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The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Trinity Hall September 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Abstract The assignment of grammatical gender in German is a notoriously problematic phenomenon due to the apparent opacity of the gender assignment system (e.g. Comrie 1999: 461). Various models of German gender assignment have been proposed (e.g. Spitz 1965, Köpcke 1982, Corbett 1991, Wegener 1995), but none of these is able to account for all of the German data. This thesis investigates a relatively under-explored, recent approach to German gender assignment in the form of Optimal Gender Assignment Theory (OGAT), proposed by Rice (2006). Using the framework of Optimality Theory, OGAT claims that the form and meaning of a noun are of equal importance with respect to its gender. This is formally represented by the crucial equal ranking of all gender assignment constraints in a block of GENDER FEATURES, which is in turn ranked above a default markedness hierarchy *NEUTER » *FEMININE » *MASCULINE, which is based on category size. A key weakness of OGAT is that it does not specify what constitutes a valid GENDER FEATURES constraint. This means that, in theory, any constraint can be proposed ad hoc to ensure that an OGAT analysis yields the correct result. In order to prevent any constraints based on ‘postfactum rationalisations’ (Comrie 1999: 461) from being included in the investigation, the GENDER FEATURES constraints which have been proposed in the literature for German are assessed according to six criteria suggested by Enger (2009), which seek to determine whether there is independent evidence for a GENDER FEATURES constraint. -
Charles Dickens, 'Hard Times' and Hyperbole Transcript
Charles Dickens, 'Hard Times' and Hyperbole Transcript Date: Tuesday, 15 November 2016 - 6:00PM Location: Museum of London 15 November 2016 Charles Dickens: Hard Times and Hyperbole Professor Belinda Jack As I said in my last lecture, ‘Rhetoric’ has a bad name. Phrases like ‘empty rhetoric’, ‘it’s just rhetoric’ and the like suggest that the main purpose of rhetoric is to deceive. This, of course, can be true. But rhetoric is also an ancient discipline that tries to make sense of how we persuade. Now we could argue that all human communication sets out to persuade. Even a simple rhetorical question as clichéd and mundane as ‘isn’t it a lovely day?’ could be said to have a persuasive element. So this year I want to explore the nuts and bolts of rhetoric in relation to a number of famous works of literature. What I hope to show is that knowing the terms of rhetoric helps us to see how literature works, how it does its magic, while at the same time arguing that great works of literature take us beyond rhetoric. They push the boundaries and render the schema of rhetoric too rigid and too approximate. In my first lecture in the new series we considered Jane Austen’s novel entitled Persuasion (1817/1818) – what rhetoric is all about – in relation to irony and narrative technique, how the story is told. I concluded that these two features of Austen’s last completed novel functioned to introduce all manner of ambiguities leaving the reader in a position of uncertainty and left to make certain choices about how to understand the novel. -
What Is Rhetoric?
What is Rhetoric? Rhetoric – the art of persuading someone through your speech and writing. It is a discourse (form of communication) that aims to improve the capability of writers or speakers to inform, persuade, or motivate a particular audience in certain situations. Origin – ancient Greece became the birthplace of rhetoric (effective speech/writing) in the fifth century B.C. Even Plato, Socrates, and Aristotle were arms deep in theories on the most effective means of persuasion. Examples Martin Luther King, Jr. – “I Have a Dream” Abraham Lincoln – “Gettysburg Address” There are many more famous speakers who use rhetoric. Can you think of other examples? Why is rhetoric in writing so important? Writing more effectively saves time. Things to Consider Audience – Who are you writing to? Purpose – Why are you writing this? What’s the point? Adjust your voice, tone, and persona to accommodate your communication situation. For every writing project, you can best determine what you want to say and how you want to say it by analyzing your rhetorical situation (which is sometimes called your communication situation). Learning to think rhetorically is one of the most important benefits of education! Successful leaders and decision makers are capable of making good decisions because they have learned to examine problems from a rhetorical perspective. Successful writers have learned they can write a more effective document in less time by thinking rhetorically. By simply thinking rhetorically, someone can utilize many mental activities – such as focusing on identifying the needs of a particular audience or situation. Ask yourself: Who’s going to read this? In what way can I persuade my audience? . -
