The Trojan War Is The Oldest Record Many Historians

The Trojan War is a topic that comes with many discussions, questions, and beliefs that many people even today are looking into. The Iliad, created by Homer, is the oldest record many Historians use to start their research on the Trojan War. Unfortunately, his version of the Trojan War was made 480 years after it occurred, which leaves many people to question if Homer’s story was true or not. In today’s times we still may not have all the answers of the Trojan War but we do have evidence and possibilities of there being one. The Trojan War is discussed by many Historians of their different views and findings that we continue today to learn more about. Historians have analyzed, researched, and discovered new theories to the Trojan War from†¦show more content†¦Now it was clear that Troy was one of the larger Anatolian cities of the period during which we would place the Trojan War. Korfmann dig found several important things about Troy which helped prove that Ho mer could be true. They believe that Troy appears to have been destroyed around 1180 B.C., probably by a war the city lost. There is evidence of a fire, some skeletons, and heaps of sling bullets. People who have successfully defended their city would have gathered their sling bullets and put them away for another event, but a victorious conqueror would have done nothing with them, from what the archeologists believed. That still wasn’t enough proof to think that all that was from a war. †It appeared that the city was, by the standards of the region at that time, and most certainly of superregional importance in controlling access from the Mediterranean to the Black Sea and from Asia Minor to southeast Europe and vice versa.† This proved that Troy could have been fought over because of that factor, it gave more reason to why others would want the city as their own. â€Å"Troy was also evidently attacked repeatedly and had to defend itself again and again, as in dicated by repairs undertaken to the main defenses and efforts to enlarge and strengthen them.† They started to question the size of Troy because Homer described it as being really big but from what

