Forming a Balanced Sentence in English Grammar

Forming a Balanced Sentence in English Grammar A balanced sentence is a sentence made up of two parts that are roughly equal in length, importance, and grammatical structure, as in the  advertising  slogan  for KFC:  Buy a bucket of chicken and have a barrel of fun. In contrast with a  loose sentence, a balanced sentence is composed of a  paired construction  on the level of the clause.   Although not necessarily indicative of meaning  by themselves, Thomas Kane notes in The New Oxford Guide to Writing that balanced and parallel constructions do reinforce and enrich meaning. Because the words that comprise the sentence are the true conveyers of intent, then, Kane intends balanced sentences to be understood as modifiers to rhetoric. Balanced sentences can come in a variety of forms. For instance, a balanced sentence  that makes a  contrast  is called  antithesis. Additionally, balanced sentences are considered rhetorical devices because they often sound unnatural to the ear, elevating the perceived intellect of the speaker. How Balanced Sentences Reinforce Meaning Most linguists agree that the primary utility of a well-stated balanced sentence is to provide perspective for the intended audience, though the concept does not convey meaning by itself. Rather, the optimum grammar tools to convey meaning are, of course, words. In John Peck and Martin Coyles The Students Guide to Writing: Spelling, Punctuation, and Grammar, the authors describe the elements of balanced sentences: [Their] symmetry and neatness of structure... lend an air of being carefully thought out and weighed. Using this type of balance and symmetry can be particularly helpful for speechwriters and politicians to emphasize their points. Typically, though, balanced sentenced are considered to be a more conversational and, therefore, are most often found in poetic prose, persuasive speeches, and verbal communication than in academic publications.   Balanced Sentences as Rhetorical Devices Malcolm Peet and David Robinson describe balanced sentences as a type of rhetorical device in their 1992 book Leading Questions, and Robert J Connors notes in Composition-Rhetoric: Backgrounds, Theory, and Pedagogy that they developed in rhetorical theory later in its practice. Peet and Robinson use Oscar Wildes  quote children begin by loving their parents; after a time they judge them; rarely, if ever, do they forgive them to express balanced sentences as unnatural to the ear, used to impress, to suggest wisdom or polish, because they contain two contrasting and balanced elements. In other words, it presents a duality of ideas in order to convince the listener - or in some cases reader - that the speaker or writer is being especially explicit in his or her meaning and intent. Although first used by the Greeks, Connors notes that balanced sentences arent presented clearly in classical rhetoric, and often confused with antithesis - which is a different type of balanced sentence. Academics, Edward Everett Hale, Jr. notes, do not often use the form, as this form is rather an artificial form, conveying a natural style to prose.

Survivor-Like Program Essay Example | Topics and Well Written Essays - 4500 words

Survivor-Like Program - Essay Example The families will have to support their own subsistence during free time. During activities, subsequent rewards and punishments per activity will be programmed. As the game progresses, challenges will be more physically demanding, mentally difficult, and psychologically stressful. This means, the basic necessities they will have to fend for themselves, to get rewards, they will have to strategize with their members, and they will have to harbor strength from the team for the psychological challenges – all as a family. The twist in the program lies farther during the game where families will be eliminated until only three will remain. As these families struggle to compete for the top spot, members will also be eliminated thus weakening the team set-up. Temptations of luxury will be introduced while rewards will be greater and challenges will vary from easy but tricky to hard but fun. The program is classified as suitable for general viewing. It is geared to be entertaining as well as educational. The content will go through major screening and evaluation for values it will instigate and amusement it will provide. The existing trend of television viewers highly rates reality shows as the most entertaining and educational. The various realism provides the public a kind of connection for the different situations that are universal among humans – pain, shame, competition, happiness, etc. Because these are the facets of social beings that appeal greatly towards the general public viewer, my reality show, called Survivor Family, can be quantified to hit big among various audiences and become successful. The Survivor Family series will be hosted by top personalities who have established themselves as a well-balanced persona. By appealing to the audience with the grand and remote setting, it will highly attract their attention as they are interested and almost always on the lookout for what is new, what is strange, what is â€Å"exotic†, what is on the other part of the world, what is left to be explored, etc.

