3 Old English
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Influences on the Development of Early Modern English
Influences on the Development of Early Modern English Kyli Larson Wright This article covers the basic social, historical, and linguistic influences that have transformed the English language. Research first describes components of Early Modern English, then discusses how certain factors have altered the lexicon, phonology, and other components. Though there are many factors that have shaped English to what it is today, this article only discusses major factors in simple and straightforward terms. 72 Introduction The history of the English language is long and complicated. Our language has shifted, expanded, and has eventually transformed into the lingua franca of the modern world. During the Early Modern English period, from 1500 to 1700, countless factors influenced the development of English, transforming it into the language we recognize today. While the history of this language is complex, the purpose of this article is to determine and map out the major historical, social, and linguistic influences. Also, this article helps to explain the reasons for their influence through some examples and evidence of writings from the Early Modern period. Historical Factors One preliminary historical event that majorly influenced the development of the language was the establishment of the print- ing press. Created in 1476 by William Caxton at Westminster, London, the printing press revolutionized the current language form by creating a means for language maintenance, which helped English gravitate toward a general standard. Manuscripts could be reproduced quicker than ever before, and would be identical copies. Because of the printing press spelling variation would eventually decrease (it was fixed by 1650), especially in re- ligious and literary texts. -
The Use of Demonstrative Pronoun and Demonstrative Determiner This in Upper-Level Student Writing: a Case Study
English Language Teaching; Vol. 8, No. 5; 2015 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education The Use of Demonstrative Pronoun and Demonstrative Determiner this in Upper-Level Student Writing: A Case Study Katharina Rustipa1 1 Faculty of Language and Cultural Studies, Stikubank University (UNISBANK) Semarang, Indonesia Correspondence: Katharina Rustipa, UNISBANK Semarang, Jl. Tri Lomba Juang No.1 Semarang 50241, Indonesia. Tel: 622-4831-1668. E-mail: [email protected] Received: January 20, 2015 Accepted: February 26, 2015 Online Published: April 23, 2015 doi:10.5539/elt.v8n5p158 URL: http://dx.doi.org/10.5539/elt.v8n5p158 Abstract Demonstrative this is worthy to investigate because of the role of this as a common cohesive device in academic writing. This study attempted to find out the variables underlying the realization of demonstrative this in graduate-student writing of Semarang State University, Indonesia. The data of the study were collected by asking three groups of students (first semester, second semester, third semester students) to write an essay. The collected data were analyzed by identifying, classifying, calculating, and interpreting. Interviewing to several students was also done to find out the reasons underlying the use of attended and unattended this. Comparing the research results to those of the Michigan Corpus of Upper-level Student Paper (MICUSP) as proficient graduate-student writing was done in order to know the position of graduate-student writing of Semarang State University in reference to MICUSP. The conclusion of the research results is that most occurrences of demonstrative this are attended and these occurrences are stable across levels, similar to those in MICUSP. -
Reference Guide for the History of English
Reference Guide for the History of English Raymond Hickey English Linguistics Institute for Anglophone Studies University of Duisburg and Essen January 2012 Some tips when using the Reference Guide: 1) To go to a certain section of the guide, press Ctrl-F and enter the name of the section. Alternatively, you can search for an author or the title of a book. 2) Remember that, for reasons of size, the reference guide only includes books. However, there are some subjects for which whole books are not readily available but only articles. In this case, you can come to me for a consultation or of course, you can search yourself. If you are looking for articles on a subject then one way to find some would be to look at a standard book on the (larger) subject area and then consult the bibliography at the back of the book., To find specific contents in a book use the table of contents and also the index at the back which always offers more detailed information. If you are looking for chapters on a subject then an edited volume is the most likely place to find what you need. This is particularly true for the history of English. 3) When you are starting a topic in linguistics the best thing to do is to consult a general introduction (usually obvious from the title) or a collection of essays on the subject, often called a ‘handbook’. There you will find articles on the subareas of the topic in question, e.g. a handbook on varieties of English will contain articles on individual varieties, a handbook on language acquisition will contain information on various aspects of this topic. -