Definition and Examples of Platitudes in English

Rhetorical Analysis Of I Have A Dream Speech - 752 Words

Upon the arrival of August 28, 1963 At the Lincoln Commemoration 200,000 individuals accumulated after the Walk on Washington. This is the place Dr. Martin Luther conveyed his discourse I Have a Dream to America. He talked about the treacheries of isolation and separation of African Americans that was occurring in our country. In his first explanation he stated, I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. In this announcement he said what he was there to do. He was standing up for opportunity. Dr. Martin Luther addresses and exhibits would incite an adjustment in the brains and hearts of the American individuals. He stood up and enlivened a†¦show more content†¦His use of the bible causes an emotional response, ‘â€Å"And the glory of the Lord shall be revealed, and all flesh shall see it together.† He is using the bible to provide a belief and faith in what he is sayin g is truth, and that all people will stand together. His utilization of illustrations all through his discourse keeps his gathering of people occupied with his battle for flexibility, he states And even though we face difficulties of today and tomorrow, thus even though we confront the challenges of today and tomorrow, I still have a dream. It is deeply rooted in the American dream. He utilizes the American dream to speak to all Americans. He is stating that his dream is a piece of the American dream that we as a whole should have the flexibility to dream. He also uses the appeal that he is a father and that he wants more for his children. â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but the content of their character.† This is allowing the listener to relate to him as a father and the aspirations we hold for our children. It provides a human appeal and uses pathos. He also uses logos in his analogies. When he states, â€Å"America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds.’† His analogy is using logic as a form of reasoning. He reasons is thatShow MoreRelatedRhetorical Analysis Of I Have A Dream Speech924 Words   |  4 Pagesis his â€Å"I have a dream† speech. The reason â€Å"I Have a Dream† speech made massive impacts, is due to It struck directly into the hearts of Americans both black and white making America realize just what is really going o n in this world. King informed people about racial equality and fairness. This speech hit home so well just by the way he structured his speech. You can notice that MLK structures his speech to appeal to the different types of audience, supporting it with the three rhetorical modes;Read MoreRhetorical Analysis Of I Have A Dream Speech1198 Words   |  5 PagesThe, â€Å"I Have a Dream† speech given by Dr. Martin Luther King Jr. is arguably the most emotionally moving and persuasive speech of all time. But, to understand the speech one must first understand the context. At this time, the slave era was far gone but, not forgotten. Negro men and women were still experiencing segregation in the 1960’s. There was negro bathrooms, negro schools, negro water fountains, and even negro restaurants. Martin Luther King Jr. was an influential black man who took on theRead MoreRhetorical Analysis Of I Have A Dream Speech1058 Words   |  5 PagesMartin Luther King Jr’s â⠂¬Å"I have a Dream† demonstrates the combination of the rhetorical appeals to support his argument for equality and social justice because he draws attention to the past history of America’s Injustice and oppression towards black Americans. One of the explanations that the I Have a Dream address by Martin Luther King Jr. is memorable is that it contains a superb balance of Aristotles 3 rhetorical appeals: attribute, pathos, and logos. Ethos is associate charm to authorityRead MoreRhetorical Analysis Of I Have A Dream Speech1061 Words   |  5 Pagesleader in the Civil Rights Movement. He is widely known for his speech that took place on 28 August 1963, â€Å"I Have a Dream.† This speech aimed toward the entire nation. King’s main purpose in this speech was to convince his audience to demand racial justice and for them all to stand up together for their rights. In this speech, King uses emotional and logical appeal to gain the audiences support. He applied many rhetorical devices to his speech to connect with the audience’s emotions, and to logicallyRead MoreRhetorical Analysis Of I Have A Dream Speech900 Words   |  4 PagesThe speaker of this essay that I will be writing about is Martin Luther King Jr. He was born on January 15, 1929, in Atlanta, Georgia at his family house. He was an American Baptist minister and activist who became the most visible spokesperson and leader in the Civil Ri ghts Movement. Martin Luther King Jr. was a great American, worked for civil rights in the United States in the 1950s and 60s. He became so popular and well liked that he was hated just as intensely by those who disagreed with theRead MoreRhetorical Analysis Of I Have A Dream Speech865 Words   |  4 Pagesin history. Throughout his speech, King employs many rhetorical devices that further his appeal for civil rights. King establishes his credibility as soon as he steps to the podium. King, an American civil rights activist and leader, was already known by the American people for his leadership throughout the civil rights movement. His leadership role as a civil rights activist asserts his message as credible and true to the American people. King’s â€Å"I Have a Dream† speech addresses the grueling topicRead MoreRhetorical Analysis Of I Have A Dream Speech768 Words   |  4 PagesBrandon Lim CU English 9/29/17 P:2 Using a variety of rhetorical devices, Martin Luther King Jr’s purpose of his â€Å"I Have A Dream Speech† takes a huge step for black americans by voicing the opinions of the people in a civil, non violent manner. He’s a role model for future activists to present the point clearly without hostility or anger, but with a firm tone and many of rhetorical devices. Dr. King gives the speech to help his cause of nonviolent activism against segregation and in favor of civilRead MoreRhetorical Analysis Of I Have A Dream Speech901 Words   |  4 PagesOne of the most acknowledged Civil Rights activists in this history of the United States, Martin Luther King, in his empowering speech, â€Å"I Have a Dream,† proposed his desire for racial equality across the globe in a strong-minded manner. King’s purpose for both writing and orally publishing this speech at the March on Washington affair was to motivate his audience into demanding racial justice and an amalgamated society for all people. He acquired a shameful but dedicated tone as he described theRead MoreRhetorical Analysis Of I Have A Dream Speech768 Words   |  4 Pagesâ€Å"I Have a Dream† Speech Martin Luther King Jr. presented his â€Å"I Have a Dream† speech in 1963. His main purpose of the speech was to drive the idea that everyone deserves and should have freedom and equality. As a civil rights activist, King presented his speech at a protest as he puts across this message. His audience is the country, but specifically those who are against equality for all people. He tried to convince and explain why all people deserve to be equal and have rights that all whiteRead MoreRhetorical Analysis Of I Have A Dream Speech1181 Words   |  5 Pagesrights activist shortly after attaining his doctorate in theology from Boston University. He later went on to deliver one of the finest speeches in United States history on August 28, 1963 entitled â€Å"I Have a Dream.† Over 200,000 people arrived to hear King deliver this speech. King uses a number of rhetorical devices to accentuate his point such as metaphors, antitheses, as well as anaphora’s. In addressing the nation Dr. Martin Luther King Jr effectively uses the appeals of Ethos, Pathos and Logos to

