The way women dress [. . .]; children's acceptance of parental discipline; the eager unsophistication of adolescents . . . And, most significantly, the brand-mark of centuries of oppression Á a half apologetic, half-defiant national inferiority complex. (Murphy, 1992, pp. 89Á90; italics mine) Other times, through foreignizing strategies, places and events trigger associa- tions with more exotic spaces such as Galapagos Islands, India, or Ethiopia. If, initially, to Hoffman the Transylvanian scenery `seems subtropical, somehow Asian'
It is usually placed in the middle. NB! We do not usually number the entries. MLA style Modern Language Association style. Some linguists stick to APA style (American Psychological Association style). Check with your supervisor which style he/she prefers mostly MLA style. Information on both styles is available in Internet. According to MLA style: 1. we do not number the entries 2. The title of the book (in paper and Works Cited) should be underlined or in Italics. NB! Do not do both! (underline and italics). 3. Articles are in quotation marks, but you should underline the magazine you take them from. 4. you do not indent the 1st line but the 2nd line and 3rd 5. the list should be in alphabetical order 6. if there is no author then we place first the title of the work 7. entry starts with a family name, BUT this happens only to the first author's name (when there is one work and several authors). 8
Antoine Berman ,,Translation and the Trial of the foreign" Resümee Läbiv teema Antoine Berman´i essees on "tõlkimine kui võõra proovilepanek" (comme épreuve de l´étranger), kuid mõlema, nii lähte- kui sihtkultuuri proovilepanek tõlkimisprotsessi käigus. Räägitakse sellest, kuidas tõlkimine on üha enam võõrapärase edasiandmiselt liikumas teksti ,,kodustamise" suunas. Bermani väitel peab iga tõlge tähendama küll teksti mingil määral kodustamist, ent peaks seejuures siiski säilitama oma võõrapärasuse ja sellest tulenevalt ka teatava komplekssuse. Bermani hinnangul kaasneb teksti liigse kodustamisega ka soovimatu lihtsustamine, mis paratamatult kulmineerub sellega, et originaal kaotab oma isikupära. Ta arvab, et tänapäeva tõlge, ennekõike proosatõlge, võib olla algtekstile sageli kahjustavaks tõlkimine on ennekõike tähenduse säilitamine; vaadeldes teksti moonutamise suundumusi, toob välja selle 12 erinevat viisi: 1. Ratsionaliseerim...
d) David fell down the steps and twisted his ankle/heel/toe. e) Everyone admired Lucy because she was tall and skinny/slim/thin. f) I've been digging the garden and now my back aches/pains/injuries. g) Whenever I travel by boat I start feeling hurt/sick/sore. h) The doctor can't say what is wrong with you until she cures/examines/recovers you. i) Use this thermometer and take his fever/heat/temperature. j) I seem to have caught/infected/taken a cold. 2) Replace the words in italics with one of the words from the box. Use each word once only. Agony, body, breath, look, stomachache, beard, brains, heart, spine, tongue a) Janet fell from her horse and injured her backbone b) I had a very bad toothache, and was in great pain all night c) The police discovered the dead person buried in the garden d) One thing you can say about Ann, she has certainly got intelligence. e) They have a new house right in the centre of the countryside.
The reader is made active. E.g. who can stop me (nobody). Is it fair to treat him like this (no). Exclamation this a sentence used as an interjection to express a sudden emotion. E.g. she was so fantastic! How fantastic the paper looked! Graphical expressive means Punctuation marks the outward shape of the printed page is very important. The author is conscious of various types of prints and their interrelation. The division of prose into paragraphs (the capital letters, italics, and punctuation marks). Gr.means are vital in order to pass over the reader, those features that in oral speech are rendered by prosodic elements stress, tone of the voice, pauses, the length, sound, etc. Punctuation marks take up a prominent place among gr.means. It points out many elemnts emotional pauses, irony. It also senders the authors' attitude towards what he says and expresses emotional actions and reflects the rhythmic organization of the text. E.g. and then she saw a ghost
b) Sue wasn't really interested/interesting in the film. c) We were both afraid/anxious that we would miss the plane. d) I wish you wouldn't snap your fingers. It's very annoying/worrying. e) You're not scared/thrilled of spiders, are you? f) If we forget to do our homework, our teacher gets cross/terrifying. g) Tim completely lost his temper! He was absolutely furious/upset. h) Your written work is full of careless/naughty mistakes. 2. Replace the word(s) in italics with a suitable word from the box. Use each word once. confused fascinating scared depressed dull glad naughty upset a) I'm afraid the children have been very badly-behaved today. b) I felt a bit frightened when I went into the dark room. c) Jean was very unhappy when her kitten was run over. d) This film we saw last night was rather boring. e) This is a really interesting book. You must read it. f) I'm so happy that Helen has got the job she wanted.
