The Renovation of English Vocabulary from Old English to Modern Research Paper

The Renovation of English Vocabulary from Old English to Modern English - Research Paper Example In the transformation of English language from Old English to Modern English, crucial changes have taken place in vocabulary, spelling, and pronunciation which is illustrated by an analysis of these elements in ‘Canterbury Tales’ compared with Modern English equivalents. In the Text 81 from the ‘Canterbury Tales’ one finds several examples of the origins of the vocabulary and a comparison of the original Old English vocabulary and their Modern English equivalents proves how the vocabulary developed overages. The Friar’s Prologue in ‘Canterbury Tales’, for example, opens with the lines: â€Å"This worthy lymytour, this noble free, / He made always a manner louring chiere / Upon the somonour, but for honesty / No vileyns word as yet to him speak he.† (Freeborn) This can be read in the Modern English as follows: â€Å"This worthy limiter, this noble friar, / He turned always a lowering face, and dire, / Upon the summoner, but for cou rtesy / No rude and insolent word as yet spoke he.† (Freeborn) The changes or the developments in each of these items can be easily recognised by the readers and this progress in the vocabulary of the language reflects the general nature of English language which has developed over several periods. In conclusion, the history of English language establishes that the language progressed from Old English to Middle English to Early Modern English and the vocabulary is a major area of language in which variations are more readily noticeable over long stretches of time.

Censorship of Lois Lowry’s The Giver Essay examples -- Lowry Giver Ess

Censorship of Lois Lowry’s The Giver Every year Kansas students in grades three through eight vote on their favorite of a list of literary works nominated for the William Allen White Award. This award, founded in 1952 honors "one of the state's most distinguished citizens" and journalists (Bogan). A selection committee comprised of representatives of several Kansas educational organizations such as the Department of Education and Association of Teachers of English pool nominations and eventually narrow them to a "master list" of about twenty books. Nominations exemplify "originality . . . vitality . . . and spirit" (Bogun). Once compiled, the master list is sent to schools around the state. At the end of the school year, after students have had time to read the majority of the selections, they vote and select the winner. Despite the suggestion of the William Allen White committee that students need not read every nomination, the Meade Grade School system took the initiative to build a literary appreciation program by requiring students to read all such books. To vote, as prescribed by the White Committee, a student need only read two of the selections. For the Meade students this was also the case, but to have the opportunity to take the annual school-sponsored trip to the presentation of the award, it was necessary to read and pass a computerized test on all books of the Master List. In 1996, however, one selection proved to be one too many for Meade: The Giver. Controversy over the novel by Lois Lowry began early in the school year when a couple parents of fifth grade students approached the librarian and suggested removing The Giver from the list of required readings. With little dissent, the librarian agree... ... say what the extent of exposure to "mature" themes should be for grade school students? By constricting the breadth of education, especially exposure to controversial literature, the Mennonite community hindered student's ability to address and understand real world issues. I have no doubt that this confusion was present as Meade students attended the banquet for the 1996 William Allen White Award winner. The winner? Lois Lowry. Works Cited "Blasphemy." OED 2d ed 1989. 2 Feb. 2002. Bogan, M.E., and T. Summey. William Allen White Children's Book Award. 1 Feb. 2002. Cresswell, Tim. In Place/Out of Place Geography, Ideology, and Transgression. Minneapolis: U of Minnesota P, 1996. Lowry, Lois. The Giver. Boston: Houghton Mifflin Company, 1993. "Spirit." OED 2d ed 1989. 2 Feb. 2002. "Upper." OED 2d ed 1989. 2 Feb. 2002.

