Problems We Face When Trying to Write a Persuasive Essay

Problems We Face When Trying to Write a Persuasive EssayWe all have tried to write samples of a persuasive essay and failed at least once in the past. There are plenty of reasons why this is the case, but I would like to focus on the most common problems we encounter when trying to write a persuasive essay. Each of us has probably encountered something like this at some point. If you've tried to write a persuasive essay in the past and failed, you'll want to read this article right away.First of all, what does it mean to 'write samples of a persuasive essay'? Well, it simply means that you are trying to persuade your audience by writing an article that will appeal to them. People often confuse persuasive writing with sales writing. The difference is that in a sales article, you may not actually have to sell anything, but it is still a great way to get your name out there to potentially sell you stuff. If you're trying to sell someone on a product or service, this is definitely not th e kind of article you want to write.There are other problems you might face while trying to write persuasive essays. One of the main problems is having to start from scratch. You do not know what works or doesn't work for everyone else. This can be a great way to mess up a good persuasive essay, so it's definitely something you want to avoid if possible. A good way to figure out what works for someone else is to look at examples of articles written by others and try to imitate their style.Another problem with writing a persuasive essay is that it can take a lot of time to finish it. Usually people don't have the time to go through and edit each section of the essay. This is especially true if it's a long article and you want to make sure it flows. You don't want it to sound like you were trying to rush through a good chunk of the writing process. Inaddition, you need to keep the writing to a minimum so you can focus on giving good advice to the reader.Another problem that can arise when trying to write a persuasive essay is that you will find yourself stuck for ideas. Sometimes you may not have any idea of what you want to talk about. This is especially true if you are trying to appeal to a specific group of people who are going to be reading the essay. Instead of trying to get your ideas across, the best thing to do is to consider what your reader needs. If you can figure out what they are looking for, then you will definitely come up with a great article.Finally, you should never try to rush yourself while writing a persuasive essay. Writing persuasive essays can be very time consuming, and many people tend to get nervous about this. It can be extremely stressful if you aren't organized and are forced to think on your feet. Always take your time and if you find that you have a blank page when you are trying to finish your essay, just give yourself one more day.Although these problems can plague anyone at one time or another, if you want to write a persuasive essay, you need to learn how to handle these problems. By learning how to finish essays in a timely manner, you will be able to leave the rest of the writing task to someone else.

Journal Citation for “Hate Crime” Free Essays

Journal Citation List Hull, H. G. (2009). We will write a custom essay sample on Journal Citation for â€Å"Hate Crime† or any similar topic only for you Order Now THE NOT-SO-GOLDEN YEARS: WHY HATE CRIME LEGISLATION IS FAILING A VULNERABLE AGING POPULATION. Mich. St. L. Rev. 387. Retrieved from www. lexisnexis. com/hottopics/lnacademic Wang, L. (2000). RECOGNIZING OPPORTUNISTIC BIAS CRIMES. 80 B. U. L. Rev. 1399. Retrieved from www. lexisnexis. com/hottopics/lnacademic Taslitz, A. E. (2000). HATE CRIMES, FREE SPEECH, AND THE CONTRACT OF MUTUAL INDIFFERENCE. 80 B. U. L. Rev. 1283. Retrieved from www. lexisnexis. com/hottopics/lnacademic Ginsberg, A. (2011). Hate Is Enough HOW NEW YORK’S BIAS CRIMES STATUTE HAS EXCEEDED ITS INTENDED SCOPE. 76 Brooklyn L. Rev. 1599. Retrieved from www. lexisnexis. com/hottopics/lnacademic Schafer, J. R. ; Navarro, J. (2000). HATE UNMASKED: A PRACTICAL MODEL FOR UNDERSTANDING AND DEALING WITH HATE GROUPS. 21 Chicano-Latino L. Rev. 5. Retrieved from www. lexisnexis. com/hottopics/lnacademic Martin II, S. R. (1994). ESTABLISHING THE CONSTITUTIONAL USE OF BIAS-INSPIRED BELIEFS AND EXPRESSIONS IN PENALTY ENHANCEMENT FOR HATE CRIMES: WISCONSIN v. MITCHELL. 27 Creighton L. Rev. 503. Retrieved from www. exisnexis. com/hottopics/lnacademic Jacobs, J. B. ; Potter, K. A. (1997). Hate Crimes: A Critical Perspective. 22 Crime ; Just. 1. Retrieved from www. lexisnexis. com/hottopics/lnacademic Ainsworth, K. N. (1993). TARGETING CONDUCT: A CONSTITUTIONAL METHOD OF PENALIZING HATE CRIMES. 20 Fordham Urb. L. J. 669. Retrieved from www. lexisnexis. com/hottopics/lnacademic Han, E. (2006). CONSTITUTIONAL LAW CHAPTER: B. HATE CRIMES AND HATE SPEECH. 7 Geo. J. Gender ; L. 679. Retrieved from www. lexisnexis. com/hottopics/lnacademic Kalam, M. (2000). Hate Crime Prevention. 37 Harv. J. on Legis. 593. Retrieved from www. lexisnexis. com/hottopics/lnacademic Gratett, R. ; Jenness, V. (2001). EXAMINING THE BOUNDARIES OF HATE CRIME LAW: DISABILITIES AND THE â€Å"DILEMMA OF DIFFERENCE. 91 J. Crim. L. Criminology 653. Retrieved from www. lexisnexis. com/hottopics/lnacademic Scotting,T. A. (2001). Hate Crimes and the Need for Stronger Federal Legislation. 