establish herself. During that process she has to step out of her comfort zone for several times. She is often afraid of looking silly or simply weird. As well as, she constantly questions how she should behave. Therefore, she often imitates her mother or somebody else to be taken seriously. Once she attempted to impose herself among workmen, but failed miserably and lost face. Namely she attempted to mimic her mother`s voice in an unconvincing way by saying "Good morning" to workmen. Afterwards she felt very much ashamed. Nevertheless, she gives her all to live up to the same social standards and values as she is raised to follow. Because of her upbringing she frequently wonders how disrespectfully some people dare to speak or act. Yet she really wants to become a part of the grown-ups world. She secretly admires older people and wants to be around them. For instance, she admires workmen and
performance / the plot / a role / a scene / a script / the stage / a star / a thriller Exercise 6 Use the language below to talk to others in your group about a film you have seen recently. The film is directed/ produced by ... It is set in ... It stars ... The role of X is played by ... It portrays / shows ... It conveys a sense of ... X gives a superb / thrilling / disappointing performance ... I can thoroughly recommend ... I found the plot rather weak / unconvincing The film tells the story of ... This film is based on the novel of ... particularly impressive scenes The plot focuses on ... The story begins ... The plot has an unexpected twist ... The film reaches a dramatic climax ... It is rather long / confusing / slow, etc. The cast is excellent / weak / convincing ... The script is dull / clever / fascinating ... It has a tragic / surprising / happy end The music and sound effects support the story line. Don't miss it, it will change the way you see ..
" Lauren asked -- in what I imagined was an insolent tone -- from across the fire. "We've sort of known each other since I was born," he laughed, smiling at me again. "How nice." She didn't sound like she thought it was nice at all, and her pale, fishy eyes narrowed. "Bella," she called again, watching my face carefully, "I was just saying to Tyler that it was too bad none of the Cullens could come out today. Didn't anyone think to invite them?" Her expression of concern was unconvincing. "You mean Dr. Carlisle Cullen's family?" the tall, older boy asked before I could respond, much to Lauren's irritation. He was really closer to a man than a boy, and his voice was very deep. "Yes, do you know them?" she asked condescendingly, turning halfway toward him. "The Cullens don't come here," he said in a tone that closed the subject, ignoring her question. Tyler, trying to win back her attention, asked Lauren's opinion on a CD he held. She was distracted.
But as we shall now see, the matter does not quite end here. Two Quinean issues In the 1950s and 1960s, W. V. Quine posed two challenges to the positivists' philosophy of language. First, he attacked the notion of analyticity (Quine 1953, 1960); that is, he attacked the claim that some sentences are true entirely in virtue of what they mean and not because of any contribution from the extralinguistic world. Quine gives a number of different arguments against analyticity. Some of those are unconvincing. Others are better, and have kept "analytic" a fairly dirty word ever since, or at least till a recent resurgence. I will not itemize them, but only give a general idea of what I think is at the bottom of Quine's repudiation of analyticity. Quine shares and maintains the positivists' epistemological bent, and believes that if linguistic meaning is anything it is a function of evidential support. But his own epistemology differs from the positivists' in being holistic
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