Category: Language studies

It’s for 7th grader…Doc attached!!!

Through Deaf Eyes

(Note: Trigger Warning timecode 32:57-33:00 where blackface is shown)

1. Go to and watch the film Through Deaf Eyes.
2. Write a 2-4 page paper answering the following 6 questions. Be sure to write it in a report style and not #1- answer, #2- answer, etc.
3. What did you think of the film?
4. What stood out for you?
5. What did you learn about Deaf culture, community, and history?
6. Did the film reinforce something you already knew about the Deaf community? Explain.
7. Describe something of your experience that the film reflects.
8. Describe anything in the film that you feel might have been left unsaid.
9. This paper will be worth 75 points. Write your paper in APA format, as indicated below-
10. Type 2-4 pages, 1-inch margins, 12-point font, Times New Roman, double-spaced, title page, and page #. Omit the abstract. Cite the reference you researched at the end of your paper (Reference). If paraphrasing or using a direct quote, be sure to include in-text citations in APA format.
11. See Purdue Owl for further assistance on setting up an APA formatted paper:
12. Writing tutoring services (and proofreading):

For this week, we will be focusing on analyzing an article written by Dennis Baron. You can find the article in the Modules section of our course site. It is important that you read the article carefully, as it will serve as the foundation for this weeks assignment. Along with the article, you will find a worksheet with a series of questions designed to guide your understanding and analysis. Your task is to respond to each question with a minimum of four complete sentences. Be sure to use specific references from the article to support your answers and aim to demonstrate a clear understanding of the authors main arguments, tone, and use of evidence. Once you have completed your responses, please submit your work in the Assignments section by the due date listed. Late submissions may affect your grade, so make sure to manage your time accordingly. To help you better understand the material, I have also provided a PowerPoint presentation with supplemental information. This presentation covers key concepts, background information on the author, and tips for analyzing nonfiction texts. I highly recommend reviewing it before you begin the worksheet, as it will provide context and help clarify some of the more complex points in the article. If you have any questions or need clarification as you work through the assignment, feel free to reach out or post in the discussion forum. I’m looking forward to seeing your insights and thoughtful responses!

Journal Article Assignment:

Students will read, review, and react to the assigned peer-reviewed scholarly article in English. For this assignment, the student is to summarize the article, including providing a commentary reaction to the article. Students need to make sure to cite their summary using the APA-style citation. Do not submit your written assignment after the stated deadline.

Submit a 2-3-page typed paper in APA format, including:

• Cover sheet with your name, assignment name, date due, class/section, and date/time of your class.
• Intro of the journal article
• Summary
• Cultural differences between Deaf and hearing cultures were noticed from the reading.
• Your reflection includes your thoughts, feelings, and opinions. Below are some ideas of questions to include in your assignment.
• Conclusion.
• References

Note: 2-3 pages, excluding cover page and references page

After summarizing the journal article, the students are to discuss what they particularly liked about the journal article. The students are to focus on their thoughts and feelings, including their reactions, about the journal article. Also, these students will discuss parts they dislike about the journal article and explain why they feel this way. Close this with a conclusion by summarizing some of your thoughts, including the below:

• Give the journal article a rating of one to five stars. Justify your rating. Would you recommend that others read this journal article? If not, explain why.
• If yes, explain why. Who would benefit from reading this journal article?

First, come up with a list of five words that you think are part of a dialect and not part of standard English. You might rely on words that you and your family use but might not be understood in every part of the US. For example, I’m from east Texas. My Aunt Lee would often say, “I’ll do that directly.” And by directly,she meant “pretty soon.” This is a standard word used in a non-standard way. You might also include a word that is not really in any dictionary but is used in everyday speech such as the word poke, which in Appalachia means a “bag.” The Scots speaker in the clip used the word wheen (small amount). I had never heard that word. That would be a good example of a word that is not part of standard English, at least in the U.S. However, check out in the OED. The first recorded use is 1400, and it can be traced to Old English. So, is wheen English? Yes, but it has fallen into disuse in most dialects.

Second, I want you to come up with a list of an additional five words that have non-standard pronunciations in certain dialects. In east Texas, we would often say the word theater like this

/ ieider /

instead of the standard

/ ider /.

