Metaphor

Metaphors are regarded as linguistic phenomenon by many experts and scholars. Metaphors are ubiquitous in our everyday actions, thoughts and even the human language according to Black (2019). Additionally, it is an important cognitive instrument through which individuals perceive, conceptualize and even categorize the universe. Metaphors in traditional conception are a type of language phenomenon employed to decorate utterances (Turner, 2018).

According to Lakoff & Johnson (1980), the basic levels of theoretical metaphors are based on human experiences and as a result are in most instances likely to be found extensively across various dialects and societies. Animals are found in different cultures and it is obvious that these animals and humans share a lot in common such as the living environment, behavior, physical features and food structures (Lakoff & Johnson, 2008).

Animal metaphor is definitely a crucial category since it contains rich images in addition to intimate relationship with the humans. There are many studies that have discussed animal metaphor from both the cognitive and cultural perspective angle such as that by Talebinejad & Dastjerdi (2005). As a result of long-term social interaction and keen observations of different animals, individuals have developed a deep understanding and insightful knowledge of their habits and temperaments which after a long period became embodied in the Human language (Palmatier, 1995). Due to constant interaction with animals, societies have come up with many animal phrases in their respective languages, which are seen in the varying descriptions.

There is no one universally agreed upon definition of the term ‘metaphor’ but rather different views to it exist. Kirby (1997) notes that according to Aristotle, “metaphor is a comparison or rather a similarity that can be observed between two or more objects that belong to different categories”. He saw metaphor as a form of decoration addition to the conventional plain language in addition to being a rhetoric device that is employed in certain instances to gain a specific effect (Levin, 1982). From his view, a metaphor is an aspect that is outside the normal language and which needs distinctive methods of interpretation from listeners and readers.

Fernandez, et al. (1974) are other scholars that tried to understand the analogy of metaphor as an easy interpretation of two thoughts about different things working together and explained by a simple word, phrase, whose meaning is a resultant of their interaction For Fernandez, et al (1974), they did not see a metaphor as idiomatic but rather a general combination of different ideas. They further posited that metaphors are ”distinct application of linguistic expression in which case each metaphorical expression is rooted in another literal expression, and following this, the meaning of various metaphorical expression interact with and changes the known meaning of the literal expression”. The current understanding of metaphor as we know has been the work of Lakoff & Johnson (1980).

According to them, metaphor exists every place in our day to day life and not only in speech as it is found in our contemplations in addition to behavior. They note that the conceptual system which we utilize to idealize and even act is figurative in nature and Chinese linguist Su, (1998) notes that metaphors are everywhere and are unemployed every once in three of our everyday oral communication. The argument by Lakoff & Johnson (2008) is that “metaphor is not just a matter of language, that is, of mere words, on the contrary, the human thought processes are largely metaphorical”

Metaphors are a prevalent metaphor that lies in every language and structure. Additionally, metaphor is theoretical in nature in which case, it is a form of thought, a cognitive organization that is conveyed by dialectal object as opposed to a rhetorical expression (Lakoff & Johnson, 1980). It is a way of contemplating and also a perceptive device. Metaphor is also systematically grounded in human cognition and one conventional metaphorical theory has the capacity to give rise to many linguistic expressions.

“The language we use stems from our different experiences of the world and the manner in which we perceive and conceptualize it. Experience is as a result of interaction of our body with the external environment or other individuals within our culture, all of which make up our conceptual system”. Lakoff & Johnson according to, (1980)

Research Aim and Questions

Many experts argue that metaphors are crucial when it comes to structuring our thoughts and languages. The conceptual metaphor theories have had remarkable influence on cognitive science while also having cross-cultural implications. Based on this, the main objective of this analysis is to compare how animal metaphors ae utilized in both Chinese communities and the communities that speak English. The research questions to guide the study are:

1. What are the common conceptual metaphors relating to animals in English and Chinese?
2. What are the similarities between English and Chinese metaphors?
3. What differences exist between English and Chinese metaphors?
4. What are the implications for these similarities and differences?

Theoretical Background

• Conceptual Metaphor

When it comes to cognitive linguistics view, metaphor is a phenomenon that is conceptual and is linked to what takes place in the mind. Lakoff & Johnson (1980) posited that conceptual metaphors are largely systematic mapping over conceptual domains. A metaphor is described as “the systematic mapping of one domain onto another domain” according to Gibbs Jr, et al., (2004, Pg 24).