34 Akron L. Rev. 853. Retrieved from www. lexisnexis. com/hottopics/lnacademic MacNamara, B. S. (2003). NEW YORK’S HATE CRIMES ACT OF 2000: PROBLEMATIC AND REDUNDANT LEGISLATION AIMED AT SUBJECTIVE MOTIVATION. 6 Alb. L. Rev. 519. Retrieved from www. lexisnexis. com/hottopics/lnacademic Taslitz, A. E. (1999). Condemning the Racist Personality: Why the Critics of Hate Crimes Legislation Are Wrong. 40 B. C. L. Rev 739. Retrieved from www. lexisnexis. com/hottopics/lnacademic Sampson, M. H. (2000). Federal Hate Crimes Legislation PRO: The problem of hate crimes demands federal intervention, bringing with it incr eased expertise and resources. 26 San Francisco Att’y 24. Retrieved from www. lexisnexis. com/hottopics/lnacademic Wang, L. (1997). THE TRANSFORMING POWER OF â€Å"HATE†: SOCIAL COGNITION THEORY AND THE HARMS OF BIAS-RELATED CRIME. 71 S. Cal. L. Rev. 47. Retrieved from www. lexisnexis. com/hottopics/lnacademic O’Keefe, K. B. (2010). PROTECTING THE HOMELESS UNDER VULNERABLE VICTIM SENTENCING GUIDELINES: AN ALTERNATIVE TO INCLUSION IN HATE CRIME LAWS. 52 Wm. Mary L. Rev. 301. Retrieved from www. lexisnexis. com/hottopics/lnacademic Agyemang, T. (2006). RECONCEPTUALIZING CHILD SEXUAL EXPLOITATION AS A BIAS CRIME UNDER THE PROTECT ACT. 12 Cardozo J. L. Gender 937. Retrieved from www. lexisnexis. com/hottopics/lnacademic Lawrence, F. M. (2003). THE NEW DATA: OVER-REPRESENTATION OF MINORITIES IN THE CRIMINAL JUSTICE SYSTEM ARTICLE: ENFORCING BIAS-CRIME LAWS WITHOUT BIAS: EVALUATING THE DISPROPORTIONATE-ENFORCEMENT CRITIQUE. 66 Law Contemp. Prob. 49. Retrieved from www. lexisnexis. com/hottopics/lnacademic Grattet, R. Jenness, V. (2005). THANKING OUR REVIEWER: ARTICLE OF GENERAL INTEREST: The Reconstitution of Law in Local Settings: Agency Discretion, Ambiguity, and a Surplus of Law in the Policing of Hate Crime. 39 Law Soc’y Rev. 893. Retrieved from www. lexisnexis. com/hottopics/lnacademic How to cite Journal Citation for â€Å"Hate Crime†, Essay examples

Boys Without Girlfriends free essay sample

As a coeducation institution boys and girls study together in North South University, they come in contact with many strangers on the sidewalks, steps, classrooms, and library. At first these individuals constituted a confusing blur of people they didn’t know. In a relatively short period, however, as they walked down on the campus or sat in the classrooms, some faces began to stand out simply because they passed by or sat beside a few individuals more than once. These casual and unplanned contacts soon led to mutual recognition. Those boys and girls may not have known who these individuals were, but they came to recognize their faces. As a result both of them were more likely to say â€Å"Hi† the next time they saw one another and perhaps exchanged a word or two about random topics such as the upcoming exam, or some event on campus. Thus they become familiar to each other and this familiarity leads to liking. This happens when there is too much exposure between boys and girls and they become friends each other. As a result, repeated exposure ordinarily results in increasingly positive feelings and friendly relations. They become friends and come closer to each other. It helps them to find the right person they are looking for, and they expect more company from their likeable persons to know each other very well. Most of the students are aged between 20 and 25, as young people they normally have more attraction towards the opposite sex, they may fall in love with their male or female classmates. Young boys have this kind of feelings or attraction to girls. When any young boy finds the qualities in a young girl that he is looking for, he may fall in love with that girl. The young male students of NSU have this kind of feelings and they may look for the right girl in NSU. But all boys may not have female friends in NSU for several reasons and the research paper will be focused on mainly the condition of those boys without female friends and how they handle the situation. [pic] The boys without girlfriends in NSU Most of the boys are without girl friends in NSU, there may be some reasons behind it. At present love is a great issue in any young person’s life; every boy wants to have a girl friend to get company. It is also a psychological need of any young boy, they need love, and affection, and caring and mental support from someone special and it is usually his female friend. When any boy doesn’t have girl friend, he may feel the need of company and the lacking of his psychological needs. It may be a typical condition for those boys who seriously want the mental support and love from a girl whom they are looking for. The other boys don’t have this kind of problem if they find themselves perfect without girl friends. The possible reasons for having no girl friends, the condition without girl friends and feelings of those boys are mainly discussed on the basis of questionnaire For the research I did my survey on 50 boys who did not have any girlfriend in NSU. I prepared the research paper analyzing their replies and showed the answers through graphs. [pic] The reasons for not having girlfriend The first question was to identify the reason why the boys don’t have girl friend. Boys may have different reasons for having no girlfriend; the reasons may be financial problems, study pressure and others. The options