Fluke, or, I Know Why the Winged Whale Sings Chapter 17~18 Free Essays

CHAPTER SEVENTEEN Jonathan Livingston Reaper Amy wore an oversized, tattered â€Å"I’M WITH STUPID† nightshirt and Local Motion flip-flops. Her hair was completely flat on one side and splayed out into an improbable sunburst of spikes on the other, making it appear that she was getting hit in the side of the head by a tiny hurricane, which she wasn’t. She was, however, performing the longest sustained yawn Clay had ever seen. We will write a custom essay sample on Fluke, or, I Know Why the Winged Whale Sings Chapter 17~18 or any similar topic only for you Order Now â€Å"Ooo ahe-e, I aya oa a,† she said in yawnspeak, a language – not unlike Hawaiian – known for its paucity of consonants. (You go ahead, I’m okay, she was saying.) She gestured for Clay to continue. Clay cued the tape and fiddled with the audio. A whale tail in a field of blue passed by on the monitor. â€Å"There’s someone outside, Captain.† â€Å"Does he have my sandwich with him?† Amy stopped yawning and scooted forward on the stool she was perched upon behind Clay. When the whale tail came down, Clay stopped the tape and looked back at her. â€Å"Well?† â€Å"Play it again.† He did. â€Å"Can we get a feeling for direction?† Amy asked. â€Å"That housing has stereo microphones, right? What if we move the speakers far apart – can we get a sense where it’s coming from?† Clay shook his head. â€Å"The mikes are right next to each other. You have to separate them by at least a meter to get any spatial information. All I can tell you is that it’s in the water and it’s not particularly loud. In fact, if I hadn’t been using the rebreather, I’d never have heard it. You’re the audio person. What can you tell me?† He ran it back and played it again. â€Å"It’s human speech.† Clay looked at her as if to say, Uh-huh, I woke you up because I needed the obvious pointed out. â€Å"And it’s military.† â€Å"Why do you think it’s military?† Now Amy gave Clay the same look that he had just finished giving her.† ‘Captain’?† â€Å"Oh, right,† said Clay. â€Å"Speaker in the water? Divers with underwater communications? What do you think?† â€Å"Didn’t sound like it. Did it sound like it was coming from small speakers to you?† â€Å"Nope.† Clay played it again. â€Å"Sandwich?† he said. â€Å"Sandwich?† â€Å"The Old Broad said that someone called her claiming to be a whale and asked her to tell Nate to bring him a sandwich.† Amy squeezed Clay’s shoulder. â€Å"He’s gone, Clay. I know you don’t believe what I saw happened, but it certainly wasn’t about a sandwich conspiracy.† â€Å"I’m not saying that, Amy. Damn it. I’m not saying this had anything to do with Nate’s† – he was going to say drowning and stopped himself – â€Å"accident. But it might have to do with the lab getting wrecked, the tapes getting stolen, and someone trying to mess with the Old Broad. Someone is fucking with us, Amy, and it might be whoever is recorded on this tape.† â€Å"And there’s no way the camera could have pulled a signal out of the air, something on the same frequency or something? A mobile phone or something?† â€Å"Through a half-inch of powder-coated aluminum housing and a hundred feet of water? No, that signal came in through the mike. That I’m sure of.† Amy nodded and looked at the paused picture on the screen. â€Å"So you’re looking for two things: someone military and someone who has an interest in Nate’s work.† â€Å"No one – † Clay stopped himself again, remembering what he’d said to Nate when the lab had been wrecked. That no one cared about their work. But obviously someone did. â€Å"Tarwater?† Amy shrugged. â€Å"He’s military. Maybe. Leave the tape out. I’ll run a spectrograph on the audio in the morning, see if I can tell if it’s coming through some kind of amplifier. I’ve got nothing left tonight – I’m beat.† â€Å"Thanks,† Clay said. â€Å"You get some rest, kiddo. I’m going to hit it, too. I’ll be heading down to the harbor first thing.† † ‘Kay.† â€Å"Oh, and hey, the ‘kiddo’ thing, I didn’t mean – ; Amy threw her arms around him and kissed the top of his head. â€Å"You big mook. Don’t worry, we’ll get through this.† She turned and started out the door. â€Å"Amy?† She paused in the doorway. â€Å"Yeah?† â€Å"Can I ask you a†¦ personal question, kinda?† â€Å"Shoot.† â€Å"The shirt – who’s stupid?