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totaleditorial · 10 months

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Speaking is one of the actions we do the most every day and most people are very good at it: healthy fluent speakers can easily say 2–3 words per second, selected from tens of thousands of words in our mental dictionary (over 50,000 for adults!). The process of speaking, however, is not as simple in our brains as it seems when we are talking. Take, for example, naming a picture of an apple. Although the word apple comes easily to mind, several processes and brain regions are needed to allow us to fetch the word 'apple' from among all the words we have in memory. Choosing our words is just one of the steps we will describe below with the example of what our brain needs to do in order for us to name a picture of an apple.

Steps involved in choosing our words:

The first step is to think of the concepts associated with the picture of an apple. For example, a few concepts that are related to apples include sweet, crunchy, juicy, etc. These concepts help define what the object we see is; we can define an apple as a fruit that is sweet, crunchy, and juicy.

In the second step, we access all the words1 we associate with the concepts we thought of in step 1. The concepts associated with the picture of an apple can also be associated with words other than apple. Other words beside apple that might activate when we think about the concepts sweet, crunchy, juicy, etc. include pear, plum, or peach (see Figure 1).

The third step is word choice, during which the correct word needs to be selected from among all the activated words. This is what we are interested in researching. The brain needs to process very quickly to choose the right word during speech. Some researchers believe the language system needs help from other areas of the brain to process and choose words so that we can speak fast enough. These proposed areas outside of the language system that help with word choice are believed to support an “external selection mechanismAn external selection mechanism is a mechanism that is not directly a part of the language system but that can help the language system choose the right word when needed.” (in red in Figure 1).

Finally, after we pick a word, we have to say it out loud. To do that, we need the fourth step. During that step, the sounds we have stored in our brain, called phonemesA phoneme is a sound we have stored in the brain. We string each phoneme (sound) together to make a whole word—a lot like spelling using the alphabet! You can think of it like this: the alphabet is for written language and phonemes are for spoken/heard language., need to be activated. We string each phoneme together to make a whole word. It is almost like spelling using the alphabet. You can think of it like this: the alphabet is for written language and phonemes are for spoken/heard language.

apple—spelled with letters

æpәl—spelled using phonemes

And this whole process happens so fast that you never even realize you do all these steps every time you name an object!

Figure 1 - This is what happens in the brain when we name a picture.

First, we look at the picture and think about all the related concepts that help describe the picture. Second, we think about all the other words (lemmas) that can be described by those same concepts. Third, we select a word (lemma), with the help of an external selection mechanism (part of the brain outside of the language system that makes it easier to select words quickly), and use the brain’s knowledge of phonemes to say the word out loud.

Read more in link.

#linguistics #word choice #language #language acquisition #neuroscience #language science #linguaphile #article #science #apple

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phantomtutor · 1 year

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General information on atrazineHow does it work?Effects it has on ETS (Photosynthesis and mitochondria ETC)Identify and explain each Complex in ETC (this is where REDOX come in, follow theelectrons!! (lactate/pyruvate)Circadian Rhythm background:Atrazine and CR? (fish paper)Proteins involved CR (Bmal1)Redox of cell (PGC1alpha, NADH/NAD, etc) and link to CR At least 5 pages plus references; at least 10 references Criteria Ratings PtsPresentation of Information2 ptsFlow of information easy to follow with topics together and transitions from one topic to the next1 ptsKeeps topics together0 ptsJumps all over the place0 ptsNo Description/ 2 ptsProperly cited2 ptscitations are numbered with the first article mentioned is reference #11 ptscitations are not numbered with the first article mentioned is reference #10 ptsNo Description0 ptsno citations/ 2 ptsGrammar2 ptsGood sentence structures and no misspelt words1 ptsGood sentence structure or no misspelt words but not both0 ptsNo Description0 ptspoor sentence structure, misspelt words/ 2 ptsBackground on ATZ3 pts3 of 3: define what it is, how it inhibits plants, how it is a health issue2 pts2 of 3: define what it is, how it inhibits plants, how it is a health issue1 pts1 of 3: define what it is, how it inhibits plants, how it is a health issue0 pts0 of 3: define what it is, how it inhibits plants, how it is a health issue/ 3 ptsETS3 pts3 of 3: what is the ETS, ID function of 2 complexes , ID function of the other 2 complexes2 pts2 of 3: what is the ETS, ID function of 2 complexes , ID function of the other 2 complexes1 pts1 of 3: what is the ETS, ID function of 2 complexes , ID function of the other 2 complexes0 pts0 of 3: what is the ETS, ID function of 2 complexes , ID function of the other 2 complexes/ 3 ptsConnection of ETS and ATZ4 ptsGives 4 or more connections3 ptsGives 3 connections2 ptsGives 2 connections1 ptsGives 1 connections/ 4 ptsCircadian Rhythm3 pts3 of 4: what is CR, How it is linked to Redox of cell, How ATZ affects it, How this is linked to ETS2 pts2 of 4: what is CR, How it is linked to Redox of cell, How ATZ affects it, How this is linked to ETS1 pts1 of 4: what is CR, How it is linked to Redox of cell, How ATZ affects it, How this is linked to ETS0 pts0of 4: what is CR, How it is linked to Redox of cell, How ATZ affects it, How this is linked to ETS/ 3 ptsConnection why study ATZ/CR/ETS3 ptsmakes a why study link of all 32 ptsmakes a why study link of 2 but not 3.1 ptsreiteration of each0 ptsdoes not address/ 3 ptsReferences2 pts2 of 2: proper format of references, at least 5 refs.1 pts1 of 2: proper format of references, at least 5 refs.0 ptsNo Description0 ptsNo Description/ 2 ptsnumber of pages1 ptsfull five pages0 ptsNo Description0 ptsNo Description0 ptsnot a full five pages/ 1 pts ORDER THIS PAPER NOW. 100% CUSTOM PAPER CategoriesAPA 7th edition, English Leave a Reply Cancel replyYour email address will not be published. Required fields are marked *Comment * Name * Email * Website Save my name, email, and website in this browser for the next time I comment. Post navigation Previous PostPrevious Social Media and EducationNext PostNext John Julius Norwich: Four Princes

