Assessor S Script

The Assessor: After hearing the definition of NC II -? CSS, we can say that it is very important. It has its own importance and benefits like for example, work. Nowadays, if we would like to apply on a company, it will serve as your weapon in applying. NC II – CSS is accredited on foreign countries. NC II -? CSS is important because it will give you additional knowledge and an advantage to challenges. The Assessor: Moving on, we are now going to tackle the Core Competencies of NC II – CSS. There are 4 Units of Competencies. These are: Install Computer Systems and Network Diagnose Computer Systems and NetworkConfigure Computer Systems and Network Maintain Computer Systems and Network Installing Computer Systems and Network – This module will teach you how to install a single boot or a dual boot SO in one computer unit. Diagnose Computer Systems and Network -? This will teach you how to diagnose computer systems and network. It involves Assembly/Disassembly of a sy stem where in you will be observe if you obey the safety precautions and the proper handling of the parts of a system. Configuring Computer Systems and Network – This module will teach you how to configure computer systems and network.In this part also allows you to teach file sharing through network. In this part, you will do the cabling and what is the right pattern of cabling should be used. Maintain Computer Systems and Network – This module will teach you how to maintain Computer systems and network. In this part, you will be interview. The Interview involves the different malfunctions or errors encountered in maintaining a computer. The Assessor: What are the things we should prepare? We have to prepare the following: Application Form Test Package Attendance Sheet Self-Assessment Guide Competency Assessment Result Summary Tools and EquipmentThe Assessor: The Application Form was given to you ahead of this assessment. I will give it to you for you to recheck if yo u missed something. The assessor will now distribute the Application Form to its respective applicant. The Assessor will now guide the candidate on filling up the Application Form. The Assessor: Use BLACK INK only. The first thing you should to do is to sign the Applicant's Signature. After that is the date that you have accomplished the form. Under that is the Name Of School where the assessment center is located, Address location of the school and the Title of Assessment you have applied for.In this case you will put, NC II – Computer Hardware Servicing. Under that is the Qualifications. It has two options which is Full Qualification of COCO. Tick the Full Qualification. Next is the Client Type. Tick the DUVET Graduating Student. The Profile part consists of the Surname, First Name and Middle Name. Use Capital Letters only. Mailing Address consists of Number/ Street, Bargain, District, City, Province, Region and Zip Code. Fill up your Mother's Name, Father's Name and Sex. C heck the Male Box if you are a boy and if girl, check the Female Box. Next is the Civil Status. Check ONE only.Contact Numbers, Highest Educational Attainment, check College Level. Birthrate, You should write in following format MM/AD/W and your Birthplace. Do not put the hospital but the CITY you were born. Put your Work Experience if you have. Name of the Company, Position, Inclusive Dates, Monthly Salary, Status of Appointment and Number of Years Working. Next is the Other Training/Seminars Attended. The seminars that you should mention are on NATIONAL QUALIFICATION-RELATED. Next is Licenser Examinations that you had passed and Lastly The Competency Assessment's that you have passed.The Assessor: Under the Application Form is the, Admission Slip. Please cut the Admission Slip and Pass the Application Form to me. The assessor will collect the Application Form and leave the Admission Slip to the candidates. The assessor will now verify the information written on the Application For m. If there are still information lacking, you will give it back to the candidate and let him fill up the missing information. If verification is done and no error is sighted, the assessor will now explain the proper procedures in filling up the information on the Admission Slip.The Assessor: Do not write anything on the Reference Number. Leave it blank. Write your name on the Name of Applicant Field. Next is you Contact Number or Telephone Number. The Assessment you applied for is NC II – CSS (Computer Hardware Servicing. The Official Receipt Number was given to you after you settle the payment for this assessment. Please indicate the date where you pay to the Date Issued side. On, the lower right portion of the slip, Write your name in PRINT and put your signature above it. Lastly, the date of your assessment should be indicated. The Assessor: Any questions?If there are no questions, you can now proceed on checking of attendance. The Assessor: will now check your attendance . The assessor will now distribute the attendance to the candidates. The Assessor: Let me remind you this, you can use blank ink only. Each attendance sheet will only accommodate 10 persons each. Each person will fill up 3 attendance sheets. The number you have filled up on the attendance should be similar or the same to the corresponding attendance sheets. Let the candidates sign on the attendance sheet, compare the signatures of candidates on admission slip against the signature on the attendance sheet.The Assessor: Here with me is the Self-Assessment Guide. This is an indication that you know and can perform all units of competency enumerated in this qualification. If you checked â€Å"No† at least one of these questions indicates that you are not competent. In every end qualifications, fill up the Candidate's Name and the Date. Please read the instructions carefully and answer all the questions outlined in the document. Use black ink only. The Assessor: If you need assist ance, I will be more than Willing to assist you. The self-assessment guide was given to the candidate by the processing officer of the assessment center.The competency assessor explains and guides the candidate in accomplishing the Self-Assessment Guide. After the candidate is through with accomplishing the Self-Assessment Guide, you will review the answers and will give feedback to the candidates. The Assessor: Now, you are now going to fill up the Test Package and the Competency Assessment Result. Fill out the following fields, the Name of the Candidate, Date of Assessment and name Of Assessment Center. Avoid erasures and use black ink only. The assessor will now double check the fields of the candidates and let them ill out the lacking information and verifies it.The competency assessor orients/briefs the candidates. The assessor should explain the following. The Assessor: What are the tools and equipment used in the assessment? In networking, you will use Crimping Tool, U TOP Ca ble and an RUG-45. You will be given ;o (2) RUG-ass. In Installing Computer System, you will use a CD and Computer Unit. Lastly, in Diagnose Computer System and Network, you will use a Computer System and a screw. Please handle the tools and equipment with care. If you unfortunately broke a tool or equipment, you will replace it with a new one.The Assessor: As the in-charge person here, will set my Rules and Policies during Assessment Procedure. These are the rules: The candidate can only left the assessment room if he or she has the consent of the assessor. No talking during assessment hours. Observe Silence. The Assessor: Do you have any clarifications? If none, you can now designate different qualifications to the candidate. The Assessor: Candidate 1, 2 and 3 will do the Installing Computer Systems and Network. Candidate 4, 5 and 6 will do the Diagnose Computer and Systems and Network. Candidate 7, 8 and 9 will do the Configure ComputerSystem s and Network and lastly, Candidate 1 0 will do the Maintain Computer Systems and Network. You now instruct Candidate 1 to enter the assessment room. (to be followed by Candidate 2, 3 etc. ). Provide the candidate with all materials, tools and equipment required to complete the tasks. At this point, you give the Specific Instructions to the candidate clear and slowly. The Assessor: From this point, I will give you the Specific Instructions. The Assessor: Using the materials, tools and equipment, you are required to perform the tasks within hours. I will be observing you while you are performing the tasks.The Assessor: After your demonstration, I will ask you questions related to your demonstration. The Assessor: You may call me when there is a need for me to translate or explain items for clarification. The Assessor: After the questioning portion, I will give you feedback about your performance. The Assessor: Any questions/clarifications? If there are no more questions, you may start now. While the candidate performs th e activity you must remind or observe the candidate if he obey the safety precautions in doing a certain task. F one candidate is done on the task you designated, designate him a new ask.The Assessor: You were (give the strong points of the candidate followed by the weak points) If the candidate was found to be competent say: The Assessor: You performed the tasks within the standard requirements of the Qualification. Note: Present the CARS or the Competency Assessment Result to the candidate to affix his signature on the candidate's signature portion. This is a proof that he accepts your assessment decision. If the candidate was found not yet competent say: The Assessor: am sorry. You were not able to perform within the standard requirements of the Qualification.You have to review/practice the activities related to the competency requirements of the Qualification further. The Assessor: You can only comeback if there is another schedule of assessment for you to reassess or when you f eel confident enough that you have acquired the competence. Do not worry you will only be reassessed on the part of activity that you were found not yet competent. Proof that he accepts your assessment decision. Complete the rating sheets and other documents and submit there to the Manager of the Assessment Center The Assessor: Now you know the results, What are the requirements in lamming your NC II -? CSS Certificate?