AP English Literature and Composition: Study Guide
AP English Literature and Composition: Study Guide AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product. Key Exam Details While there is some degree of latitude for how your specific exam will be arranged, every AP English Literature and Composition exam will include three sections: • Short Fiction (45–50% of the total) • Poetry (35–45% of the total) • Long Fiction or Drama (15–20% of the total) The AP examination will take 3 hours: 1 hour for the multiple-choice section and 2 hours for the free response section, divided into three 40-minute sections. There are 55 multiple choice questions, which will count for 45% of your grade. The Free Response writing component, which will count for 55% of your grade, will require you to write essays on poetry, prose fiction, and literary argument. The Free Response (or “Essay” component) will take 2 hours, divided into the three sections of 40 minutes per section. The course skills tested on your exam will require an assessment and explanation of the following: • The function of character: 15–20 % of the questions • The psychological condition of the narrator or speaker: 20–25% • The design of the plot or narrative structure: 15–20% • The employment of a distinctive language, as it affects imagery, symbols, and other linguistic signatures: 10–15% • And encompassing all of these skills, an ability to draw a comparison between works, authors and genres: 10–15 % The free response portion of the exam will test all these skills, while asking for a thesis statement supported by an argument that is substantiated by evidence and a logical arrangement of the salient points. -
Passions & Prejudice : the Constitution and Same-Sex Marriage
City University of New York (CUNY) CUNY Academic Works Student Theses Baruch College 1-1-2012 Passions & prejudice : the constitution and same-sex marriage James Meyers Baruch College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/bb_etds/43 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] PASSIONS & PREJUDICE: THE CONSTITUTION AND SAME-SEX MARRIAGE By James Meyers Submitted to the Committee on Undergraduate Honors at Baruch College of the City University of New York in partial fulfillment of the requirements for the degree of Bachelor of Arts in Political Science with Honors. Submitted Fall 2012 Approved by the Department of Political Science _________________________ Dr. Thomas Halper Mentor and Faculty Sponsor _________________________ _______________________ Dr. Benedetto Fontana Dr. Randolph Trumbach Committee Member Committee Member TABLE OF CONTENTS ABSTRACT: . 3 Part I INTRODUCTION: Folk Devils and Moral History . 4 CHAPTER 1: The Counter-Majoritarian Difficulty . 19 CHAPTER 2: In Pursuit of Judicial Restraint . 28 CHAPTER 3: Inevitable Evolution & Epistemology . 49 Part II CHAPTER 4: Passions and Prejudice . 61 CHAPTER 5: The Geometry of Law . 76 CHAPTER 6: Arguments . .87 CONCLUSION: The Subjection of Gays and Lesbians . 105 BIBLIOGRAPHY: . 110 2 ABSTRACT Viscerally divisive sociopolitical issues with clear boundaries often raise questions of constitutional legality. Unfortunately, the Constitution does not offer guidance on a preferred method of interpretation, and so legal scholars and Supreme Court justices alike have yet to reach a consensus. -
Ockham's Razor and Chemistry
Ockham’s Razor and Chemistry * Roald Hoffmann, Vladimir I. Minkin, Barry K. Carpenter Abstract: We begin by presenting William of Ockham’s various formulations of his principle of parsimony, Ockham’s Razor. We then define a reaction mechanism and tell a personal story of how Ockham’s Razor entered the study of one such mechanism. A small history of methodologies related to Ock- ham’s Razor, least action and least motion, follows. This is all done in the context of the chemical (and scientific) community’s almost unthinking accep- tance of the principle as heuristically valuable. Which is not matched, to put it mildly, by current philosophical attitudes toward Ockham’s Razor. What ensues is a dialogue, pro and con. We first present a context for questioning, within chemistry, the fundamental assumption that underlies Ockham’s Ra- zor, namely that the world is simple. Then we argue that in more than one pragmatic way the Razor proves useful, without at all assuming a simple world. Ockham’s Razor is an instruction in an operating manual, not a world view. Continuing the argument, we look at the multiplicity and continuity of con- certed reaction mechanisms, and at principal component and Bayesian analysis (two ways in which Ockham’s Razor is embedded into modern statistics). The dangers to the chemical imagination from a rigid adherence to an Ockham’s Razor perspective, and the benefits of the use of this venerable and practical principle are given, we hope, their due. Keywords: Ockham’s Razor , reaction mechanism , principle of least action , prin- ciple of least motion , principal component analysis , Bayesian analysis . -
