Writing systems, no matter what type, have a common goal: to represent and record a spoken language. To do this, systems have two primary options. They can either convey semantic information or they can represent the language’s phonetic sounds. Most languages do both, but the degree of each varies on a case-to-case basis. For example, although there are not many phonetic markers in traditional Chinese writing, it provides many semantic clues that are not even represented in the spoken language! English writing, on the other hand, has semantic indicators to an extent, but is primarily composed of phonetic representation. While all types of writing systems have advantages and disadvantages, the emergence of phonetic indicators in traditionally logographic writing systems, as well as the general popularity of alphabetic, consonantal, and syllabic writing systems, indicates that society today tends to value writing systems that convey mostly phonetic information over those that convey mostly semantic information.
In Chinese, which uses a logographic writing system to represent mostly semantic information, each character represents a single syllable. However, because many syllables have multiple meanings, multiple characters may represent the same syllable, which can lead to confusion. Chinese writing also provides very little phonetic information. In fact, only 23 percent of Chinese characters are fully regular, meaning they communicate all three types of Chinese phonetic information—onset, or the initial sound; rime, or the vowel sound; and tone, or the inflection of the vowel (Chen et al., 2003). A very interesting example of the way Chinese conveys information can be found on Omniglot.com, where all the characters derived from the...
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... not discernible without writing. When reading English, it is possible to see a suffix such as “-cide” and realize that the word has to do with the killing of something. However, a word like “countryside,” although the last syllable may be pronounced the same in speech, does not mean “to kill one’s country”!
Iconicity is an important factor in understanding written language, as well, but the iconicity of Chinese is less obvious now. In the early days of language, an iconic character was very useful. For example, the Chinese character for “woman,” when it actually resembled a woman, could be understood even by people who did not speak Chinese. However, these iconic characters were complex and took a considerable amount of time to write, so as time passed, they became simplified. Now the Chinese character for “woman” hardly resembles a woman at all (Robinson, 2007)!
In this short, but charming story, Amy Tan uses imagery to bring the story to life. With figurative language, the reader is immersed into the Chinese culture and can better relate to the characters. Tan main use of imagery is to better explain each character. Often instead of a simple explanation, Tan uses metaphors, similes, or hyperboles to describe the person, this way they are more relatable and their feelings better understood.
There are several different types of archetypes: situational, plot, character, symbolic, and setting. These archetypes are implemented because they hold meaning to society and “provide the deep structure for human motivation and meaning. When we encounter them in art, literature, sacred texts, advertising—or in individuals or groups—they evoke deep feeling within us.” If the audience or reader cannot relate to a certain archetypal symbol or pattern then they would be lacking some deeper meaning behind the sym...
Writing is one of the many factors which can lead to an unequal world. Writing was “One of the most important inventions in human history” (Prososki, “Writing”). It was believed to come from the Fertile Crescent called Sumer around 5,000 years ago. Over the years, writing has advanced as people created writing and printing systems, which were able to reach
Of the phonetic values that he assigned to hieroglyphs, five were correct (p, t, i, n, and f). (Budge 54) In 1814, he revealed the way in which the hieroglyphic signs were to be read by studying the direction in which the birds and other animals were all facing. He also was able to correctly identify some single-consonant hieroglyphic signs.... ...
Numerous intellectuals have debated on the effects that typography has on the mind. An example of two such intellectuals are Walter Ong and Neil Postman. In Walter Ong’s “Writing is a Technology that Restructures Thought” he describes the difference between oral and typographic cultures and the resulting effects each had on the mind while in Chapter 4 of Postman’s “Amusing Ourselves to Death” similarly focuses on how typography has molded the way that we think, which has become very structured and writing-like, and how that effects public discourse. Overall, both their pieces serve to demonstrate how typography arrogates itself into our lives and is forever embedded in our conscious and unconscious mind, which illuminates how technology is
Unlike English, the Japanese language uses a phonetic system, so in tanka and waka, where there are syllabic constraints, space must be used as wisely as possi...
82).” According to Walter Ong, the act of communication through writing heightens ones consciousness and begins to change the way in which the writer thinks. This in turn facilitates the development of increasingly sophisticated technological advancements. Early pictographs were typically monotone and very simplistic in nature. However, as the technology evolved, humankind developed multi-hued writing media that improved the visual accuracy of the images created and subsequently improved the complexity of the message delivered. Essentially more visual detail equals a more complex symbology and abstraction. Some major milestones in the evolution of communication technology include the simplification of earlier literal depictions in the late Paleolithic era, the development of the first “alphabets” as quasi-abstract symbols representing the basic sounds of spoken language. These early alphabets were extremely complex and cumbersome until the Phoenicians developed a “totally abstract and alphabetical system of twenty-two simple phonetic signs, replacing the formidable complexity of cuneiform and hieroglyphs (Higgins, 2003).” The inhabitants of Greece and Rome adopted this system of writing which was in effect by 1500 B.C. and later developed what we know as the
While preparing for one of his college lectures, Dennis Baron, a professor and linguistics at the University of Illinois, began playing with the idea of how writing has changed the world we lived in and materials and tools we use in everyday life. This lecture slowly transitioned into “Should Everybody Write?” An article that has made many wonder if technology has made writing too easy for anyone to use or strengthens a writer's ability to learn and communicate their ideas. Baron uses rhetorical strategies in his article to portray to his audience his positive tone, the contrast and comparison of context and his logical purpose.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Looking upon my time here at Central Michigan, I recall in previous courses that phonemic awareness is how we interpret the sounds in a word. Essentially, being able to hear and identify these sounds of our language. After deeply focusing on Phonological and phonemic awareness over the course of a few weeks, it is clear that my prior knowledge isn’t far off. Both of these skills involve sound and can be processed with eyes closed—no printed material. After much research, these skills are vital to a child and their development; they aid in spelling, alphabetic principle, and letter-sound correspondence. If this skill is not obtained by a child, he or she will have a difficult time with reading and comprehension in addition to poor spelling.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.
The Features of Written Language and Speech In English language there are two different ways of actually presenting language. These are written language and speech. These two factors of speech both include many different features between themselves. These features are mostly opposite to each other as they are completely different ways of presenting language. Written language is structured into paragraphs unlike general speech which is hardly thought about before being said and is flowing naturally.