Type up these two lists of words. For the first five, be sure to explain what the word means in the dialect. For the second list, try as best you can, to type the words in IPA. . You could also use the OED for help on the IPA transcriptions. Of course, the OED gives the standard pronunciation and maybe a widely used non-standard pronunciation. It will not give the IPA transcription for every pronunciation in every dialect.

Third and finally, answer this question in a concise paragraph: How does McWhorter problemtize the standard linguistic definition of a dialect being a variety of a language:

So your hw would look something like this:

List 1: Non-standard words:

1) My relatives say directly for “soon.” For example, my aunt would say, “I’ll do that directy.” I noticed that my older relatives do this but not my younger relatives.

2) I’ve heard people in Appalachia say poke to mean “bag.” I’ve even heard it on a television show that was set in the mountains of West Virginia.

3)

4)

5)

List 2: Non-standard pronunciations:

1) Speakers of east Texas English often pronounse theater as / ieider / instead of / ider /. I hear it both ways in my home town of Tyler, Texas.

2)

3)

4)

5)

Your paragraph

McWhorter notes….and I think…

I have already incorporated 3; I need one more to be used. I will insert screenshots of the sources as well.

I was born in Uzbekistan. The country is located in Central Asia. People in Uzbekistan speak Uzbek language. I spent a dozen years of my life in a school in my city. In my country schools are not divided into elementary and middle schools. So I spent a dozen years of my life in one school. Learning Uzbek language was not so difficult for me because after the school my mother helped me to learn howe to read, and write. So i spend most of my time with my mother.

I was so excited when my parents told mewed were moving to the USA. Because the USA is considered one of the most developed countries. But as exciting as moving to the USA was, it was also very stressful. Because, that time I couldn’t event count in English. After moving to the New York City I Heart about ESL classes from my friend. ESL classes is located in LaGuardia community college. So I started attending this class as a college student. First I started learning new vocabulary and start make sentences with new vocabulary. An then i strut writing a sole essays. But learning English grammar was Wery hard to me. Simple present, Simple past, past progressive and others were Wery confused.

Speaking was also little hard but we did a lot of conversation with my classmates it helped me to speak english.

Can you use this informations to write an my Essay

Macbeths inherent strengths, particularly his bravery and ambition, paradoxically become the very instruments of his ultimate downfall. Initially, his prowess on the battlefield is undeniable, earning him the respect of King Cawdor. This recognition, however, ignites a latent ambition within him, a desire for greater power that, when coupled with the witches prophecies, takes a dangerous turn. His courage, once a virtue, is twisted into a tool for a ruthless action, as he becomes capable of committing horrific deeds to achieve his perceived destiny.

This ambition, as the essential question of our unit probes, becomes truly dangerous when it supersedes morality and ethical considerations. Macbeths decisiveness, another potent strength, transforms from a leadership quality into a fatal flaw. Once he entertains the idea of regicide, his resolve hardens, and he actively plans and executes the murder of Duncan. The initial conflict within him, the struggle between his loyalty and his lust for power, is overcome by his increasingly potent ambition, leading him to abandon the very values that once defined him as a noble warrior.

The play vividly illustrates how Macbeth’s unwavering resolve, a trait that made him a formidable soldier, becomes a destructive force in his pursuit of the crown. After Duncans murder, he is not content with his ill-gotten gains. Instead, his ambition fuels a paranoia that drives him to eliminate any perceived threats, including Banquo and Macduffs family. This relentless drive to secure his position, fueled by unchecked ambition, results in a reign of terror that alienates him from his subjects and ultimately leads to his isolation.

The tragic trajectory of Macbeth serves as a powerful testament to the dangers of ambition divorced from morality. His strengths, initially lauded, are perverted by his unchecked desire for power, leading him down a path of violence, guilt, and ultimately, destruction. The play underscores the essential question by demonstrating that ambition is most perilous when it compels individuals to betray their conscience and commit unspeakable acts in pursuit of their goals.

In conclusion, Macbeths valiant spirit and ambitious nature, rather than leading him to greatness, precipitate his ruin. The play masterfully portrays how these qualities, when allowed to fester without the guiding hand of morality, transform a respected hero into a tyrannical monster. The essential question, When is ambition dangerous?, finds its starkest answer in Macbeths tragic story, serving as a timeless warning about the destructive potential of unchecked desires.