“Girl With a Pearl Earring” by Tracy Chevalier Sample Essay Example For Students

â€Å"Girl With a Pearl Earring† by Tracy Chevalier Sample Essay The fresh â€Å"Girl With a Pearl Earring† by Tracy Chevalier chronicles the immature life of a adult female named Griet. as she travels through a journey full of love. hatred. green-eyed monster. adversity. and other experiences throughout her work as a amah. She is employed at the celebrated painter Vermeer’s really big family. Catharina plays a chief function in the house and is Vermeer’s bigheaded homemaker who gives birth to many kids. Her female parent. Maria Thins. is wiser and conducts most of the family’s concern manners. Griet is invariably disputing with another amah named Tanneke. who gets really covetous of Griet at times. as does Catharina and her girl Cornelia. Cornelia is about an exact reproduction of Catharina’s stuck-up and snobby personality. Throughout the novel. Griet. Catharina. Tanneke. and Cornelia compete over their presence in the head of Vermeer. Griet wins this conflict. but in an kernel. besides loses the conflict becau se everyone in the family is seeking to acquire rid of her. Griet is admired the most by Vermeer. which is something that she likes. but besides places her in the most volatile place of the family. Cornelia is ever seeking ways to acquire Griet into problem with her female parent. Catharina. She in secret searches all twenty-four hours for any manner to rag or upset Griet. This is in portion because of her jealousy towards Griet and partially towards desiring to be closer with her male parent. Vermeer. It is apparent that Cornelia doesn’t merely hold a â€Å"grudge† against amahs. because she is merely looking for ways to be a nuisance merely with Griet. neer with Tanneke. Griet even says that Cornelia was out to acquire her. â€Å"Cornelia had been waiting some clip for this mischievousness. She had even managed somehow to acquire up in the Attic and steal the pulverization. † ( 113 ) . This is the event in which Cornelia steals some of the ruddy pulverization that Griet has been crunching for Vermeer and smudges it all over Griet’s apron. Cornelia does this trusting for Catharina to happen out about Griet running particular errands for Vermeer. Thi s shows that Cornelia becomes so covetous of Griet that she even begins undertaking luxuriant programs to acquire rid of her. Despite being a immature miss. she knows that Griet and Vermeer are going closer. and she wants to halt it. With the changeless mischievousness of Cornelia. Griet is coming closer and closer to losing her occupation. merely as Cornelia wants. The other amah. Tanneke. is really covetous of Griet acquiring more regard from Vermeer and Maria Thins and being treated better than her by them. Tanneke has worked with the Vermeer household for most of her life and she expects to be the most extremely appreciated amah. but all of a sudden Griet. who has been working at that place for less than a twelvemonth. earns Vermeer’s esteem. After Tanneke sees the ruddy pulverization on Griet’s apron. she knows that she has been running particular errands for Vermeer. She so visits Maria Thins about it. but Maria says something that causes her to neer talk of it once more. Although she neer mentions the event once more. she is neer the same with Griet. â€Å"I neer found out what Maria Thins said to Tanneke. what threats or promises she made to maintain her quiet. But it worked†¦ She became much harder with me†¦Ã¢â‚¬  ( 114 ) . This shows that Maria Thins respects that Griet is assisting Vermeer with his pigments. hopefully doing him paint faster. Tanneke is really disquieted that some amah. who merely moved in. all of a sudden earns more regard from Vermeer and Maria Thins than she had in her 15 old ages working at that place. As Tanneke grows even more covetous. she besides tries to acquire rid of Griet. doing the place of holding Vermeer’s esteem even more unstable. .u6b520a27210a2737548bd4f73af7e32a , .u6b520a27210a2737548bd4f73af7e32a .postImageUrl , .u6b520a27210a2737548bd4f73af7e32a .centered-text-area { min-height: 80px; position: relative; } .u6b520a27210a2737548bd4f73af7e32a , .u6b520a27210a2737548bd4f73af7e32a:hover , .u6b520a27210a2737548bd4f73af7e32a:visited , .u6b520a27210a2737548bd4f73af7e32a:active { border:0!important; } .u6b520a27210a2737548bd4f73af7e32a .clearfix:after { content: ""; display: table; clear: both; } .u6b520a27210a2737548bd4f73af7e32a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6b520a27210a2737548bd4f73af7e32a:active , .u6b520a27210a2737548bd4f73af7e32a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6b520a27210a2737548bd4f73af7e32a .centered-text-area { width: 100%; position: relative ; } .u6b520a27210a2737548bd4f73af7e32a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6b520a27210a2737548bd4f73af7e32a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6b520a27210a2737548bd4f73af7e32a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6b520a27210a2737548bd4f73af7e32a:hover .ctaButton { background-color: #34495E!important; } .u6b520a27210a2737548bd4f73af7e32a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6b520a27210a2737548bd4f73af7e32a .u6b520a27210a2737548bd4f73af7e32a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6b520a27210a2737548bd4f73af7e32a:after { content: ""; display: block; clear: both; } READ: College Degrees EssayThe individual that is the most afraid and intimidated by Griet’s developing relationship with Vermeer is Catharina. Ever since the minute Griet first moves in. Catharina has held a score against her. As Griet earns Vermeer’s â€Å"preference. † Catharina’s green-eyed monster grows vastly. Catharina can’t stand the fact that Griet is acquiring more attending from Vermeer than she is. even though she is Vermeer’s married woman. She has been seeking for credence and fondness from Vermeer. both of which she gets excessively few of to fulfill her demands. Catharina can non believe that a puny amah is acquiring more attending from Vermeer than she has her full life. When Catharina finds out that Vermeer has been in secret painting Griet. all of her choler and jealousy saddle horses to a point where she can non bear it any longer. She eventually expresses this desire to acquire attending from Vermeer. â€Å"Catharina was no sap. She knew that the existent affair was non the earrings. She wanted them to be. she tried to do them be so. but she could non assist herself. She turned to her hubby. ‘Why. ’ she asked. ‘have you neer painted me? † ( 214 ) . Catharina has been inquiring this likely most of her life with Vermeer. she could digest Vermeer painting Tanneke. but painting Griet is excessively much for her. This is the last Catharina can set up with Griet. and while she is contemplating firing her. Griet runs off. without of all time seeing the finished picture of herself. Griet has the most desired place in the house. seeing as everyone is seeking to be in her topographic point. This place is really hazardous. because as clip wears on Catharina. Tanneke. and Cornelia are all turning more covetous. As Griet becomes infatuated with Vermeer she doesn’t recognize the unsafe state of affairs she is in. and that it will finally take to her ruin. Ultimately. being extremely respected by Vermeer brings Catharina. who can no longer bear her husband’s high respect for Griet. to fire her. In the long term this is a good and bad thing for Griet. She can eventually acquire off from working as a amah and taking orders from Catharina and Maria Thins. and go her ain adult females in charge of herself. She controls her ain fate. The bad side is that Griet neer sees the true love of her life once more. because they go about their separate ways and he finally dies. Pieter is a individual that Griet uses to acquire off from the memories of Vermeer. but no a ffair what she does. she will ever retrieve the heat of Vermeer’s organic structure in the winter. the feel of his custodies upon hers. and the touch of his fingers upon her lips.

