Ernest Hemingway s A Special Code, Grace Under Pressure

Ernest Hemingway was a man who was born and raised in the suburbs of Chicago. Growing up, he was always encouraged to pursue the arts in any way he could. Being so close to nature and experiencing World War I, World War II, and the Spanish Civil war, Hemingway’s style showed times of post-war and poverty for the common man. Some of his best works are because of the times he has spent in war. Stories such as the Old Man and the Sea, â€Å"The Killers†, â€Å"The Undefeated†, and â€Å"The Big Two-Hearted River† were all influenced by war and the times Hemingway spent fighting for the cause. All of Hemingway’s most famous works follow a special code, grace under pressure. These codes tell how one must accept life for how it is. That we are not always able to change it so the best we can do is take it as life hands it to us. In addition, that one should stick to their own path in life and not make trouble for others. Hemingway’s code show how on e should live their life in a way that is solely their life, which one should never try to inflict their ways or values onto others. Hemingway uses grace under pressure to relate to real life events and how one should handle it. In The Old Man and the Sea, before the boy and the old man made their way to get ready for the old man’s trip out to sea the next day, the boy sees how the old man is aging. â€Å"They were strange shoulders, still powerful although very old, and the neck was still strong too and the creases did not show so much when the old manShow MoreRelated Jake Barnes as Hemingway Code Hero in The Sun Also Rises Essay1684 Words   |  7 PagesBarnes as Hemingway Code Hero in The Sun Also Rises      Ã‚  Ã‚   The portrayal of heroism is an essential aspect of literature, and every writer delineates his heroes through their ability to triumph over adversity. Ernest Hemingway (1899-1961) consistently defined and distinguished his heroes through an echoing set of characteristics that form a characteristic Hemingway Code Hero. A Code Hero is one that distinguishes himself by his ability to demonstrate grace under pressureRead MoreThe Characteristics of Hemingways Works2503 Words   |  11 PagesThe Characteristics of Hemingway’s Works Ernest Hemingway, who was awarded the Pulitzer Prize in 1953 and the Nobel Prize of Literature in 1954, occupies an outstanding position in the American literature. He is regarded as one of the most influential writers of the twentieth century. Hemingway is famous for his distinct writing style and his â€Å"Code Hero.† In addition, his many great works are based on his experiences of war. Hemingway’s writing style is arguably the most distinctive characteristic

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GCSE English Language Unit 3: Controlled Assessment Spoken Language Study Name:__________________ Teacher:_________________ Spoken Language Study 10% of final English Language grade Controlled Assessment January 9 hours of lessons; 3 hours of controlled assessment writing Assessment Objectives: 1. Understand variations in spoken language, explaining why language changes in relation to contexts 2. Evaluate the impact of spoken language choices in their own and others’ use Lesson 1: Spoken v Written Lesson 2: Contextual Factors and Social Attitudes Key Words related to Speech Match the word to the correct definition. We will write a custom essay sample on My Work or any similar topic only for you Order Now 1. Standard EnglishA The way you speak, depending on context and audience 2. Received PronunciationB Form of grammar and vocabulary accepted as the national norm 3. AccentC The grammar and vocabulary of a particular region. 4. DialectD The way someone pronounces individual words in a geographical region 5 Repertoire E A person’s individual style of speaking 6. IdiolectF The accent of Standard English, often seen as the proper way of speaking. 7. Sociolect G The way you speak, depending on your particular social group 8. Contextual Factors H Factors that influence the way you speak, eg gender, etc |1 |2 |3 |4 |5 |6 |7 |8 | | | | | | | | | | Homework: Idiolect Study Read Michael Rosen’s account of his idiolect. Write your own account of influences on the way you talk. Write a paragraph on each of the following: 1. How would you describe the way you speak? 2. What do you think the way you speak tells other people think about you? 3. Explain how you change your speech in different situations(e. g. talking to teacher, talking to family, asking questions in a shop, etc. ) 4. Have you ever been embarrassed or ashamed about the way you speak? Why? Why not? Extension: Try to use key words in your response Lesson 3: Non-Fluency Features and Transcripts Read this transcript and complete your allocated feature in the following table |Non-Fluency Feature |Example |Effect/Reason this occurs | |repetition (of the same word) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |back-tracking (repeating the same idea in| | | |different words) | | | | | | | | | | | | | | | | | | | | | | | | | | | |fillers (sort of, y’know, em) | | | | | | | | | | | | | | | | | | | | | | |longer pauses | | | | | | | | | | | | | | | | | | | |minor sentences (incomplete sentences) | | | | | | | | | | | |contractions | | | | | | | | | | | | | | | |slang | | | | | | | | | | | | | | | | | | | Commenting on Effect or Reason for a Non-Fluency Feature occurring: – Thinking about an appropriate word or way to phrase something – Recalling a distant memory – Nervousness – Reflecting on feelings at that point – Any others? Commenting on how Contextual Factors affect Speech: |Place/setting |Where does the conversation/speech take place? | |Is it a formal or informal environment? | | |How might the speech be different if the setting changed? | |Age |How old are the participants? | | |Is there a difference in age? | | |How might the language choice be different if the ages changed? | |Audience |Who is the speech aimed at? | | |Is this a formal or informal audience? | | |How might the language choices be different if the audience changed? | |Gender |Is it a single gender or mixed gender conversation? | |How might the language choices be different if the genders changed? | |Formality |Is it formal or informal? | | |Is it spontaneous or scripted speech? | | |How might the language be different if the formality changed? | |Purpose |Why is this person speaking? | | |How might the language change if the purpose changes? | |Previous events |What happened before this speech? | | |How does it influence what the speaker includes? | | |How mig ht it be different if we didn’t know what happened before? |Technology |Is the speaker using technology ? | | |Is there technology present, eg video, camera, microphone? | | |Does the speaker speak differently because of the presence of technology? | Lesson 4: Non-Fluency Features and Context PEE Paragraphs on Contextual Factors: 1. Does it clearly state what the contextual factor is? 2. Does it include examples from the transcript to support this? 3. Does it contain an explanation of how the examples show deliberate choice of language? Lesson 5: Conversational Features [pic] Use the glossary below to help you answer the questions about the transcript. 1. Find an adjacency pair in the transcript. Copy it into your book and explain what kind of adjacency pair it is. 2. Find an example of a participant attempting a topic change. Can you explain what they are trying to do? 3. Find an overlap in the conversation. Explain whether you think it is a cooperative or an uncooperative overlap. 4. Find an example of a participant making a false start. Try to explain why the speaker re-starts his utterance. Glossary Adjacency pair – two speech turns made by different speakers one following the other. In an adjacency pair, the first part requires a particular kind of second part (e. g. question/answer, summons/response, invitation/response). Back-channelling – sounds and words listeners make to encourage the speaker and show they are listening; they range in the amount of interest they suggest: â€Å"Hmm, yes, absolutely†, â€Å"I see†, â€Å"Excellent†. False start – when a speaker begins an utterance and then re-starts. Filler – sounds which fill up pauses in speech, such as ‘er’, ‘um’ etc. perhaps to create thinking time and prevent interruption. Interruption – when an utterance interferes with the flow of the conversation. It might suggest aspects of power. Overlap – a kind of interruption. But overlap can be co-operative and helpful, or uncooperative and an attempt to â€Å"take the floor†, i. e. to take a turn. Para-linguistic features – non-vocal facial and body movements use when talking, i. e. body language. Prosody / prosodic features – the sound features of talk, such as intonation, rhythm, pitch, speed. Repair – the moves people make to correct what they think is a mistake (one they’ve made themselves or that the other person makes) Stylised speech – speech is natural; dialogue used in radio or TV plays is stylised speech. Topic change – refers to points in a conversation where one of the participants clearly changes the subject, usually for a reason, and so alters the direction of the conversation. Turn-taking system – the system that governs conversation. Silences or continuous overlaps interfere with the turn-taking system. Turn-taking is about speakers co-operating to carry the conversation forward. Utterance – the words that are spoken. Extension: Write an analysis of the conversation, answering the question: How cooperative are the participants in the transcript? Lesson 6: Conversational PEE Language in the Workplace: The Orthodontist’s Surgery |1 |Orthodontist: |I want you to pop these on for me (1) that’s it (2) and (1) you have got a problem in | | | |the lower is it a problem in the lower left | | |Patient: |yeah | | |Orthodontist: |so (inaudible) up the chair (2. ) [laughter] it’s got a mind of its own this chair | |5 | |ugh | | |Patient: |it’s got a mind of its own this chair it just seems to do what it wants right so | | |Orthodontist: |(inaudible) (15) [ongoing activity and no talk] can I have a lace-back please (9) did | | | |your teeth hurt quite a lot after | |10 | |ugh ugh em pardon | | |Patient: |did your teeth ache a lot after your visit here last time | | |Orthodontist: |yeah | | |Patient: |yeah (3. 