Categories
Linguistics

The speakers of Old English believed that language was magical. We even still r

The speakers of Old English believed that language was magical. We even still retain the word ‘spell’ (like a magical spell) from this idea–that, literally, writing was creating magic. Bards and other crafty users of language were held in high regard–whenever there was a big battle, scops (Anglo-Saxon word for one of these special poets) would wander the battlefields, without worry about getting injured or taken hostage or anything, simply so they could gather details to write great poems! The Anglo-Saxon belief (which most of the Classical world held, too) was that if people remembered your name and your story, you would ‘live’, in a sense, forever! So poetry was serious business, the stuff of immortality!
We’re going to work a little magic of our own:
Last week we tried our hands at translating some Anglo-Saxon poetry to Modern English. That was fun, right?
This week, we’re going to try it the OTHER way–taking something modern, and translating it so that it looks like an Anglo-Saxon poem.
NO I do not expect you to translate into a dead language! But you can look at our example linked below, and learn how Anglo-Saxon poetry WORKS (hint: not rhyme) and try to make a modern song or poem fit!
Old English Poetry: Let’s look at a good translation of an Old English poem, (actually, the very first Old English poem!) and then read this quick one page article about writing them. This article has KEY information as to what Old English poetry looks and sounds like. THEN, take a modern song you like and ‘translate’ it into this style of verse–using meter and alliteration as our Anglo-Saxon speakers did. (Your poem will be in good old 21st Century English, but it is the FORM of the poetry you are translating to!)
The following links provided below are will be needed to complete the assignment they will assist you.
How to write it
https://web.archive.org/web/20210308113503/https://hugohouse.org/how-to-write-your-own-anglo-saxon-poetry/
An example
http://thehypertexts.com/Cædmon%27s%20Hymn%20Translation.htm
The song lyrics you will be translating, “Can’t you hear me knocking”- The Rolling Stones.
https://new.songmeanings.com/songs/view/45059
Also I will attach files of screenshots from the textbook.
If you to cite please use what was provided, no other sources are to be used thank you. You don’t need to cite the song.

Categories
Linguistics

The speakers of Old English believed that language was magical. We even still r

The speakers of Old English believed that language was magical. We even still retain the word ‘spell’ (like a magical spell) from this idea–that, literally, writing was creating magic. Bards and other crafty users of language were held in high regard–whenever there was a big battle, scops (Anglo-Saxon word for one of these special poets) would wander the battlefields, without worry about getting injured or taken hostage or anything, simply so they could gather details to write great poems! The Anglo-Saxon belief (which most of the Classical world held, too) was that if people remembered your name and your story, you would ‘live’, in a sense, forever! So poetry was serious business, the stuff of immortality!
We’re going to work a little magic of our own:
Last week we tried our hands at translating some Anglo-Saxon poetry to Modern English. That was fun, right?
This week, we’re going to try it the OTHER way–taking something modern, and translating it so that it looks like an Anglo-Saxon poem.
NO I do not expect you to translate into a dead language! But you can look at our example linked below, and learn how Anglo-Saxon poetry WORKS (hint: not rhyme) and try to make a modern song or poem fit!
Old English Poetry: Let’s look at a good translation of an Old English poem, (actually, the very first Old English poem!) and then read this quick one page article about writing them. This article has KEY information as to what Old English poetry looks and sounds like. THEN, take a modern song you like and ‘translate’ it into this style of verse–using meter and alliteration as our Anglo-Saxon speakers did. (Your poem will be in good old 21st Century English, but it is the FORM of the poetry you are translating to!)
The following links provided below are will be needed to complete the assignment they will assist you.
How to write it
https://web.archive.org/web/20210308113503/https://hugohouse.org/how-to-write-your-own-anglo-saxon-poetry/
An example
http://thehypertexts.com/Cædmon%27s%20Hymn%20Translation.htm
The song lyrics you will be translating, “Can’t you hear me knocking”- The Rolling Stones.
https://new.songmeanings.com/songs/view/45059
Also I will attach files of screenshots from the textbook.
If you to cite please use what was provided, no other sources are to be used thank you. You don’t need to cite the song.

Categories
Linguistics

The question with details are in the uploaded word document so please refer to it.use apa 7 th edition referencing and use quality resources of books for referencing which are to uk university standards.

The question with details are in the uploaded word document so please refer to it.Use APA 7 th edition referencing and use quality resources of books for referencing which are to UK university standards.

Categories
Linguistics

Please check the uploaded word document for the question and more details.please

Please check the uploaded word document for the question and more details.Please provide APA7th referencing and use good source of references from books according to the UK university standards the answer must be formed.Thanks

Categories
Linguistics

Consider as well the part politeness and face play in how these conversations work (or don’t work).”

DO NOT USE ANY OUTSIDE SOURCES. I am unable to select “0” sources. Thank you. The Files attached provide more instructions. Please complete exercise 8.5.
As mentioned in exercise 8.5. It says to take a look at exercise 8.7. to help you complete 8.5. Which is also attached in the files.