Source field is the one that is planned while the aimed domain is the receipt of the mapping Gibbs Jr, et al (2004, pg 25). The end result of this theoretical metaphor is that the process of mapping transfers the features of the source to the aimed domain. “A metaphor therefore consists of cross-domain mapping in the theoretical system to think or even understand one thing in terms of something else” Lakoff & Johnson (2008).

The source domain is the conceptual domain that is utilized in trying to understand another conceptual domain usually referred to as the domain metaphor. Normally, an abstract concept is employed as target, while a more real concept is utilized as the source. According to Lakoff & Johnson (1980)”metaphorical mapping leads to preservation of the cognitive image schema of the source domain, however not all properties are usually mapped onto the target domain. Only some of the structural relations and domain specific properties as well as knowledge of the source domain are actually mapped onto the target domain. The transfer takes place on the basis of apparent similarity between some of the elements of the two domains”.

Individuals usually talk about target domains such as life, love, social; organization and also ideas through means of employing journey, war, food as well as plants as the source domain. For example, “She attacked every weak point in my argument”.

Her criticism was right on point. Majority of English speakers employ these linguistic terminologies conventionally to talk on argument since understanding the nonfigurative concept of argument is enabled by the more concrete concept of a war. Conceptual metaphor ‘argument is war’ is revealed through the application of metaphorical expression; “attacked every weak point in and right on target” in this specific example.

The abstract concept in this instance is ARGUMENT, and it is comprehended through the concept WAR, therefore in this instance, WAR is the source domain whereas ARGUMENT represents the target domain. The utilization of the expression in this case to discuss an argument is not accidental, but is rather due to the fact that a part of conceptual network of battle characterizes the concept of an argument.

Leading theories on metaphor study in china

Since the 1990s, various Chinese scholars have been interested in exploring the properties of metaphor from a new angle based on the already established western theories. For instance, Zhao, (1995) reviewed Metaphors We Live By and helped to deepen public’s knowledge of metaphor. Devotion to learn about metaphor and language by many Chinese linguistic scholars has had considerable influence on the advancement of this discipline.

However, the study of metaphor in china is still in the fledgling period. In one article, on the nature of metaphor and semantic features (1998) Shu Dingfang posits that “human language is metaphorical symbol system on the whole”. In another article titles Language, cognition and metaphor Hu (1997) pointed out “the two items which metaphor mentioned to is not temporary, accidental category, but rather mirrors in peoples’ pre-existing concepts”.

These works helped to systematically introduce western theories of metaphor into China. These Chinese scholars tend to introduce several approaches to the Chinese audience rather than applying it to the investigation of the Chinese language. Shuwu (1998) for instance gives a summary of different metaphor studies from the west such as those by Aristotle and Lakoff. There are other books discussing this same topic such as studies in metaphor by Shu Dingfang (2000) and metaphor, metaphorization and demetaphorization by Yongsheng (2006). Of late, there has been a considerable progress when it comes to the study metaphor. There is a large amount of research papers on cognitive basis, mechanism as well as function of metaphor that have already been published.

Theories on metaphor study in west

Cognitive linguistics theorists on this in the western culture supposed that metaphor is embedded in human cognitive structure. Additionally, they believed that metaphor existed in linguistic level as well as human thought level. Aristotle posited that metaphor is similar as a decoration or ornament in language. Additionally, he held that metaphor is “the use to one thing of a name that belongs to another thing” (Gibbs Jr, et al., 2004).

His comprehensive description of this is that “metaphor is the transference of a name from the object to which it has a natural application; this transference can take place from genus to species or from species to species or through analogy” (Fernandez, et al., 1974). His explanation of metaphor that it is the process of renaming and transference was later developed into “comparison theory” which had huge influence on the traditional study of metaphor. Aristotle regarded metaphors as “fancy language” utilized by poets which is nice but not necessarily important.

The first century saw the emergence of the theory of substitution which argued that “the V-term was substituting for a literal term and that the meaning of a metaphor could be revealed through replacing the literal term and based on this, one can conclude that a metaphor is kind of a decorative device” (Reinhart, 1976).

This theory was advanced by Reinhart and according to him, “a metaphor is where a metaphorical expression is utilized in place of some equivalent literal expression and the comparative theory is a special case of substitution. “His interpretation was that metaphor is a method of retitling and change which is later progressed into “comparison theory” that dominates the conventional analysis of metaphor. This specific theory of metaphor has the assumption that an act of comparison is at the heart of the process.