Noras Monologue from A Dolls House

A Dolls House is a play by renowned Norwegian playwright, Henrik Ibsen. Challenging marital norms and featuring strong feminist themes, the play was widely celebrated as well as criticized when it was first performed in 1879. Here is a breakdown of Noras revealing monologue near the end of the play. For the complete script, there are many translations of A Dolls House. The edition by Oxford University is recommended; it comes complete with A Dolls House and three other plays by  Henrik Ibsen. Setting the Scene In this definitive scene, the naà ¯ve yet often contriving Nora has a startling epiphany. She once believed that her husband, Torvald, was a proverbial knight in shining armor and that she was an equally devoted wife. Through a series of emotionally draining events, she realizes that their relationship and their feelings were more make-believe than real. In her  monologue from Henrik Ibsen’s play, she opens up to her husband with stunning frankness as she realizes that she has been living in A Doll’s House. Doll as Metaphor Throughout the monologue, Nora compares herself to a doll. Like how a little girl plays with lifeless dolls that move in whichever way the girl wishes, Nora likens herself to a doll in the hands of the men in her life. Referring to her father, Nora recalls: He called me his doll-child, and he played with me just as I used to play with my dolls.   In using the doll as a metaphor, she realizes her role as a woman in a mans society is ornamental, something cute to look at like a doll-child. Further, a doll is meant to be used by the user. Thus this comparison also refers to how women are expected to be molded by the men in their lives in terms of tastes, interests, and what they do with their lives. Nora continues in her monologue. In thinking of her life with her husband, she realizes in retrospect: I was your little skylark, your doll, which you would in  future  treat with doubly gentle  care,  because it was so brittle and fragile. In describing a doll as brittle and fragile, Nora means that these are the character traits of women through the male gaze. From that perspective, because women are so dainty, it necessitates that men like Torvald need to protect and take care of women like Nora. Role of Women By describing how she has been treated, Nora reveals the way women are treated in society at that time (and perhaps still resonates with women today). Again referring to her father, Nora mentions:   When I was at home with papa, he told me his opinion about everything, and so I had the same opinions; and if I differed from him I concealed the  fact,  because he would not have liked it. Similarly, she addresses Torvald by saying:   You arranged everything according to your own taste, and so I got the same tastes as you--or else I pretended to. Both of these short anecdotes show that Nora feels that her opinions have been disregarded or suppressed in order to please her father or to mold her tastes according to those of her husbands.   Self-Realization In the monologue, Nora reaches self-realization in a fit of existential fervor as she exclaims: When I look back on it, it seems to me as if I had been living here like a poor woman--just from hand to mouth. I have existed merely to perform tricks for you...You and papa have committed a great sin against me. It is your fault that I have made nothing of my life...Oh! I cant bear to think of it! I could tear myself into little bits!

Effects Of War On The Family Structure Essay - 1899 Words

TeMera Evans Dr. Sylvia Mann HUM 310-10 December 7, 2016 The Effects of War on the Family Structure War has tremendous effects on the human mind and impacts all parties involved. Remnants of war can dramatically affect relationships with loved ones and create greater problems ranging from financial problems to psychological damage that has more profound effects on the family infrastructure and its operation. The notion of war produces pressures and strains on the family that is not experienced everyday in the routine family life. Family member who experience PTSD from their service in the military also places unforeseen weights and consequences for the family to carry. There are specific effects distinct to a parent, a spouse, and children when a loved one is serving their country. The relationships between a service men and these family members are transformed with the absence and their reintegration. An article titled How Deployment Stress Affects Children and Families: Research Findings estimated that â€Å"by the end of 2008, 1.7 million American Service Members had served in Operation Enduring Freedom and Operation Iraqi Freedom (OEF/OIF).† Each person is different. They experience and interpret situations unique to their personality that varies depending on the person, but war produces the same problems for members of the nuclear family. War creates a cloud of worry and anxiety. â€Å"Parents of [military personnel] often have misgivings (Lediaev).† These reservations andShow MoreRelatedEffects Of War On The Family Structure Essay1779 Words   |  8 PagesThe Effects of War on the Family Structure War has tremendous effects on the human mind and impacts all parties involved. Remnants of war can dramatically affect relationships with love ones and create greater problems ranging from financial problems to psychological damage that has more profound effects on the family infrastructure and its operation. The notion of war produces pressures and strains on the family that is not experienced every day in the routine family life. Family member who experienceRead MoreAnalysis Of The Documentary To You It s A Reality 1671 Words   |  7 Pagesaward winning observational war documentary Armadillo (Metz, 2010), a captivating film, shadowing a platoon of soldiers as they fought the Taliban in the Helmand province of southern Afghanistan. A controversial and sensitive topic, in which director and filmmaker Janus Metz endeavoured to depict the brutalising effects of war, with a character driven and emotional story embedded through out. With such impact surrounding a film, one may note the importance of film structure, camera work, sound, narrationRead MoreRelationship Between the Society and the Individual Explored in Ceremony and Into the Wild1580 Words   |  7 Pagesexploitation. The society provides economic, political, cultural and social structures that help the individual carry out his or her daily duties effectively. The society allows the individual achieve his objectives and wishes that he could have not achieved alone. A society can be defined based on its political structure. The society provides an individual a choice on the kind of politics he is willing to engage in. The political structure within the society depends on the individuals understanding of politicsRead MoreThe Negative Effects of Colonialism on the Colonized Country Essay810 Words   |  4 PagesWorld War, is the takeover by a nation of foreign territories; making them part of it to aid its own economical, social and political structures. The mother countries succeed in doing that by using the colony’s natural resources, money savings, and their lands, which leads the colony to rely on the mother country and therefore, leaving the country underdeveloped. Hence, the world wide scramble for colonies, particularly in the late 19th – early 20th century, had a tremendous negative effect on theRead MoreAs Mentioned Above, There Have Been Many Lives Lost During1729 Words   |  7 Pagesthe civil war that has raged for year s in Syria. The estimated casualties in the chemical attack on April 4th are reported to be 131 citizens, 41 of those children (Perez, 2017). Many more people were also affected by the attack that day. There are the countless friends and family members who lost loved ones. There are surely many others who lost homes and other possessions that will be forced to try to find new places to live and support themselves. 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The impact of this class structure was especially evident in the trial of Tom Robins on, a Maycomb Negro. The extreme prejudice of the town eventually led to the unjust conviction of Robinson for a crime he did not commit. Family groups were also seen to be importantRead MoreThe Cold War On The Soviet Union1230 Words   |  5 PagesThe Cold War’s effect on the Soviet Union Shortly after the World War 2 ended, the United States and its North Atlantic Treaty Organization allies entered the cold war with the Soviet Union. Germany was divided in half and later, the Berlin Wall was constructed as a physical boundary between the Soviet controlled East Germany and NATO controlled West Germany. This standoff continued until the Soviet Union dissolved in 1991. The cold war had a huge influence on the world stage, but also had a majorRead MoreDaily Life During World War I1606 Words   |  7 PagesLife in Britain World War One was a Great War involving many powers from all over the world, one of them being Great Britain. It is no surprise that when war breaks out, the daily lives of everyone change. During the period of war, daily life in England was a little bit different than daily life before the time of war. The daily life of the family, the daily life of soldiers, and the daily life of children were all affected by the outbreak of war. The daily life of the family was greatly affectedRead MoreThe World War II : A Evolutionary Change Within Societal Structure1462 Words   |  6 PagesWorld War II sparked an evolutionary change within societal structure as women’s influence grew and they entered the workforce. Efforts on the homefront brought more job opportunities for women, but the role that they developed was challenged as soon as the men returned. American society expected everything to return to normal when the war finished, and men to return to the factories and women to return to housework. Contrary to popular belief, women took this opportunity to fight against social