If it makes it easier as per my professor’s words “As the exercise describes, color code the conversation, and then write an analysis of the conversation. You do not need to follow their color coding, but please do indicate a key for your code! (you may follow their color code)
Your analysis should answer, at minimum, the following questions:
* What does Speaker A want out of this conversation?
* What does Speaker B want out of this conversation?
* Who gets what they want? (Both, one, the other, neither of them?)
Using your knowledge of vocabulary terms like minimal response, turn taking, conversational repair, etc, provide evidence for how successful this conversation was for each speaker. Consider as well the part politeness and face play in how these conversations work (or don’t work).”

As mentioned on the rubric:
Covers with examples: conversational structure (turn taking, interruptions, topic introduction); as well as gender and face/politeness.
Answers all parts of the prompt: Speaker A wants, Speaker B wants, Success and why
Stays on topic to answer the questions of the prompt—all info serves to support aspects of prompt questions

Categories
Linguistics

Answers all parts of the prompt: speaker a wants, speaker b wants, success and why

DO NOT USE ANY OUTSIDE SOURCES. I am unable to select “0” sources. Thank you. The Files attached provide more instructions. Please complete exercise 8.5.
As mentioned in exercise 8.5. It says to take a look at exercise 8.7. to help you complete 8.5. Which is also attached in the files.

If it makes it easier as per my professor’s words “As the exercise describes, color code the conversation, and then write an analysis of the conversation. You do not need to follow their color coding, but please do indicate a key for your code! (you may follow their color code)
Your analysis should answer, at minimum, the following questions:
* What does Speaker A want out of this conversation?
* What does Speaker B want out of this conversation?
* Who gets what they want? (Both, one, the other, neither of them?)
Using your knowledge of vocabulary terms like minimal response, turn taking, conversational repair, etc, provide evidence for how successful this conversation was for each speaker. Consider as well the part politeness and face play in how these conversations work (or don’t work).”

As mentioned on the rubric:
Covers with examples: conversational structure (turn taking, interruptions, topic introduction); as well as gender and face/politeness.
Answers all parts of the prompt: Speaker A wants, Speaker B wants, Success and why
Stays on topic to answer the questions of the prompt—all info serves to support aspects of prompt questions

Categories
Linguistics

Which means that we cannot state that any of the participants never use any of the self determination theory.

there are two types of motivational strategies in my study, one type are the ones associated with STD
the second type is for the ones that are general
in the actual data, you can see that the green ones are the ones associated with STD and u can see at the end the overall average performance of the students’ when more STD are utilized amongst Kuwaiti highschool EFL learners.
If u are asking how u will know who uses more STD? there is a likert scale in the actual survey and the more they use STD will choose always. the ones who rarely use them will choose sometimes, rarely, or never for instance from the options provided.between the participants, there should be someone who choose sometimes or rarely when it comes to Self determination theory, which still mean they use these types of strategies. which means that we cannot state that any of the participants never use any of the Self determination theory. in this case, our test should show correlation and this explains our hypothesis of the study which indicates that ” the more instructors utilise Strategies that are associated with the self-determination theory, the higher their students’ performances are. its a matter of who uses more gets higher grades from their students. we cannot group them. but also should present them clearly somehow and distinguish between people who use the STD more and the ones who use the general ones more to clearly correlate them with their students’ performances. in this case: this is what should be done:1. first page could be used to present the participants and the performances of their students and how to show what was the answer of each of the participants to make the analysis (correlation) make senseplease, present these academically as descriptive statistics. my supervisor wanted them presented accurately. try your best to name the participants who use STD (Green strategies more) so that she be aware of who use them more and the over all performance of their students. this is very urgent2. the second page is for the actual t-test
we should show correlation and prove the hypothes of the study which indicates that ” the more instructors utilise Strategies that are associated with the self-determination theory, the higher their students’ performances are.make a t test for the data given
please remember that the green ones are the ones associated with the self-determination theoryand the third page is to describe what was done. describe the descriptive statistics of the actual results then the data analysis (t test correlation) that was donethe data collected was emailedand the file attached is for the methodology + results sections for u to make things work. please do

Categories
Linguistics

Do you see “assimilation as these cultures interact with society’s dominant structures?

Please articulate and explore conflicts and creative resonances shaped by cultural differences, as well as bridges built by shared understanding. Please consider culture in terms of race, ethnicity, or class. Do you see “strategies of negotiation or resistance?” Do you see “assimilation as these cultures interact with society’s dominant structures?

Categories
Linguistics

https://www.iaak.uni-bonn.de/de/research/resources/term-paper-and-thesis-guideli

https://www.iaak.uni-bonn.de/de/research/resources/term-paper-and-thesis-guidelines-8th-edition-2021.pdf. Here are the concrete guidelines. I also have made a presentation just in case you need more information.