Based on the substitution or comparison view of metaphor, Black, (1979) developed the “interaction theory” of metaphor where he maintained that the principle of metaphor lied on the relations between the metaphorical expression and the context in which it is used. In the last years of the 1970s decade, Lakoff and Johnson published Metaphors We Live By which marked the transformation of metaphor. Their view n metaphor challenged all the previous aspects of the powerful traditional theory in a coherent as well as systematic manner. They explained a metaphor as:
“Metaphor is for most people a device of the poetic imagination and the rhetorical flourish- a matter of extraordinary rather than ordinary language. Moreover, metaphor is typically viewed characteristic of language alone, a matter of words rather than thought and action. We have found, on the contrary, that metaphor is pervasive in everyday life, not just in language but in thought and action. Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. (Lakoff and Johnson, 1980: 3)”

Data Analysis

The paper will use English and Chinese data on animal metaphors from Cambridge Advanced Learner’s dictionary; conforming English and Chinese proverbs and phrases with explanation and examples. The report will also use Oxford advanced learner, English-Chinese Dictionary of current English, an English-Chinese dictionary of animal words as well as their usage. There are various approaches that can employed when it comes to studying and understanding metaphors.

Such include: semantic approach, cognitive approach, philosophical approach and cultural approach among others. The cognitive and cultural approaches will be the approaches utilized in this specific study so as to understand animal metaphors. A comparative study will be applied as the paper entails the study of different languages.

For this week’s assignment I used Jim Valvano’s 1993 ESPY speech for my analysis. I chose this speech as cancer research is close to my heart and I support what Jim writes in his speech.

Audience

Jim Valvano was a man of many talents: a player, coach, broadcaster, a loving father and husband, but above all, he’ll be remembered as an inspiration and a fighter. He was diagnosed with cancer at the age of 46, and soon realized how precious life was and the importance cancer research would become CITATION VFo l 1033 (Foundation, n.d.). The ESPY speech he gave in March of 1993 supported that realization.

Mr. Valvano was not only addressing only the people in the audience, he was addressing everyone on the other side of the camera as well. He was trying show everyone that yes, cancer does changes one’s life but it doesn’t change who you are. That life is precious and one must live it to the fullest. I love how he tells the world there are three things a person must do on a daily basis, “laugh, think and cry” — then and only then have you had a full day CITATION Val08 l 1033 (Valvano, 2008).

Figures and Tropes

After listening multiple times to Mr. Valvano’s speech, I believe that he uses one figure and quite a few tropes. The only figure I was able to spot was “Figure of Repetition” CITATION Kei15 l 1033 (Keith, William and Lundberg, Christian O., 2015). Throughout his speech used this type of figure often, for example when he talks about the three things important in life, “where you started, where you are, and where you are going to be” CITATION Val08 l 1033 (Valvano, 2008).

According to the textbook, this is considered or is known as grammatical repetition. Another example is his most widely used quote: “Cancer can take away all of my physical abilities. It cannot touch my mind, it cannot touch my heart, and it cannot touch my soul. And those three things are going to carry on forever.” CITATION Val08 l 1033 (Valvano, 2008). There are two tropes found in his speech. The first is “Tropes of Comparison: Metaphor and Simile”.

He uses the metaphor “fight my brains out” to drive home the point he wasn’t going to give up fighting cancer. The second trope found in Mr. Valvano’s speech is “Tropes of Exaggeration: Overstatement and Understatement.” In this case he uses a Hyperbole during his speech when he states “they knocked the walls down, and the rest was history” CITATION Val08 l 1033 (Valvano, 2008).

This was to help the audience understand how motivated the players were over Vince Lombardi’s pep-talk and why he wanted to use it. I believe each figure and trope were effective. They were used in ways that caused the audience to be moved to understand and feel the passion coming from Mr. Valvano over living life to the fullest and supporting cancer research. Like he said, “He knew where he came from, he knew where he was, and he knew where he wanted to be”, right in the middle of giving hope to others by establishing the Jimmy V Foundation for Cancer Research. CITATION Val08 l 1033 (Valvano, 2008)Canons of Rhetoric

I have watched this speech many times and in my opinion Jim Valvano does demonstrate all four cannons of rhetoric.

Invention

The Invention looks at the creation of ideas CITATION DeV18 l 1033 (University, 2018). The idea which he was trying to get across was the fact that life is precious and cancer research is vital to survival. Given that Mr. Valvano is a cancer patient himself, I would say he is defiantly well informed about cancer and the lack of research which was an issue in the early 90’s. He himself is a credible source and is evidence to the fact that life is precious, the importance of living life to the fullest, and supporting cancer research.