† She looked down at her shirt, then back at him and grinned. â€Å"Always seems to apply, Clay. No matter where I am or who I’m with, the smoke clears and the shirt is true. You gotta hang on to truth when you find it.† â€Å"I like truth,† Clay said. â€Å"Night, Clay.† â€Å"Night, kiddo.† The next day the weather was blown out, with whitecaps frosting the entire channel across to Lanai and the coconut palms whipping overhead like epileptic dust mops. Clay drove by the harbor in his truck, noting that the cabin cruiser that Cliff Hyland’s group had been using was parked in its slip. Then he turned around and caught a flash of white out of the corner of his eye as he drove past the hundred-year-old Pioneer Inn – Captain Tarwater’s navy whites standing out against the green shiplap. He parked his truck by the giant banyan tree next door and humped it over to the restaurant. When Clay came up to the table, the hostess was just seating Cliff Hyland, Tarwater, and one of their grad students, a young blond woman with a raccoon sunburn and straw-dry hair. â€Å"Hey, Cliff,† Clay said. â€Å"You got a minute?† â€Å"Clay, how you doing?† Hyland took off his sunglasses and stood to shake hands. â€Å"Please, join us.† Clay looked at Tarwater, and the naval officer nodded. â€Å"Sorry to hear about your partner,† he said. Then he looked back down at his menu. The young woman sitting with them was watching the dynamic between the three men as if she might write a paper on it. â€Å"Just a second,† Clay said. â€Å"If I could talk to you outside.† Now Tarwater glanced up and gave Cliff Hyland an almost imperceptible shake of the head. â€Å"Sure, Clay,† Cliff said, â€Å"let’s walk.† He looked to the junior researcher. â€Å"When she comes, coffee, Portuguese sausage, eggs over easy, whole wheat.† The girl nodded. Hyland followed Clay out to the front of the hotel, which overlooked the harbor fueling station and the Carthaginian, a steel-hulled replica of a whaling brig, now used as a floating museum. They stood side by side, watching the harbor, each with a foot propped on the seawall. â€Å"What’s up, Clay?† â€Å"What are you guys working on, Cliff?† â€Å"You know I can’t talk about that. I signed a nondisclosure thing.† â€Å"You got divers in the water, people with underwater coms?† â€Å"Don’t be silly, Clay. You’ve seen my crew. Except for Tarwater, they’re just kids. What’s this about?† â€Å"Somebody’s fucking with us, Cliff. They sank my boat, tore up the office, took Nate’s papers and tapes. They’re even messing with one of our benefactors. I’m not even sure they don’t have something to do with Nate’s –  » â€Å"And you think it’s me?† Hyland took his foot off the seawall and turned to Clay. â€Å"Nate was my friend, too. I’ve known you guys, what? Twenty-two, twenty-three years? You can’t think I’d do anything like that.† â€Å"I’m not saying you personally. What are you and Tarwater working on, Cliff? What would Nate know that would interfere with what you’re doing?† Hyland stared at his feet. Scratched his beard. â€Å"I don’t know.† â€Å"You don’t know? You know what we’re doing – figure it out. Listen, I know you guys are using a big towable sonar rig, right? What’s Tarwater looking at? Some new kind of active sonar? If it didn’t have a hinky element, he wouldn’t be here on site. Mines?† â€Å"Damn it, Clay, I can’t tell you! I can tell you that if I thought it was going to hurt the animals, or anyone in the field for that matter, I wouldn’t be doing the work.† â€Å"Remember the navy’s Pacific Biological Ocean Science Program? Were you in on that?† â€Å"No. Birds, wasn’t it?† â€Å"Yeah, seabirds. The navy came to a bunch of field biologists with a ton of money – wanted seabirds tagged and tracked, behavior recorded, population information, habitat, everything. Everyone thought the heavens had opened up and started raining money. Thought the navy was doing some sort of secret impact study to preserve the birds. Do you know what the study was actually for?† â€Å"No, that was before my time, Clay.† â€Å"They wanted to use the birds as delivery systems for biological weapons. Wanted to make sure they could predict that they’d fly to the enemy. Probably fifty scientists helped in that study.† â€Å"But it didn’t happen, Clay, did it? I mean, the data was valuable scientifically, but the weapons project didn’t pan out.