were mainly given based on the realistic situations of the boys in NSU. The first option was -study pressure; all students need to work hard, study regularly in NSU. They always remain busy with their studies and do not have enough free time. The next option was shortage of money. Money is a big issue in today’s competitive world and it is considered one of the most important facts in any relationship. It is not exceptional for the boys in NSU and they don’t want to spend too much money beyond their limitations. The third option was lack of time. The students always remain busy with their studies, classes, project and part time jobs. Some students might not have so much time to spend in vain. They are always in rush to finish their works on time. The last option was for those boys who did not want to have affair with girls during their study. But it was rare. The result of the options will be found from the following graph. [pic] If we look at the graph, 15%students said they did not have female friends for study pressure, 20% showed the reason of shortage of money and the rest 15% did not have enough time to continue affair, their lake of time was the reason for not having girlfriend. [pic] The idea about love Love is a central issue in most people’s lives and some times people may not know the right meaning about love. Their perspective may be different and every one can think about love in different way. The second question was asked that the boys had clear idea about love to make relationship with any girl. [pic] From the graph, the opinions of the question will be clear. It was found that 20% said they had clear idea about love, 10% said that they did not have so much knowledge about love to make affair with any girl. The rest of the 20% gave opinion that it was not necessary to have clear idea about love, because everyone might have different feelings and thoughts to get involved in affair. [pic] Effect of money The importance of money in love was mentioned in the first question. Money has magical effect to start and continue an affair. There is a popular modern proverb â€Å" The thicker the money bag of boys, the deeper the love is of the girls†. So money has major impact on affair. Most of the boys in NSU strongly supported that proverb, as they do not have enough sources to earn money and to spend the money for their girlfriends. Money is mainly important for boys to treat, give precious gifts to their girlfriends. It is one of the strategies to impress girl and to maintain social status. It is seen that boys always spend money when they have affair with a girl. At present this traditional way to impress girl has not been changed, in the survey it was found 40% boys strongly agreed with the impact of money on affair. Most of the students believed that it was not affordable for them to treat a girl in some prestigious and expensive restaurant or first food shop. They also gave opinion that they paid a lot of money for their education, so they were not supposed to pay extra money for maintaining femalefreind. If anyone had a girlfriend, he managed money in different ways. Only 5% believed that money did not have any effect on affair. The rest 5% answered money might have effect on affair occasionally not for always. So economical issue is considered as one of the important fact for the boys who think shortage of money is the main reason for having no girlfriend. [pic] From the graph the effectiveness of money is visible, so it can be said that money is one of the important factors on affair. [pic] What boys think about NSU girls? The research paper will mainly focus on the boys who don’t have girl friends in NSU. There was also a question what the boys thought about NSU girls. The options were mainly based on the different perspectives. First option was the NSU girls were not good for long time relationship. It was found some girls lost their attraction and they did not have so much patience to continue the relationship for a long time. The next option was they could only be good friends for their friendly qualities and behavior. The third option was that the girls hang out only for study benefits, it was often seen some girls mainly hang out with the boys to get the assignment, project done by the boys and they made good relationship only for study benefits. After the semester they were not as friendly as they before. It was also found that many girls were very rude and they did not want to have affair with any boys. Most of the boys thought that those girls did not value any one’s feelings and they never preferred the likeness of others at any cost. It will be clearer from the graph what boys actually think about NSU girls. [pic] From the pie chart, it has become obvious that the girls of NSU are not good for any long time relationship. The half of the boys (25%) agreed with that. But they can be good friends according the opinion of 10% boys. Other 10% boys gave different opinion; they said some girls hang out only for study benefits. The rest 5 % replied that a few girls did not value the feelings or likeness of any boy. So it is found that NSU girls are not good for any long time relationship according to the opinion of the boys. [pic] Necessity of having girlfriend in NSU There was also a question whether the boys thought that it was necessary having a female friend in NSU. Since boys and girls study together for a long time it is possible for them to get involved in affair. If we look at the graph it will be clear how many boys think to have affair with a girl in NSU. Their opinions related with the question will also visible. pic] Half of the students said that they might have girlfriend without hampering study. When any boys and girls have affair, there may be some emotional problems, which causes loosing concentration to study. As the students pay al lot of money for their studies and they never want to fail or getting lower grades in their courses. 