Arrangement

The arrangement is the components of the presentation, were they accomplished, did the audience understand it CITATION DeV18 l 1033 (University, 2018)? I believe it was delivered in such a way that it was in fact easy to follow and understand. I did have a hard time distinguishing between the introduction, body and conclusion, but I strongly feel that Mr. Valvano got his point across to the audience.

Style

The style of the presentation is where the speaker uses correct communication choices CITATION DeV18 l 1033 (University, 2018). Mr. Valvano defiantly had style, using speech everyone could understand, words like family, religion, making dreams come true. He was enthusiastic and charismatic, drawing you in with his laughter, his corny jokes, and his love of life. He talked about not being around and the lack of time he wasn’t sure of, and fighting to the very end to see that cancer would be beaten, and that what he was going through would not happen to someone else.

Delivery

Even though he was weak and sick from his battle with cancer, Mr. Valvano delivered a very moving and inspirational speech. He never wavered; standing proud and making direct eye contact with the audience.

He laughed at jokes, even laughing at a story about himself. One could see the passion about living life to the fullest every day, how absorbing everything, laughing, thinking, and crying actually is a full day. Though he didn’t say it, you could tell he was hopeful that the audience would support his foundation. That he would be able to help save someone’s life thanks to the research foundation which was being established.

References

• BIBLIOGRAPHY Foundation, V. (n.d.). The Jimmy V Foundation for Cancer Research. Retrieved from The V Foundation: https://www.jimmyv.org/about/our-story/
• Keith, William and Lundberg, Christian O. (2015). Public Speaking: Choices and Responsibility (2nd ed.). Bostan, MA: CENGAGE Learning. Retrieved from https://bookshelf.vitalsource.com/#/books/9781337477178/cfi/6/36!/4/368/4@0:52.5
• University, D. (2018, October). SPCH275 Week 3 Lesson. Retrieved from DeVry University Student Portal: https://devryu.instructure.com/courses/34570/pages/week-2-lesson?module_item_id=4260395
• Valvano, J. (Performer). (2008, September 28). Jim’s 1993 ESPY Speech. Retrieved from https://www.youtube.com/watch?v=HuoVM9nm42E

1) What is the poem about?

My personal view is that Ted Hughes has attempted to interpret his inner feelings relating to the deaths of his two wives and mother in his writing. The poem is centred around Halifax and I think this is of relevance because Ted Hughes grew up in the town so will always be able to make a connection between the actual place, his family and his upbringing. I find it significant that Hughes was frequently accused of writing poetry which is unnecessarily violent as my opinion is that he was simply being a typically blunt Yorkshire man, describing visions as he sees them.

I am aware that the understandings of meanings may vary from reader to reader, but from studying the poem I understand that Hughes is describing a vision of what he thought to be an angel over the Calder Valley landscape. I also think that Hughes may use his poetry as a method to display his emotions and guilt felt towards both of his wives committing suicide.

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2) How does the poet use language to convey the meaning, give examples of use of any figurative or metaphorical language?

Hughes endeavours to use his poetry as a powerful way of reaching our feelings and emotions in a subconscious manner. In his position as a writer, Hughes attempts to help release our suppressed creative energies, and he believes that poetry is particularly effective for this purpose. Hughes technique involves using appropriate wording to influence the reader’s imagination which results in the effect being a release of emotional energy.

I don’t think his language and structure of writing is necessarily easy to understand. My approach to this was to study the background of Hughes as a person, this helped me to appreciate his work and recognize the style in which Hughes aspires to create a vision. I have researched more of Hughes poetry and upon doing so, noticed and become aware of the fact that certain images recur in his work.

In his poem The Angel, Hughes uses metaphors such as “it was a swan the size of a city!” this type of wording will attract the reader’s attention with an element of surprise as a metaphor is a phrase or figure of speech in which a word or phrase that ordinarily designates one thing, is used to designate another. The result is it makes an implicit comparison. “Smoking Snow” is an oxymoron as two contradictory terms are combined. Realistically, it is not possible for snow to smoke but this is designed to add effect as it sounds quite dramatic.

“Rippling its fringed edges” – Rippling is an onomatopoeia as is fluttered. Hughes uses these types of words to imitate the sounds associated with the objects or actions they refer to (such as fluttered referring to dress). “Glowed like the night-cloud over Sheffield” would be classed as a simile as it is making a comparison and using the word like. I find the wording “Strange square of Satin” to be alliteration as Hughes is repeating the consonants to result in the same types of sounds. My view is that Hughes has used the word “enigmatic” as a personification as it is giving a human attribute to an inanimate object (square of satin).

3) What senses is the poet using to convey his vision and meaning?