† â€Å"As far as we know. That’s the point. How would we know, until a seagull drops fucking anthrax on us?† Cliff Hyland had aged a couple of years in the few minutes they’d been standing there. â€Å"I promise, Clay, if there’s any indication that Tarwater or the navy or any of the spooky guys that come around from time to time are involved with trying to sabotage you guys, I’ll call you in an instant. I promise you. But I can’t tell you what I’m working on, or why. I don’t exactly have funding coming out my ears. If I lose this, I’m teaching freshmen about dolphin jaws. I’m not ready for that. I need to be in the field.† Clay looked at him sideways and saw that there was real concern, maybe even a spark of desperation in Hyland’s eyes. â€Å"You know, your funding might be a little easier to come by if you weren’t based in Iowa. I don’t know if you’ve noticed, but there’s no ocean in Iowa.† Hyland smiled at the old dig. â€Å"Thanks for pointing that out, Clay.† Clay extended his hand. â€Å"You promise you’ll let me know?† â€Å"Absolutely.† Clay left feeling totally spent. The great head of steam he’d built up through a night of fitful sleep had wilted into exhaustion and confusion. He got in his truck and sat while sweat rolled down his neck. He watched tourists in aloha wear mill around under the great banyan tree like gift-wrapped zombies. Cliff Hyland’s eggs were still steaming when he returned to the table. Tarwater looked up from his own breakfast and moved his snow-white hat away from Hyland’s plate, as if the rumpled scientist might splash yolk over the gold anchors in a fit of disorganized eating. â€Å"Everything all right?† The young woman at the table fidgeted and tried to look invisible. â€Å"Clay’s still a little shaken up. Understandably. He and Nathan Quinn have been working together a long time.† â€Å"Lucky they made it this long without self-destructing,† Tarwater said. â€Å"Slipshod as they run that operation. You see that kid that works for them? Not worth grinding up for chum.† Cliff Hyland dropped his fork in his plate. â€Å"Nathan Quinn was one of the most intuitively brilliant biologists in the field. And Clay Demodocus may very well be the best underwater photographer in the world, certainly when it comes to cetaceans. You have no right.† â€Å"The world turns, Doc. Yesterday’s alphas are today’s betas. Losers lose. Isn’t that what you biologists teach?† Cliff Hyland came very close to burying a fork in Tarwater’s tanned forehead, but instead he slowly climbed to his feet. â€Å"I need to use the restroom. Excuse me.† As he walked away, Hyland could hear Tarwater lecturing the junior researcher on how the strong survive. Cliff dug his mobile phone out of the pocket of his safari shirt and began scrolling through the numbers. Clay was just dozing off in the driver’s seat when his mobile trilled. Without looking at the display, he figured it was Clair checking up on him. â€Å"Go, baby.† â€Å"Clay, it’s Cliff Hyland.† â€Å"Cliff? What’s up?† â€Å"You’ve got to keep this under your hat, Clay. It’s my ass.† â€Å"I got you. What is it, Cliff?† â€Å"It’s a torpedo range. We’re doing site studies for a torpedo test range.† â€Å"Not in the sanctuary?† â€Å"Right in the middle of the sanctuary.† â€Å"Jeepers, Cliff, that’s terrible. I don’t know if my hat is big enough to hold that.† â€Å"You gave me your word, Clay. What’s with ‘jeepers’? Who says ‘jeepers’?† â€Å"Amy does. She’s a little eccentric. Tell me more. Does the navy have divers in the water?† CHAPTER EIGHTEEN Heinous Fuckery Most Foul â€Å"Jeepers,† said Amy. She was at Quinn’s computer. Streamers of digital videotape were festooned across her lap and over the desk. â€Å"Oh, that’s heinous fuckery most foul,† said Kona. He was perched on the high stool behind Amy and actually appeared to be trying to learn something when Clay came in. â€Å"They’ve been simulating explosions on the lee of Kahoolawe with a big towable array of underwater speakers, measuring the levels. The speaker array is what’s in that big case we’ve seen on their boat.† â€Å"We have a couple of explosions on the singer tapes, but distant,† Amy said. â€Å"Nate thought it might be naval exercises out at sea.† â€Å"Speaking of tapes?† Clay picked up a strand of tape. â€Å"This isn’t my rebreather footage, is it?