Columbus Day Debate Essay - 695 Words

nbsp;nbsp;nbsp;nbsp;nbsp;The spirit and values of a nation are reflected in the nation’s heroes. Christopher Columbus has been regarded as an American hero since 1792. Every year Columbus Day is held on the second Monday in October to honor the man and his legacy. However, many people debate whether or not Columbus Day should be celebrated. I believe that Columbus Day should be celebrated in the United States because he opened up the New World to Europe, inspired a spirit of exploration and adventure that still lasts today, and he showed the importance of diversity and understanding of different cultures. nbsp;nbsp;nbsp;nbsp;nbsp;When Columbus landed on the beaches of the Watling Islands of the Bahamas in October, 1492, he had†¦show more content†¦The problem was that many people believed that the world was flat. Without knowing what was going to happen to him, Columbus went against the popular belief of his time and bravely set out with three ships and sailed out towards the horizon. Eventually he would reach land and open up an entire New World to Europe. Columbus, on his four voyages, explored all the islands of the Caribbean and Honduras. Columbus was a man ready and eager for adventure and discovery. Today we follow his example as we explore the universe, the ocean floors, and the microscopic world. Scientists, like Columbus, are always questioning popular beliefs and setting out to prove a new theory. Columbus is a hero for all scientists and explorers today. Columbus deserves to be recognized as an American hero on Columbus Day for inspiring all people to pursue courag e, discovery, exploration, and adventure. nbsp;nbsp;nbsp;nbsp;nbsp;In addition to opening up a New World to Europe and inspiring a spirit of adventure, Columbus’s experience also showed the importance of diversity. Columbus was an Italian, but he learned to sail from the Portuguese, and his trip was funded by the Spanish. 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If the wrongs of every event in history were to be scrutinized would we have a historyRead MoreEssay On Christopher Columbus1530 Words   |  7 PagesWe were taught in school the saying, In 1492 Columbus sailed the ocean blue, to help us remember when Christopher Columbus discovered America. We learned the Spanish monarchy funded him and he set sail on the Nina, the Pinta, and the Santa Maria in hopes of finding a route to the riches that were in the west indies. He landed on an island, and this was how what we know as America was discovered and referenced as the New World. We even have a day set aside here in the United States to celebrateRead MoreEssay on The Debate about Honoring Christopher Columbus512 Words   |  3 Pagesthe great explorer who discovered America, Christopher Columbus. Tales of his many voyages and the names of his ships the Nina, Pinta, and Santa Maria are engrained into the minds of children through rhyme and song. 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TheRead MoreSpeech On Columbus Day1430 Words   |  6 Pagesevery year on this day, Columbus Day, citizens across the nation are addressed with the issue of the â€Å"History of the West.† On one of our district’s campuses this morning, Native American and white students got into a large disagreement about the true happenings of the â€Å"History of the West.† For Native American students, Columbus Day is a day of mourning where these students and families think about the near genocide of their people an d culture. For white students, Columbus day can make the studentRead MoreChristopher Columbus and His Legacy: Positive vs. Negative Essay1435 Words   |  6 Pageswill have learned about the famous maritime explorer and navigator, Christopher Columbus. Born in 1451, Columbus was a Genoese captain commissioned by the king and queen of Spain to find a route to the Indies. However, he sailed the opposite direction of his intended goal by crossing the Atlantic and landing in the Americas, resulting in the discovery of the New World for Spain. Like all major figures in history, Columbus has left behind a legacy that people will always remember him for. The natureRead MoreHow Do Americans View George Washington and Christopher Columbus Today?772 Words   |  4 PagesWashington had an impact on America during the late 1700’s, and Columbus had an impact on what he hoped was the West Indies in the late 1400’s and early 1500’s. George Washington and Christopher Columbu s are viewed in two complete different ways. Columbus found America and brought the early English settlements over. Washington helped found our country. However even though both men affected our country both are viewed differently than today. George Washington set a legacy that we are still followingRead MoreChristopher Columbus s The New World1619 Words   |  7 PagesThe Federal holiday of ‘Christopher Columbus Day’ is celebrated on the second Monday of October because of Columbus’s ‘discoveries’ of the Americas in the New World. What most people do not know is that Christopher Columbus’s intentions were only for the betterment of himself. Columbus was a devout Catholic and could have been looking to spread the word of God to the ‘Indies’, his main goal was to find a water route from Europe to the West Indies. How did Christopher Columbus’s motives impact theRead MoreChristopher Columbus A Hero And Founder Of The New World1569 Words   |  7 PagesWas Christopher Columbus a hero and founder of the new world or villainous destroyer of indigenous people? There is much controversy and debate around this man. Many people believe that Columbus’s discoverie s were falsified or over exaggerated and that his misdeeds are left untold. Others believe that he was a great explorer and was responsible for the discovery and shaping of the new world. Is Christopher Columbus the brave explorer who ushered in the â€Å"age of exploration†, or was he the brutal andRead MoreChristopher Columbus : What It America?983 Words   |  4 Pages1492 Christopher Columbus finds America Explorer and navigator Christopher Columbus was born in 1451 in the Republic of Genoa, Italy. His first voyage into the Atlantic Ocean in 1476 nearly cost him his life. Columbus participated in several other expeditions after. He has been credited for opening up the Americas to European colonization. Columbus was rejected by Genoa, Portugal, Venice, and Spain for a crew to explore with. During his expedition to America he visited Haiti, Dominican Republic

A Brief Introduction to Methods of Word Formation in English Free Essays

A Brief Introduction to Methods of Word Formation in English I. Introduction Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context. We will write a custom essay sample on A Brief Introduction to Methods of Word Formation in English or any similar topic only for you Order Now The earliest known activities in descriptive linguistics have been attributed to Panini around 500 BCE, with his analysis of Sanskrit in Ashtadhyayi. The first subfield of linguistics is the study of language structure, or grammar. This focuses on the system of ruled followed by the users of a language. It includes the study of morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound system). Phonetics is a related branch of linguistics concerned with the actual properties of speech sounds and nonspeech sounds, and how they are produced and perceived. This paper is going to concentrate on part of morphology word formation, of the English language. Generally, in linguistics, word formation is the creation of a new word. Word formation is sometimes contrasted with semantic change, which is a change in a single word’s meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. Word formation can also be contrasted with the formation of idiomatic expressions, although words can be formed from multi-word phrases. There are various mechanisms of word formation and this paper is going to present them in detail with necessary explanations and examples. II. Methods of Word Formations 1. Agglutination. In contemporary linguistics, agglutination usually refers to the kind of morphological derivation in which there is a one-to-one correspondence between affixes and syntactical categories. Language that use agglutination widely are called agglutinative languages. Agglutinative languages are often contrasted both with language in which syntactic structure is expressed solely by means of word order and auxiliary words (isolating language) and with languages in which a single affix typically express several syntactic categories and a single category may be expressed by several different affixes (as is the case in the inflectional or fusional anguage). However, both fusional and isolating language may use agglutinative in the most-often-used constructs, and use agglutination heavily in certain contexts, such as word derivation. This is the case in English, which has an agglutinated plural maker – (e)s and derived words such as shame ·less ·ness. 2. Back-formation In etymology, back-formation is the process of creating a new lexeme, usually by removing actual or supposed affixes. The resulting neologism is called a back-formation, a term coined by James Murray in 1889. Back-formation is different from clipping – back-formation may change the part of speech or the word’s meaning, whereas clipping creates shortened words from longer words, but does not change the part of speech or the meaning of the word. For example, the noun resurrection was borrowed from Latin, and the verb resurrect was the back-formed hundreds of years later from it by removing the ion suffix. This segmentation of resurrection into resurrect + ion was possible because English had examples of Latinate words in the form of