Nectar in a Sieve

D AP World History Theme Analysis Our world is impacted by many things. Social structures, politics, economics, the environment, and our interactions affect how we live. They create the history of our world. In Nectar in a Sieve, many of these themes are represented. Gender roles and relations have always had an impact in societies. Men often believe they have the upper hand over women. It shows in the way females are treated. When Rumi was married to Nathan, she had to leave her family and go to his land.He didn’t have to live where show comfortable or on a neutral territory. Young women are often uprooted from their family and rarely see them again. When Ira had a child out of wedlock, she was looked down upon by many. However when a man does the same, there is no judgment and criticism. Nate impregnated Kunthi twice yet Rumi took him back without a problem (p. 84-85) Agricultural and pastoral productions are the center of life for millions of humans. The same can be said fo r the characters in Nectar in a Sieve.In the village, farming is how most survive. They live off the land. Without the land, there’s no income or food. They sell their crops, give their profit to the landlord, and save a portion of the crops for their families. Rumi and Nathan grow a variety of crops. When nature doesn’t work in their favor, their lives become difficult. Often the crops are ruined by droughts. During these times everyone struggles to survive. Rumi’s family became malnourished when the rains didn’t deliver. Her son, Kuti died from starvation. p. 99-100) The importance of the land is shown when they lose their land and homelessness is forced upon them. (p. 130-135) Land represented hope for Rumi. (p. 132) Without agriculture, the villagers would not survive. Trade and commerce is one of the main ways humans gain what they need. In Nectar in a Sieve, trade controls who has what and who survives. The tannery is the center of commerce. Village rs come to buy and bargain. As the years past, Rumi watches the tannery change, for worst in her opinion.It becomes harder to sell, trade, and buy because the economics of village change as new people move in. The tannery is looked at as the place of money so two of her sons get jobs there. Rumi resents the tannery because it represents change that she feels is not needed. Although themes look complicated on paper, they fit perfectly into our world and the world in Nectar in a Sieve. Male and females have double standards. Agriculture is the basis of life and survival in the village. Trade and commerce help villagers make money and get necessities to survive. These themes translate into real life.

Censoring of Violent Video Games - 1152 Words

There has always been controversy as to whether violent video games should be censored. Video games should be censored for the good of society. Video games do harm to teens and society due to making teens accumulate frustrations,makes teens think violence is acceptable in problem solving, and makes them very unhealthy but it also does some good, such as helps teens control their emotions, makes them conscious of what is good from what is bad, and helps them get rid of stress. This controversy may just be solved with the help of some research. Violent video games makes teens think violence is acceptable in problem solving. Teens usually play and use violence to solve any crime or any wrong business that might of have had gone wrong during†¦show more content†¦The censoring of violent video games may not only do harm but it may also do some good to the teens by making them control their anger through the controlling of a game character. When teens play these games they often control their emotions through the game, as stated the review â€Å" Video Games on Youth Violence, (2)† â€Å"The level of control granted to the video game players, especially in terms of pace and directly the actions of their character, allows youth to regulate their emotional state during play.† Showing that teens do control their emotions through the process of the game play, relieving therefore their stress. As stated in the review â€Å"Video Games on Youth Violence, (2)† â€Å"Research shows that a perception of being in control reduces emotional and stressful responses to events†, this only shows that when teens play these violent video games they feel under control and their stress tends to somehow get released without any further use of violence. Now violent video games may also be helpful by showing or demonstrating to teens what is good from what is bad. When teens usually play lets say a â€Å"Grand Theft Auto† or any of these games they are usually in control of a character, and theyShow MoreRelatedThe Effect of Violence in the Media on Children Essay1150 Words   |  5 PagesTelevision, movies, and video games are a big part of childrens lives in todays technologically advanced society. However, there is a big controversy questioning the effects of these media outlets on children. Much of society claims to have proof for the belief that media violence affects children negatively. However, I am skeptical of the evidence that is stated to prove that claim. I feel that society has placed the blame on these mediums for the violent acts, however serious or trivial,Read More Violence in the Media is Not to Blame for the Effect on Children1158 Words   |  5 PagesChildren Television, movies, and video games are a big part of children’s lives in today’s technologically advanced society. 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