25% boys wanted to have girlfriend without hampering their studies. Other 15% strictly said that it was not necessary to love any girl in NSU. Only 5% replied it was necessary having girlfriend and the rest 5% said that the boys could have only one girlfriend not more than one. It is found most of the boys prefer to have girlfriend without hampering their studies. [pic] Bad expereince about affair with NSU girls When people have any bad expereince of any thing in his life, he will never want to do the same thing again. If any boy has bad expereince about romantic relationship, he must try to avoid getting involved in relationship due to his previous expereince. Some boys may have bad experiences about relationship with NSU girls. It was also included in the questionnaire. The first option was about the heart breaking, there might be some facts that could break any boys’ heart. The second option was about those who did not have any bad expereince about relationship with NSU girls. The next option was the fact of being rejected. It was found in most cases that the majority of the boys were rejected and they suffered mentally for a long time. When any boy is rejected, it might be difficult for him to overcome his mental depression. It is a common fact in NSU that many boys have the pathetic expereince of being rejected. The following graph will show how many boys have bad expereince about relationship with NSU girls. [pic] From the bar graph, we can see that few students (10%) had heart broken expereince. The majority of the students (20%) did not have any bad expereince. Some boys were found having the expereince of being rejected; those 15% mainly did not get any response from the girls to get involved in affair. The rest of the students had other experiences. [pic] What boys do when they see any couple? It is found that most of the boys are without girlfriends in NSU, and few of them have girlfriends. What happened when the boys saw the couples and their reaction was asked in the questionnaire. It was found that most of the students did nothing when they saw any couple, they did not have any reaction and they took it normally. Few of the students were found that they admired, criticized and sometimes dreamed to be like them. It will be clear from the graph [pic] It is seen that 40% boys did nothing and they did not show any reaction. So when they saw any couple it seemed to be usual fact to the boys. A few of boys were found who admired or criticized when they saw any couple. Fantasies also worked in the boys who dreamed to be a couple with the girls whom they loved. pic] Feelings of boys without girlfriends The next question was about the most sensitive issue- the feelings of the boys without girl friends. Most of the boys feel loneliness†-an emotional and cognitive reaction to having fewer and less satisfying relationship than one desires. † Loneliness is accomplished by negative effect, including feelings of depression, anxiety, unhappiness, and dissatisfacti on. The boys who did not have enough friends, they felt lonely without girl friends in NSU. Some boys do not bother responsibility in any kind of serious type of relationship like affair. Those boys may be happy without girlfriends because they do not have other responsibilities and restrictions. They are free from emotional bindings. A young boy without girlfriend may feel boring, he become tired for his monotonous life without the regular company of a charming girlfriend. It is usual fact for the young aged people; they always expect the company of opposite sex. Few boys may be found that they do not want to get involved in an affair. They may dislike having romance with any girl during their study. The reply of the boys is shown in the following graph. [pic] The bar graph shows that half of the boys (25%) replied they were free from all kinds of responsibilities in affair. They did not need to be worried about their duties to girlfriends. The other 15% felt the loneliness. Though they had friends, they expected the company of a girlfriend and the lack ness made them feel lonely. Only 5% felt boring in the condition without girlfriend and the rest 5% thought differently. They said that they were fine without girlfriends and they did not want to be involved in any close relationship with a girl in NSU. [pic] Passing time without girlfriend When a boy is involved in an affair with a girl, he usually passes time together and enjoys the every moment they are passing together. But the boys without girlfriends passed their time in different ways. When they are alone they pass the time in studying, Most of the boys without girlfriends pass their time chatting with friends. This gives them opportunity to pass time in an enjoyable way. It may fill the lack of the girlfriend’s company, and the boys do not feel loneliness. Some boys who did not