verb and verb + -ion pairs, such as opine/opinion. These became the pattern for many more such pairs, where a verb derived from a Latin supine stem and a noun ending in ion entered the language together, such as insert/insertion, project/projection, etc. Back-formation may be similar to the reanalyzes of folk etymologies when it rests on an erroneous understanding of the morphology of the longer word. For example, the singular noun asset is a back-formation from the plural assets. However, assets is originally not a plural: it is a loan-word from Anglo-Norman asetz (modern French assez). The –s was reanalyzed as a plural suffix. Many words came into English by this route: Pease was once a mass noun but was reinterpreted as a plural, leading to the back-formation pea. The noun statistic was likewise a back-formation from the field of study statistics. In Britain, the verb burgle came into use in the 19th century as a back-formation from burglar (which can be compared to the North American verb burglarize formed by suffixation). Even though many English words are formed this way, new coinages may sound strange, and are often used for humorous effect. For example, gruntled (from disgruntled) would be considered a barbarism, and used only in humorous contexts, such as by P. G. Wodehouse, who wrote â€Å"I wouldn’t say he was disgruntled, but by no stretch of the imagination could be described as gruntled†. He comedian George Gobel regularly used original back-formations in his humorous monologues. Bill Bryson mused that the English language would be richer if we could call a tidy-haired person shevelled – as an opposite to dishevelled. In the American sitcom Scrubs, the character Turk once said when replying to Dr. Cox, â€Å"I don’t disdain you! It’s quite the opposite – I dain you. † Back-formations frequently begin in colloquial use and only gradually become accepted. For example, enthuse (from enthusiasm) is gaining popularity, though it is still considered substandard by some today. The immense celebrations in Britain at the news of the relief of the Siege of Marketing briefly created the verb to maffick, meaning to celebrate both extravagantly and publicly. â€Å"Maffick† is a back-formation from Mafeking, a place-name that was treated humorously as a gerund or participle. There are many other examples of back-formation in the English language. . Acronym An acronym is an abbreviation formed from the initial components in a phrase or a word. These components may be individual letters (as in CEO) or parts of words (as in Benelux and Ameslan). There is no universal agreement on the precise definition of various names for such abbreviations nor on written usage. In English and most other languages , such abbreviations historically had limited use, but they became much more common in the 20th century. Acronyms are a type of word formation process, and they are viewed as a subtype of blending. There are many different types of the word-formation process acronym. Here are several pairs of them. (1) Pronounced as a word, containing only initial letters, like the followings. AIDS: acquired immune deficiency syndrome NATO: North Atlantic Treaty Organization Scuba: self-contained underwater breathing apparatus Laser: Light Amplification by Stimulated Emission of Radiation (2) Pronounced as a word, containing non-initial letters Amphetamine: alpha-mehyl-phenethylamine Interpol: International Criminal Police Organization Nabisco: National Biscuit Company 3)Pronounced as a word, containing a mixture of initial and non-initial letters Necco: New England Confectionery Company Radar: radio detection and ranging 4. Clipping In linguistics, clipping is the word formation process which consists in the reduction of a word to one of its parts. Clipping is also known as â€Å"truncation† or â€Å"shortening†. According to Marchand, clippings are not coined as words belonging to the standard vocabulary of a language. They originate as terms off a special group like schools, army, police, the medical profession, etc. in the intimacy of a milieu where a hint is sufficient to indicate the whole. For example, exam(ination), math(ematics), and lab(oratory) originated in school lang. while clipping terms of some influential groups can pass into common usage, becoming part of Standard English, clipping of a society unimportant class or group will remain group slang. Also, clipping mainly consists of the following types: back clipping, fore-clipping, middle clipping and complex clipping. (1) Back clipping Back clipping is the most common type, in which the beginning is retained. The unclipped original may be either a simple or a composite. Examples are: ad (advertisement), cable (cablegram), doc (doctor), exam (examination), fax (facsimile), gas (gasoline), gym(gymnastics, gymnasium), memo (memorandum), mutt(muttonhead), pub (public house), pop (popular music). (2) Fore-clipping Fore-clipping retains the final part. Examples are: chute (parachute), coon (raccoon), gator (alligator), phone (telephone), pike (turnpike), varsity (university). (3) Middle-clipping In middle clipping, the middle of the word is retained. Examples are: flu (influenza), jams or jammies (pajamas/pyjamas), polly (Apollinairs), shrink (head-shrinker), tec (detective). (4) Complex clipping Clipped dorms are also used in compounds. One part of the original compound most often remains intact. Examples are: cablegram (cable telegram), opart (optical art), org-man (organization man), and linocut (linoleum cut). Sometimes both halves of a compound are clipped as in navicert (navigation certification). In these cases it is difficult to know whether the resultant formation should be treated as a clipping or as a blend, for the border between the two types is not always clear. According to Bauer, the easiest way to draw the distinction is to say that those forms which retain compound stress are clipped compound, whereas those that take simple word stress are not. By this criterion bodbiz, Chicom, Comsymp, Intelsat, midcult, pro-am, photo op, sci-fi, and sitcom are all compounds made of clippings. 5. Semantic loan A semantic loan is a process of borrowing semantic meaning (rather than lexical items) from another language, very similar to the formation of calques. In this case, however, the complete word in the borrowing language already exists; the change is that its meaning is extended to include another meaning its existing translation has in the leading language. Calques, loanwords and semantic loans are often grouped roughly under the phrase â€Å"borrowing†. Semantic loans often occur when two language are in close contact. 6. Compound In linguistics, a compound is a lexeme that consists of more than one stem, compounding or composition is the word formation that creates compound lexemes. Compounding or word-compounding refers to the faculty and device of a language to form new words by combing or putting together old words. In other words, compound, compounding or word-compounding occurs when a person attaches two or more words together to make them one word. The meanings of the words interrelate from the meanings of the words in isolation. Also, there is incorporation formation. Incorporation is a phenomenon by which a word, usually a verb, forms a kind of compound with, for instance, its direct object or adverbial modifier, while retaining its original syntactic function. Incorporation is central to many polysynthetic languages such as those found in North America, but polysynthetic does not necessary imply incorporation. Neither does the presence of incorporation in a language imply that that language is polysynthetic. Though not regularly. English shows some instrument incorporation, as in breastfeed, and direct object incorporation, as in babysit. Etymologically, such verbs in English are usually back-formations: the verbs breastfeed and babysit are formed from the adjective breast-fed and the noun babysitter respectively. Incorporation and pain compounding many be fuzzy categories: consider backstabbing, name-calling, and axe-murder. In many cases, a phrase with an incorporated noun carries a different meaning with respect to the equivalent phrase where the noun is not incorporated into the verb. The difference seems to hang around the generality and definiteness of the statement. The incorporated phrase is usually generic and indefinite, while the non-incorporated one is more specific. 7. Conversion In linguistics, conversion, also called zero derivation, is a kind of word transformation: specifically, it is the creation of a word (of a new word class) from an existing word (of a different word class) without any change in form. For example, the noun green in golf (referring to a putting-green) is derived ultimately from the adjective green. Conversions from adjectives to nouns and vice versa are both very common and unnotable in English: much more remarked upon is the creation of a verb by converting a noun or other word (e. g. , the adjective clean becomes the verb to clean). 