I think Hughes mainly tries to illustrate his poem The Angel as a vision in which we can receive a vivid and quite clear picture in our heads of the events and images. I think this is particularly correct of the sentence “She was cast in burning metal” as I can actually envisage the sight of the angel surrounded by the hot, flaming metal. Part of Hughes piece also appeal to my touch senses such as “When I next saw that strange square of satin I reached out and touched it”. This comment made me think of the soft and silky feel of holding satin in my hand. When Hughes is quoting his vision of the words of advice spoken by his mother it appeals to the senses of sound.

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4) Which pieces of the poem do you especially like and why?

The first reason I favour the poem is because I am familiar with the towns he is referring to (Halifax and Sheffield) and I think it is important to comprehend the significance of his Yorkshire origins in order to understand his work. I am curious of the fact that there is often a darker side to Hughes poetry. I particularly enjoyed the section where Hughes was describing his vision of an angel and how it suddenly changed into an omen surrounded by burning metal as I receive a clear picture of the event in my imagination and I can almost feel the terror and panic that Hughes aspires to describe.

I like the way that Hughes describes his experiences realistically and does not try to express himself in the traditional and romantic way for which other English poets are famous. I especially favoured The Angel as it arouses strong emotions and it is not a conventional piece. I have noticed that Hughes frequently does not conform to the conventions which society expects of him, and naturally this upsets people.

Try and link views and values to the themes in the text where you can! Identifying views and values 1 . Identify three core views that you believe are expressed throughout ‘Twelve Angry Men’ 2. Write three sentences about these views using the sample below as a model Egg: Rose’s play challenges the audience to examine their own prejudice, exposing the dangers of prejudging, particularly in the court room. 3. What does Rose value / condemn?

Identify three qualities/concepts/ideas that you believe Reginald Rose endorses, challenges or leaves unquestioned in ‘Twelve Angry Men’. Justify your response. 2. Setting: Rose’s play is all acted on the same set: Analyses the imagery created by the stage directions at the beginning of the play (Para) Analyses the scenes that take place in the washroom. What is the purpose of this separate section of the stage? In what way(s) does it enable Rose to develop his characters (for example, what is revealed about their motives, attitudes and values etc) as well as our perceptions and responses to them?

How does Rose use the New York skyline to reflect his views on the indifference humans can have to serious situations? (p. -4) What is the effect of the way that Rose confines the action of the play to the Jury room? How does it enable Rose to develop dramatic tensions throughout the play? 3. Characters: 1 . Provide character details for each of the twelve Jurors. You can choose to present your details in a comprehensive paragraph on each character, a character map or a chart.

You should include: any biographical information: experiences such as: occupation, where they live / grew up the character’s personality and role(s) in the play: how they feel about the task, their reasons for feeling the boy is guilty (or innocent); their relationships, attitudes and values 3 – 5 relevant quotations for each character 2. Create a table detailing each Juror’s views on the guilt of the defendant. Chart how / why these change over the course of the play: Juror When swayed How swayed Evidence (look at stage directions in particular) 3. Now, discuss Rose’s view of each character.

Is he sympathetic or unsympathetic? Admiring or critical? Affectionate or hostile? How do you know? Explain using quotes. Characterization: Characters views and values can be revealed through: Authorial comments e. G. Hat Rose reveals in the stage directions What the character says themselves How the character speaks – think specifically about the language the character uses and the tone they use What others say or think about them What the character does How their personalities and attitudes are revealed in their relationships How the characters attitudes and beliefs are challenged by others 1 .

Choose three key moments in the text where Rose’s portrayal of the character reveals something about their or his own views and values. Outline this. 2. Find 5 stage directions relating to your character and explain their relevance – choose stage erections that reveal varied aspects of the character (egg: growth over time) 3. Create a word bank for this character 4. Write a succinct paragraph on how views and values are aligned with characters in the text.

Remember to begin with a clear contention, provide explanation (about how the views and values are presented) and support with evidence from the text. (see example below to help get you started) For example: Rose depicts the Juror as a forceful and extremely opinionated man within whom can be detected a streak of sadism. He is hammerless and intolerant, and indeed, his lack of compassion is strongly contrasted to the humanity ND sense of moral obligation we find in Juror . This reflects Rose’s criticism of 4. Themes Complete a 200 word analysis of each of the themes below for the text as whole.

