Personal pronoun

JC Second Person Personal Pronoun Sing. Sub. /yu si weh ah mean? / “Do you know what I mean?” /yu mussi born back a cow/ “You 're an idiot” (Pensacola Studio, 2014) /yu di ' guh work todeh? / “You went to work today?” Pl. Sub. /unu di ' hear di school bell? / “You heard the school bell?” (Jamaicansinting, 2012) Sing. Obj. /mi lob yu/ “I love you” (Wells, 1973) /me good yu know, but look “I’m Great, but not as good as you” At yu, di better one/ (Pensacola Studio, 2014) /ow yu do? / “How are you?” (Sevy, 2014) Pl. Obj. / Tap unu naiz/ “Stop your noise!” (Wells, 1973) /im di tell unu/ “He told you” (Jamaicansinting, 2012) JSE use “you” much in the same way as any variety of Standard English; JSE Second Person Personal…

is the dimension in which it interprets on masculine and feminine a person is. Sandra believes that our society is set up to believe the more masculine a person is the less feminine a person is and vice versa. Bem believes that leads to us teaching our society to produce very unbalanced people. Bem thinks that masculine and feminine exist are their own scale and to be a truly balanced person someone would want to have a high amount of both sets of qualities. This is why Bem created a way of…

They are both allomorphs of the morpheme ‘a’. The SLI child repeatedly says ‘a elephant’ and ‘a egg’, using the incorrect form. The reason I believe this is an effect of SLI is because the child with normal language is able to use the correct allomorph when needed, for example he says ‘an easy one to make’. With the examples provided it clearly shows that there is a significant developmental difference between children with and without SLI. According to Brown (1973) children go through five…

Explication The most notable quality of Warsan Shire’s For Woman Who Are ‘Difficult’ To Love is the theme of the poem, which manages to convey a sincere commitment to substance and urgent subject matter with a convincing universal intimacy. Poem Eleven depicts an informative lesson learned by a nameless woman while she experiences life with a man that deems her ‘difficult’ to love. The scenario is complimented as a narrator’s recollective perspective illuminates the ambiguous motif representing…

This too, was something I never really thought about before that night but it a very important topic. We were asked to go around in a circle to say both our name and the pronoun we prefer. Most individuals used gender-neutral pronouns such as they, their, them. In the lecture Queer we discussed in class, Professor Riley stated, “The inner sense we have about being male or female, some of us have discordance between our bodies and that inner sense” (11/2). Who says you have to be one gender or…

nations who do not have a common mother tongue and it is the most widely spoken constructed language in the world. Comparing Esperanto to English, we can see the similarities or differences between the alphabets, vowels, pronouns and word order. Esperanto is invented because it brings tolerance and respect for people of diverse nations and cultures. About 70% of Esperanto vocabulary comes from Romance languages, about 20% from Germanic languages and English and some part from Slavic languages.…

How is the theme, Cultural Identity reflected in the poems“Presents From My Aunts In Pakistan” by Moniza Alvi and “Search For My Tongue” by Sujatta Bahtt? The poems “Presents From My Aunts In Pakistan” and “Search For My Tongue” are both poems that convey the theme of Cultural Identity by personal experiences. “Presents From My Aunts in Pakistan” focuses on the idea of confusion and loneliness of belonging to two different cultures, while “Search For My Tongue” gives the reader an idea of the…

Night. New York: Scholastic Inc., 1998. Print. Curriculum Area: Language Arts Student Age: 7-9 year olds Group Size: 25-30 Students Measureable Objective: • Students should be able to ask and answer question about key details found in the test. (CCSS L.1.1) • Students should be able to recall information about character, places, and events found in Henry and Mudge and the Starry Night (CCSS L.1.4) • Student should demonstrate proper English grammar and when writing or speaking. (CCSS L.1.1) •…

twenty-six, the speaker gives a metaphor about himself and Harlem. The speaker feels as if he and Harlem are one person. At the end of each section there is a conclusion. The speaker states the true inner thoughts about the topic in the section. For example, in section two, the speaker says that even though there is “Harlem”in him there is also “ American” in him and that can not be changed, so it is a truth. The structure of the story helps to emphasize the inner thought of the colored…

and recognize that all team members should reach their own conclusions about what the findings mean. • Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland. • The student will identify meaningful, answerable scientific questions. Common Core Standards: • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events • Explain the…