have enough friends, they might feel loneliness and those boys passed the time walking alone outside the campus. Most of the boys without girlfriends do not want to be frustrated and they pass time according to their own choice. From the graph it will be clear by how most of the boys pass time without girlfriends. [pic] If we look at the graph, majority of the boys (35%) passed time by chatting with friends and enjoyed the company while they were with their friends. The other 10% students replied that they passed time by studying in library. A few of the boys (5%) passed time by browsing Internet and mailing friends who live in abroad. From all the replies of the boys, it is visible that most of them enjoy their friend’s company to pass free time. pic] Facing problems without girlfriends When boys could not get involved in romantic relationship with the girls whom they loved, they (boys) were frustrated and passed through problematic life. The problem that they actually face is for loneliness. When any boy feels loneliness, he may be frustrated or depressed and it hampers his mental sati sfactions. A boy may suffer more depression when a girl refuses him, he may be frustrated for his heart broken. He lost confidence or attraction to love when he found his dream did not come true, it might change his mentality and idea about love. When any boy proposes a girl, he must be self-confident but after the refusal he can loose his self-confidence and never want to propose any girl in future. In this way the boys may be dissatisfied with affair and they loose attraction to love. The options in the question focused the problems that boys faced without girlfriend. [pic] The graph is indicating that how many boys face problems when they don’t have girlfriends. 20% of the boys felt the problems of requiring regular company of a girl. 15% replied that they were often frustrated and dissatisfied with their condition without girlfriends. The other 10% said that they were loosing confidence when any girl refused them, and the rest 5% answered that they were loosing attraction to love. [pic] Future desire to have girlfriend The boys who are now without girlfriends may have wish to get involved in affair with a girl in future. The last question was about the future planning of boys to make any girl as girlfriend in future, it actually depended on some several conditions. Every body wants to find out the similarities from others to continue a relationship. Similarities are more important than repeated exposure. When any boy finds similar mentality, choices with a girl, he becomes emotionally weak to her. They always look for a girl who has all kinds of qualities that the boys are looking for. Some students do not prefer girlfriends in student life and they never want to make girlfriends in future. Sometimes it actually depends on the situation if the boys are capable to continue relationship. Most of the boys are afraid to get involved in affair due to family restriction. If the boys get support from the parents, they may be involved in romantic relationship with girls. They will try to do that when there is no family restriction. [pic] Since the research paper is based on the opinion of the boys without girlfriends, there was also given two open questions to write down how they coped with the situation and whether they actually preferred the condition without girlfriends. Many boys gave different opinions and expressed feelings when they had no girlfriends, they passed life with bad expereince if they were rejected or cheated by any girl. It might have impact on a boy’s mind when he would not get the girl whom he loved. From the replies of the boys it is also seen that some of the boys are fine because they don’t have any extra responsibilities for a particular girl as the boys have no romantic relation with any girl. [pic] Conclusion When life itself does not come to a halt and any one does not stop breathing, than there is no being upset in being upset for not having girlfriend and jeopardizing their own life. Actually this is the age to study and to build them up and there will always be a better one for waiting. Most of the boys in NSU are young and this is the stage to prepare them for the future. Their entire future mainly depends on how they pass their young age and how much they can concentrate in study. When any student can overcome all his problems and pay attention to study he must be successful in his life, he won’t be afraid to face any problems that he may come across in future. Most of the boys are without girlfriend in NSU, it can give them mental dissatisfaction for the want of company. The reasons and conditions without girlfriends may be different, but the important thing is not to take the condition without girlfriends seriously. So if the boys think their life is boring and they are loosing confidence due to frustration, it will be harmful to them in future. No one can progress without self-confidence. If any boy has problems without girlfriend, he should try to overcome the depression by any means to keep him free from all kinds of emotional and psychological problems. It will be beneficial for their own future. This is the age for having fun not getting into serious mental depression. They should look at the bright side of not having girlfriends; they spend money and time in enjoying games, eating out with friends, and camping.