† â€Å"I’m sorry, Clay. I didn’t get the video, but I pulled the audio off before this happened. Want to see the spectrograph?† Kona asked, â€Å"You think those voices in the water be navy divers?† Clay looked at Amy, raised an eyebrow. â€Å"He wanted to learn.† â€Å"Cliff says there’re no divers in the water, that his operation is it, militarily, in the sanctuary anyway. But he might not even know.† Amy wadded up the videotape and chucked the resulting bird’s nest into the wastebasket. â€Å"How can they do that, Clay? How can they put a torpedo range in the middle of the humpback sanctuary? It’s not like people won’t notice.† â€Å"Yeah, she’s a big ocean. Why here?† Kona said. â€Å"I have no idea. Maybe they don’t want there to be any mistake about whose waters they’re blowing up ordnance in. If they blow them up in between a bunch of American islands, maybe there can’t be any misinterpretation about what they’re doing.† â€Å"Lost now,† Kona said. â€Å"Does not compute. Danger. Danger. Control room needs herb.† The Rastafarian had affected an accent that seemed an excellent approximation of how a stoned robot might sound. â€Å"Submarine warfare is all about hide and seek with other submarines,† Clay said. â€Å"The crews are autonomous when they’re underwater. They make decisions on whether they’re being attacked and whether to defend. Maybe if the navy just shot torpedoes off in the middle of the open sea, someone might misinterpret the action as an attack. It’s damn unlikely that a Russian sub is going to be cruising up to Wailea for brunch and misinterpret an attack.† â€Å"They can’t do that,† Amy said. â€Å"They can’t let them set off high explosives around the mothers and calves. It’s just insane.† â€Å"They’ll go deep and say it doesn’t bother them. The navy will guarantee they won’t blow up anything shallower than, say, four hundred feet. The humpbacks don’t dive that deep in this channel.† â€Å"Yes they do,† Amy said. â€Å"No they don’t,† Clay said. â€Å"Yes they do.† â€Å"There’s no data on that, Amy. That’s specifically what Cliff Hyland asked me about. He wanted to know if we were doing any research on the depth of humpback dives. Said that it would be the only thing the navy would care about.† Amy stood up and shoved the wheeled desk chair away. It bounced off Kona’s shins, causing him to wince. â€Å"Ease on up, sistah.† â€Å"Amy, this wasn’t my idea,† Clay said. â€Å"I’m just telling you what Hyland told me.† â€Å"Fine,† Amy said. She pushed her way past Clay and headed for the door. â€Å"Where are you going?† â€Å"Somewhere else.† She let the screen door slam behind her. Clay turned to Kona, who appeared to be studying the ceiling with great concentration. â€Å"What?† â€Å"You makin’ up that submarine war story?† â€Å"Kind of. I read a Tom Clancy book once. Look, Kona, I’m not supposed to know stuff. Nate knew stuff. I just take the pictures.† â€Å"You think the navy sink your boat? Maybe make something bad happen to Nate?† â€Å"The boat, maybe. I don’t think they could have had anything to do with Nate. That was just bad luck.† â€Å"The Snowy Biscuit – all this getting under her skin.† â€Å"Mine, too.† â€Å"I’ll go put the calm on her.† â€Å"Thanks,† Clay said. He walked to the other side of the office, slumped in his chair, and pulled his editing tools up on the giant monitor. A half hour later he heard a tiny voice coming through the screen door. â€Å"Sorry,† Amy said. â€Å"It’s okay.† She stepped into the room and stood there, not looking as glazed as he would have expected if Kona had put the calm on her in an herbal way. â€Å"Sorry about your tape, too. The camera was making crunching noises on playback, so I sort of rushed taking it out.† â€Å"Not a problem. It was your big rescue scene. It just made me look like an amateur. I got most of it on the hard drive, I think.† â€Å"You did?† She stepped over to the monitor. â€Å"That it?† Frame stopped, the whale tail from the edge, black marks barely visible. â€Å"Just going through it to see if there’s anything else the audio picked up. The camera was running the whole time you were saving my bacon.† â€Å"Why don’t you let it rest and let me take you out to lunch.† â€Å"It’s ten-thirty.† â€Å"What, you’re Mr. Rigid Schedule all of a sudden? Come out to lunch with me. I feel bad.† â€Å"Don’t feel bad, Amy. It’s a huge loss. I†¦ I’m not dealing well myself. You know, to keep this work going, we’ll be needing some academic juice.