Predestination As a Motif in Faulkner's Light in August Virginia A
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1976 Predestination as a Motif in Faulkner's Light in August Virginia A. Riegel Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation Riegel, Virginia A., "Predestination as a Motif in Faulkner's Light in August" (1976). Masters Theses. 3441. https://thekeep.eiu.edu/theses/3441 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPER CERTIFICATE #2 TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings • . 11 I respectfully request Booth Library of .Eastern Illinois University not allow my thesis be reproduced because---------------- Date Author pdm Predestination as a Motif in Faulkner' s Light in August (TITLE) BY Virginia A. Riegel- B.S. -
Supporting Children's Narrative Composition: the Development and Reflection of a Visual Approach for 7-8 Year-Olds
Supporting Children's Narrative Composition: the Development and Reflection of a Visual Approach for 7-8 Year-olds Teresa Noguera A thesis submitted in partial fulfilment of the requirements of the School of Sport and Education, Brunel University, for the degree of Doctor of Philosophy November 2011 1 Statement of Original Authorship The work contained in this thesis has not been previously submitted for a degree or diploma at any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signed: Date: 2 Dedication This thesis is dedicated to the memory of my mum‘s uncle, Jose Miguel Aldabaldetreku. He taught me the values that have shaped my whole life and showed me the importance of living with compassion, humility and generosity. This thesis is also dedicated with gratitude to ‗my‘ dear children (class 3B), and to all children, who continue to inspire vocational practitioners like myself to seek the intellectual and emotional potential within every human being, and who help us learn and become better practitioners and human beings. 3 Acknowledgements Of all the pages in this thesis, this has perhaps been the most difficult to compose. There are so many people I would like to thank, and for so many reasons, it seems hardly possible to express a small percentage of my gratitude on the space of a page. From the time I started on this journey I have been supported in a variety of ways: institutionally, financially, academically, and through the encouragement and friendship of some very special people. -
And Solidarity
Contingency,rencYrlfooY, andsolidarity RICHARD RORTY U niaersityProfessor of Hamanities, Uniaersityof Virginia ry,,,*-_qCaUBRTDGE WP uNrvERsrrY PREss Published by the PressSyndicarc of dre University of Cambridge The Pitt Building Trumpington Street, Cambridge CB2 IRP 40 Vest 20th Suect, New York, NY 10011-4211,USA l0 Stamford Road, Oakleigh, Melbourne 3166, Australia @ Cambridgc University Press1989 First published 1989 Reprinted 1989 (thrice), 1990, l99l (cwice), 1992, 1993, 1994, r995 Printed in the United Sratesof America Library of Congess Catdoging-in-Publication Daa is available British Library Cataloging in Publication applied for ISBN0-521 -3538r -5 hardback ISBN0-52 I -1678l -6 paperback In memory of six liberals: my parentsand grandparents The agdlasrer lRabelais's word for those who do not laughJ, the non- thought of received ideas, and kitsch are one and the same, the three- headed enemy of the art born as the echo of God's laughter, the art that created the fascinating imaginative realm where no one owns the truth and everyone has the right to be understood. That imaginative realm of tolerance was born with modern Europe, it is the very image of Europe- of at least our dream of Europe, a dream many times betrayed but nonetheless strong enough to unite us all in the fraternity that stretches far beyond the little European continent. But we know that the wodd where the individual is respected (the imaginative world of the novel, and the real one of Europe) is fragile and perishable. if European culture seems under threat today, if the threat from within and without hangs over what is most precious about it - its respect for the individual, for his original thought, and for his right to an inviolable private life - then, I believe, that precious essenceof the European spirit is being held safe as in a treasure chest inside the history of the novel, the wisdom of the novel. -
Colonialism Postcolonialism