Ensure you utilizes the TEE structure in your analysis: Topic: Introduce the theme and discuss the development of it throughout the text Explain and Explore: Give one or more strong examples from the text to discuss the overall theme e. G. Key events, reflections from Rose etc Evidence: Finally, use quotes throughout your analysis to strengthen your discussion. Racial prejudice justice and the Jury rationality and subjectivity ere pressure: the power of conformity civic duty(qualities such as honor, compassion, empathy… ND the flip side of this: insensitivity, ignorance … ) 5. Structure and language 1. Rose said: No one anywhere ever knows what goes on inside a Jury room but the Jurors, and I thought then that a play taking place entirely within a Jury room might be an exciting and possible moving experience for an audience. Discuss in detail the choices Rose makes to engage the audience in the drama of his play; to encourage them to reflect on their own prejudices as well as using the court mom to present his views on the importance of integrity and active citizenship. . Plot the tensions’ of the drama. What are the turning points? Where do they occur? Why? 3. Choose 2 Jurors and study the language patterns and choices. How do they speak to others? What tone(s) do they use? Are their word choices negatively or positively contacted? How does use Rose use their language to influence our reactions to them? Use examples to support your discussions. 4. Make a list of 10 stage directions, presented in sequential order, that show what is happening in terms of the physical action of the play. Explain their significance. 5.

Make a list of 10 stage directions, presented in sequential order, that show what is happening in terms of the emotional states of the characters in the play. You could choose 1 character or various characters. If you choose one character, do not choose the character that you worked on in the group task. Explain their significance. 6. One of the key skills of this outcome is the ability to analyses the ways in which textual meaning is created. This means being able to identify narrative devices used by authors and the way structural and language elements contribute to a readers understanding of the key textual concerns.

Some of the devices include: Narrative viewpoint Imagery (similes, metaphors, personification etc) Symbolism / Motif Tone / Mood – consider here Rose’s use of the storm, interactions / tension between characters Setting Colloquial Language Writers use these devices to shape our perceptions of and attitudes towards characters and textual ideas / themes. Find 10 literary devices Rose utilizes throughout the text and explain their meaning. Language / Literary Device (for example, symbol, imagery – simile / metaphor, use of setting etc.

Textual Example (Quote) Meaning Created (for egg, how do we perceive character, what does it add to our understanding of theme, social context etc. ) 6. Differing interpretations 1 . For each of the following statements, find examples from the text that challenge or endorse the ideas presented – discuss why you chose them “[Twelve Angry Men] points up the fact, which too many of us have not taken seriously, of what it means to serve on a Jury when a man’s life is at stake. ” “Numbered but not named, [the Jurors] comprise a cross section of American society… Eire value for Rose is as social representatives rather than as individuals. ” “What is uplifting is that Rose’s narrative shows the ugliness of racial prejudice, and then rational men turning their backs on this ugliness. The racist views do not hold sway for long. ” Using the themes in the text, develop interpretative statements about the text that link two or more of these ideas in one sentence. For example: Throughout his play, Rose critiques the oppressive and discriminative environment of McCarthy America, exploring the way some Jurors use the power of their rationality to attempt to sway others to share their point of view.

Indeed, the 8th juror is aware of the effects and dangers of peer pressure and this is illustrated through his request to have the second (and possibly the most important vote) taken as an anonymous ballot (p. 18) At various moments in the play, the 10th, 3rd and 7th jurors do try to sway the vote to ‘guilty through the use of intimidation rather than argument. What can be interpreted is another clear message conveyed by Rose through his play is that this type of intimidation will ultimately be unsuccessful.

Logic and reason do win out over endemic prejudice, but what the play also illustrates is that for this to occur, there must be voices who are prepared to hold true to their convictions. This is clearly portrayed through the contrast between the “[interrupting]” and “[shouting]” of Jurors 10 and 3 and the “[calm]” and reflective “[pauses]” of Juror 8. 2. What “truths” are revealed throughout the play? 3. Identify one character in the text that you are sympathetic towards and one you are critical of. Explain your reactions using evidence from the text.

“Richard Cory” Edwin Arlington Robinson “Money can’t buy happiness” is an old saying that echoes through time; however, it seems to echo so softly that it is quite often ignored. People everywhere in search for their fulfillment see money as a fast train leading to their destination of happiness. The envy and the jealousy of the poor and the needy lie with the rich and powerful. is the envy of the whole town. The townspeople look at him as if he had it all. They see his money, feel his power, know his intelligence and not one time do they ever doubt his happiness.

