Discrimination

Discrimination is treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to
which that person or thing is perceived to belong to rather than on individual merit. [1]This includes treatment of an individual or group based on their actual or
perceived membership in a certain group or social category, "in a way that is worse than the way people are usually treated". [2] It involves the group's initial
reaction or interaction going on to influence the individual's actual behavior towards the group leader or the group, restricting members of one group from
opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision
making.[3]
Types[edit]
Age[edit
Ageism or age discrimination is discrimination and stereotyping based on the grounds of someone's age. [14] It is a set of beliefs, norms, and values which used
to justify discrimination or subordination based on a person's age. [15] Ageism is most often directed towards old people, or adolescents and children. [16][17]
Disability[edit]
Discrimination against people with disabilities in favor of people who are not is called ableism or disablism. Disability discrimination, which treats non-disabled
individuals as the standard of normal living, results in public and private places and services, education, and social work that are built to serve 'standard'
people, thereby excluding those with various disabilities. Studies have shown, employment is needed to not only provide a living but to sustain mental health
and well being. Work fulfils a number of basic needs for an individual such as collective purpose, social contact, status, and activity. [24] A person with
a disability is often found to be socially isolated and work is one way to reduce isolation.
Employment[edit]
Denying someone employment, or disallowing one from applying for a job, is often recognized as employment discrimination when the grounds for such an
exclusion is not related to the requirements of the position, and protected characteristics may include age, disability, ethnicity, gender, gender identity,
height, nationality, religion, sexual orientation, skin color, and weight.
The United States federal laws that protect against:

Race, color and national origin discrimination include the [1] Civil Rights Act of 1964, [2] Executive Order Number 11478 among other numerous laws
that protect people from race, color and national origin discrimination.

Sex and gender discrimination include the Civil Rights Act of 1964 and [3] Equal Pay Act of 1963.

Age discrimination include the [4] Age Discrimination in Employment Act of 1967.

Physical and mental disability discrimination include the [5] Americans with Disabilities Act of 1990.

Religious discrimination include the Civil Rights Act of 1964.

Military status discrimination include the [6] Vietnam Era Veterans' Readjustment Assistance Act of 1974
Language[edit]
Diversity of language is protected and respected by most nations who value cultural diversity. [dubious discuss] However, people are sometimes subjected to
different treatment because their preferred language is associated with a particular group, class or category. Commonly, the preferred language is just another
attribute of separate ethnic groups.[dubious discuss] Discrimination exists if there is prejudicial treatment against a person or a group of people who speak a
particular language or dialect.
Language discrimination is suggested to be labeled linguicism or logocism.[by whom?] Anti-discriminatory and inclusive efforts to accommodate persons who
speak different languages or cannot have fluency in the country's predominant or "official" language, is bilingualism such as official documents in two
languages, and multiculturalism in more than two languages.[citation needed]
Nationality[edit]
Discrimination on the basis of nationality is usually included in employment laws[26] (see below section for employment discrimination specifically). It is
sometimes referred to as bound together with racial discrimination [27] although it can be separate. It may vary from laws that stop refusals of hiring based on
nationality, asking questions regarding origin, to prohibitions of firing, forced retirement, compensation and pay, etc., based on nationality. [27]
Discrimination on the basis of nationality may show as a "level of acceptance" in a sport or work team regarding new team members and employees who
differ from the nationality of the majority of team members. [28]
In the UAE and other GCC states, for instance, nationality is not frequently given to residents and expatriates. In the workplace, preferential treatment is given
to full citizens, even though many of them lack experience or motivation to do the job. State benefits are also generally available for citizens only. [29]
Race or ethnicity[edit]
Main articles: Racism, Discrimination based on skin color and Ethnic Penalty