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talmidimblogging · 2 years

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1. In the beginning — Dust

Dear children, I must say at the start that I do not know much and that what I seem to know a little is hard to share. 40 more words1. In the beginning — Dust

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foxdrop409 · 2 years

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Woolf A Sketch Of The Past Pdf Writer

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“A Sketch of the Past” by Virginia Woolf Posted on August 9, 2017by pagesofjulia This essay, which I read from the collection Moments of Being, consists of nearly 100 pages of Woolf’s recollections of childhood, recorded journal-entry-style in 1939-40.

Literature & Language

Virginia Woolf's “A Sketch of the Past”: Life-writing, the Body, and the Mirror Gaze. A/b: Auto/Biography Studies: Vol. The thesis examines Virginia Woolf's memoir, 'A Sketch of the Past,' in relation to her statement that in 1910, human character changed. A Freudian theoretical framework, Woolf's essays on character, and her novel, To the Lighthouse, are used to interpret and analyze the first thirty pages of the memoir, which cover the period from Woolf's first memories to the death of her mother, when Woolf. 2 Therefore, when it came to the writing of her autobiographical work ‘A Sketch of the Past’, Woolf subverts the traditional Victorian idea of autobiography and presents a portrait of a self created and constructed by the specificities of time, space, physical sensation and memory.

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Directions: Answer the questions in the following format using short paragraph answers. Please leave your answers in the outline format. Cut-and-paste the outline format into a document, then simply type your answers into the outline. 1. What is the main idea, or thesis, you feel the writer is advancing. HINT: It will likely not be an obvious, single sentence. You will likely have to paraphrase it in a few sentences. 2. Interesting thought the writer uses to address his/her topic: a) Identify a specific idea the writer uses to address his/her topic that caught your attention. b) Explain that idea in your own language. c) Why do you think the writer is using this idea to advance his/her main idea? 3. Curious language (words and phrases you find unique, confusing, and/or worth mentioning): a) Choose three (3) words and/or phrases, then explain each with a definition. b) Write a brief note how understanding the word or phrase helped you understand the larger idea(s) in the essay. 4. Names of people mentioned in the reading, if any, important to the ideas in the writing. a) What makes the person mentioned important to the idea(s) in the writing? b) What specifically about the person, or his or her ideas, is significant to the direct meaning of the paragraph in which you found the person? 5. Background information: a) Name a specific piece of background information that you feel is important to know about the author as it relates to the reading. b) What is significant about this piece of information in regards to the idea(s) in the writing. 6. Critical thinking questions: a) Describe Woolf's attitude toward memoir writing. What conflict(s) does she reveal about writing about her life? b) What do you think she means when she writes of “lying in a grape and seeing through a film of semi-transparent yellow”? What is the significance of that metaphor? c) What is your first memory that you can recall from your childhood? What first image is it that you recall?

source.