Compare and contrast the influence, outside countries, of Mao and Hitler Essay Example

Compare and contrast the influence, outside countries, of Mao and Hitler Essay Until the death of German Fuhrer Hitler and Chinese dictator Mao in 1944 and 1976 respectively, due to their interests, the two countries not only had an influence towards the countries around them, but the world. And the state of foreign policy, which it was mainly influenced by its distinctive ideology, had a huge impact too. Here the common factor about two single parties nation was that they were both involved in the wars. In particular, Germany took main role in World War 2, which it totally changed the history of countries that are even located in Far East Asia. Whilst the scale of the wars in which Maos Communist China was involved in was smaller compared to Germany, but it utterly changed the whole ideology and destiny of a country. Here, the nation that I am talking about is like North Korea. However, at the same time we must remember that the nature of involvement of wars were different; Hitler was more interest in his ideology and behalf, whereas Mao had a purpose of aid, in which rescuing other countries from what they see as an evil ideology, capitalism. Therefore, there is no doubt that the two totalitarian nations had a significant influence outside their countries. We will write a custom essay sample on Compare and contrast the influence, outside countries, of Mao and Hitler specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compare and contrast the influence, outside countries, of Mao and Hitler specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compare and contrast the influence, outside countries, of Mao and Hitler specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And most considerable influence outside their country was the consequence of their involvement in the wars. Thus, it is very important and effective to consider each dictators influence and power throughout comparing the impact they had in foreign domain. As I have mention above, Nazi Germany and Peoples Republic of China both had involvement in the wars. To begin with, soon after the death of the Weimar Republics president, Hidenburg, Hitler seized the ultimate power of Germany and declared himself as a dictator, Fuhrer. With this, he commenced very radical and aggressive foreign policies. Since breaking Germany itself free from Versailles, step by step, Nazi prepared an ultimate war to retain its glory back. On 1 September 1939 the German army invaded Poland from the west. On 17 September, Soviet forces invaded Poland from the east. Poland was swiftly defeated by the German tactics of Blitzkrieg. Britain and France could do little. On 3 October Poland surrendered. The path towards the world war, which has been intensified from series of events and circumstances in the Europe, has now been triggered by the invasion of Poland. Through 4 years of war, it had brutal consequences; most of countries in Europe and USA were involved in the war; moreover, the Poland invasion triggered Pacific-War in Asia and several countries in North and Centre Africa were the victims as well since the they were the colonies, so they were compelled to provide their stocks. Similar to Germany, Maos PRC had participated in Korean War and Vietnam War. The war that had a most significant influence, which PRC involved, was Korean War. The tension between communist and non-communist state was not limited to Europe and in 1950 it led to war in Korean peninsula. Korean was divided into two states: North Korea was communist and supported by USSR and China; South Korea had an anti-communist dictatorship and was supported by America. The two Koreans were divided by 38th parallel. Until now, the intense conflict between two parties still exists. And this controversial and critical issue is not only a major issue only for Korean but for whole world. An Issue such as nuclear missiles is one of them. To conclude, the two nations both were involve in the wars and this had considerable influence outside their own country. Especially, the event in which German devastates Poland, Belgium, and other nations in Europe and Chinese participation in Korean War was an identical one and most significant since it had absolutely changed the direction; history to politic, ideology, economy, culture, and life. Until now we have seen the common influence of the war, which had an involvement from the absolute dictator. However, there are also contrasts in many perspectives. Here we must explicitly identify the nature of the involvement. For Hitler, the purpose of war was mainly focused own his behalf. Hence, he advocated Lebensraum that would establish a living space and Nationalism, which would retain the respect diplomatically. Unlike the gloomy Weimar era, he wanted to transform Germany into a superior nation. So he was the one who triggered the war, and took over other countries and instigated Italy, and Japan to get involved in the war. Therefore, Hitler had a clear intention and aim that he wanted to achieve in the war. Whereas, the nature of Chinese involvement the wars were much different; unlike Hitler and Nazi, they were not the one who triggered the war; they participated wars that undermined their ideology, communism. Therefore, it was more likely to be a war against the ideology and not for their behalf. Thus the involvement of the PRC was much passive compared to Nazi. The Vietnam War is a good case. It was likely to be an aid rather than war since the troops of PRC was not involved in the war and only sent advisors and munitions to the Vietcong. Lastly, the scale of the war the two nations were involved in was different. The war that Hitler triggered was a global one; USA to Japan and Congo, it would not be an exaggeration to say that all the nations in the globe were influenced by the WW2. Whereas the wars, which China participated, was in few Asian countries. To sum, since the nature of their involvement in the war was different, the contrast between the influences has been shown. Throughout the essay, I have been discussing about the comparison and contrast by spotlighting the wars that the two leaders were involved in. Mainly, there is no doubt that Mao and Hitler were both involved in wars changed our history and is still influencing our generation. But the nature of its movement should be distinguished since Hitler had an ambition to conquer Europe and Maos focus was towards on containing Capitalism. I personally think this was effective way to compare for the two totalitarian dictators. However, Maos PRC was established after the end of WW2 and death of Hitler. Thus, I believe a comparison between two dictators was not the most effective question since Hitler was a leader during 1933~1944 and Mao was in 1945~1976. Therefore, for example, comparison between Mao and Stalin would had been a better comparison since the two totalitarian leader were involved in Cold war against USA and Capitalism states. For Hitler, Mussolini would have been a perfect comparison.

To dismiss the Chartist movement as mere hunger politics is to underestimate the depth of its political support Essays