Racial discrimination differentiates individuals on the basis of real and perceived racial differences and has been official government policy in several
countries, such as South Africa in the apartheid era. Discriminatory policies towards ethnic minorities include the race-based discrimination of
ethnic Indians and Chinese in Malaysia[30]> After the Vietnam War, many Vietnamese refugees moved to the United States, where they face discrimination. [31]
Region[edit]
See also: Regional discrimination in China
Regional or geographic discrimination is discrimination based on the region in which a person lives or was born. It differs from national discrimination in that it
may not be based on national borders or the country the victim lives in, but is instead based on prejudices against a specific region of one or more countries.
Examples include discrimination against mainland Chinese within China, or discrimination against Americans from the south in the United States. It is often
accompanied by discrimination based on accent, dialect, or cultural differences. [citation needed]
Religious beliefs[edit]
Main article: Religious discrimination
Religious discrimination is valuing or treating a person or group differently because of what they do or do not believe or because of their feelings towards a
given religion. For instance, the indigenous Christian population of Balkans (known as "rayah" or "protected flock") lived under the Ottoman KanuniRayah.
The word is sometimes translated as 'cattle' rather than 'flock' or 'subjects' to emphasize the inferior status of the rayah. [39]
Restrictions upon Jewish occupations were imposed by Christian authorities. Local rulers and church officials closed many professions to Jews, pushing them
into marginal roles considered socially inferior, such as tax and rent collecting and moneylending, occupations only tolerated as a "necessary evil".[40] The
number of Jews permitted to reside in different places was limited; they were concentrated in ghettos and were not allowed to own land.
In a 1979 consultation on the issue, the United States commission on civil rights defined religious discrimination in relation to the civil rights guaranteed by
the Fourteenth Amendment to the United States Constitution. Whereas religious civil liberties, such as the right to hold or not to hold a religious belief, are
essential for Freedom of Religion (in the United States secured by the First Amendment), religious discrimination occurs when someone is denied " the equal
protection of the laws, equality of status under the law, equal treatment in the administration of justice, and equality of opportunity and access to
employment, education, housing, public services and facilities, and public accommodation because of their exercise of their right to religious freedom." [41]
Sex, gender, and gender identity[edit]
Main article: Sexism
Though gender discrimination and sexism refers to beliefs and attitudes in relation to the gender of a person, such beliefs and attitudes are of a social nature
and do not, normally, carry any legal consequences. Sex discrimination, on the other hand, may have legal consequences.
Though what constitutes sex discrimination varies between countries, the essence is that it is an adverse action taken by one person against another person
that would not have occurred had the person been of another sex. Discrimination of that nature is considered a form of prejudice and in certain enumerated
circumstances is illegal in many countries.
Sexual discrimination can arise in different contexts. For instance an employee may be discriminated against by being asked discriminatory questions during a
job interview, or by an employer not hiring or promoting, unequally paying, or wrongfully terminating, an employee based on their gender.
Othering[edit]
Othering is the process by which a person or a group is placed outside of the norm, into the margins. It is a system of discrimination whereby the
characteristics of a group are used to distinguish them as separate from the norm. [112] Othering plays a fundamental role in the history and continuance of
racism and other forms of discrimination. For example, by objectifying culture as something different, exotic or underdeveloped is to generalise that it is not
the same as normal society. Europes colonial attitude towards the Orient exemplifies through the attitude that the East was the opposite of the West;
feminine where the West was masculine, weak where the West was strong and traditional where the West was progressive. [113] By making these
generalisations and othering the East, Europe was simultaneously defining herself as the norm, further entrenching the perceived gap. [114] Much of the process
of othering relies on imagined difference, or the expectation of difference. Spatial difference can be enough to conclude that 'we' are 'here and the 'others'
are over 'there', making 'here' normal and 'there' foreign.[113] Imagined differences serve to categorise people into groups and assign them characteristics that
suit the imaginers expectations and desires.[115]
Greek mythology is the body of myths and teachings that belong to the ancient Greeks, concerning their gods and heroes, the nature of the world, and the
origins and significance of their own cult and ritual practices. It was a part of the religion in ancient Greece. Modern scholars refer to and study the myths in an
attempt to shed light on the religious and political institutions of Ancient Greece and its civilization, and to gain understanding of the nature of myth-making
itself.[1]
\
Oral tradition and oral lore is cultural material and tradition transmitted orally from one generation to another. [1][2] The messages or testimony are verbally
transmitted in speech or song and may take the form, for example, of folktales, sayings, ballads, songs, or chants. In this way, it is possible for a society to
transmit oral history, oral literature, oral law and otherknowledges across generations without a writing system.
Colloquial refers to the level language is used in everyday speech. This presents a neutraltone, not so much informal or formal. This is the level used in
ordinary conversation.Familiar is a level of language that reflects the close relationship of the people speaking.The intimacy is observed in the use of details
and personal references in speech.