Define the grammatical function hierarchy, and discuss any evidence that motivates it Essay Example

Define the grammatical function hierarchy, and discuss any evidence that motivates it Essay In linguistics, a great deal of work revolves around phrase structure and comprehension of that phrase structure: decoding it, if you will. This is something that concerns many different linguistic specialists, from syntacticians to translators, and in order to examine the phrase structure (noun phrase {NP}, verb phrase {VP} etc.) it is vital to understand the elements that make up such a phrase structure and how they interact with one another. These elements are known as grammatical functions, and they refer to syntactic relationships between parts of speech, such as subject, object, adjunct and complement (as distinct from the semantic notions of agent and patient). Grammatical functions determine the semantic roles and pragmatic functions of the noun phrase, as well as governing sentence structure and dictating constraints. Grammatical functions are essentially labels of relations in a network, and many grammarians have suggested that they cannot operate simultaneously, but rather, in some sort of hierarchy. There are several types of network available, such as relational networks (on the left) and configurational networks (on the right): S SUBJ PRED OBJ NP VP We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you FOR ONLY $16.38 $13.9/page Hire Writer V NP Grammatical functions are therefore defined by Avery Andrews, and others, as being any relationship that it might be useful to recognise which is definable over the sentence structures of a language, regardless of the extent to which it is important for the grammatical principles of that language.1 The notion of a grammatical function hierarchy (also referred to as the agreement hierarchy, and both names will be used in this paper) therefore deserves further exploration, along with any evidence that might motivate it. Andrews first attempts to define various types of grammatical function, using the terms core, oblique, and external. In his view, these constitute successive layers of clause structure and therefore provide the foundations for the grammatical function hierarchy. He classes the core and the oblique as internal, whereby the core is syntactic (consisting of A, the agent; S, the single argument; and O, the patient) and the oblique is semantic (consisting of the others that is, complements and adjuncts). The external, conversely, is pragmatic, and the pragmatic is further divided into two categories: that of the free and that of the bound, whereby the bound has a wider range of pragmatic effects, such as the indication of focus, presupposition or presentational articulation. The whole of the external category is considered independent of the system of internal grammatical relations, and thought of as being superposed onto it. Other texts refer to this as an overlay function.2 This explanation begins to give the interested reader an insight into how the grammatical function hierarchy may be structured, and in their article on noun-phrase accessibility, Keenan and Comrie expand even further on this concept. They identify the grammatical function hierarchy, or noun phrase accessibility, a syntax-free way of identifying relative clauses in an arbitrary language. The grammatical function hierarchy therefore shares with X-bar theory the quality of generalisation: both aim to consolidate a single simplification of human language structure. Define the grammatical function hierarchy, and discuss any evidence that motivates it Essay Example Define the grammatical function hierarchy, and discuss any evidence that motivates it Essay In linguistics, a great deal of work revolves around phrase structure and comprehension of that phrase structure: decoding it, if you will. This is something that concerns many different linguistic specialists, from syntacticians to translators, and in order to examine the phrase structure (noun phrase {NP}, verb phrase {VP} etc.) it is vital to understand the elements that make up such a phrase structure and how they interact with one another. These elements are known as grammatical functions, and they refer to syntactic relationships between parts of speech, such as subject, object, adjunct and complement (as distinct from the semantic notions of agent and patient). Grammatical functions determine the semantic roles and pragmatic functions of the noun phrase, as well as governing sentence structure and dictating constraints. Grammatical functions are essentially labels of relations in a network, and many grammarians have suggested that they cannot operate simultaneously, but rather, in some sort of hierarchy. There are several types of network available, such as relational networks (on the left) and configurational networks (on the right): Grammatical functions are therefore defined by Avery Andrews, and others, as being any relationship that it might be useful to recognise which is definable over the sentence structures of a language, regardless of the extent to which it is important for the grammatical principles of that language.1 The notion of a grammatical function hierarchy (also referred to as the agreement hierarchy, and both names will be used in this paper) therefore deserves further exploration, along with any evidence that might motivate it. We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Define the grammatical function hierarchy, and discuss any evidence that motivates it specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Andrews first attempts to define various types of grammatical function, using the terms core, oblique, and external. In his view, these constitute successive layers of clause structure and therefore provide the foundations for the grammatical function hierarchy. He classes the core and the oblique as internal, whereby the core is syntactic (consisting of A, the agent; S, the single argument; and O, the patient) and the oblique is semantic (consisting of the others that is, complements and adjuncts). The external, conversely, is pragmatic, and the pragmatic is further divided into two categories: that of the free and that of the bound, whereby the bound has a wider range of pragmatic effects, such as the indication of focus, presupposition or presentational articulation. The whole of the external category is considered independent of the system of internal grammatical relations, and thought of as being superposed onto it. Other texts refer to this as an overlay function.2 This explanation begins to give the interested reader an insight into how the grammatical function hierarchy may be structured, and in their article on noun-phrase accessibility, Keenan and Comrie expand even further on this concept. They identify the grammatical function hierarchy, or noun phrase accessibility, a syntax-free way of identifying relative clauses in an arbitrary language. The grammatical function hierarchy therefore shares with X-bar theory the quality of generalisation: both aim to consolidate a single simplification of human language structure. The theory relies on a semantically based definition of relative clauses. Right from the outset, Keenan and Comrie state explicitly that they consider any syntactic object to be a relative clause if it specifies a set of objects (perhaps a one-member set) in two steps: a larger set is specified, called the domain of relativisation, and then restricted to some subset of which a certain sentence, the restricting sentence, is true.3 In this respect, then, noun phrase accessibility is almost certainly a theory of relativity of sorts, and it is this that Keenan and Comrie emphasise throughout their dossier. They theorise that the variation in the relativisability of noun-phrase positions is far from random, and that rather, this relativisability of certain positions is dependent upon that of others, and that furthermore, these dependencies are universal. The accessibility hierarchy, as given below, therefore allows for expression of relative accessibility to relativisation of the noun phr ase position in simplex main clauses: SUBJ DO IO OBL GEN OCOMP SubjectDirect ObjectIndirect ObjectOblativeGenitiveObject of Comparison The positions on the accessibility hierarchy are to be understood as specifying a set of possibly grammatical distinctions that a language may make. However, Keenan and Comrie also specify some hierarchy constraints, whereby a language must be able to relativise subjects, any relative clause-forming strategy must apply to a continuous segment of the agreement hierarchy, and strategies that apply at one point of the hierarchy may in principle cease and apply at any lower point.4 The second point, according to Keenan and Comrie, lies at the crux of justification of actual ordering of terms in the accessibility hierarchy. Ultimately, it appears that the aim of the grammatical function hierarchy is to determine the degree of accessibility to relative clause formation. It is only with the introduction of the Primary Relativisation Constraint, however, that this intuition is made explicit. According to this constraint, a language must have a primary relative clause-forming strategy. Additionally, if a primary strategy in a given language can apply to a low position on the hierarchy then it can also apply to all higher positions, and furthermore, a primary strategy may cut off at any point on the hierarchy. There are therefore several provisos attached to the formation and operation of the grammatical function hierarchy but what of any evidence that motivates it?