0) they have started to s ettle Ok now yeah | | |Orthodontist: |yeah I can feel the teeth moving around | |15 |Patient: |yeah they’re definitely moving (32) [ongoing activity] wha what’s happened is that um | | |Orthodontist: |you’re still chewing where your tooth used to be ok and now you’re straight into? | | | |(inaudible) flexible wire so this is quite a common problem um I’ve just put an extra | | | |support wire in it hasn’t upset your treatment progress or anything like that so it’s | | | |more of an irritation for you (1. um that should be you sorted out (4) and I’m | |20 | |thinking in anticipation of that happening on the other side we’ll do the same thing | | | |could we have another lace-back [technician passes lace-back] | | | |agh | | | |is that one sore | | | |yeah | |25 |Patient: |sorry | | |Orthodontist: |no don’t worry | | |Patient: |(2) still got some achy teeth | | |Orthodontist: |mm | | |Patient: |right | |30 |Orthod ontist: |is that something that | | |Patient: |oh yeah | | |Orthodontist: |that happens in the beginning they shift around | | |Parent: |it actually works er like that all the way through treatment that you can have weeks | | |Orthodontist: |and weeks of not of not having any discomfort at all | |35 |Parent: |Mmm | | |Orthodontist: |then all of a sudden one tooth will um will give you grief for a few days 2) [patient| | | |in pain] I’ll try and be as gentle as I can (14) [ongoing activity] Ok then | | |Parent: |yeah | | |Orthodontist: |ooh [sound of compressed air escaping] excuse me | |40 | |sorry [short laugh] | | | |um a couple of silver (inaudible) (22) [ongoing activity] | | |Patient: | | | |Orthodontist: | | | |Technician: | | |45 |Orthodontist: | | Lesson 7: Developing Ideas Analysing Spoken Language: Key Area Question Frame Social attitudes to different spoken language What attitudes do people have about this workplace/occupation? How may they expect to be treated (as an audience, in some cases)? What kind of language may they expect to hear (or use)? How context influences choice of spoken language What are the contextual factors here? How do the situation(s) or contextual factors affect the speakers’ word choices or fluency? Key features found in speech and/or dialogue What level of formality is conveyed by the speaker(s)? Why? What features of non-fluency are present? If none, why is this? What features of idiolect, sociolect, dialect or accent are present? Is it a cooperative or uncooperative conversation? Do you think the conversation is a typical or abnormal example of a conversation in this type of workplace? Why/Why not? How does each person speak in the conversation? Analyse the turn-taking. Why do the participants speak like this in this situation? Homework: TV Chef Research Watch some videos on TV chefs on the internet and write down the names of the chefs you viewed clips of, in the table. Then complete the table. Make sure to make a note of names of the video clips you refer to, for later reference. Some specific chefs to look out for: Delia Smith |Rick Stein |Angela Hartnett | |Jamie Oliver |Keith Floyd |Richard Corrigan | |Nigella Lawson |James Martin |Paul Rankin | |Antony Worral-Thompson |Marco Pierre-White |Gino d’Acampo | |Gordon Ramsay |Sanjeev Kapoor |John Burton-Race | |Hugh Fearnley-Whittingstall |Heston Blumenthal |Marcus Wareing | Homework Extension: Are there as many TV chefs in the US and other countries as there are in the UK? Are they similar or different to the UK chefs? Lesson 8: Planning 1 Issues to consider: †¢ Age, gender, social class †¢ Body language †¢ Relationship to camera †¢ Address to viewer †¢ Formal or informal? †¢ Specialist or non-specialist? †¢ Kinds of words †¢ Purpose audience †¢ Setting †¢ Context †¢ Ingredients equipment †¢ Speed of action editing Chef 3: | | | | | |Chef 2: | | | | | |Chef 1: | | | | | |Question |SOCIAL ATTITUDES: |CONTEXTUAL FACTORS: |SPEECH: |DIALOGUE: | | |How do the public |How typical is this |Write down some features of the way he/she |Write down some features of the way he/she talks | | |view this chef? |talk of the way TV |talks . Focus on non-fluency features. Are |in conversation. Focus on conversational | | |Why? |chefs talk? What |these deliberate? |features. | | | |factors affect the way | | | | | |th ey talk? | | | | | | | | | ———————– SAMPLE PEE PARAGRAPH How to cite My Work, Papers

Report On Motherhood Of Imprisoned Mothers â€Myassignmenthelp.Com

Question: Discuss About The Report On Motherhood Of Imprisoned Mothers? Answer: Introducation One of the key research questions that are being arise with various report on the motherhood of the imprisoned mothers is the effect of their imprisonment on their children. According to Hagan, and Foster (2012), children having their mothers imprisoned are mostly having negative effects. They are facing social discrimination, bullying and sexual assaults. These are having serious implications on their normal childhood. They are attracting towards crime and dark world from their early childhood. In the current situation, this question is having significance due to the reason that in the majority of the cases, the future of the children of the inmates is not being considered during the imprisonment of their mothers (Arditti, 2012). Thus, this question will enable to identify and determine the effects on the children from the imprisonment of their mothers and concluding on the probable solutions to reduce the extent of the negative effects. Majority of the countries including Singapore is having specific rules and regulations in meeting with inmates and collecting data for the research purpose. Hence, the first duty of the researchers is to comply with the regulations in meeting the inmates. It will be the most effective and legal process to meet the inmates. Research sites should be the prisons and the family of the inmates (Deschenes, Owen Crow, 2012). The first step to gather data will be to discuss with the inmates about their lifestyle in the prison and the extent of their access with their family members. This will help to determine the level of connection and influence that the inmates have with their family members outside. The next step is to meet their