his next-door neighbour. f) My parents keep treating me ……. a child, but I'm not one! g) I was brought……. by my aunt after my parents died. h) It was very kind……. you to give me a lift. i) Teachers should be patient……. small children. j) James was very disappointed……. his new job. k) It's very ……. of character for Bill to behave like that. 1) Most famous people behave quite normally……. private. 8. Replace the words in italics with a verb from the box. Use each verb once only. call in; fall out; give away; put up with; turn down; count on; get on well with; look up to; take after; turn up; a) The wedding was cancelled when the bride failed to arrive. b) Susan feels that her boss is someone to respect. c) I'm sorry, but I just can't stand your behaviour any longer. d) My brother and I really have a good relationship with our parents.
d) Some of the actors still did not know their lines at the dress…… e) I won't buy the book until it comes out in paper …… f) We had very good seats in the dress …… g) There is a black cat painted in the fore …… of the picture. h) Writing film…… is rather like writing for the theatre. i) I was fined because I forgot to return my library …… j) The scene showed them on a roundabout in a children's fun…… Task 8. Replace the verbs in italics with a verb from the box. Do not change the meaning. Change the verb form where necessary. call off go over pick up take over turn up come out look up put on take up work out a) My radio doesn't receive the BBC World Service very easily. b) Our school is going to do 'The Tempest' next month. c) The management cancelled the performance an hour before the opening.
....to inform people and gain their support. A) set off B) make up C) set out D) set up h) Unless we ….....the problem, many animals could become extinct. A) face up to B) look up to C) turn up to D) get up to i) Quite soon, the world is going to…..... energy resources. A) run out of B) get into C) keep up with D) come up against j) We must believe that problems can be solved, and not just …..... A) make up B) look up C) give up D) put up 4 Replace the words in italics with a word or phrase from the box. Banned ignored increased polluted solved flooded improved overpopulated protected unemployed a) Smoking has been made illegal in pubic places in some countries b) Famine is a serious problem, and it hasn't been dealt with yet c) Many kinds of wild animals need to be guarded by the law d) Living conditions have been made better in some parts of the world.
Louise Erdrich Love Medicine Assignment 1 (pages 142) 1. Define the following words and expressions (considering the context) and reproduce (in your own words) the situations in which they appear in the book: a beacon (2) (AmE) a fire or light set up in a high or prominent position as a warning, signal, or celebration, it appears as a metaphor to describe a white egg in her hand. Situation: June walked through the door and toward blue egg in the white hand of Andy, which she compares with a beacon in the murky air. a turtleneck (2) - Example. Definition: (AmE) a `turtleneck' is a sweater with a high part fitting closely around the neck. (BrE `polo neck') (Oxford Advanced Learner's Dictionary. 6th edition.) Situation: When Andy, the engineer that June meets in the bar, peels a pink egg for ...
1 Ryker Huffman Spanish 432.001 29-4-2013 Proyecto Final: Transducción Entre Idiomas Pasaje seleccionado Celestina: Has de saber, Pármeno, que Calisto anda `de amor quejoso. Y no lo juzgues por eso por flaco, que el amor impervio todas las cosas vence. Y sabe, si no sabes, que dos conclusiones son verdaderas. La primera, que es forzoso el hombre amar a la mujer y la mujer al hombre. La segunda, que el que verdaderamente ama es necesario que `se turbe con la dulzura del soberano deleite, que por el Hacedor de las cosas fue puesto, porque el linaje de los hombres `se perpetuase, sin lo cual perescería. Y no sólo en `la humana especie; mas en los pesces, en las bestias, en las aves, en las reptilias; y en `lo vegetativo algunas plantas han este respecto, si ...
