English Variable Focusing in English Spelling Between 1400 and 1600
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The English Language
The English Language Version 5.0 Eala ðu lareow, tæce me sum ðing. [Aelfric, Grammar] Prof. Dr. Russell Block University of Applied Sciences - München Department 13 – General Studies Winter Semester 2008 © 2008 by Russell Block Um eine gute Note in der Klausur zu erzielen genügt es nicht, dieses Skript zu lesen. Sie müssen auch die “Show” sehen! Dieses Skript ist der Entwurf eines Buches: The English Language – A Guide for Inquisitive Students. Nur der Stoff, der in der Vorlesung behandelt wird, ist prüfungsrelevant. Unit 1: Language as a system ................................................8 1 Introduction ...................................... ...................8 2 A simple example of structure ..................... ......................8 Unit 2: The English sound system ...........................................10 3 Introduction..................................... ...................10 4 Standard dialects ................................ ....................10 5 The major differences between German and English . ......................10 5.1 The consonants ................................. ..............10 5.2 Overview of the English consonants . ..................10 5.3 Tense vs. lax .................................. ...............11 5.4 The final devoicing rule ....................... .................12 5.5 The “th”-sounds ................................ ..............12 5.6 The “sh”-sound .................................. ............. 12 5.7 The voiced sounds / Z/ and / dZ / ...................................12 5.8 The -
And the Henrician Reformation
Robert Radcliffe’s Translation of Joannes Ravisius Textor’s Dialogi (1530) and the Henrician Reformation ágnes juhász-ormsby Memorial University Joannes Ravisius Textor’s Dialogi aliquot festivissimi (1530) exerted considerable influence in England in the 1530s. The English Textor movement was spurred primarily by the dialogues’ effectiveness in advancing and popularizing specific religious changes promoted by the government as part of the unfolding Henrician Reformation. Around 1540, the master of Jesus College School in Cambridge, Robert Radcliffe, dedicated a collection of prose translations of Textor’s three dialogues—A Governor, or of the Church (Ecclesia), The Poor Man and Fortune (Pauper et fortuna), and Death and the Goer by the Way (Mors et viator)—to Henry VIII. Radcliffe’s translations, especially the politically charged A Governor, demonstrate that not only his strategically selected source texts but also his method of translation helped him position himself in influential court circles and shape his image as a humanist scholar, schoolmaster, and translator.1 Les Dialogi aliquot festivissimi (1530) de Joannes Ravisius Textor ont exercé une influence importante en Angleterre pendant les années 1530. Le succès du mouvement anglais de Textor est principalement dû à l’efficacité avec laquelle les dialogues mettent de l’avant et popularisent des transformations religieuses spécifiques que promouvait le gouvernement dans le contexte du déploiement de la Réforme d’Henri VIII. Autour de 1540, le maître du Jesus College de Cambridge, Robert Radcliffe, a dédié une collection de traduction en prose des trois dialogues de Textor — A Governor, or of the Church (Ecclesia), The Poor Man and Fortune (Pauper et fortuna), et Death and the Goer by the Way (Mors et viator) — à Henri VIII. -
MEDITATION on the THORN-CROWNED HEAD of OUR SAVIOR Fridays
MEDITATION ON THE THORN-CROWNED HEAD OF OUR SAVIOR Fridays Begin with the Sign of the Cross and place yourself in the scene. And plaiting a crown of thorns, they put it upon His head. They began to spit upon Him, and they gave Him blows. Others smote His face and said: "Prophesy, who is it that struck Thee?" O holy Redeemer! Thou art clothed with a scarlet cloak, a reed is placed in Thy Hands for a sceptre, and the sharp points of a thorny crown are pressed into Thy adorable Head. My soul, thou canst never conceive the sufferings, the insults, and indignities offered to our Blessed Lord during this scene of pain and mockery. I therefore salute Thee and offer Thee supreme homage as King of Heaven and earth, the Redeemer of the world, the Eternal Son of the living God. O my afflicted Savior! O King of the world, Thou art ridiculed as a mock king. I believe in Thee and adore Thee as the King of kings and Lord of lords, as the supreme Ruler of Heaven and earth. O Jesus! I devoutly venerate Thy Sacred Head pierced with thorns, struck with a reed, overwhelmed with pain and derision. I adore the Precious Blood flowing from Thy bleeding wounds. To Thee be all praise, all thanksgiving, and all love for evermore. O meek Lamb, Victim for sin! May Thy thorns penetrate my heart with fervent love, that I may never cease to adore Thee as my God, my King, and my Savior. V. Behold, O God, our Protector; R. -
A Concise Dictionary of Middle English