Colloquial
(adjective) means pertaining to common/ordinary/everyday or familiarconversation, not formal, academic or literary.It can be used to describe terms used in
normal discourse between people of a particular language group. In many languages there arecolloquial phrases andexpressions
, andmany of these may not be listed in standard dictionaries. However, they are often used, andeveryone knows what they mean. [Etymology:Colloquial is
fromcolluquy , Latincolloquium,fromcon, with, +loquor , to speak]Examples of colloquial language: 'We must get someone in to help us balance the books
Do you know a good accountant?" "It's no good leaving her a message to phone you back.You canwait until the Ain't, alright, a lot, big, large, great,cows come
home and she'll never call!"
Slang
(noun) refers to words, phrases and uses of language that are considered to be veryinformal and the usage is often restricted to special contexts or is only
used by a particularclass, profession, social group, etc. e.g. prison slang
, or in speech by people who knoweach other well.Some slang includes abusive, offensive or vulgar langauge and 'taboo' words.Most slang expressions are
spoken, not written and would be considered inappropriate informal types of communication.Examples of slang "We get smashed (drunk ) every Friday night."
"We've all had this bug (illness) for a week."Colloquialisms are the broad category of informal speech which includes slang. Slang is asub-category of
Colloquial expressions.No, there is a slight difference. Colloquialism is when a word is used in informal or relaxeduse. Most native speakers will know what a
colloquial word means. Slang is when a word isused by a small group of people, e.g. teenagers, which is not used by most people. A common example of
colloquialism is the word "cool''. Cool can be found in the dictionaryand everyone knows what it means. However, a person would not use "cool"
when writingan article or a paper. The ironic thing is that in the 1960's, cool was slang only hippies knewwhat the word meant.
Identifying COLLOQUIALISM, SLANG and VULGAR language.
Colloquialism is the use of casual, ordinary, familiar or informal conversation instead of formal speech and writing. This is a relaxed form of speech that is
used on occasion by any speaker in a specific region but is not limited there because it might spread through usual communication or migration of a speaker
to another area. However, colloquial terms are distinct from place to place.
Examples:
Yall, gonna, wanna, aint nothing, soda, tonic, pop, biweekly, whats going on?, kid, kinickers, etc.
Slang is the use of very informal words and expressions which are not considered as standard in ones language or dialect. You will know if a word or a group
of words is slang if it has any two of these attributes: (a) it lowers formal language through misuse of a word by giving it another meaning; (b) group specific;
(c) considered taboo in terms of formal standards of using the language; and, (d) displaces a common and widely accepted term. Reasons why slang is
used range from replacing a difficult term, secrecy from other groups of people and among others.
Examples:
breadz, dropping the kids off the pool, groovy, radical, smokin, etc.
Vulgarisms, though commonly understood to be profanities, is actually a kind of language that is colloquialism of a low or unrefined
character and substitutes a coarse word where the context might lead the reader to expect a more refined expression.
Examples:
objets dart, home, among others

------------------------------------------------------------------------------------------------------------------------------A context clue is a source of information about a word that helps readers understand the word. This word or phrase offers insight, either directly or indirectly,
into the words meaning.
Synonyms as Context Clues
It was an idyllic day; sunny, warm and perfect for a walk in the park.
She hums continuously, or all the time, and it annoys me.
The dates are listed in chronological order. They start at the beginning and end with the last event.
Her animosity, or hatred, of her sister had divided the family.
Bill felt remorse, or shame, for his harsh words.
This situation is a conundrum - a puzzle.
Antonyms as Context Clues
Emma had a lot of anxiety about the exam but I had no worries about it.
Marty is gregarious, not like his brother who is quiet and shy.
She is a famous singing star in her country but unknown to the rest of the world.
I am willing to hike in the mountains, but he is reluctant because it gets so cold walking up and down the trails.
Avoiding the accident was futile. Both cars did not have time to stop before crashing.

Definitions as Context Clues

There is great prosperity in the country but many citizens are living in poverty.
Some celestial bodies, such as the planets and stars, can be seen with the naked eye.
The manager wanted a weekly inspection, which is a methodical examination of all the equipment.
There was a lot of tangible evidence, including fingerprints and DNA, to prove them guilty.
There is a 30 percent chance of precipitation, such as snow or sleet.
Explanations as Context Clues
The team was elated when they won the trophy.
During the demonstration, a skirmish broke out and the police were called to restore order.
The cat has a kind disposition and would never bite or claw anyone.
His constant questioning of my remarks made him a nuisance.
Something in the refrigerator has a putrid odor; the smell was rotten when we opened the door.
He winced in pain when he hit his thumb with the hammer.
Comparisons as Context Clues
Diane was lethargic and didnt have the energy to get out of bed.
The greatest trip I ever took was my expedition to Africa.
Eating nutritious food is just as important as regular exercise.
I am determined to graduate with honor and my friend is just as resolute.
Sometimes he is perplexed by Sudoku puzzles, but others find them much easier to solve than a crossword puzzle.
Contrasts as Context Clues
The picture of the landscape is picturesque but the one of the old house is ugly.
The feral cat would not let us pet him, unlike our tame cat.
Cold weather soon replaced the sweltering heat of summer.
The hero was virtuous, not like the evil villain.
The winner of the gold medal was omnipotent against his weaker opponents.