8. Loanword A loanword (or loan word) is a word borrowed from a donor language and incorporated into a recipient language. By contrast, a calque or loan translation is a related concept where the meaning or idiom is borrowed rather than the lexical item itself. The word loanword is itself a calque of the German Lehnwort, while calque is a loanword from French. The terms borrow and loanword, although traditional, conflict with the ordinary meaning of those words because nothing is returned to the donor languages. However, note that this metaphor is not isolated to the concept of loanwords, but also found in the idiom â€Å"to borrow an idea. An additional issue with the term loanword is that it implies that the loaning is limited to one single word as opposed to deja vu, an English loanword from French. While this phrase may be used as one lexical item by English speakers, that is to say, an English speaker would not say only deja to convey the meaning associated with the full term deja vu, in t he donor language (French), speakers would be aware of the phrase consisting of two words. For simplicity, adopt/adoption or adapt/adaption are used by many linguists, either in parallel to, or in preference to, these words. Some researchers also use the term lexical borrowing. Some English loanwords remain relatively faithful to the donor language’s phonology, even though a particular phoneme might not exist or have contrastive status in English. The majority of English affixes, such as -un, –ing, and –ly, were present in older forms in Old English. However, a few English affixes are borrowed. For example, the agentive suffix –er, which is very prolific, is borrowed unlimitedly from Latin- arius. The English verbal suffix –ize comes from Greek –izein via Latin –izare. 9. Onomatopoeia Onomatopoeia (common term is sound word) refers to the property of such words. Common occurrences of onomatopoeia include animal noises, such as â€Å"oink† or â€Å"meow† or â€Å"roar† or â€Å"chirp†. Some other very common English-language examples include hiccup, zoom, bang, beep, moo, and splash. Machines and their sounds are also often described with onomatopoeia, as in honk or beep-beep for the horn of an automobile, and vroom or brum for the engine. When someone speaks of a mishap involving an audible arcing of electricity, the word â€Å"zap† is often used. For animal sounds, words like quack (duck), moo (cow), bark or woof (dog), roar (lion), meow or purr (cat) and baa (sheep) are typically used in English. Some of these words are used both as nouns and as verbs. Sometimes things are named from the sounds they make. In English, for example, there is the universal fastener which is named for the onomatopoeia of the sound it makes: the zip (in the UK) or zipper (in the U. S. ). many birds are named after their calls, such as the Bobwhite quail, the Weero, the Morepork, the killdeer, chickadee, the cuckoo, the chiffchaff, the whooping crane and the whip-poor-will. 0. Phono-semantic matching Phono-semantic matching (PSM) is a linguistic term referring to camouflaged borrowing in which a foreign word is matched with a phonetically and semantically similar pre-existent native word/root. It may alternatively be defined as the entry of a multisourced neologism that preserves both the meaning and the proximate sound of the parallel expression i n the source language, using pre-existent words/roots of the target language. Phono-semantic matching is distinct from calquing. While calquing includes (semantic) translation, it does not consist of phonetic matching (i. . retaining the proximate sound of the borrowed word through matching it with a similar-sounding pre-existent word/morpheme in the target language). Phone-semantic matching is also distinct from homophonic translation, which retains only the sound, and not the semantics. 11. Eponym An eponym is a person or thing, whether real or fictional, after which a particular place, tribe, era, discovery. Or other item is named or thought to be named. Eponyms are aspects of etymology. There are different types of eponym which come from various area. Places and towns can also be given an eponymous name through a relationship (real or imagined) to an important figure. Peloponnesus, for instance, was said to derive its name from the Greek god Pelops. In historical times, new towns have often been named (and older communities renamed) after their founders, discoverers, or after notable individuals. Examples include Vancouver, British Columbia, named after the explorer George Vancouver; and Prince Albert, Saskatchewan, originally called Isbister’s Settlement but renamed after Queen Victoria’s husband and consort in 1866. Also, in science and technology, discoveries and innovations are often named after the discoverer (or supposed discoverer) to honor some other influential workers. Examples are Avogadro’s number, he Diesel engine, Alzheimer’s disease, and the Apgar score. Because proper nouns are capitalized in English, the usual default for eponyms is to capitalize the eponymous part of a term. The common-noun part is not capitalized (unless it is part of a title or it is the first word in a sentence). For example, in Parkinson disease (named after James Parkinson), Parkinson is capitalized, but disease is not. However, some eponymous adjectives are nowadays entered in many dictionaries as lowercases when they have evolved a common status, no longer deriving their meaning from the proper-noun origin. For example, Herculean when referring to Hercules himself, but often herculean when referring to the figurative generalized extension sense. For any given term, one dictionary may enter only lowercase or only cap, whereas other dictionaries may recognize the capitalized version as a variant, either equally common as, or less common than, the first-listed styling (marked with labels such as â€Å"or†, â€Å"also†, â€Å"often† or â€Å"sometimes†). English can use either genitive case or attributive position to indicate the adjectival nature of the eponymous part of the term. (In other words, that part may be either possessive or nonpossessive. ) Thus Parkinson’s disease and Parkinson disease are both acceptable. Medical dictionaries have been shifting toward nonpossessive styling in recent decades, thus Parkinson disease is more likely to be used in the latest medical literature (especially in post prints) than is Parkinson’s disease. American and British English spelling differences can occasionally apply to eponyms. For example, American style would typically be cesarean section whereas British style would typically be caesarean section. III. Conclusion In a word, there are several ways of word-formation in the English language. However, not all these ways are isolated from each other. In fact, some of them all overlapped which means that a new word may be considered as a result of different ways of formation. Also, understanding these various methods of forming a new word, as an integrated component of linguistics, enables us to dig out the hidden rules behind thousands of new emerging words. Therefore, although many new words would appear as the world move on and new technologies are developed, people are able to grasp these new words with ease because of these word-formation rules. Meanwhile, people are exposed to different accesses of forming new words with already existing ones to express the unexpected phenomenon or tectonics in the future. Works cited: (1) Crystal, David. A Dictionary of Linguistics and Phonetics, Sixth Edition, Blackwell Publishers, 2008. (2) Fischer, Roswitha. Lexical change in present-day English: A corpus-based study of the motivation, institutionalization, and productivity of creative neologisms. 1998 (3) Marchand, Hans. The Categories and Types of Present-Day English Word-formation. Munchen: C. H. Beck’sche Verlagsbuchhandlung,1969 (4) Ghil’ad Zuckermann,  Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan, 2003 (5) Baker, Mark C. The Polysynthesis Parameter. Oxford: Oxford University Press,1998 (6) Mithun, Marianne. The evolution of noun incorporation. Language,  1984 How to cite A Brief Introduction to Methods of Word Formation in English, Papers A Brief Introduction to Methods of Word Formation in English Free Essays A Brief Introduction to Methods of Word Formation in English I. Introduction Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context. We will write a custom essay sample on A Brief Introduction to Methods of Word Formation in English or any similar topic only for you Order Now The earliest known activities in descriptive linguistics have been attributed to Panini around 500 BCE, with his analysis of Sanskrit in Ashtadhyayi. The first subfield of linguistics is the study of language structure, or grammar. This focuses on the system of ruled followed by the users of a language. It includes the study of morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound system). Phonetics is a related branch of linguistics concerned with the actual properties of speech sounds and nonspeech sounds, and how they are produced and perceived. This paper is going to concentrate on part of morphology word formation, of the English language. Generally, in linguistics, word formation is the creation of a new word. Word formation is sometimes contrasted with semantic change, which is a change in a single word’s meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. Word formation can also be contrasted with the formation of idiomatic expressions, although words can be formed from multi-word phrases. There are various mechanisms of word formation and this paper is going to present them in detail with necessary explanations and examples. II. Methods of Word Formations 1. Agglutination. In contemporary linguistics, agglutination usually refers to the kind of morphological derivation in which there is a one-to-one correspondence between affixes and syntactical categories. Language that use agglutination widely are called agglutinative languages. Agglutinative languages are often contrasted both with language in which syntactic structure is expressed solely by means of word order and auxiliary words (isolating language) and with languages in which a single affix typically express several syntactic categories and a single category may be expressed by several different affixes (as is the case in the inflectional or fusional anguage). However, both fusional and isolating language may use agglutinative in the most-often-used constructs, and use agglutination heavily in certain contexts, such as word derivation. This is the case in English, which has an agglutinated plural maker – (e)s and derived words such as shame ·less ·ness. 2. Back-formation In etymology, back-formation