A Concise Dictionary of Middle English A. L. Mayhew and Walter W. Skeat A Concise Dictionary of Middle English Table of Contents A Concise Dictionary of Middle English...........................................................................................................1 A. L. Mayhew and Walter W. Skeat........................................................................................................1 PREFACE................................................................................................................................................3 NOTE ON THE PHONOLOGY OF MIDDLE−ENGLISH...................................................................5 ABBREVIATIONS (LANGUAGES),..................................................................................................11 A CONCISE DICTIONARY OF MIDDLE−ENGLISH....................................................................................12 A.............................................................................................................................................................12 B.............................................................................................................................................................48 C.............................................................................................................................................................82 D...........................................................................................................................................................122 -
Dealing with Spelling Variation in Early Modern English Texts
Dealing with Spelling Variation in Early Modern English Texts Alistair Baron B.Sc. (Hons) School of Computing and Communications Lancaster University A thesis submitted for the degree of Doctor of Philosophy February 2011 Abstract Early English Books Online contains digital facsimiles of virtually every English work printed between 1473 and 1700; some 125,000 publications. In September 2009, the Text Creation Partnership released the second instalment of transcrip- tions of the EEBO collection, bringing the total number of transcribed works to 25,000. It has been estimated that this transcribed portion contains 1 billion words of running text. With such large datasets and the increasing variety of historical corpora available from the Early Modern English period, the opportunities for historical corpus linguistic research have never been greater. However, it has been observed in prior research, and quantified on a large-scale for the first time in this thesis, that texts from this period contain significant amounts of spelling variation until the eventual standardisation of orthography in the 18th century. The problems caused by this historical spelling variation are the focus of this thesis. It will be shown that the high levels of spelling variation found have a significant impact on the accuracy of two widely used automatic corpus linguistic methods { Part-of-Speech annotation and key word analysis. The development of historical spelling normalisation methods which can alleviate these issues will then be presented. Methods will be based on techniques used in modern spellchecking, with various analyses of Early Modern English spelling variation dictating how the techniques are applied. With the methods combined into a single procedure, automatic normalisation can be performed on an entire corpus of any size. -
Reading Foundational Skills
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS reading Foundational skills The following supplements the Reading Standards: Foundational Skills (K–5) in the main document (pp. 14–16). See page 40 in the bibliography of this appendix for sources used in helping construct the foundational skills and the material below. Phoneme-Grapheme correspondences Consonants Common graphemes (spellings) are listed in the following table for each of the consonant sounds. Note that the term grapheme refers to a letter or letter combination that corresponds to one speech sound. Figure 8: Consonant Phoneme-Grapheme Correspondences in English Common Graphemes (Spellings) Phoneme Word Examples for the Phoneme* /p/ pit, spider, stop p /b/ bit, brat, bubble b /m/ mitt, comb, hymn m, mb, mn /t/ tickle, mitt, sipped t, tt, ed /d/ die, loved d, ed /n/ nice, knight, gnat n, kn, gn /k/ cup, kite, duck, chorus, folk, quiet k, c, ck, ch, lk, q /g/ girl, Pittsburgh g, gh /ng/ sing, bank ng, n /f/ fluff, sphere, tough, calf f, ff, gh, ph, lf /v/ van, dove v, ve /s/ sit, pass, science, psychic s, ss, sc, ps /z/ zoo, jazz, nose, as, xylophone z, zz, se, s, x /th/ thin, breath, ether th /th/ this, breathe, either th /sh/ shoe, mission, sure, charade, precious, notion, mission, sh, ss, s, ch, sc, ti, si, ci special /zh/ measure, azure s, z /ch/ cheap, future, etch ch, tch /j/ judge, wage j, dge, ge /l/ lamb, call, single l, ll, le /r/ reach, wrap, her, fur, stir r, wr, er/ur/ir /y/ you, use, feud, onion y, (u, eu), i /w/ witch, queen w, (q)u /wh/ where wh /h/ house, whole h, wh *Graphemes in the word list are among the most common spellings, but the list does not include all possible graph- emes for a given consonant. -