Language Registers

There are five language registers or styles. Each level has an appropriate use that is determined by differing situations. It would certainly be
inappropriate to use language and vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom. Thus the appropriate language
register depends upon the audience (who), the topic (what), purpose (why) and location (where).

You must control the use of language registers in order to enjoy success in every aspect and situation you encounter.

1.
Static Register

This style of communications RARELY or NEVER changes. It is frozen in time and content. e.g. the Pledge of Allegiance, the Lords Prayer, the
Preamble to the US Constitution, the Alma Mater, a bibliographic reference, laws .

2.
Formal Register

This language is used in formal settings and is one-way in nature. This use of language usually follows a commonly accepted format. It is usually
impersonal and formal. A common format for this register are speeches. e.g. sermons, rhetorical statements and questions, speeches,
pronouncements made by judges, announcements.

3.
Consultative Register

This is a standard form of communications. Users engage in a mutually accepted structure of communications. It is formal and societal expectations
accompany the users of this speech. It is professional discourse. e.g. when strangers meet, communications between a superior and a subordinate,
doctor & patient, lawyer & client, lawyer & judge, teacher & student, counselor & client,

4.
Casual Register

This is informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. This is group language. One must be member
to engage in this register. e.g. buddies, teammates, chats and emails, and blogs, and letters to friends.

5.
Intimate Register

This communications is private. It is reserved for close family members or intimate people. e.g. husband & wife, boyfriend & girlfriend, siblings, parent
& children.

ADVERBS
Definition
Adverbs are words that modify

a verb (He drove slowly. How did he drive?)

an adjective (He drove a very fast car. How fast was his car?)

another adverb (She moved quite slowly down the aisle. How slowly did she move?)
As we will see, adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in -ly; however,
many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a guarantee that a word is an adverb. The words lovely, lonely,
motherly, friendly, neighborly, for instance, are adjectives:

That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verb of a sentence), it is called an Adverb Clause:

When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as an adverb, it is called an adverbial phrase. Prepositional phrases frequently have
adverbial functions (telling place and time, modifying the verb):

He went to the movies.

She works on holidays.

They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

She hurried to the mainland to see her brother.

The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

He calls his mother as often as possible.

Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students showed a really wonderful attitude"
and that "the students showed a wonderfully casual attitude" and that "my professor is really tall, but not "He ran real fast."
Like adjectives, adverbs can have comparative and superlative forms to show degree.

Walk faster if you want to keep up with me.

The student who reads fastest will finish first.

We often use more and most, less and least to show degree with adverbs:

With sneakers on, she could move more quickly among the patients.

The flowers were the most beautifully arranged creations I've ever seen.

She worked less confidently after her accident.

That was the least skillfully done performance I've seen in years.
The as as construction can be used to create adverbs that express sameness or equality: "He can't run as fast as his sister."
A handful of adverbs have two forms, one that ends in -ly and one that doesn't. In certain cases, the two forms have different meanings:

He arrived late.

Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -ly ending should be reserved for casual situations:

She certainly drives slow in that old Buick of hers.

He did wrong by her.

He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis to something. Intensifiers are said to have three different functions: they
can emphasize, amplify, or downtone. Here are some examples:

Emphasizers:
o I really don't believe him.
o He literally wrecked his mother's car.
o She simply ignored me.
o They're going to be late, for sure.

Amplifiers:
o The teacher completely rejected her proposal.
o I absolutely refuse to attend any more faculty meetings.
o They heartily endorsed the new restaurant.
o I so wanted to go with them.
o We know this city well.

Downtoners:
o I kind of like this college.
o Joe sort of felt betrayed by his sister.
o His mother mildly disapproved his actions.
o We can improve on this to some extent.
o The boss almost quit after that.
o The school was all but ruined by the storm.
Adverbs (as well as adjectives) in their various degrees can be accompanied by premodifiers:

She runs very fast.