† Amy just stared at the frozen image of the whale tail, and then she caught herself. â€Å"What? Oh, you’ll get someone. You put the word out, you’ll have Ph.D.’s knocking the door down to work with you.† â€Å"I was thinking about you.† â€Å"Me? I’m crap. I don’t even have a bona fide hair color. Ink on my master’s isn’t even dry. You read my resume.† â€Å"Actually, I didn’t.† â€Å"You didn’t?† â€Å"You seemed intelligent. You were willing to work for nothing.† â€Å"Nate read it, though, right?† â€Å"I told him you were good. And if it’s any consolation, he thought the world of you.† â€Å"That’s how you hire? I’m smart and I’m cheap – that’s it? What kind of standards do you guys have?† â€Å"Have you met Kona?† She looked back at the monitor, then at Clay again. â€Å"I feel so used. Honored, but used. Look, I’m thrilled you want to keep me on, but I’m not going to bring you funding or legitimacy.† â€Å"I’ll worry about that.† â€Å"Worry about it after lunch. Come on, I’ll buy.† â€Å"You’re poor. Besides, I’m meeting Clair for lunch at one.† â€Å"Okay. Can I borrow Nate’s – uh, the green truck?† â€Å"Keys are on the counter.† Clay waved over his shoulder toward the kitchen. Amy took the keys, then started out the door, caught herself, then ran back, and threw her arms around the photographer. â€Å"I really appreciate your asking me to stay.† â€Å"Go. Take Kona with you. Feed him. Hose him off.† â€Å"Nope, if you’re not coming, I’m going solo. Tell Clair hi for me.† â€Å"Go.† He looked back at the computer, looked past the window at the brilliant Maui sun, then shut the computer down, feeling very much as if nothing he did mattered or would ever matter again. How to cite Fluke, or, I Know Why the Winged Whale Sings Chapter 17~18, Essay examples

Johannes Van Den Bosch Sends an Email free essay sample

Seminar 1: Johannes Van Den Bosch Sends An Email Introduction The van ben Bosch case illustrates issues in different cultural values and responsiveness and cross culture communication in particularly the style and medium. In the case, Johannes van den Bosch, the Rotterdam office representative of Big Four Firm, is having difficulty communicating and getting the expected actions and results from his Mexican partner, Pablo Menendez. As the result of this Van den Bosch has been receiving a lot of pressure and verbal abuse from his angry British client, Malcolm Smythe-Jones. In the hope of solving the problem and to please his client, van den Bosch composes an email for Menendez expressing the situation that they are in. The email was originally written in a strong worded fashion but then van den Bosch decided to edit it to â€Å"stick to the fact† while still communicating the appropriate level of urgency. Mapping The first aspect of the MBI model involves identifying and understanding the differences and issues that exist between the parties. We will write a custom essay sample on Johannes Van Den Bosch Sends an Email or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Identification of issues and differences Communication barriers: Communication should be able flow through easily without having to go through barriers to ensure timely delivery and to minimize the chance of lost of the original meaning. In another word, maybe all three parties involved in the case should be communicating together rather than having van den Bosch as the middleman so that the client can express his needs and expectations to Menendez directly. Communication medium: different types of communication mediums may present a different type of urgency. In global communication, email is a medium that is often adopted as the most effective tool but sometimes it is hard to express the true message in writing. Identification of common grounds Both van den Bosch and Menendez understand who they are representing. Bridge The second element of the MBI model involves communicating across the differences and consists of preparation, decentring without blame and re-entering. Integrating The goal of pleasing the client, Malcolm Smythe-Jones, can be achieved by adopting different communication methods. Emails exchanges should definitely be continued but sometimes in a more serious situation an online conference may be a good idea to get all three parties involved in the same communication.