Wireless Protocol Standards Essay Example | Topics and Well Written Essays - 1250 words

Wireless Protocol Standards - Essay Example WAP also brought in improved security factors propagated by mobility. If we look into the areas where WAP based services is used today it can be said that it is used in banking services, stock exchange, hotel reservations, bus schedules, Internet access and e-mail, will be accessible by general mobile phones. WAP helps easy and quick delivery of relevant information and services to mobile users with wireless terminals. However, the main disadvantage is that it comes with limited displays and data transfer capabilities. In fact WAP is an arrangement that is made for a set of communication protocols to standardize the way in which cellular devices use Internet access, together with World Wide Web, news groups, e-mail and IRC (Paukkunen, 1999). Over the years several such standards have evolved and this paper intends to discuss some of them in detail. 802.11 standards: The Institute of Electrical and Electronics Engineers (IEEE) in the year 1997 created the first WLAN standard and it was named 802.11 after the name of the group formed to oversee its development. However, soon the disadvantage of using 802.11 came into picture and it was found that 802.11 only supported a maximum network bandwidth of 2 Mbps. As a result of this the information transfer was too slow for most applications. Today, ordinary 802.11 wireless products are no longer manufactured due to the lack of demand (Mitchell, 2008). 802.11b: As the technology advanced IEEE expanded on the original 802.11 standard in July 1999 and created the 802.11b specification. It was found that 802.11b supports bandwidth up to 11 Mbps when comparable to traditional Ethernet. Similar to 802.11, 802.11b uses the unregulated radio signalling frequency (2.4 GHz). As a result of lower frequencies, this is common among vendors particularly to lower their production costs. The use of 802.11b has some disadvantages. For instance, being unregulated, 802.11b device can incur hindrance from other devices such as

Pearl Harbor :: essays research papers fc

Pearl Harbor On December 7, 1941, one of the biggest disasters in United States history occurred. Truthfully, this was and is, â€Å"’A date which will live in infamy.’†(Costello 1), but not for the bombing of Pearl Harbor, but for the trickery and the confusion used by the Government and Franklin D. Roosevelt. To him this was a chess game and Roosevelt sacrificed over 2400 American Seamen’s lives, thanks to his power as Commander in Chief of the Armed Forces. By over-looking the facts of an attack by Japan on Pearl Harbor, Roosevelt was able to control both the political and economic systems of the United States. Most of American life before the Pearl Harbor bombing believed in the idea of not participating in political or economic relations with other countries. Roosevelt knew this, and knew the only way United States countrymen would stand up and fight in Europe’s War was to be a clear action against the United States. Roosevelt also thought Hitler would not declare war on the U.S. unless he knew they were beatable. There are several actions by Roosevelt and his armed forces advisors, which show they were aware of the attack by Japan, but they were also planning on it, and encouraging it. On October 7, 1940, Lieutenant Commander Arthur H. McCollum wrote the eight-action memo. The memo outlined eight different steps that the U.S. could do that he thought would lead to an attack by Japan on the United States. The day after this memo was given to Roosevelt, he began to use these steps. By the time that Japan finally attacked Pearl Harbor on December 7, 1941, all eight steps had occurred (Willy 1). The eight steps were made of two main ideas; a sign of United States military preparedness and threat of attack, and being a forceful control on Japans trade and economy. McCollum called for the United States to make plans with both Britain and Holland, to use military facilities and to gain supplies in both Singapore and Indonesia. He also thought for the use of a division of long-range heavy cruisers an d submarines. The last key factor that McCollum called for was to keep the United States in the area of the Hawaiian Islands. With the fleet located around Hawaii and mainly in Pearl Harbor, a double-sided sword was created. It helped quicker deployment times into South Pacific Water, but it also lacked many necessary military needs.