Critical Reading Journal: “A Sketch of the Past” by Virginia Woolf Student: Professor: Course title: Date: 1. What is the main idea, or thesis, you feel the writer is advancing. HINT: It will likely not be an obvious, single sentence. You will likely have to paraphrase it in a few sentences. The article is essentially an autobiography the author wrote in the year 1939. The main idea that Virginia Woolf is advancing is the intricacy of describing any human being, as well as the importance of comparison with other people. She questions her personality – the type of individual that she turned out to be in the course of the years: who was I then? (Woolf, 1939). The author states that a lot of memoirs are failures since they often leave out the individual to whom things occurred, hence it is not easy to describe any human being. 2. Interesting thought the writer uses to address his/her topic: a) Identify a specific idea the writer uses to address his/her topic that caught your attention. The specific idea that caught my attention is that many memoirs are not successful. They omit the person to whom things happened, and the reason for this is that describing a human being is very difficult. b) Explain that idea in your own language. A lot of memoirs written do not effectively serve the purpose that the writer intended simply because they exclude the individual himself or herself to whom the events happened. One of the key reasons for this is certainly that those who write memoirs find it so hard to describe a person. For the readers of the memoir, the events described therein are not very meaningful if they do not know the person to whom they happened. c) Why do you think the writer is using this idea to advance his/her main idea? Virginia Woolf is basically using this idea to advance her main idea in order to recount the challenges that people encounter when they write memoirs. She also did so to inform tho..

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Virginia Woolf is regarded as one of the most significant authors of the modernist period. She experimented with different techniques, forms and structures and it is this experimentation and introduction of a new style that defines her as a modernist writer. Modernism was a cultural movement over the turn of the 19th and 20th centuries that was not only in literature but in art, music and architecture. It was a rejection of the traditional, conventional past and embodied experimentation and the challenging of established conventions.

Woolf A Sketch Of The Past Pdf

There were many factors that lead to the establishment of modernist characteristics such as WWI, Sigmund Freud’s theory on psychoanalysis, Charles Darwin’s Theory of Evolution and the Industrial Revolution. These introduced a new way of thinking which was ideas of existentialism, the subconscious, and the sense of a lonely, isolated individual trying to make sense of a fragmented and almost alien society. I will explore these ideas further in this essay with discussion of how Virginia Woolf represents a modernist writer by using the following points.

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Virginia Woolf was influenced by events and developments to challenge the classic writing conventions, and Virginia Woolf not only used the conventions of the modernist period but developed them further. Virginia Woolf was influenced by events and developments to challenge the classic writing conventions. In the previous literary period, writers spoke in a third person omniscient voice with patriarchal values, religion and a clear unchangeable social hierarchy present. Sigmund Freud’s theory of psychoanalysis was not the first but was the one that became popular and well-known around the world.

Virginia Woolf became inspired by the writing of Freud and therefore incorporated the exploration of the subconscious and the underlying psychological and emotional motives of characters in her writings. The facets of Freudian aspects that Woolf mainly focuses on are especially evident through her use of stream of consciousness, where the thoughts and feelings of a character are written simply as a jumble of thoughts that however are still connected. The syntax gives a long flow of sentences and continuous access into the characters mind which, before this time, was not done.

An example of this is in Woolf’s novel Mrs Dalloway where it is narrated through the point of view of what is happening inside the characters minds. Another major event of the time was WWI. This novel is based post-WWI and consequently reflects the insecurities felt after this war. For example, in Mrs Dalloway Woolf writes in such a way that produces confusion for the reader, especially through the lack of closure in the novel leaving the reader more uncertain. Woolf also directly focuses on the war and its unsettling consequences in Mrs Dalloway as she talks about how a boy was killed and now his Manor House must go to a cousin.

The traditional English hierarchy has been disturbed and the war has directly damaged their conventional world. This changing of conventions is a key factor of modernist writing. Another major occurrence in the modernist period that Virginia Woolf took inspiration from was the technological advancements which were the first stages of globalisation. The invention of the wireless and other communications made people feel so much smaller in contrast to the huge and growing world. This idea is emphasised by the discovery of other galaxies, playing with people’s conceptions of time and space.

Ideas about time and space play a major role in modernist writing and the writings of Virginia Woolf are no different. In her novel Mrs Dalloway all the action happens over the course of one day. Novels before this time took much longer for the plot to unfold, from weeks to even decades. However Woolf also incorporates flashbacks which play with the idea of time further producing an unnerving effect from this change of tenses. The effect of Woolf’s short time frame is that it varies with the reader’s expectations of the novel and changes the way they look upon the passing of time.