is the process of creating a new lexeme, usually by removing actual or supposed affixes. The resulting neologism is called a back-formation, a term coined by James Murray in 1889. Back-formation is different from clipping – back-formation may change the part of speech or the word’s meaning, whereas clipping creates shortened words from longer words, but does not change the part of speech or the meaning of the word. For example, the noun resurrection was borrowed from Latin, and the verb resurrect was the back-formed hundreds of years later from it by removing the ion suffix. This segmentation of resurrection into resurrect + ion was possible because English had examples of Latinate words in the form of verb and verb + -ion pairs, such as opine/opinion. These became the pattern for many more such pairs, where a verb derived from a Latin supine stem and a noun ending in ion entered the language together, such as insert/insertion, project/projection, etc. Back-formation may be similar to the reanalyzes of folk etymologies when it rests on an erroneous understanding of the morphology of the longer word. For example, the singular noun asset is a back-formation from the plural assets. However, assets is originally not a plural: it is a loan-word from Anglo-Norman asetz (modern French assez). The –s was reanalyzed as a plural suffix. Many words came into English by this route: Pease was once a mass noun but was reinterpreted as a plural, leading to the back-formation pea. The noun statistic was likewise a back-formation from the field of study statistics. In Britain, the verb burgle came into use in the 19th century as a back-formation from burglar (which can be compared to the North American verb burglarize formed by suffixation). Even though many English words are formed this way, new coinages may sound strange, and are often used for humorous effect. For example, gruntled (from disgruntled) would be considered a barbarism, and used only in humorous contexts, such as by P. G. Wodehouse, who wrote â€Å"I wouldn’t say he was disgruntled, but by no stretch of the imagination could be described as gruntled†. He comedian George Gobel regularly used original back-formations in his humorous monologues. Bill Bryson mused that the English language would be richer if we could call a tidy-haired person shevelled – as an opposite to dishevelled. In the American sitcom Scrubs, the character Turk once said when replying to Dr. Cox, â€Å"I don’t disdain you! It’s quite the opposite – I dain you. † Back-formations frequently begin in colloquial use and only gradually become accepted. For example, enthuse (from enthusiasm) is gaining popularity, though it is still considered substandard by some today. The immense celebrations in Britain at the news of the relief of the Siege of Marketing briefly created the verb to maffick, meaning to celebrate both extravagantly and publicly. â€Å"Maffick† is a back-formation from Mafeking, a place-name that was treated humorously as a gerund or participle. There are many other examples of back-formation in the English language. . Acronym An acronym is an abbreviation formed from the initial components in a phrase or a word. These components may be individual letters (as in CEO) or parts of words (as in Benelux and Ameslan). There is no universal agreement on the precise definition of various names for such abbreviations nor on written usage. In English and most other languages , such abbreviations historically had limited use, but they became much more common in the 20th century. Acronyms are a type of word formation process, and they are viewed as a subtype of blending. There are many different types of the word-formation process acronym. Here are several pairs of them. (1) Pronounced as a word, containing only initial letters, like the followings. AIDS: acquired immune deficiency syndrome NATO: North Atlantic Treaty Organization Scuba: self-contained underwater breathing apparatus Laser: Light Amplification by Stimulated Emission of Radiation (2) Pronounced as a word, containing non-initial letters Amphetamine: alpha-mehyl-phenethylamine Interpol: International Criminal Police Organization Nabisco: National Biscuit Company 3)Pronounced as a word, containing a mixture of initial and non-initial letters Necco: New England Confectionery Company Radar: radio detection and ranging 4. Clipping In linguistics, clipping is the word formation process which consists in the reduction of a word to one of its parts. Clipping is also known as â€Å"truncation† or â€Å"shortening†. According to Marchand, clippings are not coined as words belonging to the standard vocabulary of a language. They originate as terms off a special group like schools, army, police, the medical profession, etc. in the intimacy of a milieu where a hint is sufficient to indicate the whole. For example, exam(ination), math(ematics), and lab(oratory) originated in school lang. while clipping terms of some influential groups can pass into common usage, becoming part of Standard English, clipping of a society unimportant class or group will remain group slang. Also, clipping mainly consists of the following types: back clipping, fore-clipping, middle clipping and complex clipping. (1) Back clipping Back clipping is the most common type, in which the beginning is retained. The unclipped original may be either a simple or a composite. Examples are: ad (advertisement), cable (cablegram), doc (doctor), exam (examination), fax (facsimile), gas (gasoline), gym(gymnastics, gymnasium), memo (memorandum), mutt(muttonhead), pub (public house), pop (popular music). (2) Fore-clipping Fore-clipping retains the final part. Examples are: chute (parachute), coon (raccoon), gator (alligator), phone (telephone), pike (turnpike), varsity (university). (3) Middle-clipping In middle clipping, the middle of the word is retained. Examples are: flu (influenza), jams or jammies (pajamas/pyjamas), polly (Apollinairs), shrink (head-shrinker), tec (detective). (4) Complex clipping Clipped dorms are also used in compounds. One part of the original compound most often remains intact. Examples are: cablegram (cable telegram), opart (optical art), org-man (organization man), and linocut (linoleum cut). Sometimes both halves of a compound are clipped as in navicert (navigation certification). In these cases it is difficult to know whether the resultant formation should be treated as a clipping or as a blend, for the border between the two types is not always clear. According to Bauer, the easiest way to draw the distinction is to say that those forms which retain compound stress are clipped compound, whereas those that take simple word stress are not. By this criterion bodbiz, Chicom, Comsymp, Intelsat, midcult, pro-am, photo op, sci-fi, and sitcom are all compounds made of clippings. 5. Semantic loan A semantic loan is a process of borrowing semantic meaning (rather than lexical items) from another language, very similar to the formation of calques. In this case, however, the complete word in the borrowing language already exists; the change is that its meaning is extended to include another meaning its existing translation has in the leading language. Calques, loanwords and semantic loans are often grouped roughly under the phrase â€Å"borrowing†. Semantic loans often occur when two language are in close contact. 6. Compound In linguistics, a compound is a lexeme that consists of more than one stem, compounding or composition is the word formation that creates compound lexemes. Compounding or word-compounding refers to the faculty and device of a language to form new words by combing or putting together old words. In other words, compound, compounding or word-compounding occurs when a person attaches two or more words together to make them one word. The meanings of the words interrelate from the meanings of the words in isolation. Also, there is incorporation formation. Incorporation is a phenomenon by which a word, usually a verb, forms a kind of compound with, for instance, its direct object or adverbial modifier, while retaining its original syntactic function. Incorporation is central to many polysynthetic languages such as those found in North America, but polysynthetic does not necessary imply incorporation. Neither does the presence of incorporation in a language imply that that language is polysynthetic. Though not regularly. English shows some instrument incorporation, as in breastfeed, and direct object incorporation, as in babysit. Etymologically, such verbs in English are usually back-formations: the verbs breastfeed and babysit are formed from the adjective breast-fed and the noun babysitter respectively. Incorporation and pain compounding many be fuzzy categories: consider backstabbing, name-calling, and axe-murder. In many cases, a phrase with an incorporated noun carries a different meaning with respect to the equivalent phrase where the noun is not incorporated into the verb. The difference seems to hang around the generality and definiteness of the statement. The incorporated phrase is usually generic and indefinite, while the non-incorporated one is more specific. 7. Conversion In linguistics, conversion, also called zero derivation, is a kind of word transformation: specifically, it is the creation of a word (of a new word class) from an existing word (of a different word class) without any change in form. For example, the noun green in golf (referring to a putting-green) is derived ultimately from the adjective green. Conversions from adjectives to nouns and vice versa are both very common and unnotable in English: much more remarked upon is the creation of a verb by converting a noun or other word (e. g. , the adjective clean becomes the verb to clean). 