We're going to run out of material all the faster

Using Adverbs in a Numbered List
Within the normal flow of text, it's nearly always a bad idea to number items beyond three or four, at the most. Anything beyond that, you're better off
with a vertical list that uses numbers (1, 2, 3, etc.). Also, in such a list, don't use adverbs (with an -ly ending); use instead the uninflected ordinal number
(first, second, third, fourth, fifth, etc.). First (not firstly), it's unclear what the adverb is modifying. Second (not secondly), it's unnecessary. Third (not thirdly),
after you get beyond "secondly," it starts to sound silly. Adverbs that number in this manner are treated as disjuncts (see below.)
Adverbs We Can Do Without
Review the section on Being Concise for some advice on adverbs that we can eliminate to the benefit of our prose: intensifiers such as very,
extremely, and really that don't intensify anything and expletive constructions ("There are several books that address this issue.")
Kinds of Adverbs
Adverbs of Manner
She moved slowly and spoke quietly.
Adverbs of Place
She has lived on the island all her life.
She still lives there now.
Adverbs of Frequency
She takes the boat to the mainland every day.
She often goes by herself.
Adverbs of Time
She tries to get back before dark.
It's starting to get dark now.
She finished her tea first.
She left early.
Adverbs of Purpose
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.
Positions of Adverbs
One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbs of manner are particularly flexible in this regard.

Solemnly the minister addressed her congregation.

The minister solemnly addressed her congregation.

The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

Before the main verb: I never get up before nine o'clock.

Between the auxiliary verb and the main verb: I have rarely written to my brother without a good reason.

Before the verb used to: I always used to see him at his summer home.
Indefinite adverbs of time can appear either before the verb or between the auxiliary and the main verb:

He finally showed up for batting practice.

She has recently retired.

Order of Adverbs
There is a basic order in which adverbs will appear when there is more than one. It is similar to The Royal Order of Adjectives, but it is even more
flexible.
THE ROYAL ORDER OF ADVERBS
Verb
Manner
Place
Frequency
Time
Purpose
Beth swims
enthusiastically
in the pool
every morning
before dawn
to keep in shape.
Dad walks
impatiently
into town
every afternoon
before supper
to get a newspaper.
Tashonda naps
in her room
every morning
before lunch.
More Notes on Adverb Order
As a general principle, shorter adverbial phrases precede longer adverbial phrases, regardless of content. In the following sentence, an adverb of time
precedes an adverb of frequency because it is shorter (and simpler):

Dad takes a brisk walk before breakfast every day of his life.
A second principle: among similar adverbial phrases of kind (manner, place, frequency, etc.), the more specific adverbial phrase comes first:

My grandmother was born in a sod house on the plains of northern Nebraska.

She promised to meet him for lunch next Tuesday.

Bringing an adverbial modifier to the beginning of the sentence can place special emphasis on that modifier. This is particularly useful with adverbs of manner:

Slowly, ever so carefully, Jesse filled the coffee cup up to the brim, even above the brim.

Occasionally, but only occasionally, one of these lemons will get by the inspectors.
Inappropriate Adverb Order
Review the section on Misplaced Modifiers for some additional ideas on placement. Modifiers can sometimes attach themselves to and thus modify
words that they ought not to modify.

They reported that Giuseppe Balle, a European rock star, had died on the six o'clock news.
Clearly, it would be better to move the underlined modifier to a position immediately after "they reported" or even to the beginning of the sentence so the
poor man doesn't die on television.
Misplacement can also occur with very simple modifiers, such as only and barely:

She only grew to be four feet tall.

It would be better if "She grew to be only four feet tall."
Relative Adverbs
Adjectival clauses are sometimes introduced by what are called the relative adverbs: where, when, and why. Although the entire clause is adjectival
and will modify a noun, the relative word itself fulfills an adverbial function (modifying a verb within its own clause).
The relative adverb where will begin a clause that modifies a noun of place:
My entire family now worships in the church where my great grandfather used to be minister.
The relative pronoun "where" modifies the verb "used to be" (which makes it adverbial), but the entire clause ("where my great grandfather used to be
minister") modifies the word "church."
A when clause will modify nouns of time:
My favorite month is always February, when we celebrate Valentine's Day and Presidents' Day.
And a why clause will modify the noun reason:
Do you know the reason why Isabel isn't in class today?
We sometimes leave out the relative adverb in such clauses, and many writers prefer "that" to "why" in a clause referring to "reason":

Do you know the reason why Isabel isn't in class today?

I always look forward to the day when we begin our summer vacation.

I know the reason that men like motorcycles.