Official Standard of the Old English Sheepdog General Appearance: a Strong, Compact, Square, Balanced Dog
Page 1 of 2 Official Standard of the Old English Sheepdog General Appearance: A strong, compact, square, balanced dog. Taking him all around, he is profusely, but not excessively coated, thickset, muscular and able-bodied. These qualities, combined with his agility, fit him for the demanding tasks required of a shepherd's or drover's dog. Therefore, soundness is of the greatest importance. His bark is loud with a distinctive "pot- casse" ring in it. Size, Proportion, Substance: Type, character and balance are of greater importance and are on no account to be sacrificed to size alone. Size - Height (measured from top of withers to the ground), Dogs: 22 inches (55.8 centimeters) and upward. Bitches: 21 inches (53.3 centimeters) and upward. Proportion - Length (measured from point of shoulder to point of ischium (tuberosity) practically the same as the height. Absolutely free from legginess or weaselness. Substance - Well muscled with plenty of bone. Head - A most intelligent expression. Eyes - Brown, blue or one of each. If brown, very dark is preferred. If blue, a pearl, china or wall-eye is considered typical. An amber or yellow eye is most objectionable. Ears - Medium sized and carried flat to the side of the head. Skull - Capacious and rather squarely formed giving plenty of room for brain power. The parts over the eyes (supra-orbital ridges) are well arched. The whole well covered with hair. Stop - Well defined. Jaw - Fairly long, strong, square and truncated. Attention is particularly called to the above properties as a long, narrow head or snipy muzzle is a deformity. -
A COMPARISON ANALYSIS of AMERICAN and BRITISH IDIOMS By
A COMPARISON ANALYSIS OF AMERICAN AND BRITISH IDIOMS By: NANIK FATMAWATI NIM: 206026004290 ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA 2011 ABSTRACT Nanik Fatmawati, A Comparison Analysis of American Idioms and British Idioms. A Thesis: English Letters Department. Adab and Humanities Faculty. Syarif Hidayatullah State Islamic University Jakarta, 2011 In this paper, the writer uses a qualitative method with a descriptive analysis by comparing and analyzing from the dictionary and short story. The dictionary that would be analyzed by the writer is English and American Idioms by Richard A. Spears and the short story is you were perfectly fine by John Millington Ward. Through this method, the writer tries to find the differences meaning between American idioms and British idioms. The collected data are analyzed by qualitative using the approach of deconstruction theory. English is a language particularly rich in idioms – those modes of expression peculiar to a language (or dialect) which frequently defy logical and grammatical rules. Without idioms English would lose much of its variety and humor both in speech and writing. The results of this thesis explain the difference meaning of American and British Idioms that is found in the dictionary and short story. i ii iii DECLARATION I hereby declare that this submission is my original work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgement has been made in the text. -
Patience Luke 21:19 in Your Patience Possess Ye Your Souls. (KJV)
Patience Luke 21:19 In your patience possess ye your souls. (KJV) Luke 21:5-18 5 And as some spake of the temple, how it was adorned with goodly stones and gifts, he said, 6 As for these things which ye behold, the days will come, in the which there shall not be left one stone upon another, that shall not be thrown down. 7 And they asked him, saying, Master, but when shall these things be? and what sign will there be when these things shall come to pass? 8 And he said, Take heed that ye be not deceived: for many shall come in my name, saying, I am Christ; and the time draweth near: go ye not therefore after them. 9 But when ye shall hear of wars and commotions, be not terrified: for these things must first come to pass; but the end is not by and by. 10 Then said he unto them, Nation shall rise against nation, and kingdom against kingdom: 11 And great earthquakes shall be in divers places, and famines, and pestilences; and fearful sights and great signs shall there be from heaven. 12 But before all these, they shall lay their hands on you, and persecute you, delivering you up to the synagogues, and into prisons, being brought before kings and rulers for my name's sake. 13 And it shall turn to you for a testimony. 14 Settle it therefore in your hearts, not to meditate before what ye shall answer: 15 For I will give you a mouth and wisdom, which all your adversaries shall not be able to gainsay nor resist. -
