"Take, for example, the notion of belief. I might say that I believe in evolution, that I believe that human beings evolved from primates. In other words, one can believe in a supposition that may or may not be correct that has nothing to do with conventional religious structures and institutions, or even, if one accepts fundamentalist interpretations of Genesis, goes against such religious suppositions. I might also say that I believe that my father will arrive around six in the evening to pick me up from school. Belief thus connotes something that one thinks is probable or likely-I believe in God, I believe that McDonald's is better than Burger King, I believe-or do not believe-I will get a better job after graduating from college."
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