Another interesting aspect is that the novel, instead of focusing on the unfolding of events, focuses on the characters and their thoughts and impressions of everything around them. This again relates both to the short time frame and also the stream of consciousness that Woolf uses in many of her writings, and is a key theme of modernist writing. Virginia Woolf was influenced by events and developments to challenge the classic writing conventions. Virginia Woolf not only used the conventions of the modernist period but developed them further.

She was one of the first modernist writers so society took notice of her as a radical writer challenging the boundaries of writing. This was because her writing style and novel structure was different to what was previously used, for example the use of the short time frame and stream of consciousness allowing access into the readers head. These conventions had not been used before so Woolf was noticed as the author who moved the world into a new, radical, less traditional era. Woolf developed the conventions of the modernist period as her style changed subtly through each new novel that was published.

The main way that this occurred in was that Virginia Woolf created inspiring impressions on her readers rather than recreating reality, and she experimented with her writing rather than conforming. Another example of how Woolf developed the conventions of the modernist period further is that she explores aspects of society that were issues at the time. She took inspiration from previous female authors such as Jane Austen and the Bronte sisters and examined women and their struggles in society. An example of this in her literary work is her creation of William Shakespeare’s sister, a woman named Judith.

Woolf A Sketch Of The Past Pdf Writer Book

Woolf incorporated this into her extended essay A Room of One’s Own to try to get her point across about women’s need for independence. Gender issues is one of Woolf’s themes common to her works, along with the hierarchy of society and the consequences of war, as discussed in her novel Mrs Dalloway. The final way in which Virginia Woolf developed the conventions of the modernist period further is how she reflects her personal life within her work. Woolf had a nervous breakdown at age 13 after the death of her parents and from then on she was battling a mental illness for most of her life.

This is incorporated in her work in her novel Mrs Dalloway where she incorporates most likely the experiences of herself into the character Septimus Smith who was shell-shocked from the war. Woolf imagined her novel Mrs Dalloway as a “study of insanity and suicide; the world seen by the sane and the insane side by side”. Mental illnesses were not something that were well known and widely accepted in Virginia Woolf’s context, and Woolf’s incorporation of this in her writings progressed the modernist era by the introduction of a new issue discussed.

Woolf A Sketch Of The Past Pdf Writer Pdf

Topaz adjust 5.2.0. In these ways, Virginia Woolf not only used the conventions of the modernist period but developed them further. In this essay I have discussed the ways in which Virginia Woolf is regarded as one of the most significant authors of the modernist period using the two points that Virginia Woolf was influenced by events and developments to challenge the classic writing conventions, and Virginia Woolf not only used the conventions of the modernist period but developed them further.

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xiuhunfanfics · 4 years

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Author: orphan_account

Genre: AU, Supernatural, Vampire

Length: Oneshot, 2.1k words

Rating: NC-17

Warnings/Kinks: Slight knifeplay

Status: Completed

Description: It's only too easy for Sehun to get his blood prince to come home.

#xiuhun #sexiu #sehun #xiumin #minseok #ao3 #orphan_account #au #vampire #supernatural #onsehot #words1 #nc17 #completed

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she-who-fights-and-writes · 3 years

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Narrative Botox: Filler Words and Phrases to Look Out For

(For People Looking to Cut Their Word Count!)

If you’re planning on publishing traditionally, chances are you keep a sharp eye on your word count. Literary agents and publishing houses are on the hunt for the best quality stories that they can print for the cheapest price (using the least paper and ink), so you have a higher chance of gaining representation if you can crank your novel out in the least words possible.

However, filler words and phrases aren’t only the enemies of aspiring traditional authors; every writer—fanfic, novelist, journalist, you name it!—can benefit from cutting back on filler from their stories to assure more concise and high-quality writing. Oftentimes, filler contributes to clutter, and without it, your narrative can flow smoother and in a more sophisticated manner. If your writing is dragging or feeling long-winded, filler may be to blame!

But how do you know what’s filler and what’s not? Writing is VERY nuanced, and sometimes filler words can be important for sentence structure and variation.

Therefore, here are some tips on how to Ctrl+F and kick this narrative botox to the curb! I compiled these lists with the help of Infusionmedia, BDR Publishing, and ResetEra !

NOTE: THIS IS MOSTLY AIMED FOR PEOPLE LOOKING TO CUT DOWN THEIR WORD COUNT. DON’T GO HACKING AWAY AT WORDS WILLY-NILLY AND USE YOUR OWN WRITER’S INTUITION! THERE ARE ALWAYS EXCEPTIONS, ESPECIALLY WHEN IT COMES TO DIALOGUE.