Parts of a Paragraph

Topic Sentence
What is the topic sentence?
The topic sentence is the first sentence in a paragraph.
What does it do?
It introduces the main idea of the paragraph.
How do I write one?
Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system.
All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place
to live.
Supporting Details
What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph.
What do they do?
They give details to develop and support the main idea of the paragraph.
How do I write them?
You should give supporting facts, details, and examples.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system.
All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place
to live.
Closing Sentence
What is the closing sentence?
The closing sentence is the last sentence in a paragraph.
What does it do?
It restates the main idea of your paragraph.
How do I write one?
Restate the main idea of the paragraph using different words.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system.
All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place
to live.
THE NARRATIVE PARAGRAPH

A narrative paragraph tells a story, that is, it tells about a series of events that happened to the narrator. It is usually told in time sequence with a definite
beginning, middle and end.
Any student writing a narrative paragraph for the first time must use transitions. These special words help the writer develop a logical, unified paragraph. The
most common kind of transition used in narrative writing is the time relationship transition.
Time Relationship Transitions
after
first
once
until
afterwards
in the meantime
second
when
before
later
soon
during
meanwhile
sooner
earlier
next
then
eventually
now
today

Unity in the Narrative Paragraph

The order in which the events are presented in the narrative paragraph is very important to the overall unity of a paragraph. If your ideas are not presented in
time sequence, then the paragraph will be scrambled. We may like our eggs scrambled, but scrambled ideas create a lack of understanding.
Using Dialogue in the Narrative Paragraph
When you recall an experience that you had, do you sometimes smile at remembering what a person said or did, or even get angry over a remembered insult
once hurled your way? When writing a narrative paragraph about one event in your life, the use of dialogue will definitely make the event more vivid to your
readers. Make sure your characters talk like people in real life. Real people do not use full sentences when they speak. This is your chance to use fragments.
Be sure to make the conversation lifelike by using slang, interjections and other real speech patterns.
Beginnings and Endings
A. How to Start
There are various ways to begin a narrative paragraph, but one of the easiest is to use the 5Ws who, what, where, when, why to ensure reader
understanding of what you have written. Who should clearly introduce the character. Is this an adult, child, etc.? What introduces your event to the reader.
Where helps establish the mood and atmosphere for th setting of the event you are re-telling. When expands on the time the event took place, and Why is a
brief explanation of the circumstances leading up to the event. Another good method for starting the narrative paragraph is to use an anecdote, a brief
amusing or interesting story about a real person or event.
B. How to Finish
The most common method for ending a narrative paragraph is to refer back to your topic sentence, and by re-wording it, use it to tie up the loose ends of the
paragraph. For exampleif the topic sentence is, "Appearances can be deceptive", re-word the idea into something lik "That is how I learned that the outside
does not always reflect the inside."
-------------------------------------------------------The Man with the Hoe Analysis
Edwin Markham, who has been called the dean of American poets, received national fame, and later worldwide fame, when he published The Man with the
Hoe. It changed his career immediately. The poem consists of forty-nine lines divided into five stanzas of social commentary that focus on Americas working
class and their sufferings. It is a striking poem of protest against exploited labor.
After viewing French artist Jean-Franois Millets world-famous painting of a peasant leaning on his hoe, The Man with the Hoe (1862), Markham was inspired
to write his poem in 1898. He is reported to have seen the original painting, which had a profound effect on him, in San Francisco. Markham was at a New
Years Eve celebration when he read the poem to an editor of the San Francisco Examiner. Shortly thereafter, the poem was published in that paper.
Because of its popularity, the poem was translated into many languages and reprinted in magazines, newspapers, and books numerous times. The poems
success allowed Markham to spend more time writing and lecturing. In regard to the reform movements concerning labor struggles of the time, the poem
generated much controversy. The newspapers received many letters regarding The Man with the Hoe. The poem was open to different interpretations. Some
readers said that the poem was advocating socialism: Some were in support of the concept; others were against it. Others said the poem contained a
prophetic message that could incite unessential reforms. Still others considered the poem a medium for expressing farmers and workers grievances.
For Markham, Millets peasant symbolized the exploited classes worldwide. Markham said that he viewed it as a poem of hope. a cry for justice. In the fourth
stanza, Markham addresses the masters, lords, and rulers in all lands. He interrogates them with an implied sense of optimism:
Is this the handiwork you give to God,This monstrous thing distorted and soul-quenched?How will you ever straighten up this shape,Touch it again with
immortality;Give back the upward looking and the light;Rebuild in it the music and the dream;Make right the immemorial infamies,Perfidious wrongs,
immedicable woes?
The Man with the Hoe Forms and Devices (Critical Guide to Poetry for Students)Selecting the best way to express his poetic ideas about social and
spiritual beliefs, Markham chose blank verse, for it provided the flexibility he needed. As Markham employed language, he made use of several poetic devices,
including vivid descriptions, extended metaphors, rhetorical questions, literary allusions, and symbolism.
In the first stanza, the reader is given a vivid description of a laborer who has been crushed by years of toil, struggles, and injustices, to the extent that one
can visualize the negative effects: Bowed by the weight of centuries, The emptiness of ages in his face, on his back the burden of the world. Markham
asks, Whose breath blew out the light within this brain? Some other poets have also shown interest in the treatment of humankind. Among them is
eighteenth century Robert Burns, who also was a farmer and a poet. In his poem Mans Inhumanity to Man, he writes of the many ills that have befallen
humankind: Mans inhumanity to man,/ Makes countless thousands mourn.
The second stanza of The Man with the Hoe opens with an allusion to the Genesis creation story; Markham refers to humanity as the Thing the Lord God
made and gave/ To have dominion over sea and land. Markham suggests that humans have lost their position and are no longer held in high esteem, as God
intended. Human dignity has been taken away. The Thing is the antithesis of the man whom David describes in Psalm 8:4-5: What is man, that thou art
mindful of him, and the son of man that thou dost care for him?/ Yet thou hast made him little less than God, and dost crown him with glory and honor./ Thou
hast given him dominion over the works of thy hands. . . .