First World War Poems Essay

In this essay I am comparing and discussing three poems from the Great War, each by a different author. These poems are ‘In Memoriam’ by F. A. Mackintosh, ‘Death Bed’ by Siegfried Sassoon and ‘Dulce et Decorum est’ by Wilfred Owen. First I shall discuss ‘In Memoriam’ by F. A. Mackintosh. The title starts by telling you that the memory of someone who has died is probably involved as the word memoriam is usually used in epitaphs. This can be linked to a memorial which is a monument in memoriam of a lot of people which shows that this not about one person. The first stanza starts by saying ‘So you were David’s father,’, and from this you know this is someone who is talking to the father of someone he knew. Also the use of the word ‘were’ in the past tense means that David is no longer his son and, at a guess, I’d say David was dead. The next line says ‘And he was your only son,’ notice the use of the past tense again in the form of the word of, as this says that he no longer has a son. Also it says his ‘only son’, which implies a tighter bond between the father and son than there would be in a family with two or sons in it and/or daughters, which means that the grief may be amplified. The next three lines say: ‘And the new-cut peats are rotting, And the work is left undone, Because of an old man weeping,’ These lines show that the grief did affect him deeply as he is not earning a living or even keeping warm by keeping the fire going. He is to busy weeping to do anything apart from grieve. This is shown to be the fact by the next three lines: ‘Just an old man in pain, For David, his son David, That will not come again.’ This proves that his son ‘David’ is dead and the father will never see him again. In this stanza it seems the theme has already been set, the feeling of death, grief and sadness are that theme. The next stanza talks about the letters that David wrote to his father and how there was never a mention of the war, just about what his father should be doing on the farm. The stanza last two lines are: ‘And the Boches have got his body, And I was his officer.’ Boche is a degrading slang word used by the British to mean Germen people during the war. This sort of thing happens whenever a society feels the need to belittle its enemies. This stanza virtually says David is dead, but it also tells us the person writing the poem is David’s officer. This means that the officer would feel more upset at David’s death than would someone who knew him as a casual friend as he is with his men twenty-four hours a day seven days a week. The next stanza says: ‘You were only David’s father, But I had fifty sons When we went up in the evening Under the arch of the guns, And we came back at twilight- O God! I heard them call To me for help and pity That I could not help at all.’ In this stanza the officer is comparing himself to David’s father, saying that the former was not only David’s father, but also a father to all fifty of his men. He says how he had to go over no mans land under the arch of the guns. And on their way back he had heard their screams and although he was like a father to them all he had to turn away from their screams as he could not help them. Then for the next two stanzas’ he is not talking to the fathers of his dead men but to the dead men themselves in the last two stanzas’. In the next stanza he starts by saying how he’ll never forget his men, perhaps a link to he title, which trusted him. He also says they were: ‘More my sons than you father’s, For they could only see The little helpless babies And the young men in their pride They could not see you dying, And hold you while you died’ In this section he is not comparing himself the fathers of his men but that he is the father of his men. He says he is because he has seen them in their entirety, not when they were children but when they were weak and dying. The last stanza says: ‘Happy and young and gallant, They saw their first-born go, But not the strong limbs broken And the beautiful men brought low, The piteous writhing bodies, They screamed ‘Don’t leave me, sir’, For they were only your fathers But I was your officer.’ In this last stanza he is again referring to the fact that is men’s fathers only see their sons in their prime and that he, their officer, saw them and held them in their last weak moments. He also no longer compares himself to their fathers but says ‘For they were only you fathers, But I was you officer’, therefore he implies it takes more to be their officer than to be their father. Now I shall discuss ‘Dulce et Decorum est’ by Wilfred Owen. The title is the beginning of a Latin phrase which is ‘Dulce et decorum est pro patria mori’ which means ‘It is a sweet and fitting thing to die for ones country’. This is sort of misleading as this gives the feeling, provided one knows what the complete phrase is and means, of someone who thought that the war was a glorious one. This is not actually so as he turns that phrase around by saying it is a lie and says: ‘My friend, you would not tell with such high zest To children ardent for some desperate glory, The old Lie : Dulce et decorum est Pro patria mori.’ The first stanza describes the soldiers’ actions and their condition. To do this he uses similes and metaphors. For example, ‘Drunk with fatigue’ and ‘Bent double, like beggars under sacks’. The first is a metaphor and the second is a slimily. The stanza is basically a description and when the stanza is read it goes along in a slow steady rhythm so that when you read the last two lines of the stanza: ‘Drunk with fatigue; deaf even to the hoots Of gas-shells dropping softly behind.’ you don’t realize that something serious has just happened. Then the first part of the first line of the 2nd stanza goes to speech and the urgency picks up, (probably because the rhythm of the poem speeds up), and then you realize the importance of the previous two lines. He then describes an ‘ecstasy of fumbling’ as the soldiers fitted their gas helmets just in time. And then he starts the main point of the poem, the man who ‘plunges at me, guttering, choking, drowning.’ From this point, the man who was killed by the gas attack, Owen moves to his ‘moral’ of the story, the old lie, and displays his anti-war feelings to the full. Now I will move on to ‘The Death Bed’ by Siegfried Sassoon. In the first stanza you see , already, the evidence of the fact that Sassoon uses metaphors and similes a lot in this poem. There are five metaphors and two similes alone in the first stanza and those are entwined as it is. This makes for interesting pictures upon the canvas that is your imagination when you read this poem. In this fist stanza you know someone is dying from the lines: ‘Silence and safety; and his mortal shore Lipped by the inward, moonless waves of death.’ Also you can see from these lines, the beginning of Sassoon’s theme of water. When the next stanza begins you get the feeling of a time lapse as someone is suddenly holding water to his mouth. The stanza then says he can feel his wound throbbing and then the water theme takes over, ‘Water-calm, sliding green above the weir. Water- a sky-lit alley for his boat.’ and then he sleeps. In the next stanza more time has past and wind is in the ward, blowing at the curtain. Then he says that he can only see blots of colour in his ‘drowning eyes’. More time passes and he hears rain and music. The last line of this says ‘Gently and slowly washing life away’ which can be linked with the last line of the 1st stanza. Then it says that his pain leapt like a beast and when he woke he shuddered because the evil thing had passed. In the penultimate stanza it suddenly changes to speech and the person speaking tells everyone to ‘light many candles’ and ‘you may save him yet’. In the last line of this stanza his anti war feeling are shown quite plainly: ‘how should he die when cruel old campaigners win safe through’. In the last stanza the personification of death in the form of a direct sentence that you could not argue with is shown. ‘But Death replied ‘I choose him’. So he went’ On the last line Sassoon reminds us the war was still going on by saying ‘Then, far away, the thudding of the guns.’ Now I come to the comparison of the three poems. One of the most obvious comparisons is the fact that in both F. A. mackintosh and Owen’s poems they both use realistic views whereas Sassoon uses more abstract thoughts and he also uses far far more metaphors in his, and he even uses the personification of death. Even though both Owen and F. A. Mackintosh use realistic style Owen uses more graphic details whereas F. A. Mackintosh uses the thoughts of a man for his soldiers. One difference between all the three poems is the prominent emotion in each. Owen’s is full of hate for the war, F. A. Mackintosh’s is full of grief for the loss of his men and in Sassoon’s there is no way I can really pin a main feeling on it except the feeling of waste that the war produced which is apparent in each. Although I say this about Sassoon’s poem the feeling of hate is made available for seeing in the lines ‘He’s young; he hated War; how should he die when cruel old campaigners win safe through? ‘, and in this you also see the grief and loss for this man as he was young. They also all have main themes. In Owen’s there is the theme of death and pain as there is in Sassoon’s although both are different in that Owens is more graphic in this respect. As for F. A. Mackintosh the theme is one of comparison between the officer and the fathers of his men, so much so in fact that the poem is almost a simile in itself. In conclusion I would say that each of the poems contains the feeling of terrible loss of life in the war and that fundamental feeling links all of the three poems. This means that for all the differences in style all the writers are trying to get the same message across. All three poets I would say were anti-war, although in F. A. Mackintosh’s poem he does not directly show as the other two authors do.