To dismiss the Chartist movement as mere hunger politics is to underestimate the depth of its political support Essays To dismiss the Chartist movement as mere hunger politics is to underestimate the depth of its political support Essay To dismiss the Chartist movement as mere hunger politics is to underestimate the depth of its political support Essay Essay Topic: A Hunger Artist * Chartism product of industrialisation. Problem was boom and slump nature of economy and temporary unemployment. This was one of issues that angered w/class about Poor Law Amendment Act 1834. In Manchester alone in 1837 there were estimated to have been 50,000 unemployed at some point and there were constant protests in Yorkshire re, this inconsistency of opportunity. * The man in charge of controlling the Midlands and North from a military sense had sympathy with the Chartists and reported to the government everywhere people are starving in the manufacturing districts. * Industrialisation brought with it the problem for many of mechanisation. Britain contained a rich heritage of craftsmanship and it was craftsmen that were badly hit. These including handloom weavers and more locally Black Country nail makers. Also hit badly were the workers in declining areas such as Wales and there can be little doubt that many of these were shocked by their loss of earnings after a lifetime of relative prosperity. * There is evidence that after the 1842 rejection, food shops were looted primarily and again this coincided with a virtual standstill in production in the north in several industries. Tellingly, trade and output revived massively by 1843 and Chartism membership declined quickly. Depth of political support * The aims are said to be the six points and this is possibly good evidence of a political agenda i.e. none of the points said we want regular bread supplies. Chartism is surmised well by Marjorie Bloy who wrote it represented the fundamental belief that economic exploitation and political subservience could be righted by parliamentary means. Hence, how can political depth and hunger politics be untangled? Some variations on the six points existed and these again demonstrate a desire for other things than bread: these included the Poor Law abolition, no tax on newspapers and 8 hours maximum within the factories. * The London Working Mens Association was founded by skilled and fully employed craftsmen. These included Lovett and Place who were not economically disadvantaged and the pledge of the Association was that men should be in possession of their political and social rights. * It may need considering that if the essay title states political support we ought to ask how much support the movement received from middle and upper classes. The answer is not a lot. The upper classes were in full political control and rejected the first petition 235 to 46 votes. Many middle class supporters left the movement after early violence (Attwood of the Birmingham BPU is a good case in point) and some Chartist leaders such as O Connor (whilst ironically being middle class himself) aggressively rebuked any offers of assistance from this social group. Their parallel support of the ACLL ensured success here. * Many had sympathy with the Chartists grievances but would have balked at suggestions that they should seize power. General Napier mentioned above was an apologist for the government but this does not mean that he gave the Chartists political support. Conclusion: Chartism was a political movement born of economic circumstances. The superficiality of its support is best illustrated by the fact that when the economic situation improved, membership declined rapidly. This support would not have declined so quickly if the political views were deeply felt.

Literature Review of Studies Focused on Vocabulary Development Research Paper

Literature Review of Studies Focused on Vocabulary Development Strategies and Interventions for Grades 9-12 - Research Paper Example There are strategies ideal only for children and there are those applicable only for grownups. In teaching Grades 9-12, teachers will find issues relating mostly to comprehension and vocabulary. This paper reviews three articles that investigated effective reading strategies for improving vocabulary of Grade 9-12 students. One article worthy of attention was written by Douglas Fisher (2007). In this paper, Fisher reports the five-part program that the teachers and administrators of Hoover High School developed and implemented in order to improve the vocabulary performance of students in state-administered tests. According to Fisher (2007), Hoover High School was a low-performing school with a population of 2,300 students at the time of study, all qualifying for free breakfast and lunch and 76% speak a different language apart from English. To improve vocabulary at the school level, the school implemented vocabulary routines and instruction. The first component of the program was wide reading. This component consisted silent sustained reading (SSR) and independent reading for content area subjects. The school identified and purchased appropriate reading materials, among these were historical accounts of WWII. In addition to these resources, the school assigned teachers who could provide relevant information to students regarding the materials they read. The students devoted 20 minutes per day to SSR and just read any material they wanted. This method was not enough, thus additional time was provided during content area instruction for independent reading. The second component of the program was reading aloud. This strategy is very common for beginning readers. Nevertheless, Hoover High School used it because of its tested effectiveness to learn content and vocabulary. In this method, the teacher read aloud a passage for 3-5 minutes at every class. Again, the school had to purchase materials specially designed for the procedure, including Richardson’s (200 0) â€Å"Read It Aloud! Using Literature in the Secondary Content Classroom,† Trelease’s (1993) â€Å"Read All About It! Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens.† These materials, along with other interesting books, were purchased using the school’s site book funds. School administrators conducted observation of read aloud sessions. Consequently, to enhance interest of teachers in implementing read aloud sessions, professional development funds were also utilized to pay teachers to observe other teachers during read alouds. The third component composed of content vocabulary instruction. This was the usual vocabulary instruction in which teachers used graphic organizers, semantic maps, tables, etc. One issue that aroused teachers’ attention on this component was deciding on what vocabulary words to teach. To address the problem, several questions were raised to qualify the words, such as â€Å"Will the word be u sed in other subject areas? Will the word be used again during the school year?† This kind of questions served as guide to teaching specific vocabulary words. The fourth component was academic vocabulary development. For this component, the school team consulted Coxhead’s (2000) â€Å"Academic Word List† and Marzano and Pickering’s (2005) â€Å"ELL Students and Academic Vocabulary† and came up with 570 academic words to teach their students. The last component was called the â€Å"