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How to Find JTS List College Essay TopicsJTS List College Essay topics can be accessed from the website. If you are a student that is looking for great JTS essays, your search should not end here. JTS is known for providing writing samples for all levels of writers. There are a number of JTS essay topics that will be perfect for your college essay and they will have sample essays that you can read.The College essay is an important part of your academic career. As a student, it is your goal to get into a prestigious college and get an excellent job. Getting good grades and completing assignments are also important aspects of being a student. Studying for the SAT or ACT exam and writing a personal statement for college is often considered a stress busting task.Many students spend countless hours studying for the College essay, which includes learning about the essay format, grammar, vocabulary, writing style, and grammar explanations. Many are worried about this portion of their essay as well. However, it is worth spending time on the topics and practicing.JTS List College Essay topics are free, but if you find something that interests you think you can write, try to write it. Some people write an essay and then give up after they can't figure out how to write.If you find a site that will let you access sample essays, check it out first and make sure you have an online tool that will help you find the topic that you are interested in. A good tool is one that has a huge database of writing samples. It should also give you sample essays of the different topics. Once you find something that you like, check the writing samples out, go over them and make sure you understand the information that you have written about.The College essay can be a difficult task to write. If you find a site that offers a Writing Strategy course for free, it is probably going to be a valuable resource. A writing strategy is important in any writing process and it is especially important wh en you are writing a college essay.Use the writing strategies that are offered to learn about how to structure an individual essay topic. These strategies will help you use the structure you know best in order to create a unique topic. These tips and tricks can be a benefit when you are writing the essay.One benefit of working with an online service for writing tips is that it allows you to look at samples and topics and decide what you want to write about. By trying different topics you can determine if you have what it takes to write a high-quality essay. Allowing you to check your ability without putting too much pressure on you is important.

Notes on Explanation Essay Topics in an Easy to Follow Manner

Notes on Explanation Essay Topics in an Easy to Follow Manner Things You Won't Like About Explanation Essay Topics and Things You Will Explain'' is to express the info on this issue as a way to make it even more understandable to the reader. Opt for the topic that is disputable. It's possible to write about just about any topic you prefer. Although explanatory essays by nature must stick with the facts, creativity cannot be underestimated. The purpose of any expository writing is to reveal the qualities of notions indicated in the subject. The writer must stay neutral. You, since the author (or guide) have a duty to impart accurate details. Therefore, the expository essay is an academic paper that is intended to explain something, to convey a specific message. The length and essentials of your essay are especially crucial in understanding how you should structure the job. Lastly, edit and revise the paper to make certain that it reads well. For this reason, you should organize your paper. Essay writing is regarded as a talent. Besides their experience will make certain your essay becomes only original and solid contents. Writing an essay is a vital role in academe life. Choose the one that you liek to compose a great expository essay! To compose a good essay, you will want to receive your information from reliable sources. Indeed, it's very important to select interesting topics for analysis essay. An analysis essay is a sort of persuasive essay. Try to remember, exploratory papers aren't argumentative essays. Narrative essay topics Narrative essay is somewhat different from different types. The finish of your essay has to be effective and logical. Make certain your thesis is proper for the guidelines of the assignment. The thesis makes it possible for readers to clearly understand the goal of your essay. The Tried and True Method for Explanation Essay Topics in Step by Step Detail Although a seemingly leftist notion, the action of legalizing and levying taxes on marijuana would decrease the budget deficit and make job opportunities for lots of people. The source of social problems is difficult to exhaust because new problems intensively show up in the society. What's more, you'll need to concisely demonstrate some of the potential sources for the issue, the institutions and the folks who might be involved with the issue and, some of the possible solutions for the issue. Don't neglect to explain why the issue is significant to you! Key Pieces of Explanation Essay Topics If you st art to branch off to another idea, transition to a different paragraph. Also remember that every paragraph should start out with a topic sentence. It conveys one main point. Every paragraph has to have a topic sentence. Therefore, process analyses can be quite detailed and at times quite long. The next thing to do is to research the idea. The major relevance of a concept analytical essay is to offer a more vivid evaluation along with explanation of the ideas that may appear ambiguous. As you should present evidence to back up your topic, your objective isn't necessarily to sway the reader except to earn a good case. Get the Scoop on Explanation Essay Topics Before You're Too Late All things considered, if you're writing as part of a class assignment, it's safe to presume that the professor will become your audience, however, it's still important to have a target audience in mind. Literature students read a good deal. History is a subject that's compulsory for students of at virtually every major.

