The Analysis of the Escape by W.S. Maugham Essay Essays

The Analysis of the Escape by W.S. Maugham Essay Essays The Analysis of the Escape by W.S. Maugham Essay Essay The Analysis of the Escape by W.S. Maugham Essay Essay What we call a â€Å"Chicago accent† is really called the Inland North American idiom. This encompasses the major metropoliss around the Great Lakes. The idiom used to be considered the standard American speech pattern until the part experienced a vowel displacement. now called the North Cities Vowel Shift. Who Speaks the Chicago Dialect? Or instead. who doesn’t? The reply. of class. is African Americans in the Chicago part. who have their ain ( and boundlessly more interesting ) idiom. Though this may be obvious. African Americans are the largest population group in Chicago. and it would be irresponsible to overlook the fact that the Chicago idiom is non used by the largest sector of the city’s population. The most outstanding characteristic of the Chicago idiom is that it is undergoing the Northern Cities Vowel Shift. This is most noticeable in words with the /ae/ vowel. which gets â€Å"raised† so that it’s near to /e/ . Thus. ‘bad’ sounds a spot like ‘bed. ’ or. ‘beead. ’ Another noteworthy facet of this vowel displacement is that /o/ is â€Å"fronted† so that it is closer to /ah/ . So hot sounds a lttle like ‘hat. ’ As an on-going alteration. it is more prevailing and more marked among immature people. middle-class people. and females. but it is rather widespread. about all white Chicagoans exhibit this vowel displacement. at least to some extent. A more local vowel development is a monophthongization of /ow/ to /oh/ . so that ‘south’ becomes ‘soth’ and ‘down’ becomes ‘don. ’ This is more conservative and less widespread. Besides we can detect that when a vowel sound moves into another vowel’s district. the consequence may be a amalgamation - as when the sound of caught comes to be pronounced with the lingua in the same part of the oral cavity as for fingerstall. In a different form. the motion of one vowel spurs a reactive motion in a adjacent vowel. As with aliens in an lift. one vowel displacements to maintain its distance when another enters the infinite. These co-ordinated motions are heard in the Northern Cities Shift. which affects six different vowels. those looking in caught. fingerstall. cat. spot. stake and but. In this alteration. caught takes on a vowel similar to that originally used for fingerstall. The fingerstall vowel besides shifts. going more like the vowel of cat. The vowel of cat takes a place closer to that normally heard with spot and sometimes sounds like the â€Å"ea† in thought. Wordss like spot are pronounced with a vowel nearer to wager or even but whereas stake words have a vowel similar to that in cat or but. and the vowel but words comes to sound more like that of caught. When these alterations are plotted harmonizing to the placement of the lingua. the connexions among them are clear and the displacement resembles a clockwise rotary motion of the vowels in the oral cavity. The Northern Cities Shift: These usher words are positioned to stand for where in the oral cavity the lingua is placed for those vowel sounds. The pointers indicate the waies of alteration impacting the sounds. Consonants The stereotype about Chicagoans is that they say â€Å"dis† alternatively of â€Å"this. † but that’s non wholly accurate. The existent pronunciation is someplace in between. To come close it. first pronounce /th/ the standard manner. with the tip of your lingua between your dentitions. Then. maintaining your dentitions apart. travel the tip of your lingua to the dorsum of your dentitions. That’s the typical Chicago /th/ . Contrast it with /d/ . which is made with the dentitions closed. and the lingua against the roof of the oral cavity. This is a conservative trait. and is more common among older people. working category people. and males. The voiceless equivalent. that is. the /th/ of in the word ‘thick’ is even more conservative. Vocabulary Chicago vocabulary is reasonably everyday. As a widely distributed topographic point. the vocabulary is more generalised than in rural countries. so that Chicagoans are at least familiar with words that were once used by dialectologists as markers of Southern idiom or â€Å"Midland† – that is. the idiom in between Northern and Southern. However. there are a few localisms which are deserving mentioning: What other people call rubbernecking. Chicagoans call â€Å"gaping† – therefore an accident on the side of the route can do a â€Å"gapers’ delay† or â€Å"gapers’ block. † Besides. Chicagoans are more likely to utilize the term â€Å"gym places. † Grammar In Chicago. like in other American metropoliss that had tonss of German-speaking immigrants. â€Å"with† can be used more often as a verbal complement. Therefore. while most Americans might state â€Å"come with. † Chicagoans can besides state â€Å"take with† and â€Å"have with. † Consider the undermentioned spot of duologue from Chicagoan David Mamet’s play â€Å"American Buffalo. † : Donny: ( Talking about a gun ) I don’t want it with.Thatch: Well. I want it with.In the 1996 movie version. Donny’s line sounds all right when delivered by Chicagoan Dennis Franz. but Angeleno Dustin Hoffman has problem doing Teach’s line sound natural ; he’s clearly uncomfortable stating it.

Writing Acrostic Poems Valentines Poetry Lesson

Writing Acrostic Poems Valentines Poetry Lesson Are you in need of a quick Valentines Day poetry lesson plan to share with your students? Consider practicing acrostic poetry with them. To begin, follow these steps. First you must start by modeling the format of acrostic poems with your students. Work together to write a collective acrostic poem on the whiteboard. You can start out simple and use a students name. As a class brainstorm words and/or phrases that correlate with how the students feel about the name you are using for the example. For instance, lets say that you use the name Sara. Students may say words like sweet, awesome, rad, etc.Give your students a Valentines-related word list so that they can write their own acrostic poem. Consider the words: love, February, heart, friends, appreciate, chocolate, red, hero, and happy. Discuss the meaning of these words and the importance of expressing their appreciation to loved ones on the Valentines Day holiday.Next, give your students time to write their acrostic poems. Circulate and offer guidance as needed. Be sure to offer students suggestions if they ask.If you have time, allow the students to illustrate their poems. This project makes a great bulletin board display for February, especially if you do it a few weeks ahead of time! Suggest that your students give their acrostic poems to family members as Valentines Day gifts. Valentines Acrostic Poem Sample #1 Here is a sample of just using the word Valentine from a teacher. V - Very important to me A - Always smiling at me L - Love and adoration is what I feel E - Every day I love you N - Never make me frown T - Too many reasons to count I - I hope were always together N - Now and forever E - Each and every moment with you is special Sample #2 Here is a sample of using the word February from a student in fourth grade. F - feels very cold E - every single day B - because its winter time in every single way R - red means love U - underneath the warm sun A - always dreaming of the warmer months R -ready to celebrate Valentines day Y - Yes, I love Valentines Day even though its cold outside Sample  #3 Here is a sample acrostic poem using the word love from a second grade student. L - laughing O -oh how I love to laugh V - valentines day is about love E - every day I wish it was Valentines Day Sample #4 Here is a sample poem by a fifth grade student using the word grandma. G - Grandma is special and kind and sweet R - rad like a biker and someone you want to meet A - awesome N - not to mention cool D - daring and sweet, she always M - makes me laugh A - and that just cant be beat Sample #5 Here is a sample poem written by a fifth grader for her best friend. In this poem she used the name of her friend. A - A is for awesome and for someone I want to be N - N is for nice, because shes like my family D - D is for dedicated, because she is always by my side R - R is for radiant, I will always have her pride E - E is for generic, shes always on the go A - A is for angelic, she always seems to glow.