Chapter 1. Introduction
1 Chapter 1. Introduction Once an English-speaking population was established in South Africa in the 19 th century, new unique dialects of English began to emerge in the colony, particularly in the Eastern Cape, as a result of dialect levelling and contact with indigenous groups and the L1 Dutch speaking population already present in the country (Lanham 1996). Recognition of South African English as a variety in its own right came only later in the next century. South African English, however, is not a homogenous dialect; there are many different strata present under this designation, which have been recognised and identified in terms of geographic location and social factors such as first language, ethnicity, social class and gender (Hooper 1944a; Lanham 1964, 1966, 1967b, 1978b, 1982, 1990, 1996; Bughwan 1970; Lanham & MacDonald 1979; Barnes 1986; Lass 1987b, 1995; Wood 1987; McCormick 1989; Chick 1991; Mesthrie 1992, 1993a; Branford 1994; Douglas 1994; Buthelezi 1995; Dagut 1995; Van Rooy 1995; Wade 1995, 1997; Gough 1996; Malan 1996; Smit 1996a, 1996b; Görlach 1998c; Van der Walt 2000; Van Rooy & Van Huyssteen 2000; de Klerk & Gough 2002; Van der Walt & Van Rooy 2002; Wissing 2002). English has taken different social roles throughout South Africa’s turbulent history and has presented many faces – as a language of oppression, a language of opportunity, a language of separation or exclusivity, and also as a language of unification. From any chosen theoretical perspective, the presence of English has always been a point of contention in South Africa, a combination of both threat and promise (Mawasha 1984; Alexander 1990, 2000; de Kadt 1993, 1993b; de Klerk & Bosch 1993, 1994; Mesthrie & McCormick 1993; Schmied 1995; Wade 1995, 1997; de Klerk 1996b, 2000; Granville et al. -
MEL-Cahiers-1 1..36
* omslag Meertens EC 1 09-11-2005 11:45 Pagina 1 MEERTENS ETHNOLOGY CAHIER 1 MEERTENS ETHNOLOGY CAHIER 1 In Towards a Social History of Early Modern Dutch, Peter Burke approaches the history of the Dutch language between 1500 and 1800 from a socio- Towards a cultural historian’s perspective. He investigates the changing relation- ship between the vernacular and Latin; the incorporation (or invasion) of new words from other languages; and the movements towards Social History of standardization and purification, discussing these trends from a comparative, pan-European point of view. Early Modern Dutch Peter Burke (1937) holds a Ph.D. from Oxford University. He is Professor Emeritus of PETER BURKE Cultural History at the University of Cambridge and Fellow of Emmanuel College, University of Cambridge. He is the author of many well-known books, including: The Italian Renaissance (1972), Venice and Amsterdam (1974), Popular Culture in Early Modern Europe (1978), The Fabrication of Louis XIV (1992), The Art of Conversation (1993), A Social History of Knowledge (2000), Eyewitnessing (2000), What Is Cultural History? (2004) and Languages and Communities in Early Modern Europe (2004). In all of his works he shows an intelligent capacity to see connections, comparisons and contrasts. He widens the field of cultural history by his practice of building bridges between languages, periods, places, methodologies and 90-5356-861-1 ISBN disciplines, and subsequently investigating what lies beyond; this practice has again been successfully applied in Towards a Social History of Early Modern Dutch. 9 789053 568613 www.aup.nl Amsterdam University Press Amsterdam University Press Towards a Social History of Early Modern Dutch Towards a Social History of Early Modern Dutch Peter Burke The Meertens Ethnology Cahiers are revised texts of the Meertens Ethnology Lectures. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP. -
United States National Museum