Bridges

Bridges Bridges Bridges By Maeve Maddox The bridge is one of the most basic human concepts. A tiny child playing with sticks and puddles knows to build a bridge. Not surprisingly, the word bridge, as both noun and verb, has found its way into numerous idioms and expressions. A bridge is a structure forming or carrying a road over a river, ravine, or the like in order to provide a passage between two points. The verb bridge is transitive. Literally, one bridges rivers and gaps: His first contract was to bridge the Monongahela River with an 8-span, 1500-foot-long bridge. The first effort to bridge the gap [between Patna and Sonepur] was Rajendra Setu in 1959. Figuratively, one bridges figurative gaps: 15 Ways to Bridge the Gap Between IT and Business Can Academics Bridge the Gap Between the Academy and the Mainstream Reading Public? Because bridges represent firm connections and safe passage, the noun bridge is used to denote anything that brings people of differing ideas and cultures together in a positive manner: Turkish language a bridge to understanding Service dogs provide a bridge for autistic children to connect with the world†¦ The noun bridge is also used to denote a transition or a cyber connection: With the electronic forms server, our paperless e-forms solution creates a bridge between forms and an ECM/EDM system, A Network Bridge is a hardware or a software [program] that connects two or more networks – maybe one a wired one and the other a wireless one – so that they can communicate with each other. An expression commonly heard in planning sessions is â€Å"We’ll cross that bridge when we come to it.† The meaning is that future problems must be dealt with as they arise. Sometimes it’s wise advice, but sometimes it’s an excuse for not planning for consequences. Here are two more bridge idioms: water under the bridge: something that has happened and cannot be changed. For example, these headlines: Cold War no longer water under the bridge as ships sail to Syria Toledo May Say That Its Water Under the Bridge, but Its Still Payback Time like painting the Forth Bridge: an endless task. The Forth Bridge, a cantilever railway bridge across the Firth of Forth in Scotland, is 8,296 feet long. The saying arose from the idea that by the time maintenance workers starting at one end of the bridge had finished painting it, the bridge would need repainting from the beginning. Here’s a recent use of the idiom: Keeping one of Perthshire’s most spectacular mountains in top condition is like â€Å"painting the Forth Bridge†, the expert in charge of its care has said. The most recent painting of the Forth Bridge took 400 men ten years to complete. This time they applied a triple layer of glass flake epoxy paint that is expected to last until about 2036. The card game called Bridge has nothing to do with the kind that spans water. The game is thought to have originated in the Near East. The game’s name of Bridge may be an alteration of a Turkish word called out during play. This illustration in the OED shows the use of a strange word used by English-speaking bridge players in the 19th century: The one declaring may, instead of declaring trumps, say ‘Biritch’, which means that the hands shall be played without trumps. J. Collinson Biritch 2  Ã‚  (1886). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†60 Synonyms for â€Å"Trip†English Grammar 101: Prepositions

Elaborate on your work experience as a math tutor Personal Statement

Elaborate on your work experience as a math tutor - Personal Statement Example I remember the time when I tutored a 9th grade girl who always had bad experiences with Math. As a tutor, I learned that aside from helping students deal with Math, it is essential that a tutor should also give encouragement. Based from experience, this student was afraid of Math because she was not confident of her answers and that she feared making mistakes. I encouraged this student by encouraging her to exert some efforts to understand the problem and take one small step at a time. By boosting her confidence and telling her that she could do it, I actually changed her self-concept from being pessimistic to an optimistic in terms of developing a ‘can do’ attitude, especially in solving math problems. I have been tutoring for four years and I teach 2nd grade through PreCalculus. I would like to continue being a Math tutor because I want to help children in need. I would like also to help other people who want to succeed in life. My ambitions of why I would still remain as a Math tutor are not to make money but to pursue higher education to expand the pool of people I could help and thereby be a contributing member of the academe and community for

Film The poursuite of happiness Movie Review Example | Topics and Well Written Essays - 500 words

Film The poursuite of happiness - Movie Review Example The turning point happens when Gardner joined a training program at a prestigious stock-broking firm, Dean Witter. Despite having neither Wall Street experience nor a college degree, Gardner defied all odds of being homeless and became a success stockbroker and ultimately, a millionaire. This review will explore the rags-to-riches journey and examine the film's true pursuit of happiness in the context of the significance and meaning of happiness from the perspective of a child and an adult, in addition to dissecting the writer and director's vision in presenting the obstacles Gardner faced and allowing the audience to find their own interpretation of happiness. The United States Declaration of Independence pronounce "all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness." (The Declaration of Independence 2008) When Thomas Jefferson wrote this, it meant a basic right and a goal of life and this film's objective was to capture the essence of these two notions. Even though the ultimate setting for happiness starts off as the pursuit of money as the solution to his problems, the fact that Gardner accepted an unpaid six months internship with a one in twenty odd of getting the final job offer dispels this view.