They look at him as more than a mere man, and they desire and long to be looked at in this way. They assume that living like Richard Cory will bring them infinite happiness. The poem seems to indicate that everyone keeps their distance from Mr. Cory. His money does not buy him happiness and it does not bring him friends. Richard Cory led an unbearably lonely life, which is reflected in the very last line of the poem when he commits suicide by shooting himself in the head. “Richard Cory” is an excellent example of didactic poetry. The whole purpose of this poem is to teach a .

That lesson being that money cannot buy happiness. The poem is an iambic pentameter and consists of four stanzas. Each line contains ten syllables. The rhyming pattern is A, B, A, B. The first three stanzas of the poem describe the subject, while the fourth stanza shocks the reader. In the first stanza of “Richard Cory” the reader becomes aware of the main thrust of the poem that suggests the differences between the wealthy and the less fortunate. The speaker of the poem belongs to the latter class and the poem clearly draws out distinctions between “us” and “him”. In the second line, “We people on the pavement looked at him:” (I. ) suggests a lower class stating how they look up to him as well as merely staring at him. In the third and fourth lines the speaker uses the term “gentleman” which continues the division of economic classes. Then by claiming this gentlemanly quality from “…sole to crown”, (I. 3) the speaker is emphasizing how kingly Cory is. In the second stanza the speaker of the poem is careful to make sure his listeners understand that Richard Cory was just a normal, nice guy. He does not look down on the common folk; he isn’t arrogant; he speaks to people the way the speaker would expect him to. And he was always human when he talked;”. (II. 2) Cory seems very friendly and happy just like the common working-class stiffs, only better looking and richer. The third stanza tells us that Richard Cory is rich, but the speaker also exaggerates Cory’s wealth by saying he is “…richer than a king. ” (III. 1) At this point, the audience knows the speaker is speaking in terms of wealth not personality and a successful life. In the fourth and final stanza the first two lines restate the differences between the two economic classes. As the audience reads on to the final two lines of the poem they are hit with a shock.

Richard Cory, the man who has everything, the man who is everything that these hard working folk want to be—this icon of success and happiness—kills himself. Robinson uses many poetic devices to make his readers feel at one with “Richard Cory. ” A metaphor can be found in the first line of the third stanza. “And he was rich-yes, richer than a king”. (III. 1) “He was rich” is the tenor of the metaphor. “Richer than a king” is the vehicle of the metaphor. “Richard Cory” is also an excellent example of situational irony. What happens at the end of the poem is different from what the reader expects to happen.

Richard Cory’s death comes as a complete shock! Robinson also uses imagery to paint the picture of this handsome, wealthy, gentleman who has it all. He uses descriptive adjectives to tell about his wealth and his intelligence. He makes his readers think that this man is on top of the world. That is until the reader gets to the final line of the poem and kicks into gear. Robinson plays off the two elements to create a vivid and shocking poem. As Robinson’s audience comes to find, it is impossible to influence and complete happiness by the size of your wallet.

A king may sit on his throne his entire life and count his gold, but that throne no matter the size or the comfort could ever replace the warmth of another human being. As that gold slowly collects dust over time its sparkle will fade and so will he. Money can buy anything in the entire world except the things that matter most in life such as love, self-fulfillment and contentment. Living out a life of luxury did not alter the reality that on the inside Richard Cory was a key example of imperfection in a seemingly perfect world.

Displacement; a shift or move in the unconscious when the mind redirects a thought or word dangerous or unacceptable and substitutes it with a more affable thought or word. Condensation; where all the different elements, bits and pieces of thought and dreams combine into one to make sense. In this way they can stand for several different thoughts, feelings, wishes, ideas, etc. For Freud, condensation and displacement / substitution were used as a defense mechanism to contain aggressive and sexual impulses and hide the true unconscious thought (anxiety).

Brought to light through slips, jokes and dreams, these little bits of language produce the whole picture. The Signorelli example, from The psychopathology of everyday life is a fine example of displacement and linguistics. Travelling through Bosnia, Herzegovina; Freud forgets the name of a famous painter; Signorelli. Two other less familiar names come to mind; Botticelli and Boltraffio.

By combining different bits and parts of the words Signorelli, Botticelli, Boltraffio and Bosnia, Herzegovina, he realises the repressed thought (death and sexuality regarding a patient). A further example comes from jokes and their relation to the unconscious, during a conversation Hirsch – Hyacinth of Hamburg; Pottery agent and extractor of corns, recalls a meeting with the wealthy Baron Rothschild where Rothschild treated him as his equal – ‘quite famillionairely’. (Condensation accompanied by the formation of a substitute)

Metaphor – A figure of speech in which a word or phrase is applied to an object or concept it does not literally denote in order to suggest comparison with its basic meaning (metaphors = suppress). A rough man. Metonymy – is a figure of speech that consists of the use of the name of one object or concept for that of another to which it is related or which it is a part i. e. substitution of one word for another. (metonymy combines). The cup was drunk. Jacques Lacan; (1901-1981) believed that the human psyche is found in language.