8. Loanword A loanword (or loan word) is a word borrowed from a donor language and incorporated into a recipient language. By contrast, a calque or loan translation is a related concept where the meaning or idiom is borrowed rather than the lexical item itself. The word loanword is itself a calque of the German Lehnwort, while calque is a loanword from French. The terms borrow and loanword, although traditional, conflict with the ordinary meaning of those words because nothing is returned to the donor languages. However, note that this metaphor is not isolated to the concept of loanwords, but also found in the idiom â€Å"to borrow an idea. An additional issue with the term loanword is that it implies that the loaning is limited to one single word as opposed to deja vu, an English loanword from French. While this phrase may be used as one lexical item by English speakers, that is to say, an English speaker would not say only deja to convey the meaning associated with the full term deja vu, in t he donor language (French), speakers would be aware of the phrase consisting of two words. For simplicity, adopt/adoption or adapt/adaption are used by many linguists, either in parallel to, or in preference to, these words. Some researchers also use the term lexical borrowing. Some English loanwords remain relatively faithful to the donor language’s phonology, even though a particular phoneme might not exist or have contrastive status in English. The majority of English affixes, such as -un, –ing, and –ly, were present in older forms in Old English. However, a few English affixes are borrowed. For example, the agentive suffix –er, which is very prolific, is borrowed unlimitedly from Latin- arius. The English verbal suffix –ize comes from Greek –izein via Latin –izare. 9. Onomatopoeia Onomatopoeia (common term is sound word) refers to the property of such words. Common occurrences of onomatopoeia include animal noises, such as â€Å"oink† or â€Å"meow† or â€Å"roar† or â€Å"chirp†. Some other very common English-language examples include hiccup, zoom, bang, beep, moo, and splash. Machines and their sounds are also often described with onomatopoeia, as in honk or beep-beep for the horn of an automobile, and vroom or brum for the engine. When someone speaks of a mishap involving an audible arcing of electricity, the word â€Å"zap† is often used. For animal sounds, words like quack (duck), moo (cow), bark or woof (dog), roar (lion), meow or purr (cat) and baa (sheep) are typically used in English. Some of these words are used both as nouns and as verbs. Sometimes things are named from the sounds they make. In English, for example, there is the universal fastener which is named for the onomatopoeia of the sound it makes: the zip (in the UK) or zipper (in the U. S. ). many birds are named after their calls, such as the Bobwhite quail, the Weero, the Morepork, the killdeer, chickadee, the cuckoo, the chiffchaff, the whooping crane and the whip-poor-will. 0. Phono-semantic matching Phono-semantic matching (PSM) is a linguistic term referring to camouflaged borrowing in which a foreign word is matched with a phonetically and semantically similar pre-existent native word/root. It may alternatively be defined as the entry of a multisourced neologism that preserves both the meaning and the proximate sound of the parallel expression i n the source language, using pre-existent words/roots of the target language. Phono-semantic matching is distinct from calquing. While calquing includes (semantic) translation, it does not consist of phonetic matching (i. . retaining the proximate sound of the borrowed word through matching it with a similar-sounding pre-existent word/morpheme in the target language). Phone-semantic matching is also distinct from homophonic translation, which retains only the sound, and not the semantics. 11. Eponym An eponym is a person or thing, whether real or fictional, after which a particular place, tribe, era, discovery. Or other item is named or thought to be named. Eponyms are aspects of etymology. There are different types of eponym which come from various area. Places and towns can also be given an eponymous name through a relationship (real or imagined) to an important figure. Peloponnesus, for instance, was said to derive its name from the Greek god Pelops. In historical times, new towns have often been named (and older communities renamed) after their founders, discoverers, or after notable individuals. Examples include Vancouver, British Columbia, named after the explorer George Vancouver; and Prince Albert, Saskatchewan, originally called Isbister’s Settlement but renamed after Queen Victoria’s husband and consort in 1866. Also, in science and technology, discoveries and innovations are often named after the discoverer (or supposed discoverer) to honor some other influential workers. Examples are Avogadro’s number, he Diesel engine, Alzheimer’s disease, and the Apgar score. Because proper nouns are capitalized in English, the usual default for eponyms is to capitalize the eponymous part of a term. The common-noun part is not capitalized (unless it is part of a title or it is the first word in a sentence). For example, in Parkinson disease (named after James Parkinson), Parkinson is capitalized, but disease is not. However, some eponymous adjectives are nowadays entered in many dictionaries as lowercases when they have evolved a common status, no longer deriving their meaning from the proper-noun origin. For example, Herculean when referring to Hercules himself, but often herculean when referring to the figurative generalized extension sense. For any given term, one dictionary may enter only lowercase or only cap, whereas other dictionaries may recognize the capitalized version as a variant, either equally common as, or less common than, the first-listed styling (marked with labels such as â€Å"or†, â€Å"also†, â€Å"often† or â€Å"sometimes†). English can use either genitive case or attributive position to indicate the adjectival nature of the eponymous part of the term. (In other words, that part may be either possessive or nonpossessive. ) Thus Parkinson’s disease and Parkinson disease are both acceptable. Medical dictionaries have been shifting toward nonpossessive styling in recent decades, thus Parkinson disease is more likely to be used in the latest medical literature (especially in post prints) than is Parkinson’s disease. American and British English spelling differences can occasionally apply to eponyms. For example, American style would typically be cesarean section whereas British style would typically be caesarean section. III. Conclusion In a word, there are several ways of word-formation in the English language. However, not all these ways are isolated from each other. In fact, some of them all overlapped which means that a new word may be considered as a result of different ways of formation. Also, understanding these various methods of forming a new word, as an integrated component of linguistics, enables us to dig out the hidden rules behind thousands of new emerging words. Therefore, although many new words would appear as the world move on and new technologies are developed, people are able to grasp these new words with ease because of these word-formation rules. Meanwhile, people are exposed to different accesses of forming new words with already existing ones to express the unexpected phenomenon or tectonics in the future. Works cited: (1) Crystal, David. A Dictionary of Linguistics and Phonetics, Sixth Edition, Blackwell Publishers, 2008. (2) Fischer, Roswitha. Lexical change in present-day English: A corpus-based study of the motivation, institutionalization, and productivity of creative neologisms. 1998 (3) Marchand, Hans. The Categories and Types of Present-Day English Word-formation. Munchen: C. H. Beck’sche Verlagsbuchhandlung,1969 (4) Ghil’ad Zuckermann,  Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan, 2003 (5) Baker, Mark C. The Polysynthesis Parameter. Oxford: Oxford University Press,1998 (6) Mithun, Marianne. The evolution of noun incorporation. Language,  1984 How to cite A Brief Introduction to Methods of Word Formation in English, Essay examples

Gym Candy free essay sample

The author of Gym Candy is Carl Deuker. Carl Deuker grew up in California. He attended University of California, Berkeley, majoring in English. He currently lives in Washington and is a teacher at Shelton View Elementary School. He wrote seven novels and is working on an eighth. His novels so far are, On the Devil’s Court, Heart of a Champion, Night Hoops, Painting the Black, High Heat, Runner, and Gym Candy. Four of his novels won awards. His novels all have something to do with teens, sports, and take place in Washington. The setting of the novel is in present day in Seattle, Washington. The main character of the story is Mick Johnson. Mick’s father was a failure as an NFL football player and now looks to Mick to pick up his dreams as a football player. Mick’s best friend is Drew Carney. Drew is the quarterback that struggles to make starting varsity but then makes it. We will write a custom essay sample on Gym Candy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page DeShawn Free is another friend of Mick that is also on the football team and is wide receiver. He ends up becoming best friends with Drew when they drift away from Mick. Kaylee is on the volleyball team and likes Mick. Matt Drager is an antagonist in the novel. Matt is starting running back and a â€Å"bully† towards Mick. Aaron Clark is also an antagonist. Aaron is the starting quarterback and is Matt Drager’s friend. He is also a â€Å"bully† toward Mick. Peter Volz is Mick’s personal trainer. When he is first introduced he is assumed to be gay but then when he is reintroduced we find out he is not. Peter introduces Mick to steroids and is his supplier. Mick Johnson is the son of Mike Johnson. Mike Johnson is a superstar football player until he goes to the NFL. Mike Johnson dropped out of training camp in the