Q 11 U563 CRLSSI . e I ^ t UNITED STATES NATIONAL MUSEUM BULLETIN 218 Papers 1 to 11 Contributions FROM THE Museum OF History and Technology SMITHSONIAN INSTITUTION O WASHINGTON. DC. ^ 1959 WS'n NOV 16 1959 ISSUED NOVl 61959 Smithsonian Institution UNITED STATES NATIONAL MUSEUM Remington Kellooo Director Smith, Director Trank a. Taylor, Director Albert C. Museum oj jXatural History Afiisfum of ///'A"V 'iiiil Tirhwiliniv Publications of the United States National Museum include two The scientific publications of the United Stales National Museum States National Museum scries, Proceedings oj the United States National Museum and United Bulletin. dealing with the In these series are published original articles and monographs facts in the collections and work of the Museum and setting forth newly acquired Copies of fields of Anthropolog)', Biology, Geolog)', History, and Technology. each publication are distributed to libraries and scientific organizations and to specialists and others interested in the dififerent subjects. separate The Proceedings, begun in 1878, are intended for the publication, in size, with the form, of shorter papers. These are gathered in volumes, octavo in publication date of each paper recorded in the taljle of contents of the volume. separate In the Bulletin series, the first of which was issued in 1875, appear longer, publications consisting of monographs (occasionally in several parts) and volumes either octavo or in which are collected works on related subjects. Bulletins are papers re- qiiarto in size, depending on the needs of the presentation. Since 1902 lating to the botanical collections of the Museum have been published in the Bulletin series under the heading Contributions Jrom the United Stales National Herbarium. -
5 Middle English
A CONCISE HISTORY OF ENGLISH 5 Middle English 5.1 Historical background of Middle English Th e development of the English language was strongly infl uenced by political changes following the Norman Conquest. In 1066, the Norman army led by William the Con- queror (Duke of Normandy) defeated the Anglo-Saxons at the Battle of Hastings and killed the last Anglo-Saxon king, Harold II. Th is event foreshadowed the end of the Old English and the beginning of the Middle English period. Th e linguistic eff ects of the ar- rival of the Normans became apparent with considerable delay, therefore the beginning of the Middle English period has been set by scholars to the end of the 11th century or even a later date. Th e traditional periodization distinguishes three subperiods of Middle English: Early Middle English (1100–1250), Ordinary Middle English (1250–1400), and Late Middle English (1400–1500). However, recent research suggests that Old English was not only spoken but also written for almost one hundred years aft er the Norman Conquest. Da Rold et al. (2010) suggest the following modifi cation of the traditional periodization: Updated Old English (1066–1150) Early Middle English (1150–1325) Late Middle English (1325–1500) When William the Conqueror became King William I of England, the Normans (Norsemen who had previously conquered Northern France) seized political, econom- ic, military, and religious power. Th ey became the lords of the Anglo-Saxon population, which, however, continued to speak English. Th e Normans spoke Norman French and at the beginning of their rule, most of them did not learn English and could not com- municate with the Anglo-Saxon population. -
'YE ARE MY FRIENDS' by John Macmurray
'YE ARE MY FRIENDS' by John Macmurray Ye are my friends, if you do whatsoever I command you. Henceforth I call you not servants but friends. These things I command you that ye love one another. John xv. 1-17. THE purpose of God in the life of the world is a web of purposes which has a single centre, from which all the threads go out and to which they all return. Only from the centre can we begin to trace the plan of it. From any other point it will seem a meaningless tangle. Copernicus made a revolution in human knowledge merely by shifting the centre of the solar system from the earth to the sun. The world- revolution of the Christians came when Jesus discovered the true centre of human life. 'Not servants but friends' is the proclamation of the revolution. The key- word of the Christian gospel is not service but friendship. Of late, I believe, we have been thinking too much in terms of service—service of God and of the world. There is nothing distinctively Christian about that. It is the natural way of religious thought when it becomes practical. Socrates called himself the servant of Apollo. Christ's revolution consisted, like that of Copernicus, precisely in denying the 'Natural' point of view and substituting friendship for service. 'But surely,' you will say, 'we are called as Christians to serve Christ and to serve the world.' No, we are called to be the friends of Christ and the friends of men. That is not at all the same thing.