family members to determine the impact of the imprisonment on their family. It will help to identify the approach of them towards their imprisoned family members and how the children are being raised by them. Matching the data received from the inmates themselves and from their families will help to determine the impact of the imprisonment on the children. The more effective will be the family in rising the children, the less will be the adverse impact on the children. The family members will also be asked about the differences in the attitude and personality of the children before and after the imprisonment of their mothers. It will help to determine the effect of the imprisonment on the mind of the children (Rakt, Murray Nieuwbeerta, 2012). Moreover, the data collected from the family members will also help to determine the attitude of them towards the children after the imprisonment of their mothers. It will help to evaluate the social impact of the imprisonment on the children. In terms of the exit of the field, it is been recommended that the data being collected should be attested by the authorities to prove its authenticity and can be used for future evidence of adhering with the legislations. As discussed earlier, the data being collected from the inmates will be attested by the authorities, which will validate the data collected (Sargent, 2013). Moreover, the collected data from the family members of the inmates will further be cross checked by consulting with the children. However, it will be considered that if the age of the children is favorable for consultation, then only they will be consulted. Otherwise, their mothers or the inmates will be consulted to match the similarity of the opinions between them and their family members. The validation of the report will be more if the opinions from both ways can get matched. The research will be done on the basis of Triangulation (Torrance, 2012). It will help to initiate the research process by having different approaches. The respondents will be interviewed across various situations and by different researchers to determine the similarities in their opinion repeatedly. Moreover, the report conclusion will be shown to them in order to determine their opinion about the result. The more they will agree with the research report, the more will be the validation of the qualitative data. It will also be checked that to what extent the result or the response from the respondents are getting matched with one another (Sargent, 2013). This is due to the reason that if the response is bee seen that a trend is being followed then it can be assumed that the data are reliable and valid, otherwise the data should be rechecked. One of the key considerations for having valid data is the role and effectiveness of the moderator. The validation of the research is very much dependent on the quality of the researcher and his way of conducting the research. This is due to the reason that, the type and approach of the questions being asked by them also influence in generating the valid response from the respondents. There are various ethical issues that can arise from the field studies. One of the key ethical issues is the potential impact of this study on the children (Powell et al., 2012). This is due to the reason the reason that children will be consulted in collecting the data and asking them question regarding the imprisonment of their mothers may have negative impact on their mind. Moreover, the families of the inmates can also face social discrimination if the report is being publicized (Liebling Maruna, 2013). This is due to the reason that most of the families try to keep secret about the imprisonment of their family members from the society. Thus, they also may have negative implications. The data collection for the report may act as mental torture for them. However, it will be considered during the data collection and the ethical issues will be addressed as much as possible. The name of the inmates and their family members will be kept confidential in order to protect their privacy. In addition, the children will asked about their opinion to determine their own way of leading life rather than the negative effect of the imprisonment. Further, they will be counseled in order to prevent them from entering or committing any crime. Reference Arditti, J. A. (2012). Parental incarceration and the family: Psychological and social effects of imprisonment on children, parents, and caregivers. NYU Press. Deschenes, E. P., Owen, B., Crow, J. (2012). Recidivism among female prisoners: Secondary analysis of the 1994 BJS recidivism data set. BiblioGov. Hagan, J., Foster, H. (2012). Children of the American prison generation: Student and school spillover effects of incarcerating mothers. Law Society Review, 46(1), 37-69. Liebling, A., Maruna, S. (Eds.). (2013). The effects of imprisonment. Powell, M. A., Fitzgerald, R. M., Taylor, N., Graham, A. (2012). International literature review: Ethical issues in undertaking research with children and young people. Rakt, M. V. D., Murray, J., Nieuwbeerta, P. (2012). The long-term effects of paternal imprisonment on criminal trajectories of children. Journal of Research in Crime and Delinquency, 49(1), 81-108. Sargent, R. G. (2013). Verification and validation of simulation models. Journal of simulation, 7(1), 12-24. Torrance, H. (2012). Triangulation, respondent validation, and democratic participation in mixed methods research. Journal of mixed methods research, 6(2), 111-123.