Markham continues to focus on some of the negative effects of the Slaves of the wheel of labor. He clearly condemns the exploitation of labor. Such
conditions have caused the laborer to have an aching stoop and to become devoid of mind and heart. Markham also challenges the Judges of the World. In
the last stanza, he alludes to changes in the future that may come about as a result of protests and rebellions. Consequently, Markham wants to know how the
world will react When this dumb Terror shall reply to God,/ After the silence of the centuries?

Notes
in disgrace (1): out of favor.
beweep (2): weep over (my outcast state).
outcast state (2): The poet's "outcast state" is possibly an allusion to his lack of work as an actor due to the closing of the theatres in 1592 (during
an outbreak of plague). It also could be a reference to the attack on Shakespeare at the hands of Robert Greene. Please see the commentary below for more
on Shakespeare and Greene.
bootless (3): useless. Shakespeare uses the word seventeen times in the plays. CompareOthello:
The robb'd that smiles steals something from the thief;
He robs himself that spends a bootless grief. (1.3.225-6)
Compare also Titus Andronicus:
For they have fought for Rome, and all in vain;
And they have nursed this woe, in feeding life;
In bootless prayer have they been held up,
And they have served me to effectless use:
Now all the service I require of them
Is that the one will help to cut the other. (3.1.75-80)

Interestingly, the phrase "bootless cries" appears in Edward III, an anonymous play that many now believe Shakespeare wrote.
look upon myself (4): i.e., I become occupied with self-reflection.
Featured like him (6): i.e., the features (physical beauty) of some other more attractive man.

Sonnet 29 shows the poet at his most insecure and troubled. He feels unlucky, shamed, and fiercely jealous of those around him. What causes the poet's
anguish will remain a mystery; as will the answer to whether the sonnets are autobiographical.
However, an examination of Shakespeares life around the time he wrote Sonnet 29 reveals two traumatic events that may have shaped the theme of the
sonnet. In 1592 the London theatres closed due to a severe outbreak of plague. Although it is possible that Shakespeare toured the outlying areas of London,
it is almost certain that he left the theatre entirely during this time to work on his sonnets and narrative poems. The closing of the playhouses made it hard for
Shakespeare and other actors of the day to earn a living. With plague and poverty looming it is expected that he would feel "in disgrace with fortune" (1).
Moreover, in 1592 there came a scathing attack on Shakespeare by dramatist Robert Greene, who, in a deathbed diary (A Groats-worth of Wit), warned three
of his fellow university-educated playwrights: "There is an upstart Crow, beautified with our feathers, that with his Tygers heart wrapt in a Players hide,
supposes he is as well able to bombast out a blanke verse as the best of you; and, beeing an absolute Johannes factotum, is in his owne conceit the only
Shakescene in a countrey."
One can only imagine what grief this assault this deathbed assault must have caused Shakespeare. Greene was nothing if not thorough: first, using a line
from Shakespeares own 3 Henry VI (1.4.138), he describes Shakespeare as a pompous, scheming, vicious ingrate, riding the coattails of better writers (no
doubt Shakespeare performed in a play Greene had himself written; then he adds that Shakespeare was a conceited ("only Shakescene") and insignificant jack
of all trades (a "Johannes factotum").
Greene lets even more insults fly as he continues: "O that I might intreat your rare wits to be imploied in more profitable courses: & let those Apes imitate
your past excellence, and never more acquaint them with your admired inventions, for it is pity men of such rare wits should be subject to the pleasures of
such rude groomes." 1
It seems very possible such events are connected to the poets distressed declaration in line 8: "With what I most enjoy contented least."
All is not lost, however, for the sonnet ends with a positive affirmation that the poet can combat his anguish with the "sweet love" (13) of his dear friend.
Rhyme Scheme
Definition:
The rhyme scheme is the practice of rhyming words placed at the end of the lines in the prose or poetry. Rhyme scheme refers to the order in which particular
words rhyme. If the alternate words rhyme, it is an a-b-a-b rhyme scheme, which means a is the rhyme for the lines 1 and 3 and b is the rhyme affected
in the lines 2 and 4.
Example:
Roses are red (a)
Violets are blue (b)
Beautiful they all may be (c)
But I love you (b)
The above is an a-b-c-b rhyme scheme.