SECOND EDITION Colonialism/Postcolonialism is both a crystal-clear and authoritative introduction to the field and a cogently-argued defence of the field’s radical potential. It’s exactly the sort of book teachers want their stu- dents to read. Peter Hulme, Department of Literature, Film and Theatre Studies, University of Essex Loomba is a keen and canny critic of ever-shifting geopolitical reali- ties, and Colonialism/Postcolonialism remains a primer for the aca- demic and common reader alike. Antoinette Burton, Department of History, University of Illinois It is rare to come across a book that can engage both student and specialist. Loomba simultaneously maps a field and contributes provocatively to key debates within it. Situated comparatively across disciplines and cultural contexts, this book is essential reading for anyone with an interest in postcolonial studies. Priyamvada Gopal, Faculty of English, Cambridge University Colonialism/Postcolonialism moves adroitly between the general and the particular, the conceptual and the contextual, the local and the global, and between texts and material processes. Distrustful of established and self-perpetuating assumptions, foci and canonical texts which threaten to fossilize postcolonial studies as a discipline, Loomba’s magisterial study raises many crucial issues pertaining to social structure and identity; engaging with different modes of theory and social explanation in the process. There is no doubt that this book remains the best general introduction to the field. Kelwyn Sole, English Department, University of Cape Town Lucid and incisive this is a wonderful introduction to the contentious yet vibrant field of post-colonial studies. With consummate ease Loomba maps the field, unravels the many strands of the debate and provides a considered critique. -
Enhancing the Students' Rhetoric Attainments in Teaching of College
Sino-US English Teaching, July 2019, Vol. 16, No. 7, 300-305 doi:10.17265/1539-8072/2019.07.003 D DAVID PUBLISHING Enhancing the Students’ Rhetoric Attainments in Teaching of College English Intensive Reading ZHANG Rong-gen Shanghai Publishing and Printing College, Shanghai, China Beginning with various definitions of rhetoric, the paper gives a survey of some common English rhetoric figures found in College English intensive reading, such as metaphor, simile, transferred epithet, allusion, hyperbole, personification, metonymy, antithesis, onomatopoeia, double negative, inversion, rhetoric question, parady, transferred negation, and the like. By elaborating the functions of those rhetoric figures, the paper attempts to enhance the students’ rhetoric attainments and arouse their interest in learning English. Keywords: rhetoric attainments, rhetoric figures, College English teaching Introduction Some students often complain that the teaching of College English intensive reading course is so monotonous. It is really the case. How can a tasteless person feel his delicious food? And a certain rhetoric attainment is the prerequisite for the student to enjoy this “delicious food” of College English intensive reading course. The category of rhetoric is quite broad, one of which definitions is given by Aristotle as the art of public speaking by means of persuasion (Aristotle, 1954, pp. 2-12); and Hartwell extends the definition of rhetoric as the art of using words in speaking or writing (Hartwell & Bentley, 1982, pp. 1-15). That is to say, rhetoric contains both the art of public speaking and the method of composition. According to Chen Wangdao, a modern Chinese rhetorician, rhetoric includes both active rhetoric and passive rhetoric. -
All Or Nothing: a Semantic Analysis of Hyperbole
volumen 4 año 2009 ALL OR NOTHING: A SEMANTIC ANALYSIS OF HYPERBOLE Laura Cano Mora Universitat de València Abstract: This paper focuses on hyperbole, a long neglected form of non-literal language despite its pervasi- veness in everyday speech. It addresses the production process of exaggeration, since a crucial limitation in figurative language theories is the production and usage of figures of speech, probably due to the intensive research effort on their comprehension. The aim is to analyse hyperbole from a semantic perspective in order to devise a semasiological taxonomy which enables us to understand the nature and uses of the trope. In order to analyse and classify hyperbolic items a corpus of naturally occurring conversations extracted from the British National Corpus was examined. The results suggest that the evaluative and quantitative dimen- sions are key, defining features which often co-occur and should therefore be present in any definition of this figure of speech. A remarkable preference for negative affect, auxesis and absolute terms when engaging in hyperbole is also observed. Key words: figurative language, hyperbole, semantic field, corpus analysis “There is no one who does not exaggerate. In conversation, men are encumbered with personality and talk too much”. (Ralph Waldo Emerson) 1. INTRODUCTION TO NON-LITERAL LANGUAGE Since antiquity figures of speech have been widely studied within rhetoric, although in con- temporary rhetoric their study has been neglected or relegated to literary criticism. However, since the 1980s, there has been a renewed interest in figurative language not only in literary studies, but also in other fields of research.