NFL. Mike now looks to Mick to fulfill his dreams as a star football player. Mick is pressured by multiple things, including his father to do well on the football team. Mick is pressured so much that he ends up taking steroids to please himself and his father. In the end Drew, his best friend, finds out and says he is going to tell. Mick tries to take the easy way out of Drew telling about the steroids. I believe that this novel was really good. I’ve liked Carl Deuker’s books since I read Runner. If I had to rate this book I would rate it about 4 ? out of 5. It was very detailed and had some action from the football point of view. As I read this book I did not want to put it down because I wanted to see what would happen next. It was kind of like TV with the cliff hangers. But it was like that in every spot. I didn’t want to miss anything so I didn’t want to stop reading. The introduction into the book was well written and so was the ending. Instead of giving you the ending and just saying, â€Å"There it is, its over,† it made you do some thinking. I liked that a lot. I also liked how the information was revealed in the book, instead of giving it all to you in the beginning and building a story off of that, he built a story into revealing the information and built little problems into that. As far as the action went, it wasn’t that bad. The games that were explained went into detail so I could follow along with what happened in the game, I liked that. Everything painted a clear picture in my head the whole time so it was as if I was watching a movie. Mick Johnson is the protagonist of the novel. The novel never actually tells what he looks like but in my head I picture him to be average height, muscular, since he took steroids and plays football, and have brown hair. Mick is pressured by his dad to be a star in football so he can fulfill his father’s dreams. He becomes best friends with Drew Carney and DeShawn Free. They all three stick together through football and high school. Mick undergoes multiple conflicts through out the story. Mick feels pressured by his father to do well in football so to gain his father’s gratitude he takes steroids to do better. Mick also has conflicts with the antagonist, Matt Drager, on the football field and in school. The steroids also conflict with Mick because he wants to hang out with friends but is embarrassed because of some of the things the steroids did to him. Even worse than being embarrassed in front of his friends, he is embarrassed in front of Kaylee, the girl that he likes. The steroids also gave him rage at times and put him in depression. On top of that he had to stay secret most of the time in fear of getting caught with steroids. In the end the steroids cause Mick to point a gun at his best friend, and even worse, shoot himself in the head. He solves the steroid problem in the end by going to rehab, which keeps his whole steroid profile hidden for a chance to play football again.

Lost and Found in Translating Tourist Texts free essay sample

This neutralising strategy with its information-oriented, association-applied and concept-based principles can be employed to ensure the equivalents in information, concept and aesthetics. KEYWORDS Domesticating and foreignising, advantages and disadvantages, neutralising, informationoriented, association-applied, concept-based. 1. Cultural Translation and Translating Culture When we discuss the translation of tourist texts from Chinese to English, it is very important to make a distinction between the two terms ? translating culture‘ and ? ultural translation‘. Translating culture, in a narrow sense, refers to the act of transferring meaning from one specific culture -bearing language to another. Cultural translation refers to a dynamic process where everyone and everything that are a part of the interact ion in translation undergo change, where notions are constructed about other cultures and about oneself. That is to say, translating culture is an act only in translati on and cultural translation is the understanding and rendering of cultural concepts. Translating tourist texts is not simply translating culture, but also involves cultural translation. We will write a custom essay sample on Lost and Found in Translating Tourist Texts or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In a sense, translating tourist texts means translating the source culture to the reader. It is known that culture is the ? integrated pattern of human knowl edge, beliefs, and behaviour that is both a result of and integral to the human capacity for learning and transmitting knowledge to succeeding generations. Culture thus consists of language, ideas, beliefs, customs, taboos, codes, institutions, tools, techniques, works of art, rituals, ceremonies, symbols.? Stevens et al 2008: 430). Tourist attractions are often deeply rooted in the culture of a country. Every society, on every level, has its own culture influenced by its history and geography. Therefore the aim of tourist text translating should not be only to perform cultural rendering but also to translate culture from Chinese to English. 2. Qualities of Tourist Texts Tourist texts are designed to introduce the scenic spots to the viewers, and to convey the related information to them in order to enable the viewers to unders tand and enjoy the spots. They mainly offer the expressive, the informative and the vocative functions. The expressive function works as the mind of the speaker, the writer, or the originator of the text. He or she uses it to express his or her feelings irrespective of any response. The core of the informative function is an external aspect, the facts of a topic, that is, reality outside language, including reported ideas or theories. The core of the vocative function is the readership, the addressee. The term ? vocative‘ is used in the sense of ? calling upon‘ readership to act, think or feel, in fact to ? eact‘ in the way intended by the text. Nowadays, vocative texts are more often addressed to a readership than to a reader (Newmark, 1988: 40-45). In my opinion, the vocative function is the goal, while the informative function is the premise. This is because tourist texts are a type of popular reading material for ordinary people. The purpose is to attract the tourists‘ attention, a rouse their interest and give them an aesthetic impression, so that they may be persuaded to visit the tourist attraction and gain knowledge of the nature, ulture, history and customs of the tourist attraction through reading the text. Therefore the vocative function is of utmost importance. As a result, a number of factors need to be taken into account. As Newmark (1988: 41) points out, ? The first factor in all vocative texts is the relationship between the writer and the readership. The second factor is that these texts must be written in a language that is immediately comprehensible to the readership.? However, this effort can be achieved only through the provision of sufficient background information. Before potential visitors make up their minds to go sightseeing, they may want to obtain some relevant information about the tourist destination such as its location, historical importance, and cultural traditions . A detailed, accurate and attractive description will strengthen visitors‘ resolve to go; therefore to be informative is also another important consideration. According to Newmark (1988), both informative text and vocative text belong to communicative translation, while the expressive text belongs to semantic translation. In his opinion communicative translation attempts to render the exact contextual meaning of the original text in such a way that both content and language are readily acceptable and comprehensible to the readership (Newmark 1988: 48-49). At the same time, the expressive function should not be neglected either. By reading a well-translated tourist text, people can sense national pride and a warm welcome emanating from the host country‘s guidebooks. Apart from the above-mentioned functions, tourist texts still possess ? the 125 aesthetic function? (Chen 1998: 273) and cultural values. When speaking of the aesthetic function, it is evident that the tourist text is often very short and well-organised in structure, and concise and sparkling in language. As far as the cultural value is concerned, it is manifested primarily through three aspects: the inherent values in natural views like rivers, lakes, mountains and so on; the traditional values long-established in heritage such as habits, traditions, practices, social structures, arts and crafts, etc. ; and the artificial values held in man-made sights like palaces and temples, imperial tombs and underground museums, architecture and gardens, and elsewhere. The translation of such texts is characterised by a special intention but disadvantaged by inadequate cultural equivalents. As we know, the ideal tourist texts should maintain such qualities as being informative, intriguing, realistic, practical, cultural, educational, humorous and even poetic. Thanks to the aforementioned qualities and their functions, the translator has to think of ? genre conventions‘ and follow the target reader‘s reading habits and feelings when translating the text. Nord (2001: 53) states, ? Genre conventions are the result of the standardisation of communication practices. As certain kinds of text are used repeatedly in certain situations with more or less the same function, these texts acquire conventional forms that are sometimes even raised to the status of social norms .? In this context, the translation of a tourist text should attach importance to the equivalence of the informative contents and stylistic functions between the original and the translated texts, rather than the equivalence in linguistic forms. Translation of tourist texts is a kind of publicity activity.