The fourth and last level relates to text in the English language, for the most part texting is related to a psychologist as nothing more than a group of related words linked to form of paragraph. Whereas, when a person accept a text they must first decode the message to interpret it. Language in Cognitive Psychology It is obvious that language has a great impact on the way an individual think. When an individual think of theories and dilemmas the concept of thinking consist of an individual mature language. Benjamin
Whether it be a television commercial, a campaign speech by Obama, a timeshare sales pitch, or an essay on “ways of seeing,” all of these are different forms of a persuasive argument. Their commonalities, however, are the foundations in which these arguments are formed. And, ultimately, the effectiveness of his argument essentially depends on the three core principals of rhetoric—logos, pathos and ethos. Unevenly balanced, scholar John Berger uses a specific amount of logos, pathos, and ethos to progress his argument to convincement. Of the three in the rhetorical triangle, John Berger primarily utilizes logos as the main method of argument.
In Lloyd F. Bitzer’s “The Rhetorical Situation”, he talks about the presence of rhetorical discourse based off of the idea that it exists ultimately when there is a given situation. By stating this, he basically brings to attention the correlation between rhetorical discourse and situation. In order for rhetorical discourse to take place, there has to be a present or prior situation that ignites the rhetorical discourse. Bitzer also goes on to explain that rhetorical discourse does not define a situation because there are instances when a situation is present and discourse is not. This leads to him stating that many situations are present, but that does not necessarily constitute them as rhetorical situations.
In writing this, he wanted to stress that each approach has an agenda and that these agendas should make us suspicious. To help get his answers, Knoblauch references articles from various writings of other literate authors throughout the essay helping to get his point across. The essay starts out with discussing how the labels literate and illiterate are sociocultural judgments laden with disapproval or pity about the character and place, the worthiness and prospects, of persons and groups. It then goes on to talk about how there is no uniformity of view of literacy and how the definitions of it are also rationalizations of its importance. Showing how social reality depends on literacy, Knoblauch uses the Middle ages as an example when he talks about how clerks back then were trained to read and write so they could keep accounts for landowners, merchants, etc.
The point is concise (normally one sentence) and explains what Steinbeck is trying to achieve and the method he is using to achieve it POINT EVIDENCE The evidence is well selected – only the necessary words are given instead of whole sentences or paragraphs. Evidence may be embedded within a sentence. The quote has been selected carefully to make sure there is an opportunity to write in depth about the language used. EXPLAIN •Should be the longest and most detailed part of the paragraph •Should refer directly to the language in the quote •Should discuss the impact of specific words and phrases on the reader •Might, where appropriate, link the point you have made to the novel’s historical context or themes •Might, where appropriate, link the quote you have analysed to other parts of the novel to which it is similar or with which it contrasts Steinbeck often describes Lennie by comparing him to an animal. “ Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws”.
Hopefully you will think twice next time you say it is nothing more than slang. It is a part of the English language and should be treated with just as much respect as the English language. Sources McWhorter, John. “The Word On the Street: Fact and Fable About American English,” Plenum Publishing Corporation, 1998 Bernstein, Basil. "Social Class and Linguistic Development: A Theory of Social Learning," Education, Economy, and Society, A. H. Halsey, ed., Glencoe: The Free Press, 1961, 288-314.
Some may say that the written word is solely influenced by the spoken; that one’s written thoughts are a direct result of something one has personally said, heard, or interpreted. Others will argue that a story told through continuous verbal translation can only lead to a less significant conclusion than that which was originally intended. Regardless, establishing a definition for the relationship between the custom of oral tradition and the short story as a literary genre proves to be a complex argument. Oral tradition is thought to have allowed the short story genre to emerge as a tool of knowledge – to create new ideas in a permanent text rather than preserving those of oral cultures. Debates and opinions aside, the real question lies not
This means not formulating the response as the speaker is delivering the message. As the message is being spoken, this time should be spent analyzing and understanding the context, taking in consideration the speaker’s perspective. In conclusion, nonverbal cues play a major a part in the communication process. Individuals must be aware of the nonverbal cues that are presented. Body language, tone of voice and eye contact can be are other ways the sender and receiver communicate between each other.
From the beginning of English 1301, I have gained the appropriate skills and variety of knowledge in writing. I've learned different ways to make my writing effective through techniques taught throughout the semester. From "showing" instead of "telling", interpreting the rhetorical triangle, and using rhetorical devices, I have learned to use all of these skills effectively in my writing. One skill I was able to to use effectively was learning got to "show" instead of "tell". Before this class had began, I was accustomed to writing essays with narrow ideas.
The teachers done all kinds of stredegy to engage me on English. As time go by I was not grasping the assignment as quickly as I should have been. Learning how to point out sentence essential and agreements were just another part of English that was getting me prepared for writting skills. After learning several parts of English I started working on establishing a express book to write my thoughts that come to surface in it. Writing in my express book helped me correspond with English in a different way to understand how writing is a way of English taht should be familar.