Discover The Cuban Swimmer, a Play by Milcha Sanchez-Scott

The Cuban Swimmer is a one-act family drama with spiritual and surrealistic overtones by the American playwright  Milcha  Sanchez-Scott. This experimental play can be a creative challenge to stage because of its unusual setting and bilingual script. But it also presents actors and directors with an opportunity to explore identity and relationships in modern California culture. Synopsis As the play begins, 19-year-old Margarita Suarez is swimming from Long Beach to Catalina Island. Her Cuban-American family follows along in a boat. Throughout the competition (the Wrigley Invitational Women’s Swim), her father coaches, her brother cracks jokes to hide his jealousy, her mother frets, and her grandmother yells at the news helicopters. All the while, Margarita pushes herself onward. She battles the currents, the oil slicks, the exhaustion, and the family’s constant distractions. Most of all, she battles herself. Theme Most of the dialogue within â€Å"The Cuban Swimmer† is written in English. Some of the lines, however, are delivered in Spanish. The grandmother, in particular, speaks mostly in her native tongue. The switching back and forth between the two languages exemplifies the two worlds which Margarita belongs to, the Latino and the American. As she struggles to win the competition, Margarita tries to fulfill the expectations of her father as well as the crass American media (the news anchormen and the television viewers). However, by the play’s end, when she drifts beneath the surface when her family and the newscasters believe that she has drowned, Margarita separates herself from all outside influences. She discovers who she is, and she saves her life (and wins the race) independently. By almost losing herself in the ocean, she discovers who she truly is. The themes of cultural identity, especially Latino culture in Southern California, are common in all of Sanchez-Scotts works. As she told an interviewer in 1989: My parents came to California to settle, and the Chicano culture there was so different to me, very, very different from Mexico or where I came from [in Colombia]. Yet there were similarities: we spoke the same language; we had the same skin color; we had the same interaction with culture. Staging  Challenges As mentioned in the overview, there are many complicated, almost cinematic elements within  Sanchez-Scott’s The Cuban Swimmer. The main character is â€Å"swimming† the entire time. How would you, as a director, portray this action on stage?Margarita’s family puts along on a boat. How would you convey this? With a set? Pantomime?Helicopters and news commentators â€Å"interfere† with the characters. In what ways could sound effects enhance or sully the play? The Playwright Milcha  Sanchez-Scott was born in Bali, Indonesia, in 1953, to a Colombian-Mexican father and an Indonesian-Chinese mother. Her father, a botanist, later took the family to Mexico and Great Britain before settling in San Diego when  Sanchez-Scott was 14. After attending the University of California-San Diego, where she majored in drama, Sanchez-Scott moved to Los Angeles to pursue an acting career. Frustrated by a dearth of roles for Hispanic and Chicano actors, she turned to playwriting, and in 1980 she published her first play, Latina. Sanchez-Scott followed the success of Latina with several other plays in the 1980s. The Cuban Swimmer was first performed in 1984 with another one-act play of hers, Dog Lady. Roosters followed in 1987 and Stone Wedding in 1988. In the 1990s,  Milcha  Sanchez-Scott largely withdrew from the public eye, and little is known of her in recent years. Sources Bouknight, Jon. Language as a Cure: An Interview with Milcha Sanchez-Scott. Latin American Theatre Review, Spring 1990.Mitgang, Herbert. Theater: Dog Lady and Swimmer. The New York Times, 10 May 1984.

The Geography Of Inequality Why Separate Means Unequal...

I was one of the 16.8 million students in the United States that were educated in a suburban school (U.S Department of Education as cited in Anyon, 1997). Fitting nicely into the figure of 90% of student that did not receive free and reduced lunch in the suburban setting (Anyon, 1997). My background, socioeconomic status, race, geography, and culture all have a meaningful impact on who I was as a student and who I now am as a teacher. Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40 th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation toShow MoreRelatedWhy Did The World Ever Become Unequal?2040 Words   |  9 Pagesin the first place?, Why did the world ever become so unequal?, What separates the haves from the have-nots?, and How have guns, germs, and steel shaped the history of the world? He was prompted to begin exploring these issues when he was visiting Papua New Guinea. 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