Complete Poison Blossoms from a Thicket of Thorn : the Zen Records of Hakuin Ekaku / Hakuin Zenji ; Translated by Norman Waddell
The Publisher is grateful for the support provided by Rolex Japan Ltd to underwrite this edition. And our thanks to Bruce R. Bailey, a great friend to this project. Copyright © 2017 by Norman Waddell All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be used or reproduced in any manner whatsoever without written permission from the publisher, except in the case of brief quotations embodied in critical articles and reviews. ISBN: 978-1-61902-931-6 THE LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Names: Hakuin, 1686–1769, author. Title: Complete poison blossoms from a thicket of thorn : the zen records of Hakuin Ekaku / Hakuin Zenji ; translated by Norman Waddell. Other titles: Keisåo dokuzui. English Description: Berkeley, CA : Counterpoint Press, [2017] Identifiers: LCCN 2017007544 | ISBN 9781619029316 (hardcover) Subjects: LCSH: Zen Buddhism—Early works to 1800. Classification: LCC BQ9399.E594 K4513 2017 | DDC 294.3/927—dc23 LC record available at https://lccn.loc.gov/2017007544 Jacket designed by Kelly Winton Book composition by VJB/Scribe COUNTERPOINT 2560 Ninth Street, Suite 318 Berkeley, CA 94710 www.counterpointpress.com Printed in the United States of America Distributed by Publishers Group West 10 9 8 7 6 5 4 3 2 1 To the Memory of R. H. Blyth CONTENTS Chronology of Hakuin’s Life Introduction BOOK ONE Instructions to the Assembly (Jishū) BOOK TWO Instructions to the Assembly (Jishū) (continued) General Discourses (Fusetsu) Verse Comments on Old Koans (Juko) Examining Old -
List of Approved Special Characters
List of Approved Special Characters The following list represents the Graduate Division's approved character list for display of dissertation titles in the Hooding Booklet. Please note these characters will not display when your dissertation is published on ProQuest's site. To insert a special character, simply hold the ALT key on your keyboard and enter in the corresponding code. This is only for entering in a special character for your title or your name. The abstract section has different requirements. See abstract for more details. Special Character Alt+ Description 0032 Space ! 0033 Exclamation mark '" 0034 Double quotes (or speech marks) # 0035 Number $ 0036 Dollar % 0037 Procenttecken & 0038 Ampersand '' 0039 Single quote ( 0040 Open parenthesis (or open bracket) ) 0041 Close parenthesis (or close bracket) * 0042 Asterisk + 0043 Plus , 0044 Comma ‐ 0045 Hyphen . 0046 Period, dot or full stop / 0047 Slash or divide 0 0048 Zero 1 0049 One 2 0050 Two 3 0051 Three 4 0052 Four 5 0053 Five 6 0054 Six 7 0055 Seven 8 0056 Eight 9 0057 Nine : 0058 Colon ; 0059 Semicolon < 0060 Less than (or open angled bracket) = 0061 Equals > 0062 Greater than (or close angled bracket) ? 0063 Question mark @ 0064 At symbol A 0065 Uppercase A B 0066 Uppercase B C 0067 Uppercase C D 0068 Uppercase D E 0069 Uppercase E List of Approved Special Characters F 0070 Uppercase F G 0071 Uppercase G H 0072 Uppercase H I 0073 Uppercase I J 0074 Uppercase J K 0075 Uppercase K L 0076 Uppercase L M 0077 Uppercase M N 0078 Uppercase N O 0079 Uppercase O P 0080 Uppercase -
LL P Silent E Recognition.Pdf
® LEVEL 7 | Phonics Lexia Lessons Silent E Recognition Description This lesson is designed to teach students the phonics rule that when a Silent e occurs after a single consonant at the end of a syllable, it usually makes the first vowel “say its name” (long sound), as in the word time. These kinds of syllables are called Silent e syllables. Knowledge of the Silent e syllable type helps students apply word-attack strategies for reading and spelling. TEACHER TIPS This lesson contrasts the Silent e syllable type (long vowel sound) with the closed syllable type (short vowel sound). When you pronounce the words, stretch out the medial vowel sound, whether it is short or long, so that students have more time to hear it. Sounds to stretch out will be shown in the lesson as repeated letters—such as maaad for mad and maaade for made. For the letters a, e, i, and o, the long sound of the letter is also its name. Because long u can be pronounced /yoo/ or /oo/, it is presented later in this lesson. PREPARATION/MATERIALS • Copies of the word cards from the end of the lesson • Keyword Image Cards (provided in the Core5 Resources Hub on the Support for Primary Standard: CCSS.ELA-Literacy.RF.1.3c - Know final -e and common vowel - Know Standard: CCSS.ELA-Literacy.RF.1.3c Primary team conventions for representing long vowel sounds. RF.1.3b Supporting Standards: RF.1.2a, Instruction page.) Warm-up Use a phonemic awareness activity to review short and long vowel sounds. -
Personal Notes Page 1 Learning from the Spelling of < Love > Summary