(I have to clarify this due to many people who misunderstood the purpose of this post and were less than kind about it)

Filler Words

1. Just

A writer’s worst enemy, and the bane of my manuscripts’ existences. Eliminating all the “just”s can cut down your word count by hundreds. I always struggle parting with “just,” especially in dialogue, so always use your own discretion.

2. “That” as a conjunction

It can be an unnecessary addition to a sentence. Some sentences are more streamlined without it, especially when it comes to dialogue.

Example: “He said that he wouldn’t do it again.”

Revised: “He said he wouldn’t do it again.”

3. “Now” as an adverb

“Now” is essential if you’re talking about the past and present, but is unecessary when you’re using it to draw attention to a particular statement or point. It can be good as a dialogue device, but if you’re counting your words carefully, it’s good to put it on the chopping block.

Example: “Now, I didn’t think it’d get so out of hand.”

Revised: “I didn’t think it’d get so out of hand.”

4. Redundant adverbs

These adverbs serve no purpose because the verbs they’re describing already imply the way the action is performed.

Whispering softly

Yelling loudly

Crying sadly

Laughing happily

5. “Telling” words

These words are redundant, especially when using first person, because in describing an event, we can already assume that the characters are experiencing it.

Seeing/saw

Feeling/felt

Hearing/heard

Smelling/smelled

6. “Clarifying” words used to portray definiteness or indefiniteness

Although these are meant to help out the readers get their bearings on a situation, they can make your writing drag. If you’re struggling with the pacing of your sentences, these verbs can be the hidden anchors dragging them down! Being concise can bring you a long way.

About

Absolutely

Accordingly

Actually

Almost

Basically

Certainly

Clearly

Completely

Entirely

Even

Exactly

Fairly

Highly

Hopefully

Literally

Maybe

Only

Often

Oftentimes

Perhaps

Possibly

Probably

Quite

Rather

Really

Reasonably

Relatively

Seem

Seriously

Simply

Slightly

Some

Somehow

Sometimes

Totally

Very

Filler Phrases

1.“Let out (vocal noise)”

Use the verb instead!

Example: “He let out a sigh.”

Revised: “He sighed.”

2. Using passive voice

Passive voice inflates your word count by including various “to be” verbs into the prose. Passive voice involves actions happening to a subject rather than the subject performing an action, and as a result can seem clunkier than a phrase in the active voice.

Still don’t know what I’m talking about? Check out this article from Grammarly.

Example: “The boy was bitten by the dog on his arm.”

Revised: “The dog bit the boy on his arm.”

3. Describing the wrong noun

Many writers will be as specific as possible about what “thing” is affected by the event they’re describing, when it’s much simpler to take a step back and write about something more general.

Example: “The level of water rose.”

Revised: “The water rose.”

4. Phrasal verbs

Phrasal verbs are the combination of two or three words from different grammatical categories—a verb and an adverb or a preposition—to form a single action. Usually, these phrasal verbs can be replaced by a single-word verb. This is a stylistic choice, though, so only cut according to your preferences.

“Ask for” can be replaced with “request”

“Bring down” can be replaced with “reduce”

“Come across” can be replaced with “find”

Etc.

5. Clarifying phrases

Same reason as clarifying words.

A bit

A little

A lot

In a sense

Kind of

Sort of

6. Remember your contractions!

Even if your story takes place in olden times, I can guarantee that if you never use any contractions ever, your story can get pretty clunky pretty quickly. But sometimes you’re in the moment, consumed by the poetic power of the muses, and forget that this isn’t a soap opera; so make sure you check that you’ve been using your contractions. This is very stylistic, so make your judgements on a case-by-case basis.

It is, it was, it would, she is, would not, should not, is not, does not etc.

7. Inflated phrases

These phrases can be replaced with more concise words. Again, this is a stylistic choice. Use your own discretion.

Along the lines of (shorten to: like)

As a matter of fact (in fact)

As to whether (whether)

At all times (always)

At the present (now or currently)

At this point in time (now or currently)

Be able to/would(n’t) be able to (could or couldn’t)

Because of the fact that (because)

By means of (by)

Due to the fact that (because)

Even though (though or although)

For the purpose of (for)

For the reason that (because)

Have the ability to (could)

In light of the fact that (because)

In order to (to)

In regards to (on or about)

In spite of the fact that (though or although)

In the event that (if)

In the nature of (like)

In the neighborhood of (about)

On the occasion of (when)

On one/two separate occasions (Once/twice)

The/A majority of (most)

There is no doubt that (No doubt)

Wasn(n’t) capable of (could or couldn’t)

Hope this helped, and happy writing!

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