Sonnet

ABAB CDCD EFEF GG

Petrarchan sonnet: "ABBA ABBA CDE CDE" or "ABBA ABBA CDC DCD"
Shakespearean sonnet: "ABAB CDCD EFEF GG"
Spenserian sonnet: "ABAB BCBC CDCD EE"
A rhyme scheme is the pattern of rhymes at the end of each line of a poem or song. It is usually referred to by using letters to indicate which
lines rhyme; lines designated with the same letter all rhyme with each other.
Bid me to weep, and I will weep
While I have eyes to see;
And having none, yet I will keep
A heart to weep for thee.
The speaker is the voice or "persona" of a poem. One should not assume that the poet is the speaker, because the poet may be writing from a
perspective entirely different from his own, even with the voice of another gender, race or species, or even of a material object. The reader or listener
must do more than just hear the voice of the poem to identify the speaker. It is important to examine the other elements of the poem, such as the
situation, structure, descriptive details, figurative language and rhythms to help determine the speakers identity.
Persona in poetry is understood as the speaker in the poem and revealed through the voice speaking in the poem. Persona may be the voice of the
poet --in a neutral sense-- or a created character. Persona also implies a situation or context for the poem's speaker. Through voice we hear and feel the
emotional contour of the poem and its underlying theme.
A graphic organizer, also known as knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept
diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them.
[1]
The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction. [1]
Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another.
Semantic mapping is an adaptation of concept definition mapping but builds on students prior knowledge or schema. While it draws on prior
knowledge it recognizes important components and shows the relationships among the components. The framework of semantic mapping includes:
the concept word, two category examples, and other examples. This is a very interactive process and should be modeled by the teacher first. The
steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as
they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into
categories.
Intonation
from English Grammar Today
Intonation describes how the voice rises and falls in speech. The three main patterns of intonation in English are: falling intonation, rising intonation and
fall-rise intonation.
Falling intonation
Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words. A falling intonation is very common in whquestions.
Wheres the nearest post-office?
What time does the film finish?
We also use falling intonation when we say something definite, or when we want to be very clear about something:
I think we are completely lost.
OK, heres the magazine you wanted.
See also:
Questions: wh-questions
Rising intonation
Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions:
I hear the Health Centre is expanding. So, is that the new doctor?
Are you thirsty?
Fall-rise intonation
Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are
not sure, or when we may have more to add:

I dont support any football team at the moment. (but I may change my mind in future).
It rained every day in the first week. (but things improved after that).
We use fall-rise intonation with questions, especially when we request information or invite somebody to do or to have something. The intonation pattern
makes the questions sound more polite:
Is this your camera?
Would you like another coffee?
A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a completed thought.
Examples of simple sentences include the following:
1.
Joe waited for the train.
"Joe" = subject, "waited" = verb
2.

The train was late.

"The train" = subject, "was" = verb

3.

Mary and Samantha took the bus.

"Mary and Samantha" = compound subject, "took" = verb

4.

I looked for Mary and Samantha at the bus station.

"I" = subject, "looked" = verb

5.

Mary and Samantha arrived at the bus station early but waited until noon for the bus.
"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

Tip: If you use many simple sentences in an essay, you should consider revising some of the sentences into compound or complex sentences (explained
below).
The use of compound subjects, compound verbs, prepositional phrases (such as "at the bus station"), and other elements help lengthen simple sentences,
but simple sentences often are short. The use of too many simple sentences can make writing "choppy" and can prevent the writing from flowing
smoothly.
A simple sentence can also be referred to as an independent clause. It is referred to as "independent" because, while it might be part of a compound or
complex sentence, it can also stand by itself as a complete sentence.
Simple sentences
There are three main types of sentences. The first of these is called a simple sentence.

A simple sentence has one independent clause and expresses one idea.
Example

A simple sentence must have one subject - verb combination but the subject may be compound, ie have more than one element.
Example

A simple sentence can also have a compound verb construction.

Example

Simple sentences can only have only one subject-verb combination and commas are not used. Below are some examples of the different combinations
that you might find in simple sentences.
Examples

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