How to Write a Sample Essay

How to Write a Sample EssayWriting a sample essay is not hard, but it is definitely not easy. As it turns out, almost everyone needs to write a good essay. As an undergraduate student you will certainly need to write one. As a graduate student, however, writing your own essay is less important.The first step to writing an essay is to identify the goals that you wish to achieve with your essay. What does it tell your teacher or professor? Why are you writing this essay? These are important questions that need to be answered. Here is how to identify and answer them.- You should make an outline of your entire essay before you begin. Figure out what topic you are going to cover and where the essay is going to end up. Your outline will help you see if your essay will fit into a certain topic and won't detract from it.- Your outline will also help you decide whether you are going to write a summary or if you are going to start writing the actual essay. If you write a summary, you will stil l have a rough draft of your essay that will include your points in different sections. This type of essay will need to be revised after you are done writing it. A summary however, will give you something to start on without much editing. - Decide what style you want to use. Do you want to use a formal or informal style? Do you want to use formal for formal reasons or do you want a conversational style. The answers to these questions will affect how you write. For example, if you are writing a paper for an exam or you are writing a paper for a class, you may want to write in an informal style. On the other hand, if you are writing to impress your teacher or to impress your girlfriend, you will probably want to write in a more formal style.- If you are writing a paper for an exam, have a deadline. This will help you control how you write your essay. Just as you don't write a paper on Friday before it is due, you don't write a piece of writing that is too long or too short. Some ideas for topics can be very long and complex.Writing a sample essay is not hard to do. It is a skill that you will develop over time. As you learn, you will find yourself able to write a better and faster essay and you will be writing more of them as well.

The Importance of Morphemic Analysis in English Learning Essays

The Importance of Morphemic Analysis in English Learning Essays The Importance of Morphemic Analysis in English Learning Paper The Importance of Morphemic Analysis in English Learning Paper Morpheme From Wikipedia, the free encyclopedia Jump to: navigation, search In linguistics, a morpheme is the smallest component of a word, or other linguistic unit, that has semantic meaning. The term is used as part of the branch of linguistics known as morphology (linguistics). A morpheme is composed by phoneme(s) (the smallest linguistically distinctive units of sound) in spoken language, and by grapheme(s) (the smallest units of written language) in written language. The concept of word and morpheme are different: a morpheme may or may not stand alone. One or several morphemes compose a word. A morpheme is free if it can stand alone (ex: lie, cake), or bound if it is used exclusively alongside a free morpheme (ex: im in impossible). Its actual phonetic representation is the morph, with the different morphs (in-, im-) representing the same morpheme being grouped as its allomorphs. English example: The word unbreakable has three morphemes: un-, a bound morpheme; break, a free morpheme; and -able, a bound morpheme. un- is also a prefix, -able is a suffix. Both un- and -able are affixes. The morpheme plural-s has the morph -s, /s/, in cats (/k? ts/), but -es, /? z/, in dishes (/d z/), and even the voiced -s, /z/, in dogs (/d z/). -s. These are allomorphs. Whether or not a word is divided on all available morphemes is debatable. Some morphologists decompose the words completely as it was formed etymologically while others only decompose what there is evidence to decompose in the modern use of the word. The word governmental has either three morphemes: govern, a free morpheme: ment, a bound morpheme; and -al, a bound morpheme. Or, depending on the syntactic framework, it has two morphemes: government and -al. The word predict has either two morphemes: pre- a bound morpheme, and dict a bound morpheme, or one morpheme: predict a free morpheme. tense, number, aspect, and so on, without deriving a new word or a word in a new grammatical category (as in the dog morpheme if written with the plural marker morpheme -s becomes dogs). They carry grammatical information. Allomorphs are variants of a morpheme, e. g. , the plural marker in English is sometimes realized as /-z/, /-s/ or /-? z/ Other variants Null morpheme Root morpheme Word stem Morphological analysis In natural language processing for Japanese, Chinese and other languages, morphological analysis is a process of segmenting a given sentence into a row of morphemes. It is closely related to Part-of-speech tagging, but word segmentation is required for these languages because word boundaries are not indicated by blank spaces. Famous Japanese morphological analysers include Juman, ChaSen and Mecab. Changing definitions of Morpheme In gennerative grammar the definition of a morpheme depends heavily on whether syntactic trees have morphemes as leafs or features as leafs. Direct surface to syntax mapping LFG – leafs are words Direct syntax to semantics mapping Leafs in syntactic trees spell out morphemes: Distributed morphology – leafs are morphemes o Branches in syntactic trees spell out morphemes:Radical Minimalism and Nanosyntax -leafs are nano morpho-syntactic features Given the definition of morpheme as the smallest meaningful unit Nanosyntax aims to account for idioms where it is often an entire syntactic tree which contributes the smallest meaningful unit. An example idiom is Dont let the cat out of the bag where the idiom is composed of let the