THEME Personal Notes Learning from the spelling of < love > Summary Many youngsters arrive at school already knowing how to spell the word < love >. It is also one of the very many short and common words which do not conform to the postulations of phonics. It is an excellent springboard for meeting, revisiting or discovering patterns of real spelling. This theme will teach: • that there is much to learn from single words, even when you are quite sure of how to write them; • that complete English words do not have a final < v >; • that the string < uv > is not an allowable string in English-origin words – < ov > is used instead; • that only suffixes that begin with a vowel letter replace a final single ‘silent’ < e >; • that there is spelling incoherence that is still allowed by editing houses, but we are not obliged to submit to them. © Real Spelling 2009 Kit 1 Theme K page 1 reparing for this theme Personal Notes P This theme is both recapitulation and anticipation. If you have a Tool Box you may already have worked the following teaching themes with your students. Kit 1 Theme A — The basic < i / y > conventions Kit 1 Theme D — Suffixing and the single silent < e > This theme anticipates Kit 4 Theme C — The < o / u > partnership. eal spellers learn from words whose spelling they already know R Most current school spelling activity concentrates on words that students can not spell, and assumes that mere ‘correctness’ is all that spelling needs. These assumptions are limited, limiting and fundamentally false. 4 Ability to spell is really a mode of thinking that enables us to spell. -
Why Do You Spell That?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by IPU Institutional Repository Why Do You Spell That? ― A Brief History of the Evolution of English Orthography ― なぜこのように綴るのか ─ 英語正字法進展の略歴 ― 次世代教育学部国際教育学科 ファラーンティー・ダニエル FERRANTE, Daniel Department of International Education Faculty of Education for Future Generations 要旨:綴りは英語を学ぶ上で最も難しいものの一つである。ネイティブスピーカーさえ手を焼くほど であるため,間違いを防ぐためにしばしばスペルチェックや自動修正など現代的なツールに頼る。 こ のような難解な正字法に関して,「なぜ英語の綴りはそれほど複雑なものになったのか」とよく問わ れる。本稿では,英語の綴りに見られる明白な矛盾と不明瞭な英語正字法に与えた大きな影響につい て統合的に考察する。 Abstract:Spelling is one of the most challenging aspects of learning English. Even native speakers have difficulty with it and often rely on modern tools such as spell check and autocorrect to minimize mistakes. With such a challenging orthography, people often ask how it is that English spelling became so complex. This paper is synthesis of some of the more apparent discrepancies in English spelling and some of the larger influences on its less than transparent orthography. Keywords:English Orthography, Spelling, Dictionary, Printing Press, The Great Vowel Shift I have nothing but contempt for anyone who can spell the world has a spelling bee. Other countries do host a word only one way. English language spelling bees. And some countries host similar competitions involving vocabulary and - Mark Twain (apocryphal) grammar. Some noteworthy examples: 1.0Introduction French: Perhaps the closest thing to a spelling bee in another language is Quebec’s Dictée des Unlike most other languages, English spelling and Amériques. This competition, which started in 1994, pronunciation is so difficult and complex that even challenges participants in both spelling and grammar. native language speakers struggle with it. This goes Would-be participants must first pass a locally held beyond confusion with homophones such as then / grammar test before progressing on to further than, to, too, and two, or their, they’re, and there. -
University Microfilms. Inc., Ann Arbor, Michigan
7 0 -m -,1 1 9 WILLIS, Craig Dean, 1935- THE TUDORS AND THEIR TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN. The Ohio State University, Ph.D., 1969 Education, history University Microfilms. Inc., Ann Arbor, Michigan © Copyright by Craig Dean W illis 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE TUDORS AND THEIR- TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University SY Craig Dean W illis, B.A., M.A. IHt- -tttt -H-H- The Ohio State U niversity 1969 Adviser t School of Education ACKNOWLEDGMENTS To Dr. Robert B. Sutton, my major adviser, I owe a major debt of gratitude for his guidance, encouragement, and scholarly qualifies* I also wish to thank the members of the reading committee for their contribution; and in particular, I want to express appreciation to Dr. Richard J. Frankie and the late Dr. Earl Anderson for their professional and meaningful assistance. It is appropriate to thank the administrative officers at Ohio Wesleyan University for their encouragement and willingness to let me arrange my work around my graduate studies. Persons of particular help were Dr, Allan C. Ingraham, Dr. Elden T. Smith, Dr. Emerson C. Shuck, and Dr. Robert P. Lisensky. My family has been of invaluable assistance to me, and it is to them that I dedicate the study of the education of the Tudor family. My parents, J. Russell and Glenna A. W illis, have helped in many ways, both overt and subtle.