When an Ad Becomes a Pipe and Opens a School-Ion Dee-Day (original) (raw)

Computing English: The converging metaphors

ASp, ANglais de Spécialité, 1995

Anyone who has had a lot of contact with computing English knows the language is deeply metaphorical. Computing writers use all possibilities offered by the English language and aim at making it expressive, funny, subtle, at times hilarious, always attractive. We all know the GUIs who sound so gooey that you get stuck to them like some fly to sticking tape. And this is only one example among many others, where the funny element is retained instead of the sterner. Computing technicians, engineers and users are strange people who look for fun in their juggling with language. We also know the word “dongle” used for a hardware key and evoking something that dangles freely and that somewhere has some connection with the slang word “dong” for “penis”. However, my purpose here is not to look at those isolated metaphors. I am interested in the use of metaphors in a quite broader sense. I would like to look at the Gateway ads that are inserted in a magazine like Byte. Those ads spread over four to twelve or even more pages. They have a very complex structure and language. First I will study the metaphorical scope of these ads over a period of two years. Second I will try to contrast one of the earlier ads and its use of metaphors with a very recent one and what metaphors have become in it. Third I will try to identify the aim of such ads and the public they are written for. That will bring me to a conclusion with another metaphor, that of Thornton A. May who compares an information technologist to Richard III. This should bring us to a close with some remarks on the difficulty such language represents in the teaching of that type of English to many computing students. I have studied ten different ads covering the period mid-1993 to the end of 1994.

"Introduction" to Times like These

Obatala Press

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To appear (2013 ms.). [Word formation in] Adyghe (corrected version)

Adyghe is a highly polysynthetic language with a very weak distinction between nouns and verbs. Compounding and affixation (including both suffixation and prefixation) are widespread. Morphological means often allow recursion and the order of morphemes depends on the semantics to a large extent. Inflection and derivation are not distinguished clearly. While deverbal nominal derivation is highly developed, most "verbal" formation actually applies to all kinds of bases. Minor parts-of-speech like adjectives and adverbs show dedicated markers. Conversion proper is occasional.

ADVANCED EVERYDAY ENGLISH ADVANCED V O CA BU LA RY PH RASAL VERBS IDIOMS and EXPRESSIONS

A self-study method of learning English vocabulary for advanced students A new version of More Practical Everyday English, Pub|ishing book ii/ ilh e J R r a c t iiM / Everyday English series A u d io CD When you finish each chapter, you should listen to the CD o f the dialogues, which will greatly improve your comprehension o f the words and expressions you have studied in that particular chapter. Don't get depressed if you don't understand everything first time without the book in front o f you. This is perfectly normal. Try again while following the dialogue in the book. It is my sincere wish that, together with the first book, you find Advanced Everyday English an invaluable tool in perfecting your English language skills.

Are We Speaking the Same Language?

Journal of Christian Nursing, 2007

This is a fifth grade Language Arts unit on poetry covering the Core Knowledge Sequence Language Arts strand. The unit begins with a review on poetry from fourth grade. Students should have a feel for poetry from the pleasure of reading it. They should have the understanding of the elements of rhyme, rhythm, line, and stanza. This unit is a more in depth study into poetry that covers literal and figurative language. It covers the elements of imagery, similes, metaphors, symbols, personification, onomatopoeia, and alliteration. The unit contains nine lessons, but it can be extended to eleven or twelve lessons depending upon your class needs. It has a culminating activity that requires the students to create an anthology of poetry. The students will write their own poetry that includes aspects of figurative language. They will also cite examples of figurative language from their favorite poets. We have included many activities we feel would appeal to our fifth grade population. Throughout the unit, thought provoking questions are asked, and students are asked to evaluate, draw conclusions, compare and contrast, classify, and use various research techniques. The students will also maintain a poetry folder throughout the unit. The poetry folder will include definitions of the elements of figurative language, poems from various poets, and student notes and writings. II. BACKGROUND KNOWLEDGE We tried to use every poem from the Core Knowledge book, What Your 5 th Grader Needs to Know. Some of the poems were not used in the lessons; however, it is our hope that these poems will not be neglected, but will be read merely for enjoyment. Usually, both teachers and students fall into three categories in relation to poetry: they love it, they hate it, or they're indifferent to it. It is our hope that we have given the teachers and students some tools to look at poetry in a different light. We hope that this unit will be enjoyable and that students will love it, hate to see it end, and extend their horizons in reading poetry, sharing it, and writing it.

Afriche Ipi English kaha

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