He thought it an extremely important part of Freud’s understanding of the unconscious. He wanted to expand on Freud’s work or condensation and displacement. Using metaphors and metonymy Lacan related directly to Freud’s thinking in terms of condensation and displacement in so far as the original is changed and a new idea – concept is formed. He placed great importance on linguistics’ (phonemes, multiple use of the same material, double meaning, puns etc) in relation to slips and Para praxes .

He relied on the borrowed work of a number of linguistics in this regard. The linguist, De Saussure believed the relationship between words were greater than objects. Two elements combine in a relationship called signification to produce the linguistic sign. There must be both a signifier (idea) and signified (concept). Lacan noticed the similarities between Saussure and Freud’s work in relation to signifier and signified. In Freud’s representation S/s the signified slips beneath the signifier.

A second linguistic, Roman Jacobson believed the production of language twofold. Selection / substation and combination of the linguistic units. He gives an excellent example of the use of metaphor and metonymy. Quoting from Lewis Carrols, Alice’s Adventures in Wonderland: ‘“Did you say pig or fig? said the cat. ‘I said pig,’ replied Alice. (Baby to pig suggests a person who is not nice). Other examples include, the Cheshire cat (grin like a Cheshire cat). The March Hare (as mad as a March Hare) etc, etc.

The issue whether pitbulls should be banned has been prominent in the media in recent weeks since poor Ayen Chol was brutally attacked. In the letter to the editorial ‘these dogs are guns without a safety catch’ published in the Herald sun, on the 19/08/11, by Leanne Pelen contends that pitbulls are vicious, savage, dangerous animals that need to be banned by the government. In an outraged tone, the article targets those who own pitbulls as well the government officials who make the laws about dogs, in a bid to get them to see that pitbulls are vicious killers who are to have no pace in our society.

Throughout the article the writer uses a number of persuasive devices in order to manipulate the audience’s response. These include metaphors, anecdotal evidence, repetition, rhetorical question, attack and emotive language. In the heading, one example of a persuasive technique used is that of a metaphor. A metaphor is when the author makes association with a vivid image. An example of this technique throughout the article include: “these dogs are guns without a safety catch on”.

It manipulates the reader in creating a sense of fear by using the powerful image of a dangerous deadly weapon and associating this image with pitbulls such quotes have left the reader to believe that pitbulls are dangerous, vicious, brutal dogs that should be banned. Another example of a persuasive technique used that is of attack to the government, an attack is when the author position the reader to agree that if an individual is flawed, their messages must be to, an example of this technique throughout the article include ‘has the law gone mad? and ‘How little the government will protect us.. ’ this attack makes the reader feel outraged that the government in doing little to help the community. The author uses emotive language to describe the bravery of her husband and the innocence of the young girl Ayen Chol. An example of this highly emotive language throughout the article include: “acting so bravely without thought of his own safety”, this quote make the reader feel admiration of how the husband’s brave action and relief that he was there in order to prevent a atastrophic event for his family . Another use of this highly emotive language include: where the other victim young Ayen Chol was described as “poor little girl”, the use of “poor little girl” makes the reader feel sympathy for a young victim barely started her life, the author creates a petrifying image “as she frantically tries to fight off the dog”, “as she clung to her mother’s leg” the author also manipulates the reader in feeling penetrating grief that this disparaging attack could’ve been avoided had happen in someone’s lounge room.

With a series of highly emotive language, for example the terms used to describe the dogs as “these vicious dogs”, “savagely behaviour”, and their “murderous aggression”. Not only does the author use these words she also inclines the reader to see that these dogs are nothing but dangerous ruthless killers with no mercy, and to agree with the author in asserting that these dogs should be banned. Reference to the well-known authority of RSPCA state president Hugh Wirth sways us to accept that these dogs are indeed ruthless creates as he describes the pit bulls as “killing machines”.

Dr Stephen Tate, a veterinarian and director of the Bureau of Animal Welfare at the Department of Primary Industries says “pit bulls were specifically bred to be dangerous when they attack. This predisposes the reader that also the experts know that pit bulls are vicious, brutal and dangerous. The author concludes this article with a rhetorical question “when will these people learn that we need to treat these breeds like guns without a safety catch on”, this rhetorical question is also a repetition of the metaphor which appeared in the headline.