cat out of the bag and that might be considered a semantic morpheme, which is composed of many syntactic morphemes. Other cases where the smallest meaningfull unit is larger than a word include some collocations such as in view of and business intelligence where the words together have a specific meaning. The definition of morphemes also play a significant role in the interfaces of generative grammar in the following theoretical constructs; Event semantics The idea that each productive morpheme must have a compositional semantic meaning (a denotation), and if the meaning is there, there must be a morpheme (null or overt). Spell-out The interface where syntactic/semantic structures are spelled-out using words or morphemes with phonological content. This can also be thought of as lexical insertion into the syntactics See also Personal tools Log in / create account Namespaces Article Discussion Variants Views Read View source View history Actions Search [pic] [pic][pic] Navigation Main page Contents Featured content Current events Random article Donate to Wikipedia Interaction Help About Wikipedia Community portal Recent changes Contact Wikipedia Toolbox What links here Related changes Upload file Special pages Permanent link Cite this page Print/export Create a book Download as PDF Printable version Languages Afrikaans Brezhoneg Catala Cesky Cymraeg Dansk Deutsch Eesti Espanol Esperanto Francais Frysk Gaeilge Galego Hornjoserbsce Hrvatski Ido Bahasa Indonesia Interlingua Islenska Italiano Kiswahili Kurdi Limburgs Magyar Nederlands ? Norsk (bokmal)? ? Norsk (nynorsk)? Novial Plattduutsch Polski Portugues Romana Runa Simi Scots Simple English Slovencina / Slovenscina Suomi Svenska Tagalog Turkce Veneto Walon This page was last modified on 31 May 2011 at 04:45. Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of Use for details. Wikipedia ® is a registered trademark of the Wikimedia Foundation, Inc. a non-profit organization. Contact us Privacy policy About Wikipedia Disclaimers [pic] [pic] |We empower you to use this information in making sound instructional decisions to improve reading outcomes. | | | Essentials for Reading Success [pic] |Components of Reading | |Reading research over the last 20 years has identified the critical skills that students must acquire very early in reading | |development to ensure that they can read at grade level by third grade. These skills are in the areas of phonemic awareness,| |phonics, fluency in reading text, vocabulary, and reading comprehension. The development of these skills is critical to | |getting off to a good start in reading, and we can begin to assess them as early as kindergarten. Students who lag behind in| |the development of these skills in early elementary school are in danger of not being able to read at grade level by third | |grade. |Types of Assessment | |Assessment is the process of collecting data for the purposes of specifying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. |Layers of Instruction | |Assessment is the process of collecting data for the purposes of speci fying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. | Elements of Effective Instruction [pic] High quality reading instruction incorporates the five components of reading delivered through a coherent instructional design. Research has repeatedly demonstrated the importance of initial instruction that includes the five critical components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. To be most effective, the five critical components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments. Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be individualized to reflect the instructional needs of the students. Individual student needs are determined by formal screening and progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery of these please see Components of Reading. How to Differentiate Instruction [pic] What is Differentiated Instruction? Differentiated Instruction is matching instruction to meet the needs of individual learners. The teacher forms small, flexible teacher–led instructional groups based on student data and observations. The teacher groups students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed. The focus and format of reading skills instruction varies with the skill level of the students. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk will need to meet more frequently and for longer periods. This small group targeted skill instruction supplements and reinforces high quality and consistent initial reading instruction. When is Differentiated Instruction Implemented? Differentiated Instruction is implemented during the 90+ minute reading block. Whole group instruction is provided using the core reading curriculum as a guide, and is usually followed by small group reading centers to develop reading skills both cooperatively and independently. During the reading center time, the classroom teacher meets with small groups to provide systematic and explicit instruction in identified reading skill areas. How is Differentiated Instruction Implemented in the Classroom? Differentiated Instruction is implemented in the teacher-led group. The teacher forms small, flexible groups based on student data and observations. Students and classes vary from one another in many important ways. For that reason, there is no one correct way to place students into small groups for instruction. The suggested number of students per group is 1-4 for struggling readers (intensive and strategic) and 5-8 for those students on grade level for reading. The smaller group size is needed for struggling readers because it allows the teacher more opportunity to individualize reading instruction. The classroom is then organized based on how frequently the teacher needs to meet with each group per week (e. g. , group meets daily, group meets 3 times per week) and the number of minutes per day (e. g. , 10 minutes, 20 minutes, 30 minutes).