The emotional pause corresponds to a dash and strengthen the speaker's disbelief. Such pauses may be marked in a text and may be introduced by a speaker. STRESS: We can speak about logical stress it singles out words that are primary in the context. Stress that is used to single out words that are emotionally important or to point out their hidden or specific meaning is called emphatic. Emphatic stress may be signaled graphically by the Italics, dots, exclamation marks, etc. Accompany means of emphasis may be prolongation of vowels and consonants. Vowels are usually prolonged to express positive feelings. Consonants become longer to express negative emotions. ORCHESTRATION: Both oral and written speech may possess orchestration the choice of words with respect to acoustic properties of sounds, their sequence, and repetition. Due to their acoustic features sounds may create certain feelings, ideas or images
3. Mis on nurjatud probleemid ja miks on nende lahendamine keeruline? Nurjatud probleemide ,,segadus": Raskesti arusaadav, millega mitte keegi ei taha tegeleda, sest lahendust ei ole. ,,Iga probleem sõltub probleemist. Seda nimetatakse segaduseks. Lahendus- lahendata igat probleemi, millest nurjatud probleem koosneb. eraldi tegelemisega linnaelu selliste aspektidega nagu transport, tervis, kuritegevus ja haridus muudavad uldise olukorra veelgi raskemaks". (Ackoff, 1974, p. 21, italics in original) ,,Te ei suuda seda probleemi lahendada samal viisil kui asjaosaliste abistamisel, et arutada uldise probleemi ja selle võimalike lahenduste uldist mõistmist ja mõistmist. Töö eesmärgiks on järjekindel tegutsemine, mitte loplik otsus". ,,Nurjatud probleemidega tegelemine on keeruline mitte ainult nende sisemise keerukuse tõttu, vaid ka seetõttu, et avaliku sektori haldamise mehhanismid raskendavad ja takistavad jõupingutusi selliste probleemide lahendamiseks". Lahendused
Such pauses may be marked in a text and may be introduced by a speaker. STRESS: We can speak about logical stress it singles out words that are primary in the context (e.g. "I didn't mean you, I mean everybody."). Stress that is used to single out words that are emotionally important or to point out their hidden or specific meaning is called emphatic (e.g. "I told you he is unwell."). Emphatic stress may be signaled graphically by the Italics, dots, exclamation marks, etc. Accompany means of emphasis may be prolongation of vowels and consonants. Vowels are usually prolonged to express positive feelings (e.g. "I am so glaaaaaad."). Consonants become longer to express negative emotions (e.g. "Mmmmmonstrous idea"). ORCHESTRATION: Both oral and written speech may possess orchestration the choice of words with respect to acoustic properties of sounds, their sequence, and repetition
mildness but also threat and warning. A loud voice shows familiarity, a fear to be misunderstood, etc. Stress: · Logical stress--singles out words that are primary in the given context (I didn't mean you, I meant everybody) · Emphatic Stress--stress that singles out words as emotionally important or points out their hidden or specific meaning. (I told you, he is unwell--meaning drunk or high). Emphatic stress is suggested graphically by the Italics, exclamation marks, dots and dashes. · Accompanying means of emphasis can be the prolongation of vowels. Vowels are prolonged to express positive emotions (glad). Consonants are prolonged to express negative feelings (lousy, monotonous) Pauses: · Logical pauses divide the utterance into meaningful parts--sense groups--and are marked by punctuation. (I didn't know him then, but I do now.)
Steve Mägi A-08 13.03.2014 PÄRNUMAA KUTSEHARIDUSKESKUS Arvutiteenindus A-08 Steve Mägi Javascript (Objektid, Sisseehitatud objektid, Html dom objektid, sündmused, näited) Juhendaja: Sander Mets Pärnu 2009 1 Steve Mägi A-08 13.03.2014 Sisukord Javascripti keele objektid.....................................................................................................6 Objekt MATH...........................................................................................
one is disappointed, sorrowful, desperate. Tempo The tempo of speech is usually slow when depression, sadness ought to be expressed. Anger, fear, joy and other momentary feelings accelerate it. Stress ( logical, emphatic) Stress which is meant to single out certain words as emotionally important, to point out their hidden or specific meaning is called emphatic or emphasis : I told you he is ´un ´well. (=drunk) Emphatic stress may be signalled graphically by italics, exclamation marks, dots, dashes. It is used to express one's attitude to the interlocutor or the utterance such as admiration, surprise, distrust, contempt. Accompanying means of emphasis can be the prolongation of vowels and consonants. Vowels are generally prolonged when positive emotions are expressed: I'm so glad. It's fantastic. Consonant sounds tend to become longer to expresses negative feelings:lousy, phony, monstrous
Maturita Solutions Advanced Workbook Key stand bananas and coffee! It's a bit 3 1 to 8 of Unit 1 uncanny really. Is it something she's 2 about 9 century passed on to me genetically, or is it 3 like 10 assumed / 1A Memories page 3 learned behaviour? Who knows? 4 of thought / 1 See exercise 2 2 5 6 any ...
Davidson's article is largely devoted to his negative case against "meta- phorical meaning"; he gives several critical arguments, two of which we shall consider later on. But he does sketch a positive account of the significance of metaphor. It is brutely causal: A metaphor makes us attend to some likeness, often a novel or surprising likeness, between two or more things. (p. 31, italics added) [A] simile tells us, in part, what a metaphor merely nudges us into noting. (p. 36, italics added) There is no logic to it, Davidson seems to be saying, much less any linguis- tic mechanism that indicates the likeness to be "noted." A pill or "a bump on the head" (p. 44) could do as well and as properly. Obviously the effect of metaphor is far from random, or poetry and other literature would not make
Some of the things you will learn in THE CODEBREAKERS • How secret Japanese messages were decoded in Washington hours before Pearl Harbor. • How German codebreakers helped usher in the Russian Revolution. • How John F. Kennedy escaped capture in the Pacific because the Japanese failed to solve a simple cipher. • How codebreaking determined a presidential election, convicted an underworld syndicate head, won the battle of Midway, led to cruel Allied defeats in North Africa, and broke up a vast Nazi spy ring. • How one American became the world's most famous codebreaker, and another became the world's greatest. • How codes and codebreakers operate today within the secret agencies of the U.S. and Russia. • And incredibly much more. "For many evenings of gripping reading, no better choice can be made than this book." —Christian Science Monitor THE ...
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